The Language and Thought of the Child
Douban
Jean Piaget
Overview
This book is for anyone who has ever wondered how a child develops language, thought, and knowledge. Before this classic appeared, little was known of the way children think. In 1923, however, Jean Piaget, the most important developmental psychologist of the twentieth century, took the psychological world by storm withThe Language and Thought of the Child. Applying for the first time the insights of social psychology and psychoanalysis to the observation of children, he uncovered the ways in which a child actively constructs his or her understanding of the world through language. The book has since been a source of inspiration and guidance to generations of parents and teachers. While its conclusions remain contentious to this very day, few can deny the huge debt we owe to this pioneering work in our continuing attempts to understand the minds of the child.
Review
'His theory of child development has influenced the way millions of schoolchildren have been taught.' - Times Literary Supplement
'Jean Piaget breaks startling new ground by showing us how a child's grasp of concepts develops as inevitably as his bones.' - The Observer
contents
CONTENTS
PREFACE
FOREWORD
CHAPTER I
THE FUNCTIONS OF LANGUAGE IN TWO CHILDREN OF SIX
I. The material
1. An example of the talk taken down,
2. The functions of child language classified,
3. Repetition (echolalia),
4. Monologue,
5. Collective monologue,
6. Adapted information,
7. Criticism and derision,
8. Commands, requests, threats,
9. Questions and answers.
II. Conclusions
10. The measure of ego-centrism,
11. Conclusion,
12. Results and hypotheses.
CHAPTER II
TYPES AND STAGES IN THE CONVERSATION OF CHILDREN BETWEEN THE AGES OF FOUR AND SEVEN
1. Check of the coefficient of ego-centrism,
2. Types of conversation between children,
3. Stage I: Collective monologue,
4. Stage IIA, First type: Association with the action of others,
5. Stage IIA, Second type : Collaboration in action or in non-abstract thought,
7. Stage IIB, First type; Quarrelling,
8. Stage IIB, Second type: Primitive argument,
9. Stage IIIB : Genuine argument,
10. Conclusions.
CHAPTER III
UNDERSTANDING AND VERBAL EXPLANATION BETWEEN CHILDREN OF THE SAME AGE BETWEEN THE YEARS OF SIX AND EIGHT.
1. The method of experiment,
2. Parcelling out the material,
3. Numerical results,
4. Ego-centrism in the explanations given by one child to another,
5. The ideas of order and cause in the expositions given by the explainers,
6. The factors of understanding,
7. Conclusion. The question of stages and the effort towards objectivity in the accounts given by children to one another.
CHAPTER IV
SOME PECULIARITIES OF VERBAL UNDERSTANDING IN THE CHILD BETWEEN THE AGES OF NINE AND ELEVEN
7. Verbal syncretism, —2. Syncretism of reasoning, —3. The need for justification at any price, —4. Syncretism of understanding, —5. Conclusion.
“CHAPTER V
THE QUESTIONS OF A CHILD OF SIX
I. “Whys”
1. Principal types of “whys,” 2. “Whys of causal explanation.” Introduction and classification by material 3. Structure of the “whys of explanation,” 4. Whys of motivation,” 5. “Whys of justification,” 6. Conclusions.
II. Questions not expressed under the form “why”
7. Classification of Del’s questions not expressed under the form, “why,” 8. Questions of causal explanation, —9. Questions of reality and history, —10. Questions about human actions and questions about rules, —11. Questions of classification and calculation.
III. Conclusions
12. Statistical results, —13. The decline of precausality, —14. Conclusion. Categories of thought or logical functions in the child of seven.
APPENDIX
INDEX”
摘录来自: Jean Piaget. “The Language and Thought of the Child。” Apple Books.