COGNITIVE OBSERVATION Shafer 1

Gia Shafer
Prefessor Westfall
ECE 252
5, November 2017

Part A - (15 points)

For this section, observe a child between the age of 4 – 12 months.
1. a. Using objective observation, state at least 2 examples of behaviors that might help you
to determine the child’s cognitive development.
 Lucas is a 9-month-old boy that I observed in the classroom setting with five

other infants and three teachers. He is sitting on a rub next to a low shelf when he

begins to pull himself up. Once he is in the standing position and using the shelf

to support his balance he grasps a small clear square toy that has colored objects

within it. Lucas bangs the toy on the shelf and smiles, he then begins mouthing

the toy. The toy fell from his mouth and rolled to the side of the shelf out of site.

Lucas began using the shelf and stepping sideways while looking down. Once the

toy was visible in his eyesight he sat down then moved into a crawling motion. He

crawled to the toy, moved to a sitting position again. He smiled and began

banging the toy on the floor.

 I observed Lucas interacting with his teacher. The teacher has several types of

fabric and is talking to Lucas about texture, using descriptive words to develop

complex language. Lucas is holding a piece of burlap fabric in his right hand and

moving it in an up and down motion. He let the fabric go and it covered a beaded,

circle toy. The teacher used this to begin a game of Peek-a-boo. The teacher

would place the fabric over the toy and ask, “Where is it?” Lucas, would lift up

the fabric to discover the toy and begin laughing. They played this game
 COGNITIVE OBSERVATION Shafer 2

approximately ten times in a row and the outcome was always the same. Lucas

would lift the fabric, look at the beaded toy and begin smiling and laughing.

b. Which of Piaget’s sensorimotor substages do you think this child is in?

 I believe Lucas is in Stage IV- new adaptation and anticipation. I have come to this

conclusion by watching Lucas drop the square toy and look for it when it was out of eye

sight, as well as enjoy a game of Peek-a-boo with his teacher. Lucas exhibits goal

directed actions and is persistent, He also has developed the realization that even though

something is out of sight it still exists.

2. What toys or materials do you see that would assist the child in moving to the next
sensorimotor substage and why?
 I would recommend a shape sorter toy to continue to challenge him as well as real life

objects he can use to imitate others, a phone or kitchen toys for example.

3. How is the teacher fostering cognitive growth in this child? (Give examples of available
toys/personal interactions, etc.)
 The teacher is fostering cognitive growth in Lucas by allowing him to be challenged,

when the toy rolled out of sight for instance, she could have gotten it for him, but gave

him time to manipulate his body in various large motor skills to acquire the toy. Also,

when she was talking about the texture of the fabric, she was building complex

vocabulary. When they played Pee-a-boo she allowed him to continue finding the object

until he was ready to move on to a different activity. Most importantly she was building

trust and a personal relationship with him.

 COGNITIVE OBSERVATION Shafer 3

Part B – (15 points)

For this section, observe a child between the ages of 13 – 19 months.

1. a. Using objective observation, state at least 2 examples of behaviors that might help you

to determine the child’s cognitive development.

 Harper is a fourteen-month old girl and I observed her in a classroom setting with eight

other students and two teachers. Harper is sitting next to the climbable mats and stairs.

One of her teachers brings out the tunnel. Harper crawls and walks over the stairs and

crawls through the tunnel. Harper walks to the side of the tunnel and begins leaning her

body against it with her arms draping the other side, she is laughing while doing a

rocking motion with the tunnel. Harper stands up and begins pushing the tunnel to make

it roll, the edge of the tunnel gets stuck behind the stairs. Harper looks at the obstacle

then walks to the other side of the tunnel to pull it free. She then continues pushing it

across the floor.

 Harper walks to the table, pulls the low chair out and sits down. The teacher placed six

puzzles on the table and Harper chose one. She pulls all of the wooden pieces out that

have a large wooden knob for easier manipulation and begins working the puzzle. She

places one piece on each of the puzzle opening, twisting it to see if it fits. When it does’t

she moves to the next opening. Harper finds the “perfect fit” and looks to her teacher

with big eyes and her mouth open. Her teacher praises her and claps. Harper chooses a

second piece and continues working the puzzle.

b. Which of Piaget’s sensorimotor substages do you think this child is in?

 I believe Harper is in Stage V- new means through active experimentation. I have come

to this conclusion by observing Harper choose to use the tunnel in an original way and
 COGNITIVE OBSERVATION Shafer 4

problem solve when it was stuck behind the stairs. Also, watching Harper work the

puzzle was a perfect example of experimenting.

2. What toys or materials do you see that would assist the child in moving to the next
sensorimotor substage and how would they help?
 I would recommend dramatic play items, so Harper can pretend to cook, dress up and use

her imagination. I would also recommend stackable toys and nesting cups where she will

have to predict what is going to happened ang think about how these items work together.

3. How is the teacher fostering cognitive growth in this child? (Examples of available
toys/personal interactions, etc.)
 Harper’s teachers are fostering cognitive growth by allowing her to use toys open ended

and create a new purpose for them (tunnel). When her teacher was allowing her to choose

the wrong puzzle space is beneficial to Harper learning to strategize and not having a

teacher telling her were it goes. When her teacher acknowledges her accomplishments, it

fosters self-esteem and builds the drive within.

Part C – (35 points)

For this section, you will be utilizing a child between the age of 20 – 27 months (include

exact age of child observed).

1. Using the one of the Piagetian scales (scale 7 is NOT to be used) listed as a file in the
Content Module (week 8). Begin on the 2nd half of the scale chosen. Example: If the
scale you have chosen has 24 steps, then you will begin at step 12. Assess what step the
child is at currently by administering each step and writing how the child responded,
whether they successfully completed the step, etc.
 Bennet is a 25 month old boy observed in a classroom setting with fourteen students and

three teachers. I am observing what step Bennet is on according to the Piagetian Infancy

Scales, Scale III: Development of Schemas in Relation to Objects. I presented Bennet

with the 12 items listed, encouraged him to complete the steps and observed his actions.
 COGNITIVE OBSERVATION Shafer 5

11. Crumples object- Bennet crumpled the aluminum foil with two hands

12. Stretches the object out- Bennet pulled the cotton ball apart

13. Attempts to teat object- I am not clear on this test

14. Drops the object systematically- Bennet would shake the rattle then drop it on the
table

15. Throws the object-Bennet did not throw any of the objects, but I believe he has
acquired that skill

16. Puts another object into it- Bennet placed the cotton ball in the cup

17. Demonstrates drinking from cup- Bennet pretended to drink from the cup

18. Wears Necklace- Bennet placed the necklace over his head

19. Builds something with blocks- Bennet stacked the blocks

20. Drives car on surface- Bennet drove the car on the table

21. Makes doll or animal walk- Bennet did not make the doll walk

22. Hugs doll- Bennet hugged the doll, placed a blanket on it, and then patted it’s back

23. Listens to the sound of musical toy- Bennet did not listen to the sound of the musical

toy, it appeared he was uninterested in the audible book provided

24. Shows the object to another person- Bennet showed the car to a peer

25. Points to one object in association with another one- Bennet was able to take the doll

shoe and attempt to place it on the doll, representing his understanding of association

26. Names object- Bennet was able to say the word “Car” when he showed his friend

2. What toys might you offer to the child to facilitate her/him to the next level and
why? (Next step on scale or next cognitive level)
 After observing Bennet my conclusion is he is developing like a typical child and had

master most of these steps. In order to promote growth, I would recommend introducing
 COGNITIVE OBSERVATION Shafer 6

him to more musical toys to help develop and peak his interest, as this was the only step

he did not complete.