This course provides a comprehensive exploration of cognitive and language development in children. It covers key theories, milestones, and factors influencing cognitive and language development from infancy through adolescence.

This course continues from ECCE111 with a sharp focus on the cognitive and language development of children.  Theories and perspectives are introduced: Piaget, core knowledge, Vygotskian perspectives, and an information-processing perspective.  The concepts of intelligence and language development are also discussed, including general principles of linguistics and (second) language acquisition, concluding with a basic language study of a child.

Upon completion of this course, learners will have a deep understanding of the cognitive and language development processes in children. They will be able to apply this knowledge to support and promote healthy cognitive and language development in various settings.

• Cognitive Development
• Information Processing Perspective and Language Acquisition
• Intelligence
• Language Development
• Supporting Children Learn English
• Learning More Than One Language

Upon successful completion of the course, students will be able to:

• Describe and reflect (journalise) on the various theories of cognitive development, including Piaget, core knowledge, and Vygotsky
• Describe the information-processing perspective of cognitive development, focusing on its application to language acquisition and areas of academic learning
• Define models of intelligence and their measurement (tests)
• Design activities emphasing the promotion of creativity in young children
• Define and describe the five components of language and apply the knowledge to devise activities for language learning, including dual language learners
• Describe and demonstrate understanding in the various theories and aspects of language development, including pre-linguistic, phonological, semantic, grammatical, and pragmatic development, as well as metalinguistic awareness
• Describe the challenges and guidelines for children learning two languages, including a rough design of language activities that addresses bilingualism
• Practise the use of various protocols for observation focusing on language development
• Observe the child’s development process: cognitive and language development
• From observation techniques and processes, authentic assessment, and ongoing evaluation to develop a portfolio (child study) and his/her cognitive and language development.

• Lecture/presentation
• Discussion
• Individual assignments
• Slide presentations, videos, and visual representations
• Facilitated group work
• Facilitated observations and recording activities
• Supervision of hands-on creation and conducting of learning centre activities

To apply reach out to admissions@plvan.com