Child development and education: a Piagetian perspective
Abstract: Piagetian psychology offers an approach to education from a child development orientation. Piaget's concepts concerning learning, development and motivation may be especially useful to teachers of children of average ability who achieve below academic norms. The background and social science context of Jean Piaget's life and work is described. His conceptual framework for understanding the child in terms of stages of cognitive development is presented. From these developmental considerations come principles of 3 modes of learning--operative, figurative and connotative--as they apply to school curricula and the achievement of classroom skills. Motivational dynamics extending from the Pigetian philosophy are examined. Classroom applications of this approach provide teachers with methods for assessing children's levels of cognitive development or analyzing curriculum materials. The "Active Classroom" discusses how teachers can implement Piagetian insights in running school classrooms: principles of classroom practice are derived from concepts of child growth and development.
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The Social Science Context
HI Precis of Piagets Life and Work
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active classroom adolescent adults age dynamism Alfred Binet appears Aristotle attachment attainment behavior causality chapter child development child's level childhood cognitive development cognitive growth cycles concepts concrete operations connotative learning construction curricula deal described developmental Dewey discipline discussion ego psychology egocentrism elementary school environment example experience figurative learning formal operations Hope School ideas important individual infant instruction intellectual intelligence involved Jean Piaget language level of cognitive logical materials mental abilities modes of learning mollusks Montessori motivation notion objects observation older children once operative learning perceptual person Pestalozzi philosophy Piaget Piagetian play point of view practice preoperational preschool present problem progressive philosophy provides psychology quantity question reading reality relations respect rote memory Rousseau Rousseau Institute rules sense seriation skills stage structuralist structures suggested symbolic talking task teacher teaching tests theory thinking tion understanding verbal Winnie-the-Pooh writing young child young children