“This book came to us with a great delay (she first saw the light in 1928), but as a timely manner! Piaget touches many topics: the ratio of freedom and coercion in communication with children, the role of the authority of the adult and personal experience of the child, but the main thing is that he shows what a complex path each preschooler goes, mastering the principles of morality. Perhaps a lot of parents will be surprised to learn that an ordinary children’s game is not just entertainment, but an important and indispensable moral school.

In a joint game (the one that is often replaced by “serious and useful activities” today), the child must observe the rules and take into account the positions of his partners, and in the course of disputes and clashes with peers, he is forced to overcome his egocentrism. So gradually, in the game, in children the idea of justice is born, and the moral of obedience begins to develop into a moral attitude

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towards other people.

The book of Jean Piaget is unusual: the main word in it is given to children, and the author acts primarily as a skilled interviewer and subtle commentator of children’s statements and reflection. The reader will be surprised to find how kind of children’s view of lies, theft and other misconduct, how far from the “adult” is his understanding of the meaning of prohibitions, punishments, responsibility ..

What is worth, for example, the discovery of Piaget’s “morality”: young children judge the severity of the misconduct by actual damage, and not by intention, for them to accidentally break 10 cups – more misconduct than one, but on purpose … This book involuntarily rehabilitates many children inthe eyes of too critical parents for the inconsistency, confusing and superficial (from the point of view of adults) of their moral judgments. At the same time, the witty stories described here is a good reason for a lively discussion in the family circle – without edification and teachings ..

Getting acquainted with the judgments of the children, we will see after Piaget: as in the intellectual field, in the field of morality, the child truly has only what was acquired by himself, developed by his mind and heart, opened in communication, cooperation and joint activities with other people».