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1.
《Chinese Education & Society》2013,46(2-3):101-123
The concept of conservation and its development form one of the most interesting aspects of Piaget's theories. According to Inhelder, the foundation of reasoning, including logical, mathematical, geometrical, and physical reasoning, is built upon the concept of conservation of quantity. In a way, children's discovery of conservation is comparable to discoveries in science. Many studies have been conducted of the sequence of development of the concept of conservation in children. However, the results of these studies are not always consistent. The inconsistencies are usually in the age at which a certain type of conservation first appears and in the sequential order of appearance of different types of conservation. 相似文献
2.
A group of 15 low SES 14-year-olds, who had not yet reached Piaget's stage of “formal operations”, were taught to design controlled experiments and to criticize poorly controlled experiments. As judged by performance on a nonstandardized text, they learned to do this well, and significantly outperformed matched controls. (p <.001). The results were interpreted with reference to Inhelder and Piaget's work on the origins of scientific thinking. 相似文献
3.
Julie C. Rutkowska 《Infancia y Aprendizaje》2013,36(57):23-48
AbstractPiaget's (1953, 1955) increasingly controversial claim that infant knowledge depends upon action need not be rejected, provided the mechanisms underlying infant ability are conceptualized appropriately in computational terms. Computational concepts solve many problems caused by Piaget's notions of perception, behaviour, schemes, reciprocal-assimilation and action. Artificial intelligence work on vision offers a way of explaining early perceptual abilities that is precise, internally coherent and able to encompass recent findings of innate organization. Concepts from the procedural programming languages offer a way of accounting for both internal and overt aspects of behaviour, and for the functional coordination of perception and behaviour that characterizes infant anion. This perspective challenges Piaget's view that development necessitates a radical reconstruction of action-based knowledge. Conceptualized computationally, perceptual-behavioural action can be seen to involve representation in a nontrivial sense. Restructuring of action mechanisms can account for some central phenomena of infant development. 相似文献
4.
Rik Pinxten 《Infancia y Aprendizaje》2013,36(54):41-52
AbstractSome of the basic findings of Piaget's study on spatial knowledge in Genevan children are contrasted to Navajo spatial knowledge: there is no unique spatial «primitive» in Navajo knowledge and each and every notion is constituted in a different way than its Genevan correlate. The total system of Navajo knowledge shows a structure of interrelated and codetermining notions which differs markedly from the unilinear logical-deductive structure in the Piagetian model. In the second half of the paper the investigation turns to education and schooling. Here a position is taken against the (Piaget-based) rationalistic education policy one finds in the New Math-movement. Instead, some of the principles of Freudenthal are explored in a non-western setting: children should reinvent geometry on their own, in the terms of their culture. To that end, a curriculum for geometry teaching in a Navajo bicultural school is presented, focusing on the schooling in geometric concepts within the Navajo language and with full respect for the Navajo spatial representations in pre-school children. 相似文献
5.
Piaget's learning theory on cognitive development has had considerable impact on science education (Piaget, 1964; Inhelder and Piaget, 1958; Craig, 1972). The theory classifies cognitive learning into four successive stages: (a) sensory-motor, (b) pre-operational, (c) operational, and (d) formal. Various programmes and instructional strategies have been developed based on the theory (Batt, 1980; Karplus, 1977; Renner and Stafford, 1979; Ryan, et al., 1980; Herron, 1978; Good et al; 1978). An application of this theory for teaching and learning scientific concepts is the Piagetian learning cycle (Karplus, 1977) which is of growing interest among science educators. This article intends to introduce briefly the learning cycle in general and suggest a learning cycle for teaching a topic in chemistry: “Elements and Symbols”. 相似文献
6.
《Early education and development》2013,24(1):9-35
In this article, we examine the role constructivist teachers play in fostering moral development in young children. Drawing on Piaget's theory and related empirical research, we trace the development of perspective-taking, autonomy, and self-regulation, and examine the effects of different teaching and parenting practices on children's moral development. We then provide examples of autonomous moral reasoning and behavior in preschool and early primary grade children, and describe how teachers can promote optimal moral development through establishing a sociomoral atmosphere in which mutual respect is continually practiced. 相似文献
7.
