The studies presented in this book should be of interest to anybody concerned with the teaching of arithmetic to young children or with cognitive development in general. The 'eaching experiment. was carried out with half a dozen children entering first grade over two years in biweekly sessions. Methodologically the authors' research is original. It is a longitudinal but not a naturalistic study, since the experimenter-teachers directed their interaction with each individual child with a view to his or her possible progress. It is experimental in the sense that two groups of subjects were...

How do children learn and how are new modes of thought developed? These questions have for years been of paramount interest to psychologists and others concerned with the cognitive development of the child.

In this major work, originally published in 1974 and reporting on over ten years research of the Geneva School, the authors carried the pioneering investigations of Jean Piaget to a new and remarkable level. As Piaget said in his foreword to the book: The novelty of the findings, the clarity of the theoretical interpretation, and the sometimes even excessive caution of the...

translated by Hermina and Morris Sinclair
This book was written by a group of researchers with a common theoretical-constructivist-framework and using the same methods of naturalistic observation and data analysis. They considered that collective pretend play would provide excellent opportunities for understanding young children's thinking, especially when play arose spontaneously in a familiar environment. In such play, children often manifest types of knowledge that cannot be captured through experimental work or by observation in adult-devised situations. Spontaneous play brings out...