Perceptual Development
Primarily, perceptual development occurs during the prenatal perception period and the initial stages of infancy to start interpreting and understanding sensory input. A sensory milestone “Touch” gets develop around seven to eight weeks of prenatal perception period where the first sensation of touch emerges in the mouth and developmentally trends to the palm of the hands and then feet. Similarly, by the age thirteen to fourteen weeks of perceptual development, the majority of the body except the top of the head and middle of the back gets to touch. Taste is developed between thirteen to fifteen weeks.
Accordingly, hearing and smell gets developed during third trimester of prenatal period, where the fetus can hear different …show more content…
During this sensorimotor period, motor behaviors lead to first schemas and body-centered to object centered. These schemas are dynamic, active structures from which children perceive information through experience and keep the children conscious about the external environments and they are active on discovering relationships between their bodies and environment. The two cognitive development achievements that occurs during this stage are object permanence and trends in accidental to intentional behaviors, then intentional to make believe play and problem-solving. The objective permanence is the awareness that a child can understand that an object continues to exist even if it is in view and this is achieved between the age range of nine to twelve months. Similarly, the trends in accidental to intentional behaviors occurs at the same period of time, in which the child can make a purposeful aim and carry out action to the level of problem …show more content…
The capability for the child to progress mental representations completely gets developed about the ages of eighteen to twenty-four months. After the representation occurs, the child can mentally think about the object first then of experiences. This endorses the child to think mentally and understand it and encourage to participate in deferred imitation in which child can imitate basic actions as well as gestures that was happen in the past. So, this action can allow the child to make believe play, which significantly helps the children develop their imagination and they can easily act on various imaginary activities, but they do not need the concrete operations. One of the limitation that occurs during the sensorimotor stage of cognitive development is socio-dramatic play, which emerges around the age of five, and that partially let the child to be mentally capable to engage in socio-dramatic play, but not completely because they are not yet fully developed to create imaginary activities, which would be a more complex form of play observed in child care
Primarily, perceptual development occurs during the prenatal perception period and the initial stages of infancy to start interpreting and understanding sensory input. A sensory milestone “Touch” gets develop around seven to eight weeks of prenatal perception period where the first sensation of touch emerges in the mouth and developmentally trends to the palm of the hands and then feet. Similarly, by the age thirteen to fourteen weeks of perceptual development, the majority of the body except the top of the head and middle of the back gets to touch. Taste is developed between thirteen to fifteen weeks.
Accordingly, hearing and smell gets developed during third trimester of prenatal period, where the fetus can hear different …show more content…
During this sensorimotor period, motor behaviors lead to first schemas and body-centered to object centered. These schemas are dynamic, active structures from which children perceive information through experience and keep the children conscious about the external environments and they are active on discovering relationships between their bodies and environment. The two cognitive development achievements that occurs during this stage are object permanence and trends in accidental to intentional behaviors, then intentional to make believe play and problem-solving. The objective permanence is the awareness that a child can understand that an object continues to exist even if it is in view and this is achieved between the age range of nine to twelve months. Similarly, the trends in accidental to intentional behaviors occurs at the same period of time, in which the child can make a purposeful aim and carry out action to the level of problem …show more content…
The capability for the child to progress mental representations completely gets developed about the ages of eighteen to twenty-four months. After the representation occurs, the child can mentally think about the object first then of experiences. This endorses the child to think mentally and understand it and encourage to participate in deferred imitation in which child can imitate basic actions as well as gestures that was happen in the past. So, this action can allow the child to make believe play, which significantly helps the children develop their imagination and they can easily act on various imaginary activities, but they do not need the concrete operations. One of the limitation that occurs during the sensorimotor stage of cognitive development is socio-dramatic play, which emerges around the age of five, and that partially let the child to be mentally capable to engage in socio-dramatic play, but not completely because they are not yet fully developed to create imaginary activities, which would be a more complex form of play observed in child care