Cognitive Development Texas Infant Toddler and ThreeYearOld Early

Cognitive Development Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 1

Agenda • Responsive Caregiving • Piaget’s Stages of Cognitive Development • Exploration and Discovery • Problem Solving • Memory • Information Processing • Imitation and Make Believe • Inclusion Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 2

Objectives Describe Piaget’s sensorimotor stage of cognitive development Create a list of 4 -5 engaging materials to promote exploration for infants, toddlers and three-year-olds Develop an open-ended activity to promote problem-solving skills List 3 -4 ways to promote and support pretend play Create an inclusion strategy based on a scenario Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 3

Responsive Caregiving Observe the child’s needs Respond appropriately Child receives the response and needs are met Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 4

Cognitive Development Jean Piaget’s Stages of Cognitive Development Birth – 2 years 2 – 7 years Sensorimotor Preoperational Early cognitive development is based on actions, which lead to processes, which lead to changes in mental operations, the way we think. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 5

Cognitive Development Birth – 2 years Sensorimotor Developmental Stage • Infants learn through the use of their five senses and by moving around the environment (sensor = senses, motor = movement). Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 6

Cognitive Development Take out your Participant Guide. Take a few minutes to describe Piaget’s sensorimotor stage of cognitive development. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 7

Cognitive Development 2 – 7 years Preoperational Thinking • Ideas are based on experience, not explanation • Can only focus on one characteristic of an object at a time • Over-generalizes information due to limited experience • Adjusts ideas and concepts only through experimentation Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 8

Exploration and Discovery The Indicators are: • Pays attention and exhibits curiosity in people and objects • Uses senses to explore people, objects, and the environment • Shows interest in colors, shapes, patterns, and pictures • Makes things happen, watches for results, and repeats actions Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 9

Object Permanence Before Object Permanence • An object is forgotten when it is hidden • Reappearance causes surprise After Object Permanence • Infant seeks out the hidden object Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 10

Exploration and Discovery 0 -8 Months • Reach to touch objects • Put objects in their mouth to touch and taste • Turn toys over and over to explore, bang toys • Hit or kick toys to make them move, over and over Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 11

Exploration and Discovery 8 -18 Months • Look at books • Enjoy toys/objects that make sounds, such as drums or bells • Look closely at small objects, examining the detail • Stack blocks or objects • Manipulate toys or objects repeatedly Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 12

Exploration and Discovery 18 -36 Months • Express interest in animals and insects • Examine rocks, sticks, and outdoor objects • Pour, scoop, and explore sand water • Match colors and shapes, sort like objects • Push/pull riding toys Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 13

Exploration and Discovery 36 -48 Months • Talk about and ask about objects in nature • Notice and discuss changes in weather • Name colors and shapes • Copy simple patterns • Experiment with different objects during play to compare their effects • Repeat actions to improve results Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 14

Caregiver Responses • Provide an enriched environment with a variety of objects to promote exploration indoors and outside • Rotate materials often • Allow uninterrupted play time • Model curiosity, finding answers together rather than providing them • Engage and play alongside Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 15

Exploration Create a list of 4 -5 materials that would promote exploration for infants, toddlers and three-year-olds. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 16

Exploration • Pots and Pans • Toys • Cereal & Shoe Boxes • Crumpled Newspaper • Scarf • Bottles filled w/ floating toys • Blocks of different sizes • Books • Card boxes • Paper towel rolls • Muffin pan w/ objects to fit in cups • • Puppets String, beads Magnifying glass Big animals, baby animals (sorting) • Materials that can be sorted (red blocks, yellow blocks) Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 17

Problem Solving The Indicators are: • Experiments with different uses for objects • Shows imagination, creativity, and uses a variety of strategies to solve problems • Applies knowledge to new situations • Begins to develop interests and skills related to numbers and counting Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 18

Preoperational Thinking • Ideas are based on experience, not explanation • Can only focus on one characteristic of an object at a time • Over-generalizes information due to limited experience • Adjusts ideas and concepts only through experimentation Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 19

