1. infant toddler
object- rattle
this rattle can be used by the infant toddler by placing it into the child’s hand and help the child shake it so it can create sound. This will help the child remember when they shake the rattle. This can support cognitive development because it encourages the child to become familiar with touches .The cognitive skills and process that can be supported is hand and eye coordination which will help a baby to grasp an object. The baby would be able to turn their head.
farm animals
The farm animals can be used by the infant toddler by placing the animals in the hands of the baby, also they can place the farm animals on the floor this will encourage the child to either take steps, or crawl. This can support cognitive development because it encourages the child to crawl and or walk this helps the baby become more familiar being on their stomachs. Farm animals offers a variety of choices this helps the child to feel more independent. The cognitive skills and processes that would be supported is the understanding the child would get from the different choices they have from the animals. this helps the to think.
preschhol
blocks
playing with blocks allows the child to use their imagination . This supports cognitive development because playing with blocks allows children to develop their vocabulary , I believe it even helps with math, it helps the child to be creative. the skills it supports is language skills when children play in the block area it encourages children to expand their vocabulary,.
puzzles
when i think of cognitive learning is what a child can comprehend and it also what touches organization . so when a child plays with puzzles they learn how to make choices , they learn strategy
young school age
homemade slime
when ever messy play is involved it’s always an opportunity for learning. Homemade slime can support language. why?because when something is homemade this involves a number of steps. Which encourages the child to communicate . Also it helps with eye and hand coordination this gets the child involved .
painting
when it comes to painting it helps children practice skills that involve pattering and effect . This helps the child to think . for example if the child is painting and they push the brush hard on the paper it will create a darker shade of the color if the brush lightly it will create a lighter shade. Painting requires a child to think which supports cognitive development. grasping the brush helps with there fine motor skills. Which will evidently help with writing because they already practiced exercising that muscle.
Use of material: by asking the child to reach for the rattle, shake the rattle, feel the texture of the rattle,
Skills & Processes Supported: supports fine motor skills & gross, the ability to hear and listening, movement.
(FARM ANIMALS)
Use of material: by verbalizing to the child what each animal toy is, ask the child to grab for one of the animals (grasping is very important in this stage) , make sounds effects of the animal as well.
Skills & processes supported: supports fine motor skills, gross motor skills, animal awareness, making observations of the animals.
*Preschool Age
(BLOCKS)
Use of material: build things, ask questions such as what things can they make using the play blocks, the color of the blocks,
Skills & processes supported: supports fine motor skills, gross motor skills, social skills, also becoming more creative.
(PUZZLE)
Use of material: building a picture or object, ask child to help build the puzzle, learning the correct sizes, ask the child which piece belongs where,
Skills & processes supported: supports fine motor skills, gross motor skills, social skills, using structure
*Young school age
(HOMEMADE SLIME)
Use of material: by letting the children the slime to build things, ask questions such as how does it feel, what color is the slime in their hands, what shapes can they make using the slime.
Skills & processes supported: supports fine motor skills, gross motor skills, semantics while learning to become more creative.
(PAINTING)
Use if material: ask what color can they use to make drawings, what shapes can be made, how does it smell, what happens if you mix colors, draw out letters, numbers, spell names, make something that is that color, use whole hand, smush it on hand to the paper,
Skills & processes supported: supports fine motor skills, sensory, hand eye coordination, social skills, semantics while learning new vocabulary words/objects.
Infants-Toddler
Rattle
Help putting the rattle in the child’s hand so they could shake it, touch it, get a feel of how the rattle feels. Become familiar with touching a rattle. Sounds and listening.
Farm animals
Saying to the infant what each toy is. Place the toys feet away and have the child crawl or take steps to reach them. Thinking, know what’s each animals is.
Preschool Age
Blocks
Ask the child what can you make from the blocks, count how many blocks is there, what are the colors.
Puzzle
Ask the child to put the puzzle together. Learning where to place each pieces correctly. Learn how to make choices.
Young School Age
Aske what can be made from the homemade slime. Eye contact and hand movements, allow the child to be involved.
Painting
Practice good skills and design. Ask what color they using to paint. Ask what they are going to paint. Helps the child to think and organize.
How to use the material: You can ask the child to shake it. Also listening to the sound. They can also help teach the babies many new skills.
Skills & Processes Supported: supports fine motor skills & gross, by the ability to listen and have some ,movement
(FARM ANIMALS)
Use of material: by teaching the child different animal sounds, also by leaning the different type of animal
Skills & processes supported:
*Preschool Age
(BLOCKS)
Use of material: by building new things and creating something also by learning different shapes and colors
Skills & processes supported: supports fine motor skills, gross motor skills, social skills, also becoming more creative .
(PUZZLE)
Use of material: by putting the puzzle pieces together and following directions to see what picture you can make
Skills & processes supported: supports fine motor skills, gross motor skills, social skills, using structure
*Young school age
(HOMEMADE SLIME)
Use of material: by letting the children ask questions such as how it feels, what color is the slime in their hands, and what shapes can they make using the slime.
Skills & processes supported: supports fine motor skills, gross motor skills, semantics while learning to become more creative.
(PAINTING)
Use if material: asking what color can they use to make art , what shapes can be made, how does it smell, what happens if you mix colors,
INFANT-TODDLER
RATTLE
How to use Material- Communicate to the child the shapes that are seen on the rattle, as well as the colors and try to compare them to objects in our surroundings. Shaking the rattle (cause) will promote a sound (effect). The material can also be used show motions to be done with arms and hands, such as up, down, right left, demonstrating fast and slow can also be helpful. Pointing out the object feels sooth, yet has a hard surface. At some point this material will be used by a child to help understand what is the effect of accidentally injuring themselves with it. The rattle also promotes language play, objective play,
Skills & Processes-
Fine and motor skills, decision making, perception, memory, creativity, reasonings, perception, knowledge, learning sound and exploring new language, sensory, hand eye coordination.
FARM ANIMALS-
How to use Material- Farm animals can be used to exhibit the different textures, sounds and motions each animal does. The animals can also be compared by size, color or similar/different shapes. This material can help kids develop an understanding of the different settings where they live, what they eat, how they interact and also helping know they too have babies. These artifacts also promote pretend play, language play, objective play, social play.
Skills & Processes- Fine and motor skills, decision making/problem, reasonings, perception, knowledge, memory, creativity, object permanence, math skills counting how many animals, symbols, understanding materials between concrete materials
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PRESCHOOL AGE
BLOCKS
How to use Material-
Building up and taking down, shapes, number of sides, how many of each block, colors, texture, teach patience, balance. Learning to know to dodge blocks from falling on them. Tracing shapes with fingers.
Skills & Processes- memory, reasoning, perception, knowledge, decision making/problem solving, fine motor skills.
PUZZLE
How to use Material- Learn shapes, sounds and name of animals. Having patience to figure out where each piece fits, looking at outlines and tracking them with their finger
Skills & Processes- fine and gross motor skills. Memory, reasoning, perception, knowledge, knowledge
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YOUNG SCHOOL AGE
HOMEMADE SLIME
How to use Material-
Assuming the child is making this with a grownup, measuring ingredients, carefully putting them in a bowl, counting the color dye drops, learning color, mixing and know how fast or slow to mix in order to keep the slime in the bowl. This would also work great if beads and small toys were put in it for the kids to have to dig out, helping to strengthen their finger. This would promote sensory.
Skills & Processes- fine and gross motor skills. Decision making, reasonings, perception, knowledge, memory creativity.
PAINTING
How to use Material- mixing colors, finger painting, using different materials to paint like tissues paper, pain brushes, leaves, flower petals, sponges, using different types of paper to see the difference in each. Using different painting techniques to explore. This would also promote sensory.
Skills & Processes- fine and gross motor skills. Creativity, memory, knowledge, perception, decision making
Infant/toddler
-Rattle: Give the child the rattle and ask them to shake it up and down or side to side. Let them observe the sound the rattle makes. The skills and processes supported are reasoning- using an object to create sound and perception- becoming aware of stimuli through senses.
-Farm animals: Ask the child do they know what sound the animal makes if they are able to talk. If they are not, let them explore the animals and as they pick one up tell them what animal they are and what sound they make. You can also make them sort out the kinds of animals by type, colors, or size. The skills and processes supported are understanding relationships between concrete materials, memory, and knowledge.
Preschool age:
-Blocks: The children can build and categorize by size, shape, or color. The skills and processes supported are decision making, reasoning, knowledge, creativity, and understanding of relationships between concrete materials.
