Memory Check

Can you recall what stage of development you were in when you were able to
perform these tasks/activities?
(Toddlerhood, Early Childhood, Middle Childhood, Late Childhood, Adolescence)

Developmental Task/Activity
1. Playing “Peek-a-boo”, hiding and finding objects
2. Doing memory board/matching games
3. Starting to read and write
4. Enjoying reading comic books or graphic novels
5. Starting to question rules in the homes like going home at an
exact time set by the parents.
Pictures not mine. Credit to the owner.
Intended Learning Outcomes
1. Describe the typical cognitive development milestones
from childhood to adolescence, and
2. Select materials and activities that support cognitive
development for each developmental stage.
❖ Refers to the expansion of the thinking skills of the
child
❖ Includes language, communication and exploration
skills
EXAMPLES
 Write YES if the term is associated with
cognitive abilities and NO if it is not.

6. Information processing
7. Physiological process
8. Reasoning skill
9. Waking and walking ability
10. Intellectual capability
Jean Piaget’s 4 Stages of Cognitive Development

Image Source: https://www.mrdenizates.com/blog/piagets-theory-of-cognitive-development

 Match the Stages of Human Development in
Column A with the Stages of Cognitive
Development in Column B.
Stages of Human Development Stages of Cognitive Development
11. Adolescence A. Sensorimotor Stage
12. Middle Childhood B. Preoperational Stage
13. Infancy and Toddlerhood C. Concrete Operational Stage
14. Early Childhood D. Formal Operational Stage
15. Late Childhood
The term operational refers to mental operations which Piaget refers
to as a way of thinking.
Foundational
cognitive abilities
that are important
for later school
success are
established early
in infancy.
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Infants learn through The first of the 4 stages of Piaget’s
their senses and motor cognitive development.
skills.

Infants gain knowledge of the world

from the physical actions they perform.

Infants progress from reflexive,

instinctual actions (birth) to mental
representation.

Infants are reflexive, sensory-motor beings

because only the sensory and motor
regions of the cerebral cortex are fully
developed in human newborns.
Milestones serve as guidelines
to help you understand and Infants and toddlers are born ready to learn.
identify typical patterns.

They learn through object and people

interaction.

Nurturing experiences and environment help

infants and toddlers make sense of the
world.

Individual differences exist to a specific age

at which infants and toddlers meet cognitive
development milestones.
SIX SUBSTAGES 1

4
reflexive

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 What is the correct order of the substages of
Piaget’s sensorimotor stage? Answer in letters.

16. A. Secondary circular reactions

17. B. Tertiary circular reactions
18. C. Coordination of secondary circular reactions
19. D. Simple reflexes
20. E. Internalization of schemes
21. F. Primary circular reactions
( 1 year old)
(1 ½ years old)
2 years old
 Tell at what age can child display the
following developmental task.
(2 months, 6 months, 1-year old, 1 ½ years old,
2 years old)
22. Points to an object or person they like.
23. Classify or sort colors and objects according to colors.
24. Able to say at least 50 words.
25. A toy held in one hand can be transferred to another.
26. Engage in simple make believe play example feeding and
talking to a doll.
How to support sensorimotor development
Source: https://www.verywellmind.com/sensorimotor-stage-of-cognitive-
development-2795462
• Provide the child responsive care that fosters development of secure attachment
and trust.
• Play with the child.
• Talk to the child.
• Give the child opportunities to explore.
• Let the child engage in self-led play. Image source: https://www.google.com/search

• Use sensory experiences to help your child learn about the world.
• Look at and read books with textures a child can touch and feel.
Touch and Feel Books for Infants and Toddlers.
 Write AGREE if the activity enhances cognitive development
among toddlers and DISAGREE if it does not.

27. Interactive reading or shared reading

28. Early enrolment in a carefully chosen preschool

29. Let the child compete with other children

30. Provide them safe space where they can explore

31. Buying expensive toys

Childhood is a world of miracle
and wonder; as if creation rose,
bathed in light, out of darkness,
utterly new, fresh and
astonishing. The end of
childhood is when things cease
to astonish us. When the world
seems familiar, when one has
got used to existence, one has
become an adult.”
- Eugène Ionesco Image Source: https://www.mrdenizates.com/blog/piagets-theory-of-cognitive-development
Children are incapable The second of the 4 stages of Piaget’s
of mentally manipulating cognitive development.
information. Development of language is one of the
characteristics at this stage.

Reasoning is based on their personal

understanding of the world.

