Academic literature on the topic 'Piaget, Jean, 1896-1980'
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Journal articles on the topic "Piaget, Jean, 1896-1980"
Chiland, C. "Jean Piaget (1896–1980)." Neuropsychiatrie de l'Enfance et de l'Adolescence 64, no. 7 (November 2016): 481–83. http://dx.doi.org/10.1016/j.neurenf.2016.09.001.
Full textGainotti, Merete Amann. "Jean Piaget (1896-1980)." International Sociology 12, no. 3 (September 1997): 373–79. http://dx.doi.org/10.1177/026858097012003006.
Full textFournier, Martine. "Jean Piaget (1896-1980)." Sciences Humaines Les Essentiels, HS3 (April 1, 2018): 66–67. http://dx.doi.org/10.3917/sh.hs3.0066.
Full textOttavi, Dominique. "Jean Piaget (1896-1980). Les stades de l'intelligence." Sciences Humaines N° Hors-série, HS20 (June 1, 2015): 46–47. http://dx.doi.org/10.3917/sh.hs20.0046.
Full textLino Ferreira da Silva, Maicon Herverton, Augusto José Da Silva Rodrigues, Davi Libâneo de Meo, Givanildo Melo dos Santos, José Fernando Da Silva Alves, Maria Aparecida Dantas Bezerra, and Marcelo Mendonça Teixeia. "Learning Model Based in Piaget, Vygotsky and Freire." International Journal for Innovation Education and Research 5, no. 11 (November 30, 2017): 35–47. http://dx.doi.org/10.31686/ijier.vol5.iss11.842.
Full textIsmail, Ismail. "PERKEMBANGAN KOGNITIF PADA MASA PERTENGAHAN DAN AKHIR ANAK-ANAK." Jurnal Pendidikan Dasar dan Keguruan 4, no. 1 (October 31, 2019): 15–22. http://dx.doi.org/10.47435/jpdk.v4i1.90.
Full textParrat-Dayan, Silvia. "Esencia y trascendencia de la obra de Jean Piaget (1896-1980)." Persona, no. 015 (March 2, 2012): 213. http://dx.doi.org/10.26439/persona2012.n015.135.
Full textBuscaglia, Marino. "La Biologie de Jean Piaget: (1896?1980) ? Coh�rence et Marginalit�." Synthese 65, no. 1 (October 1985): 99–120. http://dx.doi.org/10.1007/bf00484889.
Full textAmaral, Emerson Santos, and Igor da Silva Miguel. "Provérbios de Salomão: conceitos educacionais e mediacionais." Arquivo Maaravi: Revista Digital de Estudos Judaicos da UFMG 2, no. 2 (March 30, 2008): 60–70. http://dx.doi.org/10.17851/1982-3053.2.2.60-70.
Full textLira Neto, Joaquim Francisco de. "Epistemologia das concepções abertas no ensino da educação física: o legado de Jean Piaget." Filosofia e Educação 2, no. 2 (September 7, 2010): 359–75. http://dx.doi.org/10.20396/rfe.v2i2.8635510.
Full textDissertations / Theses on the topic "Piaget, Jean, 1896-1980"
Luna, Francine Guerra de. "A (in) disciplina em oficina de jogos." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-15122008-124407/.
Full textThis research intended studying the indiscipline/discipline issue in games workshops, aiming the identification of childrens indiscipline actions in those contexts. The study was carried out at the Psycho-pedagogic Laboratory (Laboratório de Psicopedagogia (LaPp)), at the Department of Learning Psychology and Personality Development, in the Institute of Psychology at the University of Sao Paulo. Three children, two with 10 years old and one with 11 years old, were observed along one and a half year (2005-2006). From the conceptual point of view, the discipline aspects (attention/concentration, respect, and persistency), and indiscipline (lack of attention/concentration, dispersion, disrespect, cheating, and quitting) were characterized, both in a theoretical perspective and in a practical perspective (interviewing the aforementioned laboratorys professionals). This way, the observations regarding the childrens indiscipline were analyzed according to the following categories: attention deficit/dispersion, disrespect to the rules of the game or activity, disrespect to the workshops rules, disrespect to colleagues, cheating, and quitting. As a result, we verified that the attitude most often observed in the three subjects was disrespect and the least present attitude was cheating; regarding the frequency of indiscipline actions in each child, we were able to substantiate that two of the observed subjects (C2 e C3) acted with relative indiscipline in the first semester, built up indiscipline actions in the second semester and drastically lessened those actions at the third semester. C1 not only kept practically the same amount of indiscipline actions in the first and second semesters, but also reduced them dramatically at the third semester. At the end (third semester), the three children became familiarized with the set of rules and, in general, seemed to value the fact that they were fulfilling the proposed tasks, seeking to improve their performance and expand themselves (with positive values), and, consequently, acting with less indiscipline. We point out that games are an excellent way to observe the harm of indiscipline actions. We find these actions hindering, for they obstruct the realization of successful intended activities. Last, we concluded that games workshops constitute an opportunity for children to broaden their cognitive resources, developing attitudes that foster learning, which also leads to the development of discipline actions, among other favorable aspects.
