COGNITIVE DEVELOPMENT OF INFANTS AND TODDLERS

Cognitive development in infancy refers to development in the way a baby think. This includes
his/her language, communication and exploration skills. Examples of cognitive activities include
paying attention, remembering learning to talk, interacting with toys and identifying faces.

Learning and remembering

Do infants learn and remember?

Yes! Pavlov’s classical conditioning and Skinner’s operant conditioning have been proven to apply to
infants. We’ll ask you to research on researches that prove this. All of us experience infantile
amnesia, the inability to recall events that happened when we were very young.

Language Development

From day one, infants appear to be programmed to tune in to their linguistic environment with the
specific goal of acquiring language. Infants clearly have remarkably acute language learning abilities
even from an early age. Within the first year of life, we humans seem to progress through the
following stages in producing languages:

1. Cooing, which comprises largely vowel sounds.

2. Babbling, which comprises consonant as well as vowel sounds; to the most people ears, the
babbling of infants growing up among speakers from different languages groups sounds very
similar.
3. One-word utterances; these utterances are limited in both the vowels and the consonants
they utilize.
4. Two-word utterances and telegraphic speech.
5. Basic adult sentence structure (present by about age 4 years) with continuing vocabulary
acquisition.

Language Acquisition Device (LAD)

Noam Chomsky noted linguist, claims that humans have an innate language acquisition device. This
LAD is a “metaphorical organ that is responsible for language learning. Just as a heart is designed to
pump blood this language acquisition device is preprogrammed to learn language, whatever the
language community children find themselves in.”

What infants and toddlers can do cognitively?

Domain: LANGUAGE, PRE-READING AND PRE-MATH

LANGUAGE (RECEPTIVE LANGUAGE)

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0 – 6 months – watches primary caregiver intently as she speaks to him/her.

 7-12 months – understand “no” and points to family member when asked to do so.
 13-18months – points to 5 body on him/herself when asked to do so. Follows one-step
instruction without need for gestures.
 19-24months – points to 5 named pictured objects when ask to do so.
LANGUAGE (EXPRESSIVE LANGUAGE)

Standards 1: the child is able to use words and gesture to express his thoughts and feelings.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0-6 months – makes gurling, cooing, babbling or other vocal sounds. Uses gestures to
indicate what he/she wants.
 7-12 months – repeats sound produced by others. Says meaningful words like papa, mama,
to refer to specific persons. Uses animal sounds to identify animals. Uses environmental
sounds to identify objects/events in the environment.
 13-18 months – speaks in single words. Say “yes” and “no” appropriately. Uses words
accompanied by gestures to indicate what he/she wants. Responds to simple questions with
single words.
 19-24 months – uses pronouns. Uses possessive pronouns. Says what she/he wants without
accompanying this with gestures. Attempts to converse even if he cannot be clearly
understood.

PRE-READING AND PRE-MATH (MATCHING)

Standards 1.1: the child is able to match identical objects, colors, shapes, symbols.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 7-12 months – able to match 2 identical objects.

 9-24 months – matches identical objects and pictures.

PRE-READING AND PRE-MATH (ROTE SEQUINCING)

Standard 1.2: the child is able to recite the alphabet and numbers I sequence.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 19-24 months – counts from 1 to 5 with errors, gaps or prompts.

Domain: Cognitive Development

ATTENTION AND ACTIVITY LEVEL

Standards 1: the child is able to sustain attention and modulate his activity ate age expected levels.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0-6 months – looks steadily at novel stimuli.

 7-12 months – examines properties of toys for several minutes by handling these. Looks with
interest at picture books. Able to sit through an entire meal without fussing.
 13-18 months – may be distracted but responds when to re-focus. Re sists interruption while
engaged in play.
 13-18 months – may be distracted but responds when made to re-focus. Resists interruption
while engaged in play.
HIGHER-ORDERED MENTAL ABILITIES (CONCEPT FORMATION)
Standard 1: the child develops basic concepts pertaining to object constancy, space, time quantity,
seriation, etc. and uses these as the basis for understanding how materials are categorized in his/her
environment.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0-6 months – experiments with new objects or toys by banging or putting them in his mouth.
Looks in the direction of a fallen object.
 7-12 months – looks for partially hidden objects. Looks for completely hidden objects.
 13-18 months – can tell whether something is hot or cold. Hands over 1 object when asked.
 1 9 -24 months – can tell which is shorter of 2 items, which is taller/longer of 2 items, which
is bigger of 2 items, and which is nearer of 2 items.

HIGHER-ORDERED MENTAL ABILITIES (CAUSE-EEFECT RELATIONSHIPS)

Standards 1: the child is able to understand the cause-effect relationships.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0-6 months – acts on an object to achieve an objective

 7-12 months - uses an object to get something he/she wants
 19-24 months – asks “why?” questions. Understand reasons behind daily practices. Understand
reasons behind safety rules & practices at home. Know where to return most of his/her things.

