Cognitive Development of a 5 Year Old

Cognitive ontogenesisChild Luke Jackson Present/ observe (Oct. 24th, 2012)Observer Bernique Pinder Skill Yes Not Yet Able Comments Names a assert of shapes X Completed Names a range of colours X Completed Sorts objects easily into alike groups X Completed. Although just astir(predicate) objects were classified with some assistance Orders objects according to size X Completed Counts up to 20 objects, touching each one (rational counting) X Completed Re differentiates events in ecological succession with detail X Details are sketchy and only supplies development when prompted or questioned Completes puzzles X Completed with assistanceListens to t undergo story without props X Answers questions when asked and is capable to reason Understands ordinal theorys of first, second, last etc. X Was enunciate the story of the hungry caterpillar and was able to give sequence of diet the caterpillar ate in correct order. diction/ diction development Skill Completed Not Ye t Completed Comments Relays messages correctly X During a game of pass the message along he was unable(p) to pass the correct message with repetition. crapper listen without interrupting X No.Asks questions ever Asks about meaning of new words X Relates to words he already knows Uses adult like sentences Language errors present Can enumerate take anatomy and personal details X Uses language in play activities X Recognises familiar symbols, primary words X Prints own first name X Rating Scale Rating pro entrap 1= Poor or None. The indicator is seldom or never done by the tyke ( Not at tout ensemble). 2=Attempted. 3= Moderately. It is non regular or frequent (sometimes) 4= Good. (most of the time) 5= Excellent.Does both the time or does the occupation well. Skill Rating Scale Can tell his animal(prenominal) address and home telephone number 1 2 3 4 5 Identify or draw, name and describe many pictures. 1 2 3 4 5 Identify and name many colours. 1 2 3 4 5 Dr aw a person adding much detail to the body. 1 2 3 4 5 Count to at least 10-20 1 2 3 4 5 Understand that events befool a cause and effect reaction (e. g. if you drop a scratch then it will break). 1 2 3 4 5 micturate up rhyming words, mimic sounds or even th actors line his own sounds. 1 2 3 4 5 Speech is assureable to everyone. 1 2 3 4 5 Uses simple reasoning 1 2 3 4 5 Understands a whole object or concept 1 2 3 4 5 Knows about things used every day in the home (money, food, appliances) 1 2 3 4 5 Understands the concept of time 1 2 3 4 5 remove simple books. 1 2 3 4 5Make up imaginative stories. 1 2 3 4 5 Reads some words by sight, including own name. 1 2 3 4 5 Knows alphabet and many letter sounds. 1 2 3 4 5 Uses long complex sentences. 1 2 3 4 5 Can recognize numbers unheeding of arrangement in groups 1 2 3 4 5 Tells stories about own experiences 1 2 3 4 5 Piagets Theory Concrete Operational Skills Experiment Results Child A Child Bpreservation of Numbers- I placed a row of sm every bubble glues in front of the child and asked him (both are male) to murder another row the kindred as the first one. After petition the child to exist the room, I then spreaded out the row of gum and the child if in that respect were still the same numbers of gums as at that place were before. (without counting them) They were more(prenominal) gums than before. There were more gums than before Conservation of Length- two children are shown two equal length straws aligned, then they are asked if they were the same length. After leaving the room one is moved to project beyond the other. hold that they are the same length firstly then on returning tell that the protruding straw was longer stating because I stretched it Agreed they were the same length at first then when he came covert he said that they were the same length because I moved it. Conservation of Liquid- Got two equal churles and pour juice into each. Asked each child if It was equal. Then a sk them to leave the room and removed one of the glass and poured juice into a tall skinny glass and asked which had more? have it come to that they were equal at first then suggested that the initial transfuse had more.When asked why? He was unable to secern why just that the tall cup was smaller (implying the narrowness) Acknowledged that they were equal at first then said that the taller cup had more juice. When asked why he stated that the juice in the taller cup is higher than the other so that means it contains more compend of Data Developmental Checklist Based on observation and data gathered from the child I sight, He is capable of completing tasks expected of a five year old. He is capable of disposition two or three simple commands given at once.He can sort objects by size, and by what sort of thing they are, e. g. animals, or by colour or shape. He successfully compared two weights to work out which is heavier. He was able to understand taller, smaller and shorter . He can copy his name. Draw a person with a head, body, legs and arms. Tell the difference between morning and afternoon. Luke is a great conversationalist and loves to talk about the details of all sorts of scientific and nature things. He speaks clearly on the whole, however still not using some sounds correctly, e. g. say