Part I: Cognitive Development in Children--Piaget Development and Learning

Autor/in	Piaget, Jean
Titel	Part I: Cognitive Development in Children--Piaget Development and Learning
Quelle	In: Journal of Research in Science Teaching, 40 (2003), (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Stellungnahme; Developmental Stages; Cognitive Development; Developmental Psychology; Child Development; Piagetian Theory; Schemata (Cognition); Learning Theories; Children; Cognitive Structures; Performance Factors; Cognitive Mapping + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Entwicklungspsychologie; Kindesentwicklung; Cognition; Schema; Kognition; Learning theory; Lerntheorie; Child; Kind; Kinder; Cognitive structure; Kognitive Struktur; Leistungsindikator
Abstract	In this article, the author gives a general introduction of a few ideas on cognitive development in children. In the first part, he deals with the topic of development, a process which concerns the totality of the structures of knowledge. He reviews the stages of development of operational structures, distinguishes four main stages of development, and discusses four factors that can be called upon to explain the development from one set of structures to another. In the second part, he deals with the topic of learning, which, according to him, is based on the stimulus-response schema. He thinks the stimulus-response schema, while not false, is in any case entirely incapable of explaining cognitive learning because when a person thinks of a stimulus-response schema, he thinks usually that first of all there is a stimulus and then a response is set off by this stimulus. For his part, he is convinced that the response was there first. He also shows that learning is possible in the case of logical-mathematical structures, but on one condition--that is, that the structure which one wants to teach to the subjects can be supported by simpler, more elementary, logical-mathematical structures. He concludes that learning of structures seems to obey the same laws as the natural development of these structures and that the fundamental relation involved in all development and all learning is not the relation of association. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10