1. Match the cognitive skill on the left with the correct activity on the right.
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Cognitive Skill |
Activity |
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A. Inquiry B. Physical world C. Social knowledge D. Classification E. Seriation F. Numbers G. Symbols H. Spatial relationships I. Time
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1. Being aware of others 1. Learning to locate things 1. Pretending to be a puppet 1. Asking questions 1. Sequencing events 1. Using nesting blocks 1. Expressing amounts 1. Sorting objects 1. Manipulating materials |
2. How might a teacher use technology in the classroom to enhance cognitive development? What guidelines does the ECERS manual suggest for using technology with preschoolers? ( If you don’t have access to ECERS, please review the following website: https://infohub.nyced.org/docs/default-source/default-document-library/developmentally-appropriate-use-of-technology-in-early-childhood.pdf Open this document with ReadSpeaker docReader )
3. Use the North Carolina Foundations for Early Learning and Development manual to find and list the strategies for encouraging curiosity, information seeking and eagerness in infants/toddlers and preschoolers in the section on Approaches to Play and Learning (APL). Second compare and contrast how these strategies would help children learn at various ages.
4. What is the difference between rote knowledge and meaningful knowledge? Give an example of each type of knowledge.
5.Complete this chart using Piaget’s Cognitive Theory, Vygotsky’s Sociocultural Theory and Gardner’s Multiple Intelligences. In the left column list the theory and theorist, in the middle column, list what you believe to be one key aspect of the theory, and in the right hand column, list one way to apply this theory in an early childhood classroom.
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Theory/Theorist |
Key Aspect of Theory |
Application to classroom |
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