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• W140097358 abstract "It may be that a major North American understanding of how children develop, which owes much to studies and conclusions of Jean Piaget, is incorrect. It may be that educational practices based on this understanding are in difficulty because they do not match what children need and seek naturally. Consider further these two possibilities by first examining how Piaget viewed beginnings of development. In his summative work, Psychology of Child (1969), it is emphasized that child's development, both cognitive and affective, begins with newborn baby totally centred in itself: . . . child's initial universe is entirely centered on his own body and action in egocentrism as total as it is unconscious (for lack of consciousness of self). In course of first eighteen months, however, there occurs a kind of Copernican revolution, or more simply, a kind of general decentering process whereby eventually comes to regard himself as object among others . . . (Piaget and Inhelder, 1969, p. 13). Further, We have assumed that affective decentering is a correlative of cognitive decentering, not because one dominates other, but because both occur as a result of a single integrated process. Indeed, when little ceases to relate everything to his states and to his own action, and begins to substitute for a world of fluctuating tableaux without spatio-temporal consistency or external physical causality a universe of permanent objects structured according to its own groups of spatio-temporal displacements and according to objectified and spatialized causality, then his affectivity will also be attached to these localizable, permanent objects and sources of external causality which persons come to be (p. 26). A Copernican revolution is not usually glossed over lightly but for Piaget this decentering process merely manifests the existence of a law of development which is of some importance, because it will also govern all later development of child (p. 19). This development he saw proceeding through assimilation by which every newly established connection is integrated into what is already present and operative: The organizing activity of subject must be considered just as important as connections inherent in external stimuli; for subject becomes aware of these connections only to degree that he can assimilate them by means of his existing (p. 5). But this raises question how a whose existing structures are from beginning totally egocentric could proceed to assimilate decentering. There is a puzzling gap here for which Piaget provided no bridge. He contrasted his view of development through assimilation with understanding of other students for whom key mechanism in development is association, a cumulative process by which conditionings are added to reflexes and many other acquisitions to conditionings, each a response to external stimulus (cf. pp. 5-6). He might have pointed to Scottish philosopher, John Macmurray, as one taking associationist approach to early development. There is a gap also in Macmurray's explanation. He saw newborn developing from total helplessness without instincts and without coordinated movement: The movements of limb and trunk and head of which he is capable do not even suggest unconscious purposiveness . . . All purposive human behaviour has to be learned. To begin with, our responses to stimulus are, without exception, biologically random (Macmurray, 1961, pp. 47-48. Yet Macmurray would explain somehow that this unpurposive newborn is taught entirely by its caretaker (its mother) to move from total randomness into interdependent mutuality. His explanation necessitated his positing an impulse to communicate with another human being in spite of his prior rejection of any purposive human behaviour in newborn: In human infant-and this is heart of matter-the impulse to communicate is his sole adaptation to world into which he is born. …" @default.
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• W140097358 date "1987-10-01" @default.
• W140097358 modified "2023-09-23" @default.
• W140097358 title "Is Infant Learning Egocentric or Duocentric? Was Piaget Wrong?" @default.
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