La construcción de identidad personal es un proceso evolutivo. Escasas investigaciones estudian este proceso en la infancia. El objetivo de esta investigación es describir la construcción de ...identidad personal de niños y adolescentes entre 6 y 18 años, desde un enfoque constructivista evolutivo. Se realiza un análisis temático de narrativas autobiográficas escritas por 119 niños y adolescentes. Los resultados se organizaron en torno a tres dimensiones de la identidad personal: unidad de identidad, integración de identidad, integración con otros; observándose que desde la infancia hay un reconocimiento personal, luego se integran diferentes eventos vitales significativos y en la adolescencia se complejiza su construcción, incorporando mayor reflexión y aspectos ideológicos. Se discuten implicancias para favorecer un desarrollo adaptativo de la identidad en todas las edades, validando diversidad de opciones.
The scientific revolutions of the early decades of the Twentieth century challenged the principles of the classical paradigm of science and nature. Maria Montessori deeply understood these ...revolutions, and realized the need for a new paradigm, able to overcome the thinking by dichotomies (object/subject, mind/body, organism/environment, species/ecosystem, nature/culture, res cogitans/res extensa). She anticipated in her theory and in her pedagogical and social action the features of a relational, systemic and evolutionary epistemology, which would later have developed starting from the last decades of the century: an epistemology of complexity, within a planetary humanistic horizon. This is the epistemological and humanistic horizon in which Maria Montessori introduced her idea of a "cosmic child" and "cosmic education", and in whose mirror today we can reinterpret and regenerate her idea. Keywords. Complexity - System - Autonomy - Cosmic Child - Humanism
At the occasion of their fortieth anniversary, the Archives Jean Piaget, a foundation created by Bärbel Inhelder in 1974 for the preservation and promulgation of Piaget's oeuvre, invited in Geneva ...ten among the most prominent and influential developmental psychologists to the first Jean Piaget Conferences. Cognitive developmental psychology has undergone radical changes during these last four decades since the last formulations of Piaget's constructivism. In this double special issue, the invitees of the Jean Piaget Conferences elaborate on their own conception of developmental changes in a variety of domains and functions, offering a comprehensive overview of current theories of cognitive development.
Este artigo apresenta uma investigação sobre as figuras atribuídas a Jean Piaget em vídeos do YouTube. Por meio de revisões teóricas, primeiramente se discute o sistema de recomendação do YouTube e ...sua influência na tomada de decisão dos usuários, seguida de análise de figuras ou imagens atribuídas a Piaget em textos de história da psicologia. Nesse sentido, visando a identificar as figuras atribuídas a Piaget e a abordagem dos principais conceitos da epistemologia genética difundidos nos vídeos do YouTube, uma matriz de análise - construída juntamente com nossos pares - é apresentada. Para alcançar o objetivo proposto, mediante uma lista inicial de 50 vídeos recomendados pela plataforma após a busca pelo termo ‘Jean Piaget’, foram selecionados os 20 com maior número de visualizações. Depois de assistir e transcrever os vídeos selecionados, a matriz de análise foi preenchida. Os resultados obtidos indicam que o estudo da obra de Piaget a partir de seus próprios escritos é o único meio para identificar erros conceituais, material de qualidade ruim, produtores de conteúdo não confiáveis e refutar críticas infundadas. Por fim, foi possível reconhecer Piaget como um polímata do Século XX.
El presente trabajo, tiene el objetivo de realizar un análisis desde el punto de vista de la evolución y aparición del pensamiento en el ser Humano y su estructura de conocimiento, sus diferentes ...desarrollos en las etapas de la humanidad y su historia. El hecho del sujeto y el objeto en la relación de aprendizaje como forma sistémica y reflexiva que va adquiriendo maneras de significaciones, hasta llegar a un avance donde el pensamiento busca reinterpretar y decodificar las ideas del mundo y del hombre (Objeto y Sujeto) de una manera más estructurada, con base a una forma de equilibración y adaptabilidad tomando en cuenta a la teoría Piagetiana, así como la realidad pensante actual, de cómo vamos formando los nuevos conocimientos y decodificaciones, sus verdaderos significados para nuestro mundo científico-técnico, abierto a un nuevo lenguaje y a una nueva forma de pensar en el mundo Las características ónticas del ser humano nos hacen ver es un Ser de opciones y que está abierto a las diferentes formas para adquirir y decodificar el conocimiento, entre las que se destacan en un primer momento son: "cultura y educación"; la cultura es la que enriquece, la que pone las diferentes formas de transmisión del conocimiento, en forma oral, escrita y de otras maneras en las que nuestro cerebro sabe decodificar sus realidades a partir de los elementos primordiales que solamente ella conoce.
