Most infants learn to explore objects with all of their senses: seeing, touching, hearing, tasting and smelling. Through safe exploration, they also begin to develop ways of learning and gathering information about objects.Cognitive learning theory in the classroom researchers have found that 12-month-old infants can remember and copy some actions they see up to four weeks later, even without practicing the actions in the meantime (klein & meltzoff 1999).Cognitive learning theory in the classroom

Infant and toddler play and learning materials should be culturally relevant. But what does that mean? Cultural relevance means your choice of materials should reflect the backgrounds, knowledge and experiences of the diverse children in your room.Cognitive learning theory in the classroom by choosing materials that validate and empower children of all racial, ethnic and social backgrounds, you will build a bridge between children’s home and school lives that will provide a strong foundation for learning.Cognitive learning theory in the classroom

Toys and materials in your learning space should be developmentally appropriate. This means they should match the stage of development of the children in your care.Cognitive learning theory in the classroom because children develop at different rates, choosing developmentally appropriate materials means you should have a range of toys available that can accommodate differences between individual children’s skills, interests and characteristics.Cognitive learning theory in the classroom A room stocked with developmentally appropriate materials “fits” the child—the child should not have to adjust to “fit” the learning space!

Cognitive learning theory in the classroom

Developmentally appropriate toys facilitate learning through play. When such toys are offered in a safe environment, infants and toddlers can move around and interact with them and with each other.Cognitive learning theory in the classroom if toys are too difficult or advanced, infants and toddlers may become frustrated. In addition, if toys are too simple, they may become bored and seek to entertain themselves in unsafe ways (e.G., running throughout the room or climbing on furniture).Cognitive learning theory in the classroom through interactions, caregivers can help infants and toddlers explore developmentally appropriate materials and see themselves as competent learners.Cognitive learning theory in the classroom

Part of developmentally appropriate materials includes having multiples of favorite items whenever possible. Having duplicates of coveted items (e.G., dolls, trucks or musical items) will decrease infant and toddler frustration and encourage positive interactions between children.Cognitive learning theory in the classroom it is important to remember there are many other natural opportunities for infants and toddlers to begin learning about “turn-taking” with caregiver guidance; for example, as toddlers negotiate who will go down the slide next, or as older infants learn to each share their song ideas during group time.Cognitive learning theory in the classroom

As you learned in the safety course, you should make sure the materials you provide are safe. All materials in your learning space should be made for infants and/or toddlers.Cognitive learning theory in the classroom ensure your room is free of toxic materials (e.G., certain plants or art supplies). Make sure you carefully supervise materials that could be difficult for developmentally younger children.Cognitive learning theory in the classroom linked to children’s interests

Caregivers can build on infants’ and toddlers’ play by providing engaging toys during interactions and experiences.Cognitive learning theory in the classroom effective materials are safe and complement the infants’ or toddlers’ abilities, strengths and interests. For example, for a toddler who expresses interest in animals, the caregiver can add plastic animal toys to the sensory or block area where he enjoys playing.Cognitive learning theory in the classroom

Remember some families may not value play the way other families do. Some families may not have an environment that allows for safe play or a tradition of special time or floor play with their infant or toddler.Cognitive learning theory in the classroom learn about families, seek to understand differences and find what is most important in the care of their infants and toddlers. Open-ended materials

cognitive learning theory in the classroom

Not all toys are created equal. Some toys spark imagination and some hinder it. You might have noticed that young children are often more interested in the box than the toy that came inside it.Cognitive learning theory in the classroom why? Because the box can become anything. It becomes a drum when you hit it, a house when you put a doll inside it, a hat when you put it on your head and a mask when you play hide and seek behind it.Cognitive learning theory in the classroom the possibilities are endless. Infants and toddlers learn and explore more when a toy is only limited by their imaginations. Consider the following list and think about why toys spark or limit imaginative play.Cognitive learning theory in the classroom

It is perhaps most important to think about why you have selected the materials in your room. Ask yourself: how will this toy help infants and toddlers meet their individual learning and development goals?Cognitive learning theory in the classroom what will they learn from the toy? Use your knowledge of learning and development standards for infants and toddlers and your curriculum guidelines to shape your classroom decisions.Cognitive learning theory in the classroom select materials that will help individual children in your classroom work on their current developmental or learning goals.

Look for materials that promote infant and toddler development in a variety of ways.Cognitive learning theory in the classroom for example, perhaps you have colorful mobiles hung low for younger infants to grasp, kick and move to assist with their fine- and gross-motor development.Cognitive learning theory in the classroom these mobiles could be constructed out of different colored and textured fabrics so as infants and caregivers interact with them, caregivers can make comments about the different characteristics (“I see you just grabbed the red string,” or “oooh, that one feels soft doesn’t it?”) these comments help children’s cognitive understanding of the world around them and build their early vocabularies.Cognitive learning theory in the classroom see