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How can adults meet the differing needs

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Reference no: EM13832777

Understanding Cognitive Development

The Final Paper for this course is an opportunity to demonstrate your knowledge of children's cognitive development and skill by explaining strategies for applying course concepts to working with children in order to meet their diverse needs and abilities. You will write a paper that outlines the development of a child from birth through age eight from both a theoretical and cognitive skill/knowledge-based perspective. Next, you will explain strategies to apply this information to assist teachers and parents who work with young children. As you explain the strategies, questions to think about include the following:

  • What should children in each age range be doing based on their cognitive development? 
  • How can adults meet the differing needs and abilities of children?

Create your assignment to meet the content and written communication expectations stated below. 

Content Expectations

  • Abstract: Write a 200-300 word abstract that summarizes the topic and major points of the paper. 
  • Introduction: Write an effective introduction for the paper. An effective introduction succinctly and engagingly frames the scope and organization of a paper. 
  • Infants/Toddlers -Birth to Two Section 1: Explain the following six theoretical perspectives on cognitive development for the infants/toddlers (birth to age two) group: (1) Piaget, (2) Vygotsky, (3) Sociocultural, (4) Social Learning, (5) Information Processing, and (6) brain research. 
  • Infants/Toddlers -Birth to Two Section 2: Explain the following eight knowledge and skill areas for the infants/toddlers (birth to age two) group: (1) language development, (2) memory development, (3) perception, (4) executive functioning/ problem solving, (5) concepts of self, (6) symbolic development, (7) Theory of Mind, and (8) schooling. 
  • Infants/Toddlers -Birth to Two Section 3: Explain two strategies teachers and/or families can use as they work with the infants/toddlers (birth to age two) group. 
  • Preschoolers -Three to Five Section 1: Explain the following six theoretical perspectives on cognitive development for the preschoolers (age three to five) group: (1) Piaget, (2) Vygotsky, (3) Sociocultural, (4) Social Learning, (5) Information Processing, and (6) brain research.
  • Preschoolers -Three to Five Section 2: Explain the following eight knowledge and skill areas for the preschoolers (age three to five) group: (1) language development, (2) memory development, (3) perception, (4) executive functioning/ problem solving, (5) concepts of self, (6) symbolic development, (7) Theory of Mind, and (8) schooling.
  • Preschoolers - Three to Five Section 3: Explain two strategies teachers and/or families can use as they work with the preschoolers (age three to five) group.
  • Early School Age- Six to Eight Section 1: Explain the following six theoretical perspectives on cognitive development for the early school age (age six to eight) group: (1) Piaget, (2) Vygotsky, (3) Sociocultural, (4) Social Learning, (5) Information Processing, and (6) brain research.
  • Early School Age -Six to Eight Section 2: Explain the following eight knowledge and skill areas for the early school age (age six to eight) group: (1) language development, (2) memory development, (3) perception, (4) executive functioning/ problem solving, (5) concepts of self, (6) symbolic development, (7) Theory of Mind, and (8) schooling.
  • Early School Age - Six to Eight Section 3: Explain two strategies teachers and/or families can use as they work with the early school age (age six to eight) group.
  • Conclusion: Write an effective conclusion for the paper. An effective conclusion will succinctly summarize the major points from the paper.

Reference no: EM13832777

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