Anne B Smith 《International Journal of Early Years Education》1993,1(1):47-62
This paper argues that there is no meaningful distinction between care and education for young children so that the early childhood field should be renamed early childhood educare. The predominant theoretical framework for early childhood philosophy and curriculum has been Piaget's theory. Piaget's theory describes development as determining current cognitive competence and influencing what children are capable of learning. Children are seen as natural scientists who investigate the world and thereby broaden their understanding. Teachers are expected to stand back and provide resources for children's autonomous learning but not to interfere with it. The paper argues that Vygotsky's theory as applied to the responsive social contexts provided in early childhood educare should be given more consideration because it gives more attention to the importance of the social and cultural context on children's thinking than Piaget. Vygotsky saw learning as driving development and the development of thinking as a shared process rather than an individual one. Children are capable of far more competent performance when they have assistance from adults in their zone of proximal development so adults take a reactive and participatory role. The paper discusses the role of language, the internalisation of interpersonal processes, the importance of intersubjectivity, the need for scaffolding in the zone of proximal development, and the role of both adult and peer tutors according to the author's interpretation of Vygotsky's theory. 相似文献
8.
Bradley J. Bond 《Early education and development》2013,24(3):408-418
Research Findings: Media representations of physical disability can influence the attitudes of child audiences. In the current study, the depiction of physical disability was analyzed in more than 400 episodes of children's television programming to better understand how media depict physical disability to children and, in turn, how exposure may influence children's attitudes toward this social minority. Characters with a physical disability were rare. When present, characters with a physical disability tended to be older White males. The disabilities were not central to the characters' importance, but the characters themselves were not central to the plot. A majority of characters with a physical disability were depicted as morally good, attractive, and satisfied with life. Able-bodied characters were shown as treating characters with a physical disability the same way they treated other able-bodied characters. Practice or Policy: The results of the current study could be utilized by policymakers, media professionals, and educators in an effort to increase depictions of physical disability in children's programming as a method of integrating individuals with physical disabilities into a predominantly able-bodied society. 相似文献
9.
E. Choat 《Learning, Media and Technology》1984,10(3):151-156
Statements made about educational television and learning are usually general, but they should refer to specific developmental stages of thought and mental development. Evaluation of the medium's efficacy in pre‐operational children's learning has received scant attention. Some suggestions are made whereby production and teachers’ use of programmes can align to Piaget's theory, but this is insufficient. Scope remains for ample research, but the immediate needs are for producers to embark on more ambitious and enterprising programmes and for teachers to examine whether they are providing adequately for pre‐operational children's learning from existing practices with educational television. 相似文献
10.
Peter Silcock 《Education 3-13》2013,41(3):316-329
The Cambridge Primary Review's (CPR) preference for a Vygotskian model of schools learners and learning rather than a Piagetian is queried. There are weaknesses and uncertainties with major Vygotskian ideas such as the ‘zone of proximal development’, ‘internalisation’, ‘joint construction’, ‘language mediation’ and educational acculturation, relative to the Piagetian, while human scientific research with babies suggesting inherited capability thrust humans forearmed into physical and social worlds gives some succour to Piaget's cause. The Vygotskian and CPR premise that teachers can push learners beyond developmentally set limits is not unadulterated good news, depending on how we judge education's acculturation purposes and depending on the kind of learners we want within our educational system. 相似文献
11.
Paul Flanagan 《Sex education》2013,13(5):535-544
Research in the area of children's sexuality is largely based on observational and retrospective studies. Childhood studies literature increasingly calls upon the inclusion of children's voices, yet with sensitive topics ethical positions often close research possibilities in the territories of children's worlds. Children are perceived as a vulnerable group, especially when the investigation focuses on their sexual development and activity – and it is perceived that this research area is too sensitive and potentially harmful to children. Within the context of beginning a qualitative study on children's sexuality in New Zealand (including interviews with children), this paper reviews a number of studies of childhood research. These studies provide a glimpse at how research focusing on children has been conducted, and explores ethical issues arising in such research. The significance of researcher reflexivity is acknowledged for ethical research practice. The paper concludes that in research on children's sexuality a process of ethical review is limited, and that researcher competence in sensitive investigations is required. Among other difficulties for this researcher (with a professional background in child and family therapy) is the vulnerability of being a man choosing to research children. 相似文献
12.
13.
