Child psychology and childhood education: a cognitive-developmental view
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York u.a.
Longman
1987
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 452 S. |
| ISBN: | 0582283027 |
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| 245 | 1 | 0 | |a Child psychology and childhood education |b a cognitive-developmental view |c Lawrence Kohlberg ... |
| 264 | 1 | |a New York u.a. |b Longman |c 1987 | |
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| 650 | 4 | |a Enfants - Développement | |
| 650 | 4 | |a Enfants - Psychologie | |
| 650 | 4 | |a Psychopédagogie | |
| 650 | 4 | |a Éducation des enfants | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Child | |
| 650 | 4 | |a Child Development | |
| 650 | 4 | |a Child Psychology | |
| 650 | 4 | |a Child development | |
| 650 | 4 | |a Child psychology | |
| 650 | 4 | |a Cognition | |
| 650 | 4 | |a Education | |
| 650 | 4 | |a Educational psychology | |
| 650 | 4 | |a Infant | |
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Datensatz im Suchindex
| _version_ | 1804118021867831296 |
|---|---|
| adam_text | Titel: Child psychology and childhood education
Autor: Kohlberg, Lawrence
Jahr: 1987
Contents
Preface............................................................................IX
PARTI
A THEORY OF EARLY EDUCATION..........................................1
Chapter 1. Theory and Practice: Two Educational and Child Psychologies
in Historical Perspective
Lawrence Kohlberg.......................................................5
William James and Teaching as an Artist.....................................6
John Dewey, the Founder of the Developmental Approach
to Educational Psychology...............................................8
Contrasts in the Relation of Theory to Practice................................9
References.............................................................. 12
Chapter 2. The Young Child as a Philosopher
Lawrence Kohlberg.....................................................(13
¦------,.- The Child as Philosopher: The Idea of Constancy.............................15
Fantasy as Playful Thought in Childhood....................................17
Children Think for Themselves;
Their Basic Ideas Do Not Come Directly from Teaching.................... 18
The Child as a Moral Philosopher..........................................21
Moral Development and Cognitive Growth..................................23
The Ego Stages..........................................................23
In What Sense Are Stages True?............................................28
Structural Stages and Psychoanalytic Stages:
Thought Structures and Freudian Content.................................30
Structural Stages and the Process of Education...............................39
References..............................................................43
Chapter 3. Development as the Aim of Education
Lawrence Kohlberg, Rochelie Mayer.......................................45
Three Streams of Educational Ideology.....................................46:
Psychological Theories Underlying Educational Ideologies....................50
Epistemological Components of Educational Ideologies......................54
Ethical Value Positions Underlying Educational Ideologies....................57
Strategies for Defining Educational Objectives
and Evaluating Educational Experience..................................68
Development as the Aim of Education......................................Y5
v
Vi CONTENTS
Summary and Conclusions................................................82
References..............................................................83
PART II
CRITICAL AREAS OF CHILD-DEVELOPMENT RESEARCH..............87
Chapter 4. Psychometric and Piagetian Measures of Intelligence:
Their Nature and Educational Uses
Lawrence Kohlberg, Rheta DeVries........................................92
Three Approaches to Intelligence...........................................92
Environmental Learning Theories of Psychometric Intelligence................96
Psychometric Intelligence and Its Assumptions..............................99
Heredity and Environment in Psychometric Intelligence......................107
Quantitative Interaction between Heredity and Environment..................108[_
Howard Gardner s Theory of Multiple Intelligences.......................... 110 *
Piaget s Qualitative Concept of Interaction **~
between Biology and Environment...................................... 113
Piaget s View of Hereditary Capacity and of Psychometric Tests.............. 118
Piagetian and Psychometric Intelligence as Overlapping Factors..............123
The Psychometrization of Piagetian Tasks: The Dream.......................126
Factor Analytic Relations between Piagetian and Psychometric Intelligence: ..,
Don t Throw Out the Piagetian Baby with the Psychometric Bath........... 150
The Consistency of Stage across Tasks: Decalage............................159
The Education Implications of Psychometric and Piagetian Assessments
of Intelligence........................................................166
References.............................................................172
Chapter 5. Language and the Development of Thought
Lawrence Kohlberg, James V. Wertsch....................................179
Relevant Definitions of Language and Thought.............................180 ,
Piaget s Observations of Cognition and Language...........................184
Vygotsky s Approach to Relations of Language to Thought
? Emergent Interactionism .........................................192
Language and Thought as Communication: Mead s View....................208
Extending Vygotsky s Approach in Light of Mead s Ideas
about the Dialogic Properties of Self-Directed Speech.....................210
Conclusion.............................................................218
References.............................................................220
Chapter 6. The Developmental Social-Self Theories of James Mark Baldwin,
George Herbert Mead, and Lev Semenovich Vygotsky
Daniel Hart, Lawrence Kohlberg, James V. Wertsch........................223
Piaget and the Self.......................................................223
Baldwin................................................................227
