Claparède and the psychology of childhood

Édouard Claparède (1873-1940) , Psychologist and neurologist, Claparède worked from the University of Geneve on the issues of child development and memory. Influences educational theories in the first half of the twentieth century through their ideas of functional development of the cerberus by stages.

The founding of the Jean-Jacques Rousseau Institute in 1912 became a reference laboratory for the psychology of education.

Claparède studies awareness-raising processes and their relationship to cognitive processes. According to their theories, cognitive processing may be independent of the process of consciousness formation that occurs in a given process. Its “Law of Consciousness” gave rise to what is called cognitive psychology, which argues that all conduct is dictated by interests and all action is intended to achieve a determining goal at any given time.

His works underlie the scientific theory of childhood, based on the idea of ​​stages of development, which will later be detailed by Jean Piaget. Since at each mental stage or stage there is a certain capacity for cognitive processing, teaching should be done by stages or levels. With Claparède the curriculum becomes the object of scientific study. Their theories underlie the New School and Piaget’s cognitive theory.

Fundamentally, for example the need of the teacher to capture the student’s attention and understand their motivations to build a pedagogical path from their interests. Advocates the use of games in school environment, inducing the ability to solve problems. It is also an advocate for student participation in the construction of learning at the expense of lectures.

In studies on memory addresses the issues of trauma and the formation of memories.