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ERIC Number: ED243572
Record Type: Non-Journal
Publication Date: 1982-Mar
Pages: 19
Abstractor: N/A
Reference Count: N/A
The Park School Systems Approach to Piagetian Education.
Park, Rose R.
While three models of the application of Piaget's theory to education have been identified, the Park School (Norwalk, Connecticut) adds a fourth. This method involves a systems approach that extends beyond curricula and derives teaching techniques and administrative practices from Piaget's view. The approach uses logical games and interdisciplinary curricula with contents adjusted to the developmental level of students. Specifically, the school's curriculum is divided into "Do Tell" and "Don't Tell" components across the content categories of social knowledge, logico-mathematical knowledge, and representation. Thus, teachers are provided a guide to what ideas and information they should and should not present and what to let children learn from action on objects and reflexive abstraction. Other aspects of the Piagetian curriculum include (1) group sessions in which students describe their daily activities to each other; (2) activities based on Piaget's designation of the areas of knowledge; (3) a classroom for interdisciplinary curricula; (4) Piagetian-based forms in a management handbook designed to guide teachers in daily planning and evaluation activities, student and teacher evaluation procedures, and use of Piagetian and non-Piagetian testing and diagnostic instruments; (5) emphasis on multicultural education as part of the social knowledge curriculum; and (6) discrimination between habit and acts of intelligence. In conjunction with the Piagetian program, the school has developed and conducts a teacher education program through formal coursework and workshops. (An example is provided of a student evaluation describing to parents how basic concepts in the areas of knowledge are approached.) (RH)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A