According to piaget, the infant is most likely to make no effort to find the object, which suggests an inability to understand object permanence.
As the toddler or infant seeks to assemble an know-how of the sector the growing mind creates schemas. These are moves or intellectual representations that arrange knowledge.
Behavioural schemas (bodily activities) characterise infancy and intellectual schemas (cognitive activities) expand in childhood. A baby’s schemas encompass easy moves - sucking, searching and grasping. Older children’s schemas encompass techniques and plans for fixing problems.
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