Artykuły w czasopismach: „Piaget”

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Cahan, Emily D., i Fernando Vidal. "Piaget before Piaget". History of Education Quarterly 35, nr 3 (1995): 325. http://dx.doi.org/10.2307/369767.

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Chandler, Michael J. "Piaget on Piaget". British Journal of Psychology 100, S1 (kwiecień 2009): 225–28. http://dx.doi.org/10.1348/000712609x414169.

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Ega Gradini. "TEACHING MATHEMATICS WITH PIAGET'S THEORY". Visipena Journal 4, nr 1 (30.06.2013): 1–7. http://dx.doi.org/10.46244/visipena.v4i1.98.

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Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.

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Pickren, Wade. "Piaget before Piaget. Fernando Vidal". Isis 87, nr 2 (czerwiec 1996): 383. http://dx.doi.org/10.1086/357549.

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Istiqomah, Novia, i Maemonah Maemonah. "KONSEP DASAR TEORI PERKEMBANGAN KOGNITIF PADA ANAK USIA DINI MENURUT JEAN PIAGET". Khazanah Pendidikan 15, nr 2 (30.09.2021): 151. http://dx.doi.org/10.30595/jkp.v15i2.10974.

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There are many theories about human development, one of which is Jean Piaget's theory of development, this theory will be discussed by researchers how the Basic Concepts of Cognitive Development in Early Childhood According to Jean Piaget. Studying the theory of cognitive development will be the basis for understanding every step of cognitive development, especially in early childhood. Piage describes the concepts used in children's cognitive processes and how the stages of cognitive development in children are. This time the research was conducted through the library method which is a method of searching, collecting and analyzing data sources in books, scientific articles and scientific sources.

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Mays, Wolfe. "Piaget Before Piaget, by Fernando Vidal". Journal of the British Society for Phenomenology 26, nr 2 (styczeń 1995): 211–13. http://dx.doi.org/10.1080/00071773.1995.11007114.

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Walczak, Paweł. "why piaget does not philosophize? critical discussion of gareth b. mathews with the piagetan concept of cognitive development". childhood & philosophy 15 (30.01.2019): 01–26. http://dx.doi.org/10.12957/childphilo.2019.39320.

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TThis article analyzes the critique of the Piagetan theory of intellectual development made by American philosopher Gareth B. Matthews (1929-2011). Matthews analyzes Piaget's ideas from the perspective of the meaning and possibility of philosophizing among children. His use of Piaget is particularly relevant today because the theory of cognitive development has shaped modern education and contributes to the preservation of skepticism about children's philosophy. The article reconstructs and interprets Matthews' arguments, which consistently and systematically show that Piaget misunderstood children's philosophy. By “child’s philosophizing,” Matthews refers to children's tendency to ask philosophically significant questions, their ability to problematize experience, their specific attitude toward the world, and their ability to sense the problems that great philosophers have been dealing with for centuries. Piaget interpreted all these observable features of children's thinking as intellectual deficits; Matthews argues against this interpretation. The discussion focuses on the problem of determining the criterion of intellectual maturity, the importance of creativity and fantasy in thinking, the development of concepts and language skills, and the related differences between children and adults' language use. This analysis of Matthews’ critique of the Piagetian theory of cognitive development concludes that child psychology needs to be more open to this aspect of children's thought and that psychologists and philosophers must seek to better understand the child's philosophizing.

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Kauffmann, Oliver. "Om realisme og konstruktivisme i Piagets læringsteori og genetiske epistemologi". Studier i Pædagogisk Filosofi 2, nr 2 (13.01.2014): 53. http://dx.doi.org/10.7146/spf.v2i2.15577.

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<p>This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox as Piaget’s acknowledgement of the co-existence of a 3. person and a 1. person epistemological perspective in the scientific investigation of cognition</p>

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Pakpahan, Farida Hanum, i Marice Saragih. "Theory Of Cognitive Development By Jean Piaget". Journal of Applied Linguistics 2, nr 2 (28.07.2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

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Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Cognitive development occurs at several stages during childhood. As a result, cognitive development studies the nature of child development in terms of how they gain conscious control over their intellect and behavior. Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. Keywords: Cognitive Development, Child Development

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Wardani, Helda Kusuma. "PEMIKIRAN TEORI KOGNITIF PIAGET DI SEKOLAH DASAR". Khazanah Pendidikan 16, nr 1 (14.03.2022): 7. http://dx.doi.org/10.30595/jkp.v16i1.12251.

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Jean Piaget is a psychologist who contributed greatly to the world of education, there are at least two contributions piaget, namely the theory of cognitive learning and the theory of human cognitive development. Piaget's theory explains that human knowledge is essentially considered active, namely: knowing means acting on objects and realities, and building a system of transformations that can be done on or with them. Piaget stresses that the cognitive processes children use as they build their knowledge of the world are essential: schema, assimilation and accommodation, organization, and equilibrium. Piaget divides the cognitive development of children and adolescents into four stages: sensory-motor, preoperative, concrete operations, and formal operations. Elementary school students are at the stage of concrete operational thinking. Student learning activities are given concrete experiences. Through concrete experience students will easily find concepts. One of them can be done by playing. Piaget believes that playing will foster intrinsic motivation from students. This theory focuses on the active role of children in learning activities. A child not only receives material instantly but the child is guided and directed to discover the concept of material.