Conservation Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 20

Caregiver Responses • Provide large blocks of uninterrupted free-play time • Provide real-world experiences • Plan open-ended activities • Ask open-ended questions Is the puppy sad? How do you think the puppy is feeling? Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 21

Sample: Caregiver Responses Activity 2 Filling - Dumping 8 -18 months X Problem-Solving: Experiments w/ different uses for objects Keep containers filled with objects around and encourage filling and emptying the containers Show excitement when older infants discover new uses for things (putting blocks in a box or pot) Blocks Pegs & pegboards Bucket Puzzles with handles Dump Truck Bug Jug Fill and Spill *age appropriate What do you think will happen when the bucket is turned upside down? Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 22

Caregiver Responses Activity 2 Work in small groups and brainstorm an open-ended activity. Create a materials list, description, and a couple of open-ended questions to promote problem-solving. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 23

Problem Solving Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 24

Memory The Indicators are: • Shows ability to acquire and process new information • Recognizes familiar people, places, and things • Recalls and uses information in new situations • Searches for missing or hidden objects Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 25

Information Processing 1. Memory begins with sensory memory 2. Information gained from sensory memory then moves into short term memory 3. To be remembered for any length of time, information must be moved from short-term memory into long-term memory Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 26

Caregiver Responses • Engage in face-to-face play with infants • Organize the environment and keep materials in consistent locations • Read favorite books over and over again • Play memory games and sing favorite songs frequently • Ask what they would like to sing/read • Ask three-year-olds simple questions about past experiences Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 27

Imitation and Make Believe The Indicators are: • Uses objects in new ways or in pretend play • Uses imitation in pretend play to express creativity and imagination Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 28

Imitation and Make Believe 0 -8 Months • Copy caregiver actions (sticking out tongue, clapping hands) • Differed imitation: imitating a new act after a delay 8 -18 Months • Pretend with realistic objects (phone, cup) • Self-directed play (pretending to eat) Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 29

Imitation and Make Believe 18 -36 Months • Pretend with less realistic props • Direct play towards objects (feed the doll) • Socio-dramatic play (pretend with peers) 36 -48 Months • No props are required • Detached participant (the doll feeds itself) • Socio-dramatic play becomes more elaborate Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 30

Imitation and Make Believe Activity 3 In groups of two, consider how you can support makebelieve play in your classroom. What materials can be added or altered to the routine to allow more uninterrupted play? Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 31

Imitation and Make Believe Activity 3 Make available toys (or real objects) that older infants can pretend play with, such as cups, spoons, and telephones. Comment positively on older infants’ pretend play (“I see you are feeding the baby. I bet she’s hungry!” For older toddlers, keep a variety of toys and objects available for pretend play, such as dolls, stuffed animals, dishes and blocks. Suggest next steps in pretend play (if toddlers pretend to feed a baby doll, suggest that they cover the baby with a blanket and rock it to sleep) Play with toddlers using pretend roles, as you are a farmer on a farm and they are animals on the such farm. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 32

Caregiver Responses • Play with infants and toddlers • Songs and finger-play with repetition • Provide space and time for pretend play • Offer a variety of materials to scaffold pretend play • Encourage and engage in play without controlling it Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 33

Inclusion Strategies • Modify environment Snack Read Home • Adjust expectations • Provide visual supports – Project cards – Picture schedules • Monitor reactions Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 34

Inclusion Activity 4 • In small groups, read through the scenario and create 2 -3 inclusion strategies that might be appropriate for this child. Take 5 minutes in small groups to complete this. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 35

Inclusion Activity 4 Prepare Jason ahead of time for transitions Be aware of and monitor your reactions to Jason Introduce new activities cheerfully Set up a peaceful space where Jason calm himself in between transitions with his favorite books and comfort items Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 36

Cognitive Terms: Matching Activity Take out your Matching Activity Handout Work in groups of 2 at your table to match the definitions to the correct Cognitive terms. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 37

Cognitive Terms: Matching Activity Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 38

Conclusion • Action Plan – Based on what I learned today, what changes will I make next? • Q&A Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 39