Pretend play is often hypothesized in a global sense to be an effective context for young children's learning, but there is much still to learn about whether all types of information can be learned equally and whether all types of pretend play are equally beneficial. The present study tests whether preschoolers can learn a simple, novel causal…

It is urgent that we re-examine models of knowledge and knowledge-making within the university, at this time of open learning and deregulated multi-million dollar and euro open science hubs and portals. For otherwise, we are bound into "crude" instrumentalism, "delivering" "knowledge packets" rather than seeing our…

This paper reports on a portion of a 14-year study of the mathematical thinking of a cohort group of students that was based on an identifiable perspective on how mathematical ideas are built. Three videotape episodes are presented so that groups of students working together can be viewed at three points in time: as fourth graders (ages 9-10) and…

The literature on how and when children acquire temporal concepts is reviewed in the context of the acquisition of time concepts by deaf children. The stages at which children acquire concepts of clock, calendar, historical time, and chronology, and effects of language acquisition are discussed. A more formal structure of temporal concepts in the…

Article presented an analytical summary of some of the main features of lifelong education (and the process of lifelong learning which it presumably facilitates), together with some critical review. (Author/RK)

The authors challenge proponents of informal open classrooms" as well as of traditional school organization. (Editor)

Presents a rationale for providing preschool children with experiences related to classification, seriation, and pattern recognition because they are means by which a child can organize the world around him. These are considered to be the early steps in the long developmental sequence leading to logical thinking and reflective observation. (GS)

Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)

Advocates the educational theories of David Ausubel as a basis on which to build science and mathematics curricula and instructional procedures. Offers interpretations of Piaget's conservation tasks in Ausubelian theory. (CP)

Concludes that children have a far broader range of intellectual interests than has generally been recognized. Bringing them into contact with fields of knowledge, methods of inquiry in these fields, and the processes of logical reasoning at a time when they have a natural receptivity which can have a fundamental impact on their intellectual…

The purpose of this paper is to review Professor Peters' notion of education as initiation' and to suggest that it involves a paradox of freedom for both teachers and pupils. (Author)

A review of recent curricular research presents studies in the areas of: (1) psychological and epistemological foundations; (2) new developments (content of instruction, cognitive processing, and methodological re-direction); and (3) exemplary research programs on teacher behavior, pupils' prior conceptions in learning, and probelm solving. (CJ)

Describes young children's thinking about geometric shapes and discusses implications for teaching and learning. (KHR)

The apparently limited classroom application of theories of learning has led to an emphasis on detailed observational studies of teachers in action. This emphasis has produced data concerning management and teaching techniques that is of obvious use to practicing teachers. (CB)

Summarizes research on how children think about economic ideas and values and the development of such thinking. Explores the influence of instruction on children's thinking about economics and points out implications for curriculum and instruction. (RH)