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NIRMALA, YETI. "PIAGET PENERAPAN TEORI PEMBELAJARAN PIAGET DALAM KBM". Jurnal Bocil: Journal of Childhood Education, Development and Parenting 1, nr 2 (15.05.2023): 111–14. http://dx.doi.org/10.28926/bocil.v1i2.960.

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ABSTRAK Proses kegiatan belajar dan mengajar merupakan proses domana seorang guru menyalurkan ilmunya kepada peserta didik yang dilakukan di dalam maupun di luar kelas. Kegiatan belajar dan mengajar juga merupakan kombinasi yang tersusun meliputi unsur manusiawi, material, fasilitas, perlengkapan, serta prosedur yang saling mempengaruhi dalam rangka mencapai tujuan dalam pembelajaran. Keterlibatan manusia dalam kegiatan belajar dan mengajar memiliki peran sebagai murid, guru, dan tenaga kependidikan. Material terdiri dari seluruh perlengkapan untuk menunjang proses belajar. Fasilitas dan perlengkapan meliputi fasilitas sarana dan prasarana sekolah. Prosedur meliputi jadwal dan metode penyampaian informasi, praktik, belajar, ujian, dan sebagainya. Model pembelajaran sesuai dengan teori Piaget yaitu anak belajar dan mengembangkan kemampuan berpikir secara teratur sesuai dengan tahapannya. Proses berpikir anak merupakan aktivitas gradual, secara bertahap sesuai dengan fungsi intelektual dari bentuk konkret menuju abstrak, oleh karena itu anak suka berimajinasi dan bereksplorasi sesuai dengan imajinasinya. Perkembangan kognitif merupakan proses yang sesuai dengan perkembangan anak usia dini. Pengetahuan anak didik dihasilkan murni dari individu, tidak sepenuhnya dari lingkungan saja. Proses belajar anak selain di dalam kelas juga banyak dari interaksi antara anak dengan lingkungan sosial dan lingkungan fisik. Model pembelajaran Piaget jika diterapkan dalam dunia pendidikan sangat sesuai, dengan belajar di sekolah anak bisa lebih banyak berinteraksi dengan lingkungan sekitar, dengan teman sebayanya yang berasal dari latar belakang yang berbeda. Anak banyak berinteraksi dengan lingkungan melalui program-progam yang di jadwalkan oleh lembaga pendidikan seperti saat kegiatan karya wisata, kunjungan ke tempat-tempat tertentu, kegiatan secara outdoor dan lain sebagainya. Kata kunci: Kegiatan Belajar Mengajar, Teori Piaget.

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Morss, John R. "The Construction of Perspectives: Piaget's Alternative to Spatial Egocentrism". International Journal of Behavioral Development 10, nr 3 (wrzesień 1987): 263–79. http://dx.doi.org/10.1177/016502548701000301.

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This paper explores longstanding inconsistencies in Piaget's account of the development of spatial representation and perspective-taking. It is argued that Piaget effectively develops an "alternative" theoretical position alongside but quite incompatible with the well-known theory of spatial egocentrism. This alternative theory focuses on the general differentiation of perspectives as such. The origins of both accounts are traced in Piaget's early writings, and detailed consideration is given to the findings of the original "three mountains" experiment. The place of both theories in The child's conception of space (Piaget & Inhelder, 1948/1956) is explored. Contemporary theory and research are discussed against this background, and it is concluded that Piaget's alternative theory is both compatible with contemporary thinking and important as a contributory source for future theorisation.

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Cahyaningsih, Esty, i Sedya Santosa. "The Implication of Piaget’s Cognitive Theory on Indonesian Learning through Bigbook". Pedagogi: Jurnal Ilmu Pendidikan 24, nr 1 (30.04.2024): 80–88. http://dx.doi.org/10.24036/pedagogi.v24i1.2020.