Treviso, Vanessa Cristina [UNESP]. "As relações sociais para Jean Piaget: implicações para a educação escolar." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/90280.
Full textNo presente estudo buscamos investigar as relações sociais para Piaget e as implicações dessa concepção para a educação escolar. É uma pesquisa de cunho teórico-bibliográfico, que partiu da hipótese de que Piaget naturalizou as relações sociais para a elaboração de sua teoria acerca do desenvolvimento do ser humano. Nosso referencial teórico sustenta que o homem é um ser social, isto é, são as relações sociais que definem suas dimensões biológica e psicológica. Assim, constatamos que Piaget tem uma concepção biológica de indivíduo, da sociedade e das relações sociais e, isso implica consequências para a área da educação escolar. No caso do Brasil alguns dos documentos oficiais sobre educação se baseiam no pensamento piagetiano sobre a formação do indivíduo. Dessa maneira, observamos que entre os principais problemas para a educação escolar está o fato que o aluno passa a aprender a aprender e, o professor tem sua função secundarizada, ele se transforma em um mero orientador no processo educativo
In the present study we seek to investigate the social relations for Piaget and the implications of this conception for school education. It is a research-theoretical character bibliographic, which based on the hypothesis that Piaget naturalized citizen the social relations for the elaboration of his theory about the development of the human being. Our theoretical referential maintains that man is a social being, that is, are social relations that define your biological and psychological dimensions. Thus, we find that Piaget has a biological conception of person, society and of social relations, and it implies consequences for the area of school education. In Brazil, for example, some of official documents on education are based on what Piaget thought about the formation of the individual. Thus, it is observed that among the main problems for school education is the fact that the student begins to learn how to learn, the teacher has sidelined its function, becomes a mere entertainer in the educational process
Mantoan, Maria Teresa Eglér 1943. "A solicitação do meio escolar e a inteligencia no deficiente mental : uma interpretação fundamentada na teoria do conhecimento de Jean Piaget." [s.n.], 1991. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252856.
Full textTese (doutorado) - Universidade Estadualde Campinas, Faculdade de Educação
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Moraes, Zeny Oliveira de. "Psicogênese do som e do rítmo à luz da teoria de Jean Piaget : um estudo de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1989. http://hdl.handle.net/10183/182087.
Full textEsta pesquisa que tem como quadro de referência a teoria do desenvolvimento cognitivo de Jean Piaget, consiste de um estudo exploratório -descritivo longitudinal das manifes taçõe s espontâneas rítmico- melÓdicas nos doi s primeiros anos de vid a , de um menino nas c ido de par t o natural . Optou-se pela concepção do desenvolvimento da inteligência de Jean Piaget, po r que seu embas ame nto biolÓgico e lÓgic o-matemát ico propicia uma melhor compre e nsão do desenvolvimento levando em consideração a natureza da música. , e que musical, O objetivo desta investigação é o de verificar se a manifestação espontânea da organização da inteligência music a l do s u jeito da pesquisa investigada por meio da audição~isão, emi ssão e tato evolue con comitantemente com o aprimorame nto da i n teligênc ia "per se" tal como ocorre com a linguagem. O método utilizado na pesquisa foi o de observação me diante filmagens mensais do suje ito durante 24 meses. Os e pisódios relativos aos c i nco primeiros meses foram filmados em ambiente natural. Os dezenove restantes foram documentados no Centro de Produções do Curso de PÓ s -Graduação da Faculdade de Educa ção da UFRGS .A análise das atuações do sujeito da pesquisa foi fe i ta de acordo com as seis fases do desenvolvimento da "Inteligência SensÓrio-Motora" segundo Piaget A primeira fase estuda "0 Exercicio dos Reflexos". Na segunda fase, foram estudados os há bitos adquiridos relativos às transmutaçê5es básicas da "Sucção, Visão, Fonação, Audição, Preensão e Adaptações Sensório-Motoras Intencionais". Na terceira fase, foram analisadas as ''Reações Circulares Secundár ias" . Na quarta fase I, foram investigadas "A Coordenação dos Esquemas Secundários e sua Aplicação às Novas Situações". Na quarta fase I foram observadas "A Assimilação, A Acomodação e a Organização Própria dos Esquemas Móveis". Na quinta fase,foram estudadas, "A Reação Circular Terciária e a Descoberta de Novos Meios por Experimentação Ativa." Na sexta fase, focalizou-se "A Invenção de Novos Meios Bor Combinação Mental. Em todas essas seis fase s procurou-se observar o paralelismo entre manifestações da inteligência "per se" e a inteligência musical, o que ficou documentado nos filmes. Concluiu- se que existe tal paralelismo.
