Read the scenarios below then answer the questions for each scenario.
Cognitive-Scenarios- What cognitive skills and processes is each child is developing or demonstrating?
- How is each infant’s cognitive development being acknowledged and supported to by their teacher?
- Would you do anything differently?
1. Object permanence the children are keeping different ojects in memory
2. The teachers are observing,complimenting and responding
3. No I would not do anything different
Kayla — Thanks for your thoughts! What about babies in scenarios B, C and D? What skills and processes did they demonstrate? How?
Scenario A: Learning schemes, spatial & spatial. Uses foot to spin wheel. Teacher verbalizes what the child is doing. I wouldn’t do anything differently.
Scenario B: Imitation. Parent and child are fostering communication. I would join in on the fun.
Scenario C: Cause and effect. The teacher is verbally preparing child for diaper change and the child responds by lifting their bottom. Wouldn’t do anything differently.
Scenario D: Use of tools/Space & Spatial. Eventually will be helped by the teacher but fosters independence as well. Knowing that object may not do what the child wants it to. Using the teacher for assistance. I would observe just the same and offer assistance.
Deb — Thanks for your thorough response! I wonder; what other cognitive skill/ process does peek-a-boo promote? Do you see understanding routines in any of the scenarios?
Scenario A- Learning schemes, space & spatial. The child is reaching for the object above them and uses his foot to spin a wheel, and the child’s teacher is telling the child what he is doing. I wouldn’t do anything differently.
Scenario B- Imitation. The child’s mother vocalizing with the baby, giving her attention. I would not do anything differently.
Scenario C- Communication and memory. The teacher is changing the child’s diaper and letting him know what she is doing while Jamal is making eye contact and lifting up his bottom. I would not do anything different.
Scenario D- Use of tools. Jasmine has trouble with her chair and teacher ask if she needs any assistance. I would do exactly what the teacher did.
Tiana — Thanks for your insights! Any any of the children developing object permanence? Is any child learning to understand routines?
1.Concepts: Learning schemes, and spatial. Uses foot to spin wheel. I don’t really think I would have done something differently.
2.Concept:Imitations: When the mom is making facial expressions while playing. The baby pays attention to the mom and engages with her. There’s nothing I would change.
3.Concept: Communication and memory. The teacher changes the child’s diaper while she lets him know what she is doing.Baby makes eye contact and lifts up his bottom. I wouldn’t change anything.
4.Concepts of tools, Space and Spatial. The child knows that the chair may not do what she wants, but with the help of the teacher, she’ll be able to do so.
Juli — Thanks for posting! Are any of the babies learning problem solving? Is anyone demonstrating cause and effect?
Scenario A- the teacher is verbally telling the baby what he is doing. The baby was using learning schemes reaching for the object then using his foot to spin the wheel. I wouldn’t do anything differently
Scenario B-Imitation the babies mother is vocalizing and giving the baby attention and i would not do anything differently.
Scenario C- Cause and effect the teacher is preparing the baby for a diaper.
Scenario D- Use of tools and space . the baby is aware that the chair is in a tight space because she went under to try to get it out without complaints and kept trying until she would figure it out. In this situation i would do the same thing.
Sarah — Thanks for your insights! Are any of the babies using problem solving? Is anyone focusing on object permanance?
Scenario A: Learning schemes, space & spatial. The baby uses his foot to push the wheel in order to make it spin. The teacher is telling the baby what he has accomplished. I don’t think I would have done anything differently.
Scenario B: Imitation.The mother engages in the child’s play and the child is getting the attention they need. I would not do anything different.
Scenario C: Cause and effect. The teacher is communicating to the baby on what she will be doing next, and preparing the baby for a diaper change. Baby responds with eye contact and lifts up his bottom showing that he understands what is happening. I wouldn’t do anything differently
Scenario D: Use of tools/Space & Spatial. Jasmine knows she’s having trouble with the chair and she still keeps going and does not give up. However she knows the teacher is there for assistance. In this situation I would have done the exact same letting the child do it themselves but also show them that you there if they need you.
