Literaturnachweis - Detailanzeige
| Autor/in | Ogletree, Earl J. |
|---|---|
| Titel | Human Development, Stages of Cognition, School Readiness and Social Deprivation: A Rationale Based on Piaget and a New Theory of "Bioplasmic Forces". |
| Quelle | (1974), (16 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Abstract Reasoning; Academic Achievement; Child Development; Cognitive Processes; Developmental Psychology; Energy; Growth Patterns; Human Development; Interdisciplinary Approach; Maturation; Mental Retardation; Psychological Studies; Readiness; School Readiness |
| Abstract | A theory of energy forces developed in the USSR seems to substantiate the suggestion that academic learning before a child is maturationally ready will reduce his learning potential. The bioplasmic model explicates physical/mental development, cognition, readiness, and deprivation. The invisible but recordable bioplasmic forces facilitate physical growth and are the basis of cognition. The forces are gradually released from physical growth for cognition at ages 7 (concrete), and 14 (formal). Readiness--cognitive capabilities--are determined by the quantity of available forces. Premature learning is ineffective and robs the body (brain), of its full potentialities, causing premature plateauing of cognitive and learning capacities and emotional maladjustments later on. Educational methods and curriculum should be made more compatible with and supportive of the growth forces of the child. (Author/CS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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