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How and when does a child begin to make sense of the world? Why does a lively preschool child so often become a semiliterate and defeated school failure?
Developmental psychologist Margaret Donaldson shows that much of the intellectual framework on which we base our teaching is misleading. We both underestimate the astonishing rational powers of young children and ignore the major stumbling block that children face when starting school.
Given a setting and a language that makes sense to them in human terms, very young children can perform tasks often thought to be beyond them. The preschool child learns everything in a human situation. Only in school is he asked to acquire skills―reading, writing, arithmetic―isolated from a real-life context. This transition is difficult.
The author suggests a range of strategies that parents and schools can adopt to help children. She argues that reading is even more important than we have thought it to be, since learning to read ca actually speed children through the crucial transition.
This book is an essential source of guidance for parents and all who contribute to a child's education.
- Sales Rank: #963704 in Books
- Published on: 1979-09-17
- Original language: English
- Number of items: 1
- Dimensions: 8.20" h x .60" w x 5.40" l, .53 pounds
- Binding: Paperback
- 176 pages
Review
'One of the most powerful, most wisely balanced and best informed books on the development of the child's mind...Its implications for education are enormous.' Jerome Bruner 'A book of great, and very general significance...a classic.' Jack Tizard
About the Author
Margaret Donaldson was educated at the University of Edinburgh, where she later continued as a teacher and became Professor of Developmental Psychology. Her main research interest has always been in the study of human thought and language. At an early stage in her career she spent some time at Piaget's research institute in Geneva and was much influenced by the experience, although she later came to question some important aspects of Piagetian theory. She is the author of 'A Study of Children's Thinking' and 'Human Minds', and the co-editor of a book of readings entitled 'Early Childhood Development and Education'.
Most helpful customer reviews
2 of 8 people found the following review helpful.
A Groundbreaking Book For Early Childhood Literacy Experts
By Reginald Williams
Donaldson's book will stand for many years as the sterling example of a clear argument promoting learning language through a combined Chomsky/Piagetian perspective. Even though she does not present a thoroughly multi-cultural vision of her thrust, she nonetheless educates the reader not only about the history of relevant literacy research but also about how to apply these theories in a classroom.
19 of 20 people found the following review helpful.
Challenges to the theories of Piaget and Chomsky
By Silke Rehman
This is a very easily read book putting forward key arguments against the theories of Piaget and Chomsky and proposing action steps to make more children succeed in todays' school environment (she sees rankings at school and the resulting feeling of being a failure as the key demotivating factor leading to children stopping development). Her main criticism of Piaget is that he is drawing his conclusion from experiments that are ill-fitted for children. First, she challenges the postulate of "egocentrism" in the ages below 7. She proves by sharing experiments of her own and her research fellows that children who failed in Piaget's "mountain experiment" (the task to describe 3 differently coloured mountains from a doll's rather than one's own perspective), suceeded in her "policemen experiment", where the child is asked to hide from a policeman requiring it to take the view of the policeman to find the right hiding position. Her argument is that children are very well capable of seeing the POV of other people as long as this is relevant to them. While children below the age of 7 know very well the situation of having to hide in order to avoid punishment, they cannot identify with a doll's view of 3 mountains. The same way she proves that the capability to reason deductively ( a skill Piaget denies for children below 7) does exist in children but can only be shown in experiments that reflect the fact that children do have their own interpretation of the experimenters question, intention as well as the meaning of the situation based on their individual history. She continues with experiments proving that making sense of situations comes BEFORE language understanding that Chomsky's assumption of a LAD has no ground. And she finishes with applying her findings in her vision on how more children could be successful in our school system.
0 of 0 people found the following review helpful.
Five Stars
By larry granados
Good job
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