EED207 Cognitive Development in Early Childhood (8)
Abstract
This subject focuses on the understanding required to foster and enhance cognitive development of children in the field of early childhood education and care.
Emphasis is given to the development of skills and knowledge specific to planning, implementing and evaluating experiences and organising the environment to foster and enhance children’s cognitive development.
This learning is then applied to the challenges and opportunities of working in partnership with colleagues and families to enhance the cognitive development of children.
The role of an early childhood professional in enhancing and fostering children’s cognitive development is the central objective of this subject.
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+ Subject Availability Modes and Location
| Session 1 | | Distance | Bathurst Campus |
Continuing students should consult the SAL for current offering details: EED207
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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Enrolment restrictions|
Prior to enrolment students must have completed the Certificate III Children’s Services AND Stage One of the Diploma of Children’s Services (AQF 5) through TAFE Western and Riverina Institute. |
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Learning OutcomesUpon successful completion of this subject, students should:
- be aware of the stages of cognitive development and their implication on practices;
- be able to articulate the value of peer group interactions on cognitive development;
- be able to demonstrate the influences of the child's family and community context and influences on the child's development;
- be able to use strategies to build cohesion between organisation standards, policies and procedures and their process of planning experiences and setting up environments;
- be able to plan the processes for effective adult role in experiences;
- be aware of sensory perceptual development and brain development;
- be aware of theories of brain and language development, which may include but are not limited to: Piaget, Vygotsky and Gardner; and be aware of Social Constructivist Learning Theory;
- be able to articulate the interrelationship between cognitive, creative and language development;
- be able to encourage children in thinking and problem solving experiences with consideration for each child's culture, stage of development and interests; and,
- be able to demonstrate the ability to plan open ended experiences to promote children's enquiry and mathematical thinking.
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SyllabusThe subject will cover the following topics:
- Understanding and exploring the value of skills and knowledge necessary in developing the child's thinking and problem solving skills and abilities
- The provision of varied and appropriately challenging opportunities and resources related to each child's stage of development and interests
- The provision of opportunities for children to experience the consequences of their choices, actions and ideas
- Encouraging children to explore, understand and solve problems in their environment
- Use questioning and non-verbal communication to develop children's abilities to observe what is happening around them
- Identify and monitor children's cognitive development and thinking skills
- Exploring and critiquing innovative opportunities for experiences in science, mathematics, technology and the environment
- Developing innovative experiences that stimulate children's curiosity and learning
- The provision of opportunities for children to further explore their concept development
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
