Cognitive development is the way a child is able to construct thinking processes through solving of problems, making decisions and remembering and the stage continues up to adulthood. Language development as part of this and more of it is gained through interaction with peers. According to Piaget’s cognitive development theory, children at school age, 6 to 12 years are at concrete operational stage where they are able to use logical thinking and problem solving skills (Collins, 1984). They are able to understand that numbers, volume and weight do not necessarily change with the change of the physical appearance. Collins (1984) suggests that in order to enhance cognitive development in learners at this stage, teachers should use the technique of questioning in their teaching. They should ask questions of different levels of difficulty so as to trigger thinking ability and also help the learners acquire new ideas as they discuss with others. In this case, teachers should derive questions beginning with the simple or more direct ones that may only require a yes or no answer e.g. ‘are you supposed to cross the road anyhow?’ From here, they should then ask those that require a little explanation, e.g. ‘what are you supposed to do before crossing the road?’ The next question to be asked should be relating the content that has been previously covered in class so as to help the learners relate the concepts e.g. ‘how can you tell that a road is safe for pedestrian crossing?’ Questioning thus will help the learners to involve more of their thinking skills and understand what is being taught in a better way (Collins, 1984).
The second strategy is the use of visuals such as charts, pictures or maps. Such visuals help the learners to relate the content being learnt with real facts thus increasing their understanding. Collins (1984) advices that teachers can show the learners some examples of such items then ask them to bring material which they can use to construct their own visuals. From this, the learners will be able to grasp the content better, relate different parts of a whole and retain it for a longer period. Group work could also be use as another strategy of enhancing cognitive development. In this case, the teacher first explains what is to be discussed giving some few examples and then lets the students to go into their specific groups. This according to Collins helps the learners to brainstorm and discuss solutions before they start writing them down. This gives an opportunity to every one to contribute their ideas regardless of whether they are right or wrong thus improving their thinking skills.
In planning the curriculum, students’ physical development should also be put into consideration such that it provides an opportunity for their growth as well as creating awareness on the benefits of such activities. Collins (1984) advices that such should be done through inclusion of physical education lessons and nutrition so as to show them the relationship between food, physical activity and health needs. At school age, children are more independent, tend to choose their own friends, are self governing and always want to do what they want other that what is expected of them. In this case, they should be allowed to be independent but should be closely supervised with rules outlined and at the same acting as a role model. To motivate them, good behavior should be approved and praised so as to encourage its occurrence. At this stage also. A child should be able to pay attention to a particular task for a longer period. This is important for his/her success at school and home and therefore should be encouraged to participate in different activities taking into account the length of each task to avoid stressing on one activity for a long time thus disrupting their attention span. Children at the age of 10 to 1 are interested with friends of opposite gender though they may not admit it. They also enjoy competition and enjoy being members of certain groups such as clubs. They should therefore be encouraged to participate in different activities and be encouraged to talk openly of their fears. Disciplinary options such as timeouts, withdrawal of privileges and offering alternatives can be used to ensure that the unwanted behavior is punished and discouraged.
Children or learners with epilepsy have varied progress especially in class work and hence important for teachers to be aware so that they know how to treat them (Epilepsy action, n.d). In this case, they should often change the level of work they give so as to fit each learner. Varying the level of work helps an epileptic child to utilize his better periods well so that they are not pressured when bad moments come. If a learner experiences absence seizures i.e., those that happen several times in a day, written instructions can be provided and the teacher has to be patient with the learner and repeat the information severally to ensure the child is in progress. This should also happen to a learner who has short term memory. The teacher should provide written instructions and someone else apart from the teacher himself to help the child in their work. Ensure that the learner understands their homework by giving guided instructions. On social factors, learners with epilepsy should be treated fairly and calmly but this condition should not be used as an excuse (Epilepsy Action, n.d).
Reference List
- Epilepsy action (n.d) Epilepsy advice and information. [online]. Epilepsy Action.
- Collins A. (1984) Development during middle childhood: the years from six to twelve. Washington, National Academies Press.