Cognitive Acquiring Knowledge Essay

Unit 1 assignment-

Part one:

Cognitive- acquiring knowledge

Neurological- Nerves and the nervous system

Birth to six months

What a child experiences in the first few years of life largely determines how their brain will develop and how they will interact with the world throughout their life. Brains are built up over time, from the bottom up. The basic architecture of the brain is constructed though an ongoing process that begins before birth and continues on through adult hood. For children’s brains to become highly developed for learning, repeated experience are essential. Children will developed bet if they are proved with: positive supportive relationships, routines and consistency, chance to repeat activities, hands on interaction

They will have begun to understand rules and will be able to discuss points of view. Their concentration levels will have increased to longer periods of time. They will be starting to sort objects and categorise them by multiple features for example; they may be able to sort vehicles by colour, size and the way they travel. They are learning new skills such as simple numeracy skills involving addition and subtraction, reading and writing.

Some neurological conditions that my impact the brain development are:

• Autism

• Attention Deficit Disorder

• Brain tumour

• Dyslexia

• Epilepsy

• Meningitis

Theorists;

Jean Paiget

Jean Paiget thought that the thinking between adult and children were different. He believed that depending on their experiences, age and stage of cognitive development would affect the way that children would think. For example a child who has only seen green apples will believe that all apples are green, it is allowing children to extend their experiences in order for them to extend their learning. He believed children were active learners Piaget stages are;

• Sensory- motor stage- Birth to 2 years

• Pre-optional stage- 2 to 7 years

• Concrete operations- 7 to 12 years

• Formal operations- 12 years and over

Paiget has been and continues to be an important influence on how we think about children’s thinking