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Speaker 1: Seven oh two Weekend Breakfast and Parenting with Nicki Bush.

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Speaker 2: Twelve minutes after eight o'clock. Time for us to talk

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Speaker 2: parenting for this week and this morning, we're talking about

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Speaker 2: cognitive development. We often hear about the things that can

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Speaker 2: either encourage or impair cognitive development. Cell Phone screen time

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Speaker 2: over the last couple of years, over the last few decades,

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Speaker 2: has emerged is one of the things that's well unregulated

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Speaker 2: screen time has emerged as one of the things that's

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Speaker 2: impairing cognitive development of children. But why is cognitive development

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Speaker 2: so important? Why should parents be concerned with cognitive development?

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Speaker 2: How can they help kids develop their cognitive skills? Maybe

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Speaker 2: have a question, give us a call on on one one,

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Speaker 2: eight three or seven oh two, send us an SMS

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Speaker 2: on three one seven oh two and your WhatsApps on

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Speaker 2: seven two, seven oh two one at seven oh two.

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Speaker 2: Joining us via zoom is our human potential and parenting expert,

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Speaker 2: Nikki Bush.

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Speaker 1: Nikki, A very good morning.

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Speaker 3: Too, morning dogs.

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Speaker 1: So this one we're talking.

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Speaker 2: About cognitive development, something we hear quite a lot about,

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Speaker 2: particularly among younger children, about the importance of cognitive development

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Speaker 2: that kids. You know, there are things that can either

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Speaker 2: encourage or impair cognitive development. So let's start here. What

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Speaker 2: is cognitive development? Why is it so important?

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Speaker 3: So it's about the thinking patterns helping our children develop

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Speaker 3: thinking patterns and intellectual behavior. So cognitive development in its

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Speaker 3: own right, if you just think about that, term sounds

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Speaker 3: pretty smart and pretty difficult, but it's actually about how

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Speaker 3: our children think. And these thinking skills should enable our

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Speaker 3: children to use thought processes learned in one situation in

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Speaker 3: another unrelated situation or a new context, so to be

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Speaker 3: able to adapt your thinking to different situations, just as

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Speaker 3: we do. You know, as adults, we problem solve all

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Speaker 3: day and we adapt our problem solving skills from context

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Speaker 3: to context. So our children must learn to apply what

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Speaker 3: they learn in any context throughout their lives. And this

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Speaker 3: is the higher order thinking. And it's about, in basic

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Speaker 3: laymen's terms, helping your child to make sense of what

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Speaker 3: he sees, what she hears, what they feel, what they taste,

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Speaker 3: touch and smell. So we talk about perceptual skills often,

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Speaker 3: especially in the early years, how children acquire perceptual skills,

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Speaker 3: and that is all about how they process what they

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Speaker 3: experience in the world. Back to what I just said,

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Speaker 3: what they see here, feel, taste, touch, and smell through

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Speaker 3: their senses. So children are multi sensory learners and now

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Speaker 3: we're taking them up a few degrees to develop those

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Speaker 3: thinking skills.

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Speaker 2: Right, And so it sounds as though that these skills

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Speaker 2: are being developed I guess from quite young, from when

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Speaker 2: they are quite little, and that by the time I

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Speaker 2: guess they are, you know, talking, they are writing, they're

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Speaker 2: in preschool, primary school, that these skills have either been

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Speaker 2: I guess developed and nured or these skills are you know,

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Speaker 2: not yet refined, depending on you know, the kind of

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Speaker 2: environments the child has been raised in.

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Speaker 3: To your point, we need to provide children with a

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Speaker 3: rich learning environment, a stimulating learning environment that really encourages

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Speaker 3: them to be curious about the world around them. And

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Speaker 3: these skills are certainly not all in place by the

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Speaker 3: time your child gets to school. This is something cognitive

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Speaker 3: development takes place on an ongoing basis at different levels

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Speaker 3: of difficulty, shall we say so the complexity of cognitive

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Speaker 3: development skills keeps increasing as your child moves through the

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Speaker 3: education system. Because if you think about university, what we

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Speaker 3: say about engineers is that they are the best problem solvers,

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Speaker 3: which is why many young engineers coming straight out of

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Speaker 3: university are snapped up by the financial services sector. The

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Speaker 3: banks pick up engineers like crazy, and a lot of engineers.

