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ERIC Number: ED104552
Record Type: Non-Journal
Publication Date: 1974-Nov
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Piaget in Action.
Almy, Millie
This paper presents a discussion of the Piagetian theory of knowledge development in relation to early childhood education. It is suggested that Piaget's research has often been used by education to determine the sequence in which concepts should be presented to children rather than to determine the nature of the classroom experience children should have. Educators are encouraged to become more concerned with "how" children are taught rather than "what" they are taught; the "how" being derived from an understanding of the factors involved in the child's transitions from the sensorimotor period of infancy to the concrete-operational thinking of childhood and to the formal operations that characterize the thinking of the mature adult. Pedagogical implications of Piaget's process of equilibration or self-regulation for classroom teachers are suggested: (1) teachers should listen more than tell, framing questions designed to promote reflection and further inquiries by the child; (2) teachers should promote the child's interaction with other children; and (3) teachers should gain a perspective on education as essentially a "do-it-yourself" process, in which the teacher's role is primarily to facilitate learning. (CS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A