Key processes and four stages in Piaget's theory
Juan accidentally pushes his stuffed toy, and it makes a noise as it is squeezed. Juan laughs and does it again, and again, and again.
Juan is in stage 3. In this case, Juan is exhibiting what is known as a secondary circular reaction and occurs between four to eight months. During this stage, the infant becomes more oriented on objects or is more focused on the world (Santrock, 2009). As a result, they move beyond the preoccupation with the self in sensorimotor interactions.
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The secondary circular reactions are similar to the primary circular responses in that it involves the effects of their experiences based on external objects. It is not about self only; hence it is referred to as “secondary.” The secondary circular reactions involve such behaviors as shaking repeated shaking of a rattle or hitting a mobile over and over again- thus, it is referred to as “circular.”
Linnea is sitting in her highchair. She holds her right arm high above her head and drops her spoon on the floor. Her mother giggles, picks it up, and hands it to her. Linnea then holds her right arm straight out from her body and drops her spoon. After her mother retrieves it, she holds her arm straight out in front of her and drops her spoon.
Linnea is in stage 5, that is, the tertiary circular reactions, novelty, and curiosity substage. This substage is associated with infants between the ages of twelve to eighteen months. During this substage, the infant is fascinated by the diversity of properties that are possessed by the objects as well as the many things they can make happen to them (Santrock, 2009). During this stage, the infant experiments with various purposes- such behavior entails trial-and-error distinctions. The activities by the child seem like those of the scientist as they experiment with different objects around them. Such a stage is demonstrated by what Linnea doing while sitting on her highchair is. This is clear evidence of the trial-and-error technique carried out by the infants during such phase.
Noelle wants to go outside to play. She is carrying her cup of water in one hand and her doll (it goes everywhere with her) in the other. She realizes that she cannot push the door open because both of her hands are full. Consequently, she places her doll under her arm and uses her free hand to open the door.
Stage 6- Internalization of schemes: This substage is the last in Piaget’s sensorimotor substages. It develops between 18 and 24 months among the babies. During this substage, the baby grows the capability to use symbols that are primitive. Such symbols enable the infant to think about events that are concrete without direct perception or action (Hudson & Landy, 2016). Besides, these symbols will allow the baby to transform and manipulate the represented events in a simple manner. Noelle’s work of opening the door by placing her doll under her arm shows how she has learned to use primitive symbols like her doll in learning simple activities like that of opening the door.
Lionel is watching his new little sister, Sybil, sleep. He notices that her burp cloth has fallen off the changing table and is near her face. He reaches down to remove the burp cloth and in doing so, the burp cloth gently brushes Sybil’s face. Sybil turns her head towards the burp cloth and opens her mouth. In which substage would you place Sybil?
This is stage 1, whereby the infant, Sybil, is demonstrating a rooting reflex. This stage entails the coordination of sensation and action via reflexive behaviors- also referred to as rooting and sucking. The infants develop the capability to create responses that are similar to reflexes in the deficiency of apparent reflexive stimuli. This is evidence that the baby is initiating action and sensation to what is around her.
Kendall and her mother play a game where they touch each other’s noses and giggle. Kendall’s mother touches her nose, and then Kendall touches her mother’s nose. One time, Kendall’s mother places a handkerchief between her face and Kendall’s face. Kendall swipes the handkerchief away with one hand and touches her mother’s face with the other.
This is stage 3: secondary circular reactions (develops between the age of four to eight months). During this stage, the baby becomes more object-oriented as they move beyond self-preoccupation. The schemes of the infant are not goal-oriented or intentional (Santrock, 2009); Instead, the actions are repeated as a result of their consequences. In the case of Kendall, she swipes the handkerchief between her and her mother’s nose to touch her mother’s nose. This is an example of a scheme repeated as a result of its consequences.
Isaac and his mother are playing a game of hide-and-seek. Isaac’s mother places his toy car under a pillow and Isaac giggles as he retrieves it. One time Isaac’s mother pretends to place the toy car under the pillow but instead places it under the blanket. Isaac picks up the pillow and becomes upset when he realizes that the car isn’t there.
Stage 4: Coordination of secondary circular reactions (develops between the age of 8 and 12 months). For a baby to progress into this stage, they must show the capability of coordination of touch and vision, eye, and hand (Santrock, 2009). The actions of the infant are directed more outwardly. Some of the vital changes during this substage include the coordination of intentionality and schemes. Babies readily recombine and combine the formerly learned schemes in a coordinated manner. They might look at an object and hold it concurrently, or they might check a toy visually and tactically explore it. Isaac’s case is the perfect example of an infant in this stage.
Phil is just lying on his back when he manages to grasp his foot. He smiles and lets go. His mother watches as he wiggles around until he manages to grasp his foot again.
Stage 2: First habits and primary circular reactions (between 1 and 4 months old)- During this stage, the infant coordinates sensation and two types of schemes. These schemes are primary circular reactions and habits. A habit refers to the scheme that is based on the reflex and has been entirely separated from its causing stimulus (Bolton, 2017). For example, the infants in substage one will only suck a bottle or nipple when placed on their lips or mouths. On the other hand, the infants in this stage will also suck when the bottle or nipple is absent. A circular reaction refers to repetitive action.
References
Bolton, N. (2017). The developmental theory of Jean Piaget. The Psychology of Thinking , 39-74. doi:10.4324/9781351264242-3
Hudson, T. E., & Landy, M. S. (2016). Sinusoidal error perturbation reveals multiple coordinate systems for sensorymotor adaptation. Vision Research , 119 , 82-98. doi:10.1016/j.visres.2015.12.005
Santrock, J. W. (2009). A topical approach to life-span development (custom ed.).
