OSAT: EARLY CHILDHOOD
QUESTIONS AND ANSWERS
Sensorimotor---ans-✔✔Piaget's-first-stage-of-development.-Birth-through-ages-18-24-
months.-The-infant-knows-the-world-through-sensory-input-and-motor-output.-Children-
learn-about-the-world-through-basic-actions-such-as-sucking,-grasping,-looking,-and-
listening.-Infants-learn-that-things-continue-to-exist-even-though-they-cannot-be-seen-
(object-permanence).
They-are-separate-beings-from-the-people-and-objects-around-them.-They-realize-that-
their-actions-can-cause-things-to-happen-in-the-world-around-them.
Preoperational---ans-✔✔Piaget's-second-stage-of-development.-Toddlerhood-(18-24-
months)-through-early-childhood-(age-7).-Intuition-and-animism.-Children-begin-to-think-
symbolically-and-learn-to-use-words-and-pictures-to-represent-objects.-Children-at-this-
stage-tend-to-be-egocentric-and-struggle-to-see-things-from-the-perspective-of-others.-
While-they-are-getting-better-with-language-and-thinking,-they-still-tend-to-think-about-
things-in-very-concrete-terms.
Concrete-Operations---ans-✔✔Piaget's-third-stage-of-development.-Ages:-7-to-11.-During-
this-stage,-children-begin-to-thinking-logically-about-concrete-events.-They-begin-to-
understand-the-concept-of-conservation;-that-the-amount-of-liquid-in-a-short,-wide-cup-is-
equal-to-that-in-a-tall,-skinny-glass,-for-example.-Their-thinking-becomes-more-logical-and-
organized,-but-still-very-concrete.
Children-begin-using-inductive-logic,-or-reasoning-from-specific-information-to-a-general-
principle.
Formal-Operations---ans-✔✔Piaget's-fourth-stage-of-development.-Ages:-12-and-up.-At-
this-stage,-the-adolescent-or-young-adult-begins-to-think-abstractly-and-reason-about-
hypothetical-problems.-Abstract-thought-emerges.-Teens-begin-to-think-more-about-
moral,-philosophical,-ethical,-social,-and-political-issues-that-require-theoretical-and-
abstract-reasoning.-Begin-to-use-deductive-logic,-or-reasoning-from-a-general-principle-to-
specific-information.-The-ability-to-perform-mental-operations-with-abstract-concepts,-
unaided-by-having-concrete-objects-to-see-and-manipulate.
Reflexes-(0-1-month)---ans-✔✔Piaget's-first-sub-stage-of-the-sensorimotor-stage.-During-
this-sub-stage,-the-child-understands-the-environment-purely-through-inborn-reflexes-
such-as-sucking-and-looking.
, Primary-Circular-Reactions-(1-4-months)---ans-✔✔Piaget's-second-sub-stage-of-the-
sensorimotor-stage.-This-sub-stage-involves-coordinating-sensation-and-new-schemas.-
For-example,-a-child-may-suck-his-or-her-thumb-by-accident-and-then-later-intentionally-
repeat-the-action.-These-actions-are-repeated-because-the-infant-finds-them-pleasurable.
Secondary-Circular-Reactions-(4-8-months):---ans-✔✔Piaget's-third-sub-stage-of-the-
sensorimotor-stage.-During-this-substage,-the-child-becomes-more-focused-on-the-world-
and-begins-to-intentionally-repeat-an-action-in-order-to-trigger-a-response-in-the-
environment.-For-example,-a-child-will-purposefully-pick-up-a-toy-in-order-to-put-it-in-his-or-
her-mouth.
Coordination-of-Reactions-(8-12-months):---ans-✔✔Piaget's-fourth-sub-stage-of-the-
sensorimotor-stage.-During-this-substage,-the-child-starts-to-show-clearly-intentional-
actions.-The-child-may-also-combine-schemas-in-order-to-achieve-a-desired-effect.-
Children-begin-exploring-the-environment-around-them-and-will-often-imitate-the-
observed-behavior-of-others.-The-understanding-of-objects-also-begins-during-this-time-
and-children-begin-to-recognize-certain-objects-as-having-specific-qualities.-For-example,-
a-child-might-realize-that-a-rattle-will-make-a-sound-when-shaken.
