A Teacher's Guide to Reading Piaget (Routledge Library Editions: Piaget)

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This book was first published in 1966.

A Teacher's Guide to Reading Piaget (Routledge Library Editions: Piaget) Review

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".

The authors state in their Preface to this 1966 book (now reprinted), "It is important that practicing teachers should read at least some of the works of Piaget which are quoted here since it is only through their efforts that the truths uncovered by his work can be fully implemented in education. The difficulties in the way of reading these works can often be surmounted by acquiring a METHOD of reading them. In our experience a synoptic account of Piaget's ideas is very much more difficult to understand than an account of an experiment followed by a discussion of its theoretical and practical implications... The sequence of presentation we have adopted is analogous to teachers' daily procedures in the classroom where experience must be followed by reflection in order to plan future work."

Here are some representative quotations from the book:

"His fundamental thesis is that intellectual growth takes place in a succession of stages in all children, namely the sensory-motor state (0-2 years), the symbolic-representational stage (up to 5 years), growth into the concrete operational state (7-11 years), and lastly the growth into the formal operational stage (11+ years)."
"Piaget sees cognitive growth as a slow process during which a child, at first completely dependent on action and perception, becomes more and more able to rely on thought as he builds mental structures of time, space, number, causality and logical classes, through which he can organize his experience past, present and future."
"Children have very real experience of the upright for after all they labour in infancy to attain it and benefit greatly from the achievement, but this experience alone and all the others they have with objects around them are not sufficient to enable them to abstract particular relationships of lines, planes and angles without considerably re-organizing and correcting their understanding as they go along."
"It is easier to assume that children's drawing ability is poor when they misrepresent rather than to realize that it is their thinking that is undeveloped in that area. The phrase 'hand-eye coordination' bedevils education, it is so quick to say, that the inexperienced pick it up and act on it as if a direct link could be trained between hand and eye without involving mental processes."

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