Piaget's Theory of Infant Development

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Piaget's Theory of Infant Development Author: Elizabeth Purling Renton Technical College Developmental Psychology Instructor: Leta Berkshire May 30, 2007 Piaget's Theory of Infant Development At almost 32 weeks gestation, my little one constantly brings about questions and ideas about what my life will be like when I become a parent. What will she look like? Will she be a loud baby or a quiet one? How long before she sleeps through the night? What cognitive abilities does she have now, in the womb? How will she grow and change as her life progresses? Many of these questions cannot be answered anytime soon but I have been trying to learn as much as I can before she is born. It is this reason that I chose to write…show more content…
Intentionality appears in interactions with the environment and the infant is moving towards goal-directed behavior. The child now has an understanding of cause and effect relationships, and is sharpening its hand-eye coordination. Substage 5: Tertiary Circular Reactions, Novelty, and Curiosity 12 to 18 Months As with stage four, this stage is characterized by a means/ends differentiation. The infants are no longer restricted to the application of previously established schemata to obtain a goal. They can make the necessary alterations to their schemata to solve problems; this reflects a process of active experimentation. These differences in cognition coincide with improved locomotive abilities as the child becomes more physically active. In this stage, causal inferences are still unavailable to the infant - it must see an action occur before it has any understanding of the causal relationship. Substage 6: Internalization of Schemes 18 to 24 Months The earlier stages of the sensorimotor period appear to be set on a continuum but the transition from the fifth to the sixth stage is more disjointed. Symbolic function and mental representation first appear during this stage, which runs parallel with the development of language. Language is an expression of symbolic function and mental representation and it is at this stage that children begin to string words together in pairs as they begin to understand the concept of forming a sentence. Children in this
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