Unformatted text preview: Hannah Hayes
Early Childhood Education
June 2016 1. Piaget's stages of development are Birth, Sensorimotor Stage- Children
focus on experiences, things that they hear, see, smell, feel, etc..
Experiment with touching, feeling, and mouthing objects. They develop the
knowledge of permanence, learn to walk, and speak. Mobility gives them
great leverage with their cognitive development.Preoperational StageLanguage and memory fully develop here. Imagination and pretend play sky
rocket in the children. During this stage thought is more of intuitive rather
than logical.Concrete Operational Stage- They start paying attention to the
world around them, and start recognizing other people's feelings. They are
prepared to learn academic skills, they are also capable of more complex
and logical thoughts, but not symbolic and complex problems.Older;Formal
Operational Stage- Children acquire the ability to understand complex
thoughts. They can learn complex material and abstract concepts too.
2. How does behaviorism differ from cognitive theories of development, like
Piaget's? Behaviorism states that it's a matter of nurture, rather than nature.
That the way the child is interacted with by the caregiver or parent. Piaget
believes that the children go through the stages listed above. While
behaviorism says that discipline and encouragement alter the thoughts and
actions of the child. Piaget thinks the child is born with a full slate of
knowledge waiting to bloom and behaviorism states they are born with a
clean slate ready to be written on through their experiences.
3. The children begin by just observing people playing. they aren't interested
in the people nor the playing. They then move onto a stage of being alone
and focusing on the activity being oblivious to people around or onlooking.
Next they start to vividly watch a child play but not engage in any part of it.
After, the child plays with their toys close or near another child but doesn't
play with them. Later, the children play together, but in random- nothing is
coordinated. Last, the child is interested in the people and the playing. They
coordinate some form of game or activity to do and cooperate and work
together as they are playing.
4. The types of play are unoccupied play, solitary play, parallel play, onlooker
play, associative play, and cooperative play.
5. Attentive and responsive care for infants is crucial to provide necessary
stimulation. Parallel play, active play, and imaginative play is also crucial for
toddlers and preschoolers to have the given opportunity to develop their
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- Fall '15