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Sensorimotor Analysis of Early Onset Childhood Psychosis

It is, at once, interesting and puzzling that the relationship between education and the researches of Jean Piaget has typically eluded both psychologists and educators. Though a biologist by formal training, and a philosopher by both desire and design, Piaget stands as perhaps our greatest contributor to understanding the quality of the thought processes of children. As a result of the voluminous data accumulated through his studies of child development, our knowledge of the ontogeny of cognition has not only increased, but has changed in its appreciation of the very basic tenets of the structure of thought. No longer is the child regarded as a “little adult” who simply knows less than his elders, but the qualitative differences in the essential nature of his cognitive functioning from that of the adult have been revealed. With this revelation has come a revolution, of sorts, in the educational community. The recognition, proferred by Piaget, that the child is a dynamic being whose view of the world is always changing has necessitated that educators respect both the actual structure of their pupils’ Weltanschauung (e.g., egocentric, concrete-operational, formal-operational), and the more obvious intellectual endowments (e.g., IQ, achievement, motivation) that each student brings to his educational environment. Pari-passu with each child’s structural level of cognition come both an assessment and an encouragement of his active engagement of the environs within which learning and stimulation occur. Structural level and the role of activity, then, stand as Piaget’s major contributions to a “theory” of education that has, by now, become commonplace. Nevertheless, it is a theory of development based on the typical cognitions of normal children. It is, in fact, a major contention of this article that deviations from the typical and universal “truths” of cognition that Piaget has elaborated (for instance, the invariant sequence of stages, which will be discussed later) will have major ramifications for the education of severely emotionally handicapped children.