The growth and development of children are always tremendous within the first five years in the four major development areas. The major development areas comprise of language and communication, social/emotional, physical and cognitive. Cognitive development focuses on how a child thinks, explores and figure issues or things out. Cognitive development among children is the development of skills, dispositions, knowledge, and problem solving which is essential in understanding the world around them. As teachers are also part of the world, they often ask their learners questions every day, and they expect to evaluate understanding through the quality of the answer. In a class, specific questions are simple to answer while others require critical thinking before they are responded to.  Bloom’s taxonomy is vital in assisting teachers to compose questions on different levels of thinking which ranges from lower to higher levels of cognitive thinking. Bloom’s Taxonomy applies the principles of cognitive development among learners to enhance the learning process.

Blooms Taxonomy

Bloom’s taxonomy can be used to teach students by college instructors and K-12 teachers effectively. The framework of Bloom encompasses six main categories which are applicable in the everyday learning activities. Bloom’s Taxonomy was established in 1956 to promote high levels of cognitive processes among learners. The core thinking skills that learners can develop encompasses analysis and evaluation of concepts, and this has been used commonly while designing training, educational and learning processes.

The domains of learning

There are three domains of learning that was recognized to be significant in educational activities. The domains consist of cognitive which is the mental skills of the learner, and this is generally the knowledge. Learners can also be affective and show development in feelings which can affect educational concentration. The final domain was psychomotor which are the physical skills. The taxonomy of the learning behaviors which have been categorized as knowledge, skills, and attitude are often the goals in a learning process. Just the same way a child passes through the Piaget stages of cognitive development such as sensorimotor, pre-operational, concrete operational and formal operational stages, a child must pass through every domain of the learning process. Educational activities are mainly aimed at developing various skills and knowledge among learners, and they are likely to perform this in the stages as recognized by Bloom. A teacher must understand that there is a stage when a learner can develop a particular skill and hence plan adequately for their lessons.

Cognitive domain

The cognitive domain comprises of knowledge and the development of intellectual skills such as recognition or recall of particular concepts, facts, and procedural patterns. The ideas that a learner gets in a class or the teaching process is essential to enhance their skills and abilities. Six of the cognitive processes were proposed by Bloom to assist in educational and learning activities among the children and adults. The first cognitive domains were later revised, but they still had the same meaning with only certain extended areas.

Knowledge involves the ability of the learner to remember facts that are taught in class and this is possible through retrieving or recalling information that is learned in a class. The learner should be able to recite safety rules, recite policies and even quote prices from memory to a customer. The second domain in the cognitive process is comprehension which was later revised to understanding.  At this point, the learner should be able to develop a skill in comprehending meaning, translation and interpreting problems and instructions. Learners should be able to explain a concept using their own words and even participate in cooperative learning. Another cognitive domain is the application which was later revised to apply, and it should assist in understanding how the learner can use a specific concept to address another situation, and at this stage, there is abstract reasoning. The learner can apply what was learned in a classroom into a workplace or in responding to social problems.

The analysis which was later revised to analyzing is a cognitive domain which encompasses the processes of separation of concepts into component parts so that the structure is well understood and also be able to differentiate between inferences and facts. For example, the learner can acknowledge logical fallacies and reasoning and can obtain information and choose relevant tasks for training. The synthesis domain was later revised to evaluation, and at this point, there is formal operational reasoning where an individual is now able to make coherent judgments on situations and differentiate the value of ideas or materials. An individual can choose the best and the most effective solution and even higher qualified candidates through diligent evaluation skills. Finally, there is the evaluation which was revised to creating and at this stage a person can establish a structure from diverse elements. For example, designing a machine to perform a task or integrating source to assist in problem-solving.

Conclusion

In conclusion, the cognitive development from the Blooms Taxonomy provides an opportunity to explore how learners can apply their knowledge, skills, and emotions in every step of development. There are six stages of cognitive development encompassing of remembering, understanding, implementing, analyzing, evaluating and creating. Bloom’s taxonomy has a revised version which can assist educators to develop the learning and development of skills among learners. The knowledge and skills acquired in the Blooms taxonomy can be used by educators to design educational learning and training activities.

 
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