SUPPORTING COGNITIVE DEVELOPMENT
Cognitive development, how children think, explore, and solve problems, is foundational to understanding the world (Kaywork, 2020). Infants and toddlers construct knowledge through active engagement, integrating new information into existing schemas (Garvis et al., 2019).
Influenced by genetic, prenatal, and environmental factors, cognitive development lays the groundwork for lifelong learning and well-being (Garvis et al., 2019).
Teaching Competencies and Skills
Effective early childhood educators observe how young children learn through exploration, sensory input, repetition, and trial-and-error (Kaywork, 2020; Petty, 2016). They design stimulating yet manageable challenges, guide problem-solving, and scaffold emerging thinking through verbal cues and gestures (Garvis et al., 2019; Masterson, 2018). Reflective educators also adapt their strategies to suit individual developmental pathways, supporting early concepts like object permanence, sequencing, and early memory (Garvis et al., 2019).
Curriculum Provision and Learning Opportunities
Curriculum for cognitive development must be responsive, flexible, and child-led. It should include varied, open-ended materials that invite exploration and thinking (LeeKeenan & Edwards, 1992). Educators foster cognitive growth through play, daily routines, and responsive communication, describing actions, naming objects, repeating key phrases, and asking open-ended questions (Dean & Gillespie, 2015; Dean et al., 2019). These strategies support cognitive growth across multiple curriculum areas such as STEM (problem-solving,early numeracy, science (prediction and exploration), and language and literacy (questioning and vocabulary building).
Learning Opportunities
0–12 Months: Discovery Basket
Infants explore objects with different textures and shapes, supporting sensory processing and early cause-effect learning (Petty, 2016).
12–24 Months: Posting Box
Toddlers insert objects through holes, developing hand-eye coordination and spatial awareness (Garvis et al., 2019).
2–3 Years: Natural Item Sorting
Children sort items by attributes, encouraging logic, memory, and foundational numeracy (Kaywork, 2020).
Nominated Resources
Books: Brown Bear, Brown Bear, What Do You See?” by Bill Martin Jr. & Eric Carle; The Very Hungry Caterpillar” by Eric Carle
Songs: Head, Shoulders, Knees and Toes; Ten in the Bed
Rhymes/Lullabies: Five Little Monkeys; Itsy Bitsy Spider
Movement Game: Mirror play; Simon says
cognitive development
1. Song: Five Little Ducks
https://ikon.ap-southeast-2.instructuremedia.com/embed/41c593d5-67ef-4d76-9ae8-
796cc6285db3
2. Book: I Spy Little Wheels Book by Jean Marzollo
https://ikon.ap-southeast-2.instructuremedia.com/embed/f5d4d50e-af49-4dea-8c5d-
63e4a7eb3f46
3. Book: “Brown Bear, Brown Bear, What Do You See?” by Bill Martin.
https://ikon.ap-southeast-2.instructuremedia.com/embed/10f84596-e8b5-4661-bd01-
6a47f0c8e827
4. Game: Simon Says
https://ikon.ap-southeast-2.instructuremedia.com/embed/c97db08d-21f6-4303-b7e8-
2b6ac113f713
5. Rhyme: Ten Little Numbers
https://ikon.ap-southeast-2.instructuremedia.com/embed/171396ea-55e7-4fdf-90ca-
cc8d549826f8
6. Rhyme: Five Little Monkeys
https://ikon.ap-southeast-2.instructuremedia.com/embed/d9b90d81-3382-4e5c-9d10-
79ac5e989774
7. Song: ‘The Hokey Pokey” by Kiddie Nation.
https://ikon.ap-southeast-2.instructuremedia.com/embed/9b2c088e-d82c-46fe-8ec3-
dd1f6495e388
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