Free Essay. Curriculum Activity Cognitive and Language Development

Individual development and growth are sequential and influenced by age and environment. Different stakeholders are involved in the development of people at different stages through the application of varied professional scopes. That aims to identify the abilities and challenges of an individual regarding mastery and completion of tasks. The education sector has established well-stipulated processes towards activity cognitive and language development in children. Below are lesson plans for an infant (from birth to twelve months), toddler (one year through to two years), and preschooler (three years through four years) education stages under their cognitive development.

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Cognitive Development

• Level: Infant (birth to twelve months) Subject: Identifying pictures
• Overview and purpose: This lesson aims to identify the infant's ability to look at the correct picture when an object is named.
• National and state standards: The standards dictate that learning and development should be inclusive of all children.
• Objectives: By the end of the lesson, the learner should identify the picture after an object is named with guidance from the teacher and develop more positive interactions.
• Psychomotor cognitive-affective: Interpersonal development (Cavanaugh et al., 2016)
• Materials used: Picture cards, picture books, magazines, dailies, tablets and laptops
• Introduction: The teacher to introduce the lesson by guiding the learners to place the pictures in the table securely.
• Verification: The teacher names the ability of the learner to look at the correct picture.
• Learning activity: The teacher will distribute the learning resources to the learners to create a learning environment and influence their curiosity.
• Informing task: Learners will be listening to the teacher mentioning names of pictures on their tables and identifying them by looking at them.
• Extension task: The learners will be looking at different pictures the teacher has named following a sequence.
• Refinement task: The teacher will name an object repeatedly to help the learner focus attention on the required pictures.
• Application task: The teacher triggers the learner's ability to apply their knowledge in finding missing objects to identify objects named by the teacher by looking at them correctly.
• Lesson review: This lesson emphasizes the relationship between finding missing objects and identifying named object activities.
• Lesson pre-cue: Rub back to congratulate the learner and build self-esteem
• Level: Infant (birth to twelve months) Subject: Gesture and actions imitations
• Overview and purpose: This lesson aims to identify the infant's ability to imitate the teacher's gestures and actions.
• National and state standards: The standards dictate that learning and development should be inclusive of all children.
• Objectives: By the end of the lesson, the learner should master imitation skills by imitating gestures and actions as guided by the teacher.
• Psychomotor cognitive-affective: Interpersonal development
• Materials used: Screens to play video clips and pictures portraying different actions
• Introduction: Teachers guide the learners to secure sufficient space for the lesson activities by arranging them.
• Verification The ease of the learner to imitate the teacher’s gestures and actions with minimal assistance.
• Learning activity: The teacher displays the learning resources and imitates the gestures and actions displayed to trigger their desire to perform the tasks (Cavanaugh et al., 2016)
• Informing task: Learners to observe the teacher and imitate the gestures and actions
• Extension task: The learner to imitate a series of the teacher’s gestures and actions.
• Refinement task: The teacher can replay the video clip, display the picture for a longer time, and repeatedly demonstrate it.
• Application task: Teachers enable learners to apply observation skills to imitate gestures and actions.
• Lesson review: This lesson relates the learner's observation skills to the imitation of gestures and actions.
• Lesson pre-cue: Rub back to appreciate and motivate the learner to anticipate for more lesson activities.
• Level: Toddler (twelve months through two years) Subject: Sorting objects by shape and color
• Overview and Purpose: The purpose of this lesson to identify the ability of the learner to identify and sort objects according to their shape and color

National and state standards: learning and development should be inclusive of all children.

• Objectives: By the end of the lesson, the learner should be able to sort objects by their shape and color as guided by the teacher with ease.
• Psychomotor cognitive-affective Emotional growth and interpersonal development
• Materials used: Boxes, cubes, pebbles and cards of different shapes. Toy cars, dolls, balls and feathers of different colors.
• Introduction: The teacher to arrange learners in groups.
• Verification: The ability of learners to sort items by shape and color.
• Learning activity: Teachers distribute the learning resources to the groups to provoke their curiosity hence creating a learning environment (Razak, 2019).
• Informing task: Learners listen to the teacher's guidelines to sort the objects according to color and shape.
• Extension task: The teacher to ask learners to identify object under a combined instruction. For example, blue squares.
• Refinement task: Teacher to show and name different colors and shapes to the learners.
• Application task: Learner to apply their initial shapes and color knowledge to sort objects by shape and color accurately.
• Lesson review: The relationship between shapes and color knowledge to object sorting.
• Lesson pre-cue: Hands up to caution the learners on noise making.
• Level: Toddler (twelve months through two years) Subject: Scribbling
• Overview and purpose: This lesson aims to identify the learner's ability to use a pencil to scribble on paper.

National and state standards: learning and development should be inclusive of all children.