Are egocentric, cannot understand the

point of view of other people.

Are able to mentally represent an object

(mental representation) that is not
present and are dependent on
perception in solving problem.
 Cognitive Milestones during the Preoperational Stage
Source: https://www.verywellmind.com/preoperational-stage-of-cognitive-development-2795461

❖ Age 2 to 3: Kids begin to engage in pretend play, can follow

simple directions, and can sort objects into different
categories.
❖ Age 3 to 4: Kids develop more refined schemas, or
categories of information, that they use to sort and
understand objects. They also understand past vs. present,
have a longer attention span, group similar objects, and seek
answers to their questions about the world.
❖ Age 4 to 5: Children's cognitive skills become more refined
and they are better able to imitate the actions of adults.
❖ Age 6 to 7: Kids develop a better understanding of time and
more advanced language skills.
3 years old
Below are behaviors or remarks from children. Your early childhood experiences
may help you arrive at the correct answer. Put a check (/) on the item that is
TRUE of preschoolers and an (×) on the item that does NOT apply to
preschoolers.
Preschool

32. “Someone switched on the thunder,” a child remarked.

33. While the father is on the other end of the phone, the child says, "I have a new
toy," and lifts up the item in an attempt to show it off. The child assumes that the toy
was seen by the parent ze is speaking to on the phone.

34. “That tree pushed the leaf off and it fell down.” Says a child.

35. Child asks a series of “why” questions.

Other characteristics of children at the Preoperational Stage of
Cognitive Development According to Piaget:

1. Egocentrism – cannot see a situation from another person's point of view or can
only see things from their own point of view.
Example: While speaking on the phone the child showed something as if the person being
spoken to could see it.

2. Centration - tend to focus on one aspect of a situation or object and disregard

other aspects.
Example: The five 20-peso bills are preferred by the child over just one 500-peso bill

3. Animism - Children often believe that inanimate or nonliving objects have

feelings and intentions.
Example: The stars twinkle in the sky because they are happy.
4. Irreversibility - inability of the child to mentally reverse a sequence of events.
Example: The child is shown a ball of clay and then was flattened into the shape of a pizza.
The child might have believed that it is impossible to form the clay into a ball again.

5. Artificialism- a belief that environmental characteristics can be attributed to

human actions or interventions.
Example: The clouds are white because someone painted them that color.

6. Transductive reasoning – reasoning from specific to specific.

Failure to understand the relationships between cause and effect.
Example: When a child hears a dog bark and then a balloon pop, they might assume that
the balloon popped because the dog barked.
 Write TRUE if the characteristics are typical to children at the Preoperational
Stage and FALSE if it is not.
36. The characteristics of the objects that stand out, like the colorful, attractive clown,
have a major effect on a child. .

37. The child is less concerned with the color of the prints and more focused on the
more important components of the assignment, such as directions for solving a
problem.

38. The child began to realize that each glass, regardless of size, had the same
quantity of juice.

39. The older brother did not share a piece of cake with his younger sister. When her
younger sister was ill, he blamed her condition on the fact that he had not shared the
cake with her.
40. The child was able to reason that because all birds have feathers, and since
chicken has feathers, chicken therefore is a bird.
Children have better
understanding of their thinking
skills. Begin to think logically
about concrete events,
particularly their own
experiences, but have
difficulty understanding
abstract or hypothetical
concepts.
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Children use logical The third of the 4 stages of Piaget’s
thinking and inductive cognitive development.
reasoning, thinking from
Think about
Reasoning concrete
is based events
on logical which
thinking.
a specific experience to a
requires the use of actual objects or
general principle real events or experiences.

Have difficulty understanding abstract

or hypothetical concepts

Have difficulty using deductive logic,

from general to specific event.
The child can process internally or
mentally using inductive logic (a way of
reasoning concerned with arriving at a
conclusion using specific examples or
observations.
- Does not focus on one aspect of an object
 Primary Schoolers Write the letter of the correct answer.

41. Which means that children at the primary school age have difficulty determining outcome of a specific event
using a general principle?
A. Reversibility C. Deductive logic
B. Inductive logic D. Discrimination

42. Miabella has been studying about nouns since she started primary grade. In grade one, she learned about
proper and common nouns. In grade two, she learned about count and mass nouns. In grade 3, she learned
about concrete and abstract nouns. What principle is at work here?

A. Learning is effective when done in a sequential manner.

B. Learning should be repetitive to result in mastery.
C. Learning must be differentiated among grade levels.
D. Learning must consider multiple intelligences.

