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Cognitive Development Activities for Infants, Kids, and Adolescents

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The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week you will be creating three activities that address cognitive development in the age groups assigned. These will become part of the infant room, early childhood room, and adolescent room of your center.
Using Piaget’s, Vygotsy’s, and/or Information processing theories of cognitive development, you will continue to build your Community Center Proposal by identifying activities for the assigned rooms that promotes cognitive development for children and adolescents. The activity must be focused on the cognitive milestones of the age group and must be clearly tied to specific theory. You must use at least one credible source. Your activities might be focused on object permanence for infants, conservation, egocentrism, or conservation for early childhood, or deductive reasoning for adolescence. Table 7.1 in your textbook will be useful in completing this activity.
Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following:
Describe the activity in some detail (provide more than just the name of the activity).
Identify the specific concept from cognitive development theory that supports the use of this activity.
Identify how the activity enhances cognitive development in the specific age group.
Here are two examples providing you a model of how to approach this assignment and how to build the elements of the rooms in your community center.
Examples of Activities:

Example 1: Cognitive Development Activity for Infant Room: Peekaboo.
One of the activities we will incorporate into the infant room is peekaboo. This is a game where the caregiver hides himself from the child (covering the child’s eyes or hiding behind a chair, etc.) and then appears again by uncovering the child’s eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget’s theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing peekaboo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature.
Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content(dot)uagc(dot)edu/
Example 2: Cognitive Development Activity for Adolescent Room: Board Games Involving Strategy and Problem Solving.
In the adolescent room, we propose having a collection of board games that require logical thinking and problem solving. Adolescence is the beginning of more sophisticated thinking. Children in this age group move from concrete operations to what Piaget calls formal operations. They are becoming capable of deductive and hypothetical reasoning (Mossler, 2014). Games like chess, Battleship, and checkers all require players to engage in this kind of thinking. Another game that can be used is the game of Clue. This game supports the development of prepositional logic and requires players to think hypothetically (Neller, Markov, and Russell, 2006). These games will not only promote cognitive development but will further support psychosocial development because of the required interactions.
Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content(dot)uagc(dot)edu/
Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction: Professor Plum teaches logic. Retrieved from http://cs(dot)gettysburg(dot)edu/~tneller/papers/flairs06.pdf
http://search(dot)ebscohost(dot)com/login.aspx?direct=true&authtype=shib&custid=s8856897&db=a9h&an=62823299&site=ehost-live
https://developingchild(dot)harvard(dot)edu/resources/the-timing-and-quality-of-early-experiences-combine-to-shape-brain-architecture/
https://go(dot)openathens(dot)net/redirector/ashford.edu?url=http%3a%2f%2ffod.infobase.com%2fPortalPlaylists.aspx%3fwID%3d100753%26xtid%3d44927
https://www(dot)youtube(dot)com/watch?v=TRF27F2bn-A

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Cognitive Development Activities
Name
Department, Institution Affiliation
Course Code; Course Name
Instructor’s Name
Date
Cognitive Development Activity for Infant Room: Reading
Reading is among the practices we propose in the infant room. Reading to a baby is the best practice to foster the activity. Reading books with an infant is among the best methods that develop cognitive growth since it enables them to hear different terms and observe images. Colorful pictures and new words inspire the brain. Parents should use cloth books and ensure they point out images. Also, they should allow the babies’ fingers to touch the texture as they describe the feeling if the pictures are textured (Thomas, 2018). The activity is accurate during nighttime, and it should be involved in the bedtime routine throughout the infant’s years and beyond. Reading promotes motor development since the babies’ eyes focus on pages of the book while they use their hands to pat pictures. It is also a perfect method to calm down an infant for bedtime. Reading is a crucial cognitive activity for infants since it builds skills in multiple development aspects such as language, social connection, cognition, and fine motor (O’Neill, 2020). Also, it provides a platform for infants to connect with parents as they study new ideas from books.
Cognitive Development Activity for Early Childhood Room: Puzzles
We propose a puzzle game in the early childhood room that promotes thinking and intellectual growth. Puzzles are a common and challenging exercise for young children, and they provide a chance for them to work on a particular goal. Puzzles with huge sizes, fun shapes, and bright colors are suitable for small children. Also, they provide a range of developmental benefits for children to study new skills while playing. Puzzles require much concentration, effort, and determination to complete. While solving puzzles, children think deeply, thus developing their intellectual capacity (Mcilroy, 2018). However, they should be challenging but workable. Puzzles should be selected depending on the children’s age; younger children should handle fewer and big pieces of puzzles. Children should challenge themselves to spend spe...
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