Edisa — Thanks for your thoughts! Is any of the babies using memory in any of the scenarios? What about creativity?
1st scenario: Learning schemes, the baby is learning how the toy works and what it does. the teacher is explaining what is happening.I wouldn’t do anything differently.
2nd scenario: object permanence. The baby’s mother is playing peek-a-boo with her and the baby knows the mother didn’t disappear. she’s just hiding behind her hands. I would not do anything differently.
3rd scenario: Cause and effect and memory. they are making eye contact and the teacher is explaining whats going on and what she is doing. so in order to make the teacher chafe his diaper faster, the baby lifts up his bottom helping. Since the baby understands what’s going on i believe this is also a routine. I would not do anything differently.
4th: scenario: Use of tools. the baby is struggling to get something she wants so she’s crawling to get it after awhile reaching out which is use of tools. Then the teacher asks her if she needs any help. I would not do anything differently.
Scenario A
Cause & Effect – Using his foot to make the red wheel spin and getting the bell which made the jingle sound.
Use of tools – Using his body to make the wheel spin, interacting with his teacher and toys.
Space and spatial: Making use of space, laying on the floor, reaching for toys on the play gym around him.
The teacher is interacting, asking questions, talking and responding to the baby’s actions, encouraging his development.
I wouldn’t do anything differently
Scenario B
Use of tools- Using hands to play peek- a- boo – Finger play and
Understanding routines – Moving hands from face
Imitation – Using words, songs, symbolic play (pretend play)
Mom is interacting, playing using songs to play to with her baby developing communication and routines skills
I wouldn’t do anything differently
Scenario C
Understanding Routines – Baby life body when ready for a diaper change, learning respect – Teacher is respecting the baby by telling him what she’s doing, while she’s doing it
Use of tools- Using eye contact with caregiver
The teacher is being respectful to the baby showing him what it is to be respectful
I wouldn’t do anything differently
Scenario D
Learning Schemes – Pulling
Cause & Effect – Jasmine knows by pulling the chair out she will be able to sit, even if she can’t seem to do it.
Use of tools – Using his body to crawl under the table ‘
Space and spatial: Going under the table to try and get into the seat
Problem Solving – Jasmine found another way to try and sit in the chair
The teacher is being responsive to Jasmine because sees that Jasmin needs help.
I wouldn’t do anything differently, she watched to see Jasmine could do it on her own and seen she couldn’t, so she offered help. I would have done the same.
Scenario A
Use of tools- Child uses body to make wheel spin
The teacher is explaining what is happening, I wouldn’t do anything differently
Scenario B
Use of tools- Uses hands to play peek-a-boo
Imitation- Pretend play
Mom is playing and interacting with child while using words and songs to develop communication skills
I wouldn’t do anything differently
Scenario C
Understand Routine- Teacher is talking with child and walking the child through everything that is happening about them.
Teacher is respecting the child and communicating with the child teaching them respect, I wouldn’t do anything differently.
Scenario D
Problem Solving- Jasmine figured out a way to sit in the chair
Learning Schemes- pulling, crawling
Use of tools- crawling under table to sit
The teacher notices how Jasmine is struggling and when she sees that Jasmine could not sit in the chair on her own, she then proceeds to offer help, I wouldn’t have done anything differently
Scenario A: Learning schemes &Spatial- Uses foot to spin in order for it to spin. I wouldn’t have done anything differently.
Scenario B: Imitation: The parent is giving the baby attention and also the parent is communication. I wouldn’t have done anything different.
Scenario C: Cause and effect the teacher is communicating with the baby and the baby is responding back.
Scenario D: Use of tools: Jasmine was having a lot of trouble getting into the chair and the teacher helped her. I wouldn’t have done anything different.
