Six developmental phases within the Sensorimotor stage range in age from 0 to 24 months. Children use their reactions in the first of the Sensorimotor Stage's substages. They are only partially cognitively capable at this point. At the second level, they begin acting in ways that have particular outcomes. They develop a habit of the behavior once they notice these novel impacts. At this stage, a child might discover how to take a pacifier for the first time before becoming accustomed to it and using it effortlessly. The infant starts investigating how their actions affect the surroundings in the third stage. The sixth stage involves the infants carrying out certain behaviors that are oriented to accomplish some goal. During the seventh stage, they start exploring the causes and effects by for example waving her hand to her parents, they may want to see the reaction of the parents (Rutherford, 2011). The final and most important stage involves the child starting to use words when they need to be heard. Here is where they begin pronouncing words that they hear others around them pronounce.
The ability to start pronouncing words is the milestone in the cognitive development of children at this stage. This is what they continue with even after they have outgrown. It is what helps them throughout life as they can communicate with others. Good parents always teach their children how to obediently talk to others by expressing certain terms of etiquette for instance, please, excuse me and many more. A parent who does not apply such etiquette to their children at this stage are usually, most likely to experience rudeness while communicating with their children after the children have become grown-ups. At this stage, a child can be trained to do anything and with time one finds them doing it so efficiently and effectively (Keenan, Evans & Crowley, 2016). For example, this is the stage when a parent can successful teach her kid how to get to YouTube using a smartphone and they always master the procedure. The children are at this stage very sharp and willing to learn without much difficulty.
Question Two
The Erikson’s stages of development are a psychoanalytic theory that discusses the processes through which an individual undergoes from childhood into adulthood. According to the theory, there are eight developmental stages. According to theory, the stage that is relevant to Madeleine’s infancy is trust v mistrust (Smith & Elliott, 2011). The stage is closely associated with the Freudian psychosexual stage of oral. During the stage, an infant established a relationship with the mother that any other member of the family. Additionally, there are some issues that an infant undergoes during the stage that are related with Madeleine’s infancy. Some of the issues include having the feeling of being comforted while breastfeeding. The soothing during the feeding process creates a bond between the mother and the child (Whitebread, 2008).
The trust v mistrust is the first stage of infant development according to the theory. During the stage, an infant often tends to acquire the virtue of hope based on the intricate relationship that develops between the mother and the child. The affection that tends to develop between the mother and the child is the source of trust that the child exudes during the interaction process. The stage often covers the first 23 months of an infant’s existence from birth (Fabrizi, Ito & Winston, 2016). Notably, Madeleine has an interaction and an interaction with the mother. The interaction with the mother is the source of the comfort that the child develops. Additionally, the mother is the primary caregiver to the world and the source of confidence that the child develops in the course of their interaction. The three determinants of good care based on the theory is the ability to provide comfort, affection and food (Shaffer & Kipp, 2014). Since Madeleine’s has access to the three from the mother, she develops trust.
Question Three
A study was done by three researchers namely Fabrizi, Ito and Winston. This study aimed at investigating the effects of a community playground on the playfulness of the children below five years and their response to their caretakers. The study involved eight children and their caregivers for a duration of eight weeks under thorough monitoring. Through the study and most importantly, after the eight weeks, blinded raters were used to access the responsiveness and playfulness outcomes. The result was repeated more times but still it indicated that child playfulness is increased when children meet to play as a playgroup.
These findings are related to imagination and pretend play in children because when different children are brought together to play, each of them always has something new, may be taught by their parents, to show other children who in the process improve their imagination thus improving their playfulness. Such findings can be applied to everyday life of children when their parents, under a keen supervision, allow their kids to go and play with other kids (Kail, 2006). In addition, these findings can be applied even to the disabled kids in order to improve their playfulness.
References
Fabrizi, S. E., Ito, M. A., & Winston, K. (2016). American Journal of Occupational Therapy, 70. doi:10.5014/ajot.2016.017012
Kail, R. V. (2006). Advances in Child Development and Behavior: Volume 34. London, UK: Elsevier Science & Technology.
Kail, R. V. (2006). Advances in Child Development and Behavior: Volume 34. London, UK: Elsevier Science & Technology.
Keenan, T., Evans, S., & Crowley, K. (2016). An introduction to child development. Los Angeles.
Rutherford, M. D. (2011). Child development: Perspectives in developmental psychology. Don Mills, Ont: Oxford University Press Canada.
Shaffer, D. R., & Kipp, K. (2014). Developmental psychology: Childhood and adolescence. Australia: Wadsworth.
Smith, L. L., & Elliott, C. H. (2011). Child psychology & development for dummies. Hoboken, N.J: Wiley.
Whitebread, D. (2008). Developmental psychology and early years education. London: SAGE.
