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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In other words, the child does not yet know either how to take account of displacements produced outside his perceptual field or how to picture himself as a moving object in the environment. The organization of spatial groups in this stage also give rise to appreciation of an ordered sequence of events, to some conception of 'before' and 'after' and a more prolonged memory for a sequence of displacements. But when actions are too far separated in time and thus require an exact representative memory to be arranged in order, the child relapses into his earlier difficulties.

And remained motionless, with her eyes open, smiling quietly. The symbol was therefore established. ) Ability to see resemblances between actions, or situations, has already been developed in the sensori-motor schemas of later infancy-in balancing different suspended objects, obtaining various objects too distant to reach by dragging their supports or through imitation of other person's actions which leads the infant to recognize similarities between himself and others. From recognition of resemblances it is a short step to representative schemas.

Among the two six-year-olds this happened more frequently in the one who was less well adjusted socially but who had an exuberant imagination. A different kind of monologue occurred as children talked aloud in the presence of others without waiting for, or seemingly desiring, any reply. In the case of each six-year-old over forty per cent of his speech was of these kinds. Again, since it referred to the child's own actions, Piaget termed this 'egocentric' speech. The rest of the children's conversation consisted in social speech: giving information, asking and answering questions, argument by means of clashing affirmations, criticism and derision, commands, requests and threats.

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