Introduce Piagetian activities simply, one variable at a time, with ample time and repetition¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The handbook's note on using its activities prescribes a sequencing and pacing approach: "Begin with the simplest activities first and, when a new experience is introduced to the child, begin with only one variable.Then expand, add variables, add complexity--let your child think for himself." Adults should give plenty of time, let the child perform the actions (pouring, measuring) even if slow or messy, lay an activity aside if the child is frustrated, and not rush to a new activity, since repeated observations of the same actions help the child refine and vary his forming concepts.

Design Implications¶

Context¶

Requirements¶

• Adults must tolerate repetition and slowness, continue activities only while they are fun for both parties, and allow the child to keep exploring an activity beyond the adult's own boredom with it

Constraints¶

• The handbook presents the activities as basic examples meant to be adapted and extended by the parent or teacher, not a complete survey of Piagetian tasks

Target Learners¶

• preschool through third grade children

Target Learning Goals¶

• building concepts through firsthand manipulation of objects at the child's own pace

Affordances¶

• Piaget Four Factors Stage Progression

Related Strategies¶

• Advance register-graded sequencing, distributed repetition and adaptive pacing as hypotheses for classroom testing
• Use questioning and counter-suggestions (contrepreuve) to produce disequilibration and support cognitive growth

Examples¶

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Key Sources¶

• Felton, Victoria; Petersen, Rosemary. (1976). Piaget: A Handbook for Parents and Teachers of Children in the Age of Discovery--Preschool Through Third Grade. https://eric.ed.gov/?id=ED131912