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Cognitive And Social Development: A Case Study

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Recommended: Early child hood cognitive development

Early childhood, also known as the preschool years, encompasses the rapid social and cognitive growth of children between the ages of two to six years (Hoffnung et al., 2016). This period serves as the foundation of an individual's life as they become more independent and social (Hill, Hanks, Wagner & Portrie-Bethke, 2016; Hoffnung et al., 2016). Additionally, children explore their roles outside of the family (Hoffnung et al., 2016). This essay will explore some normative milestones in cognitive and social development. It will also discuss some key aspects that influence the cognitive and social development of children. Furthermore, this essay will explain the importance of this knowledge in relation to the nursing practice.
Cognitive development …show more content…

Language development is also key aspect of cognitive development in this stage. According to Vygotsky, a child has to be exposed to …show more content…

It can be asserted that these factors interact holistically (Guerrin & Guerrin, 2013; Cowie, 2012). For example, education not only influences social development through the interaction with peers but also stimulates cognitive development (Cowie, 2012). Furthermore, physical development of the brain is essential in both social and cognitive development (Cowie, 2012). Attachment is a key factor in social development as it has a substantial effect on a child's sense of self and capacity to form other relationships (Cowie, 2012). For example, an insecurely attached child would be more distrustful and would not expect support from others in contrast with a securely attached child (Cowie, 2012). Socioeconomic status is another factor that has a significant effect on a child's social and cognitive development as it could potentially limit a child's access to appropriate education and interaction with peers (Hill et al., 2016; Cowie, 2012). Thus, various factors such as physical development, socioeconomic status, attachment, and others interact holistically in a child's cognitive and social

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References Levine, L.E., & Munsch, J. (2010). Child Development:

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Socialization is evident in the texts by Harry Gracey and Barbara Kingsolver. Both texts shed light on the basis of how the Western educational system operates their functions. Gracey’s text explains that from the prime age of four to five, most parents start their children’s education(s) in kindergarten. Gracey states kindergarten “is thought of as a year in which small children, five or six years old, are prepared socially and emotionally for the academic learning which will take place” (Larocque, 2015). A common misconception people make is believing kindergarten is a preparation year for children rather than forming the student role.

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It is the duty of all the early years practitioners and the teachers in the UK to ensure that the children in their care are learning and developing according to the Early Years Foundation Stage curriculum for the children from 0-5 and for the children who are from four years upward the National Curriculum. Pritchard (2008) defines learning as a way of acquiring knowledge or getting the knowledge of how things are done. Communication and Language is the one of the prime areas of development of the children in EYFS curriculum (2012), whereby children are supposed to be observed, assessed and supported in their understanding, listening and speaking. Walker (2012) states that children should be given opportunities to access a rich language environment in order to be confident and be able to express themselves as well as be able to listen in various situation. According to EYFS (2012) children between

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This theme addresses the question of whether or not children shape their own development. It is evident that the active child theme applies to the subject of infant cognitive development, as infants contribute to their development through the use of visual preferences and observation, interaction with the environment, and through the use of play. The bountiful research in the field of infant cognitive development serves as a confirmation that infants are not as inactive as they were once thought to be. Infants are the pioneers of their minds and they are able to gain a great deal of knowledge through their observation of the world

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Rome`s evolution into a globalizing empire involved numerous changes on the Roman society and the economy as well. The evolution was a source of many new policies that governed how the empire operated to ensure maximum growth and improve its status as a powerful empire. The changes included economic changes and changes in societal norms and procedures that were achieved in different durations during the process of evolution. The series of changes were experienced in other aspects such as the political setting of the empire. Various forces facilitated the changes during the development which affected societal settings and the Roman economy.

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Socio cultural aspects of Cognitive Development by: Lev Vygotsky ( 1896 1934) Assignment No.1 Advanced Psychology (respected Madam Maliha Nafees) By: Muneer Ahmed About Author: Lev Vygotsky is a Soviet psychologist. He presented the theory of human cultural and bio-social development. He is best known for cultural historical psychology and Zone of proximal development. Vygotsky 's Cultural-Historical Theory Overview Lev Vygotsky 's, cultural-historical theory of cognitive improvement is focused on the role of traditions in the progress of higher intellectual functions, such as language and interpretation in children.

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This is a sign of pragmatic development as has a basic understanding of the functional use of language in social contexts (Alduais, Albassam, AlSantli & Alhazimi, 2012). Contextual Factors that affects childhood development (40%) Living in vastly different circumstances and the difference can have a dramatic influence on a child’s development. Bronfenbrenner (1989) believes child developments takes place in home, schools, neighborhoods and communities. This case study will look into the contextual factors of family and schools that affects Alexander.

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Childhoods are affected by the socio-economic class that created two distinct child-rearing approaches: concerted cultivation and accomplishment of natural growth. In Unequal Childhoods: Class, Race, and Family Life, Annette Lareau participated in one of the earliest longitudinal study that analyzes the influence of socio-economic class on childhoods. Compared to the parents’ development of the accomplishment of natural growth, concerted cultivation is a new term that establishes an advantage for the entitled middle-class children than their working class and poor class counterparts in society. Both working class’ and poor class’ parents naturally utilize the accomplishment of natural growth approach.

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Development is a gradual and continuous process. The development of children is greatly influenced through interactions with the family, friends and culture. Children learn from seeing how they are treated, overhearing the interactions of the people around them and observing the things we do all throughout the day. Fully understanding how children grown and change over the course of childhood requires us to look into various child development theories such as psychosocial, cognitive, behaviourist and ecological theories, to name a few.

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Throughout this whole semester there has been many important concepts about the development of life and how we can analyze the growth of one’s mind after birth. Psychologists make these observations closely in order to have a better understanding of how individual’s mindsets process information. In the textbook “Life-Span Development, 15th Edition” by John W. Santrock, he elaborates on how the brain works in different stages of life. For each stage of life there are different components to how the brain and the human body function properly. In chapter five of the book it talks about the cognitive development in infancy and how through this stage infants are starting to explore.

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Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood. He believed that there were four necessary ingredients for cognitive development which included: “maturation of the nervous system, experiences gained through interaction with physical world, social environment, and child’s active participation in adapting to environment & constructing knowledge from experience.” (Sullivan, 2014, Slide 3) The sensorimotor stage occurs between birth and age 2. Infants and toddlers acquire knowledge through sensory experiences and handling objects.

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“Human social environments encompass the immediate physical surroundings, social relationships, and cultural milieus within which defined groups of people function and interact (Casper & Barnett, 2001, para. 3). The impact of the social environment in the home on early childhood development Vygotsky’s sociocultural theory encompasses the view that values, beliefs, skills and traditions are transmitted from one generation to the next. He, unlike behaviorist theorists, emphasized that family, social interaction, and play are primary influences in a child’s life (Gordon & Browne, 2013). The social environment at home has a profound impact on how children develop.

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  By: García, Justin D., PhD, Salem Press Encyclopedia, January, 2017. Retrieved from: https://content.ashford.edu/ Groark, C., McCarthy, S. & Kirk, A. (2014).  Early child development: From theory to practice [Electronic version]. Retrieved from:

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and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal

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Having the right knowledge, skills and experience in understanding how children or young people develop are very important tools for early years practitioners. We must put to mind that each child born to this world is unique; they are born with different characters and their personalities and behaviours are formed and influenced by variety of factors. These factors may affect their ways of interacting to the environment and community or setting in which they live in. In my experience as a child care practitioner most of the time, adults mainly focus on the physical development of a child and so quick to base their conclusion or judgement on the physical aspect.

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