1. Reflex exercises (0-1 months): the newborn utilizes natural reflexes to interact with the surroundings.
2. Primary circular reactions (1-4 months): repetition of simple actions towards his/her own body, which the child repeats because they are enjoyable.
3. Secondary circular reactions (4-8 months): repetition of actions with the objective of producing an interesting effect towards external objects.
4. Coordination of secondary schemes (8-12 months): intentional behavior appears, which means that the baby is capable of coordinating his/her secondary schemes. The baby is capable of coordinating several previously learned actions to achieve a determined objective.
5. Tertiary circular reactions (12-18 months): the child introduces changes and variations in the previously learned actions to produce new experiences and results.
6. Invention of new means through mental combinations (18-24 months): internal experimentation takes place, which means that the child can imagine what will happen if he/she carries out specific behaviors.
7. -Health -welfare -learning ability
8. important role parents and teachers
9. home school
10. activities at home and daily life
11. neurobiological development
11.1. cognitive functions motor skills skills maturation process capacities
11.2. In the initial growth and development stages, as well as in later stages of aging, a series of changes is produced in the organization of the central nervous system (CNS). Also, both physiological stimulation and environmental conditions and experiences can cause changes in brain plasticity (read more on brain plasticity and neurorehabilitation).
12. Sensorimotor period: from 0 to 2 years old. In this stage, knowledge is progressively acquired through sensory experience and motor activity. Imitation is the basic learning strategy. There are six sub-stages:
13. healthy environment
14. improving their learning processes
15. performance impact
16. Pre-operational stageConcrete operational stageFormal operational period
17. Phases for the acquisition of cognitive capabilities
17.1. Recognition: the child does not have cognitive ability. Development: an ability is acquired through learning and experience, and develops and consolidates through practice. Capacity: the cognitive ability has been interiorized and is independent from other learning and capabilities, and can be applied in a fluid and automatic manner.
18. In early childhood, biological and brain developments are fundamental and are influenced by the stimulation received from the surroundings. The characteristics of this development will determine aspects as important as health and general wellbeing, as well as learning capability in particular.
