Revisiting Piaget, His Contribution to South African Early Childhood Education

Autor/inn/en	Joubert, Ina; Harrison, Giulietta Domenica
Titel	Revisiting Piaget, His Contribution to South African Early Childhood Education
Quelle	In: Early Child Development and Care, 191 (2021) 7-8, S.1002-1012 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joubert, Ina) ORCID (Harrison, Giulietta Domenica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1896499
Schlagwörter	Child Development; Early Childhood Education; Educational Practices; Teaching Methods; Learning Processes; Educational Philosophy; Educational Policy; Play; Cognitive Development; Teacher Education; Preschool Teachers; Barriers; Holistic Approach; Learning Theories; Foreign Countries; Indigenous Knowledge; Cultural Context; Preschool Curriculum; South Africa + Suchen Sie Ihr Suchwort? Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Spiel; Kognitive Entwicklung; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Holistischer Ansatz; Learning theory; Lerntheorie; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The importance of a Piagetian approach is recognized in South African early childhood educational practices and teacher training, but the reality of the implementation of teaching and learning in the domain of early years opposes his philosophy in many ways. Our Early Childhood Education policies strongly advocate a Piagetian approach such as the emphasis on cognitive development, play-based learning, placing the child at the centre of learning and recognizing the holistic child. However, South African schools are contextually challenged with a disconnect between teacher training, policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01