Hi, everyone!
Did you know that integrating cognitive, emotional, social, interpersonal skills and self-regulatory competencies better prepares children for more challenging academic content and learning experiences? -NAEYC, 2020
Why is this so important? As an Infant Toddler Specialist, I meet and hear of many parents who are concerned about their toddler’s cognitive development. Parents often assess that development based on the projects done in childcare, and how many numbers, letters, colors, and shapes their two-year-olds recognize.
What I would like to share with readers is this: The power of play (guided, as well) is all encompassing of the domains of development and is essential to learning. When a child is playing, that child is given the time to navigate the process of self-regulation and experiences natural, innate learning that prepares them for more advanced cognition needed in those picture-perfect art projects, memorizing the alphabet, colors and shapes, days of the week, and months of the year.
Let’s look at a few examples of play to see how social-emotional skills along with higher cognition are supported in a typical toddler learning setting.
When I play in the block area, I explore the concept of shapes, sizes, length, and locations - all relative to learning to read and to do math and to solve problems.
When I do cooking projects, I explore the relationship between the part and whole relationships - basic math concepts
When I paint at the easel, I learn to notice patterns from background which is necessary for learning to read.
When I play with paste, glue, and collage materials, I am strengthening my fine motor skills I will need for writing and competing simple tasks so I can become independent. Soon I will recognize concepts of shape, size, location, and design (reading skills).
When I play in the home center, I improvise and use things in a symbolic way to represent something else - a form of abstract, critical thinking.
When I play with sand, I learn to create systems for classifying, ordering, and arranging my own patterns and symbols (reading and writing skills), and I observe change (science skill).
When I sing songs I learned at school, I improve my memory and sequencing skills that I will need in reading, math, science, and the arts.
When we see that our toddlers are adding one more block to make an even wall for a toy car to rest on, or have memorized a song from daycare, these are signs that cognition is hard at work at the developmentally appropriate level. These are the skills that will support your toddler in becoming an avid reader, mathematician, problem solver, and artist!
For more information on the gradual learning process of infants and toddlers, please call Tiffinie Helweg at 845-473-4141 ext. 217 or email thelweg@gmail.com
