Concludes that the role of the teacher as researcher in children's development of thinking and socialization through play is multi-dimensional. The initial function is the internal analysis of children's thinking and interaction within a variety of settings. (Author)

Describes a stage structure concern for children and phonics. Discusses that among all of the cognitive concepts and abilities constructed by young children, quantitative operations are most closely associated with early successful use of phonics. (JK)

Analysis of 65 children over a 4-year period on tests of operational and causal thinking offers support for Piaget's notion of stage progression. In kindergarten and grade one, the majority of children in this longitudinal study were between preoperational and the achievement stage of operational thought. By grade two, the majority had attained…

Studies in the role of play in child development are classified in terms of their major correlates or dependent variables: (1) creativity, (2) problem solving, (3) language development, (4) logical skills, and (5) social knowledge. Study designs are critically examined, and internal and external validity problems are noted. (Author/PN)

TWO STUDIES DEAL WITH THE THOUGHT PROCESSES CHILDREN DISPLAY WHEN FACED WITH PROBLEMS INVOLVING THE CONCEPTS OF QUANTITY AND NUMBER. INVOLVING CHILDREN IN KINDERGARTEN, FIRST GRADE AND SECOND GRADE, THE STUDIES USE PIAGET'S THEORIES IN BOTH A CROSS-SECTIONAL AND A LONGITUDINAL APPROACH TO STUDY CHILDREN'S THINKING IN AN EDUCATIONAL SETTING. TO…

This critique of three Piaget-based curricula presents the argument that it is essential for early childhood educators to distinguish between the actual contributions of Piaget in regard to specific epistemological questions and the way these contributions have been reinterpreted to provide a basis for early childhood curriculum reform. The…