Professional Documents
Culture Documents
STAGES – INFANT
1. SENSORIMOTOR STAGE
SCHEMAS
Significant behavior
• hand to mouth Coordination develops
• ear to eye
Concept of Permanence
Significant behaviors
• Begins to demonstrate goal directed behavior
• Can plan activities to attain specific goal
• Perceives activities of own body are separate from activity of object
• Recognizes shapes/sizes of familiar objects
• Can search/retrieve toys that disappear from view
• Increased sense of separateness
- Result to
Separation anxiety when caregiver leaves
Ex: after noticing that hiring a mobile makes it move, infant then each for and hits
a nearby music box or rattle.
To?
Purpose? Actively seeking new experiences.
TODDLER
Specific Behaviors:
• Transitional phase to the pre- operational thought period
• Uses memory/imitation to act
• Can solve basic problems
• Foresee maneuvers that will succeed or fail
• Able to think through actions or mentally project the solutions to a
problem.
Ex:
• If with a box, will investigate to open or how the top of the box can be
removed.
• 2nd box differs in shape, he can foresee how the top can be removed
• Toddler following a ball that has rolled under a table
(will no longer follow the balls path but he can now project where it rolled
and walked around the coffee table to find it again)
Toys: Blocks
Colored plastic rings
Significant behaviors
(use symbols for objects)
- thought becomes more symbolic
- comprehend simple abstractions but thinking is basically concrete
and literal
- child is egocentric (self-centered)
1. unable to see viewpoint of another
2. perceiving that one’s thoughts and needs are better than others.
- Display Static thinking
1. inability to remember what he started to talk about and end up
talking but another topic
- concept of time is now!
- Concept of distance is only as far as he can see!
- Focusing on a single aspect of an object causes distorted
reasoning
- No awareness of reversibility is present.
1. “That for every action there is an opposite action”.
- unable to state “cause-effect relationship”
Good Toy : Modeling Clay
Specific behavior:
Ex. Can reason that a toy they are holding is broken, that the toys is made
of plastic and that all plastic toys breaks easily.
Specific behavior:
• cognition achieves final form
• solve hypothetical problems and scientific reasoning
• understands causality
• can deal with the past, present and future
• adult/mature thought