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The Child's Conception of Time
First Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.
304 pages, Kindle Edition
First published January 1, 1946
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About the author
Jean Piaget
354 books671 followersJean Piaget (1896 - 1980) was a Swiss philosopher, natural scientist and developmental theorist, well known for his work studying children, his theory of cognitive development, and his epistemological view called "genetic epistemology." In 1955, he created the International Centre for Genetic Epistemology in Geneva and directed it until his death in 1980. According to Ernst von Glasersfeld, Jean Piaget was "the great pioneer of the constructivist theory of knowing."
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September 21, 2024
THE FIRST PART OF STUDIES CONTINUED IN HIS "CHILD'S CONCEPTION OF MOVEMENT AND SPEED"
Jean Piaget (1896-1980) was a Swiss developmental psychologist known for his epistemological studies with children. His theory of cognitive development and epistemological view are known as "genetic epistemology".
He states in the Foreword to this 1946 book, "This work was promoted by a number of questions kindly suggested by Albert Einstein more than fifteen years ago ... Is our intuitive grasp of time primitive or derived? Is it identical with our intuitive grasp of velocity? What if any bearing do these questions have on the genesis and development of the child's conception of time? ... The results are presented in this volume; those bearing on the child's conception of motion and speed are reserved for a later work." (See his Child's Conception of Movement and Speed (Routledge Library Editions: Piaget)
Here are some representative quotations from the book:
"In short, much more even than qualitative time, quantitative time involves a system of geometry, a system of dynamics, and a system of mechanics all at once ... It is from causality that time derives its order of succession."
"(I)t is perfectly normal that the young child, whose incoherent conception of time, as we saw, is bound up with his difficulties in quantifying concepts in the physical universe in general, should set out without any assumptions about the conservation of velocities and hence fail to grasp the isochronism of watches, etc."
"Thus, 'pure duration' must be a complete myth; duration is the product of that constructive intelligence which is as necessary for the organization of the ego itself, in daily life, as it is for the elaboration of the universe."
"(I)t is only the contents of time; i.e., the external or psychological events, that are irreversible---time itself is a system of reversible operations. In particular, the reconstruction of temporal succession necessarily involves the use of operations by which the events can be projected forward and backward in thought, since every series, however asymmetrical, must have two directions. In other words, seriating two events is tantamount to establishing not only that A precedes B ; B precedes C;...etc., but also that C succeeds B, and B succeeds A."
"(I)t is a remarkable fact that it, like homogeneity, should not be taken for granted at all levels of mental development; for young children, in effect, time is discontinuous as well as local, since it stops with any partial motion."
Jean Piaget (1896-1980) was a Swiss developmental psychologist known for his epistemological studies with children. His theory of cognitive development and epistemological view are known as "genetic epistemology".
He states in the Foreword to this 1946 book, "This work was promoted by a number of questions kindly suggested by Albert Einstein more than fifteen years ago ... Is our intuitive grasp of time primitive or derived? Is it identical with our intuitive grasp of velocity? What if any bearing do these questions have on the genesis and development of the child's conception of time? ... The results are presented in this volume; those bearing on the child's conception of motion and speed are reserved for a later work." (See his Child's Conception of Movement and Speed (Routledge Library Editions: Piaget)
Here are some representative quotations from the book:
"In short, much more even than qualitative time, quantitative time involves a system of geometry, a system of dynamics, and a system of mechanics all at once ... It is from causality that time derives its order of succession."
"(I)t is perfectly normal that the young child, whose incoherent conception of time, as we saw, is bound up with his difficulties in quantifying concepts in the physical universe in general, should set out without any assumptions about the conservation of velocities and hence fail to grasp the isochronism of watches, etc."
"Thus, 'pure duration' must be a complete myth; duration is the product of that constructive intelligence which is as necessary for the organization of the ego itself, in daily life, as it is for the elaboration of the universe."
"(I)t is only the contents of time; i.e., the external or psychological events, that are irreversible---time itself is a system of reversible operations. In particular, the reconstruction of temporal succession necessarily involves the use of operations by which the events can be projected forward and backward in thought, since every series, however asymmetrical, must have two directions. In other words, seriating two events is tantamount to establishing not only that A precedes B ; B precedes C;...etc., but also that C succeeds B, and B succeeds A."
"(I)t is a remarkable fact that it, like homogeneity, should not be taken for granted at all levels of mental development; for young children, in effect, time is discontinuous as well as local, since it stops with any partial motion."
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