-Puzzle: Let children build the puzzle or they can take a picture and cut out shapes to make their own puzzle. The skills and processes supported are creativity, knowledge, perception, reasoning, and decision making.
Young school-age:
-Homemade slime: The children can use their senses to observe the slime and make shapes with the slime. The skills and processes supported are creativity, knowledge, reasoning, and decision making.
-Painting: The children can paint something they want or related to a theme. The skills and processes supported are creativity, knowledge, and reasoning.
Infant/ Toddler
Rattle
How to Use Material: slowly move the rattle, encouraging toddlers to track the rattle with toddlers eyes as it moves across her line of sight.
SKills & processes supported
It can promote and strengthen motor abilities and help reach cognitive milestones, which involve his ability to think and reason.
Farm Animals
How to Use Material: point and tell infants what is the name of animals and how they are beautiful, cute and perfect.
Skills and processes supported: Farm Animal Toys and play naturally provide opportunities for practicing different thinking skills, such as imitation, cause and effect, problem solving, and symbolic thinking.
Preschool Age
Blocks
How to Use Material: Block on the runway on the school park and classrooms. Let them think about how to overcome this barrier when they bike or walk.
Skills & process: it can develop their vocabularies, improves math skills, and even teaches them about gravity, balance, and geometry. They learn how to describe colors, shapes, sizes and positions as they build various structures.
Puzzle
How to Use Material; put on the classroom themes and colorful pictures such as zoom animals, vehicles, numbers or alphabet letters. So, children cna learn the power if choice and strategy as they begin to recognize and thoughtfully understand how pieces fit together to complete a larger picture
Skills & process: the skills and process are comprehension, organizing ideas and applying knowledge through choice and evaluation.
Young School Age
Homemade Slime
How to use Materials: Mix completely together water and clear glue. Add a few drops of food coloring and glitter or confetti and stir until combined. Pour in the liquid starch and stir until the slime begins to form and knead the slime with your hands until all the liquid is absorbed.
Skills & process
It can develop their sensor system and they can create designs, shapes and even choose colors of their choice. It can be fun to play and fun so that children can control their movements and activities.
Painting
How to use materials: coloring books or printed pages to color, creating a craft project for the children to see and make the same thing, patterns to follow or lines to cut on. Telling a child what they want to draw, paint or make. Finishing a child’s work or telling a child to finish it to make it better. Drawing things for children.
Skills & processes: Painting can help develop fine and gross motor skills. Painting can also help develop the children’s hand and eyes coordination.
-infants toddlers
rattling
putting rattle in the babies hand, having them shake it on there own
-farm animals
engaging in the play with infants letting them know what the toy is. Having the child crawl or take 2 steps
-preschool age
playing with blocks
engaging with children playing with blocks asking what they can make out of it
-puzzle
engaging in puzzle play with children. Helping them put it together
-young school age
engaging with slime. asking children what they can do with slime
painting
engaging in designs, asking what colors they could use
Infants:
Rattle I’ll allow the infants to bang the rattle onto different objects in order to enhance the ability to explore sounds
Farm animals:
Sing Old McDonald and sing the song putting out the animals in front of them and point to the proper animal with the corresponding sound. This helps with their language and using their index finger to point.
Preschool:
Blocks:
I will layout the blocks and photos of buildings and encourage building the same structures. The children will be learning about balance, concentration, and the ability to problem-solve and make decisions.
Puzzles:
I will time the preschoolers in order to solve the puzzle. This helps with concentration, coordination, and the ability to understand time limitations.
Young School Age:
Homemade slime
I will layout all the items and do a group activity and allow all the children to participate and have a perspective job. This helps the children learn to take turns, enable them to use their memory in order to do this activity in sequence to obtain one goal, and creativity.
Painting:
I will allow the children to go outdoors with different paint and utensils and paint their favorite thing about their surrounding. This helps them explore, enhance creativity and their observation skills.
Infant/Toddler:
Rattle- Just giving it to a child to explore would be how I use it. Allowing them to shake it or hit the floor with it letting them figure out how they think they should play with it. Before giving it to them I will first introduce it to them by shaking it so it can make the sound. The skills and processes supported by this object is decision making, memory, reasoning, and creativity. The child will be left with the decision on how they will use the rattle by taking in the information I gave when I shook the rattle. Memory will be used when they also reflect on when I shook the rattle. Reasoning comes in with cause and effect when they start to understand that when they shake the rattle noise will happen. Creativity happens when they learn theres other ways to play with the rattle.
Farm Animals- I will line up each farm animal and when I pick it up I will show it to the children and repeatedly make the noise the animal makes then ask them to make the noise. I will then go back through the list asking them to try to make the sound first. This activity will be supported by knowledge, memory, and specific skills. With knowledge students are learning the sounds animals make while also imitating me after I make the sounds. Memory skills will be used when I go back down the list and ask them to make the noise first, they will have to try to remember. And specific skills will be used when memorizing patterns or understanding relationships between concrete materials. Even if they don’t remember all the sounds they will understand that all the objects they see belong to the category of farm animals.
Preschool Age:
Blocks- First I would ask the students to name for me the different shapes they recognize in all the blocks. Then I would have students stack the blocks and create things. The skills and processes this activity will support are decision making, reasoning, knowledge, and creativity. For decision making and reasoning children will understand that the blocks are made up of different shapes and sizes and they will decide to use different blocks based on its shape to make them fit together to create something that stands on its own. For knowledge they will be engaging in symbolic play/pretend play creating actual things out of blocks. And creativity is all throughout this activity as they will be creating whatever comes to their mind however they want.
Puzzle- I will have students complete the same puzzles a couple of times then rotate to complete different puzzles. The skills and processes this activity will support is problem solving, memory, and specific skills. Problem solving the main skill and process used when completing puzzles. Students will try to gather information on the puzzle piece itself and the missing slots on the puzzle board to come to a decision on where to place the piece. Memory comes into play if the puzzle is the outline of something obvious and familiar to the child, like specific shapes. Specific skills are used when realizing patterns in the puzzle.
Young School Age:
Homemade Slime- First I would create the slime with them, an easy and child friendly recipe. I will then allow free play with the homemade slime, asking questions like how does the slime feel or what color is the smile through out. This activity will support skills and processes like creativity, knowledge and perception. Creativity will happen during the free play, the students will play with the slime however they want. Knowledge skills will be shown if they decide to do symbolic play and the use of objects like knives, cups, and even plates. Perception happens when they feel the slime, they can describe it to me by using their senses like touch and sight.
Painting- I will give students the option to use paint brushes or their finger and give them the ability to paint whatever they want. I would ask them to mix colors to create different colors. The skills and processes supported by this activity is reasoning, knowledge, memory, and creativity. Reasoning will be used when they start to mix colors or just use colors. They will have to think logically to see if that’s the color they really want to use. Or understand that when they mix colors it create a new color, cause and effect. Knowledge and memory skills work together when they are mixing colors they have to think back to their knowledge of primary colors. And creativity will happen all throughout this activity in every decision they make.
INFANT-TODDLER
RATTLE – Shaking the rattle in the infant’s view, demonstrating how to use it. Place the rattle in the infant’s hand and helping them how to shake, doing this repetitively. This also improves their gross and fine motor skills as well as expanding their sensorimotor skills through sound and touch.
FARM ANIMALS – Can be used to identify color and sounds, as you have the child mimic what sounds each animal makes. Having the child memorize and label each animal through repetition. This helps build their language development, as well as increases their thinking processes when you have them identify each animal and sound. It also helps and teaches them how to categorize by color or animals.
PRESCHOOL AGE
BLOCKS- Can be used to develop their creativity and imagination as well as their thinking processes. You can have the child separate the blocks based on shapes or have them label each block by shape. You can also have them build things based on their imagination and allow them to be creative with their build
PUZZLE- Puzzles are good for categorizing each piece by its shape and allows for thinking and applying problem solving skills. It allows the child to be strategic as they think about where each piece goes by choice of reasoning.
YOUNG SCHOOL AGE
HOMEMADE SLIME- Allowing the children to be creative and use their imagination to create things with the slime. Asking questions about how the slime feels and smells, building their sensorimotor skills. It allows them to utilize and build confidence in decision making and being independent as you allow them to think and actual create what it is that comes to mind.
PAINTING – This supports language development as well as creativity. Through painting you’re allowing the children to develop communication skills and allowing them to be creative as they display their thoughts on paper with art supplies. This allows requires children to think, as a teacher you can ask them to draw different shapes or ask what colors are being used for each painting. You can also support sensorimotor skills by allowing children to get messy with the paint and finger paint and asking them how it feels and smells.
