In this naturalistic observation I was able to find several theories that help describe Anthony's developmental stage and use additional knowledge from this course to describe the possible reason or logic of his actions. The main theories used to describe his 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 demonstrating to him that his toys were in a certain closet and will stay there until he wants to play with them. It can also be interpreted that his knowledge of the place describes children between the ages of six and twelve where they begin to think logically and become problem solvers. In this specific case I would agree that Anthony is in the concrete operational phase. As he tried to put the track together, he thought about which pieces of the track would fit. He was also reviewing the track, indicating that he wanted to solve the problem of having an incomplete track. He was also thinking carefully about which pieces of track would actually be suitable and whether they would be able to solve problems. Bandura's social cognitive theory can once 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 described that people learned from models and what better models young children have than their siblings and parents. Most likely he has learned that to get rid of an annoying behavior just yell at him. Even though speech and language don't seem important during the game, they really are. According to Vygotsky's theory he would be in the internal growth phase, where his speech would be completely internalized. This means that instead of talking out loud to himself about how to operate the car or play with the tracks, he remained silent most of the time without mentioning any details or plans he had for playing with his toys. Unlike a four-year-old who, according to Vygotsky's theory of cognitive development, is in the stage of naive psychology where that child mumbles to himself or talks to himself out loud while solving a task, such as "Flush!" after using the bathroom or saying to yourself, "Hot!" as I watch the parent cook dinner on the stove and the child approach the stove. However, this was not happening with Anthony, instead he kept the self-education and discourse to himself as he tried to solve his problems during his