Enhancing Young Childrens Cognitive Development through Intervention - Coursework Example

Enhancing young children’s cognitive development through intervention Date: Institution: Abstract Little is known concerning the long-term advantages of early interventions that aim at enhancing cognitive development in young children. Cognitive development involves the ability of a child to learn and solve issues. This ability needs to be achieved in the early years of a child; a stage in which he or she is able to learn various issues through discovery. The objective of the study is to determine if it is possible to promote young children’s cognitive development through early intervention. Issues of nature versus nurture in relation to cognitive development have been critically addressed. Various literatures were reviewed concerning the effectiveness of early intervention in young children’s cognitive development. The results indicate that early intervention plays a big role in the cognitive development in young children. The children who get early intervention in their early lives reveal a great cognitive development. Children who are not exposed to early intervention in their early lives show a poor or slow cognitive development. Play is shown to have a great impact on the child’s cognitive development because he or she is able to learn and acquire new skills while playing. Many psychologists encourage early intervention to promote children’s cognitive development alongside general physical development. Introduction The initial years of life are regarded as the most significant phases of development of a person’s life. Maximum development in terms of social/emotional, physical, and cognitive domains is essential for the immediate and lasting wellbeing and health of children (Jamieson, Bertrand & Ibrahim, 2008). What happens to early years of children strongly influence a variety of physical health matters such as stunting, mental health, abilities of learning particularly relating to numeracy and literacy. The issues of nature, for instance the benefits of playing have a great impact on the children’s cognitive development. Nurture on the other hand also plays a big role in children’s cognitive development. Issues of nurture entail family intervention. The aim of this research is to identify the benefits of early intervention in young children in relation to their cognitive development. Literature review Cognitive development in young children Among the children, cognitive development is the practice of knowing; it basically involves the course of being aware, thinking, learning, knowing and judging. This development becomes noticeable in the children along with their physical development. Oakley (2004), states that cognitive development in children takes place naturally although it could be enhanced so that the process of learning will be possible to be attained in a shorter period. It is just natural that the things children learn are not all absorbed. This is because not all that is learnt gets infused in their brains. Since the information is not appropriately registered they have a difficult time recollecting on that specific information. Normally, between the ages 2 to 7, cognitive development in young children is enhanced when they learn through the exercises of hands-on (Levine & Munsch, 2011). Studies reveal that it becomes easier for children to grasp ideas when they are involved in direct play. A number of ways of promoting children’s cognitive development is by engaging them in exercises like jigsaw puzzles, problem solving, memory games and building new words. Among kids, memory games are normally a favorite. Research has shown that these games are fun for children to do and at the same time there is enhancement in their cognition. Reading to the young children is also useful as it provides them the opportunity to strengthen their skills of imagination. Some scholars contend that if the cognitive development is examined and encouraged early then the children will grow up having immense grasp on areas where memory and concentration is a must. As long as the children’s cognitive development is nurtured, they will have a sound brain (Oakley, 2004). Parents’ role in early intervention A home environment that allows social interaction, language development, sensory stimulation and physical activity promotes learning and healthy development for young children (Oakley, 2004). Interactions involving children and their parents play a significant role in the cognitive, emotional and social development of their children (Karoly, 1998). Research shows that parent-child relationship and practices of parenting are powerful influences on immediate and lasting development and learning. A scholar contends that children’s cognitive development and social skills required for later success in school can be best encouraged by responsive parenting, a mechanism illustrated by warmth, affection and being receptive to the needs, signals, and interests of a young child. It is also believed that parental consistency, sensitivity, and responsiveness are associated with positive child results. Scholars carried out an experimental research to examine whether responsive behaviors of mothers could be made possible and whether such activities would enhance learning in young children. Results indicated that mothers who received training portrayed improvements in their personal actions and caused change to the behavior of their infants. Intervention need to start during preschool years of a child, that is, prior to compulsory schooling (Levine & Munsch, 2011). Early intervention of parents reduces the risks of cognitive issues later in the children’s life. Brain plasticity Research shows that the outcomes of early occurring injury of the brain are frequently attenuated relative to later occurring brain injury. According to Stiles (2000), plasticity plays a significant role in the normal neural systems development facilitating for adaptation and reaction to both endogenous and exogenous input. The ability for change and reorganization is a critical aspect of neural development, specifically in the postnatal period (Stiles, 2000). A general statement from neuropsychology development literature is that the brain that is developing is plastic. This means that in the course of development the brain is able to reorganize patterns and connection systems in ways that a mature brain cannot. One essential outcome of this early and temporary property is that the brain that is developing is much less susceptible to the detrimental consequences of injury compared to the more established neural systems. This claim is generally supported by data from research of pediatric clinical populations. According to Stiles (2000), grown-ups who experience focal brain injury in their early life do not manifest the same degree and magnitude of affective and cognitive impairment compared to adults with similar, but later occurring, damage. In the course of the first three years of life, connections of brain develop rapidly in reaction to outside stimulation. The ability of the brain to physically adjust its function and structure takes place in reaction to external experiences (Kolb & Whishaw, 2006). Every part of the brain changes due to experience although not every part of the brain is equally plastic. Ecological Systems Theory The issue of cognitive development can be understood using the ecological systems theory. This theory entails four elements- mezzosystem, exosystem, microsystem, and macrosystem. The element of microsystem includes people and their kin, the component of mezzosystem includes neighbours, the component of exosystem entails organizations like state government, and the element of macrosystem involves overall culture, all with rising levels of close relations with the person (Harwood, Miller & Vasta, 2008). All these elements have an impact on the child’s cognitive development. This is because the entire elements cover the areas where the child interacts with other people thereby being able to explore his or her potential learning skills. Research shows that understanding the dynamics and culture of the family is complex but important for the cognitive development of the children. Therefore, there is a critical need for the psychologists, policy advocates, therapists, and researchers to assist enhance this awareness thereby increasing