Jean Piaget Quotes About Children

Quotes about: Children

• When you teach a child something you take away forever his chance of discovering it for himself.

  Jean Piaget

  Inspirational, Children, Educational

• Education, for most people, means trying to lead the child to resemble the typical adult of his society . . . but for me and no one else, education means making creators. . . . You have to make inventors, innovators...not conformists

  Jean Piaget

  Children, Mean, People

• Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.

  Jean Piaget

  Children, Hands, Childhood

• Children require long, uniterrupted periods of play and exploration

  Jean Piaget

  Children, Play, Long

• Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of discovery from the preschool age on, throughout life?

  Jean Piaget

  Children, Discovery, Creative

• Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.

  Jean Piaget

  Children, Real, Teaching

• It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.

  Jean Piaget

  Inspirational, Education, Children

  Richard Isadore Evans, Jean Piaget (1973). “Dialogue with Jean Piaget”, Praeger Publishers

• During the earliest stages the child perceives things like a solipsist who is unaware of himself as subject and is familiar only with his own actions.

  Jean Piaget

  Children, Reality, Action

  Jean Piaget (2013). “The Construction Of Reality In The Child”, p.352, Routledge

• How can we, with our adult minds, know what will be interesting? If you follow the child...you can find out something new.

  Jean Piaget

  Children, Interesting, Mind

• Everytime we teach a child something, we prevent him from inventing it
  himself.

  Jean Piaget

  Children, Teach, Inventing

• Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.

  Jean Piaget

  Children, Understanding, Teach

• The child is a realist in every domain of thought, and it is therefore natural that in the moral sphere he should lay more stress on the external, tangible element than on the hidden motive.

  Jean Piaget

  Children, Stress, Elements

  Jean Piaget (1997). “The Moral Judgement of the Child”, p.166, Simon and Schuster

• The majority of parents are poor psychologists and give their children the most questionable moral trainings. It is perhaps in this domain that one realized most how keenly how immoral it can be to believe too much in morality, and how much more precious is a little humanity than all the rules in the world.

  Jean Piaget

  Children, Believe, Giving

  "The Moral Judgment of the Child". Book by Jean Piaget. Ch. 2 : Adult Constraint and Moral Realism, 1932.

• The relations between parents and children are certainly not only those of constraint. There is spontaneous mutual affection, which from the first prompts the child to acts of generosity and even of self-sacrifice, to very touching demonstrations which are in no way prescribed. And here no doubt is the starting point for that morality of good which we shall see developing alongside of the morality of right or duty, and which in some persons completely replaces it.

  Jean Piaget

  Children, Sacrifice, Self

  Jean Piaget (1997). “The Moral Judgement of the Child”, p.195, Simon and Schuster

• In certain circumstances where he experiments in new types of conduct by cooperating with his equals, the child is already an adult. There is an adult in every child and a child in every adult. ... There exist in the child certain attitudes and beliefs which intellectual development will more and more tend to eliminate: there are others which will acquire more and more importance. The later are not derived from the former but are partly antagonistic to them.

  Jean Piaget

  Children, Attitude, Intellectual

  Jean Piaget (1997). “The Moral Judgement of the Child”, p.85, Simon and Schuster

• Much research in psychology has been more concerned with how large groups of people behave than about the particular ways in which each individual person thinks... too statistical. I find this disappointing because, in my view of the history of psychology, far more was learned, for example, when Jean Piaget spent several years observing the ways that three children developed, or when Sigmund Freud took several years to examine the thinking of a rather small number of patients.

  Jean Piaget

  Children, Thinking, Small Numbers

• Mixture of assimilation to earlier schemas and adaptation to the actual conditions of the situation is what defines motor intelligence. But and this is where rules come into existence as soon as a balance is established between adaptation and assimilation, the course of conduct adopted becomes crystallized and ritualized. New schemas are even established which the child looks for and retains with care, as though they were obligatory or charged with efficacy.

  Jean Piaget

  Children, Balance, Looks

• There is little mysticism without an element of transcendence, and conversely, there is no transcendence without a certain degree of egocentrism. It may be that the genesis of these experiences is to be sought in the unique situation of the very young child in relation to adults. The theory of the filial origin of the religious sense seems to us singularly convincing in this connection.

  Jean Piaget

  Religious, Children, Unique

  Jean Piaget (1997). “The Moral Judgement of the Child”, p.94, Simon and Schuster

• The discussion of the game of marbles seems to have led us into rather deep waters. But in the eyes of children the history of the game of marbles has quite as much importance as the history of religion or of forms of government. It Is a history, moreover, that is magnificently spontaneous; and it was therefore perhaps not entirely useless to seek to throw light on the child's judgment of moral value by a preliminary study of the social behaviour of children amongst themselves.

  Jean Piaget

  Children, Eye, Deep Water

• The child who defines a lie as being a "naughty word" knows perfectly well that lying consists in not speaking the truth. He is not, therefore, mistaking one thing for another, he is simply identifying them one with another by what seems to us a quaint extension of the word "lie".

  Jean Piaget

  Children, Lying, Naughty

  "The Moral Judgment of the Child". Book by Jean Piaget, transl. by Marjorie Gabain, Ch. 2: Adult Constraint and Moral Realism, 1932.

• 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.

  Jean Piaget

  Children, Eye, Long

  Jean Piaget (1997). “The Moral Judgement of the Child”, p.165, Simon and Schuster

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