An examination of cognitive development with implications for teaching and curriculum construction. (HS)

Presents a basic examination of non-physical mental acts as educational objectives. (Author)

Education of the child, including preschool education, has been and still is a topic of great concern to many people. Translation of this concern into constructive programs for early childhood education is a profound problem, one that is debated often and emotionally. There is a dichotomy between those who favor educational practices based on…

Perspectives regarding the "information-oriented" approach of conservative, traditional philosophy and an approach to philosophy known as "conceptual therapy" are offered. The former emphasizes scholarship, textual explication and criticism, and, in general, a knowledge of the views of traditional thinkers. Philosophy as conceptual therapy seeks…

In this paper it is shown that one's conception of intelligence and its development profoundly affects the formulation of educational objectives. A mechanistic conception of intelligence leads to the definition of objectives as a collection of fragmented "cognitive skills" that have little to do with children's development of intelligence. A…

Schools have been paying too much attention to intellect alone, ignoring the total development of the student as a whole. Bloom's Taxonomy of Educational Objectives in the cognitive domain categorizes knowledge into knowledge of specifics, knowledge of ways and means of dealing with specifics, and knowledge of the universals and abstractions in a…

This study examined the specific words that college faculty in different disciplines use to convey goals for students using data from 1986-87 interviews with 62 faculty members teaching introductory colleges and a 1988-89 survey of 2105 faculty which established a listing of over 6000 goal statements. Goal statements were examined in order to…

This three-part report discusses the concept of intelligence and its importance for educators. Part 1 considers the basic question of what intelligence is. Part 2 discusses the implications of notions of intelligence for schooling, dealing with both the training of content knowledge and the training of intellectual skills. Each of these first two…

This paper describes the design and practical application of a program called "Listening" which has been developed to help young learners of English as a second language gain some strategies for comprehension in their new language. The long-range goal of the program is to develop the learner's active involvement in thinking about the facts he…

The purpose of this publication is to help teachers identify the levels which children have attained in their thinking as they express their attitudes, values, and behaviors through oral language. Provided are (1) sample questions applicable to various maturity levels to enable teachers to gauge the level of difficulty of their classroom…

The Alaska Model for Early Childhood Education is an attempt to bring major ideas into focus for neighborhood programs. Suggested specifications for staff, facilities, equipment, activities, and parent involvement are presented. Sections deal with: (1) needs, objectives and activities; (2) child development activities and environments--physical…

Programs that represent major curriculum development efforts in early childhood education are described as to goals and objectives, content and materials, classroom activities, parent involvement, professional and paraprofessional training, administrative requirements and costs, program development and evaluation, and program history and present…

This report is the result of an investigation conducted to identify the current issues, resources, and funding priorities in Spanish-English bilingual education in the United States. Although it deals solely with Spanish-English bilingualism, a great deal of the material should prove to be relevant to other bilingual situations in the United…

A review of Piaget's theory and research on children's cognitive development is presented, including a discussion of the psychological structures of intelligence, developmental constructivism, and the evolution of knowledge as a subject-object relation. Piaget's assessment techniques are summarized, including moral development, number…