1. INFANT-TODDLER
RATTLE
The rattle is an important toy in the early age of development. we could use it in different ways depend of age in order to support cognitive development. for example, hold the rattle and moving left and right then observe the baby’s reactions if he or she is following the direction of the rattle. This help to improve his vision. Shake the rattle helps to exert their ability to recognize sounds. Give them the rattle to touch it will improve the ability to recognize object. When the child hold rattle and shake it to make sound he or she is developing memory as well as the cause and effect skill. Give them colored and uncolored rattle to exert if they could recognize or make different between colors, this could help them to improve the same and different skills.
FARM ANIMALS:
Ask them to name animals what sound distinguish each animal, ask children to make groups of animals, Toddlers, my select groups by colors, size, preference , quantity or familiar. Ask them in each group for example to make different color different species, this could prepare them to improve their reasoning and memory. We can ask them how many they could try to count it, aids to boost math skills. Let them play freely with animals. they might engage in pretend play and invent stories; they could talk to the animals. This will help them to improve creativity, language, perception and imagination.
PRESCHOOL AGE
BLOCKS
blocks is the common activity in preschool age it helps them to foster different cognitive skills, such as recognizing, learn shapes, colors, count, memory, perception ,concentration, intelligence, imagination and thinking, we could give them block and let them build what their mind could imagine and create, organize group play to help them to engage in cooperative play and exert their skill by building and breaking down what they build and repeat the operation again, this helps them to improve their intelligence and attention. Also, block helps improve problem solving skill. ask them to name the shapes and colors.
PUZZLE:
Puzzle is an activities that helps children to ameliorate problem solving skill by thinking for a solution where the piece of puzzle could fit, they will use their concentration, their attention, they will boost their reasoning by trying to find the right place for the piece of puzzle based on certain criteria such as shape colors size, they practice the same and different skills.
YOUNG SCHOOL AGE
HOMEMADE SLIME
let them manipulate the slime will help them to use their fingers fine motor skill, change colors, engage them in pretend ply about how to make slime, what measure they need, how much they need to make certain quantity. this will help them to improve their math skill measurement simple fraction and multiplying. It will help them to memorize concentrate and pay attention. Play in group share ideas with their peer .
PAINTING
provide different paint color paper. Chose any interesting theme let them to interpret it to their paper by using colors shape persons object. For example, tell them to draw spring or any season, holyday. Give them free time to paint to boost their creativity and imagination. Let them to mixt color and they will learn that bleu and yellow makes green …ex. let them to choose their proper theme that interest them to express their idea and feeling.
Yasmina, I support your response that blocks help to organize group play , I never thought of that and it will teach them how to work together as teams.
Infants/Toddlers
RATTLE-Use this material to show the infants/toddlers the nosies it make, how to hold it,feel it,show the colors,and show the different movements it can do.The skills supported is hand eye coordination by stimulating their senses and developmenting the ability to master fine motor skills.
FARM ANIMALS- Use this material to show the infant how to hold, make animals noises,count, and play pretend. The skills supported is creativity and fine and motor skills.
Preschool Age
BLOCKS- Use this material to show preschool age childrens how to count, build,and,taking down the blocks. The skills supported is problem sovling skills and creativy.
PUZZLE- Use this material to let them touch and explore and get there minds thinking and figuring out how to puzzle togther also by counting and identifying shapes and colors. The skills supported are problem sovling,memory, and fine and moter skills.
Young School Age
HOMEMADE SLIME-Use this material to show how to make slimes let the young age child grab ingredients,measure the ingredients,mix them,let them explore with food coloring let them make the slime they own. The skills supported are knowlege and creativity.
PAINTING- Use this material to show how to mix colors,create figures,draw people, letters,and numbers,play with brushes and change the paper.The skills supported are decison making skills and creativity.
RATTLE:
USE OF MATERIAL: GRASP, CREATE SOUND, OBSERVE SOUND, ABLE TO MOVE ARMS AND HANDS.
SKILLS/PROCESSES SUPPORTED: COGNITIVE DEVELOPMENT, MOTORS SKILLS.
FARM ANIMALS:
USE OF MATERIAL: GRASP, IMITATE SOUNDS, IMITATE MOVEMENT, IMAGINATION.
SKILLS/PROCESSES SUPPORTED: MOTOR SKILLS, COGNITIVE DEVELOPMENT.
BLOCKS:
USE OF MATERIAL: IMAGINATION, TOUCH, HELP WITH MATH, DEVELOP LANGUAGE SKILLS, BUILD AND DESTROY.
SKILLS/PROCESSES SUPPORTED: COGNITIVE DEVELOPMENT, SOCIAL SKILLS, FINE AND GROSS MOTOR SKILLS.
PUZZLE:
USE OF MATERIAL: SOLVING PROBLEMS, HELP WITH MATH, STRAGETIES, COORDINATION.
SKILLS/PROCESSES SUPPORTED: COGNITIVE DEVELOPMENT,
HOMEMADE SLIME:
USE OF MATERIAL: FOLLOWING DIRECTIONS, ASK QUESTIONS, BUILD AND DESTROY.
SKILLS/PROCESSES SUPPORTED: COMMUNICATION SKILLS, MOTOR SKILLS, GROSS SKILLS,
PAINTINGS:
USE OF MATERIAL: THINK, IMAGINATION, FOCUS, MATHEMATICAL KNOWLEDGE.
SKILLS/PROCESSES SUPPORTED: MOTOR SKILLS, SENSORY, COGNITIVE DEVELOPMENT.
Module 8 Assignment #3: Supporting Cognitive Development
1 Infant-Toddler – How to use the Rattle- Knowledge -use of objects -they can shake it, bang, throw away; they can count the rings, tell the shapes, shake it and sing,
Skills and Processes Supported – use as a self-soothing object to give them to use to calm them down/keep them occupied; temperament – depending on the mood, if they are easy going, they will keep playing with it, however, if they are in the irregular mood, they might throw it away. Help with gross motor skills, moving the arm to shake it. Fine motor – Grasping it, reach for the rattle, drop it, bang it, pass it from hand to hand, use it without needing help from someone, pick it up, use one hand to hold it, gives finger movement,
Farm Animals- -They can draw/trace animals; makes sounds of the animals, vocabulary, learn names, how do they live, what do they eat, who takes care of them; sing animal songs (Old McDonald); craft and activities, Show students pictures or videos of animals; set up farms/homes for animals; pretend play-feeding them;
Skills and Processes Supported –Language/Literacy skills – know and call the names of the animals/spell the names; develop math skills, Creativity -draw/trace animals
2 Preschool Age – Blocks – Construct play, Blocks- textures, sizes, shapes, colors, creative and make things and talk about what they make, teach them mathematics, cognitive skills (thinking/reasoning how to construct a specific thing; develop fine and gross motor skills
Skills and Processes Supported – Decision making/ Problem solving – Figuring out a problem, Gathering/ taking in information, Processing information, Using information to make choices
-Reasoning -Logical thinking, Cause & effect, Use of tools
-Knowledge – Learned information, Imitation, Use of objects, Symbolic play
-Memory -Remembering, Reflecting, Sequencing, Understanding routines
-Creativity – Original, Thinking, Ideas, Creations,
-Connected to” -Arts, Play, Problem solving
-Math skills- numeracy, Patterns, Symbols, Understanding relationships between concrete materials
Preschool Age – Puzzle – problem solving-using trial and error to find solution; patience, persevere, build hand and eye coordination, help literacy, numeracy, develop fine and gross motor skills, be creative/improve creativity; build social skills, build self-esteem,
Skills and Processes Supported – Decision making/ Problem solving – Figuring out a problem, Gathering/ taking in information, Processing information, Using information to make choices
-Reasoning -Logical thinking, Cause & effect, Use of tools
-Knowledge – Learned information, Imitation, Use of objects, Symbolic play
-Memory -Remembering, Reflecting, Sequencing, Understanding routines
-Creativity – Original, Thinking, Ideas, Creations,
-Connected to” -Arts, Play, Problem solving
-Math skills- numeracy, Patterns, Symbols, Understanding relationships between concrete materials
3 Young School Age – Homemade Slime – use in in science, use slime to express themselves through what they make, develop social skills because slimes generate conversation, helps students calm the brain (stretching, swirling, kneading), use to teach exploration, develop fine and gross motor skills, regulate emotions
Skills and Processes Supported – Reasoning -Logical thinking, Cause & effect, Use of tools
-Knowledge – Learned information, Imitation, Use of objects, Symbolic play
-Memory -Remembering, Reflecting, Sequencing, Understanding routines
-Creativity – Original, Thinking, Ideas, Creations,
-Connected to” -Arts, Play, Problem solving
Painting – preserve memory, allows persons to express themselves (feeling and emotions).stimulate children’s brain, learn color mixing, develop social skills (generate conversation), give voice without words, develop innovation, boosts confidence and self-esteem,
Skills and Processes Supported – Reasoning -Logical thinking, Cause & effect, Use of tools
-Knowledge – Learned information, Imitation, Use of objects, Symbolic play
-Memory -Remembering, Reflecting, Sequencing, Understanding routines
-Creativity – Original, Thinking, Ideas, Creations,
-Connected to” -Arts, Play, Problem solving
Infants-Toddler
Rattle Steps on how to properly use the Rattle
Slowly move the rattle across a child’s field of vision, this motion encourages them to fallow the rattle with their eyes as it moves across their line of sight options can also be up and down, or right to left. This technique of motion and concentration enhances focus and attention.
