Differences Of Social And Cognitive Interaction Between Preschoolers

Physical set up of the room The room was divided into different clusters for different types of social and cognitive interactions to be encouraged. For instance, there was a block area, a coloring station, a reading area, and a snack area. Each of these places promote different types of social and cognitive interactions such as cause and effect reasoning with other kids, classification, and how to be a friend. I feel that separating out these areas like they did helps encourage all types of social and cognitive interactions between the preschoolers. I feel that doing it this way is the best way because then the preschooler is exposed to all different types of situations and would not be lacking in an area that might have been left out. In …show more content…
This kid was sitting there the whole class trying to figure out this puzzle without moving an inch. This action showed that this kid had a very strong attention span to try and solve the puzzle by himself. Usually kids loose attention on this quite fast unless it is something that really want to pay attention to. It was rare to see a kid stay in one place the entire class while most of the kids were moving around changing activities several times. Secondly, trying to solve the puzzle even with the inlayed picture behind it shows that the kid is limited with the cognitive ability of irreversibility. When I first saw the kid playing with the puzzle I initially thought nothing special about it. However, as the class went on I realized that what we talked about in class showed up in this kid, trying to do a simple task for …show more content…
The kid did this a few times trying to balance all the blocks on the moon at once before picking it up and putting it away. He was never successful in trying to balance all the blocks at once. This shows that the kid had a smaller attention span then the other kids. However, the kid might have just had no interested in that toy which could be a factor as well. In addition, the kid was practicing his cause and effect reasoning when playing with this toy, because he was trying to understand if he places this block here and that block there what would happen. Seeing this justified what we learned in class that kid’s attention span varies between what they are interested in. Secondly this interaction with the blocks gave me a clear example on how kids can learn this cause and effect reasoning with simple blocks. Before I only thought it could happen between friends or