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Abstrak Di tingkat madrasah ibtidaiyah pelajaran Bahasa Indonesia menjadi sangat penting karena siswa diharapkan dapat memahami konsep bacaan, menggunakan dan merefleksikan bacaan tertulis untuk mencapai tujuan sesuai keperluan. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana Implikasi Teori Belajar Kognitif Piaget Dalam Pembelajaran Bahasa Indonesia Melalui Bigbook. Metode penelitian yang digunakan dalam penelitian ini menggunakan metode kualitatif studi kasus. Penelitian ini dilaksanakan di madrasah ibtidaiyah NU Tarbiyatuth Thullab. Peneliti menggunakan wawancara, observasi, dan dokumentasi sebagai teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa pembelajaran bahasa Indonesia di MI NU Tarbiyatuth Thullab menggunakan media bigook untuk memperdalam pemahaman siswa. Selain itu guru juga menerapkan teori perkembangan kognitif siswa melalui teori Jean Piaget. Manfaat dari penggunaan bigbook dan penerapan teori Piaget membantu guru dalam melatih siswa dalam membaca. Melalui penerapan teori piaget guru bisa memahami kemampuan kognitif siswa berdasarkan perkembangan usianya. Melalui media pembelajaran bigbook membuat siswa antusias dalam mengikuti pelajaraan. Siswa lebih tertarik saat guru menggunakan media bigbook karena di dalam bigbook terdapat materi berupa cerita-cerita yang menari dengan gambar yang banyak dan besar serta tulisan yang tidak banyak. Kata kunci: Teori belajar, kognitif, Piaget, Bigbook, Bahasa Indonesia Abstract Indonesian language lessons hold great importance at the madrasah ibtidaiyah level, as they enable the students to comprehend reading concepts, use written texts and reflect on them to achieve their goals. The purpose of this research is to explore the implications of Piaget's Cognitive Learning Theory in the context of learning the Indonesian language through books. The research methodology employed in this study is a qualitative case study approach. The research was conducted at NU Tarbiyatuth Thullab madrasah ibtidaiyah, where interviews, observation, and documentation served as data collection techniques. The findings of this research reveal that the use of big book media in Indonesian language learning at MI NU Tarbiyatuth Thullab assists in deepening students' understanding. Additionally, teachers apply Jean Piaget's theory of cognitive development to foster student learning. The application of Piaget's theory enables teachers to comprehend the cognitive abilities of students based on their age-specific development. Through book learning media, students actively participate in class and show more interest in the lessons. The use of big books in teaching is advantageous because they contain dancing stories with lots of large pictures and less written content, making them more appealing to students Keyword: Cognitive Theory, Cognitive, Piaget, Bigbook, Indonesian Lesson

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Piaget, Jean. "Jean Piaget". GZ - Psychologie 14, nr 5 (październik 2022): 18–19. http://dx.doi.org/10.1007/s41480-022-1422-6.

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Piaget, Charles. "Charles Piaget". Ballast N° 8, nr 2 (19.09.2019): 28–43. http://dx.doi.org/10.3917/ball.008.0028.

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Duveen, Gerard. "Piaget ethnographer". Social Science Information 39, nr 1 (marzec 2000): 79–97. http://dx.doi.org/10.1177/053901800039001005.

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Although there have been extensive discussions of Piaget's theory, relatively little attention has been given to his research methods. Indeed, where Piaget's methods have been discussed they have generally been attacked for what are perceived as limitations and inadequacies. However, both in his work based on observations of infants and particularly in the clinical interviews with children and adolescents Piaget's research can be seen as a striking demonstration of the power of the systematic use of qualitative methods. Piaget's work in fact offers a paradigmatic example of an interpretive methodology in developmental psychology, not only for the intimate relations between interview and theory evident in all his research, but also for the argument through which the research is presented to the reader. As well as reviewing the clinical interview itself, this article also considers the different logics of research evident in this method and in that used by Piaget's critics.

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Munari, Alberto. "Jean Piaget". Prospects 24, nr 1-2 (marzec 1994): 311–27. http://dx.doi.org/10.1007/bf02199023.

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Reddy, SureshK. "Jean Piaget". Archives of Mental Health 13, nr 1 (2012): 50. http://dx.doi.org/10.4103/2589-9171.227223.

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Marinda, Leny. "TEORI PERKEMBANGAN KOGNITIF JEAN PIAGET DAN PROBLEMATIKANYA PADA ANAK USIA SEKOLAH DASAR". An-Nisa' : Jurnal Kajian Perempuan dan Keislaman 13, nr 1 (18.04.2020): 116–52. http://dx.doi.org/10.35719/annisa.v13i1.26.

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Cognitive development is a change processes of human life in understanding, managing information, solving problems and knowing something. Jean Piaget is one of a figures studied cognitive development and said about cognitive development steps. Jean Piaget is also a biologist who links the physical maturity development with cognitive development steps. These steps are the motoric sensory step (0–2 years), pre-operational (2-7 years), concrete operations (7–11 years) and formal operations (11–15 years). In understanding the world actively, a child uses a scheme, assimilation, accommodation, organization and equilibration. A child's knowledge formed gradually in line with the information experience found. According to Piaget, children undergo a definite sequence of cognitive development steps. In this theory, children predicted to have maturity quantity and quality based on the steps passed. a step of cognitive development is a continuation of previous cognitive development. Cognitive problems arise in elementary school children viewed from Piaget's cognitive development theory including dyslexia, dysgraphia and dyscalculia. Perkembangan kognitif adalah tahapan-tahapan perubahan yang terjadi dalam rentang kehidupan manusia untuk memahami, mengolah informasi, memecahkan masalah dan mengetahui sesuatu. Jean Piaget adalah salah satu tokoh yang meneliti tentang perkembangan kognitif dan mengemukakan tahapan-tahapan perkembangan kognitif. Jean Piaget yang juga ahli Biologi menghubungkan tahapan perkembangan kematangan fisik dengan tahapan perkembangan kognitif. Tahapan-tahapan tersebut adalah tahap sensory motorik (0–2 tahun), pra-operasional (2–7 tahun), operasional konkret (7–11 tahun) dan operasional formal (11–15 tahun). Dalam memahami dunia secara aktif, anak menggunakan skema, asimilasi, akomodasi, organisasi dan equilibrasi. Pengetahuan anak terbentuk secara berangsur sejalan dengan pengalaman tentang informasi-informasi yang ditemui. Menurut Piaget, anak menjalani urutan yang sudah pasti dari tahap-tahap perkembangan kognitif. Pada teori ini, anak diprediksi memiliki kematangan secara kuantitas maupun kualitas berdasarkan tahapan-tahapan yang dilaluinya. Perkembangan kognitif pada satu tahap merupakan lanjutan dari perkembangan kognitif tahap sebelumnya. Problem kognitif yang muncul pada anak usia sekolah dasar dilihat dari teori perkembangan kognitif ala Piaget diantaranya disleksia, disgrafia dan diskalkulia.

