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Essay / Research Paper Abstract
5 pages. This paper explains and gives examples of several activities that will help develop cognitive development for children from the ages of three to seven years old. The activities are meant to be included in a summer camp for children and each activity will be explained as to how it helps the cognitive development of the child and evidence to support the theory. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: D0_JGAscamp.rtf
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Unformatted sample text from the term paper:
meant to be included in a summer camp for children and each activity will be explained as to how it helps the cognitive development of the child and evidence to
support the theory. WHAT IS COGNITIVE DEVELOPMENT? To educate means to instill ideas, communication and bring about thought where they had previously not existed (Hirsch 1988). In order
to do so, according to Hirsch, there must be a comprehensive plan that plainly gets across to the student what it is the educator is attempting to teach. Those
influential theorists of the past such as Piaget and Vygotsky have established their own ideas of effective teaching that incorporate one solitary method; indeed, on can readily argue that it
is quite narrow-minded to think that learning is limited to only one aspect. Students, like sponges, soak up knowledge when placed in the right setting. Incorporating all the
senses is an educational philosophy all teachers should adopt; yet not all instructors are experienced enough themselves to be able to lead their students through such an intense journey.
And tangible learning is just that, because it incorporates so many facets of a person and requires him to participate fully and completely. As well, within the scope of
learning there needs to be some semblance of order. Using guided discovery, educators in this summer camp can teach their students in a manner that is not only
of interest to the student but also helps teach in a way that the student is not likely to forget. Clearly, without some form of structured layout, one can
readily argue that there can be no true organization of thought. As a means by which to accomplish the desired degree of participation and understanding from students, educators must
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