This set of five papers is related to the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia's Follow Through Program. The MAP is based on Piagetian theory and provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge children to learn about the physical and social environments. Topics discussed in these collected papers focus on the constructivist epistemological basis of the MAP. A constructivist, in a philosophical sense, is one who believes that all knowledge is constructed by the individual. Essay topics include the following: an introduction to radical constructivism; radical constructivism and Piaget's concepts of knowledge; a constructivist model for instruction; and constructivism and educational practices. Additional essays are collected in a volume titled, Epistemology and Education: The Implications of Radical Constructivism for Knowledge Acquisition. The essays discuss the following topics: Piaget and radical constructivist epistemology; the constructivist epistemology in John Dewey, Jean Piaget, and cognitive developmental psychology; epistemology and mathematical proof; applied epistemology; radical constructivism in psychological explanation; constructivism and the curriculum; and constructivism and principles for instruction. (Author/RH)