The skills and processes acquired using the rattle, Let the baby hold the rattle by themselves. Place the rattle in the child’s hand and assist them in shaking it to produce sound. They will remember that when they shake the rattle, it makes a sound, perceiving the idea of cause and effect, which is a cognitive concept.
Farm animals
Steps on how to use
Alternative options can be use farm animal plastic toys for play time, create dramatic Voice, teach & practice the vocab, play put the animal on the flashcard, play flashcard touch and the missing flashcard game, sing “Old MacDonald”, as well read classroom reader “Old MacDonald’s Farm Animals, and Do Match up the Animals 2 along with worksheet.
The skills and processes acquired in this activity is it teaches her how to pronounce other words, it creates building blocks for sentences, it primes her for categorizing skills, it prepares him for social skills needed for school, and it teaches her early life lessons.
Preschool Age
Blocks
Choose a low traffic area (to prevent accidental block knockdowns) to sit down with your child. Place the blocks in front of you and begin stacking them on top of each other. You can encourage your child to knock the blocks down so you can start over. encourage your child to knock the blocks down so you can start over. Incorporate other toys (like cars or trucks) together with your building blocks. As well take the blocks outside and play with them in the sandpit or in the garden.
The skills and processes acquired in this engaging activity is playing with blocks help children develop their vocabularies, improves math skills, and even teaches them about gravity, balance, and geometry. They learn how to describe colors, shapes, sizes and positions as they build various structures, blocks can help develop child’s vocabulary and increase his/her understanding about labeling, sentence structure, spatial visualization, balance, symmetry, and even weight, height and gravity.
Puzzle
Build the puzzle in front of your child and show your child how the puzzle takes a picture when completed, take away one piece, and then ask your toddler to fit that piece back in to complete the picture, repeat with a different piece. Talk with your child about the picture on the puzzle before taking the pieces out, take out the puzzle pieces and place them ‘face up’ ,find the corner and edge pieces first and put them in place, and look for pieces according to the shapes needed to fit a space.
The skills and processes acquired on this hands-on activity is that flipping, rotating, moving and manipulating the pieces allows your child to give their fine motor skills a fantastic workout. Manipulating the pieces and figuring out where they fit and where they don’t, introduces your child to the early math skills they’ll need to be successful later on. Using these fine motor skills while finding a piece, picking it up, searching for its proper spot and fitting it into the puzzle allow your child the opportunity to strengthen the connection between their hands and eyes.
Young School Age
Encourage the child to make homemade slime, the materials needed to create are glue, water, food coloring and glitter which can be optional. Eye contact and hand movements allow the child to be involved. Playing with slime is a sensory play activity. Sensory play allows children to utilize and understand all five senses. When several senses are stimulated at once, children build their creativity and learning through exploration.
The skills and processes gain in this activity is sensory play also encouraging the development of fine motor skills and coordination. Playing with slime, water, or playdough is referred to as tactile play, part of the broader category of sensory play – so called because it engages the senses and helps a child learn how to use them. You can learn much more about something if you use all your senses.
Painting
Creative painting ideas
Let children experiment with a range of different brushes or tools. Make your own shape stamps, make ‘snail prints’ using a Pringles or tennis ball tin, or a baby formula can, fabric painting is a great activity for young children, and Make ‘string prints’.
The skills and processes acquired in this activity is that painting can help your children communicate their emotions or feelings. Using different colors, they can express themselves without the use of words, painting aids your child develop mobility skills. Finally, their hand muscles are being used, which allows them a scope to develop both mentally and physically.
The Rattle: We can represent this object as a sound maker toy for infants/toddlers, we can give the child in the hand and shake it, so the child will remember that she/he can shake it and make sound.
They also can feel objects, observe shape and color. This movement encourages children to become familiar with touches and enhancing knowledge and feelings in the same time. It can represent cognitive skills and processes such as understanding that an action causes a reaction, becomes aware stimuli through sense, copying another person’s behavior and remembering. Farm animals: We can ask children what kind of sound each animal makes, how they look. Put animals away from children and let them crawl or walk to them and then grab them. It will encourage children to remember sounds, shapes, smells, and try to walk or crawl. It represents cognitive skills and processes such as logical thinking, knowledge as a learned info and symbolic play, remembering and connecting to play.
Preschool age Blocks.
Playing with blocks can help children use their imagination to build houses or castles, use their math knowledge such as counting and shape knowledge. Skills and processes are making choices, reasoning such as logical thinking and using one object to obtain or create something else, understanding space, knowledge, remembering, memorizing and creativity, and math skills.
Puzzles can help children to understand geometric shapes, colors, guessing images, sorting of pieces. It encourages children with their imagination. Skills and processes are reasoning, understanding spatial relationships, learning info, remembering and understanding routines, and symbols. Young school age.
Homemade slime: This game can encourage children to explore how they feel while they are touching the texture of this material and what type of shapes they can create. This play develops sensory feelings. Skills and processes are processing info, become aware of stimuli through senses, creativity, spatial relationship, size and shape.
Painting: We can encourage children, as it is the first stimuli to imaginative creativity. They can choose colors, shape, copy the actual image displayed in front of them and improvising new ones. It provides them to capture interest and challenges their brains in entertainment, activates their sense of ownership, so they can make decisions about any change or variation in the artwork. Skills and processes are reasoning the object, using imagination, memorizing, taking initiative, creating the painting using their memories of places, geometries, organic world, people or situations.
Materials to support cognitive development
Infants/Toddlers
Rattle
A rattle can help support an infants cognitive development because they can use their sense of touch to explore the rattle. they can put it in their mouths to explore it or a teacher can place it against their skin if they are very young to see how it feels or shake it in front of them. For a toddler they can shake the rattle to see what sounds it makes or bang it against different things to see if the sound changes. The cognitive skills and processes that would be supported would be perception. the infants would be using their sense to explore the rattle. For toddlers it would be knowledge. They would use the object to shake or bang it against another object.
Farm animals
Young infants will again use their senses to explore the farm animals. older infants will observe their teacher show them what to do with the animals or what sounds the animals make. For a toddler they would imitate animal sounds and do what the animals would do. The cognitive skills and processes that would be supported with this toy would be perception for infants as they use their senses to explore the animals and for toddlers I would say symbols, knowledge and memory. Symbols and memory because the toy animals represent real animals children can make the sounds that the animals make while playing with them and exploring them.
Preschool Age
Blocks
For preschool aged children blocks can help support cognitive development. children can use blocks in many different ways. They can practice problem solving, math, creativity and use their imagination as well. The cognitive skills and processes that would be developed using blocks would be creativity, specific skills and reasoning.
Puzzle
A preschooler can explore a puzzle by trying to fit the puzzle pieces together they are using their knowledge and thinking skills to figure out what piece fits where. Also puzzle show children that pieces are part of a whole. The cognitive skills and processes that would be supported and developed by this activity would be decision making, knowledge and special skills
Young School Age
Homemade Slime for a young school age child they can stretch it out and see what happens. explore the different textures of slime. play independently or with others. The cognitive skills and processes supported would be creativity and perception.
Painting
with painting young school age children can use their imagination, mix colors paint different objects, or mix colors to make different ones. The cognitive skills and processes supported would be creativity, knowledge, symbols and literacy.
