Jean Piaget Quotes

Children are monsters of unbridled egotism and will, for they spring directly from nature, hostile intimations of immorality.

Human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them

It is as his own mind comes into contact with others that truth will begin to acquire value in the child's eyes and will consequently become a moral demand that can be made upon him. As long as the child remains egocentric, truth as such will fail to interest him and he will see no harm in transposing facts in accordance with his desires.

The object of basic education is the physical, intellectual and moral development of children through the medium of handicraft.

Give me a child for the first 7 years, and you may do what you like with him afterwards.

Play is a sacred thing, a divine ordinance, for developing in the child a harmonious and healthy organism, and preparing that organism for the commencement of the work of life.

Children learne to creepe ere they can learne to goe.

The child's conquests of independence are the basic steps in what is called his 'natural development'.

Every year, when you're a child, you become a different person.

Education has for its object the formation of character. To curb restive propensities, to awaken dormant sentiments, to strengthen the perceptions, and cultivate the tastes, to encourage this feeling and repress that, so as finally to develop the child into a man of well proportioned and harmonious nature, this is alike the aim of parent and teacher.

At birth, the child leaves a person - his mother's womb - and this makes him independent of her bodily functions. The baby is next endowed with an urge, or need, to face the out world and to absorb it. We might say that he is born with 'the psychology of world conquest.' By absorbing what he finds about him, he forms his own personality.

A child develops individuality long before he develops taste.

People between twenty and forty are not sympathetic. The child has the capacity to do but it can't know. It only knows when it is no longer able to do -after forty. Between twenty and forty the will of the child to do gets stronger, more dangerous, but it has not begun to learn to know yet. Since his capacity to do is forced into channels of evil through environment and pressures, man is strong before he is moral. The world's anguish is caused by people between twenty and forty.

Our present culture may be largely shaped by this strange idea of isolating children's thought from adult thought. Perhaps the way our culture educates its children better explains why most of us come out as dumb as they do, than it explains how some of us come out as smart as they do.

I wish that every child could have growing space because I think children are a little like plants. If they grow too close together, they become thin and sickly and never obtain maximum growth. We need room to grow.

Because psychologists have been able to discover, exactly as in a slow-motion picture, the way the human creature acquires knowledge and habits, the normal child has been vastly helped by what the retarded have taught us.

Reading to children at night, responding to their smiles with a smile, returning their vocalizations with one of your own, touching them, holding them - all of these further a child's brain development and future potential, even in the earliest months.

As children grow, they gravitate to their fates.

All children want to do is play in worlds they create and project on their external world. If allowed to do that, they are constantly building new neural structures for creating internal worlds and projecting them on their external world. And they build up an enormous self-esteem and feeling of power over the external world through their own capacities.

This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind.

By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man.

A preschool child does not emerge from your toddler on a given date or birthday. He becomes a child when he ceases to be a wayward, confusing, unpredictable and often balky person-in-the- making, and becomes a comparatively cooperative, eager-and-easy-to-please real human being--at least 60 per cent of the time.

In play, the child is always behaving beyond his age, above his usual everyday behaviour; in play he is, as it were, a head above himself. Play contains in a concentrated form, as in the focus of a magnifying glass, all developmental tendencies; it is as if the child tries to jump above his usual level.

There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.

The modern child will answer you back before you've said anything.