Page 124 - Meeting with Children Book

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 Physical/Sensory Motor Development
The interactive map is available at www.yasenik-
graham.com and select the trainee portal button. The
online version includes charts, tables, short video clips, and
additional readings.

Cognitive Development and

Language

As noted by (Linder, 2001) early
cognitive development is comprised of
categories of play, attention span, early
object use, symbolic and
representational play, gestrual imitation, problem-solving

approaches, discrimination/classification, one-to-one
correspondence, sequencing ability and drawing ability.

During middle childhood, previously compartmentalized
concepts are expanded by basic interconnected concepts.
All-or-nothing thinking continues but thinking in opposites
is possible such as up vs. down and big vs small and tall vs.
short. Opposites are observed within descriptions of self
and others and the use of "good and bad" are observed yet
there is no possibility of the child being "good and bad" at
the same time. There is no integration of emotions such as
"happy and sad" but they can now weave together two
emotions such as "happy and excited". The liability in this
age band is therefore the inability to possess both negative
and positive characteristics at the same time. As Harter
(2012) shared of a five year old interviewee "Nope, no
there's no way you could be smart and dumb at the same
time. You only have one mind!" (p. 52).