1. infant toddler
object- rattle
this rattle can be used by the infant toddler by placing it into the child’s hand and help the child shake it so it can create sound. This will help the child remember when they shake the rattle. This can support cognitive development because it encourages the child to become familiar with touches .The cognitive skills and process that can be supported is hand and eye coordination which will help a baby to grasp an object. The baby would be able to turn their head.
farm animals
The farm animals can be used by the infant toddler by placing the animals in the hands of the baby, also they can place the farm animals on the floor this will encourage the child to either take steps, or crawl. This can support cognitive development because it encourages the child to crawl and or walk this helps the baby become more familiar being on their stomachs. Farm animals offers a variety of choices this helps the child to feel more independent. The cognitive skills and processes that would be supported is the understanding the child would get from the different choices they have from the animals. this helps the to think.
preschhol
blocks
playing with blocks allows the child to use their imagination . This supports cognitive development because playing with blocks allows children to develop their vocabulary , I believe it even helps with math, it helps the child to be creative. the skills it supports is language skills when children play in the block area it encourages children to expand their vocabulary,.
puzzles
when i think of cognitive learning is what a child can comprehend and it also what touches organization . so when a child plays with puzzles they learn how to make choices , they learn strategy
young school age
homemade slime
when ever messy play is involved it’s always an opportunity for learning. Homemade slime can support language. why?because when something is homemade this involves a number of steps. Which encourages the child to communicate . Also it helps with eye and hand coordination this gets the child involved .
painting
when it comes to painting it helps children practice skills that involve pattering and effect . This helps the child to think . for example if the child is painting and they push the brush hard on the paper it will create a darker shade of the color if the brush lightly it will create a lighter shade. Painting requires a child to think which supports cognitive development. grasping the brush helps with there fine motor skills. Which will evidently help with writing because they already practiced exercising that muscle.
Answer: *Infant/Toddler
(RATTLE)
Use of material: by asking the child to reach for the rattle, shake the rattle, feel the texture of the rattle,
Skills & Processes Supported: supports fine motor skills & gross, the ability to hear and listening, movement.
(FARM ANIMALS)
Use of material: by verbalizing to the child what each animal toy is, ask the child to grab for one of the animals (grasping is very important in this stage) , make sounds effects of the animal as well.
Skills & processes supported: supports fine motor skills, gross motor skills, animal awareness, making observations of the animals.
*Preschool Age
(BLOCKS)
Use of material: build things, ask questions such as what things can they make using the play blocks, the color of the blocks,
Skills & processes supported: supports fine motor skills, gross motor skills, social skills, also becoming more creative.
(PUZZLE)
Use of material: building a picture or object, ask child to help build the puzzle, learning the correct sizes, ask the child which piece belongs where,
Skills & processes supported: supports fine motor skills, gross motor skills, social skills, using structure
*Young school age
(HOMEMADE SLIME)
Use of material: by letting the children the slime to build things, ask questions such as how does it feel, what color is the slime in their hands, what shapes can they make using the slime.
Skills & processes supported: supports fine motor skills, gross motor skills, semantics while learning to become more creative.
(PAINTING)
Use if material: ask what color can they use to make drawings, what shapes can be made, how does it smell, what happens if you mix colors, draw out letters, numbers, spell names, make something that is that color, use whole hand, smush it on hand to the paper,
Skills & processes supported: supports fine motor skills, sensory, hand eye coordination, social skills, semantics while learning new vocabulary words/objects.
Infants-Toddler
Rattle
Help putting the rattle in the child’s hand so they could shake it, touch it, get a feel of how the rattle feels. Become familiar with touching a rattle. Sounds and listening.
Farm animals
Saying to the infant what each toy is. Place the toys feet away and have the child crawl or take steps to reach them. Thinking, know what’s each animals is.
Preschool Age
Blocks
Ask the child what can you make from the blocks, count how many blocks is there, what are the colors.
Puzzle
Ask the child to put the puzzle together. Learning where to place each pieces correctly. Learn how to make choices.
Young School Age
Aske what can be made from the homemade slime. Eye contact and hand movements, allow the child to be involved.
Painting
Practice good skills and design. Ask what color they using to paint. Ask what they are going to paint. Helps the child to think and organize.
RATTLE)
How to use the material: You can ask the child to shake it. Also listening to the sound. They can also help teach the babies many new skills.
Skills & Processes Supported: supports fine motor skills & gross, by the ability to listen and have some ,movement
(FARM ANIMALS)
Use of material: by teaching the child different animal sounds, also by leaning the different type of animal
Skills & processes supported:
*Preschool Age
(BLOCKS)
Use of material: by building new things and creating something also by learning different shapes and colors
Skills & processes supported: supports fine motor skills, gross motor skills, social skills, also becoming more creative .
(PUZZLE)
Use of material: by putting the puzzle pieces together and following directions to see what picture you can make
Skills & processes supported: supports fine motor skills, gross motor skills, social skills, using structure
*Young school age
(HOMEMADE SLIME)
Use of material: by letting the children ask questions such as how it feels, what color is the slime in their hands, and what shapes can they make using the slime.
Skills & processes supported: supports fine motor skills, gross motor skills, semantics while learning to become more creative.
(PAINTING)
Use if material: asking what color can they use to make art , what shapes can be made, how does it smell, what happens if you mix colors,
Skills & processes supported:
INFANT-TODDLER
RATTLE
How to use Material- Communicate to the child the shapes that are seen on the rattle, as well as the colors and try to compare them to objects in our surroundings. Shaking the rattle (cause) will promote a sound (effect). The material can also be used show motions to be done with arms and hands, such as up, down, right left, demonstrating fast and slow can also be helpful. Pointing out the object feels sooth, yet has a hard surface. At some point this material will be used by a child to help understand what is the effect of accidentally injuring themselves with it. The rattle also promotes language play, objective play,
Skills & Processes-
Fine and motor skills, decision making, perception, memory, creativity, reasonings, perception, knowledge, learning sound and exploring new language, sensory, hand eye coordination.
FARM ANIMALS-
How to use Material- Farm animals can be used to exhibit the different textures, sounds and motions each animal does. The animals can also be compared by size, color or similar/different shapes. This material can help kids develop an understanding of the different settings where they live, what they eat, how they interact and also helping know they too have babies. These artifacts also promote pretend play, language play, objective play, social play.
Skills & Processes- Fine and motor skills, decision making/problem, reasonings, perception, knowledge, memory, creativity, object permanence, math skills counting how many animals, symbols, understanding materials between concrete materials
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PRESCHOOL AGE
BLOCKS
How to use Material-
Building up and taking down, shapes, number of sides, how many of each block, colors, texture, teach patience, balance. Learning to know to dodge blocks from falling on them. Tracing shapes with fingers.
Skills & Processes- memory, reasoning, perception, knowledge, decision making/problem solving, fine motor skills.
PUZZLE
How to use Material- Learn shapes, sounds and name of animals. Having patience to figure out where each piece fits, looking at outlines and tracking them with their finger
Skills & Processes- fine and gross motor skills. Memory, reasoning, perception, knowledge, knowledge
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YOUNG SCHOOL AGE
HOMEMADE SLIME
How to use Material-
Assuming the child is making this with a grownup, measuring ingredients, carefully putting them in a bowl, counting the color dye drops, learning color, mixing and know how fast or slow to mix in order to keep the slime in the bowl. This would also work great if beads and small toys were put in it for the kids to have to dig out, helping to strengthen their finger. This would promote sensory.
Skills & Processes- fine and gross motor skills. Decision making, reasonings, perception, knowledge, memory creativity.
PAINTING
How to use Material- mixing colors, finger painting, using different materials to paint like tissues paper, pain brushes, leaves, flower petals, sponges, using different types of paper to see the difference in each. Using different painting techniques to explore. This would also promote sensory.
Skills & Processes- fine and gross motor skills. Creativity, memory, knowledge, perception, decision making
Infant/toddler
-Rattle: Give the child the rattle and ask them to shake it up and down or side to side. Let them observe the sound the rattle makes. The skills and processes supported are reasoning- using an object to create sound and perception- becoming aware of stimuli through senses.
-Farm animals: Ask the child do they know what sound the animal makes if they are able to talk. If they are not, let them explore the animals and as they pick one up tell them what animal they are and what sound they make. You can also make them sort out the kinds of animals by type, colors, or size. The skills and processes supported are understanding relationships between concrete materials, memory, and knowledge.
Preschool age:
-Blocks: The children can build and categorize by size, shape, or color. The skills and processes supported are decision making, reasoning, knowledge, creativity, and understanding of relationships between concrete materials.
-Puzzle: Let children build the puzzle or they can take a picture and cut out shapes to make their own puzzle. The skills and processes supported are creativity, knowledge, perception, reasoning, and decision making.
