On This Page:ToggleDevelopmental MilestonesSub-Stages Development & ExamplesWhat To Look Out For In Your ChildHow To Help Your Child During This Stage
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The sensorimotor stage is the first of thefour stages in Piaget’s theoryof cognitive development. It extends from birth to approximately 2 years and is a period of rapid cognitive growth.
During this period, infants progress from simple reflex-driven behaviors to increasingly complex and intentional actions, gradually constructing a foundational understanding of objects, space, causality, and time.
Through active exploration and interaction with their environment, infants construct a foundational understanding of the world, laying the groundwork for all future learning and development
During this period, infants develop an understanding of the world through coordinating sensory experiences (seeing, hearing) with motor actions (reaching, touching).
The main development during the sensorimotor stage is the understanding that objects exist and events occur in the world independently of one’s own actions (“the object concept”, or “object permanence“).For example, if you place a toy under a blanket, the child who has achieved object permanence knows it is there and can actively seek it. At the beginning of this stage, the child behaves as if the toy had simply disappeared.The attainment of object permanence generally signals the transition to the next stage of development (preoperational).Developmental MilestonesThe schemas constructed during this period provide the foundation for more complex and abstract thinking that will emerge in later stages.The understanding of objects, space, causality, and time that develops during the sensorimotor stage serves as the basis for the child’s developing worldview and their capacity for reasoning and problem-solving.
The main development during the sensorimotor stage is the understanding that objects exist and events occur in the world independently of one’s own actions (“the object concept”, or “object permanence“).
For example, if you place a toy under a blanket, the child who has achieved object permanence knows it is there and can actively seek it. At the beginning of this stage, the child behaves as if the toy had simply disappeared.
The attainment of object permanence generally signals the transition to the next stage of development (preoperational).
Developmental Milestones
The schemas constructed during this period provide the foundation for more complex and abstract thinking that will emerge in later stages.
The understanding of objects, space, causality, and time that develops during the sensorimotor stage serves as the basis for the child’s developing worldview and their capacity for reasoning and problem-solving.
1.Object Permanence
2.Cause and Effect
3.The Start of Pretend Play
Sub-Stages: Development & Examples
The sensorimotor stage of development can be broken down into six additional sub-stages including simple reflexes, primary circular reactions, secondary circular reactions, coordination of reactions, tertiary circular reactions, and early symbolic thought.
- Reflex Acts
The first substage (first month of life) is the stage of reflex acts. The neonate responds to external stimulation with innate reflex actions.
During this period, the infant, or neonate, primarily interacts with the world through inborn reflexes, such as sucking, grasping, and looking, rather than deliberate behaviors.
This reflex aids in breastfeeding and showcases the neonate’s innate response mechanisms during this early stage of development.
2. Primary Circular Reactions
Primary circular reactions(1-4 months) are centered on the infant’s own body and involve the repetition of actions that produce pleasurable sensations. For example, an infant might repeatedly suck their thumb or kick their legs.
3. Secondary Circular Reactions
Secondary circular reactions(4-8 months) extend beyond the infant’s own body and focus on the effects of actions on the external environment.
In this phase, infants become more focused on the external world and begin to repeat actions that produce enjoyable or interesting results in their environment.
The infant’s motivation during this stage shifts from the simple pleasure of sensory experience to thepursuit of external results.
They become increasingly interested in manipulating objects and observing the consequences of their actions, demonstrating a burgeoning sense of agency and an understanding of their ability to influence the world around them.
This phase represents the child’s growing awareness and interaction with the environment, as they begin to understand cause-and-effect relationships with objects around them.
4. Co-ordinating Secondary Schemas
Infants at this stage will vary their actions to explore different outcomes, such as dropping a toy from different heights or trying different ways to fit a shape into a container.
In this stage, infants begin to combine and coordinate separate actions into more complex sequences, marking the start of intentional and goal-directed behavior.
Rather than just repeating individual actions involving external objects (as seen in secondary circular reactions), in this phase, children show the ability to carry out actions with a specific goal in mind.
