Cognitive development is a study of thought construction, which covers remembering, information processing, decision making as well as problem solving in the human growth. ‘Piaget’s theory of cognitive development’ by the French psychologist, Jean Piaget, is one of the most influential and comprehensive theory studying about the ’progress of human intelligence’.
According to Piaget (1936), four stages are set in the cognitive development.
The first is the ‘Sensorimotor stage’ of the infancy, the knowledge of the infants is developing and founded by their limited physical interactions and sensory experiences. The second is the ’Preoperational stage’ of the early childhood, kids ages with 3 to 6 start using memory skill and developing imagination. They are self-centered and thinking in a non-logical and non-reversible style. The third is the ’Concrete operational stage’ of the elementary and adolescence, children between 7 and 11 have gained a better mental operation. They start thinking in logical sense, acting and solving problems in a systematic manner. Thinking in egocentric disappears. The fourth is the ‘Formal operational stage’, children aged 12 to adulthood have developed thinking in an advance, efficient and complex way. They are characterized by logical thinking and systematic scheduling.
Figure 1: the operation and relation between assimilation and accommodation
Piaget believest the knowledge of each individual is consisted by pre-existing schemas. The schemas are modified by two complementary processes, which are termed as assimilation and accommodation. In assimilation, we get the unknown information or new experience from the surroundings, and then incorporate them into our innate schema. For accommodation, we change our own schema to accommodate the new knowledge. Cognitive development is making an effort to achieve a balance between the two terms.
In short, the theory of Piaget is built and founded by the” biological maturation” (McLeod, 2018). It concludes that children are learning actively through exploring and experiencing in the gradual developing stages. Reading picture books is a good curriculum in the area of discovery learning.
On the other hand, it is commonly acknowledged that the intellectual ability of a child is built by two determining factors, which is the ’heredity’ and ’environment’ (Encyclopedia of children’s Health, n.d.). Even though the genetic inheritance of a child cannot be changed, his or her intellectual ability can be fostered and enhanced by many various methods. During the early age of children, parents can stimulate their cognitive interest to explore and investigate their surroundings by appropriate learning materials and valuable experiences. In other words, a supportive backup and environment can offer an essential advantage in the cognitive growth of children.
Books and Cognitive Development
Picture books offers children the background knowledge of their fresh world. The interesting combination of texts and illustrations help them to hear, to see, to read and to sense. Many researches have proved reading picture books can improve and strengthen the cognitive growth of children as below:
Reasoning and Problem Solving
Young children are curious of everything and attempt to ask why things work or how things exist. It shows that they are strongly want to reason and resolve problems. Reading books aloud to children can utilize thought-provoking questions as teaching materials. Instead of just seeing the appearances of events, teachers can help to explain the natural backgrounds or causes of each phenomenon (Kieper Truongt, n.d.). Besides, picture books can also be used as tutors about problem solving. Children will deeply enjoy to think and solve the problems related to their beloved picture characters.
Memory
The memories of young children are mostly affected by the prior knowledges. They can absorb new things and concepts more efficiently if they have got relevant knowledge about the things before than they only notice a little about them. While reading books aloud, teachers can connect the story to the daily lives as well as the personal experience of students. Children can learn by repeating important concepts. Their current knowledges learned organizes with the past experience and reform into a new understanding (Kiepert Truongt, n.d.).
Concentration and Discipline
Reading books to children is an amazing bond with parents and children. It offers them an opportunity to share and enjoy together in regular base. Relationship in family can be further tightened while children expect and trust the coming time of reading. In fact, reading to children provides them a feeling of well-being. The sense of intimacy and love bring a positive effect in their growth. Above all, arranging regular reading schedules can increase the concentration and discipline of children. While introducing regular reading to them, they are willing to sit still and focus on their beloved picture book. In fact, an ideal comprehension ability develops with strong self- discipline and high concentration (Children’s Bureau, 2017).
Imagination and Creativity
Picture book is an art of aesthetic enlightenment. Evoking emotions is the most important contribution of picture books to students’ cognitive development and aesthetic learning (Keifer, 1995). Greene (2001) points that aesthetic is a term of philosophy that it involves idea, feeling, imagination and their connection to recognition of the world.
Picture book is a multi-sensory literature which is interactive with readers. Young readers have natural potential to create and imagine their own dreams. Through the interaction with books, their creativity and imagination are further enhanced.
Books and Language Development
According to Krashen (1988), “motivation, self-confidence and anxiety” are the factors behind language learning. Language development can be obstructed by” high anxiety, low self- esteem and low motivation. Neuman and Koskinen (1992) points out that picture books provides an optimistic environment for students to learn freely. They are willing and feeling free to make attempts under enjoyment and fun.
The language skills, including listening, speaking, reading and writing, are the set of capabilities for comprehension in human interactive communication. Many researches have proved picture books are significant for language acquisition.