Young school-age:
-Homemade slime: The children can use their senses to observe the slime and make shapes with the slime. The skills and processes supported are creativity, knowledge, reasoning, and decision making.
-Painting: The children can paint something they want or related to a theme. The skills and processes supported are creativity, knowledge, and reasoning.
Infant/ Toddler
Rattle
How to Use Material: slowly move the rattle, encouraging toddlers to track the rattle with toddlers eyes as it moves across her line of sight.
SKills & processes supported
It can promote and strengthen motor abilities and help reach cognitive milestones, which involve his ability to think and reason.
Farm Animals
How to Use Material: point and tell infants what is the name of animals and how they are beautiful, cute and perfect.
Skills and processes supported: Farm Animal Toys and play naturally provide opportunities for practicing different thinking skills, such as imitation, cause and effect, problem solving, and symbolic thinking.
Preschool Age
Blocks
How to Use Material: Block on the runway on the school park and classrooms. Let them think about how to overcome this barrier when they bike or walk.
Skills & process: it can develop their vocabularies, improves math skills, and even teaches them about gravity, balance, and geometry. They learn how to describe colors, shapes, sizes and positions as they build various structures.
Puzzle
How to Use Material; put on the classroom themes and colorful pictures such as zoom animals, vehicles, numbers or alphabet letters. So, children cna learn the power if choice and strategy as they begin to recognize and thoughtfully understand how pieces fit together to complete a larger picture
Skills & process: the skills and process are comprehension, organizing ideas and applying knowledge through choice and evaluation.
Young School Age
Homemade Slime
How to use Materials: Mix completely together water and clear glue. Add a few drops of food coloring and glitter or confetti and stir until combined. Pour in the liquid starch and stir until the slime begins to form and knead the slime with your hands until all the liquid is absorbed.
Skills & process
It can develop their sensor system and they can create designs, shapes and even choose colors of their choice. It can be fun to play and fun so that children can control their movements and activities.
Painting
How to use materials: coloring books or printed pages to color, creating a craft project for the children to see and make the same thing, patterns to follow or lines to cut on. Telling a child what they want to draw, paint or make. Finishing a child’s work or telling a child to finish it to make it better. Drawing things for children.
Skills & processes: Painting can help develop fine and gross motor skills. Painting can also help develop the children’s hand and eyes coordination.
-infants toddlers
rattling
putting rattle in the babies hand, having them shake it on there own
-farm animals
engaging in the play with infants letting them know what the toy is. Having the child crawl or take 2 steps
-preschool age
playing with blocks
engaging with children playing with blocks asking what they can make out of it
-puzzle
engaging in puzzle play with children. Helping them put it together
-young school age
engaging with slime. asking children what they can do with slime
painting
engaging in designs, asking what colors they could use
Infants:
Rattle I’ll allow the infants to bang the rattle onto different objects in order to enhance the ability to explore sounds
Farm animals:
Sing Old McDonald and sing the song putting out the animals in front of them and point to the proper animal with the corresponding sound. This helps with their language and using their index finger to point.
Preschool:
Blocks:
I will layout the blocks and photos of buildings and encourage building the same structures. The children will be learning about balance, concentration, and the ability to problem-solve and make decisions.
Puzzles:
I will time the preschoolers in order to solve the puzzle. This helps with concentration, coordination, and the ability to understand time limitations.
Young School Age:
Homemade slime
I will layout all the items and do a group activity and allow all the children to participate and have a perspective job. This helps the children learn to take turns, enable them to use their memory in order to do this activity in sequence to obtain one goal, and creativity.
Painting:
I will allow the children to go outdoors with different paint and utensils and paint their favorite thing about their surrounding. This helps them explore, enhance creativity and their observation skills.
Infant/Toddler:
Rattle- Just giving it to a child to explore would be how I use it. Allowing them to shake it or hit the floor with it letting them figure out how they think they should play with it. Before giving it to them I will first introduce it to them by shaking it so it can make the sound. The skills and processes supported by this object is decision making, memory, reasoning, and creativity. The child will be left with the decision on how they will use the rattle by taking in the information I gave when I shook the rattle. Memory will be used when they also reflect on when I shook the rattle. Reasoning comes in with cause and effect when they start to understand that when they shake the rattle noise will happen. Creativity happens when they learn theres other ways to play with the rattle.
Farm Animals- I will line up each farm animal and when I pick it up I will show it to the children and repeatedly make the noise the animal makes then ask them to make the noise. I will then go back through the list asking them to try to make the sound first. This activity will be supported by knowledge, memory, and specific skills. With knowledge students are learning the sounds animals make while also imitating me after I make the sounds. Memory skills will be used when I go back down the list and ask them to make the noise first, they will have to try to remember. And specific skills will be used when memorizing patterns or understanding relationships between concrete materials. Even if they don’t remember all the sounds they will understand that all the objects they see belong to the category of farm animals.
Preschool Age:
Blocks- First I would ask the students to name for me the different shapes they recognize in all the blocks. Then I would have students stack the blocks and create things. The skills and processes this activity will support are decision making, reasoning, knowledge, and creativity. For decision making and reasoning children will understand that the blocks are made up of different shapes and sizes and they will decide to use different blocks based on its shape to make them fit together to create something that stands on its own. For knowledge they will be engaging in symbolic play/pretend play creating actual things out of blocks. And creativity is all throughout this activity as they will be creating whatever comes to their mind however they want.
Puzzle- I will have students complete the same puzzles a couple of times then rotate to complete different puzzles. The skills and processes this activity will support is problem solving, memory, and specific skills. Problem solving the main skill and process used when completing puzzles. Students will try to gather information on the puzzle piece itself and the missing slots on the puzzle board to come to a decision on where to place the piece. Memory comes into play if the puzzle is the outline of something obvious and familiar to the child, like specific shapes. Specific skills are used when realizing patterns in the puzzle.
Young School Age:
Homemade Slime- First I would create the slime with them, an easy and child friendly recipe. I will then allow free play with the homemade slime, asking questions like how does the slime feel or what color is the smile through out. This activity will support skills and processes like creativity, knowledge and perception. Creativity will happen during the free play, the students will play with the slime however they want. Knowledge skills will be shown if they decide to do symbolic play and the use of objects like knives, cups, and even plates. Perception happens when they feel the slime, they can describe it to me by using their senses like touch and sight.
Painting- I will give students the option to use paint brushes or their finger and give them the ability to paint whatever they want. I would ask them to mix colors to create different colors. The skills and processes supported by this activity is reasoning, knowledge, memory, and creativity. Reasoning will be used when they start to mix colors or just use colors. They will have to think logically to see if that’s the color they really want to use. Or understand that when they mix colors it create a new color, cause and effect. Knowledge and memory skills work together when they are mixing colors they have to think back to their knowledge of primary colors. And creativity will happen all throughout this activity in every decision they make.
Hi Sydnie,
your description is very interesting and detailed. Very good job!
INFANT-TODDLER
RATTLE – Shaking the rattle in the infant’s view, demonstrating how to use it. Place the rattle in the infant’s hand and helping them how to shake, doing this repetitively. This also improves their gross and fine motor skills as well as expanding their sensorimotor skills through sound and touch.
FARM ANIMALS – Can be used to identify color and sounds, as you have the child mimic what sounds each animal makes. Having the child memorize and label each animal through repetition. This helps build their language development, as well as increases their thinking processes when you have them identify each animal and sound. It also helps and teaches them how to categorize by color or animals.
PRESCHOOL AGE
BLOCKS- Can be used to develop their creativity and imagination as well as their thinking processes. You can have the child separate the blocks based on shapes or have them label each block by shape. You can also have them build things based on their imagination and allow them to be creative with their build
PUZZLE- Puzzles are good for categorizing each piece by its shape and allows for thinking and applying problem solving skills. It allows the child to be strategic as they think about where each piece goes by choice of reasoning.
YOUNG SCHOOL AGE
HOMEMADE SLIME- Allowing the children to be creative and use their imagination to create things with the slime. Asking questions about how the slime feels and smells, building their sensorimotor skills. It allows them to utilize and build confidence in decision making and being independent as you allow them to think and actual create what it is that comes to mind.
PAINTING – This supports language development as well as creativity. Through painting you’re allowing the children to develop communication skills and allowing them to be creative as they display their thoughts on paper with art supplies. This allows requires children to think, as a teacher you can ask them to draw different shapes or ask what colors are being used for each painting. You can also support sensorimotor skills by allowing children to get messy with the paint and finger paint and asking them how it feels and smells.
