5.1 - Piaget's Theory of Infant Development

schemes

actions or mental representations that organize knowledge

children use existing schemes to deal with new information or experiences

assimilation

children adjust their schemes to take new information and experiences into account

accommodation

organization

the grouping of isolated behaviors and thoughts into a higher-order system

equilibration

a child shifts from one stage of mental thinking to a higher

birth to about 2 years

when does the sensorimotor stage last?

simple reflexes

the first sensorimotor stage

coordination of sensation and action through reflexive behaviors

simple reflexes

first habits and primary circular reactions

second sensorimotor stage

infants transition from involuntary reflexes to intentional, repetitive actions

first habits and primary circular reactions

secondary circular reactions

third sensorimotor stage

infant’s repetitive action focused on the outside world

secondary circular reaction

coordination of secondary circular reactions

fourth sensorimotor stage

infants coordinate vision and touch; actions become outwardly directed

coordination of secondary circular reactions

tertiary circular reactions, novelty, and curiosity

fifth sensorimotor stage

infants become intrigued by the many properties of objects and what they can do

tertiary circular reactions, novelty, and curiosity

internalization of schemes

sixth sensorimotor stage

infants develop the ability to use primitive symbols

internalization of schemes

object permanence

the understanding that objects continue to exist even when they cannot be seen, heard, or touched

core knowledge approach

states that infants are born with domain-specific innate knowledge systems