The Child's Conception of the World

Murray, Elsie; Piaget, Jean; Tomlinson, Andrew; Tomlinson, Joan

doi:10.2307/1414262

Cited by 9 publications

(4 citation statements)

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“…To the extent that the early books were celebrated, it was for their methods (e.g., Blumer, 1930;Isaacs, 1929Isaacs, , 1931Lynd, 1927;Murray, 1931;Stone, 1929Stone, , 1930Weber, 1927;also Bain, 1937, p. 432). It was these methods that then informed the Hawthorne Experiments' approach to interviewing, and they that in turn launched the Human Relations movement and thus provided the foundations for what we now call "human resource management" (Hsueh, 2001(Hsueh, , 2002; see also Bond & Tryphon, 2009;Duveen, 2000;Mayer, 2005;Opper, 1977).…”

Section: So What?mentioning

confidence: 99%

Neglect of the foreign invisible: Historiography and the navigation of conflicting sensibilities.

Burman

2015

History of Psychology

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This essay is intended first as a contribution to historiography, and only second as a contribution to the history of developmental psychology. It is therefore a discussion--primarily--of the doing of the history of psychology, rather than of its content. Briefly put: American psychology, including its associated approaches to the history of psychology, is not adequately equipped to benefit fully from the contributions of foreign scholars. To make the resulting argument clear, two archive-driven microhistories are reviewed, contrasted, augmented with new archival research, and synthesized: Yeh Hsueh's (2004) examination of the nomination process at Harvard University that led to the awarding of an honorary doctorate to Jean Piaget in 1936, and Marc Ratcliff and Paloma Borella's (2013) examination-just recently published in French-of a similar process that resulted in Piaget's hiring at Geneva in 1929 and his eventual promotion in 1940. Comparing the authors' different approaches to similar content then affords this article's larger argument: we need to broaden our sensibilities so we can see high-quality foreign contributions for what they are. Several interesting insights result if we do. Among them: although Piaget's theory is today mistakenly criticized for being asocial, and this serves as justification for countering his early works with Vygotsky's posthumous critique, it emerges from these archival studies that Piaget may have in fact chosen to present himself and his work as nonsociological (when this was not the case) for reasons unrelated to his intellectual project. Such examples then broaden the discussion of "neglect of the foreign invisible" to include suppression--even censorship (by self or other)--which in turn reflects the primary problem afforded by internationalization: by what standards are we to judge the contributions of "foreigners" into "our" discipline?

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Section: So What?mentioning

confidence: 99%

Neglect of the foreign invisible: Historiography and the navigation of conflicting sensibilities.

Burman

2015

History of Psychology

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“…Figure 6 represents this by the unidirectional arrow from the fourth, sociocultural, coordinate towards the object (sun/napkin). Alternatively, both Piaget's (1929) and Pramling's (2006) interpretations centre on connection and belonging. For Piaget, the sun belongs in the child's world.…”

Section: Modelling Dialogical Intra-actionmentioning

confidence: 99%

Two dialogical theorisations of children’s encounters in more-than-human worlds involving metaphor

Lawrence

2021

Contemporary Issues in Early Childhood

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This article generates two dialogical theorisations of young children’s encounters in more-than-human worlds involving metaphor. The first theorisation devises metaphor as an entry point into the dialogues of more-than-humans and includes rare attention to metaphors as multimodal intra-action. The second theorisation provides an alternative to Linell’s view that relation with non-humans would be merely a metaphorical extension of dialogue, ‘as if’ they were human. Instead, a new model recognises the potential for dialogue as a relational engagement with otherness in a more-than-human-centric approach. The theorisations underpin interpretations of a range of early childhood play episodes with protagonists: sand, paper, tissue and plastic. The materials are beyond any assumed instrumental interaction waiting to be acted upon by humans; rather, they can be in social and material worlds, meeting places, of more-than-humans intra-acting. Penny Lawrence has proposed attending to the quality of relation in dialogues. The significance of these theorisations is for more-than-human study of any encounter to take account of the potential for dialogue, and for studies of dialogue to take account of the more-than-human. In particular, the processes of blending in multimodal metaphorical co-constitutive processes offer notable insights into intra-actions within more-than-human dialogues.

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“…As children come into contact with adult explanations, they gradually begin to include them in their explanations, thus creating synthetic models. It is believed that changes in beliefs (restructurings) do not occur globally (as described by Piaget [19]), but rather within a certain domain, i.e., are domain specific [15].…”

Section: Introductionmentioning

confidence: 99%

“…The term intuitions is understood as the essence of everyday experience (intuitions correspond to initial models), outlines of concepts are understood as mental constructs which emerge as personal experience clashes against information received from adults (they correspond to synthetic models), while science-like concepts appear as outlines of concepts are refined and scientific knowledge is absorbed (they correspond with scientific models). The use of these terms (a) follows the course of human development (characteristic of mental models), (b) refers to the tradition of concepts as mental building materials [19,33], (c) bearing in mind the (presently) debatable consistency of mental models adopted in the definition of Vosniadou [1,21], allows us to safely describe the nature of constructing representations.…”

mentioning

confidence: 99%

Children’s Astronomy. Development of the Shape of the Earth Concept in Polish Children between 5 and 10 Years of Age

Jelinek

2021

Education Sciences

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The Earth’s shape concept develops as consecutive cognitive problems (e.g., the location of people and trees on the spherical Earth) are gradually resolved. Establishing the order of problem solving may be important for the organisation of teaching situations. This study attempted to determine the sequence of problems to be resolved based on tasks included in the EARTH2 test. The study covered a group of 444 children between 5 and 10 years of age. It captured the order in which children solve cognitive problems on the way to constructing a science-like concept. The test results were compared with previous studies. The importance of cultural influences connected to significant differences (24%) in test results was emphasised. Attention was drawn to the problem of the consistency of the mental model approach highlighted in the literature. The analysis of the individual sets of answers provided a high level of consistency of indications referring to the same model (36%), emphasising the importance of the concept of mental models.

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The Child's Conception of the World

Cited by 9 publications

References 0 publications

Neglect of the foreign invisible: Historiography and the navigation of conflicting sensibilities.

Neglect of the foreign invisible: Historiography and the navigation of conflicting sensibilities.

Two dialogical theorisations of children’s encounters in more-than-human worlds involving metaphor

Children’s Astronomy. Development of the Shape of the Earth Concept in Polish Children between 5 and 10 Years of Age

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