Abstract
read Piaget, only a small number ever read The Child's Conception of Physical Causality. To compound these obstacles, books about Piaget's theories rarely discuss the ideas in this particular work. The present article seeks to make accessible some interesting and helpful ideas from this little-known book by Piaget. The most widely discussed features of Piaget's theory usually involve large, organizational constructs or small details about attainments in particular areas. These features are helpful to teachers in constructing an overall model for cognitive growth or in testing and teaching specific concepts. However, the features do not help a teacher understand children's actions or thoughts. The first part of this article discusses the progression of children's thought from realism to objectivity, to reciprocity, and to relativity. An awareness of this progression can help teachers understand many aspects of children's behavior. The second part of this article describes seventeen types of explanations children give to explain the causality of physical occurrences in the world. The types should be of interest to elementaryschool teachers, for children use explanations of this kind every day. Teachers of adolescents and adults might also take note of the early types of explanations, for they
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