Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.
Jean PiagetRead
Children's games constitute the most admirable social institutions. The game of marbles, for instance, as played by boys, contains an extremely complex system of rules - that is to say, a code of laws, a jurisprudence of its own.
Interpretation
Children's games are valuable social structures that reflect complex rules and systems.
Jean Piaget highlights the sophistication inherent in children's games, such as marbles, as they embody organized systems of rules that reflect social norms and laws. This complexity indicates that even in play, children engage in significant social learning, suggesting that these games serve as foundational institutions for understanding social behavior and moral principles.
In practice
During a discussion on childhood development, one might say, 'Just as Jean Piaget noted, children's games are rich with social learning opportunities.'
Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.
Logical activity is not the whole of intelligence. One can be intelligent without being particularly logical.
Everyone knows that at the age of 11-12, children have a marked impulse to form themselves into groups and that the respect paid to the rules and regulations of their play constitutes an important feature of this social life.
Play is the work of childhood.
The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.
Education, for most people, means trying to lead the child to resemble the typical adult of his society . . . but for me and no one else, education means making creators. . . . You have to make inventors, innovators...not conformists
Dublin university contains the cream of Ireland: Rich and thick.
When you have teachers saying, 'I don't have enough time for hands-on activities,' we need to rethink the way we do education.
Once it is recognized that productive thinking in any area of cognition is perceptual thinking, the central function of art in general education will become evident.
Our students wanted to know everything: but only the newest theory seemed to them worth bothering with. Knowing nothing of the intellectual achievements of the past, they kept fresh and intact their enthusiasm for 'the latest thing'. Fashion dominated their interest: they valued ideas not for themselves but for the prestige that they could wring from them.
The Internet lets women use words, which is their natural tool. Little girls speak in more complex, grammatical sentences than little boys do, and women never lose that superiority in verbal ability.
Once you allow yourself to identify with the people in a story, then you might begin to see yourself in that story even if on the surface it's far removed from your situation. This is what I try to tell my students: this is one great thing that literature can do - it can make us identify with situations and people far away.
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