Alternatives to Piaget PDF Download

Author: Linda S. Siegel
Publisher: New York : Academic Press
ISBN:
Category : Psychology
Languages : en
Pages : 290

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Author: Peter A A Sutherland
Publisher: SAGE
ISBN: 1473914000
Category : Education
Languages : en
Pages : 219

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`At the end of the day, what is crucial is to enable educationalists to promote and apply their own metatheories and models of child development which they feel comfortable with and which enable children to develop. ... Peter Sutherland should be credited with making a significant contribution towards achieving this fundamental goal' - Educational Psychology in Practice ` ... this book deserves to become a classic in the field. Will appeal alike to academics and students in higher education, and to serving teachers- BPS: Educational Review Section This book provides a general outline of the dominant schools of thought on cognitive development, with a focus on Piaget. His views are outlined and a range of critical responses and alternatives are detailed. The author examines the application of these schools of thought to teaching pre-school, primary and secondary children. Each chapter includes a summary and questions for discussion. The book concludes with a glossary of terms.

Author: Anastasia Tryphon
Publisher: Psychology Press
ISBN: 1317775155
Category : Psychology
Languages : en
Pages : 228

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This book is the outcome of a long and passionate debate among world experts about two of the most pivotal figures of psychology: Jean Piaget and Lev Vygotksy. The occasion was a week-long advanced course held at the Jean Piaget Archives in Geneva. The most interesting outcome of the meeting is that, in spite of differences in aims and scopes (epistemogenesis versus psychogenesis), in units of analysis (events versus action) and in social contents (Swiss capitalism versus Soviet communism) both Piaget and Vygotsky reached a similar conclusion: knowledge is constructed within a specific material and social context. Moreover, their views complement each other perfectly: where Vygotsky insists on varieties of psychological experiences, Piaget shows how, out of diversity, grows universality, so much so that the most communist of the two is not necessarily the one who was so labelled. This book is not only of interest to developmental, social and learning psychologists, but also deals with issues pertinent to education, epistemology, language, thought and cognition, anthropology and philosophy. It is likely to shed some light on the state of affairs in psychology for the general reader too, because it is clear and precise, straightforward and uses virtually no jargon.

Author: Geoffrey Brown
Publisher: Routledge
ISBN: 1135661200
Category : Psychology
Languages : en
Pages : 207

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Book Description
This book was first published in 1979. The authors' examinePiaget’s Theory starting by considering and commenting on the kinds of question one must ask of a scientific theory. None of the questions demands an absolute answer. Theories are judged in some respects with reference to competing theories. In other respects they are judged against our sense of scientific progress. In subsequent chapters the authors’ look at Piaget's theory in detail with such issues in mind. They also endeavour to locate Piaget's theory in the context of other views of intellectual development. In that section we focus on the issue we first nominated, that is the problem of making choices about the kinds of question to ask and the kinds of data to select.

Author: Leslie Smith
Publisher: Routledge
ISBN: 1134755066
Category : Psychology
Languages : en
Pages : 216

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Book Description
This collection of original contributions by leading researchers celebrates the 1996 centenary of the births of the two most seminal figures in education and developmental psychology - Jean Piaget and Lev Vygotsky. Research in their footsteps continues worldwide and is growing. What are the implications for the future for this extensive programme? Which of the large body of findings has proved most important to current research? Based around five themes, these original contributions cover educational intervention and teaching, social collaboration and learning, cognitive skills and domains, the measurement of development and the development of modal understanding.

Author: Anastasia Tryphon
Publisher: Psychology Press
ISBN: 1317775163
Category : Psychology
Languages : en
Pages : 224

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Book Description
This book is the outcome of a long and passionate debate among world experts about two of the most pivotal figures of psychology: Jean Piaget and Lev Vygotksy. The occasion was a week-long advanced course held at the Jean Piaget Archives in Geneva. The most interesting outcome of the meeting is that, in spite of differences in aims and scopes (epistemogenesis versus psychogenesis), in units of analysis (events versus action) and in social contents (Swiss capitalism versus Soviet communism) both Piaget and Vygotsky reached a similar conclusion: knowledge is constructed within a specific material and social context. Moreover, their views complement each other perfectly: where Vygotsky insists on varieties of psychological experiences, Piaget shows how, out of diversity, grows universality, so much so that the most communist of the two is not necessarily the one who was so labelled. This book is not only of interest to developmental, social and learning psychologists, but also deals with issues pertinent to education, epistemology, language, thought and cognition, anthropology and philosophy. It is likely to shed some light on the state of affairs in psychology for the general reader too, because it is clear and precise, straightforward and uses virtually no jargon.

Author: Sohan Modgil
Publisher: Routledge
ISBN: 1850000255
Category : Moral development
Languages : en
Pages : 568

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Book Description
First Published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Leslie Smith
Publisher: Routledge
ISBN: 1134786131
Category : Psychology
Languages : en
Pages : 666

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Book Description
Critical Readings on Piaget is a follow-up to Piaget: Critical Assessments a collection of eighty-three papers dealing with the critique of Piaget's work in psychology, education and philosophy during the period 1950-90. This new collection tracks developments in the most recent published work during the period 1990-95, with an integral guide and editorial commentary by Leslie Smith. Starting with Piaget's epistemology, a major intellectual resource in departmental psychology and eduction, Leslie Smith sets out the main elements of Piaget's position in relation to twenty one papers, dealing with equilibration and equilibrium, education and social development, reasoning development, number development and modal knowledge. A conclusion examines the psychological and educational assessment of Piaget's epistemology. This collection of distinctive studies during the last five years provides high-profile and engaging examples from current research in this area. It will provide a useful and compact text for undergraduate and postgraduate students and researchers.

Author: Gary B. Melton
Publisher: Guilford Press
ISBN: 160623739X
Category : Psychology
Languages : en
Pages : 959

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Book Description
This is the definitive reference and text for both mental health and legal professionals. The authors offer a uniquely comprehensive discussion of the legal and clinical contexts of forensic assessment, along with best-practice guidelines for participating effectively and ethically in a wide range of criminal and civil proceedings. Presented are findings, instruments, and procedures related to criminal and civil competencies, civil commitment, sentencing, personal injury claims, antidiscrimination laws, child custody, juvenile justice, and more.

Author: George Butterworth
Publisher: Psychology Press
ISBN: 1317758773
Category : Psychology
Languages : en
Pages : 296

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Book Description
Developmental psychology is concerned with the scientific understanding of age-related changes in experience and behaviour, not only in children but throughout the lifespan. The task is to discover, describe, and explain how development occurs, from its earliest origins, into childhood, adulthood, and old age. To understand human development requires one not only to make contact with human nature but also to consider the diverse effects of culture on the developing child. Development is as much a process of acquiring culture as it is of biological growth. This book reviews the history of developmental psychology with respect to both its nature and the effects of transmission of culture. The major theorists of the late 19th and early 20th century, Piaget, Vygotsky and Bowlby are introduced to provide a background to contemporary research and the modern synthesis of nature and nurture. This brief textbook is suitable as an introduction to developmental psychology, both at A level and for beginning undergraduate students. It aims to be of interest to psychologists, educationalists, social workers and others with an interest in a contemporary understanding of factors involved in human development.