For Group 1- I read the story of Laurent, Lucienne and Jacqueline, three children of of

Piagets whom he observed for children’s observation. After re-reading, make a

summary outline of the behaviors of the three children separately. Don’t forget to
indicate the age of each child. This can help you in the next activity.
Laurent, Lucienne and Jacquelin
The following provides a glimpse of Piagets’s observation of his children’s cognitive
development in infancy (Piaget, 1952). These are lifted from Santrock (2000).

• At 21 days of age, Laurent finds his thumb after three attempts; once he finds his
thumb, prolonged sucking begins. But, when he is placed on his back. He doesn’t know
how to coordinate the movement of his arms with that of his mouth, his hands draw
back, even when his lips seek them
• Laurent because new visual and auditory interest. But, when he cries, his thumb goes
to the rescue.
• Toward the end, Lucienne’s thrust her feet, at the doll and makes it move. Afterward,
she looks at her motionless foot for a second, then kicks at the doll again. She has no
visual control of her foot because her movements are the same whether she only looks
at the doll or it is placed over her head. By contrast, she does have tactile control of her
foot; when she tries to kick the doll and misses, she slows her foot movements to
improve her aim.
• At 11 months, while seated, Jacqueline shakes a little bell. She then pauses abruptly
so she can delicately place the belll in front of her right foot, then she kick the bell hard.
Unable to recapture the bell, she grasps a ball and places it in the same location where
the bell was. She gives the ball a firm kick.
• At 1 year, 2 months, Jacqueline holds in her hands and object that is new to her.
Around, flat box that she turns over and shakes: then she rubs it against her crib, She
lets it go and tries to pick it up again. She succeeds only in touching it with her index
finger, being unable to fully reach and grasp it, she keeps trying to grasp it and presses
to the edge of her crib. She makes the box tilt up. But it nonetheless falls again.
Jacqueline shows an interest in this result and studies the fallen box.
• At 1 year, 8 months, Jacqueline arrives at a closed door with a blade of grass in each
had. She stretches her right hand toward the doorknob but detects that she cannot turn
it without letting go of the grass, so she puts the grass on the floor, opens the door,
picks up the grass again, and then enters. But, when she wants to leave the room,
things get complicated. She puts the grass on grasps the doorknob. Then she perceives
that, by pulling the door toward her, she simultaneously chases away the grass that she
had placed between the door and the threshold. She then picks up the grass and places
it out of the door’s ranges of movement.
Responses of Laurent, Lucienne and Jacqueline

LAURENT

At the age of 21 days, Piaget’s son Laurent align with behaviors that correspond with
Piaget’s Sensorimotor Stage. Laurent’s effective thumb discovery and the extended
sucking that followed demonstrate his early sensory-motor exploration and coordination.
When he lies on his back, it becomes difficult for him to coordinate his mouth and arm
movements, which highlights how his motor skills are still developing at this point.
Furthermore, Piaget’s theory that newborns in the Sensorimotor Stage grow more
Interested in and curious about their environment is supported by Laurent’s
demonstration of fresh visual and aural curiosity. This marks the start of deliberate
environmental investigation.
Additionally, the fact that his thumb goes to the rescue, when he cries emphasizes his
developing capacity to control his emotions through deliberate behavior. This finding
aligns with Piaget’s theory of the early phases of cognitive development, when reflexive
activities give way to Intentional, goal-directed behaviors in children.

LUCIENNE

Piaget, a renowned psychologist, keenly observes his daughter Lucienne engaging in

various activities.
1.) SENSORIMOTOR STAGE (0-2 years):
- Lucienne explores her surroundings through sensory experiences, mouthing objects
and grasping them to understand texture and taste.
- She demonstrates the development of object permanence by searching for a hidden
toy.
2.) PREOPERATIONAL STAGE (2-7 years):
- Language development is evident as Lucienne engages in imaginative play and
communicates using simple sentences.
- Egocentrism is observed as she struggles to consider others’ perspectives during
play.
3.) CONCRETE OPERATIONAL STAGE (7-11 years):
 - Lucienne demonstrates logical thinking, solving simple problems with concrete
objects.
- Conservation is apparent as she understands that the quantity of a substance
remains the same despite changes in shape.

4.) FORMAL OPERATIONAL STAGE (11+ years):

- Lucienne engages in abstract thinking, showcasing hypothetical reasoning and
problem-solving.
- She starts developing a sense of morality and understanding complex moral
dilemmas.

Piaget, satisfied with the rich observations, reflects on Lucienne’s cognitive

development, reinforcing the significance of these stages in understanding a child’s
growth.

JACQUELINE

Jacqueline’s behaviors at different ages align with Jean Piaget’s stages of cognitive
development. In the first scenario at 11 months, her actions with the bell reflect the
sensorimotor stage. She exhibits the understanding of object permanence by searching
for the bell after kicking it.
At 1 year and 2 months, Jacqueline’s interaction with the new object demonstrates the
beginning of symbolic thought. She explores the box by turning it over, rubbing it, and
attempting to pick it up. This suggests the emergence of representational thinking, a key
aspect of the preoperational stage.
By 1 year and 8 months, Jacqueline’s behavior at the closed door showcases more
advanced problem-solving skills associated with the early stages of the preoperational
and concrete operational stages. She grasps the concept of cause and effect,
understanding that she needs to let go of the grass to turn the doorknob. Her
awareness of object permanence is further evident as she strategically places the grass
out of the door’s range to prevent it from being pushed away.
Overall, Jacqueline’s developmental progression aligns with Piaget’s theory, moving
from basic sensorimotor actions to symbolic thought and early problem-solving abilities.
Jean Piaget had many studies relating to how the mind worked with objects and how
the brain developed. He came up with stages of cognitive development that was and
still can be considered how the mind cognitively develops among children. So Piaget
wanted to test an idea that while the child is developing, they have no idea of object
permanence until a certain stage. Piaget tester this idea using his own three children.
Laurent, Lucienne and Jacqueline. He studied his own children by observing them
naturally how they were raised to test object permanence.

In conclusion of Piaget’s many years of observation, he conclude that intellectual

development is the result of the interaction of heredity and environment factors. As seen
on the behavioral development of the 3 children. As they constantly interact with the
world around them, knowledge is invented and reinvented.