Kate Pahl 《English in Education》2006,40(1):20-35
This article draws on an ethnographic research study of children's text making in the home, as well as interviews with visual artists in South Yorkshire, to explore the idea of affordance as cultural (Kress 1997; Kress and van Leeuwen 2001). The article draws on Kress and van Leeuwen's concept of the affordance of a mode, and argues that in the case of children's meaning making, affordance has to be seen as being shaped by culture. This means attending to children's cultural and physical spaces, their worlds, in order to trace back and understand meanings inside their texts. The article takes particular instances of practice and then traces back their meaning, in order to show how cultural meanings sediment into texts. The article argues that English teachers can use this lens of texts as traces of practice to make sense of the multimodal texts children produce in classrooms. 相似文献
14.
Nancy W. Brickhouse 《科学教学研究杂志》1994,31(6):639-656
The purpose of this study was to examine the interaction between children's observations of light and shadows and their developing theories in the context of a series of lessons in a third-grade classroom. Detailed analysis of videotapes of the children's discussions of their investigations into light and shadows led to the finding that the children's observations of light led to the development of a limited theory about light that was largely useful in explaining classroom investigations. However, this theory of light was less helpful in helping them understanding shadow phenomena and was too limited to explain out-of-classroom observations of light and shadows. 相似文献
15.
Anton E. Lawson 《科学教学研究杂志》1991,28(7):581-591
Niaz (1990) presents arguments in favor of the retention of Piaget's epistemic subject as a theoretical construct to guide research and practice in science education and psychology. The intent of this article is to point out the weaknesses of those arguments and to suggest that the weight of evidence argues against the existence of the logical thinker postulated by Piaget. Therefore, contrary to Niaz's conclusion that the acceptance of Piaget's epistemic subject will facilitate the development of cognitive theories with greater explanatory power, the conclusion is reached that Piaget's epistemic subject is dead and that continued acceptance of this aspect of Piagetian theory would be counterproductive. 相似文献
16.
Cross cultural studies of cognitive development that use the Piagetian paradigm are not new. In the past ten to fifteen years, both in Africa and Asia there have been extensive studies carried out on children from a variety of cultures. From the purely developmental viewpoint, research that is undertaken on different cultural groups has been a vital factor in substantiating some of Piaget's theoretical claims. The most important of these being that the development of.children's intellectual capacities undergo a universal sequence of development and that cultural factors are determinants in the univer-salistic process. 相似文献
17.
John White 《牛津教育评论》2013,39(2):181-184
Two main reasons are given for the continuing educational deployment of Piaget's psychological theory. The first reason is that his theory survives psychological scrutiny. In support, it is argued that none of five criticisms directed by Peter Bryant (Oxford Review of Education, 10/3 1984) requires the rejection of Piaget's theory. It is, in particular, contended that the development of cognitive ability is accorded a relative, rather than absolute, construal; that both principles of matching and of mismatching are compatible with Piaget's theory; and that decisions about the validity of Piaget's recent equilibratory model should not be taken prematurely. The second reason is that Piaget's constructivist theory has undergone recent revision and so is of interest to those with psychological or educational commitments to constructivism. 相似文献
18.
《Journal of moral education》2012,41(3):201-213
Abstract: Kohlberg's system of moral judgment development has some important links with Piaget's work on moral judgment, though Piaget's work is not the only influence on Kohlberg's ideas. Piaget's system of moral growth is briefly examined, and the extent to which subsequent research has validated it, is noted, thus placing Kohlberg in a historical context. The ways in which Kohlberg extends or departs from Piaget's system of moral growth are examined. The concept of stages and the nature and processes of stage development are discussed, and in this context the relationship between Kohlberg's moral development and Piaget's cognitive development is examined. It is concluded on the basis both of logic and evidence that the relationship, although complex rather than isomorphic, is likely to hold considerable potential for future research. 相似文献
19.
Jill Robbins 《Research in Science Education》2005,35(2-3):151-172
How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like “brown paper packages tied up with strings” – as the song from The Sound of Music goes? Or are their ideas like “wild geese that fly with the moon on their wings” (Sound of Music): fluid, complex, rich.?.?.? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article. 相似文献
20.
Hope Lunin Klapper 《Learning, Media and Technology》1976,2(4):109-112
The content of television, as perceived by researchers and other adults, is widely regarded as a major determiner of the effects of television on children. Yet the field of communications research has long since documented that it is not content per se but rather the audience perceptions of that content that functions as a major determiner of effects. A shift in research and analytic emphasis from adult‐defined content to audience perceptions of content becomes crucial when the audience consists of children. The literature of child development clearly indicated that children perceive their environment differently than do adults. In this article, Piaget's theory of cognitive stage is shown to be a predictor of children's perceptions of television. 相似文献