A. Sensorimotor stage (0 to 2 years)
The sensorimotor period is between zero and two years. An important step is the recognition of form. Look like a baby four months agitated when you show him his bottle or his favorite toy. He remembers the pleasure it gives him and he wishes.
Another sign of its evolution is to understand causality: if I make an action that creates a result. Many toys are designed to help the child to assimilate the concept of cause and effect. All activity centers, tops, porticos and exercises all the toys with the result of the action produces a visual or audible. Baby constantly repeat the movements necessary for the sake of the effect and success.
The acquisition of object permanence comes around the age of eight …show more content…
He comes to understand some phenomena to force them to repeat and observe the results. Let it explore its environment while keeping it safe. Put at its disposal equipment varied things piling up, fit, roll, leap, etc..
Language
From its first months, the child needs communication. You listen carefully and you answered, stammering his way and producing all kinds of sounds. It is important to talk to him often because even at the age of one year and includes many more words than he uses.
Once the child begins to say a few words, about a year, he should be encouraged by providing small cardboard books. He loves looking at pictures and name what they represent your company. About two years, most children use sentences of three words to be understood.
B. Thought preoperative (2 to 5 …show more content…
The reproduction of facts is also experienced with graphic representation activities. This engages the whole development of creativity. The material used is varied and can express his ideas in many ways: all kinds of pencils, paint, clay, collages, etc..
Spatial Organization
This is the beginning of spatialization, the place an object in space and learning of spatial cues. Puzzles and games construction provides familiarity with spatial relationships. By dint of handling coins, the child assimilates the terms top, bottom, front, rear, etc.. Understanding these concepts will be crucial in spatial learning of writing.
C. Concrete operational thinking (6 to 8 years)
The concrete operational thinking is between six and eight years. This is the age of entry to school: the teaching of reading, writing, mathematics and other knowledge. All this learning can be equated with a certain evolution in the reasoning. The child is now able to classify or rank items based on more complex. He begins to understand the concept of time is so difficult to assimilate. Understanding the spatial and temporal relationships can deliver more elaborate constructions and projects in the longer term. He can think more logically, taking into account two criteria at once, which gives access to games of
The sensorimotor period is between zero and two years. An important step is the recognition of form. Look like a baby four months agitated when you show him his bottle or his favorite toy. He remembers the pleasure it gives him and he wishes.
Another sign of its evolution is to understand causality: if I make an action that creates a result. Many toys are designed to help the child to assimilate the concept of cause and effect. All activity centers, tops, porticos and exercises all the toys with the result of the action produces a visual or audible. Baby constantly repeat the movements necessary for the sake of the effect and success.
The acquisition of object permanence comes around the age of eight …show more content…
He comes to understand some phenomena to force them to repeat and observe the results. Let it explore its environment while keeping it safe. Put at its disposal equipment varied things piling up, fit, roll, leap, etc..
Language
From its first months, the child needs communication. You listen carefully and you answered, stammering his way and producing all kinds of sounds. It is important to talk to him often because even at the age of one year and includes many more words than he uses.
Once the child begins to say a few words, about a year, he should be encouraged by providing small cardboard books. He loves looking at pictures and name what they represent your company. About two years, most children use sentences of three words to be understood.
B. Thought preoperative (2 to 5 …show more content…
The reproduction of facts is also experienced with graphic representation activities. This engages the whole development of creativity. The material used is varied and can express his ideas in many ways: all kinds of pencils, paint, clay, collages, etc..
Spatial Organization
This is the beginning of spatialization, the place an object in space and learning of spatial cues. Puzzles and games construction provides familiarity with spatial relationships. By dint of handling coins, the child assimilates the terms top, bottom, front, rear, etc.. Understanding these concepts will be crucial in spatial learning of writing.
C. Concrete operational thinking (6 to 8 years)
The concrete operational thinking is between six and eight years. This is the age of entry to school: the teaching of reading, writing, mathematics and other knowledge. All this learning can be equated with a certain evolution in the reasoning. The child is now able to classify or rank items based on more complex. He begins to understand the concept of time is so difficult to assimilate. Understanding the spatial and temporal relationships can deliver more elaborate constructions and projects in the longer term. He can think more logically, taking into account two criteria at once, which gives access to games of