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This paper offers brief discussions of central aspects of public policy and curriculum guidelines for early childhood education in Minnesota and provides capsule descriptions of Piagetian research and national events reflecting trends in early childhood education. Following examination of these topics, the discussion contrasts the Piagetian approach to the development of knowledge and moral values with that of the scientific theory developed by learning theorists. Educational implications of a generally Piagetian approach to education are specified and compared with present practices common in public school kindergartens and primary grades. The comparison is organized around the following questions: What is the aim of education from society's point of view? What is the aim of education for the individual? How does one know? What are the sources of knowledge? What is development? What factors influence development? What is learning? What is the relationship of language to thought? What is the relationship of play to thought and learning? How should one teach? What should the curriculum be like? And, finally, what educational policies are needed to foster Piagetian perspectives for early childhood education in Minnesota? It is concluded that education must take a Piagetian approach because the present model of schooling is not capable of producing citizens with abilities and qualities demanded by conditions of a rapidly changing world. (RH)
About the Author
By day, Diane Whiteside builds and designs computer systems for the government. By night, she escapes into a world of alpha males and the unique women who turn their lives upside down. Noticing the lack of a husband to keep Diane in line, her Tibetan Terrier stepped up to the plate and makes sure that Diane does everything The Right Way ' which means lots of walks and dog treats. For more information about Diane plus her alpha males, unique women, and Tibetan Terriers, please visit www.DianeWhiteside.com.
