Summarize Piaget's Stages Of Sensorimotor Intel

Summarize Piaget's Stages Of Sensorimotor IntelPiaget described four distinct periods of cognitive development. The first period begins at birth and ends at about 24 months. Piaget called it sensori-motor intelligence because infants learn through their senses and motor skills. This two year long period is subdivided into six stages.
The first two stages of sensorimotor intelligence are examples of primary circular reactions, which are reactions that involve the infant’s own body.
Stage one, called the stage of reflexes, last only for a month. It includes senses as well as reflexes, which are the foundation of infant thought. Reflexes become deliberate movements; sensation leads into perception and then cognition. Sensorimotor intelligence begins. As reflexes adjust, the baby enters stage two, first acquired adaptations. Adaptation is crucial to learning, as it includes both assimilation and accommodation, which the person uses to make sense of experience. This adaptation from reflexes to deliberate action occurs because repeated responses provide information about what the body does and how that action feels.
In stages three and four, development switches from primary circular reactions , involving the baby’s own body (stages one and two), to secondary circular reactions, involving the baby and a toy or another person.
During stage three (age 4 to 8 months), infants interact diligently with people and things to produce exciting experiences, making interesting events last.
Stage four (8 months to a year) is called new adaptation and anticipation, or “the means to the end,” because babies now think about a goal and begin to understand how to reach it. Thinking is more innovative in stage four than it was in stage three because adaptation is more complex. Piaget thought that the concept of object permanence emerges at about 8 months, this refers to the awareness that objects or people continue to exist when they are no longer in sight.
In their second year, infants start experimenting in deed and in thought, typically acting first and thinking later. Tertiary circular reactions begin when 1 year olds take their first independent and varied actions to discover the properties of other people, animals, and things. Infants no longer simply responds to their own bodies or to other people of objects, they also begin new sequences , in a pattern more like a spiral than a closed circle.
Piaget’s stage five (age 12 to 18 months), is called new means through active experimentation. Piaget referred to the stage five toddler as a “little scientist”, who experiments in order to see. Their scientist method is trial error. Their devotion to discovery is familiar to every adult scientist and to every parent.
Finally, in the sixth stage (age 18 to 24 months), toddlers begin to anticipate and solve simple problems by using mental combinations, an intellectual experimentation that supersedes the active experimentation of stage five. The child is able to put two ideas together and combine ideas, they also think about the consequences of their actions.
Being able to use mental combinations makes it possible for the child to pretend. Piaget describes another stage-six intellectual accomplishment, involving both thought and memory. Deferred imitation occurs when infants copy behavior they noticed hours or even days earlier (Piaget, 1962).

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