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Preoperational Stage
In the video Interview with a 4 year old mother interviews her 4-year-old son Jaden, who answers the questions, ranging from concrete and personal to more abstract and impersonal. When the mother makes an introduction explaining the context of the video, the child loses interest and concentration and looks bored until he is spoken to. In the last part of the video, the child himself talks about what he is interested in, while his mother participates in the conversation but almost does not direct him with questions.
According to Piaget’s theory, the child is in the preoperational stage of cognitive development, typical for ages 2 to 7. At this stage, a new ability of self-representation develops and interweaves with previously developed sensorimotor structures (Wadsworth & Piaget, 1979). When Jaden’s mother asks him if he is excited about being a big brother, he shows her excitement by a cheerful dance and bouncing up and down (MarieJEdwards, 2016). When his mother asks him to name a favorite song, Jaden starts singing and swinging to the sides instead of calling it (MarieJEdwards, 2016). Thus, the child connects the verbally designated situation with its sensorimotor representation.
Jaden does not ask how and why something happens but answers the mother’s questions regarding the logic of processes with simple, often magical concepts. His development corresponds to the symbolic function substage of the preoperational stage because he does not demonstrate the desire to know how the world works (Wadsworth & Piaget, 1979). For instance, Jaden several times chooses God and authorities as an explanation for different processes and things in the outer world, such as babies’ appearance or Jaden’s hair (MarieJEdwards, 2016). Preoperational thought does not follow the laws of logic or physical causation but is instead limited to associations.
In the conversation, Jaden demonstrates the ability to listen, share the events of his life, and capacity for self-control and patience. He does not interrupt his mother during the introduction even if he is bored and listens to the questions. His behavior is still essentially egocentric, which is typical for this stage of a child’s development (Wadsworth & Piaget, 1979). For example, Jaden turns back to his wish to exercise during the conversation multiple times even though his mother does not engage in discussing this topic (MarieJEdwards, 2016). The child quickly forgets matters that do not concern him directly; questions abstracted from his person do not interest him.
Jaden is in a positive mood; he is comfortable because his mother is conducting the interview. The child demonstrates two bright bursts of emotions in the video – joy, and resentment. He actively rejoices at the imminent appearance of his sister, accompanying this with a smile, dance, bouncing, and active gestures (MarieJEdwards, 2016). When Jayden accidentally hits his head against a wall, he expresses resentment at the wall, hitting it back with an offended and bitter expression on his face (MarieJEdwards, 2016). The child uses vocalizations, gestures, and demonstrative facial expressions when manifesting strong emotions.
Sensorimotor Stage
In the video Typical 2 year old play development mother films how two children of different ages and different stages of cognitive development play and interact with each other. The older girl Kaylee plays and interacts with her younger brother Colin, to whom she gives a cup of imaginary tea at her mother’s request (Krista Murphy, 2011). Colin reacts to his mother and sister, takes the items offered to him, shakes, and chews them.
The older girl is in the preoperational stage because she demonstrates “pretend play” and uses toy items for their symbolic purpose. The 2-year-old boy shows a sensorimotor game and does not distinguish the symbolic meaning of a cup of imaginary tea given to him by his sister. Colin is more interested in chewing a cup, tasting it, and twisting it in his hands (Krista Murphy, 2011). In the sensorimotor stage, the child develops its senses in combination with physical capabilities (Wadsworth & Piaget, 1979). Colin is focused on coordinating his movements, which still takes a lot of his attention.
The boy does not yet exhibit a significant range of social skills. He responds when his mother talks to him, takes the object from Kaylee’s hands and accepts affection from his older sister. In addition, Colin pays attention to the sister’s irritation and monitors her actions. For example, he understands that she wants to kiss him and exposes his face for a kiss (Krista Murphy, 2011). In the sensorimotor stage, children start combining sensory experience with appropriate motor reactions (Wadsworth & Piaget, 1979). The record demonstrates Colin can coordinate what he sees and hears with his actions.
During the video, the boy participates in sensorimotor play quite calmly, except for several situations of discomfort because of balance issues and his sister hindering him from holding the cup as he wants. When Colin slightly loses his balance, he opens his eyes widely and has a surprised facial expression (Krista Murphy, 2011). When his sister hinders him from playing, he uses vocalization to manifest his annoyancee (Krista Murphy, 2011). Colin demonstrates an adequate emotional response to external stimuli and other people.
References
Wadsworth, B. J., & Piaget, J. (1979). Piaget’s theory of cognitive development. Longman.
Krista Murphy. (2011). Typical 2 year old play development [Video]. YouTube. Web.
MarieJEdwards. (2016). Interview with a 4 year old [Video]. YouTube. Web.
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