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.

During the earliest stages the child perceives things like a solipsist who is unaware of himself as subject and is familiar only with his own actions.

What we see changes what we know. What we know changes what we see.

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.

How can we, with our adult minds, know what will be interesting? If you follow the child...you can find out something new.

Chance... in the accommodation peculiar to sensorimotor intelligence, plays the same role as in scientific discovery. It is only useful to the genius and its revelations remain meaningless to the unskilled.

In genetic epistemology, as in developmental psychology, too, there is never an absolute beginning.