Jean Piaget

This is Volume XXI of thirty-two in a series of Developmental Psychology. Originally published in 1946, it looks the classification and seriation and the growth of logic in young children and this study incorporates the results obtained from the examination of a total of 2,159 children.

First published in 1999. This volume is the third of a series devoted to the first years of the child’s development, the two others being concerned with the beginnings of intelligence and the child’s construction of reality (La naissance de intelligence chez Venfant and La construction du réel chez Venfant). Although this book contains frequent references to the two other volumes, which deal with the same three children and study the relationships between their mental activities, it nevertheless constitutes in itself an independent and complete study

First Published in 1999. Readers will find in this book no direct analysis of child morality as it is practised in home and school life or in children's societies. It is the moral judgment that we propose to investigate, not moral behaviour or sentiments. With this aim in view, a large number of children from the Geneva and Neuchatel schools were questioned and held conversations with them, similar to those we had had before on their conception of the world and of causality. The present volume contains the results of these conversations.

Over a period of six decades, Jean Piaget conducted a program of naturalistic research that has profoundly affected our understanding of child development.

Our encounters with the physical world are filled with miraculous puzzles-wind appears from somewhere, heavy objects (like oil tankers) float on oceans, yet smaller objects go to the bottom of our water-filled buckets. As adults, instead of confronting a whole world, we are reduced to driving from one parking garage to another. The Child's Conception of Physical Causality, part of the very beginning of the ground-breaking work of the Swiss naturalist Jean Piaget, is filled with creative experimental ideas for probing the most sophisticated ways of thinking in children. The strength of Piaget's research is evident in this collection of empirical data, systematically organized by tasks that illuminate how things work. Piaget's data are remarkably rich. In his new introduction, Jaan Valsiner observes that Piaget had no grand theoretical aims, yet the book's simple power cannot be ignored. Piaget's great contribution to developmental psychology was his "clinical method"-a tactic that integrated relevant aspects of naturalistic experiment, interview, and observation. Through this systematic inquiry, we gain insight into children's thinking. Reading Piaget will encourage the contemporary reader to think about the unity of psychological phenomena and their theoretical underpinnings. His wealth of creative experimental ideas probes into the most sophisticated ways of thinking in children. Technologies change, yet the creative curiosity of children remains basically unhindered by the consumer society. Piaget's data preserve the reality of the original phenomena. As such, this work will provide a wealth of information for developmental psychologists and those involved in the field of experimental science. Jean Piaget (1896-1980) is known for investigations of thought processes. He was professor at Geneva University (1929-1954) and director of the International Center for Epistemology (1955-1980). He is the author of The Language and Thought of the Child, Judgment and Reasoning in the Child, The Origin of Intelligence in Children, and The Early Growth of Logic in the Child. Jaan Valsiner is professor of psychology at Clark University, and a recognized authority on the life and work of Piaget.

This is Volume XXII of thirty-two on a series of Developmental Psychology. Originally published in 1958, this text offers a translation from French of an essay on the construction of formal operational structures to explain part of the growth of logic in a child's brain and development. It looks at propositional logic, the integration of formal thought and the operational schemata of formal logic.

This is Volume XX of thirty-two in the Developmental Psychology series. Initially published in 1954, in Piaget’s words the study of sensorimotor or practical intelligence in the first two years of development has taught us how the child, at first directly assimilating the external environment to his own activity, later, in order to extend this assimilation, forms an increasing number of schemata which are both more mobile and better able to inter-coordinate. This study looks at the second part of evolution of sensorimotor intelligence, as the description of behavior no longer suffices to account for these new products of intellectual activity; it is the subject’s own interpretation of things which we must now try to analyze.

Jean Piaget is best known for his contributions to the fields of psychology, epistemology and philosophy. He is less known for his work on education. Of the more than sixty books he published, only two short collections of articles had until now been entirely devoted to education: Psychologie et P dagogie (1969) and O va l' ducation? (1972). But although the educational sciences as such may not be central to Piaget's work, a concern with education has always gone hand-in-hand with his work on epistemology. This is amply illustrated by the articles, written over a period of fifty years, which have been gathered together here for the first time. This book includes works that had hitherto remained largely unknown to the general public and which should be of special interest to psychologists and educators. What is the teacher's role and how important is it in a child's education? Should this role include the shaping in the child's mied of the tools with which to grasp and comprehend the world? Should educators reply to children's questions, or, on the contrary, should they impose knowledge on them in an authoritative manner? Should they withdraw as iedividuals in favour of the child's constructive thought processes? How should activities be presented so as to be easily understood by children? What are the difficulties that children encounter when resolving mathematical problems? Pedagogical methodology, the role of the educator, and the child's autonomy: these are some of the subjects that Piaget reflected on throughout his life and which remain central to educational concerns today.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. Jean Piaget: Selected Works is a chance to acquire key original texts, most of which have been previously unavailable for several years.

