By Ruth M. Beard
First released in 2006. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra info for An Outline of Piaget's Developmental Psychology
17 2 The sensori-motor period The sensori-motor period, as we have seen, is the period of mental development which begins with capacity for a few reflexes, and ends when language and other symbolic ways of representing the world first appear. Since the achievements of this period underlie all further cognitive advances, it is of-fundamental importance. It may be that children's development during this period differs less than at any subsequent period for, in infancy, differences in the use of language are of little importance, and other differences in environment must amount to the extremes of neglect or physical handicap before they seriously limit an infant's capacity to enlarge his range of action or to co-ordinate his actions and perceptions.
With the appearance of symbolic representation all thinking must be reconstructed on a new plane. Where an infant makes detours and reversals in action, the older child reverses an object or represents a series of rotations in thought; where the infant makes physical movements along a complex route returning to the starting-point, the boy must learn to understand an imaginary system of displacements; where the infant aimed at success in action, the older child learns to describe and consider his techniques so that he can select the most successful one in thought, or, at least.
But these circular reactions also have a new form for they are not exact repetitions; the child repeats, but also varies, the actions which led to the new and interesting result. 28 THE SENSORI-MOTOR PERIOD For example, Obs. 14I. Laurent at 0;10(10) finds a piece of bread, breaks off fragments and lets them drop, paying great attention to them in motion (whereas in stage (iv) his interest was in merely letting go of an object). , stretches out his arm and lets them fall. He distinctly varies the position of the fall.
An Outline of Piaget's Developmental Psychology by Ruth M. Beard