The Second Stage, Secondary Circular Reaction

1694 WordsMar 20, 20177 Pages
The third stage, Secondary Circular Reaction, occurs during the fourth month through the eighth month. Secondary circular reactions involve the development of constructive coordination to reproduce events outside of the body. This differs from stage two where the focus of action was with the infant’s own body. An example of this includes when a baby is laid on an activity mat and kicks their legs to rattle a toy on the mat which may cause the baby to smile or laugh at the sight or sound of the rattling toy. According to Crain (2011), Piaget sometimes referred to secondary circular reactions as “making interesting sights last” (p. 123). During this stage, infants learn psychologically to connect their physical movements to produce pleasing…show more content…
Before a child reaches this stage, they cannot imitate new models at all, only actions that already exist in their behavioral repertoires (p. 125). Only in stage six are children capable of deferred imitation, or the imitation of models hours or days after observing them (p. 125). This skill indicates the beginnings of long-term motor memorization and repetition. During this stage, infants are not learning from trial and error, but rather observation and being able to recall the experience at a later time. The progression of increasing gross and fine motor skills can be seen through children learning to be able to tailor and combine these gross and fine motor skills to purposefully get a desired outcome. They are learning movements and the effects of these movements with the body and/or outside of the body. This ignites curiosity within the child giving rise to milestones later in the child’s development. A Child’s Vocabulary Between the ages of 18-30 months, a child will start to develop a vocabulary of about 50-100 words. A child is considered to be developing healthily if they are communicating with 50-100 words at this time in their life. Towards the end of the sensorimotor period, children begin to start associating symbols with words. Through language, the child is able to communicate their wishes and talk about events that are anticipated to happen in the
Open Document