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Books on the topic 'Piaget's theories'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Sylvia, Opper, ed. Piaget's theory of intellectual development. 3rd ed. Prentice-Hall, 1988.

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2

Oeveste, Hans Zur. Kognitive Entwicklung im Vor- und Grundschulalter: Eine Revision der Theorie Piagets. Verlag für Psychologie, 1987.

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3

Piaget's theory of cognitive and affective development. 5th ed. Pearson/A and B, 2004.

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4

Wadsworth, Barry J. Piaget's theory of cognitive and affective development. 4th ed. Longman, 1989.

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5

Mooney, Carol Garhart. Theories of childhood: An introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. Redleaf Press, 2000.

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6

Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. Redleaf Press, 2000.

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7

Piaget's theory of cognitive and affective development: Foundations of constructivism. 5th ed. Longman Publishers USA, 1996.

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8

Oesterdiekhoff, Georg W. Traditionales Denken und Modernisierung: Jean Piaget und die Theorie der sozialen Evolution. Westdeutscher Verlag, 1992.

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9

Kanjirathinkal, Mathew J. A sociological critique of theories of cognitive development: The limitations of Piaget and Kohlberg. E. Mellen Press, 1990.

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10

Pound, Linda. How children learn: Educational theories and approaches : from Comenius the father of modern education to giants such as Piaget, Vygotsky and Malaguzzi. Practical Pre-School Books, 2014.

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11

Hong, Ki-Su. Zur Dialektik von Tradition und Vernunft in Theorie und Praxis: Eine Studie zur Theorie des kommunikativen Handelns von Jürgen Habermas im Hinblick auf die philosophische Hermeneutik von Hans-Georg Gadamer und die Entwicklungspsychologie von Jean Piaget. Königshausen & Neumann, 1995.

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12

Henricks, Thomas S. The Psychology of Play. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039072.003.0005.

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This chapter explores the psychology of play, with particular emphasis on one of the contexts that support play and provide the terms for its explorations: the psyche. It first highlights key themes that are pertinent to psychological interpretations of play before discussing three classic descriptions of how play is “minded”: Jean Piaget's cognitive-moral behavior theory, Sigmund Freud's expressive behavior theory, and Lev Vygotsky's imaginative-performance theory. The chapter also considers the perspectives of some psychologists and human development theorists who advance the theories presen

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13

Ginsburg, Herbert P., and Sylvia Opper. Piagets Theorie der geistigen Entwicklung. Klett-Cotta /J. G. Cotta'sche Buchhandlung Nachfo, 1998.

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14

Goswami, Usha. 7. Theories and neurobiology of development. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199646593.003.0008.

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‘Theories and neurobiology of development’ defines what a theory is and examines how the theories of two famous psychologists, Piaget and Vygotsky, have aided the current understanding of child development. Classically, theories of child development were based on observations of child behaviour. Piaget focused on the growth of logical thinking and Vygotsky looked at the influence of culture and language on child development. More recent ideas from neurobiology, particularly in brain imaging and genetics, are changing the way we look at child psychology. However, information from neuroscience w

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15

Tribe, Carol. Profile of Three Theories: Erikson, Maslow, Piaget. Kendall/Hunt Publishing Company, 1995.

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16

Di Paolo, Ezequiel, Thomas Buhrmann, and Xabier Barandiaran. Sensorimotor Life. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198786849.001.0001.

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This book elaborates a series of contributions to a non–representational theory of action and perception. It is based on current theoretical developments in the enactive approach to life and mind. These enactive ideas are applied and extended to provide a theoretically rich, naturalistic account of sensorimotor meaning and agency. This account supplies non–representational extensions to the sensorimotor approach to perceptual experience based on the notion of the living body as a self–organizing dynamic system in coupling with the environment. The enactive perspective entails the use of world–

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17

Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. Pearson Education, Limited, 2005.

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18

Andreas, Demetriou, Shayer Michael 1928-, and Efklides Anastasia, eds. Neo-Piagetian theories of cognitive development: Implications and applications for education. Routledge, 1992.

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19

Andreas, Demetriou, Shayer Michael 1928-, and Efklides Anastasia, eds. Neo-Piagetian theories of cognitive development: Implications and applications for education. New York, 1994.

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20

Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (NONE). Redleaf Press, 2013.

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21

Wadsworth, Barry J. Piaget's Theory of Cognitive and Affective Development: Foundations of Constructivism (Allyn & Bacon Classics Edition), Fifth Edition. Allyn & Bacon, 2003.

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22

Preter, Sabina E., Theodore Shapiro, and Barbara Milrod. A Developmental Approach to Children’s Communications. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190877712.003.0003.

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Chapter 3 addresses the implications of age and developmental stage of the youth on the therapist’s behavior and how the therapist conducts treatment. The authors provide a theoretical overview across development as it relates to child and adolescent anxiety psychodynamic psychotherapy (CAPP) (Piaget, Bowlby, Erikson, Mahler, Winnicott, among others), and the authors explain how making therapeutic contact is adjusted to the stage related competence for understanding. Particular attention is paid to language, development of communicative abilities in general, and the capacity to treat nonverbal

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