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The developmental psychology of Jean Piaget. [2333] [The development of the project that became this book, and its impact, is discussed in detail by Müller, U.; Burman, J. T.; Hutchison, S. M. (2013). "The developmental psychology of Jean Piaget: A quinquagenary retrospective". Journal of Applied Developmental Psychology. 34 (1): 52– 55.
5. “Children aren’t coloring books. You don’t get to fill them with your favorite colors.” – Khaled Hosseini 6. “Children must be taught how to think, not what to think ...
Here, he was the developer of a theory on learning called constructionism, built upon the work of Jean Piaget in constructivist learning theories. Papert had worked with Piaget at the University of Geneva from 1958 to 1963 [15] and was one of Piaget's protégés; Piaget himself once said that "no one understands my ideas as well as Papert". [16]
Jean Piaget emphasized play as an essential expression of children's feelings, especially because they do not know how to communicate their feelings with words. [3] Play helps a child develop a sense of true self and a mastery over their innate abilities resulting in a sense of worth and aptitude. [4]
Bärbel Inhelder grew up as an only child in Switzerland. Her Swedish-born father was a zoologist and her German-born mother was a writer. [1] At a young age Inhelder was moved around in different private and public schools; her father spent time teaching her history, philosophy, nature, and geography.
Piaget sees children's conception of causation as a march from "primitive" conceptions of cause to those of a more scientific, rigorous, and mechanical nature. These primitive concepts are characterized as supernatural, with a decidedly non-natural or non-mechanical tone. Piaget has as his most basic assumption that babies are phenomenists ...
The acquisition of physical knowledge has been equated with learning in Piaget's theory (Gruber and Voneche, 1995). In other words, thought is fit directly to experience. Piaget also called his view constructivism, because he firmly believed that knowledge acquisition is a process of continuous self-construction.
Cognitive constructivism, stemming from Jean Piaget's theories, sees learning as adding new information to cognitive structures that are already there. Piaget's theory claim that people cognitively develop by passing through several stages: sensorimotor, preoperational, concrete operational, and formal operational. [38] [39]