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Practicum Experience In Cognitive Development

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Practicum Experience In Cognitive Development
Two toddlers were observed when I was on practicum. “M” is a two years old girl who is originally from Peru, speaks Spanish. “S” is three years old girl who is from China, but speaks Korean. They had been speaking their mother tongues before I was on practicum. However, although they are weak in speaking English, it could be seen that their language development was improving during my practicum. In the meantime, their other developmental aspects were developing rapidly and closely related, especially in cognitive development. Based on my practicum experience, this report will be discussing the progression of these two children in different developmental domains. Meanwhile, developmental theories and teaching strategies will be discussed and …show more content…
They believe people’s feelings are same as them. (as cited in Berk, 2007). In my running record two, “M” and an another child had a scramble for a ball. Due to “M”’s language was still developing, she could not express her feelings correctly, so she started to push and scream to the other child. Because I saw “M” had the ball first, I stopped them and grabbed the ball to “M”. I explained the principle to them, first come, first served. Then I told the child can wait for his turn and “M” can still have it for last five minutes. Apparently, language skills directly impact on cognitive and social-emotional development. Language development is a foundation for further cognitive development, helps children to think and plan their behaviors and select course of action (Lincon, 1998). According to Vygotsky (as cited in Santrock, 2011), social interaction can develop their cognitive and language skills, which depends on the tools provided by the environment. Their upbringing, culture and surroundings can shape their behaviour and awareness. Modelling and explaining are applicable in this kind of situation. Modelling gives them the examples of right behavior and communication, explaining from teachers and parents assists them to develop their own understandings. (Cook & Karen, n.d.). According to Te Whariki, adults have a responsibility to support children to develop their verbal and non-verbal communication skills for improving social interaction with adults and peers. (Ministry of Education,
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