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Early Child Development: Piaget's Sensorimotor Stage (4-9 Months (is…
Early Child Development: Piaget's Sensorimotor Stage
0-3 months
moves in response to sights and sounds
looks at faces when quiet and alert(cognitive skills)
cries to indicate hunger, pain, or tiredness(communication skills)
when on his or her belly, can hold up the head and may even push up on the arms(physical development)
turns his or her head toward a parent's voice or other sound
4-9 Months
is easily distracted by surroundings (for example, a baby that used to be focused on nursing or sucking from a bottle is now interrupted by the slightest noise)(cognitive skills)
smiles when something pleasing happens, such as a belly tickle, and responds to affection(emotional development)
begins to reach and grasp for objects(physical development)
babbles with expression as a way to get your attention(communication skills)
understands a few words, such as "bath"(6 months)
begins to push up to a crawling position, and possibly rock back and forth on the knees (6 months)
recognizes and responds happily to familiar faces(6 months)
communicates "no" by closing the mouth or turning away when finished eating(9 months)
sits without support, pulls to stand, and walks along furniture (9 months)
1 year(12 months)
stands alone
enjoys peekaboo, pat-a-cake, and other social games
says "mama" and "dada" (specific to parents), plus one or two other words
watches and imitates older kids and adults
15 months
squats to pick something up
scribbles with crayon on paper
says 3-5 words (in addition to "mama" and "dada") and uses them correctly
begins to show preference for certain activities (and will resist napping if engaged in a desired activity)
indicates what he or she wants by pulling, pointing, or grunting
shows affection to caregivers with hugs and kisses
understands and follows simple commands
2 years
runs well
feeds himself or herself well
says more than 50 words
plays alongside other children
can name many body parts
starts to engage in pretend play, such as feeding a baby doll
stacks blocks
Middle Childhood(Piaget’s theory and Erikson’s theory)
Physical: During middle childhood, children's bones broaden and lengthen dramatically.
Physical: During middle childhood, children's permanent adult teeth begin to push through the gums, loosening and replacing the "baby teeth" already in place.
Physical: Both boys and girls are building muscle throughout the middle childhood years. On average, children will gain 6-7 pounds a year, each year during middle childhood. Girls tend to retain more fatty tissue than boys in preparation for puberty. As a result, during this age stage, girls will often look rounder and softer than boys.
Physical: Children who embrace healthy eating and exercise habits during middle childhood will have a much easier time maintaining a healthy lifestyle through adolescence and adulthood than individuals who try to make the shift later in life.
Physical: During middle childhood, children continue to build on and improve gross motor skills; the large-scale body movement skills such as walking and running that they first learned during earlier developmental stages.
Cognitive: Children's ability to consciously, thoughtfully and pro-actively choose to pursue goals (instead of simply reacting to the environment) appears during this developmental period.
Cognitive: Children's thinking style gradually becomes more logical, organized, and flexible as they enter Piaget's "Concrete Operational" thinking stage.
A mental operation, in the Piagetian way of thinking, is the ability to accurately imagine the consequences of something happening without it actually needing to happen.
During a mental operation, children imagine "what if" scenarios which involve the imaginal transformation of mental representations of things they have experienced in the world; people, places and things. The ability to perform mental arithmetic is a good example of an operation.
Piaget's Concrete Operations are "concrete" because they are based on actual people, places and things that children have observed in the environment.
Piaget's Decentration: Decentration involves the ability to pay attention to multiple attributes of an object or situation rather than being locked into attending to only a single attribute.
When children are asked to compare the volume of juice in two glasses, it is their ability to decentrate that enables them to flexibly consider both the height and the width of the glasses in arriving at their decision.
Children capable of reversibility appreciate that if an object's quality is altered through some true subtraction or addition, the object's original quality can be restored by reversing the alteration. This capability is enabled in large part through the maturation of children's memory so as to enable their retention of awareness of a series of events and their ability to run backwards through those remembered events so as to see how something transformed could be restored to its initial state.
Piaget also believed that children in middle childhood master hierarchical classification; the ability to simultaneously sort things into general and more specific groups, using different types of comparisons.
Social Dev.: During middle childhood, children make great strides in terms of their ability to recognize emotions in themselves and others, control their own emotions, and communicate about emotions, both expressively and with language.
Social: Children grow closer together because they respect the other child's kindness, humor, loyalty, fearlessness, intellect, etc.
Social: Most children of this age also begin forming peer groups, which are circles of friends where they spend most of their time playing, talking, and socializing.