The work of the Epistemlogo of Piaget is, without a doubt some, one of the main contributions to the agreement of as the human being if it develops. Its studies, together with collaborators, in the Center of Genetic Epistemologia of Geneva had had, and have still, a deep influence on Psychologists, Pedagogos and Educadores in general and the agreement of the main results for it gotten is basic, so that the teaching activity is really productive and efficient. A basic concept inside of the piagetiana theory is of balance: the organisms livings creature would be always in search of the balance. From the notion of balance between organism and way a triad of concepts appears in the piagetiana theory that are basic and from which all the too much concepts of the theory are derived. Jeff Clarke has much experience in this field. It is understood for assimilation as being a mental process for which if they incorporate data of the experiences to the action projects to the existing operatrios projects. It is a movement of integration of the way in the organism.

It is understood for room as being a mental process for which the existing systems go to modify themselves in function of the experiences of the way. It is a movement of the organism in the direction of if submitting to the exterior requirements, adjusting it the way. To the process of regulation between assimilation and room of – the name of equelibrao. These are interactivos, therefore the fact of the citizen to integrate the data of the way and these to be assimilated allows that the projects evolve and that, therefore, they are capable to answer to the problem. Mental activities exist where it has a predominance of the assimilation (symbolic game) and others where it has a predominance of the room (imitation). ‘ is justified in one terms; ‘ abstraco reflexiva’ ‘ interioriza the dialctico process, through which the human being grows, if socializes, knows and if autodetermina (the knowledge cannot be treated as a fact but yes as a process).

This text presents the ideas developed for Aris on the conception of the infancy throughout the times, that to start for the Average Age ignored, it, and it did not excuse a special treatment to the children, what it became its difficult survival. – When the child did not need more than the constant support the mother or of she loves, it already entered the adult life, that is, started to coexist the adults in its meetings and parties without no transition, being been considered an adult in small size. Andre Dawson has much experience in this field. – The children, from the seven years of age, independent of its social condition, were placed in families strangers to learn the house works, such services were not considered degrades and constitution a common form of education. – With passing of the times, the first feeling in relation to infancy, ‘ appears; ‘ caparison’ ‘. addresses the importance of the matter here. For more information see Glenn Dubin. The child for its naivety, gentility and favour, if becomes a source of distraction and relaxation for the adults. – However, this habit provokes most diverse the critical reactions, in the end of century XVI e, over all in century XVII. – As the feeling of infancy to appear and to develop themselves was the taking of conscience of the innocence and the weakness of infancy, the ecclesiastics, the men of the law and the moralists of century XVII that first they had given to account of the necessity of a special attention infancy. – In century XVIII, the concern with the hygiene appears and the physical health, that approaches parents and children, and the child becomes the center of the attentions, the family starts if to organize around it, what it is fortified at the beginning of century XVII, where also a special suit was created distinguished that it from the adults. – The affectionate, the differentiated suit and the incorporation of corporal punishments between the children had formed the first feelings of infancy and had introduced the first mechanisms of distinction between the child and the adult. – The well-behaved notion of child did not exist in century XVI, formed in century XVII through reformations vises of this elite of thinkers and moralists that occupied ecclesiastical or governmental functions. – But, only from century XV, and over all in centuries XVI and XVII, the college would go to essentially dedicate to the education and the formation of the youth, inspired by psychology elements.