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The sensorimotor stage is the first of four stages of cognitive development theorized by Jean Piaget. According to Piaget, this stage marks the development of essential spatial abilities and understanding of the world in six sub-stages.
The first of these occurring from birth to six weeks is associated primarily with the development of reflexes. Three such reflexes are focused on by Piaget, namely, sucking on of any object in the mouth, following of moving or otherwise interesting objects with the eyes, and closing of the hand when an object makes contact with the palm. Over these first six weeks of life, these reflexes begin to become voluntary actions, i.e., the palmar reflex becomes intentional grasping (Gruber & Vaneche, 1977).
The second such stage, from six weeks to four months, is primarily focused on the development of habits. Primary circular reactions or repeating of an action involving only ones own body begin. An example of this type of reaction would involve something like an infant repeating the motion of passing their hand before their face. Also, at this phase, passive reactions, namely those caused by classical or operant conditioning can begin (Gruber et al. 1977).
The third stage, from four to nine months, is associated with the coordination between vision and prehension. Three novelties occur at this stage: intentional grasping for a desired object, secondary circular reactions, and differentiations between ends and means. At this stage infants will intentionally grope the air in the direction of a desired object, often to the amusement of friends and family. Also, secondary circular reactions, or the repetition of an action involving an external object occur begin; for example, moving a switch to turn on a light repeatedly. Also, the differentiation between means and ends occurs. In other words, this is perhaps one of the most important stages of a child's growth, the dawn of logic (Gruber et al. 1977).
The fourth stage of sensorimotor development, from nine to twelve months, involves the development of logic; the coordination between means and ends. This is an extremely important stage of development, holding what Piaget calls the "first proper intelligence". Also, this stage marks the beginning of goal orientation, in other words, the deliberate planning of steps to meet an objective (Gruber et al. 1977).
Stage five, lasting from twelve to eighteen months, involves the discovery of new means to meet goals. Piaget describes the child at this juncture as the "young scientist", conducting pseudo-experiments to discover new methods of meeting challenges (Gruber et al. 1977).
Stage six marks the beginnings of insight, or true creativity. This marks the passage into unique thought in the later three areas of development (Gruber et al. 1977).
These six sub-stages together mark the child's passage into independent thought and, eventually, adult maturity.
The next stage in Piaget's theory of cognitive development is the Preoperational stage.
Reference
Gruber, Howard, & Vaneche, J. (1977). The Essential Piaget
See also: Developmental psychology, psychology
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