Tatiana Rivera

Cognitive Observation
ECE 252-1001
31 March 2019

Part A

1. a. An infant starts clapping his hands after he sees his mother clap her hands. He then

turns to look at the dog that is drinking from the dog bowl and crawls to the bowl and

puts his hand inside to touch the water.

b. This infant is in the Coordination of Reactions stage as he is aware of what is

happening around him and is imitating and connecting behaviors.

2. The mother could provide musical instruments to show the infant that he can make noise with

other objects and not just his hands. She can also provide him with a cup with water in it.

3. The mother is fostering cognitive growth by helping him connect that the dog is drinking from

the bowl and he can drink from his cup. She is also showing him that his hands make noise.

Part B

1. a. An infant is trying to get attention from the teacher by putting his hands together and

mumbling ‘’more’’. Infant also grabs a toy from the music area and repeatedly bangs on

it with another instrument

b. This infant is in the Teritary Circular Reactions stage as he is trying to see what

reactions he gets out of the teacher.

2. The teacher can have motion cards around the room that show infants what a certain activity

means or how to signal for specific objects or meanings.

3. The teacher is fostering cognitive growth by giving visuals to help the infants connect certain

meanings.

Part C

1. The child is 27 months. Scale VI Development of Imitation

B. Gestural Imitation.

1. As the child is playing with blocks I start to bang on some instruments and he

immediately comes on over. As he starts banging on the instruments I go over to some

cars and start making sounds such as ‘’vroom vroom’’ and he drops the instruments and

comes on over to me and takes the cars from my hands.

2. As the child is playing with the cars, I empty out a basket and put some other cars in it

and slide it across the floor. He drops the cars and comes to sit by me but doesn’t attempt

to take the basket from me.

3. As the child is playing, I start to clap my hands loud, he comes over and repeats the

hand clapping while laughing.

4. As I put my hand horizontal and open and close my fingers in front of the child, he

tries to imitate me but can’t quite do it. Next, I bend my index finger and he does know

how to do as I asked the teacher and she said there is a song they bend their index fingers

to. Then, I open and close my fist with my thumb on top and the child imitates the fist

closing but doesn’t seem to notice that I am putting my thumb on top.

5. With his full attention I start opening and closing my mouth with smacking sounds and

he immediately starts to imitate. Then, I start rapidly blinking my eyes to witch he tries to
 imitate as fast as he can. Next, I start patting my cheek and at first he just looks at me but

then starts repeating the motion. I then start to pully my earlobe and he doesn’t repeat it

but watches me as I do it. I ask the teacher if these gestures are familiar to him and she

explains only some as they try to practice different motions.

6. I demonstrate new actions to the child (hopping on one foot, marching, touching my

toes) I ask the teacher to report to me if he tries these actions later or another day. She

reports that he does not try to demonstrate these actions.

2. Toys/materials that I would offer to the child would be a book that shows gestures, maybe a

song that facilitates the use of some of these gestures.