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    Early Childhood Cognitive Development

    Uploaded by

    Lucía Reynaga
    The document discusses cognitive development in early childhood according to the Information Processing model. It explains that between ages 2-5, children develop the ability to focus attention, recognize familiar information, recall old information, and reconstruct it in new contexts. They also begin to form long-term memory and understand scripts or sequences of familiar events. Between ages 5-7, children learn to focus their cognitive abilities for specific purposes like school, make connections between new and old information, and their knowledge base grows and becomes better organized. The document also discusses how metacognition, or thinking about thinking, develops as children realize they can control their mental processes to approach learning tasks.

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    Early Childhood Cognitive Development

    Uploaded by

    Lucía Reynaga
    140 views3 pages
    The document discusses cognitive development in early childhood according to the Information Processing model. It explains that between ages 2-5, children develop the ability to focus attention, recognize familiar information, recall old information, and reconstruct it in new contexts. They also begin to form long-term memory and understand scripts or sequences of familiar events. Between ages 5-7, children learn to focus their cognitive abilities for specific purposes like school, make connections between new and old information, and their knowledge base grows and becomes better organized. The document also discusses how metacognition, or thinking about thinking, develops as children realize they can control their mental processes to approach learning tasks.

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    The document discusses cognitive development in early childhood according to the Information Processing model. It explains that between ages 2-5, children develop the ability to focus attention, recognize familiar information, recall old information, and reconstruct it in new contexts. They also begin to form long-term memory and understand scripts or sequences of familiar events. Between ages 5-7, children learn to focus their cognitive abilities for specific purposes like school, make connections between new and old information, and their knowledge base grows and becomes better organized. The document also discusses how metacognition, or thinking about thinking, develops as children realize they can control their mental processes to approach learning tasks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    140 views3 pages

    Early Childhood Cognitive Development

    Uploaded by

    Lucía Reynaga
    The document discusses cognitive development in early childhood according to the Information Processing model. It explains that between ages 2-5, children develop the ability to focus attention, recognize familiar information, recall old information, and reconstruct it in new contexts. They also begin to form long-term memory and understand scripts or sequences of familiar events. Between ages 5-7, children learn to focus their cognitive abilities for specific purposes like school, make connections between new and old information, and their knowledge base grows and becomes better organized. The document also discusses how metacognition, or thinking about thinking, develops as children realize they can control their mental processes to approach learning tasks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Early Childhood Cognitive Development:

    Information Processing
    Angela Oswalt, MSW

    The Information Processing model is another way of examining and understanding


    how children develop cognitively. This model, developed in the 1960's and 1970's,
    conceptualizes children's mental processes through the metaphor of a computer
    processing, encoding, storing, and decoding data.
    By ages 2 to 5 years, most children have

    developed the skills to focus attention for extended periods, recognize previously
    encountered information, recall old information, and reconstruct it in the present.
    For example, a 4-year-old can remember what she did at Christmas and tell her
    friend about it when she returns to preschool after the holiday. Between the ages of
    2 and 5, long-term memory also begins to form, which is why most people cannot
    remember anything in their childhood prior to age 2 or 3.
    Part of long-term memory involves storing information about the sequence of
    events during familiar situations as "scripts". Scripts help children understand,
    interpret, and predict what will happen in future scenarios. For example, children
    understand that a visit to the grocery store involves a specific sequences of steps:
    Dad walks into the store, gets a grocery cart, selects items from the shelves, waits
    in the check-out line, pays for the groceries, and then loads them into the car.
    Children ages 2 through 5 also start to recognize that are often multiple ways to
    solve a problem and can brainstorm different (though sometimes primitive)
    solutions.

    Between the ages of 5 and 7, children learn how to focus and use their cognitive
    abilities for specific purposes. For example, children can learn to pay attention to
    and memorize lists of words or facts. This skill is obviously crucial for children
    starting school who need to learn new information, retain it and produce it for tests
    and other academic activities. Children this age have also developed a larger
    overall capacity to process information. This expanding information processing
    capacity allows young children to make connections between old and new
    information. For example, children can use their knowledge of the alphabet and
    letter sounds (phonics) to start sounding out and reading words. During this age,
    children's knowledge base also continues to grow and become better organized.

    Metacognition, "the ability to think about thinking", is another important cognitive


    skill that develops during early childhood. Between ages 2 and 5 years, young
    children realize that they use their brains to think. However, their understanding of
    how a brain works is rather simplistic; a brain is a simply a container (much like a
    toy box) where thoughts and memories are stored. By ages 5 to 7 years, children
    realize they can actively control their brains, and influence their ability to process
    and to accomplish mental tasks. As a result, school-age children start to develop
    and choose specific strategies for approaching a given learning task, monitor their
    comprehension of information, and evaluate their progress toward completing a
    learning task. For example, first graders learn to use a number line (or counting on
    their fingers) when they realize that they forgot the answer to an addition or
    subtraction problem. Similarly, children who are learning to read can start to
    identify words (i.e., "sight words") that cannot be sounded out using phonics (e.g,
    connecting sounds with letters), and must be memorized.

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