Tertiary-Circular-Reactions-(12-18-months)---ans-✔✔Piaget's-fifth-sub-stage-of-the-
sensorimotor-stage.-Children-begin-a-period-of-trial-and-error-experimentation-during-the-
fifth-sub-stage.-For-example,-a-child-may-try-out-different-sounds-or-actions-as-a-way-of-
getting-attention-from-a-caregiver.
Early-Representational-Thought-(18-24-months)---ans-✔✔Piaget's-sixth-sub-stage-of-the-
sensorimotor-stage.-Children-begin-to-develop-symbols-to-represent-events-or-objects-in-
the-world-in-the-final-sensorimotor-sub-stage.-During-this-time,-children-begin-to-move-
towards-understanding-the-world-through-mental-operations-rather-than-purely-through-
actions.
Object-Permanence---ans-✔✔a-child's-understanding-that-objects-continue-to-exist-even-
though-they-cannot-be-seen-or-heard.-(usually-8-9-months-old).
Imagine-a-game-of-peek-a-boo,-for-example.-A-very-young-infant-will-believe-that-the-
other-person-or-object-has-actually-vanished-and-will-act-shocked-or-startled-when-the-
object-reappears.-Older-infants-who-understand-object-permanence-will-realize-that-the-
person-or-object-continues-to-exist-even-when-unseen.
Schema---ans-✔✔describes-both-the-mental-and-physical-actions-involved-in-
understanding-and-knowing.-Categories-of-knowledge-that-help-us-to-interpret-and-
understand-the-world.
For-example,-a-child-may-have-a-schema-about-a-type-of-animal,-such-as-a-dog.-If-the-
child's-sole-experience-has-been-with-small-dogs,-a-child-might-believe-that-all-dogs-are-
small,-furry,-and-have-four-legs.-Suppose-then-that-the-child-encounters-an-enormous-
QUESTIONS AND ANSWERS
Sensorimotor---ans-✔✔Piaget's-first-stage-of-development.-Birth-through-ages-18-24-
months.-The-infant-knows-the-world-through-sensory-input-and-motor-output.-Children-
learn-about-the-world-through-basic-actions-such-as-sucking,-grasping,-looking,-and-
listening.-Infants-learn-that-things-continue-to-exist-even-though-they-cannot-be-seen-
(object-permanence).
They-are-separate-beings-from-the-people-and-objects-around-them.-They-realize-that-
their-actions-can-cause-things-to-happen-in-the-world-around-them.
Preoperational---ans-✔✔Piaget's-second-stage-of-development.-Toddlerhood-(18-24-
months)-through-early-childhood-(age-7).-Intuition-and-animism.-Children-begin-to-think-
symbolically-and-learn-to-use-words-and-pictures-to-represent-objects.-Children-at-this-
stage-tend-to-be-egocentric-and-struggle-to-see-things-from-the-perspective-of-others.-
While-they-are-getting-better-with-language-and-thinking,-they-still-tend-to-think-about-
things-in-very-concrete-terms.
Concrete-Operations---ans-✔✔Piaget's-third-stage-of-development.-Ages:-7-to-11.-During-
this-stage,-children-begin-to-thinking-logically-about-concrete-events.-They-begin-to-
understand-the-concept-of-conservation;-that-the-amount-of-liquid-in-a-short,-wide-cup-is-
equal-to-that-in-a-tall,-skinny-glass,-for-example.-Their-thinking-becomes-more-logical-and-
organized,-but-still-very-concrete.
Children-begin-using-inductive-logic,-or-reasoning-from-specific-information-to-a-general-
principle.
