Introduction:Children often learn specific skills in predictable age ranges as they grow up. These are often called stages of development. Typical development is divided into five domains: cognitive, communication, physical, self-help or adaptive, and social or emotional. In this assignment we have given the option to choose typical development, which is emotional or cognitive. So here, our group chose cognitive. We will discuss more about cognitive development within the framework of typical development. As we know, cognitive development refers to the way they (children) think or can be called thinking skills. Thinking skills refer to the way they (children) learn, their understanding of something, the way they solve their problem, the way they memorize things, their attention and reasoning. It all depends on their thinking skills. Developmental specialists typically examine how children apply learned concepts to everyday situations. Children develop cognitive skills by learning the causes and effects of everyday activities and the similarities and differences between things around them. We conclude that thinking skills help make all experiences more meaningful for children. We therefore chose the skills developing children between 3 and 6 years old. At these ages, children engage in fantastic games. They can also name certain colors correctly. They can understand the concept of counting and know some numbers. They listen and can remember parts of a story. Apart from this, children of these ages can draw a face. They understand the concept of time better. They can also name some letters...... middle of paper ......ball repetition as a memory strategy clearly increases with age. Although even young children can use repetition as a strategy if asked to do so, they generally fail to generalize this strategy to new tasks. Research suggests that this failure likely results less from a mediation deficit or a utilization deficit than from a production deficit which may in turn arise from an interaction between the costs and benefits of use of a particular strategy. As children become more adept at using strategies, the costs decrease and the benefits increase. Semantic organization is another strategy that improves with age in which children use categorization and hierarchical relationships to process and store information. As is the case during repetition, young children can successfully use this strategy if they are prompted to use Vygotskian meaning. It may even help them.