There is not even a single day of life in which children don’t learn. The functionality of brain is superior in early childhood and children tend to grasp information rapidly (Nelson, 2009). The purpose of this paper is to exemplify the learning and development process among children. Keeping in view the idea of cognitive development; what are the pragmatic constituents that accumulate in the brain progression process are highlighted. Learning through social context is also elaborated by making relationship with the people around child. The impact of culture upon thinking process is exemplified for better understanding. Moreover intelligence upbringing, brain structures and infant abilities are critically analyzed by presenting logical examples. The principal element; children’s thinking development is precisely illustrated too. Critical analysis along with conclusion is illuminated for revealing the picture crystal clear. Pragmatic Constituents The spectrum of cognitive development is vast and cosmic. The stimulation of objects around children changes thoughts prototypes in minds. Perception is fundamentally the beginning phase. The perception basically expands knowledge about perceiving things roughly and creating image into mind. Perception can be further classified into four essential parts; visual perceptions, pattern recognition, object recognition and face recognition (Stiles and Trauner, 2012). Visual perceptions is observing entities randomly and making discernment about them. Pattern recognition deals with the erratically changing patterns of human beings. Face recognition gives insight to child to identify the people who have significance in his life; for instance mother, father, siblings. Object recognitions deals with the articles identification. The cognitive development is vitally dependent upon these steps (Chandler and Aloa, 2010). After perceiving things; attention is the second vital pragmatic constituent. Attention precisely deviates with respect to connotation. Children are diverted to those possessions that they assume are important. The memory part is the next phase. Memorizing things around consists of four basic parts; learning, emotional memory, aging and memory and long term memory. The short term memory remains in mind for few minutes meanwhile sensory memory remains for few seconds. Learning allows remembrance of objects. The emotional memory is directly affiliated to parents, siblings and the things with which child are familiar with. Aging matures memory process and children reminiscence is improved accordingly. The formation of long term memory in brain incurs by the time. Children memory is swiftly strengthened by time (Bjorklund, 2011). The memory process leads to language understanding phase. Memory basically leans to understanding and speaking of the certain language. Initially children are unaware about language therefore use hand gestures and make random voices but gradually learning behavior improves their mental abilities. Thinking patterns are reformed after the child’s age is two years. The opinion making is toughened and children perilously make views. The opinion building process is directly affiliated with memory and perception phase; without those two decisive phases, children’s cannot make views about anything (Bromley and Baker, 2010). According to Barac and Bialystok (2010), the thinking phase consists of concept, decision making, reasoning
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(Early Childhood Cognitive Development Research Paper)
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