Listening
Listening skill is a key component involved while engaging in reading. Children start to aware the phonics as they learn to hear, recognize and master the sounds about oral language from reading picture books (Seplocha & Strasser, 2007). As most picture books are drawn in phonological base, the songs, rhymes, rhythms, poems and alliteration are also useful for teaching children in further reading as well as writing (Seplocha & Strasser, 2007).
Speaking
Wang (2000) mentiones that skill of speaking and use of story grammar can be cultivated by reading picture books. Story grammar is the principles of creating a story, including the setting, causes, problems involved, solutions, effects and the endings (Norbury & Bishop, 2003). Ellis (1997) explains that the ability to retell a story by application of story grammar implies a better mastering of the book meaning. The integrated techniques of language learning, including listening, speaking, reading and writing can be also enhanced by the retelling task (Enright and McCloskey, 1985). In fact, retelling story offers another valuable platform for the communication of the listener and the teller.
Vocabulary and Writing
Rich vocabulary with support in known or unknown text can be provided in children’s picture book. Activities about Introduction of new vocabulary, dialogue of key words and idea provoking are included while reading that all of them are beneficial in writing. Picture book is a natural path, which acts as a motivation and encouragement in student’s writing (Paquette, 2007). They are rich resources of inspiration for children to generate themes in writings. According to Johnson and Giorgis (1999), the characters and events in the picture story can stimulate ideas. Students can explore surroundings and discover new things from the reading experience. The content of picture books is comprehensive with mixed genres that mostly focus on grammars and structure. They are useful demonstrations, prospective and references in improving writing skill (Seplocha & Strasser, 2007).
Visual Literacy
Visual literacy refers to the ability to understand, interpret and communicate with visual images correctly. Picture books can cultivate the visual literacy of children. Wolf (2003) mentions that the illustrations in picture books teach us “where to look”, “what to look for “and “how to feel “. Children comprehend the messages by various medias, different artistic approaches as well as a lot of pictorial elements such as color, line, size and shape. Visual grammars are employed by the illustrators to create atmosphere, seize the attention and emotions of students. Therefore, reading picture books is an aesthetic education. Eisner (1993) reminds that lacking of training in aesthetic education is harmful to the growth of children. Visual learning takes a significant role in the human growth that we are enabled to develop and enjoy diverse meanings in the world (Eisner, 1993). Good visual literacy skill implies a good comprehensive reading skill which is crucial in the language development.
Books and Social Development
Social development refers to the children’s development of friendships or relationships. Good social abilities enable the toddlers to learn new words efficiently, help the high school students to resist peer bully and lead adults to achieve goals successfully (SCAN, n.d.). A happy circle of peers with good experiences can provide the comfort and build the self- esteem of children. Children with strong self-esteem have a better power to resolve difficulties and conflicts.
Social development needs adequate thinking, listening and oral skills to understand the guiles which are required during social interaction. Since picture books are able to cultivate the language skills, evoke a sense of self-awareness and offer a relax learning atmosphere, they are essential and efficient vehicles to drive and develop the social skills of children.
Communication
Children can enhance communication skills by reading and sharing books. At the same time picture book stories can reinforce children the different ways of communication. Many researches mention that good communication abilities can adjust different challenges and set a healthy and happy relations with other. Children with bad relationship with peers are likely to experience poor academic problems and results (Grayson, 2017).
Modeling
In most picture books, there are central and identified characters whom children are caring about. Since the characters are credible and trusted in personalities, they are unforgettable and may become friends in the growth of children (Schwarcz,1991). Good picture books can evoke children a strong emotion by giving then strong characters they like to care for. Therefore, characters in picture books can teach and model good social skills to children. Children understand some truths about what can be done, what cannot be done or even what king of results will be if done. Even the characters with bad behavior can teach children what are “inappropriate”. Besides, picture book is a kind of humor to look at life. Interesting picture books can transform all the setbacks into a warm, kind and bright story. Children can get a positive influence to treat adversity with a humorous attitude.
Figure 2: The book” Guess How Much I Love You” teaches children about self-regulation.
Figure 3: ‘‘Fancy Nancy’’ is the beloved character of children.
Exploration of Diversity
Picture books express messages through rich and abundant illustrations without regional boundaries. They are important channels for children to recognize about cultural diversity. Reading picture books about the own culture of children can assist to develop their own self-confidence while reading other cultures others can broaden the horizon as well as learn to appreciate the differences (Grayson, 2017). Young children can learn diversity through high-contrast illustrations with a story line in the picture books without texts.
Figure 4: The book ‘‘Fiesta Babies’’ Shares Latin culture
Figure 5: The book ‘‘Yum Yum Dim Sum’’ talks Asian culture
Empathy
Empathy is to share the feeling of others or to experience by imagining at the position of others. Thinking about others to show sympathy is an abstract concept for the young children. Good picture books are able to teach the concept through visual elements and the comprehensive storylines. Reading the books about emotions and feelings, relating them to thinking and actions, is great to teach about social cognition (Grayson, 2017). In the world of children picture books, all things including plants and animals can be anthropomorphized. Children can cultivate the empathy as everything is sensible. They will share another’s feelings and emotions just like their own.
