COGNITIVE DEVELOPMENT
OF PRESCHOOLERS
Every childhood (preschool age) is just one stage of
childhood. Do you remember how you were as a
preschooler? What do you remember most as a
preschooler? What did you enjoy doing?
PRESCHOOLER’S SYMBOLIC AND
INTUITIVE THINKING
• THERE ARE TWO SUBSTAGES OF PIAGET’S PREOPERATIONAL
THOUGHT NAMELY;
• SYMBOLIC SUBSTAGE- In symbolic stage, preschool children shows
progress in their cognitive abilities by being able to draw objects that are
not present, by their dramatic increase in their language and make-
believe play.
• INTUITIVE SUBSTAGE- In this stage preschool children begin to use
primitive reasoning and ask litany questions. The development in their
language ability facilitates their endless asking of questions. While
preschool children exhibit considerable cognitive development, their
improved cognitive process still show some aspects of immaturity or
limitations.
9 ITEMS UNDER PRESCHOOLERS
SYMBOLIC AND INTUITIVE THINKING
• ITEMS#1 and #3 – Indicates limitations on preschool
children’s symbolic thougth process. The remarks indicate
that preschool children believe that inanimate objects have
lifelike qualities and are capable of action.
e,g; ( someone switched on the thunder)
(That tree pushed the leaf off and it fell down.)
This is reffered to animism(Santrock,2002).
ITEM #2
• EGOCENTRESIM – The inability to distinguish between one’s
own perspective and someone elses perspective. (Santrock,
2002)
e,g; “Child silenty nods on the telephone as to answer his
father who is on the other side of phone inquiring if Mom is
around.’’ The child thinks that his father can see him nodding
just as he can see himself.
ITEM #4
• Should apply to preschool children had the child answer NO when asked if
the amount of liquid in the tall, thin beaker was equal to that which
remained in the original beakers.
• This is a clear evidence of centration, one limitation of the preschool child’s
preoperational thought, which is focusing or on centering of one’s
attention on one characteristics to the exclusion of others (Sanrock,
2002).
• This is also reffered to as undimensional thought.
• Also an evidence of preschool children’s lack of conservation, the awareness
that the basic property of an object or a substance is conserved (is not
changed or altered) even if its appearance is change. (Santrock, 2002).
ITEM #5
• Child asks a series of ”why”questions. Preschool children ask
a barrage of questions. These signal the emergence of the
preschool children’s interest in reasoning and in figuring out
why things are the way they are. Their asking questions is a
function of their unsatiable curiosity coupled with dramatic
increase in language.
Two Content Layout with Table
• First bullet point here Class Group 1 Group 2
• Second bullet point here Class 1 82 95
• Third bullet point here Class 2 76 88
Class 3 84 90
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