Cognitive Development of a 5 Year Old

cognitive developmentChild Luke capital of Mississippi Present/Observed (Oct. 24th, 2012)Observer Bernique Pinder Skill Yes Not Yet Able Comments name a browse of shapes X entire Names a range of colours X immaculate Sorts objects easily into alike groups X finished. Although round objects were classified with few assistance Orders objects according to size X Completed believes up to 20 objects, touching apiece one (rational counting) X Completed Retells events in sequence with detail X Details are uncomplete and scarcely supplies information when prompted or questioned Completes puzzles X Completed with assistanceListens to told chronicle with come reveal of the closet props X Answers questions when considered and is able to reason Understands ordinal concepts of initiative, second, last etc. X Was read the story of the hungry caterpillar and was able to dedicate sequence of food the caterpillar ate in correct order. expression/langu progress develo pment Skill Completed Not Yet Completed Comments Relays messages correctly X During a game of pass the message along he was unable to pass the correct message with repetition. Can beware without interrupting X No.Asks questions constantly Asks about meaning of new speech communication X Relates to words he already knows Uses adult like sentences Language errors turn in Can recite stimulate name and personal elaborate X Uses language in play activities X Recognises familiar symbols, simple words X Prints own introductory name X pass judgment plateful Rating Key 1= Poor or None. The indicator is seldom or never done by the infant ( Not at all). 2=Attempted. 3= Moderately. It is not regular or frequent (sometimes) 4= Good. (most of the time) 5= Excellent.Does all the time or does the task well. Skill Rating scale of measurement of measurement Can tell his physical address and home phone number 1 2 3 4 5 locate 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 practically detail to the body. 1 2 3 4 5 Count to at least 10-20 1 2 3 4 5 Understand that events have a cause and effect reaction (e. g. if you mould a crosspatch consequently it will 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 understandable to allone. 1 2 3 4 5 Uses simple reasoning 1 2 3 4 5 Understands a whole object or concept 1 2 3 4 5 Knows about things used e rattling 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 garner sounds. 1 2 3 4 5 Uses long interlinking sentences. 1 2 3 4 5 Can bed metrical composition 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 investigate Results Child A Child BConservation of Numbers- I put a row of small bubble gums in front of the tyke and asked him ( some(prenominal) are male) to make another row the same as the first one. After asking the child to exist the room, I and so spreaded out the row of gum and the child if there were still the same numbers of gums as there were ahead. (without counting them) They were more gums than before. There were more gums than before Conservation of Length- Both children are shown ii equal length straws aligned, then they are asked if they were the same length. After leaving the room one is locomote to project beyond the other. Agreed that they are the same length first then on returning said that the protruding straw was all-night 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 dickens equal glasses and pour juic e into each. Asked each child if It was equal. Then ask them to leave the room and outback(a) one of the glass and poured juice into a tall skinny glass and asked which had more? Acknowledge that they were equal at first then suggested that the sign cup had more.When asked why? He was unable to say why only when 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 declared that the juice in the taller cup is higher than the other so that nitty-gritty it contains more Analysis of Data Developmental Checklist Based on ceremony and data collected from the child I observed, He is capable of complementary tasks expected of a 5 year old. He is capable of sagaciousness two or three simple commands given at once.He undersurface 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 whi ch 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 betwixt morning and afternoon. Luke is a great conversationalist and loves to talk about the details of all sorts of scientific and nature things. He speaks clearly on the whole, merely 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 part 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 lead offning to think intuitively scarcely sti ll somewhat selfish.As mentioned before, currently, he is speaking in full sentences that vary in lengths and purposes. He enjoys watch television shows about super heroes and cars and planes and 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 learning. According to Rathus Spencer and the developmental checklist of widely held expectations, a five year old should be able to count and should be displace 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 cover ripped, he was excited to find the tape and he started to think of ways to form the book. He suggested taping it, and was excited when that idea was welc omed 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 developing 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 scale 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 twain adherence to the task and skill of the child.With the hardest tasks organism 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 preservation methods crossways the board whereas child B has successfully achieved conservation of length but has also failed conservation of numbers and liquids. They cannot think of both dimensions at the same time and so trade off one over the other.They do not suffer 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 take account 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, compressed 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 glow 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 pretermit of in-depth research on the learning processes of children. This synopsis was very useful to elaborate 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 ver y 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 motiveless to interact 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 sizable sense of control over my professional learning and my professional life. Cognitive Development of Children Observation EDU 220 Bernique Pinder November 1st, 2012