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Anggraeni, Nur Diyati, Waviq Kumala Dwi Alviana, Desy Fitriya Wahyuni, Linda Dwi Kusuma Ainurrosyidah, I. ketut Mahardika, Sutarto Sutarto i Iwan Wicaksono. "ANALISIS PERKEMBANGAN PESERTA DIDIK MENURUT TEORI JEAN PIAGET DAN PENGIMPLEMENTASIANYA PADA PEMBELAJARAN IPA SMP". EDUSAINTEK: Jurnal Pendidikan, Sains dan Teknologi 11, nr 3 (7.06.2024): 1503–19. http://dx.doi.org/10.47668/edusaintek.v11i3.1252.

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Cognitive development starts from concrete thinking processes to higher levels, namely abstract and logical concepts. According to Piaget, children are naturally interested in the world and actively seek information that can help them understand that world. This research aims to describe students' cognitive development based on Jean Piaget's theory of development and how it is implemented in science learning at junior high school level. This research uses qualitative research methods with a descriptive analysis approach. This means that in this research the researcher chose to use primary and secondary sources (books, journals, websites, etc.) regarding developmental theory according to Jean Piaget as a source of research data. This research focuses on the implications or involvement of students' cognitive development in science learning based on Jean Piaget's theory. The research results show that implementing Piaget's theory can help educators understand the stages and characteristics of students' cognitive development so they can determine cognitive levels and choose learning strategies that are appropriate to students' stages of development.

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Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology". Evolutionary Psychology 1, nr 1 (1.01.2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.

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Indriyani Ma'rifah i Ahmad Asroni. "Jean Piaget's Constructivism in Islamic Religious Education". Edulab : Majalah Ilmiah Laboratorium Pendidikan 9, nr 1 (1.07.2024): 19–32. http://dx.doi.org/10.14421/edulab.2024.91.02.

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Islamic Religious Education (PAI) learning in Indonesia continues to develop so that it is effective and relevant to the needs of the times. The priority of the PAI learning approach is to help students understand, internalize, and apply values in everyday life. Jean Piaget's constructivist theory is an approach that is relevant to the phenomenon of PAI learning development. This study examines the relevance of Jean Piaget's constructivist philosophy to PAI in Indonesia. This study is a literature review that explores Piaget's constructivist concepts and their implementation in PAI using the Systematic Literature Review (SLR) method, which involves three stages: planning, execution, and reporting. The findings indicate that Piaget's constructivist principles can be adapted in PAI in several ways: religious knowledge is actively and independently constructed by students, the focus in PAI is on the process rather than the outcome, PAI is student-centered, Islamic religious educators act as facilitators, a supportive environment for knowledge construction is built, and appropriate language is used in the material delivery process. The application of these principles in PAI can make students more active, creative, independent, critical, and innovative in their learning. Abstrak Pembelajaran Pendidikan Agama Islam (PAI) di Indonesia terus berkembang agar efektif dan relevan dengan kebutuhan zaman. Prioritas pendekatan pembelajaran PAI membawa peserta didik memahami, menginternalisasi, dan menerapkan nilai-nilai dalam kehidupan sehari-hari. Teori konstruktivisme Jean Piaget sebagai salah satu pendekatan relevan dengan fenomena perkembangan pembelajaran PAI. Penelitian ini mengkaji relevansi pemikiran filsafat konstruktivisme Jean Piaget bagi PAI di Indonesia. Penelitian ini merupakan penelitian kepustakaan yang mengkaji konsep konstruktivisme Jean Piaget dan implementasinya dalam PAI dengan menggunakan metode Systematic Literature Review (SLR) yang melibatkan tiga tahapan: perencanaan, pelaksanaan, dan pelaporan. Hasil penelitian menunjukkan bahwa prinsip-prinsip konstruktivisme Jean Piaget dapat diadaptasi dalam PAI melalui beberapa cara, antara lain: pengetahuan tentang agama Islam dibangun secara aktif dan mandiri oleh peserta didik, menekankan proses dalam PAI daripada hasil, PAI berpusat pada peserta didik, pendidik agama Islam diposisikan sebagai fasilitator, membangun lingkungan yang mendukung konstruk pengetahuan, dan penggunaan bahasa yang tepat dalam penyampaian materi. Penerapan prinsip-prinsip ini dalam pembelajaran PAI dapat membuat peserta didik lebih aktif, kreatif, mandiri, kritis, dan inovatif dalam belajar.

