Explain How Each Of The Five Senses Sub-Stage Of Sensorimotor Development

Piaget developed the theory of stage development; he had based his theories on his children by carrying out detailed observations where he came up with four stages in each process. But he believed a child had to be at a certain age to learn something or they simply couldn’t learn it or know it. I believe he underestimated children’s abilities and knowledge. The first stage was called sensorimotor stage- in this stage children learnt through using their 5 senses, touch, taste, smell, seeing and hearing. He believe they understood that the

Piaget believe that children are active thinkers. He recognized that the mind develops through a series of irreversible stages. He also acknowledged that a child’s maturing brain builds schemas that are constantly assimilating and accommodating to the world around them. Piaget’s theory of cognitive development is split into four stages: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage occurs from birth to nearly two years of age. At this stage, infants learn about the world around them by sensing it and interacting within it. It is also in this stage that the idea of object permanence develops, that is, the awareness that things continue to exist even when they are not being observed. In my personal life, I am certain that in this stage of development I would have enjoyed peek-a-boo, because if I didn’t see it, to my developing mind, it wasn’t there at all. The second stage, preoperational, lasts from two years of age to seven years of

Most of the criticism of Piaget’s work is in regards to his research methods. A major source of his inspiration for the theory was based on his observations of his own children. And because of this small sample group, people believe that it is difficult and incorrect to generalise his findings to a larger population. Similarly, many psychologists believe that Piaget underestimated the age which children could accomplish certain tasks and that sometimes children understand a concept before they are able to demonstrate their understanding of it. For example, children in the Sensorimotor stage may not search for a hidden object because their motor skills are not developed, rather than because they lack object permanence. This has been supported by evidence from Bower & Wishart (1972). They found that the way that an object is made to disappear influences the child’s response. As well as this, Piaget’s theory has been said to overestimate that every child and adult reaches the formal operational stage of knowledge development. Dasen (1994) claims that only a third of adults ever reach this stage.

Some of the senses that are vital during the growth of the child are: hearing, vision, smelling and tasting, ability to speak and feeling pain; they are the basic improvements in the child’s mental growth, they help the child in the perception of the general occurrences in the world around the child. After the child have developed the basic senses to the major aspects of life that is when they will be able to develop permanent images of objects even if they are not there at the moment. The sensorimotor nerves of a child develops as the child make primitive movements, these improves the reflex response of a child (Piaget, & Inhelder, 2010).

At eight to twelve months, infants can now focus on a goal-oriented task; such as, locating a hidden object after watching someone place it under a blanket. During this stage, infants are using things they have witnessed and past experiences to complete a task. Using goal-centered techniques at this age ensures the development of processing information throughout the stages to come. Tertiary circular reactions stage is number four in Piaget’s sensorimotor stages and includes infants from twelve to eighteen months. On the verge of walking, infants move around and explore how objects work in their environment. Also, they are beginning to develop independence and individual characteristics. Just like in the previous stage, babies enjoy taking objects apart. However, in the tertiary circular reactions stage infants now enjoy using trial-and-error to piece them back together. Trial-and-error techniques and other processes help infants transition into their final stage, mental representation. Eighteen months to two years make up mental representation. For the duration of this stage infants are able to provide immediate answers to problems, participate in make-believe play, and find hidden objects out of their sight. Having a larger grasp on the world, infants are now able to view items that are not there. For example, a mother asks her child would they like ice

1a. According to Piaget, children in the sensorimotor stage experience the world and develop cognitively by using their five senses, sight, sound, smell, taste and touch. 1b. Until an infant is 8 months of age, Piaget believes that infants do not comprehend object permanence. This means that until they are 8 months, when an object disappears from

A child’s perceptual development is constantly growing and changing from the very beginning of life. Sensory systems including touch, vision, hearing, taste, and smell develop early on but tend to mature with development. A child’s senses are a natural set of capabilities that allow them to form perceptions. When children use movement to interact with their environmental stimuli they are using their senses to gather and interpret information. The information that is collected through the senses enables young children to form ideas and concepts (Ruffin, 2009). Infants and young children are rapidly learning about the world while using sensory systems to form perceptions in their experiences. As a result, perception is increasingly important in cognition and plays a large role in a child’s ability to think or gain knowledge. With that being said, I have concluded that infants and young children already possess or are naturally equipped with the systems that enable them to be cognitively competent.

Even amidst all of these limitations, however, there are studies that are significant in helping us to better comprehend how infants view, process, and understand the world around them through their five senses: taste, smell, touch, vision, and hearing.

Piaget established that thought is developed through six sub stages, the sensorimotor stage. I will be discussing stage three and four, which are known as secondary circular reactions. In this stage, infants initiate motor activities to fulfill their own needs. Sub stage three is typically when babies reach four months and can continue up to eight months. Infants become much more responsive to people and objects in environment. They learn to repeat specific actions that have caused them pleasure. For example, a baby clapping her hands when a toy appears from behind a blanket while playing a hide and seek game. Another example is when a baby is sucking his thumb just by reflex, but then discovers it is pleasing so he will suck it habitually. In this sub stage, Infants begin to use their logic.

The purpose of this paper is to use the habituation technique in young infants to evaluate one hypothesis derived from Piaget’s theory of cognitive development. I will compare 5-months old’s in a task that involves possible and impossible outcomes. Piaget’s theory specifies the cognitive competencies of children of this age. 1a. During the sensorimotor stage children experience the world around them differently than how older people do, this of course this can be seen by observing the way in which children gather and process new information that is within their grasp. What the sensorimotor stage does is bring about the five senses into play, children that are just below the age of two years would use most of their five senses. These children

I handed my infant niece, Harper, a set of keys, thinking she would shake them and giggle at the noise they made. I thought this because in Piaget’s developmental stage, sensorimotor, it states that infants learn from experimenting and their main focus is what is happening in that very moment. My prediction was correct. As soon as I held the keys in front of her she began to reach for them. Then once I handed the keys to her, she rattled them making a clanging noise.

Piaget suggests that development in children occurs in four stages: sensorimotor, preoperational, concrete operational and formal operational.

In the first, or sensorimotor, stage (birth to two years), knowledge is gained primarily through sensory impressions and motor activity. Through these two modes of learning, experienced both separately and in combination, infants gradually learn to control their own bodies and objects in the external world. Toward the end of Piaget¡¦s career, he brought about the idea that action is actually the primary source of knowledge and that perception and language are more secondary roles. He claimed that action is not random, but has organization, as well as logic. Infants from birth to four months however, are incapable of thought and are unable to differentiate themselves from others or from the environment. To infants, objects only exist when they are insight

The first stage of Piaget’s development theory is the sensorimotor stage which takes place in children most commonly 0 to 2 years old. In this stage, thought is developed through direct physical interactions with the environment. Three major cognitive leaps in this stage are the development of early schemes, the development of goal-oriented behavior, and the development of object permanence. During the early stages, infants are only aware of what is immediately in front of them. They focus on what they