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6 pages in length. The extent to which birth through three years old is a critical period with regard to individual development is both grand and far-reaching. Myriad theorists have charted this time frame by means of cognitive and emotional development, with the common denominator among them all being that what is learned during this period will shape the child's entire adolescent and adult life. Piaget and Erikson, whose respective works represent two of the most widely acclaimed theories of childhood development, illustrate just how crucial certain stages are between the ages of birth to three years old. Bibliography lists 9 sources.
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far-reaching. Myriad theorists have charted this time frame by means of cognitive and emotional development, with the common denominator among them all being that what is learned during this
period will shape the childs entire adolescent and adult life. Piaget and Erikson, whose respective works represent two of the most widely acclaimed theories of childhood development, illustrate just
how crucial certain stages are between the ages of birth to three years old. "There may be some discussion about the age at which particular concepts are attained, the
possibility that for some individuals this type of reasoning may, in some conceptual areas, remain a potential rather than a performance applicable to all contexts, but it remains that concrete
operational reasoning has been found world-wide" (Suizzo, 2000, p. 846). Swiss Psychologist Jean Piagets Cognitive Developmental Theory is geared toward all stages of
ones development, however, it is particular pertinent to early childhood and personality development. Accordingly, Piaget believed that children are not merely a collection of empty vessels waiting for information
to fill the void, but rather that they are adaptive creatures whose intrinsic curiosity helps to form the environment surrounding them. The first Piaget stage continues through the second
year of life, where infants develop an understanding of the world around them by combining sensory experiences with physical activity. Clearly, the limitation of reflexive patterns keeps newborns from
assimilating and associating into their individual worlds to any great extent, yet by the end of the second year, a complex sensorimotor pattern has developed and is adapted with what
Piaget calls primitive symbols (Anonymous, 2001). "The developmental model of education rejects the idea that children are empty, passive vessels to be filled with information. Instead, developmentally appropriate
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