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Related Concept Videos

Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

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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 Nativist Approach01:21

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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Socioemotional Development during Infancy01:30

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Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
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Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

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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.
Conservation and Constancy of Quantity
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Role of Shaping in Operant Conditioning01:19

Role of Shaping in Operant Conditioning

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Shaping is a technique used in operant conditioning to train complex behaviors by rewarding successive approximations toward the target behavior. This method is necessary because organisms are unlikely to perform complex behaviors spontaneously. Instead, shaping breaks down the desired behavior into small, manageable steps.
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Updated: Jan 13, 2026

A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras
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Infants' Daily Routines Shape Opportunities for Perceptual-Motor Exploration.

John M Franchak1, Juelle Ford1, Caitlin M Fausey2

  • 1Department of Psychology, University of California, Riverside, California, USA.

Developmental Science
|January 12, 2026
PubMed
Summary
This summary is machine-generated.

Infants spend most waking hours playing, with older babies playing and eating more. Daily routines and activities significantly influence infant development and learning opportunities.

Keywords:
motor developmentobjectsplayreadingsleep

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Area of Science:

  • Developmental Psychology
  • Child Development
  • Behavioral Science

Background:

  • Infant daily routines are crucial for development, yet understanding how time is allocated remains limited.
  • Previous research relied on retrospective data, potentially introducing recall bias.

Purpose of the Study:

  • To quantify macro-level activity frequencies in infants using a novel assessment method.
  • To examine age-related differences in infant time allocation.
  • To explore the relationship between daily activities and infant motor behaviors.

Main Methods:

  • Employed an ecological momentary assessment (EMA) sampling method.
  • Collected real-time caregiver reports via text-message surveys.
  • Studied infants aged 4-7 and 10-13 months across the United States.

Main Results:

  • Play constitutes 50% of waking time for infants in their first year.
  • Eating/drinking and errands are also significant daily activities.
  • Older infants (10-13 months) engage in more play and eating/drinking, and less napping and comforting than younger infants (4-7 months).

Conclusions:

  • Infant daily routines are dynamic and change with age.
  • Macro-level activities influence infants' moment-to-moment behaviors and perceptual-motor learning opportunities.
  • The composition of daily activities shapes the developmental trajectory of infants.