th for s or w for r.He asks Why, When, How questions and ask what words mean. He is eager to tell long stories which to me are partly true and partly made up. He is interested in questions and argues and gives his own ideas about things. He knows a few nursery rhymes which he can say, repeat or sing. Similarly, to Lukes physical development his cognitive develop is also maturing at what theorist would say is a normal rate. According to HDEV upon reaching the age of five a child should be rapidly expanding his vocabulary. It is evident that he is beginning to imagine primordially but still somewhat selfish.As mentioned before, currently, he is speaking in ful l sentences that vary in lengths and purposes. He approves watching television shows about super heroes and cars and planes and he spends large hails of time, up to 15 minutes, telling me all about them. Lukes cognitive development in the area of language has a lot to do with the fact he is inquisitive and seems to enjoy learning. According to Rathus Spencer and the developmental checklist of widely held expectations, a five year old should be able to count and should be drawn to letters and sounds.Luke demonstrates a love of reading and will often ask to go in the reading corner. Additionally, by playing games like Snakes and Ladders where he counted the required spaces indicating an understanding of numbers. After presenting him with a book with the cover ripped, he was excited to limit the tape and he started to estimate of airs to fix the book. He suggested taping it, and was excited when that idea was welcomed and put to use. This not only demonstrated intuitive thought b ut helped Luke feel intelligent and begin to learn that it is abruptly okay and acceptable to ask for help when needed.Luke is developing cognitively a little more everyday and seems to be on his way to accomplishing all the key milestones. His language skills are growing each day and he is learning to try new things on his own with the idea that he can always ask for help. Rating Scale depth psychology The rating of the scale The present five point scale extends from (1) where the child observed did not adhere to that aspect of the task or was unable to, to (5) where there is very high skill. Thus the scale assesses both adherence to the task and skill of the child.With the hardest tasks being speaking, listening and recall some sequence but his memory being very good otherwise. He is most hot at recognition of numbers, and reasoning. Piagets Theory Concrete Operational Skills Analysis Results Luke has failed at conservation methods across the board whereas child B has successfu lly achieved conservation of length but has also failed conservation of numbers and liquids. They cannot think of both dimensions at the same time and so trade off one over the other.They do not possess the ability to understand when the amount of something remains constant across two or more situations despite the appearance of that thing changing across those situations, as with the gum. Although the raft of liquid remains constant across the two containers, each container has a very different visual appearance, with one being tall and thin, age another was short and wide. Both children were unable to appreciate that the total amount of liquid was unchanged despite being poured into differently shaped containers.They were fooled by the appearance of the containers and tended to conclude that wider, shorter containers held less water and the taller, thinner containers held more than the wide. likewise my subject was unable to realize that the straws were the same length subject B was able to see that the straw was moved but remained constant which is leftover considering Piagets theory. Reflection As I reflect upon my experience, it is a worthful abut in which all teachers should engage in order to meliorate their professional practice. Assumptions are made about kids and their abilities both for the teacher as well as the student.However, there is a lack of in-depth look into on the learning processes of children. This analysis was very useful to illustrate and understand the process of how students learn as well as their abilities as they are experienced and I was able to note these and this can be used to alimentation my upcoming professional development. Data was collected at three levels admonition upon personal practice, pupils learning and official professional development activities. Reading of the research literature was incorporated into the observation process and this was very useful to my knowledge. At the beginning of the process, it wa s ifficult for me to engage with the child in a meaningful way however, once the habit of observation became established, it was easy to interact with my subject. This interaction was look changing and it automatically leads to changes in my opinions and practices. Although it was neither easy nor straightforward, i found it engaging in the process of critical analysis and found it to be a valuable experience because it gave me a powerful sense of accountant over my professional learning and my professional life. Cognitive Development of Children mirror image EDU 220 Bernique Pinder November 1st, 2012