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Müller, Ulrich, i Jeremy I. M. Carpendale. "Objectivity, intentionality, and levels of explanation". Behavioral and Brain Sciences 24, nr 1 (luty 2001): 55–56. http://dx.doi.org/10.1017/s0140525x01413914.

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Notwithstanding many similarities between Thelen et al.'s and Piaget's accounts of the A-not-B error, we argue that, in contrast to Piaget, they do not explicitly address the issue of objectivity. We suggest that this omission is partly due to the fact that Thelen et al. and Piaget's accounts are pitched at different levels of explanation.

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TORRIANI, Tristan Guillermo. "PIAGET, BUNGE, AND THE FUTURE OF GENERAL PHILOSOPHY IN LATIN AMERICA". Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas 11, nr 1 (28.08.2019): 22–49. http://dx.doi.org/10.36311/1984-1655.2019.v11n1.03.p22.

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The current state of Philosophy and the Humanities is widely acknowledged to be endangered. This historical essay addresses epistemological reasons and ins-titutional causes of this malaise in light of Piaget’s and Bunge’s scientistic critique of humanistic approaches. As my discussion is sensitive to concrete social reali-ties (or territorialized), I limit myself to the Latin American context, which was highly influenced by Catholicism, Positivism and Marxism. Although Piaget and Bunge are justified in claiming that Philosophy disassociated from Science is too speculative, Bunge’s proposal of reconstructing it as a holistic system is unviable because it goes way beyond a normal research program, as if it were a supersci-ence. However, a closer examination of Piaget’s and Bunge’s practice suggests a second, more modest possibility: Analytical Philosophy can focus on methodo-logical, conceptual and ethical problems within specific scientific disciplines. This prevents the outright extinction of Philosophy, which could in itself be con-ceptually incoherent besides being unwise, and instead proposes its subordina-tion, articulation, fragmentation and diaspora among the Sciences. A third option would be historical-theoretical reconstruction, which Piaget also accepted as an honorable exit. In addition, curricular and institutional changes would be needed in undergraduate education for Philosophy students to acquire at least basic scientific training that would break what Piaget described as the spell of holistic reflection (holology).

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Habsy, Bakhrudin All, Popo Indra Malora, Dwi Rahayu Widyastutik i Trya Ayu Anggraeny. "Teori Jean Piaget vs Lev Vygotsky dalam Perkembangan Anak di Kehidupan Bermasyarakat". TSAQOFAH 4, nr 2 (16.12.2023): 576–86. http://dx.doi.org/10.58578/tsaqofah.v4i2.2325.

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Child development in the context of social life is a complex and important topic in developmental psychology. Two theories that have greatly influenced the understanding of children's development in social settings are those of Jean Piaget and Lev Vygotsky. Jean Piaget's theory explains the urgency of the role of cognition in children's development. Piaget describes children constructing their own knowledge through stages of cognitive development. In the context of social life, Piaget's theory highlights how children acquire and adapt knowledge through interaction with their social environment. Children learn by exploring, asking questions, and building knowledge with peers and adults. Meanwhile, Lev Vygotsky emphasized the role of the social environment in children's development. His theory introduced the concept of real developmental fields, where children can learn from interactions with more experienced people. In social life, Vygotsky suggested that children can develop cognitive and social skills through cooperation with adults and peers. This reinforces the idea that learning is a social process that takes place in a social context. The combination of Piaget and Vygotsky's theories helps us understand how children develop an understanding of their social world and how the social environment plays an important role in this process. Through purposeful exploration and interaction in community life, children can build the foundation of social knowledge and skills needed to thrive and become contributing members of society.

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Burman, Jeremy Trevelyan. "On Kuhn’s case, and Piaget’s: A critical two-sited hauntology (or, On impact without reference)". History of the Human Sciences 33, nr 3-4 (2.07.2020): 129–59. http://dx.doi.org/10.1177/0952695120911576.

