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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 35 results
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DeVries, Rheta – Prospects: Quarterly Review of Comparative Education, 2004
This paper has two purposes: (1) to explain briefly in terms of Piaget's theory why relationships are fundamental for constructivist teachers; and (2) to show how constructivist teachers can think about relationships in classroom activities. In a nutshell, the message is that the process by which children are constructing their intelligence,…
Descriptors: Learning Activities, Class Activities, Piagetian Theory, Formal Operations
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DeVries, Rheta; Zan, Betty; Hildebrandt, Carolyn – Early Education and Development, 2002
Cites empirical evidence contrary to Goodman's assertion that preschool children are egocentric and incapable of moral reflection. Offers evidence that heteronomous regulation of children leads to numerous undesirable outcomes and that encouragement of children's autonomy leads to positive outcomes. Points out numerous misconceptions of…
Descriptors: Constructivism (Learning), Early Childhood Education, Educational Practices, Egocentrism
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DeVries, Rheta – Action in Teacher Education, 1998
Outlines character education from the constructivist perspective, discussing Piaget's research on children's reasoning about moral rules, which offers a framework for examining education. Examines parallel teacher/child relationships, which affect moral development, and presents examples of how teachers can create cooperative interpersonal…
Descriptors: Classroom Environment, Constructivism (Learning), Elementary Secondary Education, Higher Education
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DeVries, Rheta – Educational Researcher, 1997
Argues that Piaget did not consider social factors to be important in his developmental theory and considers some of the practical educational implications of Piaget's social theory. Piaget's notion of the role of social factors is reviewed, and the educational implications of the cooperative context favoring operational development with reference…
Descriptors: Child Development, Cognitive Development, Cognitive Psychology, Cultural Influences
DeVries, Rheta; Zan, Betty; Hildebrandt, Carolyn; Edmiaston, Rebecca; Sales, Christina – 2002
This book provides a constructivist interpretation of developmentally appropriate preschool and kindergarten curriculum, incorporating descriptions of how activities are transformed over time and how children's reasoning is transformed, and placing the interpretation in the context of the play-oriented approach advocated by the National…
Descriptors: Class Activities, Constructivism (Learning), Developmentally Appropriate Practices, Early Childhood Education
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DeVries, Rheta; Hildebrandt, Carolyn; Zan, Betty – Early Education and Development, 2000
Examines role that constructivist teachers play in fostering moral development in young children. Traces development of perspective taking, autonomy, and self- regulation, and examines effects of different teaching and parenting practices on children's character development. Provides suggestions for teachers to promote optimal moral development by…
Descriptors: Constructivism (Learning), Early Childhood Education, Environment, Moral Development
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DeVries, Rheta; Zan, Betty – Childhood Education, 1996
The development of two types of interpersonal understanding, reflecting an increasing ability to take others' perspectives, negotiations, and shared experiences, is examined as a basis for classroom assessment of children's interpersonal understanding. A classroom conflict is used to illustrate how knowledge of this development helps teachers to…
Descriptors: Evaluation Methods, Interpersonal Competence, Perspective Taking, Primary Education
DeVries, Rheta – 1971
A study was conducted to clarify a number of issues related to Piaget's theory of invariant sequantiality in child cognitive development. Ss were 143 middle-class white children of bright, average and retarded psychometric abilities (measured by performance on the Stanford-Binet Intelligence Test). Bright and average Ss were chronologically aged…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Tests, Compensation (Concept)
Devries, Rheta – Child Develop, 1970
Suggests a 5-stage sequence of development from a total lack of recognition of the need for secrecy and deceptiveness in the first stage to the fifth stage in which the child was competitive and attempted to outwit the opponent by utilizing an irregular shifting strategy. (Author/WY)
Descriptors: Behavior Change, Cognitive Development, Communication Skills, Exceptional Child Research
DeVries, Rheta – Contemporary Psychology, 1971
A review of Children and Adolescents: Interpretive Essays on Jean Piaget (New York: Oxford Univ. Press, 1970) by David Elkind. (DB)
Descriptors: Child Development, Educational Theories
DeVries, Rheta – 1973
The relative effects of chronological age, mental age, IQ or Piagetian task performance were investigated among 143 Ss of high, average, and low IQ. Two kinds of group comparisons were made on fifteen tasks: (1) groups of the same chronological age, but different mental age and IQ, and (2) groups of the same mental age, but different chronological…
Descriptors: Age Differences, Cognitive Development, Cognitive Measurement, Conservation (Concept)
DeVries, Rheta – 1973
Relationships between school achievement and two theoretically different measures of intelligence, Piagetian and psychometric, are explored in 143 bright, average, and retarded elementary school students. Factor analyses of the California Test of Mental Maturity, the Metropolitan Achievement Test, the Stanford-Binet, and fifteen Piaget-type tasks…
Descriptors: Achievement Tests, Cognitive Development, Conservation (Concept), Elementary School Students
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DeVries, Rheta – 1973
The purpose of this study was to relate Piaget-type tests to Stanford-Binet Mental Age and IQ, to IQ on the California Test of Mental Maturity, and to performance on the Metropolitan Achievement Test. Subjects were 143 children of bright, average, and retarded psychometric abilities; bright and average children were chronologically aged five to…
Descriptors: Ability, Achievement, Cognitive Development, Elementary School Mathematics
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DeVries, Rheta – 1973
This study attempted to determine if performance on Piagetian tasks can be predicted from Stanford-Binet mental age or IQ. Subjects were 143 children of bright, average, and retarded abilities as measured by performance on the Stanford-Binet Intelligence Test. Bright and average children were chronologically aged five to seven years; retarded…
Descriptors: Ability, Cognitive Development, Elementary School Mathematics, Evaluation
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DeVries, Rheta – Early Childhood Research Quarterly, 1991
Offers a rebuttal to Giyoo Hatano's commentary on a study on sociomoral development in the kindergarten classroom. It is suggested that the danger in restricting evaluation to stated goals is that unintended negative effects will not be recognized. (LB)
Descriptors: Behavioral Science Research, Classroom Environment, Evaluation Criteria, Evaluation Methods
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