Biological Aspect of Early Childhood

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The transitional life span following toddlerhood is early childhood. Early childhood begins at the age of 4 years old to 6 years old. During the early childhood stage young children become very physically active, their language become more complex, and the evolution of imaginative and elaborate nature of play occurs. Young children at the early childhood stage also begin preschool. According to Piaget, a child at the early childhood begins to have more of an abstract and logical way of thinking.

Literature Review

The article related to the biological aspect of early childhood discusses the different theories and research based on play from infancy to early childhood. The article includes Piaget’s theory on child play, Sinclair’s Developmental Sequence of Play, Lezine’s Proposed Developmental Sequence of Symbolic Play, and Rosenblatt’s Developmental Taxonomy of Play (Casby 2003). The article begins with Piaget’s observation of play in children and followed by the development of play research done by individuals following Piaget’s study. This review will only focus on Piaget’s observation of symbolic play, which according to Piaget occurs between the toddler years and early childhood.

The article states that Piaget “envisioned play as lending from activity to representation. In so far as it evolves from its initial stage of sensorimotor activity to its second stage of symbolic or imaginary play” (Casby 2003). As we know the second stage of Piaget’s cognitive development is the preoperational thought period. According to Piaget, children begin to use symbolic representation for objects or circumstance during the preoperational stage (Zastrow, Kirst-Ashnam 2009). Piaget’s theory on the development of symbolic play coincide...

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...e best consequence. The best method of consequences can quickly be turned into punishments if the parent does not correctly present the consequence to the child, (Pepper & Roberson 1982).

Works Cited

Casby, M. W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24(4), 163-174. Retrieved from

Pepper, F. C., & Roberson, M. D. (1982). Consequences: An alternative to punishment. Individual Psychology: Journal of Adlerian Theory, Research & Practice, 38(4), 387-397. Retrieved from

Rubin, K. H., & Pepler, D. J. (1982). Children's play: Piaget's views reconsidered. Contemporary Educational Psychology, 7(3), 289-299. Retrieved from
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