Cognitive Development Chrematistic Behaviour

Primary school aged children experience a range of cognitive development chrematistic behaviour. They gain logical thought processes, bringing them to understand differences in thought from one person to another, in turn making them less ego-centric. They start to understand concepts of right and wrong and the reasons behind it, capabilities in conversation, how to classify objects into two or more categories, demonstrate capabilities in concrete problem solving and understand games with complex rules. 
Language development sees primary school aged children gradually widen their vocabulary, and begin to understand more complex sentences and complicated languages. They advance from knowing how to read and understand more then one to two sentences

Give the children opportunities to practice all language skills through spoken and written form. This can be completed in presenting to the class, group activities and comprehension and expression writing activities. These activities will lead into development of cognitive abilities such as problem solving, decision making, setting goals and completing tasks. Resources such as personal learning goal charts help primary school aged children use their cognitive thinking to come up with personal aspirations for their learning and come to an understanding, through support from teaching staff on how to achieve the goal.
Cognitive and language development is practised across all areas of curriculum but is usually seen in the subject area of inquiry. Schools with usually use this time to allow primary school aged students to set their own personal learning goals ( to recite the 4 times tables). The student will talk with the teacher on the steps they need to take/have to achieve their learning goal (reciting, using number chart). It supports cognitive development as the children are needing to solve problems and gain self awareness and understanding of their own learning