This allows them to solve problems in a more systematic way, leading to more success in educational activities in school. While the thought process is not on the same level as an adult, they begin to be more flexible in their thoughts and ideas. In Piaget’s next stage, children begin to represent objects and ideas in a more logical way. The Concrete Operational Stage: Age 7 to 11 While engaged in imaginative play, children are simultaneously reflecting on the realistic experience. Dramatic play is considered to be one of the first demonstrations of metacognition in children, or dual thinking. The preoperational stage occurs from age two to age seven, which means that imaginative activities are encouraged from preschool all the way to second grade. Imaginative play, or the art of make-believe, is an indicative sign of this age and stage.Īs dramatic play is considered to be beneficial to educational growth, teachers often promote its use in the classroom. While the way they represent objects has no logic or reasoning behind it, they continue to grow in this area through dramatic play. ![]() The Preoperational Stage: Age 2 to 7Ĭhildren continue to build on the object representation that is significant to the sensorimotor stage in different activities. The older infants interpreted the hiding of the toy as a prompt to search for it, which is thought to support the idea of object permanency. Toddlers, or children between the ages of 18 and 24 months, took initiative to look for the toy themselves, but infants less than 6 months of age did not. In one of his experiments, Piaget consistently hid a toy underneath a blanket. His experiments were able to demonstrate that infants do represent objects and understand that they are permanent. As infants cannot speak, Piaget developed a few creative experiments in an effort to understand what they were thinking. The sensorimotor stage is unique in that is occurs without the use of language. He considered this understanding to be a major milestone in the sensorimotor stage and believed that it demonstrated the differences in the thought processes of toddlers compared to young infants. Piaget labeled this understanding as object permanence, which indicates the knowledge of the toy even if it is out of sight. ![]() For example, by playing continuously with a toy animal, an infant begins to understand what the object is and recall their experiences associated with that toy. This is how we can begin to observe knowledge in babies, as they begin to show understanding of an object for what it is. An infant may first not make sense of a specific toy, but as they begin to look at it, feel it, and manipulate it often, they are able to represent the object in their minds. From about 6 months on, children begin to organize ideas into firm concepts that do not change. We can observe the thought processes of infants through their actions. Piaget believed that this stage was valuable to their development, and each consecutive step is built on the growth that occurs in this stage. They are very orally fixated and tend to put everything in their mouths. From birth, infants absorb information through their senses: by touching, looking, and listening. The first stage is aptly named after how infants learn until age two.
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