I leave you the best phrases of Jean William Fritz Piaget (1896-1980) , epistemologist, biologist and psychologist, creator of influential theories on the psychological development of children. He is considered by many to be the most important figure of the 20th century in developmental psychology.
You may also be interested in these phrases of education or these of pedagogy.
-Intelligence is what you use when you don't know what to do.
-If you want to be creative, stay partly like a child, with the creativity and inventiveness that characterizes children before being deformed by adult society.
-Education, for most people, means trying to make the child look like the typical adult in their society. For me, education means creating creators, inventors, innovators, non-conformists.
-When you teach a child something, you forever deprive him of his opportunity to discover it for himself.
-The main objective of education in schools should be the creation of men and women who are capable of doing new things, not simply repeating what other generations have done.
-I have always hated any deviation from reality, an attitude that I have related to my mother's poor mental health.
-With children we have the best opportunity to study the development of logical knowledge, mathematical knowledge, physical knowledge, among other things.
-What we see changes what we know. What we know changes what we see.
-To understand is to invent.
-I am a constructivist, because I constantly build or help build knowledge.
-Knowledge is always an interpretation or an assimilation.
-Children from similar circumstances tend to respond in the same way to the unknown.
-The first clear indication in the development of knowledge is continuous creativity.
-During the first 18 months of life, children, before language, build time, space, object and permanence.
-In order to explain a psychological phenomenon, its line of formation must be traced.
-By observing how knowledge builds itself, we can better understand the origin of intelligence.
-There are many similarities between the development of knowledge in a child and the development of knowledge in science.
-The knowledge of mathematical logic is necessary for the development of human intelligence.
-The game is the work of childhood.
-I couldn't think without writing.
-The child often does not see more than what he already knows. The entirety of your verbal thinking is projected onto things.
-The child sees as mountains built by men, like rivers dug with shovels, the sun and the moon as following us on our walks.
-The more the schemes differ, the smaller the gap between the new and the familiar.
-The novelty, instead of constituting a nuisance avoided by the subject, becomes a problem and invites to search.
-To express the same idea in another way, I believe that human knowledge is essentially active.
-Thus, the "I" becomes aware of itself, at least in its practical action, and discovers itself as a cause among other causes.
-Knowing reality means the construction of transformation systems that correspond, more or less adequately, to reality.
-Our problem, from the point of view of psychology and from the point of view of genetic epistemology, is to explain how the transition is made from a lower level of knowledge to a level that is judged to be higher.
-From the moral, as from the intellectual point of view, the child is not born good or bad, but is the master of his destiny.
-On the one hand, there are individual actions, such as pulling, pushing, touching, rubbing. It is these individual actions that lead most of the time to the abstraction of objects.
-One of the most surprising things that one finds about the child under 7-8 years is his extreme reliability in all subjects.
-In genetic epistemology, as in developmental psychology, there is never an absolute beginning.
-Children's games are the most admirable social institutions. The game of marbles, for example, as children play, contains an extremely complex system of rules.
-Scientific thinking, then, is not momentary; it is not a static instance; its about a process.
-The first type of abstraction of objects will refer to abstraction as simple, but the second type I will call it reflective abstraction, using the term in a double sense.
-During the early stages the child perceives things as a solipsist who is not aware of himself as a subject and is only familiar with his own actions.
-Each acquisition of accommodation becomes material for assimilation, but always resists the assimilation of new accommodation.
-The practice of narrative and argumentation does not lead to invention, but requires a certain coherence of thought.
-Everyone knows that at the age of 11-12, children have a remarkable drive to organize in groups and that respect for the rules and regulations of their work is an important characteristic of this social life.
-All morality consists of a system of rules, and the essence of all morality must be sought in the respect that the individual acquires for these rules.
-The knowledge of the outside world begins with an immediate use of things, while the knowledge of oneself is stopped by this purely practical and utilitarian contact.
-The universe is built on an aggregate of permanent objects connected by causal relationships that are independent of the subject and are placed in the objective space and time.
-Before playing with their peers, the child is influenced by their parents. He submits from the cradle to a multiplicity of regulations, and even before language he becomes aware of certain obligations.
-I always like to think about a problem before reading about it.
-Logical positivists have never taken psychology into account in their epistemology, but affirm that logical beings and mathematical beings are nothing more than linguistic structures.
-Child egocentrism is, in its essence, an inability to differentiate between the self and the social environment.
-The logical activity is not the totality of intelligence. One can be smart without being particularly logical.
-Egocentrism appears to us as a form of intermediate behavior between purely individual and socialized behavior.
-Scientific knowledge is in perpetual evolution; in that it is changed from one day to the next.
-During the first months of a baby's life, their way of breastfeeding, putting their head on the pillow, etc., crystallizes into imperative habits. This is why education must begin in the crib.
-Nel, after throwing a stone on a leaning bench looking at the Rolling Stone said: 'Look at the stone. It is afraid of the grass.
-Each structure is to be thought of as a particular form of equilibrium, more or less stable within its restricted field and losing its stability when reaching the limits of the field.
- To avoid the difficulties of teleological language, adaptation must be described as a balance between the action of the organism in the environment, and vice versa.
-Each response, whether it is an act directed towards the outside world or an internalized act such as thought, takes the form of an adaptation or, better, a re-adaptation.
-Children require long periods of time, interrupted play and exploration.
-Teaching means creating situations in which structures can be discovered.
-How can we with our adult minds know what is going to be interesting? If the child follows… we can discover something new.