The purpose of this mission is to answer the three questions asked regarding my virtual child, who I will call Kieran throughout my mission. I will describe the changes in his exploration or problem-solving behaviors as well as the analysis of his temperament. I will also summarize his developmental assessment at age nineteen months, which may differ from my perception to that which was assessed by his developmental examiner. Kieran was eight months old when I first used the object permanence test developed by Jean Piaget, in the aspect of sensorimotor development at stages 3 and 4 of the six substages of sensorimotor development (Table 6-2, page 154). At stage 3, infants begin to show greater interest in their world. I now set up two hiding places for the item and hide it under one of the two blankets several times. When I move the object to the second place, it no longer has the problem I saw earlier, that of looking for the more common of the two hiding places. I can't even fool it by hiding it in my hand. I believe this would best describe Kieran's behavior, both as information processing theorists and Piagetian theorists do who believe that children's thinking becomes more sophisticated as they develop. “The computer approach appeared in the 1960s and today constitutes a fundamental and useful approach to cognitive development” (Kail and Bisanz, 1992; Klahr and MacWhinney, 1998; Vigneau, Lavergne and Brault, 1998). As both types occur in children's development, Piagetian and information processing theories complement each other, with some researchers attempting to combine the two in an effort to develop more robust cognitive-developmental theories. “Scientific reasoning begins in infancy; babies see how objects move and behave, collect information, build patterns of expectations about the world around them, and form general categories” (Gopnik, Meltzoff, and Kuhl, it has even been reported that if this continued, he would be more than ready for preschool-type activities. This usually requires children to stay on task or stay in "group time" for 10-15 minutes. Temperament has an important influence on development and the related concept of moderately novel activities, but it may also be determined by the experiences provided by parents and early childhood environments. Temperament is linked to achievement. school, good relationships with peers and respect for parental requests (Kail and Zolner, 203). encouraging high-quality care can provide learning opportunities based on in-depth knowledge of your