Infant
Observational Checklist
Summary:
Infant
Children under the age of 1 year old usually have some degree of higher order thinking. In accordance to a research Fantz in 1961 in regard to how infants look at plus detect changes in the various events which they are often sensitive (Honing, 2006). Infants are able to recognize those individuals around them, and able to react by crying to faces that are unfamiliar to them (Honing, 2006). This is a form of higher order thinking as it entails recognition. It is a part of a learning process of an infant as the brain is able to process events that are familiar to it. In addition, through habitation, infants are able to carry out certain tasks like suckling when introduced to certain words (Honing, 2006). Infants often try to look at things that interest them and explore them, e.g. bright coloured items, e.t.c (McMullen & Apple, 2012). They are explorative in their nature and wish to touch and feel items around them. Though their language skills have not developed, they exhibit primitive behaviour which is suggestive of higher order thinking.
Toddler
Observational checklist
Summary:
Toddler
A one and half year old infant, usually start showing interest in walking. They start to try to walk without support. At this stage, they are thriving to gain their independence. Toddlers are able to drink from cups, though with help, scribble a few things. At this stage, they also experience temper tantrums and have poor social skills. They tend to play alone and view the world as though it exists at their center. There memories are often short lived and hence do not abide by the rules (McMullen & Apple, 2012). Their attention span is often short lived. In addition, they are able to recognize plus name familiar objects and people. At this stage, they can often pronounce two or three words (Hamlin & Winneski, 2012). At 2 years of age, most of the toddlers are able to walk with their feet and even make jumping movements. Their attention is still short lived and may construct 3 or more words.
Pre-schooler
Observational checklist
Pre-schooler
At age 3-4 years old, pre-schoolers often possess a number of characteristics linked to their higher order of thinking and symbol usage. Children at this age are able to pay attention especially to distinctive events like bright coloured objects or loud noise. Their attention in a classroom setting sometimes can be swayed by destructors (Bredekamp, 2002). At this age, they have also developed an insight to be able to know what to give attention and what not to give attention. In terms of reasoning, they are still egocentric in their reasoning. In addition, pre-schoolers are able to exhibit some degree of concrete thinking, though other researchers deny this statement saying that a partial number of pre-schoolers may still have abstract thinking (Bredekamp, 2002). In relation to mental representation, pre-schoolers are able to mentally or symbolically represent various objects, actions or events. Furthermore, they are able to understand the correlations that exist between the real world and symbols (Hamlin & Winneski, 2012). Moreover, pre-schoolers are more associated with magical thinking as most tend to have a belief is magical stuff to be true (Bredekamp, 2002).
Kindergarten
Observational checklist
Kindergarten
At age 5, in terms of cognitive functioning, kindergarten children often show an advanced form of flexibility in their thinking when compared to pre-schoolers. This is often accompanied by an advanced reasoning ability and increased ability in solving problems. Furthermore, kindergartens exhibit an increased ability to pay attention as they are able to recognize situations that require them to pay attention (Bredekamp, 2002). In addition, at this stage in development, they have already started to use their memories in functions like that require reorganized thinking, systematic thinking and complex thinking. In terms of language, kindergarten children have a well-developed language base. They are often keen to learn language from their environment and develop it more. They often try to learn new vocabularies related to language they are interested in (Bredekamp, 2002).
Primary grade
Observational checklist
Primary grade
Primary graders, usually exhibit a flexible, multidimensional thinking when compared to younger children. For instance, children belonging in 2nd and 3rd grade are often able to solve a given abstract problem (Bredekamp, 2002). Furthermore, in terms of their cognitive ability, they are far much better thinkers when compared to kindergarten and pre-schoolers. They often exhibit multidimensional thinking, capacity to process various processes at once (Jane & Jarvis, 2001). Such students often possess the ability to learn on demand since they already have developed a complex mind. In relation still to their cognitive ability, these children exhibit ability to master sequencing and seriation that implies that they have developed a more complex mind able to solve mathematical problems (Bredekamp, 2002). At this age, they have a tendency to be inquisitive in their thirst for knowledge. Primary graders also exhibit ability to plan and organize their thinking process by age 6 (Bredekamp, 2002). This enables them to develop their ability to focus their attention into a subject of interest by filtering out distracting information. Furthermore, in relation to their memory, they are able to automatically retrieve information stored in their memory. Communication skills are improved in primary graders as they are able to acquire more knowledge to assist them in their communication (Bredekamp, 2002).
Works Cited
Bredekamp, C. C. (2002). Developmentally Appropriate Practice in Early Childhood Programs. New York: National Association for the Education of Young Children.
Hamlin, M., & Wisneski, D. B. (2012). Supporting the Scientific Thinking and Inquiry of Toddlers and Preschoolers through Play. Young Children, 67: 82-88.
Honig, A. S. (2006). Montessori Life: A Publication of the American Montessori Society,. What Infants, Toddlers, and Preschoolers , 16-21.
Jane, M., & Jarvis, J. (2001). Helping Young Children Develop Higher Order Thinking. Young Children, 31-35.
McMullen, M. B., & Apple, P. (2012). Babies (and Their Families) on Board! Directors Juggle the Key Elements of Infant/Toddler Care and Education . Young Children, 67: 42-48.
