Children correctly identified block the blicketand not block

Supporting Children’s Cognitive Development
Studies of cognitive development have led researchers to understand the developing mind as astonishingly active and insightful from a very young age. As early as infancy, for example, children derive theories
to explain the behavior of people and the actions of objects. Being aware of what research has discovered
about babies’ and young children’s cognitive development can help adults who work with children better
support their learning.

Infants and toddlers
Research has shown that what is going on in babies’ and young children’s minds is much more complex
and sophisticated than their outward behavior reveals. Early learning occurs on two levels: the growth of
knowledge that is visible and apparent – language learning, for example, and learning about how objects
work – and the growth of implicit learning, which is harder to observe.

Can make inferences about cause and effect. Young children can experience observations and learning that allow them to conclude that a particular factor X causes
(or prevents) an effect Y. In one study, for example, preschool children were shown a machine and told that “blickets” make the machine go. Block A placed on the machine always made it go. Block B was associated with the machine turning on but only when Block A was also on the machine. Children correctly identified Block A as the “blicket”and not Block B. They were also able to intervene correctly to make the machine stop by removing Block A and not Block B.

Are sensitive to the statistical probability of events. In one set of studies, for example, 11-month-old babies were shown an opaque box full of many red balls and only a
few white balls. The babies showed surprise when balls were poured out of the box
and all of them happened to be white, or when someone reached into the box and
happened to retrieve all white balls. The babies were registering the low proportion of
white balls and recognizing the improbability of these events. However, if the experimenter looked into the box as she picked up the balls, the babies were not surprised
if all white balls were selected. This suggests that babies’ implicit knowledge of theory