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Piaget's Stage 1 of Cognitive Development01:14

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The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
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Piaget's Stage 3 of Cognitive Development01:17

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
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Piaget's Stage 4 of Cognitive Development01:19

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The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
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Related Experiment Video

Updated: Nov 2, 2025

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Toddlers Using Tablets: They Engage, Play, and Learn.

Mary L Courage1, Lynn M Frizzell1, Colin S Walsh1

  • 1Department of Psychology, Memorial University of Newfoundland, St. John's, NL, Canada.

Frontiers in Psychology
|June 17, 2021
PubMed
Summary
This summary is machine-generated.

Toddlers can successfully use touchscreen devices for goal-directed tasks and learning. Executive functions influence their app performance, with 3-year-olds outperforming 2-year-olds.

Keywords:
appsattentione-booksexecutive functionsspatial skill learningtoddlerstouchscreen device

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Area of Science:

  • Developmental Psychology
  • Human-Computer Interaction
  • Educational Technology

Background:

  • Young children's access to touchscreen devices is increasing, yet research on their operational success for learning is limited.
  • Infants and toddlers possess immature cognitive, fine motor, and executive functions, raising questions about their ability to use tablets purposefully.
  • Understanding how toddlers interact with digital interfaces is crucial for developing effective educational tools.

Purpose of the Study:

  • To investigate whether toddlers can purposefully operate a tablet to achieve goals.
  • To determine if toddlers can acquire skills and learn from commercial apps.
  • To examine if executive functioning predicts success in using and learning from apps.

Main Methods:

  • 31 two-year-olds and 29 three-year-olds used a shape-matching app and a storybook app on a tablet.
  • Performance was compared to a paper storybook, and the Minnesota Executive Functioning Scale was administered.
  • Minimal adult scaffolding was provided throughout the study.

Main Results:

  • Toddlers demonstrated goal-directed touch gestures and manual interactions for tablet operation.
  • Learning improved with tablet use, showing increased efficiency, fewer errors, and reduced completion times.
  • Children recognized more content from the e-book and were less distracted compared to the paper version.
  • Executive functioning significantly predicted app performance outcomes.
  • Three-year-olds consistently outperformed two-year-olds across all measures.

Conclusions:

  • Toddlers are capable of purposeful interaction with touchscreen devices for learning.
  • Interactive devices show potential for supporting toddlers' educational development.
  • Individual differences in executive functions play a role in toddlers' success with digital learning tools.