Hopping, jumping, running Build blocks, pick objects with forefinger and thumb years Climb up and downstairs with Fit jigsaw puzzle precisely one foot on each step years Run hard, enjoy races Hand, arm, and body all coordinate with eye movement TTTTTable able . Major Accomplishments in Gross and F Major Accomplishments in Gross and F Major Accomplishments in Gross and F Major Accomplishments in Gross and F Major Accomplishments in Gross and Fine Motor Skills ine Motor Skills ine Motor Skills ine Motor Skills ine Motor Skills etc. This ability of the child to engage in symbolic thought helps to expand her/his mental world. The progress in symbolic thought continues.
A salient feature of preoperational thought is egocentrism (self- focus), i.e. children see the world only in terms of their own selves and are not able to appreciate others’ point of view. Children because of egocentrism, engage in animism - thinking that all things are living, like oneself. They attribute life-like qualities to inanimate objects.
For example, if a child while running slips on the road, s/he might show animism by saying “road hurt me”. As children grow and are approximately between and years of age they want answers to all their questions like: Why is the sky blue? How do trees grow? and so on.
Such questions help the child to know why things are as they are. Piaget called this the stage of intuitive thought . Another feature of thought during preoperational stage is characterised by children having a tendency for centration , i.e. focusing on a single characteristic or feature for understanding an event.
For example, a child may insist on drinking a “big glass” of juice, preferring a tall narrow glass to a short broad one, even though both might be holding the same amount of juice. As the child grows and is approximately between and years of age (the period of middle and late childhood) intuitive thought is replaced by logical thought . This is the stage of concrete operational thought , which is made up of operations