Child Psychology

An Outline of Piaget's Developmental Psychology by Ruth M. Beard

By Ruth M. Beard

First released in 2006. Routledge is an imprint of Taylor & Francis, an informa corporation.

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Piaget's observations suggest that the capacity to use representational schemas in delayed imitation, or in playing a role, is fairly independent of the development of language, for deaf mutes too may learn this. It depends instead on a general capacity to represent one thing by another and derives from the sensori-motor schemas themselves. For example, in the case of Lucienne, 'make-belief' or 'symbolic play' made its appearance at 1;0(0), arising from a schema of action: Obs. 65. She was sitting in her cot when she unintention7 THE DEVELOPMENT OF INTELLIGENCE ally fell backwards.

The reader is referred to Anastasi (1958) for extensive accounts of such investigations as we can mention only a few such studies here. Q. Q. 4. With still less adequate adult contact than that afforded in these American institutions of the early 1950s, both physical and personality development are very considerably delayed; children show resistance to new situations, become depressed and withdrawn, show extreme retardation in behaviour development as well as incapacity to learn and have increased susceptibility to disease (Spitz, 1945).

An interesting experiment of Andre Rey (1950) displays that their difficulty is a mental one. He drew a square, with side a few centimetres, on a large square piece of paper and asked people of different ages to draw the smallest and largest squares possible on the same page. Adults and children over about 7-8 years immediately drew a very tiny square and one following the edge of the paper. But children in the intuitive stage at first drew squares little smaller or larger than the standard, proceeding from these by successive drawings (often unsuccessful) to still smaller or larger ones, evidently unable to anticipate the final result without first seeing and making a series of squares.

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