The document summarizes cognitive development in infants from birth to 2 years of age. It describes the major stages of development, including reflexes in newborns, coordination of senses between 1-4 months, awareness of external objects from 4-8 months, understanding of causal relationships from 8-12 months, focused exploration from 12-18 months, and use of symbols from 18-24 months. Key developments include imitation, memory, language acquisition, and differing abilities from what Piaget had originally proposed. The document also discusses how understanding these stages can help with parenting and early childhood education.

1. Cognitive Development in infancy

2.  What I found most interesting about psychology is the cognitive development
in infancy
 Between 0-1 months of age, infants show their reflexes such as sucking or
looking.
 These reflexes disappear during the first year of life.
 Their primitive schemes begin to change through very small steps of
accommodation.

4.  Between 1-4 months, infants begin to show coordination between looking and
listening
 Infants will respond to different sounds. The infant will also suck on anything
that he is given or can reach.
 Infants will practice their sucking, grasping, looking and listening schemes.

6.  At 4-8 months, infants become much more aware of things that happen
outside of his body.
 He will repeat an action to trigger a reaction. When a baby coos at his mom,
and she smiles at him, the baby will coo again to get his mom to smile again.
 Object permanence begins to show more in this stage.
 Infants will understand that if you cover a portion of a toy with a blanket, the
toy is still there. But if you were to cover the entire toy, then the baby will
think that the toy has disappeared completely.

7.  8-12 months, infants begin to show understanding of casual connections.
 The baby will go after what she wants and will combine two schemes to do so.
 Imitation of novel behaviour begins to occur. The transfer of information from
one sense to the other.
 Babies will begin to keep a goal in mind and plan to achieve it.

8.  Between 12-18 months, infants explores their environments with more focus.
 They become very active at this stage.
 They try new ways of playing with toys or manipulating objects.
 They will try out different sounds to trigger a reaction to get attention from
someone.

9.  18-24 months, development of use of symbols to represent objects or events.
 Understands that the symbol is separate from the object.
 Their means-end behaviour becomes more sophisticated in this stage.
 Infants can find ways to overcome obstacles to reach things that they want.

10.  Imitation starts to improve at 1-2 months of age.
 Two-part action imitation begins around 15-18 months.
 Piaget suggested that infants can imitate some facial gestures in the first
weeks of life.
 Deferred imitation occurs earlier than what Piaget predicted.

11.  Newborns are able to remember auditory stimuli that they are exposed to
while sleeping
 Infants can form new associations between objects and with their memories
of objects at 6 months
 These findings demonstrates that infants are more cognitively sophisticated
than what Piaget had supposed.

12.  Between birth and 1 month of age, crying is the most common sound an
infant makes.
 1-2 months infants will start to laugh and make cooing sounds
 At 6-7 months infants make consonant sounds
 6-12 months babbling will begin
 By 9-10 months infants will know the meanings of about 20-30 words.

13.  At 12 or13 months infants will understand and respond to meaningful words
 Between 16-24 months, toddlers will begin to add new words rapidly. This
period is known as naming explosion
 At 16 months old the child will have a speaking vocabulary of about 50
words.

14.  I find that Piaget’s sensorimotor stages will be helpful to my personal life
because it will help me understand how children are developing and what
stage they are at when they reach a certain age.
 It will assist me in the process of observing my own children when I have
them, and it will also help me in responding quickly to my children’s needs,
because I will understand what level they are at.

15.  Once I become an Early Childhood Educator, Piaget’s sensorimotor stage will
help me understand the development of the infants that I will have to take
care of in the child care program.
 It will also help me understand what activities to plan for the children
because I will know which stage they are at and which activity will benefit
them most.

16.  https://www.google.ca/search?q=infants+in+daycare&biw=1278&bih=618&s
ource=lnms&tbm=isch&sa=X&sqi=2&ved=0CAYQ_AUoAWoVChMInM-
N0L31yAIVVvBjCh3Kaguq#tbm=isch&q=ABCs
 https://www.google.ca/search?q=infants+in+daycare&biw=1278&bih=618&s
ource=lnms&tbm=isch&sa=X&sqi=2&ved=0CAYQ_AUoAWoVChMInM-
N0L31yAIVVvBjCh3Kaguq#tbm=isch&q=infants+interacting
 https://www.google.ca/search?q=infants+in+daycare&biw=1278&bih=618&s
ource=lnms&tbm=isch&sa=X&sqi=2&ved=0CAYQ_AUoAWoVChMInM-
N0L31yAIVVvBjCh3Kaguq#
 https://www.google.ca/search?q=infants+in+daycare&biw=1278&bih=618&s
ource=lnms&tbm=isch&sa=X&sqi=2&ved=0CAYQ_AUoAWoVChMInM-
N0L31yAIVVvBjCh3Kaguq#
 Denise Boyd, Paul Johnson, Helen Bee Lifespan Development (2009) Fifth ed.