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A Framework for a Preschool Curriculum Based on Some Piagetian Concepts 1
Author(s) -
KAMII CONSTANCE K.,
RADIN NORMA L.
Publication year - 1967
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/j.2162-6057.1967.tb00032.x
Subject(s) - piaget's theory of cognitive development , cognitive development , intellectual development , disadvantaged , psychology , cognition , curriculum , logical reasoning , representation (politics) , period (music) , mathematics education , developmental psychology , cognitive science , cognitive psychology , pedagogy , physics , neuroscience , politics , political science , acoustics , law
The position is taken that compensatory preschools must build a solid foundation for further intellectual development by going back to the sensory motor period, as delineated by Jean Piaget, and making certain that intermediate stages are not skipped or only partially achieved. Portions of Piaget's theory which appear to be essential for future academic achievement are conceptualized into a framework for a preschool curriculum particularly geared to the needs of disadvantaged children. Two areas of cognitive development necessary for logical thinking are described in detail. One area concerns the representation of objects; the second area concerns the understanding of relationships among objects. The implications of these concepts for teaching are discussed, with stress placed upon the importance of mastery of prerequisites.