ABSTRACT

I will begin my discussion of models of cognition in childhood by picking out two themes which have run through most of our discussion of children’s thinking. One is the general question of how far children’s thinking is different from adults’ thinking. Here we can see a wide range of beliefs, from St Paul’s eloquent assumption that children’s thought is different from and inferior to adults’ thought –

But when that which is perfect is come, then that which is in part shall be done away. When I was a child, I spake as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things. For now we see through a glass, darkly; but then face to face: now I know in part; but then shall I know even as also I am known.