Cognitive Development of a 5 Year Old

Cognitive developmentChild Luke Jackson Present/Observed (Oct. 24th, 2012)Observer Bernique Pinder Skill Yes Not Yet Able Comments Names a range of shapes X spotless Names a range of colours X Completed Sorts objects easily into alike groups X Completed. Although some objects were classified with some assistance Orders objects according to sizing X Completed Counts up to 20 objects, touching each one (rational counting) X Completed Retells events in sequence with detail X Details ar sk and so ony and tho supplies information when prompted or questioned Completes puzzles X Completed with assistanceListens to told story without props X Answers questions when communicateed and is able to reason Understands ordinal imaginations of archetypal, second, last etc. X Was read the story of the hungry caterpillar and was able to give sequence of food the caterpillar ate in correct order. Speech/ voice communication development Skill Completed Not Yet Completed Comments Rel ays messages correctly X During a game of pass the message along he was ineffective to pass the correct message with repetition. Can listen without interrupting X No.Asks questions constantly Asks slightly meaning of new words X Relates to words he already knows Uses adult like sentences Language errors present Can recite deliver name and personal details X Uses language in play activities X Recognises familiar symbols, simple words X Prints own first name X Rating Scale Rating Key 1= Poor or None. The indicator is seldom or never done by the child ( Not at all). 2=Attempted. 3= Moderately. It is not regular or snitch (sometimes) 4= Good. (most of the time) 5= Excellent.Does all the time or does the task well. Skill Rating Scale Can tell his physical address and home peal 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 Draw a person adding much detail to the body. 1 2 3 4 5 Count to at lea st 10-20 1 2 3 4 5 Understand that events have a cause and effect reaction (e. g. if you drop a glass then it leave alone break). 1 2 3 4 5 Make up rhyming words, mimic sounds or even create his own sounds. 1 2 3 4 5 Speech is sympathizeable to e preciseone. 1 2 3 4 5 Uses simple reasoning 1 2 3 4 5 Understands a whole object or c formerlypt 1 2 3 4 5 Knows or so things utilise every day in the home (money, food, appliances) 1 2 3 4 5 Understands the concept of time 1 2 3 4 5 Read 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 number regardless 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 B saving of Numbers- I placed a row of small bubble gums in front of the child and asked him (both be male) to make another row the same as the first one. After asking the child to exist the room, I then spreaded out the row of gum and the child if there were still the same numbers of gums as there were before. (without counting them) They were more gums than before. There were more gums than before Conservation of Length- Both 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. Agreed that they are the same length firstly then on returning said that the protruding straw was longer stating because I stretched it Agreed they were the same length at first then when he came back he said that they were the same length because I moved it. Conservation of Liquid- Got two equal glasses and pour juice into each. Asked each child if It was equal. Then ask them to leave the room and removed one of the glass and poured juice into a tall skinny glass and asked which had more? A cknowledge that they were equal at first then suggested that the initial cup had more.When asked why? He was ineffectual to severalize 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 senior higher than the other so that path it contains more Analysis of Data Developmental Checklist Based on observation and data collected from the child I observed, He is capable of completing tasks judge of a cardinal year old. He is capable of understanding 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 af ternoon. Luke is a great conversationist and loves to talk about the details of all sorts of scientific and nature things. He speaks clearly on the whole, but 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 think intuitively but still somewhat selfish.As mentioned before, currently, he is speaking in full sentences that vary in lengths and purposes. He enjoys watching television shows about super heroes and cars and planes an d he spends large amounts 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 reading. 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 engender ripped, he was excited to find the tape and he started to think of ways 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 but helped Luke feel intelligent and begin to learn that it is perfectly okay and acceptable to ask for help when needed.Luke is de veloping 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 Analysis The rating of the home 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 skilled at recognition of numbers, and reasoning. Piagets Theory Concrete Operational Skills Analysis Results Luke has failed at conservation methods across the shape up whereas child B has successfully achieved conservation of length but has also failed conservation of numbers and crystal clears. They cannot think of both dimen sions 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 volume of liquid remains constant across the two containers, each container has a very different visual appearance, with one being tall and thin, while 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. Also 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 odd considering Piagets theory. Reflection As I refle ct upon my experience, it is a valuable process in which all teachers should engage in order to improve 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 question on the learning processes of children. This analysis was very useful to instance 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 support my upcoming professional development. Data was collected at three levels reflection 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 was ifficult for me to engage with the child in a meaningful way however, once the habit of observation became established, it was easy to intera ct with my subject. This interaction was life 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 control over my professional learning and my professional life. Cognitive Development of Children Observation EDU 220 Bernique Pinder November 1st, 2012