The Potter Becomes His Pot

Cognitive Development in Early Childhood Programs

Early Childhood Education Settings Matter

According to Taylor (2005), the world is a constant moving motion of experiences, we are surrounded by constant changes of sights, sounds, smells, feelings, and tastes (Pg. 2). In order to conceptualize and make sense of our world, we tend to categorize the things that make sense to us to later use them. In order to form and recreate the past knowledge in our brain, we focus on one experience, learn it, and process it to later apply it when necessary. As educators, we bring the knowledge and skills necessary to teach and conduct programs to help students succeed in school. We help find meaning in content learning to facilitate learning to all students and be able to incorporate it in the early childhood years. Cognitive development internal and external factors interact “We now know the environment and biological factors interact and the child has an active role to play in his/her development” (Taylor, Pg. 7).

Moreover, while many children's environment is shaped by teachers' goals and actions, the exposure they have at school is a factor in their cognitive development. Therefore, when thinking we often integrate environmental information, we do so in various ways for children to understand. For example, when we have an experience, it will help interpret the new situation that you are facing. It becomes a map or rubric for a new experience. Young children internalize concepts that become their base knowledge. A classroom that promotes active learning help children build an understating of their world and facilitates their curiosity and creativity. Because children's environment is shaped by teachers' goals and actions, the exposure they have at school is a factor in their development. This will lead to fostering a strong foundation for children to retain the information they learn.

In addition, students who are engaged with confidence in programs that provide opportunities lead to lifelong learners. As educators, we bring the knowledge and skills necessary to teach and conduct programs to help students succeed in school and to find meaning in content learning. We are encouraging them to create their own connections. This enables children to store their cognitive processes in a meaningful context. It is vital for directors at learning centers to implement, develop, and address the required standards and learning goals. In many respects, the field of early childhood education has been viewed with less importance. Consequently, society has been recognizing and valuing teachers’ role in the early years of young children. In order to prepare productive lesson plans, the teacher must have the materials, guidance, and teaching strategies. These tools allow children to experience the joy of learning and experience a feeling of success in the process.

Early childhood educators understand that young children learn by doing. Hands-on experiences help build their personal framework and understand concepts and feelings. It is through hands-on experiences, that children learn to internalize concepts that become their own base knowledge. Early childhood professionals also recognize that children learn through play. Play not only allows children to practice skills they have learned, but it also gives them new opportunities for new experiences. According to Vygotsky “The influence of play on a child’s development is enormous” (pg.96). The value of play promotes social, emotional, and physical development and helps build an understanding of their world. When the environment is appropriately prepared it promotes developmentally appropriate practices and allows children to create schemas. For example, daily lesson plans, learning centers, routines, and simple rules encourage a positive atmosphere for children to learn and play. Nowadays in our classroom’s settings, we are taught to be integrated into our environment. In many cases, we are taught to become part of that environment forgetting about our identity. As Vygotsky said, “If we do not understand the special character of these needs, we cannot understand the uniqueness of play as a form of activity” (pg.93). For instance, children who come from different ethnic backgrounds will have more challenges in a classroom setting due to the ‘one size fits all curriculum’. Educators must understand that children have different cultural backgrounds, different adaptability, and personalities. In order to achieve a learning goal, appropriate practices of identity must form an essential part of the child’s daily learning. As Vygotsky stated in pg. 68 “importance of identity and learning goals and how the two cannot be separated and isolated”. It is important at my school to work hand in hand with our students’ families. In order to understand their backgrounds, cultures, and home environment. This helps preserve and promote their individuality. The accumulation of teamwork from the parents to the teachers, and school setting is a framework to embrace multicultural identity similarities and differences.

References

Taylor, Laura M. “What Is Cognition?” Introducing Cognitive Development, Psychology Press, Hove, 2005.

Vygotsky, Lev Semenovich, and Michael Cole. Mind in Society: The Development of Higher Psychological Processes. Harvard Univ. Press, 1981.