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1. Sensorimotor Motor Stage
6 Substages
1. Simple Reflexes
-basic means of coordinating sensation and action is
through reflexive behaviors such as rooting and sucking.
First Habits and Primary Circular Reactions

2. 2. First Habits and Primary Circular Reactions
- 1 to 4 months
Habit – is a scheme based on a simple reflex
such as sucking.
Primary Circular Reactions – is a scheme based
on the infants attempt to reproduce an interesting
or a pleasurable event that initially occurred by
chance.

3.  3. Secondary Circular Reactions
 - 4 to 8 months
 - the infant becomes more object-oriented or focused
on the world, moving beyond preoccupation with the
self in sensorimotor interactions.
 -infants imitate simple actions of others

4.  4. Coordination of Secondary Circular Reactions
 - 8 to 12 months
 - infants combine and recombine previously learned
schemes in a coordinated way
Intentionality - the separation of means and goals in
accomplishing simple feats.

5.  5. Tertiary Circular Reactions, Novelty and Curiosity
 - 12 to 18 months
 - infants become intrigued by the variety of properties
that objects possess and by the many things they can
make happen to objects
 - are schemes in which the infant purposely explores
new possibilities with objects, continually changing
what is done to them and exploring the results
 - starting point of human curiosity and interest in
novelty.

6.  6. Internalization of Schemes
 - 18 to 24 months
 - infant’s mental functioning shifts from a purely
sensorimotor plane to a symbolic plane
 - infants develop the ability to use primitive symbols.
Symbol – is an internalized sensory image or word that
represents an event

7.  Object Permanence
 - infant’ most important accomplishment in the
sensorimotor stage
 - is the understanding that objects and events continue
to exist, even when they cannot directly be seen,
heard or touched.

8.  Conditioning
 - if an infant behavior is followed by a rewarding
stimulus, the behavior is likely to recur.
 Habituation
 -repeated presentation of the same stimulus, which
causes reduced attention to the stimulus
 Dishabituation
 - is an increase in responsiveness after a change in
stimulation

9.  Deferred Imitation
 - imitation which occurs after a time delay of hours or
days
 - does not occur until infants are 18 months of age.

10.  Memory
 - a central feature of cognitive development,
pertaining to all situations in which an individual
retains information over time
 Implicit memory – retention of a perceptual motor
variety that is involve in conditioning tasks
 Explicit memory – the ability to consciously recall
the past

11.  Infantile Amnesia – adults cannot
remember anything from the first three
years of their life.
 Language – is a form of communication
based on a system of symbols. In
humans, is characterized by infinite
generativity and rule systems.

12. Infinite Generativity
 - is the ability to produce an endless
number of meaningful sentences using
a finite set of words and rules.
 - this quality makes language a highly
creative enterprise

13. Language Milestone
Age Milestone
Birth Crying
1 to 3 months Cooing begins
6 months Babbling begins
8 to `12 months Use gestures, such as showing and
pointing, comprehension of words
appear
13 months First word spoken
18 months Vocabulary spurt starts
18 to 24 months Uses two -word utterances
Rapid expansion of understanding
of words

14. Phonology
 -is the language sound system
 = provide a basis for constructing a large and
expandable set of words
 /sp/ /ch/ /ba/
 Vocabulary spurt – is a label that has been given
to the rapid increase in an infant’s vocabulary
 18 months – can speak 50 words
 2 –year old – can speak about 200 words

15. Telegraphic Speech
 - is the use of short and precise words
to communicate, young children’s two
to three- word utterances are
characteristically telegraphic.
Language Production- refers to the
words and sentences that children use.

16. Language Comprehension
 - refers to the language children
understand
 In infancy – receptive vocabulary (words
the child can understand) exceeds spoken
vocabulary (words the child uses)

17. Noam Chomsky
 - believes that humans are biologically
prewired to learn a language in a certain
time and in a certain way.
 - children are born into this world with LAD
 Language Acquisition Device (LAD) – a
biological endowment that enables the
child to detect certain language categories,
such as phonology, syntax, and semantics.

18. Infant-directed Speech
 - speech often used by parents (parentese) and other
adults when they talk to babies.
 - it has a higher than normal pitch and involves the use of
simple words and sentences
 Other strategies:
 1. Recasting – is rephrasing something the child has said
in different way perhaps turning it into a question
 Ex. The dog was barking. When was the dog barking?

19.  2. Echoing – is repeating what a child says,
especially if it is an incomplete sentence
 3. Expanding – is restating in a linguistically
sophisticated form what a child has said.
 4. Labeling – is identifying the names of
objects.

20.  Goodness of fit – refers to the match between the
child’s temperament and the environmental
demands the child must cope up with.
 Attachment – is a close emotional bond between an
infant and a caregiver
 Secure attachment – the infant uses caregiver as a
secure base from which to explore the environment

21. 3 Types of insecurely attached
infants
 1. insecure avoidant babies – babies that show
insecurity by avoiding the caregiver
 2. insecure resistant babies – babies that often
cling to the caregiver, then resist her by fighting
against the closeness, perhaps by kicking or
pushing away
 3. insecure disorganized babies – babies that
show insecurity by being disorganized and
disoriented

22.  end