Background
Siegal, Michael was born on March 30, 1950 in Toronto, Ontario, Canada.
(It has often been maintained that young children's knowle...)
It has often been maintained that young children's knowledge is limited to perceptual appearances. In this "preoperational" stage of development, there are profound conceptual limitations in that they have little understanding of numerical and causal relations and are incapable of insight into the minds of others. Their apparent inability to perform well on traditional developmental measures has led researchers to accept a model of the young child as plagued by conceptual deficits. These ideas have had a major impact on educational programs. Many have accepted the view that the young are not ready for instruction and that their memory and understanding is vulnerable to distortion, especially in subjects such as mathematics and science. However, the second edition of this book provides further evidence that children's stage-like performance can frequently be reinterpreted in terms of a clash between the conversational worlds of adults and children. In many settings, children may not share an adult's well-meaning purpose or use of words in questioning. Under these conditions, they do not disclose the depth of their memory and understanding and may respond incorrectly even when they are certain of the right answer. In this light, a different model of development emerges with significant implications for instruction in educational, health, and legal settings. It attributes more competence to young children than is frequently recognized and reflects the position that development in evolutionarily important domains is guided by implicit constraints on learning. It proposes that attention to young children's conversational experience is a powerful means to illustrate what they know.
http://www.amazon.com/gp/product/0863777678/?tag=2022091-20
(This perceptive work examines the relationship between ch...)
This perceptive work examines the relationship between child development and social welfare, exploring the interactions between children's moral and intellectual development, their relationships with parents and peers, and the socioeconomic background in which they live. Drawing on many areas of developmental psychology, the author presents an integrated approach which stresses that a child's self-perception, as well as his or her perception of the nature of parenthood and of society, form a basis for marality and achievement in adolescence and early adulthood. Siegal considers the implications of shifting patterns of parenthood in recent years--the working mother, the increasingly mobile family--and he weighs the potential influence of an interventionist developmental psychology on social welfare policy.
http://www.amazon.com/gp/product/0198521200/?tag=2022091-20
(It has often been maintained that young children's knowle...)
It has often been maintained that young children's knowledge is limited to perceptual appearances. In this "preoperational" stage of development, there are profound conceptual limitations in that they have little understanding of numerical and causal relations and are incapable of insight into the minds of others. Their apparent inability to perform well on traditional developmental measures has led researchers to accept a model of the young child as plagued by conceptual deficits. These ideas have had a major impact on educational programs. Many have accepted the view that the young are not ready for instruction and that their memory and understanding is vulnerable to distortion, especially in subjects such as mathematics and science. However, the second edition of this book provides further evidence that children's stage-like performance can frequently be reinterpreted in terms of a clash between the conversational worlds of adults and children. In many settings, children may not share an adult's well-meaning purpose or use of words in questioning. Under these conditions, they do not disclose the depth of their memory and understanding and may respond incorrectly even when they are certain of the right answer. In this light, a different model of development emerges with significant implications for instruction in educational, health, and legal settings. It attributes more competence to young children than is frequently recognized and reflects the position that development in evolutionarily important domains is guided by implicit constraints on learning. It proposes that attention to young children's conversational experience is a powerful means to illustrate what they know.
http://www.amazon.com/gp/product/1138877255/?tag=2022091-20
(Children have a spontaneous interest in the world around ...)
Children have a spontaneous interest in the world around them - whether the workings of the earth, sun, and stars, the nature of number, time and space, or the functioning of the body. Yet what is there in children's minds that is the key to their knowledge? This book examines what children can and do know, based on extensive studies from a range of different cultures. Topics include 'theory of mind' - the knowledge that others may have beliefs that differ from one's own and from reality, astronomy and geography, food, health and hygiene, processes of life and death, number and arithmetic, as well as autism and brain research on language and attention. Since what children say and do may not really reflect the depth of their knowledge of the world around them, our goal should be to discover new methods to accurately test children's knowledge, instead of trying to understand the range of failing answers they might give on the many tests that have been devised to determine what they know. Contrary to earlier studies, it is now established that in many areas considerable knowledge is within the grasp of young children with benefits for their later development. For example, although certain number concepts - in particular, fractions, proportions, and infinity - can be difficult to grasp, children generally do not need to undergo a fundamental change in their thinking and reasoning to master these. What the author of this book proposes is that children often display a capacity for understanding that we simply overlook. Written by a reknowned developmental psychologist, this book presents a fascinating exploration of children minds, and how we can better understand them.
http://www.amazon.com/gp/product/B007PMDXNW/?tag=2022091-20
Siegal, Michael was born on March 30, 1950 in Toronto, Ontario, Canada.
Bachelor with honors, McGill University, Montreal, Quebec, 1972; Master of Education, Harvard University, 1973; Doctor of Philosophy, University of Oxford, England, 1977.
His research sought to determine how access to language, language acquisition, and participation in conversation influence cognitive processes in development and their breakdown in adulthood following brain damage, especially in the areas of numerical, spatial, social, and moral cognition.
(This perceptive work examines the relationship between ch...)
(Children have a spontaneous interest in the world around ...)
(It has often been maintained that young children's knowle...)
(It has often been maintained that young children's knowle...)
(1982 Academic Press Edition; 207 Pages; Hardcover.)
Fellow Australian Psychological Society (director scientific affairs 1996, Early Career award 1983). Member Society Research in Child Development.