George Herbert Mead....................................................239
A Brief Summary of Mead and Baldwin....................................242
Implications for Social Development......................................244
References.............................................................255
CONTENTS vii
Chapter 7. The Development of Moral Judgment and Moral Action
Lawrence Kohlberg.....................................................259
Moral Development as an Aim of Education...............................j_25| ^
Historical Schools of Moral Psychology....................................26(iL
Modem Socialization Theories............................................265-
The Generality of Moral Virtues or Character Traits.........................266
Age Development of Moral Traits and Their Stability over Time.............. 268^
The Domain of Morality.................................................270
Cognitive-Developmental Approach to the Study of Moral Judgment..........272-
Measurement of the Kohlberg Stages.................................... _2i9iL;»
The Place of Moral Judgment in the Total Personality........................309
Factors Influencing Moral Development?Socialization Theory
and Cognitive Developmental Theory................................... ?3jD
Damon s Description of Moral Stages in Earlier Childhood...................f3~i79
References.............................................................324
Chapter 8. Ego Development and Education: A Structural Perspective
JohnSnarey, Lawrence Kohlberg, GilNoam...............................329
Ego Development as the Aim of Education.................................329
Approaches to the Ego and Ego Development..............................c231
Robert Selman s Theory.................................................341
Robert Kegan s Theory..................................................349
Jane Loevinger s Theory.................................................357
Erik Erikson s Theory...................................................370
Conclusion.............................................................382
References.............................................................384
Chapter 9. Play and Constructive Work as Contributors to Development
Greta G. Fein, Lawrence Kohlberg........................................392
Play as Intrinsically Motivated Behavior...................................393
Piaget: Play as Assimilation..............................................394
Play as Imagination: The Contributions of Baldwin and Vygotsky.............402
G. H. Mead: Sociodramatic Play and the Game
as the Construction of a Social Self......................................409
Erikson s Theory of Play andWork........................................414
From Play to Constructive Work..........................................421
Research on Age-Developmental Trends in Play............................423
Research of the Effects and Significance of Play.............................430
Summary..............................................................437
References.............................................................438
Index.............................................................................441
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| spelling | Child psychology and childhood education a cognitive-developmental view Lawrence Kohlberg ... New York u.a. Longman 1987 X, 452 S. txt rdacontent n rdamedia nc rdacarrier Enfants - Développement Enfants - Psychologie Psychopédagogie Éducation des enfants Erziehung Child Child Development Child Psychology Child development Child psychology Cognition Education Educational psychology Infant Psychology, Educational Entwicklung (DE-588)4113450-3 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Kinderpsychologie (DE-588)4073410-9 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Kind (DE-588)4030550-8 s Entwicklung (DE-588)4113450-3 s Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Kinderpsychologie (DE-588)4073410-9 s Kohlberg, Lawrence 1927-1987 Sonstige (DE-588)118564609 oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=002339961&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Child psychology and childhood education a cognitive-developmental view Enfants - Développement Enfants - Psychologie Psychopédagogie Éducation des enfants Erziehung Child Child Development Child Psychology Child development Child psychology Cognition Education Educational psychology Infant Psychology, Educational Entwicklung (DE-588)4113450-3 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Kinderpsychologie (DE-588)4073410-9 gnd Kind (DE-588)4030550-8 gnd |
| subject_GND | (DE-588)4113450-3 (DE-588)4044321-8 (DE-588)4073410-9 (DE-588)4030550-8 |
| title | Child psychology and childhood education a cognitive-developmental view |
| title_auth | Child psychology and childhood education a cognitive-developmental view |
| title_exact_search | Child psychology and childhood education a cognitive-developmental view |
| title_full | Child psychology and childhood education a cognitive-developmental view Lawrence Kohlberg ... |
| title_fullStr | Child psychology and childhood education a cognitive-developmental view Lawrence Kohlberg ... |
| title_full_unstemmed | Child psychology and childhood education a cognitive-developmental view Lawrence Kohlberg ... |
| title_short | Child psychology and childhood education |
| title_sort | child psychology and childhood education a cognitive developmental view |
| title_sub | a cognitive-developmental view |
| topic | Enfants - Développement Enfants - Psychologie Psychopédagogie Éducation des enfants Erziehung Child Child Development Child Psychology Child development Child psychology Cognition Education Educational psychology Infant Psychology, Educational Entwicklung (DE-588)4113450-3 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Kinderpsychologie (DE-588)4073410-9 gnd Kind (DE-588)4030550-8 gnd |
| topic_facet | Enfants - Développement Enfants - Psychologie Psychopédagogie Éducation des enfants Erziehung Child Child Development Child Psychology Child development Child psychology Cognition Education Educational psychology Infant Psychology, Educational Entwicklung Pädagogische Psychologie Kinderpsychologie Kind |
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