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Picking up on John Forrester’s (1949–2015) disclosure that he felt ‘haunted’ by the suspicion that Thomas Kuhn’s (1922–96) interests had become his own, this essay complexifies our understanding of both of their legacies by presenting two sites for that haunting. The first is located by engaging Forrester’s argument that the connection between Kuhn and psychoanalysis was direct. (This was the supposed source of his historiographical method: ‘climbing into other people’s heads’.) However, recent archival discoveries suggest that that is incorrect. Instead, Kuhn’s influence in this regard was Jean Piaget (1896–1980). And it is Piaget’s thinking that was influenced directly by psychoanalysis. Psychoanalysis then haunts Kuhn’s thinking through Piaget, and thus Piaget haunts Forrester through Kuhn. To better understand this second site of the haunting—which is ultimately the more important one, given the intent of this special issue—Piaget’s early psychoanalytic ideas are uncovered through their interaction with his early biology and subsequent turn to philosophy. But several layers of conflicting contemporary misunderstandings are first excavated. The method of hauntology is also developed, taking advantage of its origins as a critical response to the psychoanalytic discourse. As a result of adopting this approach, a larger than usual number of primary sources have been unearthed and presented as evidence (including new translations from French originals). Where those influences have continued to have an impact, but their sources forgotten, they have thus been returned. They can then all be considered together in deriving new perspectives of Forrester’s cases/Kuhn’s exemplars/Piaget’s stages.

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Watanabe, Nobuki. "Acquiring Piaget’s Conservation Concept of Numbers, Lengths, and Liquids as Ordinary Play". Journal of Educational and Developmental Psychology 7, nr 1 (14.02.2017): 210. http://dx.doi.org/10.5539/jedp.v7n1p210.

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Piaget’s influential research on the conservation concept has a wide-reaching impact even in modern-day settings. This study examines Piaget’s concept from a perspective that is different from those in existing studies. It focuses on improving the relationship between toddlers and tasks for the acquisition of the conservation concepts of number, length, and liquids. Given that new investigative tasks may be needed to clarify the stage and factors of acquisition, this study examines the possibility of acquisition of the conservation concept by 3-year-olds, with an improved task that is integrated into ordinary conversation and play. The treatment variable was the Piaget task as part of ordinary conversation and play, and the A-B design was adopted because withdrawal is naturally difficult. Results demonstrated the possibility of 3-year-olds’ acquisition of Piaget’s concept by familiarizing the toddler with the task. Such intervention through the incorporation of Piaget tasks into ordinary conversation or play had clear positive effects, contrary to the results of previous studies that dismiss a 3-year-old’s ability to understand the conservation concept.

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Ergin, Derya, i Cemre Tatli. "Acquisition of sibling and family concepts: A Piagetian study". Global Journal of Psychology Research: New Trends and Issues 7, nr 3 (27.12.2017): 125–33. http://dx.doi.org/10.18844/gjpr.v7i3.2858.

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The purpose of this study is to evaluate the acquisition of sibling and family concepts of children aged 9 and 11 in regard togender, age and socio-economic status (SES) variables. ‘Siblings Test’ developed by Piaget is used as an assessment tool. Atotal of 200 students in the 3rd and 5th grades form the participating group of the study. The findings obtained from thequantitative and qualitative data were e valuated according to age, gender and SES variables. The relative concepts areacquired in Piaget’s suggested time and systematic in children aged 9–11 in medium and high SES. However, it is below theexpected acquisition in low SES in both the age groups.Keywords: Piaget, relative concepts, socio-economic status, sibling, family.

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Jalley, Émile. "Freud, Wallon, Piaget". Journal français de psychiatrie 44, nr 2 (2016): 73. http://dx.doi.org/10.3917/jfp.044.0073.

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Banks-Leite, Luci. "Piaget: 100 anos". Educação & Sociedade 19, nr 63 (sierpień 1998): 180–85. http://dx.doi.org/10.1590/s0101-73301998000200011.

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Meljac, Claire, i Emily Shoov. "Piaget : un inconnu". Contraste 34-35, nr 1 (2011): 31. http://dx.doi.org/10.3917/cont.034.0031.

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Sigel, Irving E. "Piaget From Within". Contemporary Psychology: A Journal of Reviews 35, nr 5 (maj 1990): 462–63. http://dx.doi.org/10.1037/028590.

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Siegler, Robert S., i Shari Ellis. "Piaget on Childhood". Psychological Science 7, nr 4 (lipiec 1996): 211–15. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00361.x.

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Goot, Mary Vander. "Piaget and religion". Contemporary Psychology: A Journal of Reviews 31, nr 12 (grudzień 1986): 1010. http://dx.doi.org/10.1037/024390.

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Tenzer, Anita. "Vygotsky and Piaget". Contemporary Psychoanalysis 26, nr 1 (styczeń 1990): 46–52. http://dx.doi.org/10.1080/00107530.1990.10746639.

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Kose, Gary. "Piaget, Born Again!" Theory & Psychology 7, nr 1 (luty 1997): 136–38. http://dx.doi.org/10.1177/0959354397071019.

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Valsiner, Jaan. "Participating in Piaget". Society 42, nr 2 (styczeń 2005): 57–61. http://dx.doi.org/10.1007/bf02687400.

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กุลพิจิตร, อุดมลักษณ์. "บทความวิชาการและบทความวิจัย : หนูน้อยสังข์ทองในมุมมองของ Piaget". Journal of Education Studies 33, nr 2 (luty 2005): 58–83. http://dx.doi.org/10.58837/chula.educu.33.2.5.

