ERIC Number: ED187945
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Implications of Piagetian Theory for Early Childhood Industrial Arts: Cognitive Development. ACESIA Monograph 6.
Dahl, Richard J.
The two purposes of this paper are to provide the uninitiated reader with a skeletal overview of Piaget's cognitive development theory and to identify general educational implications, especially for the development of early childhood industrial arts (ECIA) programs. The "Piaget Primer" for ECIA educators overviews such topics as (1) the four critical questions confronting those concerned with ECIA programs, namely, the what, when, why, and how of the teaching-learning process; (2) the four-stage independent concepts of Piaget's system--schema, assimilation, accomodation, and equilibrium; and (3) the four stages or periods of the stage-dependent concepts--sensori-motor intelligence, preoperational thought, concrete operational thought, and formal operational thought. The section on general theoretical implications of Piagetian theory for ECIA programs stresses the necessity for "learning by doing" and the promotion of child-centered, activity-based curriculums in ECIA programs. Seven general educational implications are outlined. (YLB)
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Developmental Stages, Early Childhood Education, Experiential Learning, Industrial Arts, Program Development, Vocational Education, Young Children
Dr. Keith Blankenbaker, ACESIA Publications Chairperson, 190 West 19th St., The Ohio State University, Columbus, OH 43210 ($1.25)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: American Council for Elementary School Industrial Arts, Washington, DC.
Identifiers: Piaget (Jean); Piagetian Stages; Piagetian Theory
Note: For related documents see CE 025 660-665.