Community Center Proposal Order 796325
Student Name
Institutional Affiliation
Community Center Proposal Order 796325
In their growth and development, children pass through a significant and interesting process. While parents assume the largest role in child upbringing, there has been a paradigm shift in which employers and community centers are more interested in a child’s growth and development (Neller, Markov, & Russell, 2006). As such, the purpose of this proposal is to ask for parents’ consideration of some of the well-founded opinions and observations in the process involved in the Piaget’s stages of cognitive, physical, and emotional components child’s growth. The specific classrooms where children fall as they grow are Infant, Toddler, Early, Middle/Late, and Adolescence. However, this paper will examine three activities that address cognitive development in the age groups and consider the infant room, early childhood, and adolescent rooms of my center.
Infant Room
Of importance to note is that during this stage, children start to develop psychomotor skills. As a result, the activities I would choose in this room revolve around movement and actions that allow the child to explore the immediate environment. Firstly, “tummy time,” where children or toddlers are left to lie on their tummy on the floor space and be encouraged to crawl, roll, and play. As noted by Piaget, at this stage, children gain cognitive understanding through sense and actions. As such, the activity would give the child a platform to explore, roll, and move around, which triggers learning and understanding more about the surroundings.
Early Childhood Room
In this stage, children start to understand themselves better, and hence, the activity I would choose for them is “Dress-up.” During this activity, the children have the option to wear different types of clothes. For instance, when they are going for swimming, the children should strictly select swimming costumes. The children can use the available clothes to demonstrate the kind of ideas or images they want. According to Piaget, children in this stage try symbolic representation intended to provoke the caregivers (Mossler, 2014). Fundamentally, such activity enhances their cognitive abilities because they are able to imagine and create different environments for their own. Besides, such an activity would enable the children’s psychosocial development because it would offer an opportunity to imagine, discuss, and play with their peers.
Adolescence Room
The activity I prefer for the adolescent stage is story-writing time. To make these activities happen, the children are provided with a variety of topics for them to thing over them and consequently jot something down. When they have taken enough time to contemplate and write their stories, they are encouraged to share them with their peers. Notably, by writing and telling out their stories, they continue to enhance their psychomotor skills. Such an activity is not devoid of cognitive development (Mossler, 2014). The children in this room tend to comprehend why some things occur or appear as they are. The adolescent group can continue to fine-tune their deductive and abstract reasoning capabilities and hence cognitive skills as propagated by Piaget. It can be noted that, by doing activities such as debate team and chess game sets, the adolescent can consider different sides of situations, which helps them substantiate what they believe.
Conclusion
This proposal is a skeleton of the activities that we will provide children who come seeking for services in our facility. Even though I have provided examples of what the children would be doing in the enhancement of their overall growth, this only but the start. Our community center is determined to provide children what they need as they transition from one classroom to the next. It is my hope that the support that you are going to grant, coupled with what we can do, this vision will be a reality.
References
Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/
Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction: Professor Plum teaches logic. Retrieved from http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf