Cognitive Development Observation

In every phase of development, the brain learns new problem-solving skills. The ability of the brain to think cognitively may be determined by the choice of nutrition an individual. It is always advisable to consider a good nutritional diet for a healthy brain development. This study observation was conducted to investigate the cognitive, emotional/social and learning development in children. Cognitive Development Henry is the child being observed in this observational study. In other words, Henry is a slow learner. The child’s comprehension power may be influenced by the environment they are raised. Studies show that child cognitive development is dependent on parenting behaviors (Tucker‐Drob, Elliot, and Paige). Unlike Henry, all the other students in the class seem less troublesome, they can finish the work assigned to them in time, they don’t make extra noise, they don’t move up and down during class time and when it comes to playing, they are very active.

The other students in the class seem to be able to balance between classwork and fieldwork. However, not all problems are solvable. Some problems may be complex and difficult to solve. The inability to solve such problems does not mean that the person unable to think logically. However, Henry’s scenario is different. His peers can be seen solving the same problems without any difficulties. It is worth to note that the brain is always in a gradual development process from childhood to adulthood. Play improves the development and performance of the brain. The teacher is also aware that learning without a break may affect the children’s concentration. Children, unlike adults. Have a shorter concentration period and therefore it is imperative for the teacher to balance between free play time and classwork.

Punishment may not work in some situations. Although it may be recommended in some situations. This stage of development is referred to as the initiative versus guilt development stage. During this development stage, children explore the things around them and spend more time interacting with other children. Teachers, parents, and caregivers should learn how to deal with children at this stage. He has communication problems and as a native Russian speaker, he only associates with the other Russian speaking students. The teacher wants to observe the student’s ability to identify different color models. Most students in the class got two mats while Henry got only one mat because of his troubles in identifying colors. He does not follow instructions; other students seem to follow the instructions and do according to the what the teacher asked.