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First 2 stages of Piaget's Cognitive development, Sandy, Insyirah,…
First 2 stages of Piaget's Cognitive development
Sensorimotor stage (birth — 2 years)
coordination of sense of perception and coordination of muscle movements
Development of object permanence
Knowing that an object still exists, even if it is hidden
Reflexes to goal-directed activty
From body to outside world
From action to mental representation
remembering and copying behaviour of models who are not present
also known as deferred imitation
Main characteristics —‘ the active child’
Understand the world through the information taken in from senses and their actions or it
Behaviours
Refines simple behaviours, repeats and combines them (1–4 months)
Reaching
Grasping
Sucking on hands/fingers
Repeats activity using objects, begins limited imitation (4-8 months)
Accidentally makes a mobile in the crib move, notices it and tries to make it happen again
Reflexes, simple inborn behaviours (Birth-1 month)
Grasping
Sucking
Crying
Intentionality: plans a movement to make something happen (8-12 months)
Pulls a string to bring a toy closer
Experiments with objects to create new events (12-18 months)
If a ball rolled from the table will bounce, what will a book do?
Imagines events and solves problems, invents through mental combination, begins to use words (18-24 months)
Pretends to throw a ball and calls to a caregiver/parent, “Here ball”
Preoperational Stage (2–7 years)
Able to show actions through words, drawing. (symbolic functions), can think about things symbolically
Limitations
Egocentrism
the inability to distinguish between one’s own perspective and someone else’s perspective
in other words : not able to put themselves in the shoes of other people
animism
the belief that inanimate objects have life like qualities and are capable of actions, feelings and emotion.
inability to see non-living things have no abilities to no do it,
Perception is the ability to absorb and organise sensory information ; interpretation of what is being sensed.
Main characteristics —‘ the intuitive child’
Development of language and the use of mental symbols
Children will increase playing and pretend play
For example, using objects to represent something, like a broom as a horse
The use of mental symbols
Do not yet think logically; egocentric thinking
Sandy, Insyirah, Ying xuan and sylvia (T19)