The sensorimotor stage (around 0-2 years) is the first of the four stages in Piaget’s theory of cognitive development. it is a period of rapid cognitive growth where children use their senses and actions to explore, discover, learn, and grow. It begins with basic reflexes and advances through a series of “stages” to complex sensory and motor skills and early symbolic thought. Physical development (mobility) allows the child to begin developing new intellectual abilities.

The main development during the sensorimotor stage is the understanding that objects exist and events occur in the world independently of one’s actions. This is known as ‘the object concept’, or ‘object permanence'. Piaget suggests that the attainment of object permanence usually signals the transition to the next stage of development.

The preoperational stage (2-7 years) is the second stage in Piaget's cognitive development theory. At this stage, children learn to use symbols and representational thinking, such as language.

At the start of the preoperational period, children can neither use concrete logic nor take another person's perspective. They demonstrate egocentricism, where they believe that their thoughts are shared by others. During this stage, from ages 2-3, there is another explosion of learning and thinking. Children can respond to simple directions, group objects by category, imitate more complex actions and show an increasingly vivid imagination.

The following activities can help develop children’s cognitive skills to process their encounters: i) Allowing children to explore the cause and effects of their actions on the environment. ii) Giving time and safe boundaries for them to discover different things in the environments. iii) Letting children compare and sort things. iv) Talking to them about the new things encountered.