Piaget's Cognitive Analysis

Cognitive development "addresses the expansion of a child's intellect or mental abilities. [It also] involves recognizing, processing, and organizing information and then using it appropriately" (Martoz pg. 39). Cognitive development uses mental strategies of classifying, sorting, exploring, depicting, and manipulating. Piaget's contribution to the cognitive domain holds that "cognitive development is an ongoing process of interaction between the child and his perceptual view of objects or events in the environment" (Martoz pg. 39). The early stages of the cognitive domain are seen in young children when they begin to imitate and mimic their parents. A simple mimic of sticking out one's tongue or blinking one's eyes in a pattern is a form of
Reagan tracks the movement of a toy that is moving around the room with his eyes. He can follow the movement of the toy and retrieve it. Reagan has shown this cognitive skill throughout the observations that were conducted. Although Reagan didn't always listen to simple commands such as "no" and "don't cross the line" most often, Reagan was told to do something Reagan would understand it and for the most part follow the instructions that were given. These actions for a young child his age is within the norm of the milestone checklist. Reagan was also observed following the edge of the carpet with his eyes while carrying out the action of walking in circles. Reagan could successfully use hand-eye coordination to follow the edge of the carpet with his eyes and keep his actions and movements to the same direction with his body. Above all Reagan mostly showed signs of cause and effect relationships with objects and their outcomes. Such as when the teacher turned on the lights after nap time he knew that the cause of flipping the light switch caused the overhead lights to turn on. He communicated to me through his actions and words that he connected the cause and effect by pointing to the overhead light switch while having a surprised and joyful facial expression while saying "lights" repeatedly. Again, Reagan was seen using the cause and
In addition, Reagan uses symbolic representation in the use of pretend play, Reading readiness, and a temporary change in his identity within gender identity. The CHC theory defines auditory processing, within cognitive development, as "the ability to discriminate, recognize, and comprehend oral information" (Lynch pg. 88). The use of singing songs and playing games such as peek a boo help with the promotion of auditory processing. This repetition of sound and memory patterns built these skills and develops the ability to read and develop within the language literacy domain. The use of cause and effect can be led back to the CHC theory also, within the subject of fluid intelligence. This fluid intelligence "involves the ability to solve novel problems and make predictions about logical patterns and relationships" (Lynch pg. 87). The use of fluid intelligence incorporates strongly the use of cause and effect relationships by linking, predicting, sequencing, and determining what comes next, the outcome of an action or event that occurs. Reagan's cognitive domain is associated with Jean Piaget's Sensorimotor stage. This sensorimotor stage stems from His Cognitive-Development Theory. This stage of the theory falls within the age of birth-2 years of age. This stage incorporates the use of