Piaget & Erikson

Piaget's Stages Of Cognitive Development

Sensorimotor Stage: Birth To 2 Years

They can coordinate sensory experiences with physical, motoric actions.

They begin to operate with primitive symbols.

Sensorimotor substages

[Case study does not include simple reflexes, first habits and primary circular reactions,secondary circular reactions, coordination of secondary circular reactions]

Tertiary circular reactions, novelty, and curiosity: 12-18 months

Infants become intrigued by the variety of properties that objects possess and by the multiplicity of things they can make happen to objects.

The infants purposely explore new possibilities with objects, continually changing what is done to them and exploring the results.

This is the starting point for human curiosity and interest in novelty.                                      May begin object permanence.                                                                              Internalization of schemes: 18-24 months                                                                   The infant's mental functioning shifts from a purely sensorimotor plane to a symbolic plane, and the infant develops the ability to use primitive symbols.                                                            A symbol is an internalized sensory image or word that represents an event. Primitive symbols permit the infant to think about concrete events without directly acting them out or perceiving them. They may act out their image of an event.

Preoperational Thought: 2 To 7 Years                                                                        Stable concepts are formed.                                                                                           Mental reasoning emerges.                                                                                     Egocentrism begins strongly and then weakens.                                                               Magical beliefs are constructed.                                                                             Transitioning from primitive to more sophisticated use of symbols.                                        Can't yet use operational thought. Operations are internalized sets of actions that allow the child to do mentally what before was done physically. Operations are highly organized and conform to certain rules and principles of logic.

Preoperational thought substages:

Symbolic Function Substage--ages 2-4                                                                          The young child gains the ability to mentally represent an object that is not present. They use symbols such are art--scribbled designs to represent people, houses, cars, etc. Other symbols are language and pretend play.                                                                                        [Two limitations of their thought are egocentrism and animism.]

Intuitive Thought Substage: Ages 4 To 7 Years                                                      Children begin to use primitive reasoning and want to know the answers to all sorts of who, what, why questions.                                                                                                   Intuitive means they seem so sure about their knowledge and understanding, yet are so unaware of how they know what they know. They know something but know it without the use of rational thinking.                                                                                                                           They have difficulty putting things into correct categories. This is centration--focusing or centering attention on one characteristic to the exclusion of all others.                                                 They are unable to conserve liquid, number, matter, length, volume, and area because they are unable to mentally reverse actions.

Erikson's Psychosocial Stages Of Development                                                          [Case studies do not include Trust versus Mistrust, birth to one year.]

Autonomy Vs. Shame And Doubt: 1 To 3 Years                                                        Infants begin to discover that their behavior is their own.                                                     They start to assert their sense of independence or autonomy.                                            They recognize their will.                                                                                                       If infants are restrained too much or punished too harshly, they are likely to develop a sense of shame and doubt.                                                                                                            They develop a sense of self by learning to distinguish themselves from others--what makes them different from everyone else.                                                                                             They become secure in this identity.                                                                                  They develop self-recognition (mirror experiment).                                                             They can use their muscles, do many things for themselves.                                                     If parents do everything for them, overprotect or criticize accidents, they develop an excessive sense of shame and doubt about their ability to control themselves and their world.                Too much autonomy is also harmful--child shouldn't rule the family.                        Two-year-olds become easily frustrated, want to have their way, and may become openly defiant if they don't get it.

Initiative Vs. Guilt: 3 To 5 Years                                                                                Children are already convinced that they are a person of their own.                                       Now they must discover what kind of person they will become.                                            They identify with their parents.                                                                                        They use their perceptual, motor, cognitive, and language skills to make things happen.         They have a surplus of energy, so they forget failures quickly, approach new areas eagerly, even if dangerous.                                                                                                                      On their own initiative, they move out into a wider social world.                                    Conscience governs initiative. They're afraid of being found out.                                           They are observing, governing, punishing, guiding themselves.                                                 If disappointed greatly, they will experience guilt that lowers their self-esteem.                      They need freedom to run, play, ride bikes, play in fantasy, etc.