Analyzing Piaget's Four Stages Of Preoperational Children

Berger introduces the 4 periods that Piaget envisioned are summarized in the following table that I developed from Berger chapter 6 on page 49 for assignment 2.
The term operational origins come from work and produce so the operational stages are related to productive thinking. In the sensorimotor stages the child is developing an understanding of their senses and their bodies and how the information coming from its sensors is processed. In preoperational children are developing higher level thinking and symbolically, but still see themselves as the center of the universe, known as egocentrism.
As their mind develops, children are no longer limited by egocentrism and develop reasoning for more actual concrete experiences. A mentioned developing
First the child must recognize the members of the set, such as the numbers from 1 to 100 or alphabet from A to Z. Then the child develops the understanding of conservation of 3 plus 5 is the same as 5 plus 3 and classification of numbers 20 to 29 in the 20s or 30 to 39 in the 30s. Then seriation skill adds the understanding of relative order and position in the sequence. An example might be such as L before M and both midway in the alphabet.
The information processing model assumes learning similar to early processing systems.
Sensor information, such as tactile or hearing, arrives as an input at the periphery with very minimal processing to develop a perception.
Then the brain as a higher processing function operates on the perception in working memory where conscious mental activity occurs. Formerly working memory was called short term memory, implying that if the processing is determined not important or not used again, the brain will reconfigure the processing into information deemed more
Both of these processes improve with age, experience and as the prefrontal cortex matures. Knowledge may be stored as rules such as tightening and loosening items: preschoolers may have heard the rules but do not apply them, 7 year olds begin to use them, and 9 year olds can create and master the rules.
Early in language development the child is building a vocabulary and learning sentence structure and grammar. Then during the school years children start recognizing the different context of communicating with their peers, their parents and their teachers. On the playground they may use an informal language during rough and tumble play, with their parents a respectful tone, and with their teacher in the classroom or on tests full sentences and proper grammar.
On NPR, Gene Gremby’s article talks about this code-switching of mixing different languages and speech patterns in conversations between the different spaces we inhabit. Gremby gives the example with President Obama at Ben’s Chili Bowl switching to a slang “Nah, we straight” with the cashier, or a conventional handshake and discussion with a coach, then switching physical context or code with a “My man” with the