Toddler –
Cognitive Development
AVERAGE COGNITIVE MILESTONES
IN THE TODDLER STAGE OF
DEVELOPMENT
One Year Old
 Sounds
 Words
 Finds hidden objects
Two Year Old
 Says about 272 words, phrases,
and simple sentences
 Understands simple directions
 Identifies simple pictures
 Likes to look at books
 Attempts basic reasoning skills
 Understands time concept of
“before” and “after”
 Enjoys coloring and painting
1. COGNITIVE DEVELOPMENT:
A. Shaped by both heredity and the child’s environment.
B. A positive environment that promotes learning and
stimulates the senses.
 Positive interactions with caregivers
 Availability and variety of appropriate playthings and manipulatives
 Plenty of encouragement and positive attitudes
2. Jean Piaget Stages
 Toddler’s are in the end of Jean Piaget’s sensorimotor stage
and advancing into the preoperational stage.
2a. JEAN PIAGET: TODDLER
Sensorimotor Stage – (12-24 months)
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explores and experiments
solves problems
uses imagination
learn through senses/actions
finds hidden objects
(object permanence)
***Provide concrete (see and touch) experiences to make
connections = hands on objects, activities, visual.
2b. JEAN PIAGET: TODDLER
OPERATIONAL STAGE – (2-7 YEARS OLD)
 PRE
 Think in terms of own activities and
what they perceive at the moment
 Learn through imaginative play
 View world in egocentric manner (“MINE”)
 Begin to identify symbols and meaning
 Symbols = words
3. FOUR METHODS OF
LEARNING
a)Incidental Learning = Unplanned learning
b)Trial and Error = A child tries
several solutions before finding
one that works
c)Imitation = watching and copying others
d)Directed Learning = formal instruction
(example – classroom setting)
4. CONCEPT DEVELOPMENT
 As a child learns to think, they begin to organize information
received from their SENSES into CONCEPTS .
 General categories of objects and information.
 fruits, color, shape, animals
 Anything that moves is alive
 dog = all 4 legged animals
 ball = all round objects are a ball
Promoting Cognitive Development
 Giving time and attention
 Take advantage of simple everyday learning opportunities
 Allow time for thinking, exploring, and discovering their world
(problem solving and decision making)
 Give only as much help as the child needs to succeed
 Encourage children to draw their own conclusions – “Let’s find out”
(see and do) vs. giving them an explanation.
 Use Sensory stimulation and concrete learning
 Model problem solving so they can hear how to think their way
to a solution.
 Maintain positive attitude
 Keep explanations simple and on the child’s level
***During this period, most children use 1-3 word/s
rather than whole sentences
5. Language Development
 Reading to a toddler is important for language and cognitive development
 Encourage language development by modeling correct speech
 In early speech/language development, nouns are learned first.
6. TECHNIQUES FOR READING
OUT LOUD (Choose 3)
 Choose age appropriate books
 Reading a story is like putting on a play
 Snuggle up close so all can see
 Keep your focus on the child not the story
 Encourage participation, ie: turn pages
 Explain unknown words
 Point to the words of familiar objects
 Read and re-read as often as the child likes
 Let the child guide the pace of the story
 Read at least 20 minutes every day to your child