First published in 1997. This is Volume II of selected works of Jean Piaget which looks at his thinking on children and how their interaction and perception of number, touching on the areas of development in thinking on conversation of quantities and invariance of wholes; cardinal and ordinal one-one correspondence; as well as additive and multicatitive compositions. These explorations look into tracing the development of the operations which give rise to number and continuous quantities, to space, time, speed, etc., operations which, in these essential fields, lead from intuitive and egocentric pre-logic to rational co-ordination that is both deductive and inductive.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research of the 20th century. He was also prolific, authoring or editing over 80 books and numerous journals and papers which spawned a continuation of his work over the following decades. His work now compromises a major component of many courses on children's psychological development and in a research tradition which is expanding, scholars may need access to the original texts rather than secondhand accounts. This volume is the sixth of nine reproducing Piaget's original works - they are also available as a boxed set.

First published in 1997. This is Volume XI of selected works of Jean Piaget which gives insights and illuminates illusions in the field of Philosophy. Piaget examines his own philosophical position and compares it with present-day continental philosophical thought.

First published in 1997. Volume 6 in the series titled Jean Piaget: Selected Works. The authors of this title, having studied all aspects of the development of intellectual operations, and having attempted to analyse some of the characteristics of perceptual development, felt it was necessary to tackle the question of the evolution of mental images. These ten chapters provide digestible commentary and discussion on the classification, reproduction, and transformation of mental images - with focus on kinetic images, anticipatory images and the spatial image.

First published in 1997. This is Volume III of selected works of Jean Piaget which explores his concepts on the origins of intelligence in children. The theses developed in this volume, concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation.

First published in 1997. This Volume 4 of Jean Piaget's selected works and explores the study of the concept of space, or rather, of the innumerable ideas involved in the concept of space, which Piaget sees is for many reasons an indispensable part of child psychology.

First published in 1997. This is Volume I of selected works of Jean Piaget which looks at his thinking on children perceive the world around them, touching on his concepts of realism, animism and artificialism.

First published in 1997. This volume is the seventh of nine reproducing Piaget's original works.

Jean Piaget is one of the greatest names in psychology. A knowledge of his ideas is essential for all in psychology and education. Sociological Studies is one of his major works to remain untranslated. Now an international team of Piaget experts has got together to ensure that this important work is available in English. This classic text, exploring the role of social experience in the development of understanding, shows the general perception of Piaget as someone who took insufficient account of social factors in psychology to be false.

Despite dissent in many quarters, Piaget's epistemology and the developmental psychology derived from it remain the most powerful theories in either field. From the beginning, Piaget's fundamental epistemological notion was that all knowledge is rooted in action, and for a long time, he identified action with transformation. What is known is that which remains constant under transformatory action. This book represents a fundamental reformulation of that point of view. Alongside transformatory schemes, Piaget now presents evidence that nontransformatory actions -- comparisons that create morphisms and categories among diverse situations constitute a necessary and complementary instrument of knowledge. This work aims to elucidate that insight experimentally and theoretically and to understand the developmental interaction of comparing and transforming as knowledge is constructed. This first English translation of Piaget's work includes studies of children's understanding of geometric forms, machines, and abstract concepts. It contains a clear statement of his mature position on continuity with biology as well as with the history of ideas.

This book, the last one written by Piaget, presents a new line of empirical studies based on a revised formulation of his theory of the development of logical reasoning. The amended theory overcomes many problems and criticisms of his earlier formulations by providing a fresh explanation for the origin of mental operations and mental organization based on the concept of meaning. It also offers a more elegant vision of the continuity in mental development from birth to adulthood. As the final revision of Piaget's theory -- and one that opens up new areas of inquiry -- this book calls for a reinterpretation of his earlier work -- a task which will occupy scholars for decades to come.