A. Cognitive skills and processes the child is developing here are learning schemes like reaching for the toys and seeing what the toy does. Also the baby Jaime learns cause and effect by reaching the for the bell means it will make noise. The infant’s development is being acknowledged by when the teacher is explaining and praising the infant for its hard work for reaching the bell. The teacher did it well because she first let the infant try it on his own, without any help.
B. Cognitive skills and processes the child is developing here is the use of the infant but also the mothers’ body to play peek-a-boo with her daughter and imitation involved as well. The infant’s development is being acknowledged by the mother because the mother engages in play with her daughter during drop off. I wouldn’t interrupt because this is mommy and baby time and I don’t want to interrupt their bond.
C. Cognitive skills and processes the child is developing here are understanding routines, where the child is being informed of the process of having a diaper change, the infant is familiar with it since Jamal make contact with the teacher. The infant’s development is being acknowledged by the teacher where the child us grasping the idea that diaper change is a time for the infant only and the child knows that his diaper will be changed and he will remember it in the future. I wouldn’t do anything differently because when a diaper change is done the sole focus should be on the child and not be distracted by something else.
D. Cognitive skills and processes the child is developing here are problem-solving, the child is figuring out how to pull the chair out and does not ask for help until the teacher asks her. The infant’s development is being acknowledged by the teacher observing the child and waiting to see what the child would do to get the chair out. I think I would have pushed the chairs that next the chair she wants to pull out to the side
Scenario A: Learning schemes, space & spatial. The teacher is explaining what the baby is doing and I wouldn’t have done anything differently.
Scenario B: The mother is entertaining the child with a game of peek-a-boo, Although the child is aware that the mom didn’t actually disappear. I would personally change anything in this scenario.
Scenario C: The teacher is showing respect by telling the child exactly what will happen next while changing the diaper. The baby would responses by using body language by lifting up their bottom. I wouldn’t change anything.
Scenario D: Use of tools. The child shows difficulty of trying to get something so she tries to crawl for it, which shows use of tools. I would not do anything differently.
Scenario 1 : Learning schemes: the baby is learning what the toy does as well as how it works and the teacher is explaining what is happening. There isn’t anything different I would do.
Scenario 2: Use of tools- Using hands to play peek- a- boo – Finger play and
Understanding routines – Moving hands from face
Imitation – Using words, songs, symbolic play (pretend play)
The mom is interacting, playing using songs to play to with her baby developing communication and routines skills
Scenario 3: Understanding Routines – Baby life body when ready for a diaper change, learning respect – Teacher is respecting the baby by telling him what she’s doing, while she’s doing it
Use of tools- Using eye contact with caregiver
Understand Routine- Teacher is talking with child and walking the child through everything that is happening about them.
Scenario 4: Use of tools. Jasmine is struggling to get something she wants so she’s crawling to get it after awhile reaching out which is use of tools. The teacher then asks her if she needs any help.
Scenario 1 – Learning schemes, learning space and spatial relationships. The baby is trying to learn what the object does and the teacher verbally imitates the babies actions. I wouldn’t do anything differently.
Scenario 2 – Use of tools – Mother uses hands to play pee -a -boo with her daughter. Finger play and understanding routines – they both know when to move hands from face in order to perform the game. Imitation – using words, and sounds (symbolic play). I wouldn’t do anything differently.
Scenario 3 – The baby learn and understands routines as he makes eye contact with the caregiver. The teacher is also guiding the baby through each step which shows that she is teaching the baby the routine. The baby also feels respected as the caregiver guides the baby with each step during the process. Eye contact is an example of the cognitive skill of using tools.
Scenario 4 – Problem solving. The baby is trying to figure out how to pull a chair out of the snack table by the trial and error method. The baby is also understanding space as she is now aware that there is no space for the chair to pull out of the snack table. I would move the chairs a bit so that the baby would be able to easily pull it out.
I reviewed this module