In this video we learn about sensory motor development during the first two years of life, observing several infants as they touch, taste, see, and hear the world around them. While many of their activities seem random, with arms flailing and bodies swaying, we learn from Paiget’s descriptions that there is much more going on during this stage of development than we might have guessed. As you watch the video, remember what you learned about Piaget’s sensorimotor stage in the previous chapter, and make note of the distinctive behaviors that characterize this stage and the ages at which they occur. The video describes three level of behavior, or “reactions” attributed to various ages. Identify these three levels and write a brief description of behavior demonstrated each level. Question Content AreaAt approximately what age does “intentional” behavior begin? How do you define intentional behavior, and what how does it fit into skill development at a later age?

The video describes three levels of behavior, or "reactions" attributed to various ages. These levels are not explicitly mentioned in your question, but based on Piaget's theory, they could be:

1. Reflexes (0-1 month): At this stage, infants' interactions with the environment are limited to the reflexes they are born with. These include sucking, swallowing, and grasping.

2. Primary Circular Reactions (1-4 months): At this stage, infants start to repeat actions that happen by chance and that focus on their own bodies. For example, they might accidentally suck their thumb and find it pleasurable, so they continue to do it.

3. Secondary Circular Reactions (4-8 months): At this stage, infants start to repeat actions that involve objects or the outside world. For example, they might shake a rattle and enjoy the sound it makes, so they continue to do it.

Intentional behavior, according to Piaget, begins at around 8-12 months, during the Coordination of Reactions stage. This is when infants start to show clear intention in their actions. They might, for example, reach for a toy that is out of reach, showing that they have a goal in mind and are taking action to achieve it. This is a significant development because it shows that the child is starting to understand cause and effect and is developing problem-solving skills. These skills will continue to develop and become more sophisticated as the child grows older.