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Speaker 3: In fact, probably most qualified engineers don't land up in engineering,

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Speaker 3: and it's because of the quality of their problem solving ability.

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Speaker 3: This is cognitive thinking and it's a lifelong skill. So,

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Speaker 3: like with reading and writing, cognitive development thinking skills are

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Speaker 3: a gift that we give our children for life, but

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Speaker 3: they are they are skills that get refined over and

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Speaker 3: over again throughout our lives, because even you and I

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Speaker 3: are still refining our cognitive thinking every time we find

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Speaker 3: ourselves in a new situation. Every time we adapt our

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Speaker 3: thinking skills and our problem solving skills to something else,

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Speaker 3: we've added a layer to what we can do. So

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Speaker 3: I think that's the amazing thing about cognitive skills is

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Speaker 3: that they keep developing throughout our lives. But back to

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Speaker 3: your point, the environment is important, and cognitive skills are

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Speaker 3: not just developed at school. They are very much developed

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Speaker 3: in the home setting as well.

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Speaker 2: And so then it sounds as though that as kids

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Speaker 2: become I guess more aware of their environments the people

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Speaker 2: around them. Often we'll speak about people say one of

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Speaker 2: the difficult times is when their kids learn the word why.

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Speaker 1: You know it's raining outside? Why is it?

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Speaker 2: Why can't I go outside? Why do I have to

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Speaker 2: wear issues? Why do I need to go to bed?

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Speaker 2: But that sounds as though that is an example, one

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Speaker 2: small example, a big example of cognitive development of your child,

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Speaker 2: kind of learning about play and kind of questioning things.

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Speaker 2: That that why phase, as tough as it is for parents,

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Speaker 2: sounds like a good a good cognitive development time.

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Speaker 3: Yeah, that's that's probably really when when you become aware

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Speaker 3: that your child is starting to develop their thinking skills,

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Speaker 3: and that question why I can drive parents nutty. But

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Speaker 3: the more your child is asking why, the more you

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Speaker 3: know that they're actually engaging with their world, with their environment.

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Speaker 3: They're being curious about why the sky is blue, why

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Speaker 3: there's a traffic jam, why you know a fire creates heat?

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Speaker 3: For example. So Einstein said that all learning is experience.

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Speaker 3: Everything else is just information, and that's why we encourage

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Speaker 3: multisensory learning, concrete experience with the world. So you mentioned

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Speaker 3: at the beginning of this feature that cell phone use,

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Speaker 3: and I wouldn't say cell phone use specifically, but on

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Speaker 3: screen learning is taking away some of the interaction with

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Speaker 3: the real world for children, and so in the early years,

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Speaker 3: and when I say the early years, i'm talking right

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Speaker 3: up until the age of thirteen, when children finish primary school.

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Speaker 3: We really need to encourage more interaction with the real world,

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Speaker 3: with real toys, with real games, with real objects, with

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Speaker 3: outdoor play, physical interaction with the world as much as possible,

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Speaker 3: because this gives children an understanding of how they interact

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Speaker 3: with the world. Because they are ecocentric learners, everything starts

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Speaker 3: first with me, and that's how they create meaning. So

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Speaker 3: we have three stages of learning. The first is concrete,

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Speaker 3: which was interacting with the real world, say, for example,

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Speaker 3: a real apple or a real a real glass. You know,

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Speaker 3: parents are always saying don't, don't, don't drop the glass.

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Speaker 3: Don't drop the glass. Why thinks the child, Why should

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Speaker 3: I not drop the glass? And it's only when they

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Speaker 3: see a glass actually breaking, whether they dropped it or

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Speaker 3: somebody else did that they realize that this glass can

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Speaker 3: break into a thousand pieces. If they've never seen it

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Speaker 3: or experienced it, they'll never understand why their parents say

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Speaker 3: don't drop the glass. And then we move into the

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Speaker 3: semi concrete, which is the picture of the glass that's

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Speaker 3: full of milk or orange juice. And then we move

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Speaker 3: into the abstract, and the abstract would be the word

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Speaker 3: glass or the letter G or a dot or a one,

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Speaker 3: because there's one glass or ten for ten glasses. So

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Speaker 3: that's how the brain learns from real two more abstract.

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Speaker 3: But if they don't have the example of the real,

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Speaker 3: it's very hard to imagine what reel is if they've

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Speaker 3: only ever heard the word glass. What is a glass?

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Speaker 3: A glass can be filled and emptied, a glass you

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Speaker 3: can pour from a glass, you can drink from a glass.

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Speaker 3: You could put your your toothbrushes and the toothpaste on

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Speaker 3: the basin. And a glass can be round, and it

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Speaker 3: can be tall, it can be short. A glass is

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Speaker 3: generally cold, and a glass can break. So look at

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Speaker 3: all the qualities and the properties of a glass. And

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Speaker 3: then we need to talk our children clever. Going back

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Speaker 3: to what you said about about questions and the question one.

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Speaker 3: Children develop concepts by doing so when they're little, a

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Speaker 3: lot of touching, a lot of exploring, a lot of investigating, experimenting.

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Speaker 3: Even in primary school, a teacher will take the children

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Speaker 3: out into the playground under the trees and they will

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Speaker 3: have to go and find five different kinds of leaves

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Speaker 3: and point out things that they see. So observing the world,

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Speaker 3: investigating and observing. Giving children a magnifying glass so that

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Speaker 3: they can see really tiny things with you know, magnified.

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Speaker 1: So then we.

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Speaker 3: Take them on a journey of naming the things they

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Speaker 3: see and describing them and then comparing things. So in

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Speaker 3: the early years, playing with shape and color and quantity

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Speaker 3: games where there's a whole lot of plastic shapes, for example,

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Speaker 3: and you've got squares and rectangles and diamonds and triangles

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Speaker 3: and circles, but they're all of different colors. So we

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Speaker 3: tell our child to sort and classify. So find me

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Speaker 3: all the circles, Find me all the squares, Find me

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Speaker 3: all the green shapes, Find me all the blue shapes.

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Speaker 3: So now your child is comparing things to each other

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Speaker 3: and according to properties, they are classifying them into groups.

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Speaker 3: Then we'll move into things like once. They can do

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Speaker 3: numbers and shapes exactly the same things. So find all

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Speaker 3: the a's, find me all the consonants, find me all

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Speaker 3: the vowels. Can they group them according to those properties,

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Speaker 3: So sorting, classifying, grouping, analyzing, those are thinking skills, and

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Speaker 3: it's critical thinking skills comparison. And then what we want

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Speaker 3: is for our child to be able to communicate what

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Speaker 3: they've learned. So thattion is then transferring the information that

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Speaker 3: they've learned in different ways, and they do that by

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Speaker 3: suggesting and questioning and evaluating. What is a science experiment.

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Speaker 3: If it is not evaluation, then they have to interpret

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Speaker 3: the results, and then they have to predict what might happen,

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Speaker 3: and then they have to explain. So, you know, we

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Speaker 3: could we could have a really simple way of you know,

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Speaker 3: talking about different groups of things. So take for example,

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Speaker 3: domestic animals. So farm animals and wild animals, why are

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Speaker 3: they different? And so you start having conversations with your

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Speaker 3: child about the differences between those two groups of animals

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Speaker 3: and the animals you find on a farm very much.

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Speaker 3: You know, they eat grass and they drink water, and

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Speaker 3: we often drink their milk for example, or the meat

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Speaker 3: and the chicken, et cetera. So there's a whole process

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Speaker 3: of thinking around farm animals. And then what's the difference

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Speaker 3: between a farm animal and a wild animal. Well, we

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Speaker 3: don't feed wild animals. The wild animals go and find

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Speaker 3: their own food and they're either grazers or their hunters.

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Speaker 3: And then you've got the whole ecosystem of which animal

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Speaker 3: eats what and how. That's the circle of life. So

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Speaker 3: conversation is key to all of this learning and questioning

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Speaker 3: is that technique to promote these thinking skills? And I'm

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Speaker 3: sure you learned about the five w's, the four w now,

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Speaker 3: the five w's and the H at school gigs, So

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Speaker 3: can you remember what that was?

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Speaker 1: Gosh? The turn scores through who, what, when, where? And how?

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Speaker 3: That's correct? So who, what, when? Where?

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Speaker 1: How?

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Speaker 3: And why is the other the other one? And the why?

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Speaker 3: So questions beginning with what and who helped the child

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Speaker 3: to classify things into groups, and questions beginning with where

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Speaker 3: help children to locate things in the correct place? Questions

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Speaker 3: beginning with when help your child to grasp the concept

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Speaker 3: of time and sequence. Questions beginning with why help your

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Speaker 3: child to understand the meaning of cause and effect? And

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Speaker 3: then how helps your child to identify problems and sort

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Speaker 3: out important details? And those questions are questions that we

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Speaker 3: use for the rest of our life.

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Speaker 2: So encouraging your child's curiosity, why is it like this?

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Speaker 2: How is it like this? When is it like this

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Speaker 2: all of those questions seem to be one of the

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Speaker 2: crucial ways to develop your child's cognitive ability. So encouraging

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Speaker 2: them to be curious, to be inquisitive, wanting to find

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Speaker 2: things out, and then also allowing them to find them

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Speaker 2: out in a quite a tactical way. So instead of

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Speaker 2: you know, asking AI, you're googling it.

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Speaker 1: What if you do an experiment?

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Speaker 2: What if you put your hand out and see if

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Speaker 2: it is raining and whether it is hailing. So kind

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Speaker 2: of engaging. Allowing your kids a to be inquisitive and

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Speaker 2: then allowing them to experience the world with all of

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Speaker 2: their senses seems crucial for this cognitive development.

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Speaker 3: Absolutely, And I'm glad you raised AI because it is

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Speaker 3: so easy once you can read and write, to just

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Speaker 3: punch a question into AI and get an amazingly sophisticated answer.

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Speaker 3: But you don't understand cognitive or think. If you don't

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Speaker 3: have the thinking skills and the problem solving skills before

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Speaker 3: you start using AI, you're going to stunt your child's

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Speaker 3: cognitive development will be stunted. So that's one of the

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Speaker 3: reasons why we really need those first twelve to thirteen

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Speaker 3: years of life to be filled with very concrete learning

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Speaker 3: activities where your child gets to really understand through their

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Speaker 3: own exchange with the world, how the world works, how

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Speaker 3: they can impact on the world, and how they can

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Speaker 3: solve problems. And let's take it down and not from

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Speaker 3: AI just to exams and tests. So your child's cognitive

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Speaker 3: thinking needs to be developed to a point where they

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Speaker 3: read an exam question and they can self reflect and

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Speaker 3: say what are they asking me to do? So they

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Speaker 3: read the question and then and say what are they

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Speaker 3: asking me to do? Because that's when they can answer themselves, Ah,

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Speaker 3: this is what they need me to do. Because often

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Speaker 3: what happens with children if their cognitive development is not

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Speaker 3: as well developed as it should be, they can't ask

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Speaker 3: that question, and then they get completely bamboozled in tests

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Speaker 3: and exams and freaked out and anxious because they can't

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Speaker 3: do that almost like stepping back reflecting on what are

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Speaker 3: they asking me to do? And I just want to

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Speaker 3: end with a story. I was watching my son in

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Speaker 3: the kitchen this past week. He likes to prepare his

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Speaker 3: meals up front in the week because he's building muscle

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Speaker 3: and he's preparing for an iron man, etc. And he

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Speaker 3: put he did all the prep the way I was

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Speaker 3: taught to do prep in home economics. He prepped every

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Speaker 3: single ingredient, put it in a separate bowl, and was

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Speaker 3: ready to cook with everything at hand without having to

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Speaker 3: go to the capital the fridge before he even began.

