Cognitive Development of a 5 Year Old

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Cognitive developmentChild: Luke Jackson Present/Observed (Oct. 24th, 2012)Observer: Bernique Pinder| Skill| Yes| Not Yet Able| Comments|
Names a range of shapes| X| | Completed |
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 size| X| | Completed |
Counts up to 20 objects, touching each one (rational counting)| X| | Completed | Retells events in sequence with detail| | X| Details are sketchy and only supplies information when prompted or questioned| Completes puzzles| X| | Completed with assistance|

Listens to told story without props| X| | Answers questions when asked and is able to reason| Understands ordinal concepts of first, 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/language development |

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 listen without interrupting| | X| No. Asks questions constantly| Asks about meaning of new words| X| | Relates to words he already knows| Uses adult like sentences| | | Language errors present| Can recite own 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 frequent (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 telephone 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 least 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 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 everyone.| 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 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 5|

Make 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 numbers regardless of arrangement in groups| 1 2 3 4 5| Tells stories about own experiences| 1 2 3 4 5|

Piaget’s Theory: Concrete Operational Skills

Experiment| Results|
| Child A| Child B|
Conservation of Numbers- I placed a row of small bubble gums in front of the child and asked him (both are 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...
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