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Part A - (15 points)

For this section, observe a child between the age of 4 – 12 months.


1.
a. Using objective observation, state at least 2 examples of behaviors that might help you to
determine the child’s cognitive development. (12 moths)
 The child is sitting on the floor with his mom playing with Legos. The child grabs
a Lego a put it on the top of the other. the mom starts to count the Legos for the
child. The child looks her mom while she is speaking and potting to the Legos.
 The child stands a walk to grab a toy (a teddy bear) and start run with the toy on
his hand the child stops and throw the toy to the floor and walk to the toy box.
The child began to pull out the toy looking carefully every toy that he pulls out
b. Which of Piaget’s sensorimotor substages do you think this child is in?
 The child is in sensorimotor stage.
2. What toys or materials do you see that would assist the child in moving to the next
sensorimotor substage and why?
 Read book to the child, show picture books to the child.
3. How is the teacher fostering cognitive growth in this child? (Give examples of available
toys/personal interactions, etc.)
 The mother is playing with the child.
 The mother talk to child.

Part B – (15 points)


For this section, observe a child between the ages of 13 – 19 months.
(17 months)
1. a. Using objective observation, state at least 2 examples of behaviors that might help
you to determine the child’s cognitive development.
 The child is playing with balloons the child walks around the backyard with the
balloon on her hand. Her dad walks behand her, the girl stop and give the balloon
to her dad and the girl walk to get another balloon.
 The girl is imitating what other kids are doing. The kids run the girl run, the kids
scream, the child scream.
b. Which of Piaget’s sensorimotor substages do you think this child is in?
 The child is in sensorimotor stage.
2. What toys or materials do you see that would assist the child in moving to the next
sensorimotor substage and how would they help?
 Talk to the child, teach the child new words.
3. How is the teacher fostering cognitive growth in this child? (Examples of available
toys/personal interactions, etc.)
 The child is surrounded by other kids when they are playing the child imitate the other child
and the child learn something new.

Part C – (35 points)


For this section, you will be utilizing a child between the age of 20 – 27 months (include exact
age of child observed). For the scale chosen, start at the step that is half way through the scale.
Example - if the scale is a total of 24 steps, then you will start at step 12. (26 months)
1. Using the one of the Piagetian scales (scale 7 is NOT to be used) listed as a file in the Content
Module (week 8). Assess what step the child is at currently by administering each step and
writing how the child responded, whether they successfully completed the step, etc.
 I used scale # 6.
 From development of imitation of unfamiliar sound patters. I did unfamiliar sound to the
child like zummm, sh, bla, bla, bla. The child imitates the sound after reaping two t three
times the sound.
 For imitation of familiar words, I found that the familiar word to the child are hi, apple,
dad, and mom. I said hi to the child and the child said hi three times, then I said the other
word and the child repeat all of them.
 For imitations of new words, I found that the child is unfamiliar with words like red,
plate, school, yellow, Minnie, blue. I said the word red to the child at the begging she
looks at me like while I was reaping the word red after repeating the word a couple of
time the child starts to said the word red, same happened to the other words (plate,
school, yellow, Minnie, blue) that I said.
 For extensive imitation of words. I told the child six new words to her and she imitate all
the words.
 For familiar invisible gesture I wrinkle the noise and the child observed it after repeat it
the gesture for about three times the child starts to imitate the gesture.
 For imitation of unfamiliar gesture, I did the peace and love hand gesture (the gesture was
unfamiliar to her). The child observes carefully when I was doing it and start to imitate it.
It took her a couple of times to get it right.
 For imitation of unfamiliar gesture invisible to the child. I open and close my mouth with
smacking sound. The first time I did it the child was surprised then I repeat it a couple of
time and the child imitate until she did it.
 For deferred imitation of new actions, I was doing marching but the child didn’t imitate
and went to play.
2. What toys might you offer to the child to facilitate her/him to the next level and why? (Next
step on scale or next cognitive level)
 toys that move so the child can imitate new movement.