43. Jacob loves reading comic book series of superheroes. Which cognitive characteristics is shown here?

A. They can read more words or combination of words.

B. Their attention span is longer, hence, they are more involved in serial stories.
C. Their reading orientation is correct – starting from left to right; up to down.
D. Jacob is an emergent reader.
Thinking skills have
become more effective
as compared during
primary years.

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 Write the letter of the correct answer.

Intermediate Schoolers

44. Reading is an essential part in the cognitive development of intermediate school-age

children. What can teachers do to encourage this skill?
A. Assign a mandatory reading list for children that they must finish until the end of the
school year
B. Set up a mini library that includes not only books but also internet websites where
children can access different topics that interest them.
C. Read aloud to the children during classroom hours so that they will become familiar
wit words that they have not heard before.
D. Make reading a grammar lesson.
45. When intermediate school children tell you what they want in the future, Which of
these, is your appropriate response?
A. Don’t be ambitious. Be realistic.
B. Don’t you think it’s still too early for you to plan your future?
C. That’s nice. But I want you to become someone better.
D. I’m so happy to hear that. I will support you all the way.

46. Where does the responsibility lie when it comes to limiting the media exposure of
intermediate school-age children?

A. Only the parents

B. Parents and teachers
C. Parents, teachers and community
D. The children themselves
A time of rapid
cognitive
development.

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Have developed the Are capable of abstract thinking, the ability
prefrontal cortex area of the to understand mental concepts without an
brain allowing them to actual representation or without reliance
engage in more complex on concrete objects or experience.
thinking processes. Are capable of hypothetical and begin
to consider the “what ifs” in a situation.
Become strategic thinkers as they use
metacognition in planning ahead, providing
alternative explanations and thinking of the
future consequences of their actions.
Are engaged in relativistic thinking where
they begin to question rules, policies and
less likely to accept information as absolute
or fixed.
Are engaged in idealistic thinking where they
visualize an ideal society and think that their
ideas or actions have the power to bring
about significant change.
Are egocentric as they think
too much about themselves Adolescent egocentrism -Heightened self-
such as worrying about what consciousness- described by David Elkind as a
other people think of them or phenomenon of adolescents’ inability to
becoming paranoid as they distinguish between their perception of what
think people are always
others think about them and what people
watching them.
actually think in reality.

Imaginary audience a manifestation of

adolescent egocentrism where an adolescent
thinks that people are scrutinizing them or
closely watching and examining their actions
such as thinking that the people around them
are always finding mistakes of what they are
doing.
 Personal fable another manifestation of adolescent
egocentrism where adolescents think that they are of
importance to so many people. The tendency of
adolescents to think that they are the objects of other
people’s attention and evaluation. They think that their
feelings and experiences are unique and that people
do not understand their feelings.

Invincibility fable another egocentric thinking that they

can be above some of the rules, disciplines and laws that
apply to other people. They think that they are invincible or
indestructible or that nothing bad can happen to them that
is why they engage in risky behaviours such as taking
drugs or engaging in unprotected sex. This is part of their
risk taking behavior
 Write the letter of the correct answer.
High School Learners

47. One cognitive advancement in adolescence is metacognition. What does metacognition

mean?
A. Ability to recall and explain
B. Ability to analyse and synthesize
C. Ability to do problem solving
D. Ability to identify one’s own thinking processes and strategies

48. High school students began to question the long list of "thou shalt nots" in the classroom.
This implies that the adolescents are already engage in __.
A. propositional thinking
B. relativistic thinking
C. intuitive thinking
D. hypothetical thinking
49. One behavioural tendency which accompanies cognitive growth during adolescence is
egocentrism. How does adolescent show egocentrism?

A. Imagining the unbelievable or ideal situations at home, school and in society.

B. Enjoyment of group dynamics like role play, discussion and debate.

C. Being mindful of what others will say.

D. Having the tendency to think too much of themselves

50. When a high school teacher asks students, "What if the world hadn't discovered
vaccines?" "What kind of reasoning would they use to answer to such a question?"

A. Transductive reasoning

B. Hypothetical reasoning

C. Relativistic thinking

D. Egocentric thinking
 THANK YOU SO MUCH
FOR YOUR ACTIVE
PARTICIPATION!
Disclaimer: The contents of this presentation are not mine. Credits to the owners.

Note: I borrowed a few of the slides from my former students’ presentations. The owners deserve
credit.