Stages of Child Development - Assignment Example

SUB-STAGE AGE ANALYSIS The Use of Reflexes Birth-one month The pure reflexive actions displayed by the newborn are essentially inherent (Watts and Cockcroft. 328) and are the foremost component of a newborn’s progressive development from birth to one month. The use of reflexes is characterized by the assimilation of items that are new to the child that are translated into reflexive responses (Rathus 177). (Example: An infant grasping his mother’s finger).2) Primary Circular Reactions1-4 monthsAt this stage the infant develops a circular pattern involving stimuli and response.

This means that actions that yield outcomes that are pleasurable or intriguing are repeated (Rathus 177). Furthermore, the enhancement of reflexive use at this stage lays particular focus on the infant’s body (Rathus 177). (Example: An infant accidentally starts sucking his thumb and finds the activity pleasurable thereby, leading to repetition).3) Secondary Circular Reactions4-8 monthsDuring this stage, the pattern of circular reactions acquired in the previous stage progresses further which leads to the engagement of objects from the external environment as well (Watts and Cockcroft 329).

This is the stage where an infant’s cognitive awareness regarding external entities is first awakened (Rathus 177). (Example: A child shakes his rattle and is amused by the sound. This causes the repetition of the action to produce an entertaining sound over and over again). 4) Coordinated Secondary Circular Reactions 8-12 months As the secondary schemas become coordinated at this stage, the child begins to engage in intentional behavior to achieve a goal (Rathus 177). Therefore, as an outcome of this practice, a child’s ability to solve problems is advanced (Watts and Cockcroft 329).

(Example: A child removes the bedspread to collect the toys lying underneath it).5) Tertiary Circular Reactions12-18 monthsTertiary circular reactions are characterized by the feature of experimentation in which a child explores ways of replicating the consequences of an action (Watts and Cockcroft 329). (Example: A child steps on a stuffed animal which produces a sound causing the child to press and squeeze the toy to generate the same sound).6) Invention of New Means Through Mental Combinations18-24 months As the child transitions to this sub-stage, the critical developments of symbolic representation and object permanence are finally realized (Watts and Cockcroft 331).

Therefore, much of the activities undertaken by the child during this stage are based on symbolic representations, object permanence, and cognitive maps where the concept of objects, pictures, events, numbers, and words are linked together to assist an infant’s progression to operational thought. (Example: A child employs symbolic representation by interacting with hand gestures to wave someone goodbye). SUB-STAGEAGEANALYSISPreconceptual 2-4 yearsIn this sub-stage of Piaget’s preoperational stage, children make use of language as a symbol to obtain meanings and make sense of happenings (Fraser and Gestwicki 24).

Despite the attainment of this ability, a child’s scope of understanding at this stage is still limited and is based on semi-logical reasoning. (Example: Children begin to imitate the behavior of their parents and of those around them). Intuitive 4-7 years at the commencement of this sub-stage, intuitive processes become more significant and play a pivotal role in enhancing a child’s problem-solving skills (Fraser and Gestwicki 24). The semi-logical reasoning practiced during the sub-stage of conceptual thinking becomes more logical at this stage but is still dominated by the child’s own perceptions.

Consequently, a grasp of general concepts becomes more strong at this stage. (Example: Children began to ask more questions about their surroundings and environment which involve aspects related to reasoning and why things are the way they are).