Language and thought of the child/by Jean Piaget;translated by Marjorie and Ruth Gabin

By:

"Piaget, Jean"

Material type: Text

TextPublication details: London; Routledge; 2002Edition: 3rd edDescription: 294pISBN:

9780415267502

Subject(s):

Psychology

DDC classification:

150 PIA

Summary: This book is for anyone who has ever wondered how a child develops language, thought, and knowledge. Before this classic appeared, little was known of the way children think. In 1923, however, Jean Piaget, the most important developmental psychologist of the twentieth century, took the psychological world by storm with The Language and Thought of the Child. Applying for the first time the insights of social psychology and psychoanalysis to the observation of children, he uncovered the ways in which a child actively constructs his or her understanding of the world through language. The book has since been a source of inspiration and guidance to generations of parents and teachers. While its conclusions remain contentious to this very day, few can deny the huge debt we owe to this pioneering work in our continuing attempts to understand the minds of the child.

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode	Item holds
Books	Gandhi Smriti Library	150 PIA (Browse shelf(Opens below))	Available		90096

Total holds: 0

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Previous	150 MAR Master Mind	150 MYS Why people don't heal and how they can	150 NOR Beyond 9 to 5	150 PIA Language and thought of the child/by Jean Piaget;translated by Marjorie and Ruth Gabin	150 Pos Positive psychology in	150 PSY Psychology for the third millennium	150 SHA Principles of development psychology	Next

This book is for anyone who has ever wondered how a child develops language, thought, and knowledge. Before this classic appeared, little was known of the way children think. In 1923, however, Jean Piaget, the most important developmental psychologist of the twentieth century, took the psychological world by storm with The Language and Thought of the Child. Applying for the first time the insights of social psychology and psychoanalysis to the observation of children, he uncovered the ways in which a child actively constructs his or her understanding of the world through language. The book has since been a source of inspiration and guidance to generations of parents and teachers. While its conclusions remain contentious to this very day, few can deny the huge debt we owe to this pioneering work in our continuing attempts to understand the minds of the child.

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