This paper aims to work out a preschool program for children, who range from one to eighteen months. This program will be based on the theory of cognitive development, introduced by Jean Piaget (2001). First and foremost, we need to identify the environment in which children should be placed. Secondly, it is vital to show how parental assistance should be provided to them. Thirdly, we need to ascertain which type of toys should be given to them. The results of this discussion may help to map out more effective strategies for upbringing of children, belonging to this age group.
However, at first, it is necessary to describe some peculiarities of their personality. The first stage of human development is usually called sensorimotor, which means that infants try to find the links between their visual, audio, gustatory, olfactory and tactile experiences (Feldman, 2005, p 160). They touch physical objects, smell or even taste them. It should be noted that at this age, they act like experimenters in effort to discover the properties of things. This is one of the reasons they often take things apart or even break them. Their leading type of activity is play, which is mostly exploratory. They should not be limited in their movements, but parents must ensure that they do not hurt themselves, while exploring the house or apartment. Overall, it is not advisable to leave them alone.
There are several developmental goals which should be achieved during this period. First, a child must be able to discriminate between the cause and consequence, for example that the turn of the switch extinguishes light in the room and not vice versa. Secondly, at sensorimotor stage an infant begins to plan his/her actions; they are no longer spontaneous (Piaget, 2001). Finally, at the age, his interests towards creativity become more prominent, and it is vital to foster this interest. It should be mentioned that the first developmental goal becomes crucial during the first six months.
Given these facts, we may say that the environment should change in the course of these eighteen months. At the very beginning, the parents should make sure that the child does not injure oneself. He/she must not gain access to matches, tableware (especially knives), household chemicals and so forth. Nonetheless, parents must not restrain him or her in his travel about the house. He/she must be given an opportunity to interact with the coevals, especially if the child has reached the age of thirteen months. One must bear in mind that during the period the process of socialization begins and playing with other children is essential for the development of communicative skills. Naturally, these early interactions have to be put under parental control.
The selection of toys is also an important factor, contributing to the psychological development of the child. During the first three months, it is more advisable to give him/her a pacifier or babys dummy as its is also known.. According to Piagets developmental theory, during the these period, sucking reflex is the dominant one (Piaget, 2001). Thus, the toys must be made of ecologically-safe materials so that sucking did not result in any harm for the babys health. Additionally, parents can give the child a rattle which produces different sounds. These toys will calm the child down if he is agitated or disturbed by something.
Scholars also recommend that parents should encourage their childrens creative activities. For instance, they suggest modeling with plasticine (Warash, et al, 2008). This should be done at the end of the first eighteen months. Again, we have to stress an idea that this should be done under close supervision of parents or educators because children still tend to taste different objects.
Another question, which requires in-depth examination, is the type of assistance, provided to infants. If parents give their children such toys as logic or picture puzzles, they should demonstrate to them how one should play with these toys. But at the same time, they should give their children a free hand. It is essential that they avoid intervening into the childs play; otherwise he may be strongly upset. One of the most errors, made by parents is continuous interference into the infants activities. This is one of the reasons why he or she may often cry and fly into a tantrum.
Overall, it is quite possible to argue that Piagets developmental theory still remains influential, even despite the fact it was worked out more than half a century ago. We have to admit that some of its ideas were modified and numerous amendments were adopted but it is still widely adopted by educators throughout the world. The thing is that it provides a very accurate description of the childs psychological development and on the basis of this description educators can tailor instruction methologies.
To be frank enough, it is rather difficult for me to ties this task with my own childhood experience, because I do not remember very much about that time. Yet, judging from my parents recollections, looking after me was one of the most challenging tasks in their life.
Reference
Feldman R.S. (2005). Development across the life span. New York: Pearson/Prentice Hall.
Piaget, J. (2001). Studies in reflecting abstraction. London: Psychology Press.
Warash, B., Curtis, R., Hursh, D., & Tucci, V.. (2008). Skinner Meets Piaget on the Reggio Playground: Practical Synthesis of Applied Behavior Analysis and Developmentally Appropriate Practice Orientations. Journal of Research in Childhood Education, 22(4), 441-453.