MEMORY (MEMORY FOR EXPERIENCES: EPISODIC MEMORY)

Standards 1: the child is able to recall people he has met, events and places he has been to.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0-6 months – child reacts, like smiling, in recognition of someone he/she has met several times
but who does not live in his/her home.
 13-18 months – child reacts, like smiling, in recognition of a familiar place besides his/her home
 19-24 months – child is brought somewhere and correctly recalls having been there before.

MEMORY (MEMORY FOR CONCEPT -BASED KNOWLEDGE: SEMANTOC MEMORY)

Standards 1: the child is able to store verbal information in short and long-term memory.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 19-24 months – hums a recognizable tune. Memorizes some gestures of action songs.

HIGHER-ORDERED MENTAL ABILITIES (LOGICAL REASONING)

Standards 1: the child is able to follow the logic of events and draw accurate conclusion by
evaluating the facts presented to him.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?
 19-24 months

HIGHER-ORDERED MENTAL ABILITIES (CREATIVE THOUGHT)

Standards 1: the child is able to generate new ideas or concepts or new associations between
existing ideas or concepts.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 19-24 months – enjoys constructing objects or structures out of manipulated toys. Uses toys or
objects as symbols in play. Can use toy or object in more than one way.

What infants and toddlers can do Cognitively?

Domain: Cognitive development

ATTENTION AND ACTIVITY LEVEL

Standard 1: the child is able to sustain attention and modulate his activity at age-expected levels.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0-6 months – looks steadily at novel stimuli.

 7-12 months – examines properties of toys for several minutes by handling these. Looks with
interest at picture books. Able to sit through an entire meal without fussing.
 13-18 months – may be distracted but respond when made to re-focus. Resist’s interruption
while engaged in play.

HIGHER-ORDERED MENTAL ABILITIES (CONCEPT FORMATION)

STANDARD 1: the child develops basic concept pertaining to object constancy, space, time, quantity,
seriation, etc. and uses these as the basis for understanding how materials categorized in his/her
environment.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0-6 months – experiments with new objects or toys by banging or putting them in his mouth.
Looks in the direction of a fallen object.
 7-12 months – looks partially hidden objects. Looks for completely hidden objects.
 13-18 months – can tell whether something is hot or cold. Hands over 1 object when asked.
 19-24 months - can tell which is shorter of 2 items, which is taller/longer of 2 items, which is
bigger of 2 items, and which is nearer of 2 items.

HIGHER-ORDERED MENTAL ABILITIES (CAUSE-EFFECT RELATIONSHIPS)

Standard 1: the child is able to understand the cause-effect relationship.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?
 0-6 months – acts on an object to achieve an objective.
 7-12 months – uses an object to get something he/she wants.
 19-24 months – asks “why” questions. Understand reason behind daily practices. Understand
reasons behind safety rules and practices at home. Know where to return most of his/her things.

MEMORY (MEMORY FOR EXPERIENCES: EPISODIC MEMORY)

Standards 1: the child is able to recall people he has met, events and places he has been to.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 0-6 months – child reacts, like smiling, in recognition of someone he/she has met several times
but who does not live in his/her home.
 13-18 months – child reacts, like smiling, in recognition of a familiar places beside his/her home.
 19-24 months – child brough somewhere and correctly recalls having been there before.

MEMORY (MEMORY FOR CONCEPT: BASED KNOWLEDGE: SEMANTIC MEMORY)

Standards 1: the child is able to store verbal information in short and long-term memory.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 19-24 months – hums a recognizable tune. Memorizes some gestures of action songs.

HIGHER-ORDERED MENTAL ABILITIES (LOGICAL REASONING)

Standards 1: the child is able to follow the logic events and draw accurate conclusion by evaluating
the facts presented to him.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 19-24 months

HIGHER-ORDERED MENTAL ABILITIES (PLANNING AND ORGANIZING)

Standards 1: the child is able to plan and organize a simple, familiar activity.

Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 19-24 months

HIGHER-ORDERED MENTAL ABILITIES (CREATIVE THOUGHT)

Standards 1: the child is able to generate new ideas or concepts, or new associations between
existing ideas or concept.
Based on your experience, are these indicators generally observed on and/or performed by a child
on the specified age?

 19-24 months – enjoys constructing objects or structures out of manipulated toys. Uses toys or
objects as symbols in play. Can use toy or object in more than one way.

REFLECTION:

1. What struck you most in the cognitive development of infants and toddlers? Remember
cognitive development includes development of memory and acquisition of language. Write
your reflections here.