Formal-Operations---ans-✔✔Piaget's-fourth-stage-of-development.-Ages:-12-and-up.-At-
this-stage,-the-adolescent-or-young-adult-begins-to-think-abstractly-and-reason-about-
hypothetical-problems.-Abstract-thought-emerges.-Teens-begin-to-think-more-about-
moral,-philosophical,-ethical,-social,-and-political-issues-that-require-theoretical-and-
abstract-reasoning.-Begin-to-use-deductive-logic,-or-reasoning-from-a-general-principle-to-
specific-information.-The-ability-to-perform-mental-operations-with-abstract-concepts,-
unaided-by-having-concrete-objects-to-see-and-manipulate.
Reflexes-(0-1-month)---ans-✔✔Piaget's-first-sub-stage-of-the-sensorimotor-stage.-During-
this-sub-stage,-the-child-understands-the-environment-purely-through-inborn-reflexes-
such-as-sucking-and-looking.
, Primary-Circular-Reactions-(1-4-months)---ans-✔✔Piaget's-second-sub-stage-of-the-
sensorimotor-stage.-This-sub-stage-involves-coordinating-sensation-and-new-schemas.-
For-example,-a-child-may-suck-his-or-her-thumb-by-accident-and-then-later-intentionally-
repeat-the-action.-These-actions-are-repeated-because-the-infant-finds-them-pleasurable.
Secondary-Circular-Reactions-(4-8-months):---ans-✔✔Piaget's-third-sub-stage-of-the-
sensorimotor-stage.-During-this-substage,-the-child-becomes-more-focused-on-the-world-
and-begins-to-intentionally-repeat-an-action-in-order-to-trigger-a-response-in-the-
environment.-For-example,-a-child-will-purposefully-pick-up-a-toy-in-order-to-put-it-in-his-or-
her-mouth.
Coordination-of-Reactions-(8-12-months):---ans-✔✔Piaget's-fourth-sub-stage-of-the-
sensorimotor-stage.-During-this-substage,-the-child-starts-to-show-clearly-intentional-
actions.-The-child-may-also-combine-schemas-in-order-to-achieve-a-desired-effect.-
Children-begin-exploring-the-environment-around-them-and-will-often-imitate-the-
observed-behavior-of-others.-The-understanding-of-objects-also-begins-during-this-time-
and-children-begin-to-recognize-certain-objects-as-having-specific-qualities.-For-example,-
a-child-might-realize-that-a-rattle-will-make-a-sound-when-shaken.
Tertiary-Circular-Reactions-(12-18-months)---ans-✔✔Piaget's-fifth-sub-stage-of-the-
sensorimotor-stage.-Children-begin-a-period-of-trial-and-error-experimentation-during-the-
fifth-sub-stage.-For-example,-a-child-may-try-out-different-sounds-or-actions-as-a-way-of-
getting-attention-from-a-caregiver.
Early-Representational-Thought-(18-24-months)---ans-✔✔Piaget's-sixth-sub-stage-of-the-
sensorimotor-stage.-Children-begin-to-develop-symbols-to-represent-events-or-objects-in-
the-world-in-the-final-sensorimotor-sub-stage.-During-this-time,-children-begin-to-move-
towards-understanding-the-world-through-mental-operations-rather-than-purely-through-
actions.
Object-Permanence---ans-✔✔a-child's-understanding-that-objects-continue-to-exist-even-
though-they-cannot-be-seen-or-heard.-(usually-8-9-months-old).
Imagine-a-game-of-peek-a-boo,-for-example.-A-very-young-infant-will-believe-that-the-
other-person-or-object-has-actually-vanished-and-will-act-shocked-or-startled-when-the-
object-reappears.-Older-infants-who-understand-object-permanence-will-realize-that-the-
person-or-object-continues-to-exist-even-when-unseen.
Schema---ans-✔✔describes-both-the-mental-and-physical-actions-involved-in-
understanding-and-knowing.-Categories-of-knowledge-that-help-us-to-interpret-and-
understand-the-world.
For-example,-a-child-may-have-a-schema-about-a-type-of-animal,-such-as-a-dog.-If-the-
child's-sole-experience-has-been-with-small-dogs,-a-child-might-believe-that-all-dogs-are-
small,-furry,-and-have-four-legs.-Suppose-then-that-the-child-encounters-an-enormous-