Taina, I agree that the children would enjoy imitating the sounds of animals. That will certainly motivate them to learn.
1. INFANT-TODDLER
RATTLE
The rattle is an important toy in the early age of development. we could use it in different ways depend of age in order to support cognitive development. for example, hold the rattle and moving left and right then observe the baby’s reactions if he or she is following the direction of the rattle. This help to improve his vision. Shake the rattle helps to exert their ability to recognize sounds. Give them the rattle to touch it will improve the ability to recognize object. When the child hold rattle and shake it to make sound he or she is developing memory as well as the cause and effect skill. Give them colored and uncolored rattle to exert if they could recognize or make different between colors, this could help them to improve the same and different skills.
FARM ANIMALS:
Ask them to name animals what sound distinguish each animal, ask children to make groups of animals, Toddlers, my select groups by colors, size, preference , quantity or familiar. Ask them in each group for example to make different color different species, this could prepare them to improve their reasoning and memory. We can ask them how many they could try to count it, aids to boost math skills. Let them play freely with animals. they might engage in pretend play and invent stories; they could talk to the animals. This will help them to improve creativity, language, perception and imagination.
PRESCHOOL AGE
BLOCKS
blocks is the common activity in preschool age it helps them to foster different cognitive skills, such as recognizing, learn shapes, colors, count, memory, perception ,concentration, intelligence, imagination and thinking, we could give them block and let them build what their mind could imagine and create, organize group play to help them to engage in cooperative play and exert their skill by building and breaking down what they build and repeat the operation again, this helps them to improve their intelligence and attention. Also, block helps improve problem solving skill. ask them to name the shapes and colors.
PUZZLE:
Puzzle is an activities that helps children to ameliorate problem solving skill by thinking for a solution where the piece of puzzle could fit, they will use their concentration, their attention, they will boost their reasoning by trying to find the right place for the piece of puzzle based on certain criteria such as shape colors size, they practice the same and different skills.
YOUNG SCHOOL AGE
HOMEMADE SLIME
let them manipulate the slime will help them to use their fingers fine motor skill, change colors, engage them in pretend ply about how to make slime, what measure they need, how much they need to make certain quantity. this will help them to improve their math skill measurement simple fraction and multiplying. It will help them to memorize concentrate and pay attention. Play in group share ideas with their peer .
PAINTING
provide different paint color paper. Chose any interesting theme let them to interpret it to their paper by using colors shape persons object. For example, tell them to draw spring or any season, holyday. Give them free time to paint to boost their creativity and imagination. Let them to mixt color and they will learn that bleu and yellow makes green …ex. let them to choose their proper theme that interest them to express their idea and feeling.
Yasmina, I support your response that blocks help to organize group play , I never thought of that and it will teach them how to work together as teams.
Infants/Toddlers
RATTLE-Use this material to show the infants/toddlers the nosies it make, how to hold it,feel it,show the colors,and show the different movements it can do.The skills supported is hand eye coordination by stimulating their senses and developmenting the ability to master fine motor skills.
FARM ANIMALS- Use this material to show the infant how to hold, make animals noises,count, and play pretend. The skills supported is creativity and fine and motor skills.
Preschool Age
BLOCKS- Use this material to show preschool age childrens how to count, build,and,taking down the blocks. The skills supported is problem sovling skills and creativy.
PUZZLE- Use this material to let them touch and explore and get there minds thinking and figuring out how to puzzle togther also by counting and identifying shapes and colors. The skills supported are problem sovling,memory, and fine and moter skills.
Young School Age
HOMEMADE SLIME-Use this material to show how to make slimes let the young age child grab ingredients,measure the ingredients,mix them,let them explore with food coloring let them make the slime they own. The skills supported are knowlege and creativity.
PAINTING- Use this material to show how to mix colors,create figures,draw people, letters,and numbers,play with brushes and change the paper.The skills supported are decison making skills and creativity.
RATTLE:
USE OF MATERIAL: GRASP, CREATE SOUND, OBSERVE SOUND, ABLE TO MOVE ARMS AND HANDS.
SKILLS/PROCESSES SUPPORTED: COGNITIVE DEVELOPMENT, MOTORS SKILLS.
FARM ANIMALS:
USE OF MATERIAL: GRASP, IMITATE SOUNDS, IMITATE MOVEMENT, IMAGINATION.
SKILLS/PROCESSES SUPPORTED: MOTOR SKILLS, COGNITIVE DEVELOPMENT.
BLOCKS:
USE OF MATERIAL: IMAGINATION, TOUCH, HELP WITH MATH, DEVELOP LANGUAGE SKILLS, BUILD AND DESTROY.
SKILLS/PROCESSES SUPPORTED: COGNITIVE DEVELOPMENT, SOCIAL SKILLS, FINE AND GROSS MOTOR SKILLS.
PUZZLE:
USE OF MATERIAL: SOLVING PROBLEMS, HELP WITH MATH, STRAGETIES, COORDINATION.
SKILLS/PROCESSES SUPPORTED: COGNITIVE DEVELOPMENT,
HOMEMADE SLIME:
USE OF MATERIAL: FOLLOWING DIRECTIONS, ASK QUESTIONS, BUILD AND DESTROY.
SKILLS/PROCESSES SUPPORTED: COMMUNICATION SKILLS, MOTOR SKILLS, GROSS SKILLS,
PAINTINGS:
USE OF MATERIAL: THINK, IMAGINATION, FOCUS, MATHEMATICAL KNOWLEDGE.
SKILLS/PROCESSES SUPPORTED: MOTOR SKILLS, SENSORY, COGNITIVE DEVELOPMENT.
Module 8 Assignment #3: Supporting Cognitive Development
1 Infant-Toddler – How to use the Rattle- Knowledge -use of objects -they can shake it, bang, throw away; they can count the rings, tell the shapes, shake it and sing,
Skills and Processes Supported – use as a self-soothing object to give them to use to calm them down/keep them occupied; temperament – depending on the mood, if they are easy going, they will keep playing with it, however, if they are in the irregular mood, they might throw it away. Help with gross motor skills, moving the arm to shake it. Fine motor – Grasping it, reach for the rattle, drop it, bang it, pass it from hand to hand, use it without needing help from someone, pick it up, use one hand to hold it, gives finger movement,
Farm Animals- -They can draw/trace animals; makes sounds of the animals, vocabulary, learn names, how do they live, what do they eat, who takes care of them; sing animal songs (Old McDonald); craft and activities, Show students pictures or videos of animals; set up farms/homes for animals; pretend play-feeding them;
Skills and Processes Supported –Language/Literacy skills – know and call the names of the animals/spell the names; develop math skills, Creativity -draw/trace animals
2 Preschool Age – Blocks – Construct play, Blocks- textures, sizes, shapes, colors, creative and make things and talk about what they make, teach them mathematics, cognitive skills (thinking/reasoning how to construct a specific thing; develop fine and gross motor skills
Skills and Processes Supported – Decision making/ Problem solving – Figuring out a problem, Gathering/ taking in information, Processing information, Using information to make choices
-Reasoning -Logical thinking, Cause & effect, Use of tools
-Knowledge – Learned information, Imitation, Use of objects, Symbolic play
-Memory -Remembering, Reflecting, Sequencing, Understanding routines
-Creativity – Original, Thinking, Ideas, Creations,
-Connected to” -Arts, Play, Problem solving
-Math skills- numeracy, Patterns, Symbols, Understanding relationships between concrete materials
Preschool Age – Puzzle – problem solving-using trial and error to find solution; patience, persevere, build hand and eye coordination, help literacy, numeracy, develop fine and gross motor skills, be creative/improve creativity; build social skills, build self-esteem,
Skills and Processes Supported – Decision making/ Problem solving – Figuring out a problem, Gathering/ taking in information, Processing information, Using information to make choices
-Reasoning -Logical thinking, Cause & effect, Use of tools
-Knowledge – Learned information, Imitation, Use of objects, Symbolic play
-Memory -Remembering, Reflecting, Sequencing, Understanding routines
-Creativity – Original, Thinking, Ideas, Creations,
-Connected to” -Arts, Play, Problem solving
-Math skills- numeracy, Patterns, Symbols, Understanding relationships between concrete materials
3 Young School Age – Homemade Slime – use in in science, use slime to express themselves through what they make, develop social skills because slimes generate conversation, helps students calm the brain (stretching, swirling, kneading), use to teach exploration, develop fine and gross motor skills, regulate emotions
Skills and Processes Supported – Reasoning -Logical thinking, Cause & effect, Use of tools
-Knowledge – Learned information, Imitation, Use of objects, Symbolic play
-Memory -Remembering, Reflecting, Sequencing, Understanding routines
-Creativity – Original, Thinking, Ideas, Creations,
-Connected to” -Arts, Play, Problem solving
Painting – preserve memory, allows persons to express themselves (feeling and emotions).stimulate children’s brain, learn color mixing, develop social skills (generate conversation), give voice without words, develop innovation, boosts confidence and self-esteem,
Skills and Processes Supported – Reasoning -Logical thinking, Cause & effect, Use of tools
-Knowledge – Learned information, Imitation, Use of objects, Symbolic play
-Memory -Remembering, Reflecting, Sequencing, Understanding routines
-Creativity – Original, Thinking, Ideas, Creations,
-Connected to” -Arts, Play, Problem solving
i reviewed this module
Luis Martinez
ECE 110 Lecture
Materials to Support Cognitive Learning
Infants-Toddler
Rattle Steps on how to properly use the Rattle
Slowly move the rattle across a child’s field of vision, this motion encourages them to fallow the rattle with their eyes as it moves across their line of sight options can also be up and down, or right to left. This technique of motion and concentration enhances focus and attention.
