Target Child Assessment – Cognitive Development (30 points)

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Name: Raquel Hernandez & Michelle Crespo Section #: CDV 325-05 Date: 10/19/2023 (Due Wednesday, Oct. 25th) Target Child Assessment – Cognitive Development (30 points) Now that your group has collected qualitative data on your target child (i.e., observational video and interview), you are ready to move onto the next portion of the Toy Design Project – the Target Child Assessment. Before ultimately designing a developmentally appropriate toy for your target child at the end of the semester, you must first get to know your target child! After each unit on one of the three domains (i.e., physical, cognitive, and psychosocial) is finished, you and your group will assess the target child’s development in that particular domain using information from the observational video and interview that you have obtained. As your group works together on this portion of the project, make sure to adhere to the following guidelines in your responses: · Bold or highlight your responses (or type your responses in a different colored font that is easy to read) · Refrain from plagiarizing and using direct quotes. Paraphrase instead · Include APA in-text citations any time you use information that is not common knowledge · Include APA references page for all corresponding in-text citations · Acceptable sources: Textbook, lectures, peer-reviewed journal articles, .org, .gov, and .edu websites. Avoid .com sources · Minimum number of sources: 5 sources in total across all questions · Responses should be in full sentences and in paragraph format. This means organize ideas by paragraphs and refrain from writing one long paragraph for each question. Although you are working as a group, the responses to questions should be cohesive

· One submission for each group on Canvas. Check for plagiarism Preliminary Questions: 1. What is the target child’s first name? Thalia 2. How old is the target child? 1 year old 3. What is the target child’s gender? Female Normative Development Before we can accurately assess the development of the target child, we must first establish what is considered “normative development” at the target child’s age. Use the textbook, lectures, .org and .edu websites, and peer-reviewed journal articles to respond to the follow writing prompt: 4. Describe a typical child’s cognitive development at the target child’s age. Consider multiple aspects of the domain including but not limited to Piaget’s Cognitive Development stages, language, intelligence, memory, attention, problem-solving, etc. Groups are encouraged to include other cognitive development aspects not listed above. Response length minimum: 1 page; include APA in-text citations The child is one year old typically at this age is when they are in the Sensorimotor Stage (Dan Brennan,2023) . According to Piaget, infants are only conscious of what is directly in front of them during the early stages. Their attention is directed towards their actions, observations, and direct physical interactions with their surroundings. Since in this stage of cognitive development, the child still is getting to know more things so they still like to experiment with different things they are curious about. They toss or shake objects, put

objects in their mouths, and discover things about the world by making mistakes. Later stages are characterized by goal-oriented behavior that produces the intended outcome (Dan Brennan,2023). Kids at this age start to imitate the things maybe a parent or the caregiver is doing. At this age, a large portion of her learning process involves imitation. Unlike her first year when she would just play with household items, now she would actually brush her hair, talk into the phone, turn the steering wheel of her toy car, and push it back and forth ( American Academy of Pediatrics,2009) . She might give a playmate a pretend drink, hold her toy phone to your ear, brush her doll's hair, or "read" to you from her book. You need to be conscious of the behaviors you are modeling for her because imitation plays such a significant role in her behavior and education—possibly more so than in the past. Recall that as she plays and learns, things you say or do could be repeated repeatedly. Typically during this age, the child starts to say “mama” or “dada” since they are beginning to speak. They also start to respond with little words or a nod in their head. The child starts to understand more what is being said. Teach your child to say "hi" and "goodbye." When your toddler behaves in this way, give them praise because it will aid in their socioemotional growth. When your child attempts to communicate with others or repeats words, give her praise. When you read to her, ask her to point at objects and characters. (UNICEF, 2023)

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Target Child Assessment – Cognitive Development 5. Using information from both the observational video(s) and interview, objectively describe and make conclusions about the target child’s cognitive development by comparing their development with what’s considered normative at their age . (Only focus on cognitive development. Do not include any information related to other domains). Support your conclusions with research . When referring to the observational video, provide time stamps by using brackets (e.g., In Video #3 [12:25-14:17], we observed…) Response length minimum: 1 page; include APA in-text citations During this age one of the most common Cognitive Development would be starting to speak. You can see in the video where Thalia is barely starting to say little words (Video#1-4:00-3:10). At this age is when she starts to repeat what she hears. For example, when she is pushing the cart the caregiver keeps on saying wow and then that's when Thalia goes on and repeats saying ‘WOW” ( Video#1-3:48-4:20). Your toddler learns by doing things again; each time, they absorb new information. This explains why, nine times out of ten, your toddler will select the same bedtime book each night if you let her choose ( The BabyCentre UK Editorial Team,2000). As we can see repetition plays a big role in a child's Cognitive Development because it helps Thalia to process more words and also know what they mean. The child's fine motor skills as we see in {Video#1-3:45-4:18 } we observed that Thalia's caregiver gave her the little Barbie car but before giving her the Barbie car she showed her how to use it one time, Thalia then played with her little Barbie car with the Barbie doll and pushed the car as if she was the one driving it. Toddlers are developing their ability to run, climb, throw a ball, and walk. It follows that for them to develop strength, balance, and coordination, they require a lot of active playtime. Toddlers benefit from free play because it allows them to explore in their own way because they don't yet understand rules (Zero to Three,2015) . We could see how the caregiver first shows Thalias how to use the toys then Thalias starts to use the toys as the caregiver tells her to {Video#20-0:56-2:00} . Give each child an instrument or scarf to shake

