Basic understandings that children develop in infancy and early childhood about objects, quantity and perspective, such as object permanence, conservation and egocentrism. A phenomenon belongs here when its cited article describes such an understanding or its absence in young children. Every member sits in the Psychology Atlas as its own page with a definition, cited sources and links to related effects, so the group works as a reading path through Early Childhood Cognitive Concepts rather than as a claim that the members share one cause. Where scholars disagree about how an effect should be classified, the member page says so.
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Early Childhood Cognitive Concepts
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Piaget's theory of cognitive development (Wikipedia)
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Piaget proposed four stages to describe the cognitive development of children: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage.
Object Permanence - Wikipedia
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Object permanence is the understanding that whether an object can be sensed has no effect on whether it continues to exist.
A-not-B error (Wikipedia)
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The A-not-B error is an incomplete or absent schema of object permanence, normally observed during the sensorimotor stage of Jean Piaget's theory of cognitive development.
Wikipedia: Conservation (Psychology)
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Conservation refers to a logical thinking ability that allows a person to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size, according to the psychologist Jean Piaget.
Egocentrism - Wikipedia
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Egocentrism is the tendency to view situations primarily from one’s own perspective and to have difficulty understanding or considering the perspectives of others.
Wikipedia: Mirror stage
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The mirror stage is based on the belief that infants recognize themselves in a mirror (literal) or other symbolic contraption which induces apperception (the turning of oneself into an object that can be viewed by the child from outside themselves) from the age of about six months.
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