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Development of a child from the time of birth to a two-year-old is an important stage in their history. This stage involves setting basic sense and knowledge of their being in the world and their surrounding environment. It is milestone growth of a child. Children at different ages perceive differently situations with complex reactions. These is because, their brains tend to understand things is varied ways depending on their age.
The experiment done involved four children and hiding a toy from them. The first cluster involve a boy who was of age six months and a girl who was of age ten months. When the toy was dropped on the floor, both babies went for it. When the toy was covered with a blanket, the ten-month-old baby removes the blanket and took the toy. The six-month-old baby did not show any signs of existence of the toy. The nine-month-old baby show existence of toy even though she could not see it. The next research involved a boy who was eleven months old and a girl of ten months old. The toy was placed in front of each and moved a shorter distance away from them. Both of the children went for the toy. The toy was then covered with the blanket and both went and uncovered the toy from the blanket.
Depending on the age a child, they show different responses and understanding of existence of object. Within a certain category of age such as between ten months and one year a child show presents of object no matter their physical absents (Babakr et al., 2019). In the research conducted, a boy of age eleven months and a girl of age ten months and nine months responded to the absent of the toy. They uncovered the blanket but the other of age six months presumed it and also look jumbled. With the understanding of object permanence and infants working memory, the three responded but the other did not (Pacheco & Herrera, 2021). Their memory and response to working environment have not form mental representation of surrounding objects.
Within the sensorimotor stage (birth – 2 years), children’s behavior produces specific effect. According to current literature about stage object permanence, children between the ages of nine months to a year old are able to search for objects (Bjorklund, 2022). They are able to solve the problem of the absent of some objects but below they are not able. They become more physically proficient and able to explore many things at a greater complexity. They are curious to know their immediate vicinity. This category of children is also able to understand variance between animate and inanimate items physically. The mental processes and perceptual have develop mental representation in their brain (Babakr et al., 2019). Also, this process upon repetition causes novel effects in the child’s brain.
In conclusion, the sensorimotor stage about the object permanence aligns with current literature. Based on our finding, a child at the age of nine to one year old is able to sense the absent of object no matter the gender. Children below nine years of age cannot show any cognitive understanding of an object. Children at age of five to around seven months are only able to look at things surrounding them. The absent of this object have no effect on their being they feel satisfied within their vicinity.
References
Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review.Education Quarterly Reviews, 2(3), 113-167.
Bjorklund, D. F. (2022). Children′ s thinking: Cognitive development and individual differences. Sage publications.
Pacheco, C. S., & Herrera, C. I. (2021). A conceptual proposal and operational definitions of the cognitive processes of complex thinking. Thinking skills and creativity, 39(6), 100794.
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