Seth (8 months old) was given a rattle that he repeatedly shook. The interesting sound that was placed into his hand encouraged him to engage in behavior that pleased him. The rattle served as an object outside of his body, which he repeatedly focused on due to the pleasure that was gained. This behavior is a Secondary Circular Reaction, Stage 3 of the Sensorimotor period.
Another child, Ethan (7 months old), crawled to a similar rattle. Ethan picked up the rattle and shook it repeatedly with a big smile on his face. According to Piaget, this behavior is referred to as Coordination of Secondary Schemata, Stage 4 of the Sensorimotor period.
At 7 months old Ethan does not fit Piaget’s stage within the Sensorimotor period. Ethan deliberately planned to attain the rattle and give it a good shake. The rattle was out of his grasp, and at his age he should not have intentionally found and shook the rattle. Ethan, at 7 months old is “advanced”. The ability to generate specific goals happens in the fourth stage of the Sensorimotor period (8 to 12 months).
The other children showed cognitive development that correlated age and their stage within the Sensorimotor period. The 6 to 8 month olds seemed to show interest in what was placed in their hands. The 8 to 12 month olds showed planning and attainment of specific goals (crawling to toys). With the exception of Seth and Ethan, the Sensorimotor period was accurately displayed.
Language Development
Before babies can use words, they make their needs and feelings known through sounds that progress from crying, to cooing and babbling, then to accidental imitation, followed by deliberate imitation (Feldman, Olds, and Papalia, 2001). These sounds are known as Prelinguistic speech. Early vocalization was demonstrated while the children interacted.
Most of the children were at the babbling stage of language development. Several of the children had strings of “ma-ma-ma” or “ya-ya-ya.” Of course the mothers became excited when the child’s “ma-ma-ma” seemed to be “momma.” Unfortunately, there were not any distinguishable words that I could hear. However, imitation of language sounds was evident.
I was entertained to hear Zoe (12 months old) attempt to say “please.” Her mother repeatedly would ask her things with “please” included and exagerated. Zoe would occasionally imitate the sound of “please” with “pee, pee, pee.”
Nathan (10 months old) demonstrated the use of gestures to communicate. Nathan was very interested and determined to have a toy that was above him on a table. It was fascinating to watch him ponder the situation. He raised one arm while opening and closing his hand. This didn’t change the situation so he let out a few whimpers with his arm still extended. His mother heard the noise and noticed his reaching for the toy. Nathan was given the toy as the expression on his face seemed to be “finally.”
I have interpreted this situation as a combination of actions from two theories. B.F. Skinner would account Nathan’s whimper as a sound which has been reinforced by assistance from the mother. Adults shape their child’s verbal behavior by positively reinforcing whimpers, babbling sounds, and attempted speech. Nathan’s mother heard the whimper and knew he wanted something. His gesture according to prelinguistic theorists is protoimperative. This form of communication is used by infants or young children to get someone to do something he or she wants (Hetherington & Parke, 1999). As Nathan learns language, he will be able to combine words (in place of whimpers) and gestures for more effective communication. Gestures are reduced with time due to an increase of reliance on verbal skills to communicate needs and wishes.
Emotional Development
Throughout the session emotions were revealed by many of the children. Pleasure was expressed through smiling and laughter. One of the first negative emotions from a child, fear, was revealed through distinctive crying.
Rebecca (7 months old) and her mother were playing a game of peek-a-boo. The familiar face and visual stimuli of her mother elicited a great smile and an adorable laugh.
The cognitive view of infant smiling suggests the child recognizing the face, “matching” it to a scheme for “face” stored in memory, which gives pleasure and produces a smile. The learning perspective suggests the child has been reinforced by the receiver of the smile with cuddling or a smile back. This positive stimulation increases the child’s rate of smiling. This was evident with Seth (8 months old). His mother was guaranteed a smile when she positively stimulated him with a smile and a tickle to the cheek.
Timothy (9 months old) was playing on the floor with some toys. He looked up and saw a strange woman (mother of Ethan) standing very near, watching him. Timothy turned away and began to cry. This situation happened exactly the same way with Ethan (7months old) except he barely acknowledged the stranger and continued playing with his block.
An explanation to the different reactions may be explained by Alan Sroufe. “Fear of Strangers evolves more slowly than positive emotional expressions. By the time they are 9 months old, babies show true fear, which is an immediate negative reaction to an event that has specific meaning such as the face of a total stranger”(Hetherington & Parke, 1999).
Observing the group of children enabled me to witness different levels of development within a certain age group. The behaviors of the children served as a demonstration of several theories. The skills related to these theories were revealed as well as strengthened through the business of the young.
References
Feldman, R.D., Olds, S.W., & Papalia, D.E. (2001). Human Development (8th ed.) New
York: McGraw – Hill.
Hetherington, E.M., Parke, R.D. (1999). Child Psychology: A contemporary viewpoint
(Rev.ed.) New York: McGraw- Hill.
