Today I will write about cognitive development in childhood, including the process of how children’s cognitive abilities develop in childhood. Although there is a lot of theoretical and challenging information, understanding the complex process that our children go through can help us in turn to support them through these stages more easily, and also help us to know where to focus our efforts. Children think differently from adults because they are in a continuous process of cognitive and emotional development.
Generally, children think more concretely and literally than adults and are more susceptible to the influences of their environment and life experiences. Additionally, they are less capable of controlling their emotions and making rational decisions in stressful or pressured situations. Furthermore, biological and genetic factors can also play an important role in the development of children’s thinking. For example, children’s brains undergo continuous development, with certain parts of the brain developing at a faster rate than others, which can influence their cognitive abilities. An example of how biological and genetic factors can influence the development of children’s thinking is the study of the bilingual brain. It has been found that children who learn two languages in childhood have certain areas of the brain that are larger and more active than children who speak only one language. This brain development can lead to cognitive benefits such as improved memory, attention, and problem-solving skills.
The stages of cognitive development and learning skills
In the first months of life, children begin to experience and explore the surrounding world through their senses – touch, taste, smell, hearing, and sight. Through these sensory experiences, children begin to develop sensory and motor thinking, learning to move, orient themselves, and coordinate their movements. An example could be that a young child will touch and explore the objects around them, examine them, and put them in their mouth to explore their texture and taste. Through these sensory experiences, the child learns to coordinate their movements and develop fine and gross motor skills. As the child grows, these sensory and motor experiences will allow them to develop concrete thinking. For example, the child will begin to associate objects with certain actions or events – for example, they will understand that a toy can be thrown and then caught, or that a container can be filled with water and then emptied.
As the child develops their vocabulary and ability to express their thoughts and ideas, they can expand their thinking to the abstract level. For example, the child will be able to imagine things that are not physically present in front of them, understand concepts such as time or abstract quantities, and develop their skills for analyzing and synthesizing information.
As children grow and develop more advanced physical and motor skills, they begin to explore the world through play and physical activities, developing their concrete thinking. Children think in terms of concrete objects and events and form their conceptions of the physical world based on what they can see, touch, smell, and hear. An example of concrete thinking development would be a child learning to classify and group objects according to certain common characteristics, such as colors, shapes, or sizes. The child may learn to identify all the round objects in a collection and group them together, or all the red objects. Additionally, children can learn to recognize and identify relationships between objects, such as cause and effect relationships, such as hitting a toy that triggers a sound.
Children also think in a more egocentric way, focusing on their own perspective and needs, without always understanding the points of view of others. They form their own vision of the world based on their personal experiences and the information they receive from parents, teachers, and friends. For example, a young child may imagine that the moon follows him wherever he goes, because he observes that the moon seems to be always in the same place while he moves through the world. The child does not yet understand the concept of perspective, namely that the moon appears to move with him because it is so far away that its position does not change significantly. Instead, he thinks in an egocentric way, based on his own experiences and perspectives.
Also, a child may be angry if another person takes his favorite toy, without understanding that that person may also have the right to play with the toy and may feel the same pleasure he feels. In this situation, the child thinks in an egocentric way, focusing on his own needs and desires, without understanding the perspectives of others.
As children develop, they begin to be exposed to more complex and varied situations, which challenge them to think more critically and make better-informed decisions. Through varied experiences, children begin to understand the world from a broader and more complex perspective, which allows them to form critical thinking skills and make more informed decisions that are appropriate to the context in which they find themselves. These experiences help them develop empathy and understand the perspectives of others, contributing to the development of social skills and interpersonal relationships. For example, a child who plays with different toys and games can learn how to cooperate with other children, share toys, and make common decisions. In addition, children who have diverse experiences, such as traveling to new places, visiting museums, or cultural events, can develop critical thinking skills and understanding of other cultures and perspectives. Therefore, varied experiences are essential for the cognitive and social development of children and for preparing them for adult life.
Things parents should consider in the development process
In general, children think differently depending on their age, level of cognitive and emotional development, and personal experiences. Understanding how children think can be useful for parents, teachers, and other adults who interact with children and want to provide them with support and guidance in their development.
It is important to know that, for children, the concept of time is not as developed as it is for adults. They live in the present and focus their attention on what is happening now. Therefore, children may have difficulty answering questions about events that occurred earlier in the day or in the past. This does not mean that children do not want to communicate with adults or that they are disobedient. They simply focus on what is happening in the present and may forget tasks that were given to them earlier.
Children are always seeking fun and exploration in everything they do, even in moments when they have to go somewhere. They can be attracted to their favorite games and toys, even if they have been forgotten for a period of time. It is important to think about their behavior from their perspective, in order to better understand what motivates and interests them. For example, jumping in puddles and mud can be a fun and interesting activity for children, as it allows them to explore the world in a physical way and to experiment with sensations and textures. Therefore, we should try to provide them with opportunities to play and explore in a safe and healthy way, so that they can develop important skills and enjoy the time spent with us.
Another important thing to consider is that, for children, thinking is often rigid and they have not yet developed abstract thinking skills. They can perceive things in a strictly black or white manner, without shades or gray areas, which is why it is important to offer them clear and precise answers. This can be helpful when interacting with children and trying to explain certain concepts or help them understand different situations.
Another important aspect of children’s brain development is the development of consciousness, which is a complex process that lasts until around 7-8 years old. Until then, children may not fully understand the consequences of their actions and may not always be able to take responsibility for what they do. This does not mean that they should be allowed to do whatever they want without any limit or consequence, but rather that it is important to provide guidance and explain the consequences of their actions. For example, if a child accidentally breaks a vase, it may be important to explain why we need to be careful around fragile objects and involve them in the process of cleaning up and repairing the damage. These are important opportunities for children to learn how to take responsibility for their actions and understand their consequences.
Children may have difficulties applying a principle or rule in a context different from the one they learned it in. For example, a child may learn not to talk with their mouth full at home, but may forget or be less attentive to this behavior when eating in a different environment, such as at school or at a friend’s house. Another example is that they may not be allowed to jump on the bed or climb everywhere at home, but forget about it completely when they go to a different place. This does not mean that they do not respect the rules imposed by us, but they may have difficulties applying a principle or rule in a context different from the one they learned it in.
Although children may have difficulties applying a principle or rule in a context different from the one they learned it in, this does not mean that they do not respect the rules imposed by us. Over time, as they develop, children become capable of generalizing and applying rules and principles in a variety of situations and contexts, which helps them develop critical thinking and problem-solving skills. It is important for adults to help and encourage children to learn to make good decisions and anticipate the consequences of their actions.
