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Annotation

Bjorklund, D. F. (Ed.). (2013). Children's strategies: Contemporary views of cognitive development. Psychology Press.

Goal-directed behavior among children is a primary issue in cognitive development theories. The current approach to children cognitive development focuses on strategies that aim at solving a problem. Strategies are not limited to adolescents but are seen in the behavior of children. The underlying mechanism of developing strategies enables children to develop techniques to solve a problem. Despite the current knowledge on development among children, there are questions that remain on techniques to evaluate the development process. It is indicated that cognitive development plays a critical role in the development of these strategies which influence how children make decisions.

McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Pearson College Division.

Education is an integral part of a child’s development. However, it is hampered by various factors that affect a child during development. During this stage, various parties play a role in the wellbeing of the child. Family and the society contribute to the cognitive development of the children. In the education setting, children tend to suffer as the educators fail to consider the cognitive development stage of the children. Educators and instructors need to use concrete strategies that facilitate children’s development and learning. These strategies consider cognitive development strategies and as such are effective in teaching and caring for children with diverse backgrounds.

Loeb, S., Bridges, M., Bassok, D., Fuller, B., & Rumberger, R. W. (2007). How much is too much? The influence of preschool centers on children's social and cognitive development. Economics of Education review, 26(1), 52-66.

Various child-care arrangements affect children’s cognitive and social proficiencies in Kindergarten. Based on Early Childhood study, the effects identified play a role in raising reading and math scores but have a negative effect on socio-behavioral aspects. However, the Hispanic children proficient in English gain considerably academic-wise but there is no effect on their socio-behavioral aspect. The greatest academic benefit is found in young children at ages 2-3, but the negative behavioral affects are also greater. The intensity of center-based care is an also essential factor. It is apparent that the more hours spent in Kindergartens, the greater the academic benefits but high negative behavioral effects. However, these effects vary depending on family income and race.

Choudhury, S., Blakemore, S. J., & Charman, T. (2006). Social cognitive development during adolescence. Social cognitive and affective neuroscience, 1(3), 165-174.

Social relationships are important, especially during adolescence. Studies have shown that brain regions involved in social cognition undergo structural changes during adolescence. As individuals transition from childhood to adulthood, the brain undergoes changes which lead to development of new behavioral and emotional perspective among adolescents. The emotional perspective from an individual’s point of view or from that of another individual changes with age. The development of these perspectives is in parallel with brain maturation and development of psychosocial aspects during adolescence.

Nelson, C. A., Zeanah, C. H., Fox, N. A., Marshall, P. J., Smyke, A. T., & Guthrie, D. (2007). Cognitive recovery in socially deprived young children: The Bucharest Early Intervention Project. Science, 318(5858), 1937-1940.

Cognitive development is affected by social factors surrounding a child. In foster care homes, socially deprived children are taken care of. These institutions play a significant role in shaping cognitive development among the children. Cognitive development of children in foster care is lower than of never-institutionalized children. Young children placed in foster care have the highest cognitive development. However, early institutionalization can impact negatively on cognitive development of the children

Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of educational psychology,102(1), 43.

The relationship between growth in domain-general cognitive processes and growth in domain-specific skills influence kindergarten children in reading and math. Working memory and attention control indicate growth of literacy and numeracy skills among prekindergarten children. The growth of these cognitive skills predict math and reading achievement among kindergarten children. These cognitive skills are essential in reducing school readiness gaps linked with socioeconomic issues.

 

 

 

References

Bjorklund, D. F. (Ed.). (2013). Children's strategies: Contemporary views of cognitive development. Psychology Press.

Choudhury, S., Blakemore, S. J., & Charman, T. (2006). Social cognitive development during adolescence. Social cognitive and affective neuroscience, 1(3), 165-174.

Loeb, S., Bridges, M., Bassok, D., Fuller, B., & Rumberger, R. W. (2007). How much is too much? The influence of preschool centers on children's social and cognitive development. Economics of Education review, 26(1), 52-66.

McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Pearson College Division.

Nelson, C. A., Zeanah, C. H., Fox, N. A., Marshall, P. J., Smyke, A. T., & Guthrie, D. (2007). Cognitive recovery in socially deprived young children: The Bucharest Early Intervention Project. Science, 318(5858), 1937-1940.

Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of educational psychology,102(1), 43.

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