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• Proposed the
four stages of
cognitive development.
•Believed that children are
like "little scientists”

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Cognitive structures by
which individuals
intellectually adapt to
and organize their
environment

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The process of fitting
a new experience
into an existing or
previously created
cognitive structure
or schema.

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The process
of creating a new
schema

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During this stage,
infants and toddlers
acquire knowledge
through sensory experiences
and manipulating objects.
(Birth to 2 years old)

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Object permanence is a
child's understanding
that objects continue to
exist even though they
cannot be seen or
heard.

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Reflexes are involuntary
actions the baby makes,
which in time (about 3
months later), will be
replaced by conscious
movements.

16. REFLEX STIMULATION &
RESPONSE
DEVELOPMEN
TAL COURSE
Babinski Stroke infant’s foot from toe to
heel: toss fan out and foot twists
in.
Disappears by
about 1 year
Startle Newborn abducts and flexes all
extremities and may begin to cry
when exposed to sudden
movement or loud noise.
Disappears by 3 to
6 months
Palmar
Grasp
Press a finger against the infant’s
palm; infant grasps tightly.
Weakens after a
few hours and fades
completely after 3
to 4 months.

20. REFLEX STIMULATION &
RESPONSE
DEVELOPMEN
TAL COURSE
Rooting Newborns turns head in direction
of stimulus, opens mouth, and
begins to suck when cheek, lip, or
corner of mouth is touched with
finger or nipple (breast feed).
Usually disappears
by 3 to 4 months.
Stepping Hold infant upright and place
bare feet on a surface: infant lifts
one foot, then the other.
Seems to disappear
at 1 to 3 months,
when body weight
begins to exceed
strength, then
reappears between
11 and 16 months.

23. REFLEX STIMULATION &
RESPONSE
DEVELOPMEN
TAL COURSE
Sucking Put finger in infant’s mouth;
infant sucks
Strongest in the
first 3 to 5
months but
continues
throughout
infancy.
Tonic
Neck
Put infant on back; infant
assumes “fencing” pose with
fists, one arm extended, and
head turned to one side.
Disappear at 4
months

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(1 – 4 months)
This substage involves
coordinating sensation
and new schemas.

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(4 – 8 months)
During this substage, the child
becomes more focused on the
world and begins to
intentionally repeat an action in
order to trigger a response in
the environment.

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Children begin exploring the
environment around them
and will often imitate the
observed behavior of others.

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(12 – 18 months)
Children begin a period of
trial-and-error
experimentation during
the fifth substage.

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Children begin to develop
symbols to represent
events or objects in the
world.

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At this stage, the child
can now make mental
representations and is able to
pretend. The child is now even
closer to use symbols. Lasts
approximately 2 to 7 years old.

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Symbolic Function
Ability to represent
objects and events.

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Egocentrism
This is the tendency of
the child to only see his
point of view.

45. I am always right!
I don’t need your opinion!

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Centration
Tendency of the child to
only focus on one aspect
of a thing or an event and
exclude other aspects.

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Reversibility
Children in this stage has
the inability to reverse
their thinking.
2 + 3 = 5
5 – 3 = 2

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Animism
Tendency of children to
attribute human like
traits or characteristics to
inanimate objects.

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Ability of the child to
think logically but only
in terms of concrete
objects.
(Ages 8-11)

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Decentering
Ability of the child to
perceive the different
features of objects and
situations.

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Reversibility
During this stage, the
child can now follow
that certain operations
can be done in reverse.

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Conservation
Ability to know that
certain properties do not
change even if there is a
change in appearance.

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Seriation
Ability to order or arrange
things in a series based on
one dimension such as
weight, volume or size.

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(Ages 12-15 years old)
Thinking becomes more
logical. They can now
solve abstract problems
and can hypothesize.

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Hypothetical Reasoning
Ability to come up with
different hypothesis about a
problem and to gather and
weigh data in order to make
a final decision or judgment.

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Analogical Reasoning
Ability to perceive the
relationship in one instance
and then use that
relationship to narrow down
possible answers.

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Deductive Reasoning
Ability to think logically by
applying a general rule to a
particular instance or
situation.

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