Cognitive Development of a Child | Assignment
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Added on 2020-02-24
Cognitive Development of a Child | Assignment
Added on 2020-02-24
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Running head: MATHEMATICAL AND COGNITIVE DEVELOPMENT IN CHILDRENMathematical and Cognitive development in ChildrenName of the student:Name of the university:Author note:
1MATHEMATICAL AND COGNITIVE DEVELOPMENT IN CHILDRENIntroductionWhen a child is born, its ideas, concepts and thoughts are like a blank sheet, “tabularasa”, termed by philosopher John Locke. Keen observation of the surroundings formsessential in terms of bestowing maturity upon the child. With the passage of time, the childdevelops in age and physical appearance (Saxe, 2015). The age of the child is directlycorrelated with the attainment of maturity. This assignment, through the theoretical approachsheds light on the cognitive development of a child from its birth to the primary level. Withinthis, the focus of the assignment is on mathematics, which enhances the preconceivedknowledge of the child regarding numbers and their usage. Birth to Two YearsBabiesBabies develop thoughts and concepts through their self-performance. For a newbornbaby, observing the events happening around them helps them to understand the relationshipbetween cause and effect. Seeing the running water of the taps, they learn that it is the timefor taking bath. Playing with the toys exposes them to different sounds (Bjorklund & Causey,2017). Playing with the same toys on a daily basis helps them to classify the sounds. This isalso applicable for the mathematical development. Minute observation of the people aroundthem supports their understanding regarding the relative size. This includes their self, theirparents and others. It is at this stage, where they develop an understanding that they are smalland the parents and the others are big. Babbling is the form of communication, which the child reveals. However, with theadvent of maturity, communication takes a slow yet gradual progress. Herein lies thegrasping of words, which includes quantities. Countering this, expressions through hand alsomakes the child acquainted with the numeric (Bjorklund, 2013).
2MATHEMATICAL AND COGNITIVE DEVELOPMENT IN CHILDRENToddlersHere, the child slowly and gradually learns to walk by holding the hands of theparents. Along with this, they learn to use fingers for projecting the numbers. Apart from this,the toddlers can recite the numbers; however, some goes missing, as their memory is not thatactive. One of the other skills, which the toddlers develop, is the understanding of the basicmathematical language. This is done by exposing the child to the different positions of thenumbers, which helps the child to learn the words, “under”, “behind” among others (Chu &Geary, 2015). Playing with the numbers and shapes enhance their clarity about theirsimilarities and differences. This reflects their learning about the shapes and numbers. Fillingthe containers or emptying them supports the toddlers to learn about the quantities andmeasurements (Rouder & Geary, 2014). Pre-schoolersPenetrating into the threshold of schools reflect the attainment of maturity at the lowerlevel. Here, the children get to learn the numerical shapes as well as the other shapes, whichare present in their surroundings. Doing the projects at this stage generates within them thecapability to segregate the things according to their characteristics. This is also applicable forthe numbers. Reciting the numbers like rhymes makes the pre-schoolers learn the numbers upto 20 (Demetriou, Shayer & Efklides, 2016). Here also the hand expression proves beneficialin terms of enhancing the acquaintance of the pre-schoolers towards the names of numericalfigures. Allowing the students to do the basic things by themselves enhances their awarenessregarding cause and effect. However, supervision is of utmost importance in this case tosafeguard the children from accidents. Two years is the foundational age for initiation of the learning process. This includesevery subject including mathematics. According to the viewpoints of Purpura et al., (2015), a
3MATHEMATICAL AND COGNITIVE DEVELOPMENT IN CHILDRENscreener is important for preschool students in terms of testing their numerical skills.Diversified sample selection helps in measuring the progress of the preschool students interms of the used pedagogies towards the basic and fundamental mathematics. According tothe source, this screening is done through two stages. In the first stage, 393 students wereselected for performing the instructed maths. Here, item response theory framework wasused to detect the capability of the students. As a matter of specification, the items selectedwere 24 in number. After analysing the achieved results in the first stage, the researchersmoved on the second stage, where 129 preschool students were asked to solve certainmathematical problems (Purpura et al., 2015). Mathematical learning is considered as the stepping-stone towards the decision-making of the children, especially the preschoolers. Provision of proper guidance through themeans of skilled and experienced teachers provides the opportunity to attain an easy graspover the fundamental mathematical solutions. Making effective and judicious use of thegained experience is of utmost importance for the teachers in terms of preparing the studentstowards their cognitive development. Herein lays the appropriateness of the word “help” asmentioned in the book, Helping children learn mathematics (Reys et al., 2014).Rational behaviour is expected from the teachers for levying proper mathematicallearning to the children. Within this rationality, consciousness towards the needs, demandsand requirements of the children, is one of the essential components in the behaviour of theteachers. Imparting the knowledge of the basic mathematical skills to the students in a playway method is the main proposition of the book, Play at the centre of curriculum.Maintaining consistency in the provision of this pedagogy makes the savior in the life of thechildren in terms of attaining proper mathematical and cognitive development. Viewing itfrom other perspective, inclusion of play-based learning within the curriculum helps the
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