By Ruth M. Beard

The pioneering investigations of the popular modern Swiss psychologist, Jean Piaget, represent a tremendous resource of information concerning the studying procedure in youngsters from infanthood via early life. His findings provide a transparent photo of different phases of ordinary psychological development, with vital ramifications within the components of child-raising and schooling. regrettably, although, notwithstanding Piaget's identify is celebrated, a lot of his considering has been almost inaccessible to americans as a result of dual obstacles of language and stylistic complexity. The shaping objective of this consultant is to increase figuring out of Piaget's findings and theories to the widest attainable viewers.

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In Jacqueline at 1;8(30), a sudden discovery that she must turn over a brown pencil, as she has done a green one, to insert its point in a hole (Obs. 182. Piaget, 1955), shows an instant mental assimilation to a previously successful schema without progressive gropings in action. In a new situation the already acquired schemas direct the search at the moment of invention, although no one of them may in itself contain the correct solution. Lucienne has already played with a chain, rolling it up, or inserting it in a wide opening and has compared large objects to inadequate openings, making apertures wider, consequently it remains only to assimilate these schemas reciprocally to each other to arrive at a solution.

For example, Obs. 123. At 1;6(8) Jacqueline throws a ball under a sofa . . she looks at the place, realizes that the ball must have crossed under the sofa and sets out to go behind it. Obs. 125. Laurent at 1;3(4) made a detour round a wall to open a gate from the other side. Obs. 126. Jacqueline at I;II(10) can point back at the house on the way home; though she begins by pointing behind her, she changes her mind when she realizes that they are on the return trip. ) Likewise the children seek causes which they have not perceived: Obs.

Nor is the permanence of the object recognized when only part of it is seen. Their notions of causality show similar limitations. The children use actions of striking, arching themselves, pulling etc. to produce the continuation of unconnected events. Obs. 112. 0;7(2) Laurent is in the process of striking a cushion, when I snap my middle finger against the ball 22 THE SENSORI-MOTOR PERIOD of my thumb. Laurent then smiles and strikes the cushion but while staring at my hand; as I no longer move he strikes harder and harder and with a definite expression of desire and expectation and, at the moment when I resume snapping my fingers, he stops as though he had achieved his object.

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