the learning process of young children (Rogoff, 2003). Various factors contribute to the children’s early learning experiences. These factors can be controlled by economic and social determinants like income of the family, parental level of education, security, social connectedness, and place of residence (Reynolds, 2010). Researchers investigated education experiences and the students’ home to establish which of these experiences may account for disparity in their patterns of performance and development over the course of set years. In examining four major social characteristics, family income levels, gender, ethnicity, and level of parental educations, they established that the level of parental education and income levels had more weight compared to ethnicity or gender as they are related to the types of learning experiences and opportunities that take place within the home environment. Although, upon additional analysis, the scholars established that levels of maternal education had the leading connection with students’ attitudinal and cognitive competencies at age sixteen. Students whose mothers had superior levels of education were more possibly to begin school with great cognitive, communication and social skills competencies, and more likely to uphold these capabilities throughout school. Reynolds (2010), supports the argument that constructive practices of parenting take place at every socioeconomic level and that universal curriculum that support every family are lore possible to have a useful effect in decreasing childhood vulnerability compared to targeted programs. Social-Emotional development in relation to cognitive development Young children get the experience of their world through a setting of relationships (Karoly, 1998). Starting at birth, secure, nurturing, and stable relations with adults who are caring are very essential for the growth of trust, safety, feelings, and confidence. In the course of infant stage, building strong relationships with caregivers or parents and other important adults in the lives of children is very essential. Karoly (1998), establishes that the quality of early relations involving children and the helpful adults in the lives of young children sets the basis for later outcomes of development and affects nearly every aspect of their physical, social-emotional, and cognitive development. Recent studies indicate that when children who are protected in their attachments grow up, they tend to: explore their surroundings more freely, be more accepted with friends, be more psychologically stable, learn with self-confidence, demonstrate more constructive social interaction, demonstrate greater capability to manage stress and assist others to deal with stress, and be able to convey and control their feelings effectively. Role of play in cognitive development and as an early intervention Educators in early childhood have long acknowledged the power of play (Bergen, 2002). Research indicates that the considerable contribution of play to development in young children is well documented in sociology, anthropology, and child psychology. Capability of playing is one of the essential developmental responsibilities of early childhood (Burke, 2010). Studies reveal that play is the foremost basis of development in the children’s early years, hence it is essential their optimal development. Young children do not play so as to learn, but they are learning while playing (Ginsberg, 2007). Making environments where young children can learn during play is not an easy task to do always and well. So that children become skilled while playing, they require uninterrupted time and adults who are knowledgeable who are keen to and support their right to play. Given material and time, children learn to play by themselves. Hence play is the nature’s answer to children’s early learning. Recent studies emphasize that play nourishes all aspects of development in children. This includes intellectual, emotional, social, physical, and creative. The learning acquired from play is powerful, integrated, and basically invisible to the eye that is untrained. A lot of this learning takes place devoid of direct teaching. Burke (2010), states that play has an inherent value in childhood and lasting benefits of development. Play builds the basis of social, intellectual, emotional, and physical skills vital for success in life and school. In play, children are able to construct knowledge by integrating their impressions, ideas, and intuitions with opinions and experiences (Hyman, 1999). Children construct theories concerning their world and happily share amongst themselves. Children establish a social and cultural world with their friends through play (Rogoff, 2003). Effectiveness of early intervention After almost fifty years of investigation, there is proof- both qualitative and quantitative that early intervention enhances the educational and developmental benefits for the child, reduces cognitive and social developmental issues, improves the family’s functioning, and yields lasting benefits for society (Blair & Wahlsten, 2002). Research has shown that early intervention has been linked to result in the child: a) requiring less special education and other services of habilitation later in life; b) less often being retained in grade; and c) less involvement in criminal activities. Diamond et al. (2007), contend that preschool program enhances cognitive control. Cognitive control abilities important for success in life and school are agreeable to improvement in preschoolers who are at-risk without expensive interventions. Parents and caregivers play a significant role in providing preschool programs to children so that they can enhance their cognitive development. Conclusion The significance of the early years in primary childhood learning and overall development and lasting consequences is well established in research. Parents have a crucial role in the early learning of their children as their first and most significant teachers. Caregivers can take a responsibility in the learning of their children by comforting and reacting to the needs of children as well as talking, reading, dancing, singing, and discovering the world with their children. Early learning is also important for the general development in the child’s life including cognitive development. Developing brain has been shown to be much less susceptible to the damaging consequences of injury compared to the more mature neural systems, as is illustrated in brain plasticity. Ecological systems theory also impacts children’s cognitive development since the child grows in an environment where he or she interacts with various people hence learning and acquiring new skills. Early intervention indeed plays a significant role in enhancing cognitive development of a child. References Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research and Practice, 4 (1), 2-15. Blair, C., & Wahlsten, D. (2002). Why early intervention works: A reply to Baumeister and Bacharach. Intelligence, 30, 129-140. Burke, A. (2010). Ready to learn: Using play to build literacy skills in young learners. Ontario: Pembroke Publishers. Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388. Ginsberg, K. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics. 119 (1), 182-191. Harwood, R., Miller, S. A., & Vasta, R. (2008). Child psychology: Development in a changing society. Hoboken, NJ: John Wiley & Sons. Hyman, S. (1999). States of mind. New York: John Wiley. Jamieson, J., Bertrand, J. & Ibrahim, E. (2008). The science of early child development, 2nd Edition. Winnipeg, Manitoba: Red River College. Karoly, L. A. (1998). Investing in our children: What we know and don't know about the costs and benefits of early childhood interventions. Santa Monica, CA: Rand. Kolb, B. & Whishaw, I. Q. (2006). Introduction to brain and behavior, 2nd Edition. New York: Freeman-Worth. Levine, L. E., & Munsch, J. (2011). Child development: An active learning approach. Thousand Oaks, Calif: SAGE. Oakley, L. (2004). Cognitive development. London: Routledge. Reynolds, A. J. (2010). Childhood programs and practices in the first decade of life: A human capital integration. New York: Cambridge University Press. Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press. Stiles, J. (2000). Neural Plasticity and Cognitive Development. Develpmental Neuropsychology, 18 (2), 237-272. Read More

