Logical reasoning is very important in the child's development, increasing their performance in learning as a whole, improving their concentration and decision-making when solving problems. The introduction of this tool and stimulus from the first years of education is necessary for children to grow up with a broad and more critical view, being…

This study investigated how 4- to 7-year-old children's second-order belief attribution might be facilitated by either reducing information processing or varying the sequence of task questions. In Experiment 1, compared with Perner and Wimmer's (1985) original second-order false-belief task, a new task with reduced information-processing demands…

Examines the development of work perceptions in adolescents (12 to 18 years old) from a relational-developmental perspective. From this viewpoint, adolescents' perceptions and understanding of work and related areas, such as employment and unemployment, varied across age and, to a limited extent, across levels of formal reasoning operations.…

Investigated the general relationship between children's performance on social and physical measures of cognitive functioning, possible sex differences in performance on the two types of tasks, and the relationship between boys' and girls' performances on these tasks and age and IQ. (SDH)

A Piagetian perspective is used to build a rationale to explain why group games are good for young children. Three major areas in which group games might foster children's development are discussed. In the socioemotional area, the rationale is that moral development, personality development, and autonomy are enhanced by the social context of peer…

The educational implications of Piaget's concept of intelligence provide a framework for the application of theory to educational practice. The uniqueness of individual learning is compared to stage-based teaching. Social interaction is viewed as one of the major forces in cognitive development. (JN)

This book lists procedures, materials, special problems, and variations for playing 54 games designed to help children use their thinking abilities in play. The games presented were designed primarily for use in school with children aged 5-9. They give practice in such skills as planning, drawing inferences, seeing things from other points of…

This paper presents a structural-developmental model of social cognition and discusses the implications of this approach for social intervention research. This model of social development is concerned with social reasoning and judgment. The basic assumption of this model of social cognition is that the structure of social reasoning develops…

A Piagetian preschool emphasizes the child's active construction of mental images rather than passive association of words and pictures with real objects. The role of the teacher is neither to dictate good behavior nor to transmit ready-made predigested knowledge. Her role is to help the child to control his own behavior and to find things out as…

This set of 13 research reports, bulletins and papers is a product of the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia Follow Through Program. Based on Piagetian theory, the MAP provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge…