ABSTRACT
Virtually every developmental theory that has been promulgated across the decades teaches us that the foundation for later development is laid early in life. Each “block” in the sequence becomes the supporting structure for what follows. Underlying development are fundamental neurological processes that provide the infrastructure necessary for human beings to become who they are. A major by-product of this neurological structure is cognition, or the basic processes by which we come to know and understand our world. The research literature underscores the importance of early cognitive development for later learning (Evans, Floyd, McGrew, & Leforgee, 2002; Schrank & Flanagan, 2003; Weikart, 1998). For example, it is well-documented that later reading comprehension is related to the base of knowledge and information the beginning reader brings to his/her task (Snow, Burns, & Griffin, 1998). Similarly, if one considers Piaget’s theory, it is clear that the development of formal operations could not proceed without the earlier development of concrete operation which in itself could not proceed without the cognitive base established during the sensory motor period.
