| According to Piaget. a renowned author who has | | | | narrow, it will ensure that there is more water in the |
| done several studies on child development, cognitive | | | | narrow glass. It can not consider that the height of |
| development is divided into four major stages: | | | | the liquid. |
| sensorimotor stage, pre-operative thought, concrete | | | | Two to five years is a period when the child is of |
| operational thinking and formal oratory thought. | | | | basic learning. He is able to draw objects from simple |
| A. Sensorimotor stage (0 to 2 years) | | | | criteria: colors, shapes, sizes, textures. It can combine |
| The sensorimotor period is between zero and two | | | | two images or two similar items that have a logical |
| years. An important step is the recognition of form. | | | | link: habitats and animals, opposites, and sports |
| Look like a baby four months agitated when you | | | | accessories, crafts and tools, etc.. |
| show him his bottle or his favorite toy. He | | | | Games symbolic |
| remembers the pleasure it gives him and he wishes. | | | | But the most striking feature of this stage is the |
| Another sign of its evolution is to understand | | | | appearance of imitation games. The child is able to |
| causality: if I make an action that creates a result. | | | | reproduce a past action by his gestures and verbal |
| Many toys are designed to help the child to assimilate | | | | expression. To do this, he plays the roles of fictional |
| the concept of cause and effect. All activity centers, | | | | characters known or invented and reproduced or |
| tops, porticos and exercises all the toys with the | | | | scenarios. All accessories for pretend are very |
| result of the action produces a visual or audible. Baby | | | | popular at this age: doctor's bag, beauty, set of tools, |
| constantly repeat the movements necessary for the | | | | costumes, for cooking... |
| sake of the effect and success. | | | | All those games, more toys with figures, animals, |
| The acquisition of object permanence comes around | | | | vehicles and dolls occupy the majority of playing time |
| the age of eight months. At this stage the child | | | | at that age. The reproduction of facts is also |
| understands that an object continues to exist even if | | | | experienced with graphic representation activities. |
| no one sees him. Experience in front of him hiding a | | | | This engages the whole development of creativity. |
| toy under a blanket. If baby does not attempt to | | | | The material used is varied and can express his ideas |
| retrieve the toy by removing the cover, it has not | | | | in many ways: all kinds of pencils, paint, clay, collages, |
| yet acquired the object permanence. Games cuckoo, | | | | etc.. |
| surprise boxes or other toys with which we hide | | | | Spatial Organization |
| elements involve that concept. | | | | This is the beginning of spatialization, the place an |
| This is the age of exploration, the child learns from its | | | | object in space and learning of spatial cues. Puzzles |
| experiences and discoveries. He comes to understand | | | | and games construction provides familiarity with |
| some phenomena to force them to repeat and | | | | spatial relationships. By dint of handling coins, the child |
| observe the results. Let it explore its environment | | | | assimilates the terms top, bottom, front, rear, etc.. |
| while keeping it safe. Put at its disposal equipment | | | | Understanding these concepts will be crucial in spatial |
| varied things piling up, fit, roll, leap, etc.. | | | | learning of writing. |
| Language | | | | C. Concrete operational thinking (6 to 8 years) |
| From its first months, the child needs communication. | | | | The concrete operational thinking is between six and |
| You listen carefully and you answered, stammering | | | | eight years. This is the age of entry to school: the |
| his way and producing all kinds of sounds. It is | | | | teaching of reading, writing, mathematics and other |
| important to talk to him often because even at the | | | | knowledge. All this learning can be equated with a |
| age of one year and includes many more words than | | | | certain evolution in the reasoning. The child is now |
| he uses. | | | | able to classify or rank items based on more |
| Once the child begins to say a few words, about a | | | | complex. He begins to understand the concept of |
| year, he should be encouraged by providing small | | | | time is so difficult to assimilate. Understanding the |
| cardboard books. He loves looking at pictures and | | | | spatial and temporal relationships can deliver more |
| name what they represent your company. About | | | | elaborate constructions and projects in the longer |
| two years, most children use sentences of three | | | | term. He can think more logically, taking into account |
| words to be understood. | | | | two criteria at once, which gives access to games of |
| B. Thought preoperative (2 to 5 years) | | | | strategy. |
| The next step is between two and five years is the | | | | Now he can read and count, it can acquire a wealth |
| intuitive thought or pre-operatively.The child has an | | | | of knowledge in various fields. |
| egocentric thought is to say that all events and | | | | D. Formal operational thinking (9 years) |
| evidence surrounding the act and react according to | | | | The end of the last stage, formal operational thought |
| him. An example illustrates this idea: a child of four | | | | is a sign of intellectual maturity almost complete. |
| years is convinced that the moon follows him when | | | | Older children, like adults, can solve problems by |
| he is driving a car. | | | | assumptions and inferences. From now on, these are |
| The pre-logical thought means it is capable of | | | | the tastes of each individual will determine the |
| reasoning but from experiences and considering only | | | | performance in one area or another. Whether in the |
| one criterion at a time. If you put before him the | | | | sciences, arts or sports, they develop skills for one |
| same amount of water in a tall glass and a large glass | | | | or another field. |