in time with the music to form a toddler band. Or, to provide everyone with a place to paint, give each toddler a paintbrush and unfold a long roll of paper. This relieves young children of the burden of sharing and lets them enjoy the joy of peers ( Zero to Three,2015)! In video #4 you can see how Thalias understand when her caregiver says “Give me your hand” as the caregiver is helping her to go with her other caregiver (Follow simple direction Video#4). While it might appear that following instructions is a personality trait, it's actually a component of developing Critical Thinking, which is one of the five Cs at the core of the Begin Approach, which aims to support children in thriving in both school and life. Employers highly value critical thinking as one of the most desirable skills. Additionally, it teaches children how to distinguish between reliable and unreliable sources of information and how to make wise decisions (Begin Learning Team,2023) . Thalias is able to understand what is told for her to do and she is following directions to the caregiver in this way she will be able to learn at an early age to pay attention and to follow instructions.

6. Using information from both the observational video(s) and interview, identify 2-3 specific factors that might have influenced the target child’s cognitive development . (In other words, give 2-3 plausible reasons why the child’s cognitive development is the way that it is and support your argument with research). Response length minimum: 2 FULL PARAGRAPHS; include APA in-text citations Speaking to the child In the video you could see how Thalia starts to say “mama” or she starts to say other little words. This is because they start to understand what is being said to them or what the words mean. What helped Thalia say these words was that it was repeated to her. For example, in the video you could hear and see how the caregiver picks up the doll and says “mommy finger mommy finger’ or “daddy finger daddy finger” (Video#1-4:00-3:10) . This helps Thalia to know the word and because the caregiver is repeating it, it is easy for thalia to comprehend and say the words. Imitation is a big part of her learning process at this age. Instead of simply manipulating household objects, as she did during her first year, she’ll actually use a brush on her hair, babble into the phone, turn the steering wheel of her toy car, and push it back and forth (American Academy of Pediatrics,2009). Playing with Objects Correctly In the video, you can see how Thalias is able to use her toys correctly. For example, when she is playing with her little house toy she is able to know how to close the door of the little house and she is able to play with her dolls and place them where it's supposed to be {Video#3-0:30-2:00}.Toys for pretend play aid in cognitive development in a variety of ways. They give kids the freedom to decide what roles to play, what scenarios to pretend to be in, and

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how to interact with toys, costumes, and props (The University of Texas Health Science Center at Houston,2020). Thalia's caregiver thinks it is important for her to do her own thing and explore how things are used, or she does help thalias how the objects re used properly, and because of that it seems that Thalia for her age has a pretty understanding of how her toys are used.

References Children in Gaza desperately need lifesaving support . UNICEF. (n.d.). https://www.unicef.org/emergencies/children-gaza-desperate-need-lifesaving-support Cognitive development: One-year-old . HealthyChildren.org. (n.d.). https://www.healthychildren.org/English/ages-stages/toddler/Pages/Cognitive-Development-One -Year-Old.aspx Donovan, L. (2023, June 22). Stages of play from 12–24 months: Young toddlers are problem solvers . ZERO TO THREE. https://www.zerotothree.org/resource/stages-of-play-from-12-24-months-young-toddlers-are-pro blem-solvers/ Team, B. L. (2023, November 16). Following directions: How it helps kids develop critical thinking . https://www.beginlearning.com/parent-resources/following-directions/ Toys and materials that support cognitive development. (n.d.). https://cliengage.org/clirep/LearnwithMe_ToysMaterialsthatSupportCogDev_2020_09.pdf WebMD. (n.d.). Piaget cognitive stages of development . WebMD. https://www.webmd.com/children/piaget-stages-of-development

Why does my toddler love repetition? . BabyCenter. https://www.babycentre.co.uk/x556931/why-does-my-toddler-love-repetition

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Target Child Assessment – Cognitive Development (30 points)

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