ERIC Number: ED051874
Record Type: RIE
Publication Date: 1971-Apr-29
Reference Count: 0
A Comparison Study of the Cognitive Development of Disadvantaged First Grade Pupils (As Measured by Selected Piagetian Tasks).
The purpose of this study was to test the effects of an experimental method of instruction upon the cognitive development of disadvantaged first grade children. The hypotheses formulated were: (1) there is no difference between the medians of the control and experimental groups or between the numbers of subjects in each group placing at the various stages of conservation on conservation of substance tasks, conservation of quantity (discontinuous) tasks, and seriation tasks; and (2) there is no difference between the medians of the control and experimental groups on the Numbers subtest of the Metropolitan Readiness Tests. The sample consisted of 38 first grade pupils (mean age 6 years and 3 months at the beginning of the year) primarily from Mexican-American, low income homes. The students were pretested in September. Near the end of the year, a 6-week training program consisting of 30-minute daily lessons using Piaget's tasks was administered to the experimental group by teacher aides. The controls were simultaneously given a traditional arithmetic program. The experimental program emphasized children's manipulation and classification of materials and the development of language and concepts of number, size, weight and length as well as an awareness of reversibility in relation to many different kinds of transformations. Both hypotheses were supported. (Author/AJ)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Ontario-Montclair School District, Ontario, CA.
Identifiers: Piaget (Jean)
Note: Paper presented at the 49th Annual Meeting of the California Educational Research Association, San Diego, California, April 29-30, 1971