please respond to my classmate 100-150 words ( its not an essay)

Cognitive Development, Math and Science Fact Sheet

                       Hello again! Yes, I understand Lisa, you don't have your textbook yet. Bummer, and you know the same thing happens to me quite often. In fact, since the first unit of the course is quite crucial to the main component of the course and how it applies to young children. Then you know, I will be more than obliged to create a fact sheet for you. This fact sheet is mainly emphasizing on the main focus of our unit this week, of the young children's Cognitive Development. To define this units focus of Cognitive Development, according to the author, Candace Jarusewicz (2013) in the text, Curriculum and Methods for Early Childhood Educators, "Is the process in which occurs as thinking and reasoning develop and become more complex over time." "Cognition includes the various ways in which humans know and represent their overall understanding of the world." (10.1) "In addition, according to Jaruszewicz (2013) "There are three different kinds of interrelated knowledge, such as: 1. Physical knowledge, consisting of concepts related to physical properties observed through first-hands experience." 2. "Logico-mathematical knowledge, consisting of mentally constructed relationships focusing on comparisons and associations between and among objects, people and events." 3. "Social-Conventional knowledge, consisting of arbitrarily agreed upon conventions that provide a means for representing or expressing physical and logico-mathematical knowledge." (10.1) You must also realize, according to Jaruszewicz, (2013) in the text, "Regardless, all knowledge ultimately consists of basic concepts of Schema, thought up by Jean-Piaget." "All young children modify these concepts through, 1. The assimilation and 2. accommodation of experiences." "1. Assimilation occurs in the brain of a young child when a new object or experience conforms to the schema already formed." "Accommodation is more complex because it is affected by the quantity and types of experiences the child encounters." (10.1) In addition, according to Jaruszewicz (2013) "In the Early Childhood years, children progress through two of Piaget's four stages of cognitive development: 1. Sensorimotor (birth to age 2) where infants acquire new concepts by exploring their world. 2. Pre-operational: (ages 2-7) where young children are beginning to expand logico-mathematical knowledge but it is usually centered on their features of solely what they observe." (10.1) "As young children, according to Jaruszewicz (2013) "encounter repeating patterns in their daily life, they begin to understand that the natural world is organized." "As their thinking becomes more advanced, they apply the knowledge of concrete patterns to more abstract ideas, concepts and relationships." "This also applies to when children display magical thinking and animism, consisting of children's tendency to attribute human qualities to inanimate objects or exhibit clear, un-realisitc explanations for why things often happen solely because they don't yet comprehend the crucial relationship between the cause and effect of the problem solving aspects of their behavior." (10.1) 

                      Furthermore, in order to promote cognitive development, "Teachers and educators should, according to Jaruszewicz (2013) "aim to promote physical knowledge, primarily by mathematics and science materials in which foster the development of multiple concepts which help young children make connections to promote observations of the natural world between concrete materials and abstract concepts." (10.2) In addition, from infancy, according to Jaruszewicz (2013) in the text, "They are developing object permanence, knowing when someone or thing is not there even when it's visible." This initiates Logico-mathematical knowledge, which occurs when you encourage young children to construct and refine concepts and discern relationships between materials and ideas, just when they start noticing relationships even exist." (10.2) This also includes Social Conventions knowledge, "Where according to conversations are a part of the teachers daily interactions with the children. As an educator, you might want to formulate your questions so that they maximize the thinking that's required of them to answer them." "One effective strategy in order to formulate your questions is to use the categories provided in the Blooms Taxonomy to guide them, to promote higher-level critical thinking as figure 10.4 illustrates." (10.2) Another effective strategy is, according to Jaruszewicz (2013) is to, "Use different strategies in order to document children's work which makes their thinking visible." (10.2) 

                     There are three ways in order to promote cognitive development in an educational setting for young children. Such as, 1. Providing a wide variety of challenging materials and experiences for young children through , physical knowledge, logico-mathematical knowledge and social-conventional knowledge." 2. "Promoting conversation about problem solving; social debate about ideas, theories and inferences which leads to powerful learning." (10.2) 3. According to Steven W. Barnett (2006) in the source, Estimated Impacts of Number of Years of Preschool Attendance on Vocabulary, Literacy and Math Skills, "Print awareness skills and math skills aimed at preschoolers and kindergardeners are perhaps more quickly learned than vocabulary development and are more easily taught." (6) 

                       Now for the parent's of these young children and their families to get involved. Well, one suggestion I thought up would be, to have a yearly science experiment fair, similar to science fair's in the elementary grades. Except for this fair is only limited to hands on experiments for young students and their families. Similar to an exhibit at a children's aquarium where you can touch and experiment with insects, rocks and sea animals, in order to promote observation of the natural world. Another suggestions is the young student taking one observational experience home to their families as a homework assignment where, they might now gain the knowledge obtainable using ice cubes from their freezer and run them under water and then see how they condensate and how solid's can turn into liquids." (10.1) 

                        Two websites in which support this development are:  http://nieer.org/resources/research/EstimatedImpacts.pdf/ 

                                                                                               and:  http://www.asha.org/public/hearing/disorders/understand-apd-child.htm./ 



                         
                                                                                                                              References 

                             Barnett, W.S. & Larry, C.E. (2006, March) Estimated Impacts of the Number of Years of Preschool Attendance on Vocabulary, Literacy and Math Skills at Kindergarden. National Institute for Early Education Research (NIEER) Working Paper, retrieved from, http://nieer.org/resources/research/EstimatedImpacts.pdf/ 

                             Jaruszewicz, Candace (2013) Curriculum and Methods for Early Childhood Educators, San Diego, Bridgepoint, Edu. Inc.