{"id":199,"date":"2011-11-23T21:02:41","date_gmt":"2011-11-24T04:02:41","guid":{"rendered":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1sixtotwelve\/?p=199"},"modified":"2012-12-02T14:37:32","modified_gmt":"2012-12-02T21:37:32","slug":"cognitive-skills-2","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/2011\/11\/23\/cognitive-skills-2\/","title":{"rendered":"Cognitive Skills"},"content":{"rendered":"<p>Ages 10 to 12 years are a great time for <a title=\"The developmental area that involves thinking skills, including the ability to receive, process, analyze, and understand information.\">cognitive skills<\/a> (see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>). The children\u2019s thinking is progressing nicely and they are getting ready to start thinking and reasoning \u201clike adults do. They are now able to look at situations from different angles and understand that most situations have more than one aspect. They are also much better at paying attention, even while being mildly distracted.<\/p>\n<p>Children at this age can:<\/p>\n<ul>\n<li><a title=\"A mental process by which we reach a conclusion based on specific evidence. For example: if you see that the oven is on and it\u2019s on high temperatures then it is probably hot.\">make inferences<\/a>\u00a0(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>);<\/li>\n<li>use graphic organizers (Fig. 1)\u00a0to clarify their ideas;<\/li>\n<li>understand cause and effect, even in somewhat ambiguous situations;<\/li>\n<li>use all aspects of <a title=\"More advanced understanding than simple classification, that some classes or sets of objects are also sub-sets of a larger class. Apple are fruit, and fruit is food, therefore apple is a type of food.\">class inclusion<\/a>\u00a0(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>), conservation and <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1\/category\/1-3-what-is-development-cognitive-development\/\" target=\"_blank\">seriation<\/a>;<\/li>\n<li>tell time with an analog clock (Fig. 2)\u00a0\/watch;<\/li>\n<li>tell the difference between <a title=\"Example: It\u2019s a fact that Ms. Green is my teacher. It\u2019s my opinion that she\u2019s a good teacher.\">fact and opinion<\/a>;<\/li>\n<li><a title=\"Example: I just learned complex math problem, I will use my prior knowledge in math to try and solve these problems.\">access prior knowledge<\/a>, in order to link newly acquired knowledge to it;<\/li>\n<li><a title=\"Example: I want to buy the new Harry Potter book. Therefore I will save my allowance and will not spent it on other things in order to save enough money to buy the book.\">clearly describe a goal, and how they are planning to achieve it<\/a>;<\/li>\n<li><a title=\"Example: when someone says: I am too tired to work, the child can say: are you saying you are going to stop working now, because you are tired?\">paraphrase what others are saying, in order to make sure they \u201cgot the message;\u201d<\/a><\/li>\n<li><a title=\"Example: when reading a story, the child tries to understand why someone did something, what their motive was.\">analyze an idea in order to truly understand what it is about<\/a>.<\/li>\n<\/ul>\n<div style=\"text-align: center;\"><a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/files\/2011\/11\/graphicorganizers.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-256\" src=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/files\/2011\/11\/graphicorganizers.jpg\" alt=\"graphic organizer\" width=\"216\" height=\"184\" \/><\/a><\/div>\n<h5 style=\"text-align: center;\">Figure 1. Graphic organizer<\/h5>\n<div style=\"text-align: center;\"><a href=\"https:\/\/farm4.staticflickr.com\/3322\/3196171196_41fefd580f_m.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"https:\/\/farm4.staticflickr.com\/3322\/3196171196_41fefd580f_m.jpg\" alt=\"analog clock\" width=\"240\" height=\"180\" \/><\/a><\/div>\n<h5 style=\"text-align: center;\">Figure 2. Analog clock<\/h5>\n<h4>Did you know?<\/h4>\n<p>Children at this age love to evaluate ideas, and let you know what they think. Of course, some of the principles behind whether or not an idea is good may not always be sound. Despite that, this is a sure sign that children are now quite capable of looking beyond the \u201chere and now\u201d when they are trying to think and reason.<\/p>\n<h5>see <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_References.pdf\">References<\/a><\/h5>\n","protected":false},"excerpt":{"rendered":"<p>Ages 10 to 12 years are a great time for cognitive skills (see full Glossary). The children\u2019s thinking is progressing nicely and they are getting ready to start thinking and reasoning \u201clike adults do. They are now able to look at situations from different angles and understand that most situations have more than one aspect. [&hellip;]<\/p>\n","protected":false},"author":430,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[429882],"tags":[],"class_list":["post-199","post","type-post","status-publish","format-standard","hentry","category-4-2-ten-to-twelve-6-12-cognitive-development"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/199","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/users\/430"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/comments?post=199"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/199\/revisions"}],"predecessor-version":[{"id":349,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/199\/revisions\/349"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/media?parent=199"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/categories?post=199"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/tags?post=199"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}