This development becomes noticeable in the children along with their physical development. Oakley (2004), states that cognitive development in children takes place naturally although it could be enhanced so that the process of learning will be possible to be attained in a shorter period. It is just natural that the things children learn are not all absorbed. This is because not all that is learnt gets infused in their brains. Since the information is not appropriately registered they have a difficult time recollecting on that specific information.

Normally, between the ages 2 to 7, cognitive development in young children is enhanced when they learn through the exercises of hands-on (Levine & Munsch, 2011). Studies reveal that it becomes easier for children to grasp ideas when they are involved in direct play. A number of ways of promoting children’s cognitive development is by engaging them in exercises like jigsaw puzzles, problem solving, memory games and building new words. Among kids, memory games are normally a favorite. Research has shown that these games are fun for children to do and at the same time there is enhancement in their cognition.

Reading to the young children is also useful as it provides them the opportunity to strengthen their skills of imagination. Some scholars contend that if the cognitive development is examined and encouraged early then the children will grow up having immense grasp on areas where memory and concentration is a must. As long as the children’s cognitive development is nurtured, they will have a sound brain (Oakley, 2004). Parents’ role in early intervention A home environment that allows social interaction, language development, sensory stimulation and physical activity promotes learning and healthy development for young children (Oakley, 2004).

Interactions involving children and their parents play a significant role in the cognitive, emotional and social development of their children (Karoly, 1998). Research shows that parent-child relationship and practices of parenting are powerful influences on immediate and lasting development and learning. A scholar contends that children’s cognitive development and social skills required for later success in school can be best encouraged by responsive parenting, a mechanism illustrated by warmth, affection and being receptive to the needs, signals, and interests of a young child.

It is also believed that parental consistency, sensitivity, and responsiveness are associated with positive child results. Scholars carried out an experimental research to examine whether responsive behaviors of mothers could be made possible and whether such activities would enhance learning in young children. Results indicated that mothers who received training portrayed improvements in their personal actions and caused change to the behavior of their infants. Intervention need to start during preschool years of a child, that is, prior to compulsory schooling (Levine & Munsch, 2011).

Early intervention of parents reduces the risks of cognitive issues later in the children’s life. Brain plasticity Research shows that the outcomes of early occurring injury of the brain are frequently attenuated relative to later occurring brain injury. According to Stiles (2000), plasticity plays a significant role in the normal neural systems development facilitating for adaptation and reaction to both endogenous and exogenous input. The ability for change and reorganization is a critical aspect of neural development, specifically in the postnatal period (Stiles, 2000).

A general statement from neuropsychology development literature is that the brain that is developing is plastic. This means that in the course of development the brain is able to reorganize patterns and connection systems in ways that a mature brain cannot. One essential outcome of this early and temporary property is that the brain that is developing is much less susceptible to the detrimental consequences of injury compared to the more established neural systems.

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