Investigation into the cognitive development of children aged 4-7

Boase, Laura (2013) Investigation into the cognitive development of children aged 4-7. BA dissertation, University of Portsmouth.

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    Abstract

    The cognitive development of children aged 4-7 is dependent upon many factors. With particular reference to the views and research of child development theorists, as well as the aims of statutory frameworks put in to place to encourage learning, this dissertation aims to investigate what the key items are that aid the development of children.
    The study begins by examining key theories of child cognition and their influences on teaching methods in today‟s education. Pioneering theorists such as Piaget, Vygotsky and Jerome Bruner and their respective theories are introduced and discussed in turn in relation to the topic. The findings of this discussion are then linked to what is visible in the Early Years and Key Stage 1 setting today.
    The statutory frameworks of the EYFS as well as Key Stage 1 are introduced. The objectives of each are discussed in relation to each other, with particular focus on how the transition is made between the two. Key factors such as how professionals prepare children for the demands of assessment are also presented.
    Finally and crucially current strategies to aid the development of children are introduced and critically analysed. These are linked back to the theories discussed in chapter one with particular emphasis placed on the needs of the individual child.
    The study concludes that the role of the adult and the environment are the most crucial factors when considering the development of a child. The perceived milestones that are put into place by statutory frameworks are mere outputs of theories related to suggested capabilities children have at this age. However, this is not a rigid concept. Teachers must utilise different assessment centred techniques and take an active role in determining the abilities of the individual child. It is identified that the teacher can then become fundamental when addressing any shortcomings.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Jane Polwin
    Date Deposited: 02 Dec 2013 14:39
    Last Modified: 28 Jan 2015 12:32
    URI: http://eprints.port.ac.uk/id/eprint/13989

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