• Objectives: By the end of the lesson, the learner should use a pencil to make scribbles on a piece of paper for enjoyment.
• Psychomotor cognitive-affective: Promotional growth and interpersonal development.
• Materials used: Pencils, color pencils and sheets of paper
• Introduction: Ensure good sitting posture by the learners with the help of the teacher.
• Verification: Assessment by learners' ability to hold and use a pencil, color pencils, and scribble on paper.
• Learning activity: The teacher to distribute the pencils, color pencils and paper sheets to the learners to create an enabling environment for the activity.
• Informing task: Learners observe the teacher's technique to hold the pencil and make marks on a piece of paper.
• Extension task: Make specific scribbles as guided by the teacher through displayed work (Razak, 2019).
• Refinement task: Guided scribbles made by the teacher.
• Application task: Apply the holding skill to hold the pencil and make scribbles.
• Lesson review: The teacher reviews the previous lesson by displaying the learners' work.
• Lesson pre-cue: Clock cue by making learners know that time will be reduced in case of noise making.
• Level: Preschooler (three through four years) Subject: Drawing from observation.
• Overview and purpose: this lesson is aimed towards identifying and developing the ability of the learner to draw a person from observation

National and state standards: Learning and development should be inclusive of all children.

• Objectives: By the end of the lesson, the learner should draw a person with several body parts from observation as guided by the teacher.
• Psychomotor cognitive skills: Psychomotor cognitive skills are experiential learning skills (Thiemann-Bourque et al., 2016).
• Materials used: Materials used are Pencils, color pencils, a drawing book and a resource person.
• Introduction: The teacher to introduce the lesson by guiding learners to identify their body parts.
• Verification: Assessment is done by the learner's ability to draw a person with body parts with minimal help.
• Learning activity: Distribution of the learning materials to the learners by the teacher to give them an idea of the day’s activity.
• Informing task: Listen to the teacher’s instructions to draw the resource person at the front of the classroom
• Extension task: Draw all the body parts of a human body as displayed through the resource person.
• Refinement task: The teacher emphasizes to pupils the body parts by sketching the human body on the board.
• Application task: Application of the pencil usage skills to draw the human body
• Lesson review: Relate the lesson by reviewing the previous drawing lesson and highlighting the learner’s achievements and tasks.
• Lesson pre-cue: Music box. The teacher plays a track whenever the learners are out of the task until they are back.
• Level: Preschooler (three through four years) Subject: Same and different.
• Overview and purpose: This lesson aims to enable the learner to identify names and differences in contrast to varied objects.
• National and state standards: Learning and development should be inclusive of all children.
• Objectives: By the end of the lesson, the learner should identify the same and different from the teacher's help.
• Psychomotor cognitive skills: Experiential learning
• Materials used: Spoons, pencils, erasers, bottles and pebbles.
• Introduction The teacher to introduce the lesson by arranging learners in groups.
• Verification: Learners' ability to identify objects in a group as the same or different correctly (Thiemann-Bourque et al., 2016).
• Learning activity the learning activity is Grouping and distribution of different objects to the learners' groups.
• Informing task: Listen to the teacher’s instructions to identify the group with the same objects and different objects.
• Extension task: It is identifying several groups of objects with different and same objects by the learners.
• Refinement task: Emphasis on the same and different by the teacher shows the same and different objects to the learners.

Conclusion

Lesson plans help to capture the classroom activities over a period influenced by the age of the learners. The environment determines the early childhood development a child is exposed to, leading to the adoption a "doing" methodology by the PICT model in California. The above lesson plans bring forth the activities involved in the developmental stages of children. That helps to handle an infant, a toddler, and a preschooler related to their abilities and interests due to their sensitive nature. It is recommended to employ such strategies.

References

Cavanaugh, J. M., Giapponi, C. C., & Golden, T. D. (2016). Digital technology and student cognitive development: The neuroscience of the university classroom. Journal of Management Education, 40(4), 374-397.https://journals.sagepub.com/doi/abs/10.1177/1052562915614051

Razak, T. E. A. (2019). An exploration of the impact of picture books on students with dyslexia. Asia Pacific Journal of Developmental Differences, 6(2), 224-261.https://dyslexia.org.sg/images/publications/apjdd/apjddjul2019/APJDD-Vol6-No2-2019.pdf#page=81

Thiemann-Bourque, K., Brady, N., McGuff, S., Stump, K., & Naylor, A. (2016). Picture exchange communication system and pals: A peer-mediated augmentative and alternative communication intervention for minimally verbal preschoolers with autism. Journal of Speech, Language, and Hearing Research, 59(5), 1133-1145.https://pubs.asha.org/doi/abs/10.1044/2016_JSLHR-L-15-0313