For example, an infant might encounter an object they desire but is out of reach. Instead of simply reaching for it, the infant might use a previously learned schema of pulling a string to bring the object closer.
5. Tertiary Circular Reactions
Tertiary circular reactions(12-18 months) involveactive experimentationwith objects and actions.
During this substage, infants engage in experimental interactions with their environment through trial-and-error behaviors.
6. Symbolic Thought
Finally, in substage six, there is the beginning ofPiaget’s Preoperational Stage(Ages 2-7)symbolic thought. This is transitional to the pre-operational stage of cognitive development. Babies can now form mental representations of objects.Symbolic thought emerges in the latter part of the sensorimotor stage, around 18-24 months. It signifies a child’s ability to form mental representations of objects or events that aren’t currently present.This development enables activities like pretend play and the use of symbols, indicating an understanding that objects continue to exist even when out of sight, a concept known asobject permanence.Symbolic thought marks a cognitive leap, setting the foundation for later stages of conceptual and abstract thinking.What To Look Out For In Your Child
Finally, in substage six, there is the beginning ofPiaget’s Preoperational Stage(Ages 2-7)symbolic thought. This is transitional to the pre-operational stage of cognitive development. Babies can now form mental representations of objects.
Symbolic thought emerges in the latter part of the sensorimotor stage, around 18-24 months. It signifies a child’s ability to form mental representations of objects or events that aren’t currently present.
This development enables activities like pretend play and the use of symbols, indicating an understanding that objects continue to exist even when out of sight, a concept known asobject permanence.
Symbolic thought marks a cognitive leap, setting the foundation for later stages of conceptual and abstract thinking.
What To Look Out For In Your Child
Navigating the early years of parenthood, you’ll witness your child’s unfolding cognitive milestones, offering subtle clues about their understanding of the world.
For instance, a clear indicator of their grasping object permanence is when they remain calm as you exit the room, comprehending that you haven’t vanished entirely.
This understanding can make transitions smoother, allowing them to feel comfortable with familiar adults, knowing that you’ll return.
Moreover, as your child progresses through the sensorimotor stage, their budding comprehension of cause and effect becomes evident.
For example, they’ll quickly learn which button on their favorite toy elicits a sound and repeatedly press it, showcasing their grasp of cause and effect.
How To Help Your Child During This Stage
Supporting your child during the sensorimotor stage can be both fun and insightful. To foster their grasp of object permanence, engage them in a simple game of hide and seek.
This doesn’t require a large space; even hiding behind your hands or using toys like puppets and teddies can work wonders. Observe their reactions; as they mature in their understanding, their excitement, evident through giggles and animated movements, will increase.
As they navigate through this developmental stage, providing them with materials for open-ended play encourages self-led discovery. Playdough, paints, and even daily objects can captivate their curiosity.
Don’t be surprised if they start experimenting with their food, blending textures to see how they change. This exploration is a testament to their burgeoning cognitive growth.
Introducing materials that highlight cause and effect can be particularly beneficial. Water play stands out as a favorite.
Whether it’s contrasting toys in the bathtub or a basin filled with water and sponges, such activities entertain and enhance their understanding of how their actions influence outcomes.
References
Piaget, J. (1952).The origins of intelligence in children. New York: International UniversitiesPress.
Piaget, J. (1954).The construction of reality in the child. New York: Basic Books.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning.Journal of research in science teaching, 2(3), 176-186.
Further InformationDi Paolo, E. A., Barandiaran, X. E., Beaton, M., & Buhrmann, T. (2014). Learning to perceive in the sensorimotor approach: Piaget’s theory of equilibration interpreted dynamically. Frontiers in human neuroscience, 8, 551.
Further Information
Di Paolo, E. A., Barandiaran, X. E., Beaton, M., & Buhrmann, T. (2014). Learning to perceive in the sensorimotor approach: Piaget’s theory of equilibration interpreted dynamically. Frontiers in human neuroscience, 8, 551.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
