What does a child do when encountering a new stimulus?

When a child encounters a new stimulus, they often choose to accommodate it or form a new schema. This process of accommodation involves adjusting existing cognitive structures or creating new ones to integrate the new information effectively.

The concept of accommodation is part of cognitive development theory, where children learn not just by adding new information to what they already know (assimilation) but also by reorganizing their understanding when faced with something that doesn't fit their existing schemas. This flexibility in thinking allows children to adapt to new experiences and ideas, which is crucial for their overall development and learning.

In contrast, some responses are less representative of typical child behavior. For instance, simply avoiding the stimulus suggests a lack of engagement and exploration, which is not how children typically learn about their environment. Memorizing the stimulus also implies a passive approach to learning rather than the active construction of knowledge through accommodation. Assimilation alone would mean the child tries to fit the new information into what they already know without adjusting their existing frameworks, which limits the depth of their understanding. Therefore, choosing to accommodate or form a new schema reflects a more dynamic and effective approach to learning when encountering novel stimuli.