In this naturalistic observation, I was able to find several theories that help describe Anthony's stage of development and use the additional knowledge from this course to describe the motive or possible justification for his actions. The main theories used to describe one's actions and stage of development are Bandura's social-cognitive theory, Piaget's stages of development, and Vygotsky's stage of cognitive development. Bandura's social-cognitive theory also describes that Anthony learned to locate his toys through a model. The most likely model was his mother who demonstrated to him that his toys were in a certain cupboard and that they would stay there until he wanted to play with them. It can also be interpreted that his knowledge of the location of this describes children aged six to twelve years in which they begin to think logically and solve problems. In this specific case, I would agree that Anthony is in the concrete operational phase. As he tried to piece together the race track, he thought about what elements of the track would fit. He was also sorting the lead, indicating that he wanted to resolve his problem of having an incomplete lead. He also thought deeply about what track elements could actually fit and how much troubleshooting it could. Bandura's social-cognitive theory can again describe his words and actions towards his sister when she was playing with talking puppets and he told her to go to another room. Bandura's theory describes that people learn from role models and what better role models do young children have than their siblings and parents. He has most likely learned that to get rid of annoying behavior, just yell at it. Although speech and language may not seem important during play, they actually are. According to Vygotsky's theory, he would be in a phase of internal growth, where his words would be completely internalized. This means that instead of talking out loud to himself about how to maneuver the car or play with the tracks, he stayed silent most of the time, not mentioning details or plans he had for playing with his toys. Unlike a four-year-old child who, according to Vygotsky's theory of cognitive development, is at the naive psychology stage in which this child would mumble or talk to himself out loud while solving an activity, such as "Flush!" » after going to the toilet or saying to yourself: “Hot! while watching the parent prepare dinner on the stove and the child approach the stove. However, this did not happen with Anthony, instead he kept the self-instruction and speech to himself while trying to resolve his issues during his stay.