Cognitive Development
Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Exploration and Discovery
18-36 Months
• Express interest in animals and insects
• Examine rocks, sticks, and outdoor
objects
• Pour, scoop, and explore sand and
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
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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
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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
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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
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Exploration
•
•
•
•
•
•
Pots and Pans
Toys
Cereal & Shoe Boxes
Crumpled Newspaper
Scarf
Bottles filled w/
floating toys
• Blocks of different
sizes
• Books
• Card board 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
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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
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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
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Conservation
Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015
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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
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Sample: Caregiver Responses Activity 2
Problem-Solving: Experiments w/ different uses for objects
Filling - Dumping
8-18 months
X
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
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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
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Problem Solving
Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015
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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
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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
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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
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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
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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
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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
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Imitation and Make Believe
Activity 3
In groups of two, consider how you can support make-believe 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
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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,
such as you are a farmer on a farm and they are animals on the farm.
Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015
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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
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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
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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
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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 can 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
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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
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Cognitive Terms:
Matching Activity
Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015
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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
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