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Leehwado. "After Piaget: critical approaches to Piaget’s theory by phenomenological understanding". Korean Journal of Early Childhood Education 30, nr 6 (grudzień 2010): 153–73. http://dx.doi.org/10.18023/kjece.2010.30.6.007.

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Tirta Rhamadanty. "Cognitive and Child Language Development and Involvement in Learning". Journal of Insan Mulia Education 1, nr 2 (27.10.2023): 58–64. http://dx.doi.org/10.59923/joinme.v1i2.39.

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This article examines two important stages in the process of children's learning development, namely cognitive development and linguistic development, which is usually called language. The teacher's capacity to incorporate the qualities and uniqueness of each child into the learning process is essential because each child possesses these qualities in two interdependent growth processes. Appropriate learning strategies and techniques will be provided by teachers who are aware of their students' developmental needs to promote good cognitive and linguistic growth. The aim of this research is to investigate Jean Piaget's theory of cognitive development. This research uses a literature review study method (Library Research). Based on the findings of this study, Jean Piaget offered a new theory that each stage of a child's cognitive development is different and has its own characteristics. Piaget emphasized the importance of actual direct involvement in the subject being studied when learning occurs. Additionally, Piaget urged all educators to help students move through the many phases of cognitive development in an orderly and accurate manner. This article also shows that teachers can act as facilitators and motivators to support the growth of these two aspects of learning.

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Mauluddia, Yulia, i M. Solehuddin. "The Application of Playing in Early Childhood Education Based on Piaget’s Way of Thinking". Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini 6, nr 2 (31.12.2023): 143. http://dx.doi.org/10.24042/00202361730300.

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Childhood is identic with playing, and children are also said to be Homo Ludens or creatures of play. The Indonesian government is promoting criteria emphasizing play as a learning process. In addition, an emancipated curriculum means that children are given the opportunity for freedom of choice and activities so that students can build their knowledge. This policy contributes to Piaget's concept of thinking, which sees how children learn by constructing their knowledge. This study looks at the application of play in early childhood education based on Piaget's way of thinking. This study uses a systematic literature review research method. The results of this study discuss how Piaget views the concept of play in early childhood. The update of this article from the previous article is that it will explain early childhood play activities more precisely according to Piaget's views. Piaget asserts that knowledge development occurs through imagination in new experiences, which actively builds and modifies prior knowledge, and play is the primary medium in which this process occurs. The results of this paper are useful for educators and parents who know better how play can provide an unconscious learning process in children.

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Sanchez Junior, Sidney Lopes, i Francismara Neves de Oliveira. "Educação Matemática e o Construtivismo Piagetiano: uma Revisão Sistemática de Literatura". Jornal Internacional de Estudos em Educação Matemática 16, nr 1 (22.06.2023): 77–88. http://dx.doi.org/10.17921/2176-5634.2023v16n1p77-88.

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O campo da Educação Matemática tem se constituído ao longo dos anos pela preocupação com o ensino e a aprendizagem da Matemática. A teoria da Epistemologia Genética de Jean Piaget tem influenciado direta e indiretamente pesquisas no campo da Educação Matemática ao se preocupar com o sujeito que constrói o seu conhecimento na relação com o objeto. O intuito desta pesquisa foi realizar uma revisão sistemática de literatura em banco de dados internacionais e nacionais, a saber, Institute of Educacion Scienses (ERIC) e Scientific Electronic Library Online (SciELO), assim como eventos científicos, como o VII Congresso Internacional de Ensino de Matemática (CIEM), Encontro Nacional de Educação Matemática (ENEM). Foram mapeados trabalhos que abordaram a teoria da Epistemologia Genética e suas relações com as temáticas da Resolução de Problemas, Jogos de regras e Probabilidade. O estudo revelou um incipiente número de trabalhos que se apoiam nos estudos de Piaget, a partir dos critérios elencados, o que evidencia lacunas nas produções científicas, especialmente as brasileiras. Palavras-chave: Epistemologia Genética, Jean Piaget. Educação Matemática. Revisão de Literatura. AbstractThe field of Mathematics Education has been established over the years through concern with the teaching and learning of Mathematics. Jean Piaget's theory of Genetic Epistemology has directly and indirectly influenced research in the field of Mathematics Education by focusing on the subject who constructs their knowledge in relation to the object. The purpose of this research was to conduct a systematic literature review in international and national databases, namely, the Institute of Education Sciences (ERIC) and the Scientific Electronic Library Online (SciELO), as well as scientific events such as the VII International Congress on Mathematics Teaching (CIEM), the National Meeting on Mathematics Education (ENEM). Studies that addressed the theory of Genetic Epistemology and its relationships with the themes of Problem Solving, Rule Games, and Probability were mapped. The study revealed a limited number of works that relied on Piaget's studies, according to the listed criteria, which highlights gaps in scientific productions, especially Brazilian ones. Keywords: Genetic Epistemology. Jean Piaget. Mathematics Education. Review of Literature.

