This phase of cognitive development is called the Sensorimotor period. This is the phase where motor-skills and sensory information is coordinated, your baby will thus turn to a sound to see what the cause is, and later crawl in the direction of where something interesting is to see or hear.
A further goal is the development is the knowledge of object permanence. Although you understand that something still exists even if you can’t see it, this concept is new to babies and is a very specific goal in the development of your child. Once your child starts looking for something hidden below a cloth or nappy, you will know that this basic principle has been instilled in your child.
Another important effect of this phase is the ability to copy. By means of your child copycat behaviour you will be able to obtain a very good idea of what is being copied. There is thus also a symbolic representation of your child’s environment within your child’s mind.
This development takes place in 6 steps, and each represents a new developmental phase:
1. The reflex scheme (0-1 month)
Your child is born with certain reflexes, and these form the base for any future development. For example, the sucking reflex is adapted in the first month for not only feeding but also for comfort in the form of a pacifier or thumb. You will see that your baby sometimes sucks without any object or reason; this is done to practice the sucking reflex, as this change from a reflex to an actual intention.
2. Primary circular reaction (1-4 months)
As outlined above reflexes change to habits. This happens for example when your child ends up with a thumb in the mouth and start to suck due to reflex; if you remove this thumb from the mouth; your baby will try to put the thumb back into the mouth. Initially these movements will look silly and uncoordinated; but in time if will become a fluid movement. Your child will also start reacting to external stimuli; for example sound, your baby will turn his head to the sound; this is the first example of your child’s awareness of the outside world.
3. Secondary circular reactions (4-8 months)
Your child becomes aware of the greater world around him, as they start using objects. Your child will for example bump against a rattle; hear the sound and then try to move the rattle again; to see if it has the same reaction. Your child will also let the rattle fall and look to see where it fell; this is also the first indication that object permanence. Your child will also copy his own movements; your baby will however only movements that is visible to him; he won’t copy facial expressions.
4. Co-ordination of secondary course round modest circular reactions (8-12 months)
This stage is the when your child will combine behaviour and actions to solve a problem. If your child wants to reach a toy for example, he will combine actions to get to the toy. Your child will remove a cloth to find the toy hidden beneath. Your child will push your arm out of the way if you obstruct his way. Your child’s concept of object permanence is more refined to the point where your child will look for objects out of view. Your child will however always look for an object where it is usually; even if your child saw you hiding it in another place.
5. Tertiary circular reactions (12-18 months)
Because your child is mobile there is a greater contact with the surroundings. Your child will throw things to see if the same thing happens every time. Your child will however adjust the height and strength with which he throws to see if the reaction is the same. Your child is thus experimenting within his surroundings. Your child will also look for something where he saw you hid it. He will also copy other people and children’s behaviour, but only if that person is in his presence.
6. Beginnings of symbolic representation (18-24 months)
Your child displays innovative thoughts and will use new ways to tackle a problem. Where your child is faced with two ways to solve a problem a thirds way will be thought of. Your child will also be able to copy actions seen the previous day; as well as people not in his presence. Your child would thus have the ability to recreate something in his mind; and visible display it.
It should be noted that although Piaget is seen as mostly spot on; in terms of his original research there are a number of issues is where another scientist differs from him. For example, object permanence could be much earlier, but due to the lack of mobility on the child’s side there is no way to look for the object. It has been proven that children as young as five months could already grasp this idea. It is important to note that cognitive and intellectual development go hand in hand. The evaluation of intelligence is very difficult in babies, due to a couple of reasons:
- The person who set-up the test; and his understanding of intelligence
- The lack of verbal communication
- The baby’s motivational level and the difficulty in managing this.
There are no standardised IQ test and the earliest test available is the Junior South African Individual Scale for children from 3.
Sources:
Louw, D.A. 1990. Menslike ontwikkeling. Tweede uitgawe. Pretoria: HAUM – Tersiêr.
