Cognitive Development with Books and Shared Reading

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From the moment they are born children are immersed in a highly social world. Parents, siblings, teachers and classmates, are not the only people as part of their social world but it also includes objects and values that are part of their culture each day. A child’s cognitive growth and development is a context of all these things.

However, they are not little adults and still display many cognitive limitations despite huge cognitive gains in the preschool years. Teachers play an important role in preschoolers’ cognitive development as part of their social environment. Teachers can best support preschoolers in their cognitive growth by understanding their advances and limitations in thinking in the Top Pre Schools in Delhi.

Reading quality children’s books that promote aspects of cognition such as reasoning and problem solving, symbolic play, metacognitive knowledge, memory and social cognition is one way for teachers to engage preschoolers’ thinking skills. To encourage cognitive development in each of these areas, the teaching methods, book recommendations and activities in playschools near me can go a long way.

Reason and problem solving

Teachers should pose thought-provoking questions as they read aloud to their students to hone in on the natural curiosity of 3- to 5-year-olds. There are few books which are a perfect opportunity to ask children how and why animals or people might change. Beyond merely seeing superficial changes in the appearance of things, a cognitive limitation often displayed at this age, teachers should try to help children understand the natural causes of phenomena to push their cognitive development.

Using children’s books as an introduction to a problem-solving activity is another technique that teachers can use to promote reasoning and problem-solving in top preschools in Delhi. Using only what is given to them, teachers could present students with “building materials” such as craft sticks, glue, paper and straws and ask them to figure out how to build a house of their own.

Symbolic Play

The ability to engage in symbolic representation is one of the hallmarks of preschoolers’ thinking. For example, a block may become a telephone, or a box may become a car as well. An understanding of the difference between what is real and what is not is shown by preschoolers, unlike toddlers.

In the preschool years, make-believe play should be encouraged by teachers. A good method to inspire children to participate in pretend to play in new or unique ways – is by reading stories that show children or other characters engaging in symbolic play, since children often identify with characters in books. 

Meta Cognitive Knowledge

Metacognition refers to thinking about one’s own thinking. In young children, the ability to explicitly monitor their one’s own learning, or to use mnemonic strategies is rudimentary. For example, preschoolers understand that it is easier to remember a small list of items than a longer one, but would not spontaneously use a rehearsal strategy to remember the list. Children acquire knowledge of strategies that affect their own memory and learning not until beyond the preschool years.

By allowing time for a post-book activity, teachers can encourage children to reflect on their own thinking and learning in top preschools in Delhi. Ask children to draw a picture about a time when they learned something new is also a way, as also, name one thing that they learned from the book. It can help children understand the individuality of their thinking and learning by writing students’ responses on a whiteboard.


Preschoolers’ memories are affected by their prior knowledge at playschools near me. It is important to note that a child at this age remembers new concepts and ideas more easily when they already have a wealth of knowledge about the subject. If they are put into a meaningful context, or if they are learned through hands-on experiences, children ages 3 to 5 will also better remember new concepts.

To help aid students’ memory formation below are some things that teachers can do while reading aloud:

  • Make connections from the story to the children’s everyday lives or personal experiences. Teachers should ask students to recall and discuss a time when they did a particular activity related to a book.
  • Questions that require children to recall an earlier part of the story should be asked.
  • Repeat important concepts. Hearing new information more than once will help them learn and remember it as children learn through repetition.

Social Cognition

Thinking about others and social situations are called Social cognition. Their understanding of how the social world works grow as children gain new cognitive skills. They are better able to grasp why others behave or feel the way that they do by the preschool years as children begin to understand the mind as an entity of thought. They are limited in their ability to understand the perspectives of others even as preschoolers do begin to show “theory of mind,” as this ability is often referred to. But, as children’s communicative abilities begin to increase, this “egocentric thought” declines throughout the preschool years.

A great way for teachers to promote social cognition is through reading children’s books about feelings and how they relate to thoughts and behaviours. 

By allowing children to communicate, play and logic in ways that were not possible in toddlerhood advances in cognitive development during the preschool years are the real deal. Teachers can promote cognitive growth through everyday activities such as story time with careful planning and knowledge of cognitive development during the preschool years at top preschools in Delhi. Opening up a book is similar to enhancing a child’s thinking – as easy as that!

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