The skills and processes acquired using the rattle, Let the baby hold the rattle by themselves. Place the rattle in the child’s hand and assist them in shaking it to produce sound. They will remember that when they shake the rattle, it makes a sound, perceiving the idea of cause and effect, which is a cognitive concept.
Farm animals
Steps on how to use
Alternative options can be use farm animal plastic toys for play time, create dramatic Voice, teach & practice the vocab, play put the animal on the flashcard, play flashcard touch and the missing flashcard game, sing “Old MacDonald”, as well read classroom reader “Old MacDonald’s Farm Animals, and Do Match up the Animals 2 along with worksheet.
The skills and processes acquired in this activity is it teaches her how to pronounce other words, it creates building blocks for sentences, it primes her for categorizing skills, it prepares him for social skills needed for school, and it teaches her early life lessons.
Preschool Age
Blocks
Choose a low traffic area (to prevent accidental block knockdowns) to sit down with your child. Place the blocks in front of you and begin stacking them on top of each other. You can encourage your child to knock the blocks down so you can start over. encourage your child to knock the blocks down so you can start over. Incorporate other toys (like cars or trucks) together with your building blocks. As well take the blocks outside and play with them in the sandpit or in the garden.
The skills and processes acquired in this engaging activity is playing with blocks help children develop their vocabularies, improves math skills, and even teaches them about gravity, balance, and geometry. They learn how to describe colors, shapes, sizes and positions as they build various structures, blocks can help develop child’s vocabulary and increase his/her understanding about labeling, sentence structure, spatial visualization, balance, symmetry, and even weight, height and gravity.
Puzzle
Build the puzzle in front of your child and show your child how the puzzle takes a picture when completed, take away one piece, and then ask your toddler to fit that piece back in to complete the picture, repeat with a different piece. Talk with your child about the picture on the puzzle before taking the pieces out, take out the puzzle pieces and place them ‘face up’ ,find the corner and edge pieces first and put them in place, and look for pieces according to the shapes needed to fit a space.
The skills and processes acquired on this hands-on activity is that flipping, rotating, moving and manipulating the pieces allows your child to give their fine motor skills a fantastic workout. Manipulating the pieces and figuring out where they fit and where they don’t, introduces your child to the early math skills they’ll need to be successful later on. Using these fine motor skills while finding a piece, picking it up, searching for its proper spot and fitting it into the puzzle allow your child the opportunity to strengthen the connection between their hands and eyes.
Young School Age
Encourage the child to make homemade slime, the materials needed to create are glue, water, food coloring and glitter which can be optional. Eye contact and hand movements allow the child to be involved. Playing with slime is a sensory play activity. Sensory play allows children to utilize and understand all five senses. When several senses are stimulated at once, children build their creativity and learning through exploration.
The skills and processes gain in this activity is sensory play also encouraging the development of fine motor skills and coordination. Playing with slime, water, or playdough is referred to as tactile play, part of the broader category of sensory play – so called because it engages the senses and helps a child learn how to use them. You can learn much more about something if you use all your senses.
Painting
Creative painting ideas
Let children experiment with a range of different brushes or tools. Make your own shape stamps, make ‘snail prints’ using a Pringles or tennis ball tin, or a baby formula can, fabric painting is a great activity for young children, and Make ‘string prints’.
The skills and processes acquired in this activity is that painting can help your children communicate their emotions or feelings. Using different colors, they can express themselves without the use of words, painting aids your child develop mobility skills. Finally, their hand muscles are being used, which allows them a scope to develop both mentally and physically.
Supporting cognitive development Infant/toddler
The Rattle: We can represent this object as a sound maker toy for infants/toddlers, we can give the child in the hand and shake it, so the child will remember that she/he can shake it and make sound.
They also can feel objects, observe shape and color. This movement encourages children to become familiar with touches and enhancing knowledge and feelings in the same time. It can represent cognitive skills and processes such as understanding that an action causes a reaction, becomes aware stimuli through sense, copying another person’s behavior and remembering. Farm animals: We can ask children what kind of sound each animal makes, how they look. Put animals away from children and let them crawl or walk to them and then grab them. It will encourage children to remember sounds, shapes, smells, and try to walk or crawl. It represents cognitive skills and processes such as logical thinking, knowledge as a learned info and symbolic play, remembering and connecting to play.
Preschool age Blocks.
Playing with blocks can help children use their imagination to build houses or castles, use their math knowledge such as counting and shape knowledge. Skills and processes are making choices, reasoning such as logical thinking and using one object to obtain or create something else, understanding space, knowledge, remembering, memorizing and creativity, and math skills.
Puzzles can help children to understand geometric shapes, colors, guessing images, sorting of pieces. It encourages children with their imagination. Skills and processes are reasoning, understanding spatial relationships, learning info, remembering and understanding routines, and symbols. Young school age.
Homemade slime: This game can encourage children to explore how they feel while they are touching the texture of this material and what type of shapes they can create. This play develops sensory feelings. Skills and processes are processing info, become aware of stimuli through senses, creativity, spatial relationship, size and shape.
Painting: We can encourage children, as it is the first stimuli to imaginative creativity. They can choose colors, shape, copy the actual image displayed in front of them and improvising new ones. It provides them to capture interest and challenges their brains in entertainment, activates their sense of ownership, so they can make decisions about any change or variation in the artwork. Skills and processes are reasoning the object, using imagination, memorizing, taking initiative, creating the painting using their memories of places, geometries, organic world, people or situations.
Materials to support cognitive development
Infants/Toddlers
Rattle
A rattle can help support an infants cognitive development because they can use their sense of touch to explore the rattle. they can put it in their mouths to explore it or a teacher can place it against their skin if they are very young to see how it feels or shake it in front of them. For a toddler they can shake the rattle to see what sounds it makes or bang it against different things to see if the sound changes. The cognitive skills and processes that would be supported would be perception. the infants would be using their sense to explore the rattle. For toddlers it would be knowledge. They would use the object to shake or bang it against another object.
Farm animals
Young infants will again use their senses to explore the farm animals. older infants will observe their teacher show them what to do with the animals or what sounds the animals make. For a toddler they would imitate animal sounds and do what the animals would do. The cognitive skills and processes that would be supported with this toy would be perception for infants as they use their senses to explore the animals and for toddlers I would say symbols, knowledge and memory. Symbols and memory because the toy animals represent real animals children can make the sounds that the animals make while playing with them and exploring them.
Preschool Age
Blocks
For preschool aged children blocks can help support cognitive development. children can use blocks in many different ways. They can practice problem solving, math, creativity and use their imagination as well. The cognitive skills and processes that would be developed using blocks would be creativity, specific skills and reasoning.
Puzzle
A preschooler can explore a puzzle by trying to fit the puzzle pieces together they are using their knowledge and thinking skills to figure out what piece fits where. Also puzzle show children that pieces are part of a whole. The cognitive skills and processes that would be supported and developed by this activity would be decision making, knowledge and special skills
Young School Age
Homemade Slime for a young school age child they can stretch it out and see what happens. explore the different textures of slime. play independently or with others. The cognitive skills and processes supported would be creativity and perception.
Painting
with painting young school age children can use their imagination, mix colors paint different objects, or mix colors to make different ones. The cognitive skills and processes supported would be creativity, knowledge, symbols and literacy.