Cognitive Development in Children ages 2-5

Cognitive Development is a field of study in neuroscience and psychology. These sciences focus on how children develop in terms of information processing. The largest portion of this science is to try to understand how children conceptualize the world. You may possibly have heard of Jean Piaget as he was a major force in his "theory of cognitive development."

24 months to 30 months (from 2 years to 2 ½ years old) Descriptions of things may be understood. A parent speaking of a big, soft teddy bear is a type of description that may be grasped, for example. Recognition of letters of the alphabet starts to occur. One color may be able to be identified. Pronouns such as I, me, you, and others may be used. Doll body parts (6 of them) may be able to be named. Likes and dislikes may be verbalized. “Why” may be asked quite often. When asked to share toys, the child may do as asked. Words may be joined together in order to speak simple sentences.

30 months to 36 months (from age 2 ½ to 3 years old) Children in this age bracket may be able to recite their names. A deeper recognition of the alphabet may occur. Two adjectives may be used when the child is describing something or someone. The use of prepositions such as on, in, over, and others may start to be implemented. Simple conversations may be able to be held. The child may be able to name one of his/her friends. 75% of what the child speaks may be clear enough to be understood by others. A great mix of emotions may be expressed. A few colors may be named. Leavings parents may be done without too much separation anxiety.

36 months to 42 months (from age 3 to 3 ½ years old) Descriptions of actions occurring in a book may be verbalized when the child is asked questions such as, “What is happening?” The location of a special friend of the child may serve to influence where the child chooses to play. A high degree of curiosity over things the child sees may be present. Parent role playing may take place (with a doll) and pretend telephones may be “created” and “used” out of toys. When looking through a story book with a friend, two children may giggle as they retell the story together.

42 months to 48 months (from age 3 ½ to 4 years old) Complex questions may be able to be correctly answered. For example, the child may be able to answer the question “What did you just do?” presented to him/her. Dramatic play between children may be engaged in. For example, the children may pretend they are putting on a play where each child is assigned a role.

48 months to 54 months (from age 4 to 4 ½ years old) At least 3 colors may be recognized at this age. Differences in people places. He may be able to tell that a cat weighs less than an elephant. After hearing or seeing 4 digits, the child may be able to repeat them. The concept of opposites may be grasped. He may understand that his sister is a girl and he is a boy. He may also be able to remember a maximum of 4 objects, and repeat them back. Also, he may be able to copy a letter or square that someone draws. This is when a child starts asking a million questions. Why is the sky blue? why can't I have ice cream, why do dogs bark?

The concept of being accountable for his actions may begin to be understood. For example, the child may understand that slapping the dog in its face was what caused the dog to growl and show its teeth. The idea of fairness may be both understood and incorporated into ideas the child has. The child may say, for example, something like “It is not fair my brother gets ice cream for doing chores and I do not!” Others who misbehave may be confronted by the child as well.

54 months to 60 months (from age 4 ½ to 5 years old) Children this age may be able to incorporate sequence into memories of events they have. They may be able to provide the answer to the question “What is your mother’s/father’s name?” The child may use counting to help him/her answer questions he/she is asked. The numbers 1 to 10 may be understood if they are associated with items. Additionally, when the child is counting to 10 he/she may do so out loud and also point to an object that corresponds to each number. Activity around the child may be studied and classified. The concept of things belonging to a category may be understood. For example, the child may understand that an apple belongs to the category fruits. Grammar skills may be improved. Future tense of verbs may be used. Objects may be able to be matched based on their weights by use of the touch sense.

60 months to 66 months (from age 5 to 5 ½ years old) Children this age may now know all the colors that exist. Counting past the number 10 may happen. The child’s first name may be able to be correctly spelled. More than just one simple shape may be able to be duplicated. Adherence to rules may be important to the child, but the willingness to cheat may present itself.

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