Our goal is to find a way to adapt our sensorimotor pattern to our environment and, then, to make the pattern adaptable to our own environment. We might say that during the 3 stages of development we just don’t notice the changes in what we are doing, but that’s not true at all. We just don’t know what the next step is.
Adaptation to our patterns is a very basic part of learning a language, and if we are already aware of the patterns, then the process is already complete. It is during this stage of sensorimotor development that our brain starts to learn how to adapt to its surroundings. When we are in the first stage of development, when we are just starting to learn to play a new musical instrument, it is very hard for us to understand what the next step is.
This is actually why we use the term adaptation. By this stage of sensorimotor development, our brain is already at least partially aware of its surroundings and can adapt to them. This is why we are able to play something before we know how to play it. This is why we are able to learn a new language before we know how to learn by heart a few words in it. This is why we are able to adapt to the weather before we understand what is happening in it.
After the first stage of sensorimotor development, there is little or no change. This is why we can switch to a new language before we learn to play it.
Piaget’s stages of development, (1) “association,” (2) “selection,” and (3) “arousal,” are all related to the two major ways in which Piaget uses his sensors. The first, which is usually called “association”, can occur after a child has learned to use his hands on a regular basis.
The second way, which is usually called selection, is when a child becomes proficient at using his senses. This happens when a child has learned to recognize objects, sounds, or smells. When this happens, the child’s sensory system adapts to that new environment. The third way, which is usually called arousal, occurs when the child is experiencing a sense of danger or arousal. Arousal is the moment, when the child is experiencing a sense of being overwhelmed by the environment.
When we say that a child’s senses are activated when they are not, we need to know what the child is doing. If a child does not recognize something familiar or feels something different when something is not familiar, he or she will fail to notice the danger or arousal.
The other two ways to trigger adaptation are action and expectation. Action is when the child feels a sense of fear or excitement. Expectation is when the child feels a sense of excitement. When a child is performing or trying to perform a particular action, or trying to do something, or is expecting an outcome, we say that they are engaging in active perception (a.k.a. active awareness).
Sensorimotor adaptation is also an ongoing process that includes the development of the sensorimotor system. This is a complex and highly controlled process, and it consists of the child’s ability to learn to control the body for a variety of activities and behaviors. This includes the actual development of the motor cortex, the actual development of the cerebellum, and the development of the basal ganglia and the hypothalamus.