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A reduction, rather than a simplification, of Piaget's findings and tenets in child psychology ("the child explains the man") which makes available in one short volume what has appeared in many longer predecessors. Important as a preliminary introduction and synthesis (but not intended as a "substitute for reading the other volumes") of the Swiss psychologist's exploration of cognitive development. (Kirkus Reviews)
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Piagets influence on psychology has been profound. His pathbreaking investigations and theories of cognitive development have set child psychology moving in entirely new directions. His bold speculations have provided the inspiration for the work of others. His studies have been the subject of many books and countless articles. And, significantly, his influence has spread to other disciplines and is having an ever-growing impact on the general culture at large.Here Jean Piaget, with the assistance of his long-time collaborator Brbel Inhelder, offers a definitive presentation of the developmental psychology he has elaborated over the last forty years. This comprehensive synthesis traces each stage of the childs cognitive development, over the entire period of childhood, from infancy to adolescence.
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IF THE CHILD partly explains the adult, it can also be said that each period of his development partly explains the periods that follow. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
IF THE CHILD partly explains the adult, it can also be said that each period of his development partly explains the periods that follow. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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2 reviews
8 of 10 people found the following review helpful
If you have Children
3 April 2008
Format:Paperback|Amazon Verified Purchase
If you have children this is a must read. If you wish to concentrat on children in your practice, or are just interested in what makes a child "tick", this is a great book.
4 of 6 people found the following review helpful
A SUMMARY OVERVIEW OF THE WORK OF PIAGET AND INHELDER
18 Aug 2010
Format:Paperback
Jean Piaget (1896-1980) was a Swiss developmental psychologist known for his epistemological studies with children. His theory of cognitive development and epistemological view are known as "genetic epistemology". Bärbel Inhelder (1913-1997) was a Swiss developmental psychologist; she was probably Piaget's most well-known co-worker.
The authors state in the Preface, "In this volume we have tried to present, as briefly and as clearly as possible , a synthesis, or summing up. of our work in child psychology. A book such as this seemed to us particularly desirable since our published studies have been spread out over a number of volumes, some of them quite lengthy and some of them fairly difficult to read. This little book, of course, is not meant to be a substitute for reading the other volumes. But it represents, we believe, a useful introduction to the questions we have studied and will enable the reader to gain an adequate understanding of what we have learned in our investigations."
Here are some representative quotations from the book:
"(O)ne might be tempted to consider the expressions 'child psychology' and 'genetic psychology' to be synonymous, but there is an important distinction between them: Whereas child psychology deals with the child for his own sake and does not consider his eventual development into an adult, we tend today to use the term 'genetic psychology' to refer to the study of the developmental processes that underlie the mental functions studied in general psychology."
"There is certainly such a thing as a sensori-motor intelligence, but it is very difficult to specify the exact moment when it appears."
"It is the random ("one-to-one") correspondences that lead to number, for they already imply numerical unity. Number must still be explained genetically, however; otherwise a vicious circle results."
"It is highly probable, then, that the social exchanges characteristic of the preoperatory level are preoperative; that is, at once social from the point of view of the subject and centered upon the child and his own activity from the point of view of the observer."
"Each new mental structure, by integrating the preceding ones, succeeds both in partly liberating the individual from his past and in inaugurating new activities which at the formal operatory level are mainly oriented toward the future."
The authors state in the Preface, "In this volume we have tried to present, as briefly and as clearly as possible , a synthesis, or summing up. of our work in child psychology. A book such as this seemed to us particularly desirable since our published studies have been spread out over a number of volumes, some of them quite lengthy and some of them fairly difficult to read. This little book, of course, is not meant to be a substitute for reading the other volumes. But it represents, we believe, a useful introduction to the questions we have studied and will enable the reader to gain an adequate understanding of what we have learned in our investigations."
Here are some representative quotations from the book:
"(O)ne might be tempted to consider the expressions 'child psychology' and 'genetic psychology' to be synonymous, but there is an important distinction between them: Whereas child psychology deals with the child for his own sake and does not consider his eventual development into an adult, we tend today to use the term 'genetic psychology' to refer to the study of the developmental processes that underlie the mental functions studied in general psychology."
"There is certainly such a thing as a sensori-motor intelligence, but it is very difficult to specify the exact moment when it appears."
"It is the random ("one-to-one") correspondences that lead to number, for they already imply numerical unity. Number must still be explained genetically, however; otherwise a vicious circle results."
"It is highly probable, then, that the social exchanges characteristic of the preoperatory level are preoperative; that is, at once social from the point of view of the subject and centered upon the child and his own activity from the point of view of the observer."
"Each new mental structure, by integrating the preceding ones, succeeds both in partly liberating the individual from his past and in inaugurating new activities which at the formal operatory level are mainly oriented toward the future."
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