Techniques for cognitive development of child at early ages

The purpose of this study was to explore teacher's understanding and practices regarding techniques for the cognitive development of the children at ECED level. This study describes the brief background of the context of the study, teacher's profile, review of available literature, methodology used for the study and major finding of the study along with recommendations. Several theories on cognitive development have been described in literature which emphasized on the importance of using specific techniques of teaching to develop children's cognitive skills and capabilities at early ages. The study employed a qualitative mode of research and field work was carried in the First ECED based school Aliabad Hunza. One teacher of grade three was selected as participant along with her students. In this study we use interview and observation as the methods for data collection. The selected teacher was interviewed twice and observed in the classroom in action for more than six times. Interview transcripts and observation notes were compiled for analysis and read and reread using various themes that emerged from the research question. Final findings and conclusions were drawn on the basis of analysis that involved a comparison between various themes and sub-themes. The finding of this study revealed that the teachers are aware of the concept of cognitive development and techniques required to ensure appropriate development of cognitive skills in young children. It is revealed that the teacher used several teaching techniques relevant to help children acquire cognitive development. However, the study also indicated that due to lack resources and limited exposure to professional development opportunities the teacher was unable to use the techniques in their true sprit. Hence, the study recommends that the school management should ensure that the teacher avails professional development facilities to enhance her understanding of the concepts and practices related to cognitive development in young children. The study also highlights the need for conducting further research studies in the real context around the same topics and more importantly action research projects should be conducted with participation of the teachers.