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Piagetian and post-Piagetian conceptions of development and their implications for science education in early childhood
16 references·0 citing·36 second hop
Piagetian and post-Piagetian conceptions of development and their implications for science education in early childhood (1992)Piagetian and post-Piagetian conceptions …From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory (2009)From Social Interaction to Hi…Context and cognition: ways of learning and knowing (1993)Context and cognition: ways o…Interaction in human development (1990)Interaction in human developm…First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate‐Inanimate Distinction as Examples (1990)First Principles Organize Att…Domain‐Specific Principles Affect Learning and Transfer in Children (1990)Domain‐Specific Principles Af…Apprenticeship in thinking: cognitive development in social context (1990)Apprenticeship in thinking: c…On the Development of Biologically Specific Beliefs: The Case of Inheritance (1989)On the Development of Biologi…Children's Knowledge of Contagion and Contamination as Causes of Illness (1988)Children's Knowledge of Conta…Culture, Communication, and Cognition: Vygotskian Perspectives. (1987)Culture, Communication, and C…Child development and education in Japan. (1986)Child development and educati…Conceptual Change in Childhood (1985)Conceptual Change in ChildhoodTWO COURSES OF EXPERTISE (1984)TWO COURSES OF EXPERTISEAdult guidance of cognitive development. (1984)Adult guidance of cognitive d…Skills, plans, and self-regulation (1978)Skills, plans, and self-regul…The Psychology of the Child (1969)The Psychology of the ChildThe developmental psychology of Jean Piaget. (1963)The developmental psychology …The Psychology of Literacy (1981)The Psychology Of Intelligence (2005)Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective (2006)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)The Measurement of Meaning (1957)Thought and language (1962)The Farther Reaches of Human Nature (1971)Control theory: A useful conceptual framework for personality-social, clinical, and health psychology. (1982)Motivation and Personality (1997)A Theory of Cognitive Dissonance (2017)The Conceptual Framework of Psychology (1954)Do six-month-old infants perceive causality? (1987)Mental models of the earth: A study of conceptual change in childhood (1992)Culture and cause: American and Chinese attributions for social and physical events. (1994)Adding It Up: Helping Children Learn Mathematics (2013)A theory of cognitive development: The control and construction of hierarchies of skills. (1980)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes (2013)Cultural learning (1993)Professional Vision (1994)Learning by Expanding (2014)On seeing human: A three-factor theory of anthropomorphism. (2007)The weirdest people in the world? (2010)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)Identity and agency in cultural worlds (1999)Culture and systems of thought: Holistic versus analytic cognition. (2001)Contexts of Achievement: A Study of American, Chinese, and Japanese Children (1990)Cultural Variation in the Self-Concept (1991)Keeping It Complex (2013)The zone of proximal development: Some conceptual issues (1984)Visitors and Residents: A new typology for online engagement (2011)Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012)Imitative Learning of Actions on Objects by Children, Chimpanzees, and Enculturated Chimpanzees (1993)Prevention as cumulative protection: Effects of early family support and education on chronic delinquency and its risks. (1994)Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots (2006)
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References

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  • 1985Conceptual Change in Childhood3,858 cited
  • 1969The Psychology of the Child3,837 cited
  • 1963The developmental psychology of Jean Piaget.2,394 cited
  • 1987Culture, Communication, and Cognition: Vygotskian Perspectives.2,162 cited
  • 1986Child development and education in Japan.829 cited
  • 1984TWO COURSES OF EXPERTISE777 cited
  • 1990First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate‐Inanimate Distinction as Examples725 cited
  • 2009From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory691 cited
  • 1990Interaction in human development571 cited
  • 1978Skills, plans, and self-regulation415 cited
  • 1990Domain‐Specific Principles Affect Learning and Transfer in Children350 cited
  • 1993Context and cognition: ways of learning and knowing335 cited
  • 1989On the Development of Biologically Specific Beliefs: The Case of Inheritance232 cited
  • 1984Adult guidance of cognitive development.228 cited
  • 1988

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Children's Knowledge of Contagion and Contamination as Causes of Illness
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