Child Cognitive Development

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Child Cognitive Development is a department of psychological studies that involves the wondering processes and development growth of children. The most influential early cognitive development idea is that of Jean Piaget with numerous contributions and discoveries relating without delay to child development. Clinicians gather facts through various skill that include touch, sound, language, and sight that require interpretation by current cognitive systems.
Piaget's Cognitive theory is an all-inclusive notion of general human intelligence improvement that occurs naturally over a period. The success of the approach worried the interrelationship of the nature of knowledge and human development strategies through research that indicates how the knowledge acquired is utilized and constructed (Torres & Ash, 2007). To Piaget, cognitive development involves mental processes that include an individual's environmental encounter and natural maturation. The clinician added developing children construct their meaning of the world through experiences learned from environmental encounters that later adjust in the subsequent development phase.
Through developing the theory, Piaget argued that reality exists as a dynamic system that undergoes systematic changes which define the dynamic change. Additionally, he claimed that reality involves states and transformation processes. Transformations are all possible changes that someone undergoes while the state was the condition and the possibility of people found between different transformations.
Assimilation, usually between 1-4 Months of a child's developmental phase, where children respond encounters that aligns with their current schemes. Schemes involve groups of similar actions that are used consistently to answer to about their environment (Ormond, 2012). Furthermore, accommodation exists as the process where a child modifies known schemes to respond to new schemes mainly. Existing research conclusions and studies indicate that through playing developing children can interact managing to respond appropriately in response to their instincts and senses (Henderson, 2016). Parents are strongly advised to engage their children through toys, and children games for it has vital importance in child mental development and children have fun apart from constantly learning. Clinicians also recommend that it is vital to choose children toys and games wisely (Oncu & Unluer, 2012).
Some recommended toys for children below the age of 3 years old should include mainly those with bright colors with varying texture. Additionally, parents are advised to give children at assimilation stage toys that are soft, weigh less, and considered safe when chewed by the baby. Some additional toys that may be included are unbreakable mirrors, baby rattles, and squeezable toys (Nadesan, 2002).
As children become more aware of their assimilation processes of development, the next recommended the set of toys that would suit children in these phase includes those which aid movement that includes baby gyms, push toys, and pop-up toys (Henderson, 2012). The main reason for the recommendation is children become more acknowledged about their environment and would wish to engage more.
Practicing clinicians strongly recommend parents to be vigilant and ensure that children play with toys that cannot harm their bodies or cause accidents. Moreover, toys with sharp or piercing ends are to be kept away from the reach of children as the potential of damage could be enormous (Henderson, 2016).


Henderson, D., (2016) "Are toys and computer chip games good for children's brain?" 65 (15)
Torres, M., & Ash, J., (2007) "a Cognitive Development: a Reference of Child education, adolescents, and adults with disabilities," Retrieved from
Oakly, L., (2004) "Cognitive Development." Routledge: New York
Ormond, J., (2012) "an Essential of Education Psychology: the Big Idea of Effective Teaching," Pearson Education Inc. Boston
Nadesan, M. (2002) Engineering an Entrepreneurial Infant: Brain Science, Infant Development Toys & Governmentality. Cultural Studies, 16(3), 401-432.
Oncu, E., & Unluer, E. (2012). Preschooler's Views About Gender-Related Games and Toys. Procedia - Social and Behavioral Sciences, 46, 5924-5927.

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