This is when the child understands when something disappears it does not necessarily mean that it is gone. For instance, if a parent walks away from the room, the child knows that they will come back.

• Object permanence

• Conservation

• Theory of Mind

• Maturation

This is when a child is able to conserve means knowing that a quantity doesn't change if it's been altered (by being stretched, cut, elongated, spread out, shrunk, poured, etc). For instance, they know that different bottles in different shapes hold the same amount of liquid.

• Object permanence

• Conservation

• Theory of Mind

• Maturation

Is the ability to understand that people act in a way that is motivated by their desires. For instance, someone will reach for an apple because they are hungry.

• Object permanence

• Conservation

• Theory of Mind

• Maturation

It can be defined as “the development of the self”. For Piaget, it is kind of the same thing as intelligence and the ways in which we construct it and use it in order to answer in an appropriate manner to the environment.

• Object permanence

• Conservation

• Theory of Mind

• Maturation

(Birth - 2 years) It typically takes place within the first two years of a child's life. It is marked by the child discovering the difference between themselves and their environment. At that point, they will use their senses to learn things about both themselves and their environment.

• Sensorimotor

• Preoperational

• Concrete operational

• Formal operational

(Ages 2-7) Young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, which allows them to understand the difference between past and future, and engage in make-believe.

• Sensorimotor

• Preoperational

• Concrete operational

• Formal operational

(Age 7-11) They can now understand that events do not always relate to them and that others have different points of view. Children also become able to apply logical, concrete rules to physical objects. However, they cannot yet do the same thing for abstract concepts.

• Sensorimotor

• Preoperational

• Concrete operational

• Formal operational

(Ages 12+) At this point in development, thinking becomes much more sophisticated and advanced. Kids can think about abstract and theoretical concepts and use logic to come up with creative solutions to problems. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.

• Sensorimotor

• Preoperational

• Concrete operational

• Formal operational

Tags

NGSS.HS-ETS1-3

NGSS.HS-LS3-2

If the child is placed in an environment where he/she can explore, make decisions, and initiate activities.

• Initiative

• Guilt

• Industry

• Inferiority

Tags

NGSS.1-LS1-1

NGSS.K-2-ETS1-1

if the child is put in an environment where initiation is repressed through criticism and control, he/she will develop...

• Initiative

• Guilt

• Industry

• Inferiority

Tags

NGSS.MS-LS1-5