ERIC Number: ED164135
Record Type: RIE
Publication Date: 1978-Feb
Reference Count: 0
Piaget's Concept of Adaptation and Its Value to Educators.
Wadsworth, Barry J.
Two types of adaptation can be conceptualized: the first dealing with the efforts of a child during the course of development to continuously improve the efficiency and economy of his or her intelligence, and the second dealing with responses to demands of the environment. This distinction is useful in conceptualizing the adaptive benefits of school activities. Teachers and parents assemble a major portion of the environment to which children ultimately adapt. They are obliged to consider how children adapt and to what they are asked to adapt. Learning to read, in particular, should be an active process. Reading instruction must permit children to construct the rules of reading. It is much more likely that children will be motivated to construct rules for reading (adaptation) while trying to decipher material they wish to comprehend rather than material they are not concerned with. In turning to the area of mathematics learning, the same principles that were described with respect to reading apply. It is very important for teachers and parents to understand why "spontaneous interests" are important and then make use of them in trying to encourage learning and development. Methods which use reinforcement techniques to direct the child's learning are counter-productive. (Author/RH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Piaget (Jean)
Note: Filmed from best available copy; Paper presented at the Annual International UAP-USC Conference on Piagetian Theory and the Helping Professions (18th, University of Southern California, February 3-4, 1978)