[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-566229-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-566229-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","an-introduction-to-the-childs-conception-of-space-piagets-work-introduction","AN INTRODUCTION TO The Child's Conception of Space - Piaget's Work - Introduction","","A reproduced introduction to Piaget’s two handbooks on children’s developing spatial understanding, explaining why these works matter for education. It outlines the book’s focus on topological space, projective space, and the transition from projective to Euclidean space, emphasizing how adults struggle to perceive the spatial difficulties children face. The text frames teaching aims around supporting the growth of mathematical ideas through stage-appropriate experiences and constructive bridges toward higher reasoning.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/literature/","Literature",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-introduction-to-the-childs-conception-of-space-piagets-work-introduction/566229/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-introduction-to-the-childs-conception-of-space-piagets-work-introduction/566229.png","ImageObject",300,407,{"name":42,"@type":43},"Jake","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-13",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of this introduction?","Question",{"text":62,"@type":63},"It explains the educational significance of Piaget’s work on children’s spatial understanding and why teachers should engage with it. It also clarifies what the companion handbook will address.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which spatial topics does the book cover?",{"text":67,"@type":63},"It covers topological space, projective space, and the transition from projective to Euclidean space. These themes describe how children come to grasp spatial relations.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the introduction describe effective mathematics education for children?",{"text":71,"@type":63},"It argues for stimulating the growth of mathematical ideas by understanding developmental stages. It also stresses providing experiences suited to each stage and using natural bridges to support progress to the next stage.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},566229,1792656955,{"code":4,"msg":81,"data":82},"success",[83,87,90,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":88,"slug":89},80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":26,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","79  3022E2  \nLSa7  \n| UNIVERSITY OF NOTTINGHAM  \u003Cbr>EDUCATION LIBRARY   |\n| --- |\n| Book Number….26.976  \u003Cbr>B1.s7, 4   |\n\nTELEPEN  \n600049360 X  \n\n| DATE DUE FOR RETURN   |  | earch  \u003Cbr>uucnts  \u003Cbr>DATE OF ISSUE   |\n| --- | --- | --- |\n| \"224  \u003Cbr>30JUN 199  \u003Cbr>29 JUN   \u003Cbr>UNIVERS  \u003Cbr>求  \u003Cbr>30 J  \u003Cbr>SEM  \u003Cbr>6   | 0  \u003Cbr>-5.DEC8598  \u003Cbr>3IJUN968  \u003Cbr>4  \u003Cbr>996  \u003Cbr>ITYLIBRARY  \u003Cbr>AN 208个  \u003Cbr>JUB02  \u003Cbr>1180   | 64   |\n|  |  | N.B.All books  \u003Cbr>must be returned  \u003Cbr>for the Annual  \u003Cbr>Inspection in  \u003Cbr>June   |\n| 7y book which you borrow remains your responsibility  \u003Cbr>until the loan slip is can celled   |  |  |\n\n0  \n3  \n# AN INTRODUCTION TO\n\nThe Child's Conception of Space  \n# FURTHER ASPECTS OFPIAGET’S WORK*\n\nI.AN INTRODUCTION TOThe Chila's Conception of Geometry  \n2.AN INTRODUCTION TOThe Child's Conception of Space  \n# AN INTRODUCTION TOThe Child's Conception of Space\n\nG.E.T.Holloway  \nPrincipal Lecturer in EducationSidney Webb College of Education  \nW+F  \nLONDON  \nROUTLEDGEAND KEGAN PAUL  \nB  k  \nFirst published 196  \nby Routledge &Kegan Paul Ltd  \nBroadway House,68-74 Corier Lane  \nLondon,E.C.4  \nand National Froebel Foundation  \n2 Manchester Square,London,W.1  \nPrinted in Great Britain  \nby Western Printing Services LtdBristol  \n⑥1960 Routledge &Kegan Paul Ltd  \n⑥1967 National Froebel Foundation  \nNo part of this book may be reproducedin any form without permission fromthe publisher,except for the quotationof brief passages in criticism  \nT 896976  \n# Introduction*\n\nPiaget's two books La Representation de lespace chez lenfantand La Géométrie spontanee de Ienfant were published inI948.The English translations appeared in 1956 and I960respectively,each consisting of between four and five hundredpages of highly concentrated and complex material.In pro-ducing these handbooks we hope to arouse the interest ofmany more teachers in the work of Piaget and to share withthem our deep conviction of the importance of his work for allconcerned with the education of children.  \nThe Child's Conception of Space deals with the followingtopics:  \n# Topological Space\n\nProjective Space  \n# The Transition from Projective to Euclidean Space\n\nIn all of these we are brought face to face with aspects ofspace relations which adults find it hard to see as problematic,  \n*This introduction is reproduced from the companion handbook AnIntroduction to 'The Child's Conception of Geometry’for the greaterconvenience of readers.  \nbut which for children are the main stumbling blocks tospatial understanding.  \nThe majority of teachers are now familiar with the problemswhich children face in developing the concept of number.That children have to discover the principles of conservation,seriation,permanence of correspondence,reversibility etc.,has been revealed to us by Piaget in his book The Child’s Con-ception of Number and a great deal of related literature.Wenow look at children in a new light and it is our hope thatthese handbooks will serve to illuminate a little more of thearea of the development of mathematical understanding inchildren.  \nOur aim in helping children to learn mathematics mustsurely be to stimulate the growth process of mathematicalideas.In order to achieve this we need to know and under-stand the stages of growth of such ideas and to provideexperiences appropriate to each of these stages as well as tooffer helpful natural bridges towards the next one.  \nIn order to enable a baby to learn to walk we first let it lieon its back and kick its legs in the air,an activity bearing verylittle resemblance to the ultimate attainment.This is an ex-treme case,but we could usefully remind ourselves of it fromtime to time in connection with much of Piaget's work.Inproviding mathematical education for our children we hopethat they will eventually develop the ability to use a series ofcodes in order to compare,reason and predict.The practicalactivity involving material objects in concrete situationswhich Piaget's findings indicate as nece","cbCaiu6yWApl8ert","https://ap.wps.com/l/cbCaiu6yWApl8ert","pdf",3200706,96,"English","# Introduction*\n## Topological Space and Projective Space\n## The Transition from Projective to Euclidean Space","[{\"question\":\"What is the purpose of this introduction?\",\"answer\":\"It explains the educational significance of Piaget’s work on children’s spatial understanding and why teachers should engage with it. It also clarifies what the companion handbook will address.\"},{\"question\":\"Which spatial topics does the book cover?\",\"answer\":\"It covers topological space, projective space, and the transition from projective to Euclidean space. These themes describe how children come to grasp spatial relations.\"},{\"question\":\"How does the introduction describe effective mathematics education for children?\",\"answer\":\"It argues for stimulating the growth of mathematical ideas by understanding developmental stages. It also stresses providing experiences suited to each stage and using natural bridges to support progress to the next stage.\"}]","AN INTRODUCTION TO The Child's Conception of Space - Piaget's Work - Introduction | PDF",1791861468,148]