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Speaker 3: And I was just thinking that that is that is

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Speaker 3: all about cognitive thinking. It's planning, it's organizing, and it's

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Speaker 3: preparing for success, and it's problem solving by by you know,

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Speaker 3: what are the elements that are required to solve the

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Speaker 3: problem of this recipe. Yeah, so even down to cooking,

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Speaker 3: it's problem solving.

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Speaker 1: We've touched on this before.

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Speaker 2: The importance of also letting your kids is not quite

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Speaker 2: related to the point of kind of the meal pap.

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Speaker 2: But I was just thinking, as we're speaking, part of

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Speaker 2: what I guess is also important for cognitive development is

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Speaker 2: allowing kids to struggle with the thing that seems to

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Speaker 2: be part of the I guess the problem solving is, Yes.

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Speaker 1: How do I how do I figure this out?

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Speaker 2: How does this?

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Speaker 1: How does this work? How do I get to announce it?

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Speaker 1: Whatever it is?

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Speaker 2: And that allowing your kids just a little bit of

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Speaker 2: kind of that tension, a bit of struggle is good

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Speaker 2: for them. It actually aids them in developing. It's the

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Speaker 2: kind of thing that is also useful for you for

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Speaker 2: the for the rest of your life, because there will

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Speaker 2: be times where you don't figure things out on the

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Speaker 2: first try, and you'll just have to keep trying to

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Speaker 2: figure it out. And it's a great thing for kids

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Speaker 2: to learn.

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Speaker 3: Yes, And so that that effort and struggle definitely pushes

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Speaker 3: the boundaries. And I just want to pick up something

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Speaker 3: that you said before the show. You were saying that

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Speaker 3: Netflix is asking our creators to restate the plot throughout

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Speaker 3: the show.

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Speaker 2: Yes, because it was so distracted and looking at our

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Speaker 2: phone how we do stuff.

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Speaker 3: Now, this is problematic when it comes to problem solving,

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Speaker 3: because you should be problem solving throughout a show by

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Speaker 3: holding the plot in your in your mind from the

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Speaker 3: beginning to the end and trying to connect the dots

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Speaker 3: and filling the fill in the gaps without the director

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Speaker 3: having to tell you. It's such a case in point

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Speaker 3: in terms of cognitive thinking. And I am I heard

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Speaker 3: this about two months ago that this is happening with

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Speaker 3: TV series and it made me livid because it is

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Speaker 3: going to reduce the struggle and the need to hold

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Speaker 3: things in your working memory while you are working something out,

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Speaker 3: So it's going to reduce the level of sophisticated thinking.

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Speaker 2: Nicki. As always, it is a great pleasure having you

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Speaker 2: on the show. Thank you so much for your time.

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Speaker 3: Thanks dogs, have a great day.

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Speaker 1: Thank you very much. That's our residence.

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Speaker 2: Human potential and parenting expert Nicki Bush joining us this morning.

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Speaker 2: Coming up, we talk about what's happening in seven oh

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Speaker 2: two Land. We'll start with Secret Sunrise, which I first

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Speaker 2: heard about in Cape Town. It is in joe Burgh

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Speaker 2: now it is a silent guided dance community session. We'll

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Speaker 2: speak to the owner of Secret Sunrise, Johannesburg. Cheryl Hudson

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Speaker 2: will join us to tell us about Secret Sunrise. Then

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Speaker 2: we'll talk jazz with DJ Bob. He's one of South

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Speaker 2: Africa's most respected jazz selectors and vinyl curators. He has

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Speaker 2: a show coming up at Nyrox at the Lawn Pavilion Lounge.

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Speaker 2: He's going to tell about it a little bit later on,

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Speaker 2: but first Temperest to check in with you. Later's Eye

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Speaker 2: Witness Use Sport with Antherny to Shada