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Discussing the future value of computers as tools for cognitive
development, the volume reviews past literature and presents new
data from a Piagetian perspective. Constructivism in the Computer
Age includes such topics as: teaching LOGO to children; the
computers effects on social development; computer graphics as a new
language; and computers as a means of enhancing reflective
thinking.
Discussing the future value of computers as tools for cognitive
development, the volume reviews past literature and presents new
data from a Piagetian perspective. Constructivism in the Computer
Age includes such topics as: teaching LOGO to children; the
computers effects on social development; computer graphics as a new
language; and computers as a means of enhancing reflective
thinking.
This volume marks the 20th Anniversary Symposium of the Jean Piaget
Society. Some of the American contributors were among the first to
introduce Piaget to developmental and educational psychology in the
United States, while some of the international contributors worked
with Piaget to develop his program of genetic epistemology and
continue to make significant contributions to it. Within this
volume the possibility of Piaget's paradigm is reviewed not only as
the stuff of normal science, yielding fascinating empirical
questions that linger within it, but also, and more importantly, as
the stuff of revolutionary science, with continuing potential to
comprehensively structure our thinking about developmental theory.
The constructive contribution Piaget's theory has for developmental
theory emerges as four central themes in the volume: understanding
the intentional or semantic aspect of mental life without
abandoning the Piagetian assumption that is rational and committed
to truth testing; examining mental life and its development as a
dialectical relation of function and structure--a relation Piaget
introduced in his study of the developmental relation between
procedural and operational knowledge; exploring new and
interdisciplinary perspectives on equilibration as the driving
force of constructive adaptive processes; understanding social and
historical forces in individual and cultural development--not
necessarily as forces antithetical to Piaget's perspective but as
forces that take on new meaning within his framework which avoids
erroneous dichotomies such as the distinction between subjective
and objective knowledge.
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Rethinking Childhood (Paperback, New)
Peter B. Pufall, Richard P. Unsworth; Contributions by A.Wade Boykin, Brenda Allen, Rhonda Singer, …
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R1,272
Discovery Miles 12 720
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Ships in 10 - 15 working days
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Being a child in American society can be problematic. Twenty
percent of American children live in poverty, parents are divorcing
at high rates, and educational institutions are not always
fulfilling their goals. Against this backdrop, children are often
patronized or idealized by adults. Rarely do we look for the
strengths within children that can serve as the foundation for
growth and development. In Rethinking Childhood , twenty
contributors, coming from the disciplines of anthropology,
government, law, psychology, education, religion, philosophy, and
sociology, provide a multidisciplinary view of childhood by
listening and understanding the ways children shape their own
futures. Topics include education, poverty, family life, divorce,
neighborhood life, sports, the internet, and legal status. In all
these areas, children have both voice and agency. They construct
their own social networks and social reality, sort out their own
values, and assess and cope with the perplexing world around them.
The contributors present ideas that lead not only to new analyses
but also to innovative policy applications. Taken together, these
essays develop a new paradigm for understanding childhood as
children experience these years. This paradigm challenges readers
to develop fresh ways of listening to children's voices that enable
both children and adults to cross the barriers of age, experience,
and stereotyping that make communication difficult. A volume in the
Rutgers Series in Childhood Studies, edited by Myra
Bluebond-Langner.
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