Scene 1

George Michelini took a tray of brownies to his

daughters early childhood centre for the end of term
party. The brownies went quickly. Finally there were
two brownies left and three children keen to get one.
George saw trouble ahead. Grace was crying because
everyone had a brownie but she didnt and Tom and
Harry were pushing her out of the way. Mrs Partridge
the teacher saw what was happening and came to the
rescue. She broke one of the brownies into two pieces
and gave out two half brownies to Tom and Harry and
one whole brownie to Grace. Now everyone has a
brownie. Of you go and play. To Georges
astonishment, Harry and Tom made no complaint about
half a brownie and went off to play.
Explain what is happening here - using Piagets theory
of cognitive development.
How can Mrs Partridge encourage her childrens
cognitive development?

It was a fact that the toddlers were deficient in the

capacity to ponder and think or constitute intricate facts
and ideas and hence they sustained without any kind of

cognition unless they were able to learn that specific

language to do so. However it is believed, that now
babies stay alert about their vicinities and are keen in
discovery regarding their surroundings since their birth.
Hence right since their confinement, babies adhere to
learning. They are able to collect, arrange, and route all
the facts and information that they gather from their
vicinities, and use this data to build their insights and
thinking proficiencies. Hence cognitive development
adheres to the facts about how an individual thinks,
believes and builds his understandings about his arenas
and vicinities through the communication of the gained,
learned and also his genetic factors.

(Rogoff,

B.,1990). There are several stages of this cognitive

development

that

describe

childs

level

of

understanding and behaviour as per the different ages

the child enters in like infancy, toddlerhood, preschool,
school age, etc. Moreover subjective development,
social development and emotional development are
nearly interwoven. Immature enthusiastic advancement
is frequently portrayed by quickly fluctuating feelings.
In this area we will expose the myth that fluctuating
feelings are essentially the consequence of young
people's "eruption" to stretch. We will likewise examine
vital parts of passionate development, especially a
fundamental aptitude called enthusiastic self-adequacy
(Flavell, J. H., Miller, P. H., & Miller, S.
A.,1993).
The case wherein Tom and Harry just get half piece of
the brownie yet they do not complain is basically

illustrating the preoperational stage of Piagets stages of

cognitive development where the toddlers discover
through behaving of play, however they still lack with
the logical aspects and also considering the views of
other people. They also face difficulty in understanding
the concept of fidelity. Like here when the half
brownies was given to the two small kids, they must
have believed that the pieces look big than the whole
brownie and hence made no complaints as might as
well the teacher might have cut the brownies in such a
way that they seemed to be big. However Mrs.
Partridge can encourage her childrens cognitive
development by playing with them several games like
cutting a piece of clay into two small equal pieces and
flatten one piece and asking them questions about

which is bigger, by teaching them about different

shapes and colours, etc. (Rogoff, B.,1990).
Just not that, Play is regarded as childrens form of
learning as the ages between 3 to 6 years is basically the
age of preschoolers wherein the toddlers use their
fantasy

and

remembrance

for

their

cognitive

development which is possible by playing games. As

their insight for the whole worlds is very ego centric,
these toddlers should be accustomed to more and more
learning , thinking, understanding and memorizing.
With the aid of playing these games, these toddlers also
learn to cooperate with their friend and fellow mates
and also gain social interaction understandings and
come out of the introvert and comfort zone. It also helps
them in understanding others feelings and intentions by

the social interactions that they get into. They also tend
to differentiate between the real and the imaginary
situations. Hence it is very important for the teachers
and the parents as well to believe that playing is
important for a childs cognitive development and
hence it is vital for them to plan their childs play
accordingly for an effective cognitive development of
their toddler. (Flavell, J. H., Miller, P. H., &
Miller, S. A.,1993).
As per the Information Processing Model, Mrs. Terry is
not able to understand the cognitive load faced by
Joshua. Instead of understanding Joshuas problem and
providing him with the solution, she ignored him which
can be a flaw in Joshuas cognitive development.
Joshua is learning to solve the sums and hence it is vital

for all the math formulae to travel from his sensory

memory to his working and long term memory and only
then he will be able to correctly answer the sum. And as
this formulae did not travel it means, his working
memory was overloaded. This should be understood by
Mrs. Terry.
For the students cognitive development, Mrs. Terry
should have paid more heed towards her student, she
should present just few formulae at a time and asked
Joshua to practice only that. She should have divided
the formulae into chunks and then explained it for better
learning and understanding (Bandura, A., 1993).
Notwithstanding exploring new and unknown region,
high schoolers experiencing childhood in today's
general public are subjected to expanded requests on

their physical, mental, and enthusiastic assets. Social

connections outside the family have exponentially
expanded with the appearance of electronic long range
interpersonal communication (eg. Facebook) to enable
the social development.. Scholastic principles have
turned out to be more stringent. Sports and other
recreational interests are more focused. While high
schoolers are figuring out how to adapt to these
difficulties it ought to not out of the ordinary that they
will have a different scope of feelings, and may
encounter fluctuating feelings for the duration of the
day or week. (Bandura, A. 1993)

REFERENCES
Rogoff,

B.

(1990). Apprenticeship

in

thinking:

Cognitive development in social context. Oxford

University Press.
Flavell, J. H., Miller, P. H., & Miller, S. A.
(1993). Cognitive development . Prentice-Hall, Inc.
Bandura, A. (1993). Perceived self-efficacy in cognitive
development

and

psychologist, 28(2), 117-148.

functioning. Educational