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An outline of Piaget's developmental psychology / Ruth M. Beard.

By: Material type: TextTextSeries: Routledge library editions. Piaget.Publisher: London ; New York : Routledge, 2006Description: xx, 128 pages : illustrations ; 24 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0415402298
  • 9780415402293
Other title:
  • Outline of Piaget's developmental psychology for students and teachers [Added title page title]
Subject(s): DDC classification:
  • 155.4 22
LOC classification:
  • BF721 .B33 2006
Contents:
Introduction -- The development of intelligence -- Introduction -- Basic cognitive processes -- Development in children's thinking -- The main periods of development -- Experiments in England -- The sensori-motor period -- Reflex exercises and primary circular reactions -- The secondary circular reactions -- Notions of the object, space, time and physical causality -- Co-ordination of secondary schemas -- Notions of the object, space, time and physical causality -- Tertiary circular reactions -- Notions of the object, space, time and physical causality -- The invention of new means through mental combinations -- Discussion -- The pre-conceptual sub-stage -- Imitation, play and rules -- Reasoning in the young child -- Implications for Nursery School teachers -- The intuitive sub-stage -- Imitation, play and rules -- The beginning of conceptual thinking -- Concepts of the world and of physical causality -- Number, time and quantities -- Spatial concepts -- Some implications for Infants' School teachers -- The sub-period of concrete operations -- The laws of groupings -- Play in the period of concrete operations -- Some late misconceptions among English children -- Limitations in thinking during the period of concrete operations -- Spatial concepts -- Discussion -- The period of formal operations -- Assumptions, hypotheses and laws -- Definitions and symbolism -- Continuity and infinity -- Relations between relations -- Implications for Secondary School teachers -- Concluding remarks.
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Includes bibliographical references (pages 123-128).

Introduction -- The development of intelligence -- Introduction -- Basic cognitive processes -- Development in children's thinking -- The main periods of development -- Experiments in England -- The sensori-motor period -- Reflex exercises and primary circular reactions -- The secondary circular reactions -- Notions of the object, space, time and physical causality -- Co-ordination of secondary schemas -- Notions of the object, space, time and physical causality -- Tertiary circular reactions -- Notions of the object, space, time and physical causality -- The invention of new means through mental combinations -- Discussion -- The pre-conceptual sub-stage -- Imitation, play and rules -- Reasoning in the young child -- Implications for Nursery School teachers -- The intuitive sub-stage -- Imitation, play and rules -- The beginning of conceptual thinking -- Concepts of the world and of physical causality -- Number, time and quantities -- Spatial concepts -- Some implications for Infants' School teachers -- The sub-period of concrete operations -- The laws of groupings -- Play in the period of concrete operations -- Some late misconceptions among English children -- Limitations in thinking during the period of concrete operations -- Spatial concepts -- Discussion -- The period of formal operations -- Assumptions, hypotheses and laws -- Definitions and symbolism -- Continuity and infinity -- Relations between relations -- Implications for Secondary School teachers -- Concluding remarks.

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