In 1997, I argued that with the loss of Piaget's theory as an overarching guide, cognitive development had become disjointed and a new metatheory was needed to unify the field. I suggested ...developmental biology, particularly evolutionary theory, as a candidate. Here, I examine the increasing emphasis of biology in cognitive development research over the past 2 decades. I describe briefly the emergence of evolutionary developmental psychology and examine areas in which proximal and distal biological causation have been particularly influential. I argue that developmental biology will continue to increasingly influence research and theory in cognitive development and that evolutionary theory is well on its way to becoming a metatheory, not just for cognitive development, but for developmental psychology generally.
The study aimed to analyze the results from the exploration of the diet consumed by children aged 3 to 6 years and the balanced diet recommended for preschoolers according to the National Institute ...of Nutrition (NIN). It is based on the foundations of Child Nutrition in accordance with the level of Venezuelan Initial Education, nutritional indications of the INN, Piaget's Psychogenetic Theory and its relationship with nutrition for the preoperational stage. The study is descriptive, based on a cross-sectional study of representative samples based on the type of field research. Its design is non-experimental, cross-sectional with an intentional or non- probabilistic sample composed of children in early childhood education aged 3 to 6 years old, preschool students who are not enrolled in the internal food service. The sample was approached through estimating scale instruments, anecdotal record and note taking, the following findings being obtained: consumption of the Group of Vegetable Fats and Oils represented by "fried-food"-type cooking food and the Sugar, Honey and Sugarloaf Group represented by "candy"-type food predominated in the diet of students in a pronounced way in relation to the other observed food groups which were registered among the parameters recommended by the theoretical sources.
Our present understanding of young children׳s touch-screen performance is still limited, as only few studies have considered analyzing children׳s touch interaction patterns so far. In this work, we ...address children aged between 3 and 6 years old during their preoperational stage according to Piaget׳s cognitive developmental theory, and we report their touch-screen performance with standard tap and drag and drop interactions on smart phones and tablets. We show significant improvements in children׳s touch performance as they grow from 3 to 6 years, and point to performance differences between children and adults. We correlate children׳s touch performance expressed with task completion times and target acquisition accuracy with sensorimotor evaluations that characterize children׳s finger dexterity and graphomotor and visuospatial processing abilities, and report significant correlations. Our observations are drawn from the largest children touch dataset available in the literature, consisting in data collected from 89 children and an additional 30 young adults to serve as comparison. We use our findings to recommend guidelines for designing touch-screen interfaces for children by adopting the new perspective of sensorimotor abilities. We release our large dataset into the interested community for further studies on children׳s touch input behavior. It is our hope that our findings on the little-studied age group of 3- to 6-year-olds together with the companion dataset will contribute toward a better understanding of children׳s touch interaction behavior and toward improved touch interface designs for small-age children.
•We investigate small-age children׳s touch performance on smart phones and tablets.•Children׳s touch performance improves significantly from 3 to 6 years.•We discuss findings in terms of Piaget׳s preoperational developmental stage.•We recommend design guidelines by considering children׳s sensorimotor skills.•Dataset released for the largest children touch-screen study up to date (89 children).
Assimilation and Accommodation Hanfstingl, Barbara; Arzenšek, Ana; Apschner, Jan ...
European psychologist,
10/2022, Volume:
27, Issue:
4
Journal Article
Peer reviewed
Open access
This research provides a systematic overview of
psychological areas using assimilation and accommodation to explain development
and adaptation processes from 1998 to 2018. We primarily aimed to ...identify the
main psychological research areas connected to assimilation and accommodation.
We used assimilation and accommodation as keywords to extract data from
SpringerLink, PsycINFO, and PsycARTICLES. Of 500 articles, 473 were included in
the analysis. Ten categories were identified to allow systematization along with
different research areas and development trajectories. The meanings of these
terms were analyzed in terms of scientific impact, their connection to Piaget
and Baldwin, application, and research methods. Our analysis has distilled the
most driving and scientifically relevant approaches to assimilation and
accommodation within psychological research, with the work of Baldwin and Piaget
influencing practically all views. Thus, we have identified a common
understanding of assimilation and accommodation, although the direction of the
adaptation process should be made explicit in the future. Based on our analyses,
we were able to identify white spots on the research map that should be focused
on in future work: the need to better understand the interdependence and
synchronicity of both processes, the connection to affects and emotions, and the
potential co-research with artificial intelligence.
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