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Maurya, Rachana, i Faziullah Khan. "Cognitive Development in Children with Autism Spectrum Disorder: A Piaget’s Cognitive Developmental Approach". Mind and Society 10, nr 03-04 (18.04.2021): 117–24. http://dx.doi.org/10.56011/mind-mri-103-420224.

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Children with autism spectrum disorder often experience difficulties in cognitive skills related to understating, comprehending, analyzing, synthesizing, evaluating, and differentiating between two objects. The present study objective to investigate the effect of Piaget based cognitive tasks on the cognitive skills of children with autism spectrum disorder (ASD). Eight children with ASD were selected through purposive sampling and assigned for the intervention program. To measure IQ, the Non-Verbal performance test Raven’s colored progressive matrices test was used, and the Indian scale for assessment of autism (ISAA) was used to measure the level of autism spectrum disorder. The IQ was obtained above 80, mild level of ASD, and 6-12 years of the children were placed for this study. The cognitive skills of children were assessed pre- (before) and post- (after intervention). An intervention program based on Piaget’s cognitive tasks was implemented on ASD children for four weeks (six days per week) with 30 minutes per session. The total scores on cognitive skills of ASD children were enhanced in the post-test score. The effects of the Piaget’s cognitive tasks (concrete operational stage: conservation task, classification, and particular reasoning) intervention were most evident in the task performance rating scale on tasks conservation, classification, and particular reasoning. Children with ASD can benefit from the Piaget based cognitive tasks to enhance cognitive skills. The study findings emphasize the effectiveness of the cognitive skills on Piaget based cognitive tasks intervention, which parents may use, psychologists, special educators who work with ASD children.

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Isnaeni, Rizki Faizah, i Maemonah Maenonah. "EPISTIMOLOGI PERKEMBANGAN KOGNITIF ANAK USIA DINI DALAM PANDANGAN JEAN PIAGET". (JAPRA) Jurnal Pendidikan Raudhatul Athfal (JAPRA) 3, nr 2 (23.09.2020): 71–85. http://dx.doi.org/10.15575/japra.v3i2.8892.

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Piaget menjelaskan sejumlah gagasan untuk mendeskripsikan perubahan-perubahan dalam pemikiran yang diamati pada anak-anak dan orang dewasa. Perkembangan kognitif dimulai dari proses-proses berpikir secara konkret. Dalam teorinya Piaget menjelaskan bahwa kemampuan kognitif terdiri atas empat tahapan dimulai dari manusia lahir hingga dewasa. Piaget percaya bahwa anak-anak memiliki ketertarikan terhadap dunia dan secara aktif mencari informasi yang dapat membantu mereka mengenali dunia tersebut. Sebagai seorang pakar yang banyak melakukan penelitian tentang tingkat perkembangan kemampuan kognitif manusia. Pemikiran Jean Piaget dalam filsafat pendidikan anak usia dini mengacu pada pandangan epistimologi, dikarenakan Jean Piaget menyebut sistem epistemologinya sebagai sebuah usaha untuk menjelaskan pengetahuan yang berdasarkan pada sejarah, asal usul sosial, dan terutama sisi psikologis dari pengertian-pengertian dan operasi-operasi yang mendasarinya.

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Foster, James D., i Glenn T. Moran. "Piaget and Parables: The Convergence of Secular and Scriptural Views of Learning". Journal of Psychology and Theology 13, nr 2 (czerwiec 1985): 97–103. http://dx.doi.org/10.1177/009164718501300202.

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Jean Piaget is widely acclaimed as a developmental theorist who has contributed much to the understanding of how children learn. While many educators adhere to Piaget's model of learning, few realize that techniques similar in structure were used by Jesus 2000 years ago. Basic components of Piaget's theory, namely assimilation, accommodation, and disequilibration of the learner, are evidenced in the parabolic method used by Jesus. This comparison between Piaget's theory and Christ's parabolic method suggests that an effective teacher would cognitively activate and disequilibrate the learner. Insights from Scripture and Piaget's theory imply that motivation through disequilibration should be effective with students having a variety of experiences, a wide spectrum of abilities, and a mixture of learning styles.

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Lawrence, Philip. "Jean Piaget in Retrospect". Early Childhood Folio 2 (1.06.1986): 1–4. http://dx.doi.org/10.18296/ecf.0288.

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Lerbet, Georges. "Actualité de Jean Piaget". Revue française de pédagogie 92, nr 1 (1990): 5–14. http://dx.doi.org/10.3406/rfp.1990.1376.

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Sternberg, Robert J. "After Piaget, the Deluge". Human Development 42, nr 4 (1999): 220–24. http://dx.doi.org/10.1159/000022628.

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Walters, Joseph. "Piaget With a Computer". Contemporary Psychology: A Journal of Reviews 35, nr 9 (wrzesień 1990): 885–86. http://dx.doi.org/10.1037/029043.

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Santiago-Delefosse, Marie J., i J. M. Oderic Delefosse. "Spielrein, Piaget and Vygotsky". Theory & Psychology 12, nr 6 (grudzień 2002): 723–47. http://dx.doi.org/10.1177/0959354302126001.

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