Cognitive Ability

Awareness

A better skill to see the link between matters is home by the child after insight of objects is shaped. Once the child learn and learns the name of the objects of what they are made, how they are made and what can be done with them begins to learn the link among the objects. For example, a happy child of more than two years asks her mother how all was made. She asked “How are cars made?” her mother reply “in a car factory”, when asked “How are shoes made? The mother answered “in a shoe factory”. This mistake in making a judgement is common in the pre-school child but it does show sensible inference within the limits of the child’s skill.

Two years old may know the importance of “now” but not “soon”. This word reading may come about 6 months later. Awareness of time as yesterday, today and tomorrow are study right by the five-year old. Children know time if its inference are made known to them such as “time and sleep” or “time for daddy to come home”.

According to the Montessori Course, in the first week of life as the baby spends significant time in sleep, the perceptual growth is laid in the short durations or restlessness. The era from one to three years is a very vital era for perceptual and cognitive growth. During this period baby learns to speak which help message, and the child achieve a better considerate of the word than previous.

At pre-school age child develops various perception of size, shape, colour, time and coldness. Perception of size of various objects becomes quite good by the ages of three. Awareness shape develops among the ages of two and five years.

Colour awareness seems to enlarge as early as fifteen months of age. Between three and five, judgement of coldness develops. Number awareness develops fast after three years of age and by five children become quite good at it. Perception or feel is also achieved during pre-school years. Time insight is a little slow to develop.

Thinking

Thinking is a type of actions, which is stimulated by a stimulus present or absent and pleases an instant or remote sensible need. Thinking takes place to adjust the individual to the needs of new situation.

Thinking consists of cognitive rescheduling or direction of in sequence from the setting and symbols store in long-term recollection. The symbols that we use in thoughts are frequently words and languages, which are strongly inter-related.

Thinking consists of “figurative thought”. To put it another way thoughts consists of dispensation in order about the earth.

Thus according to Early Childhood Care & Education thoughts is a cerebral action which occur to resolve a difficulty in which insight, recall, mind, ideas, symbols, images and signs are used, there is some mind test and error, and at times some parts of the body like the language, fingers, gullet and the like also become alive..

Thinking and the shape of concept are central process of cognition. In one of Piaget’s classic model a child was asked, “How many brothers do you have?” He rightly answered “Two, John and peter?” The child replied “One, John” Piaget understand the child’s mistake as an proof that he cannot see himself in the role of a brother since “Brother” in his skill is what he has and not “What he is”.

Conclusion: The restraint on the child’s skill to see the world from that sight aim of another may help us to know in a clearer light, the quarrel, conflict and disagreement among the pre-school kids.