This study is based on Jean Piaget's theory of cognitive development . It consists of an exploratory - descriptive longitudinal study of the spontaneous rhythmical and melodical manifestations during the firs t two year s of life. The subject of this case study is a boy, born o f natural birth. Piaget's conception of intellec t ual development was chosen because its biological and logic o-mathematic a basis provides a better understanding of music development, taking the nature of music into consideration. The objective of this study is to verify if the spontaneous manifestation of musical intelligence of the research subject, investigated through hearing, vision, sound emission and touch evol v·es simul taneously wi th the improvement of intelligence "itself" as it occur with language. The method utilized in the study was observation by means of filming the subject during 24 months. The episodes of the firs t five months were filmed in the natural environment. The remaining 19 episodes were recorded in the Produc tion Center of the School of Education of UFRGS The analysis of the subject's behavior was done according to the six stages of development of "Sensorimotor Intelligence" according to Piaget. The first s tage studies the "Exercise of Ref le xes". In the second stage we studied the habits relative to the basic changes of "Sucking, Vision, Speech, Hearing, Grasping and Intentional Sensorimotor Adaptations". In the third stage we analysed the "Secondary Circular Reaction " . In the fourth stage (a) we investigated the "Coordenation of Secondary Schernata and their Application to New Stituations. In the fourth stage (b) we observed "Assirnilation, Accornodation, and the Characteristic Organization of Mobile Schernata" . In the fifth phase we studied the " Terciary Circular Reaction and the Discovery of New Mean Through Active Experirnentat ion " . In the s i xth stage , we f ocused the "Invention of New Means Through Mental Cornbination " . In all these phases we tried to observe the parallelisrn between rna nifestations of intelligence " per se" and of musica l intelligence, which was docurnented i n the filrns . We concluded that there is such parallelisrn .
Schor, Daniel. "Da onipotência ao universo dos possíveis: aspectos da travessia humana em Winnicott e Piaget." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-17122009-110138/.
Full textThe present work aims at raise a discussion about the Donald W. Winnicott and Jean Piagets conceptions of the human development. In spite of the undeniable distinctions relative to their searching purposes, as well as the theoretical-epistemological traditions which support their theories, the present research starts from the presupposition of a constitutive link between the ways of the objectification and subjectification traced by the human being trough the life. Since developing subjects point of view, it is assumed the existence of a primordial indifferentiation between the notions of self and external world, which, according to both authors, would be characteristic of the first months of life. From this moment the way of development would be able to lead, little by little, to a distinction between these two terms, leading to a self perception as a being of limited dimensions, concomitantly to a conception of a permanent and solid external universe. It is considered, on the one hand, the Piagetian theory as a system of thought occupied with searching the development of human capacity to apprehend the laws of external universe. On the other, the Winnicottian theory is recognized as a point of view on the processes of personality formation and the achievement of singularity. From the supposition of an inevitable link between such ways, it is admitted the dialogue between both theories, and it is proposed to search the extent of the occasional possibility of connection between them.
Urquijo, Sebastian. "Criatividade : relações entre as concepções fatorialistas e a piagetiana." [s.n.], 1996. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252386.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: o objetivo principal do estudo foi analisar as relações entre duas posições diferentes sobre criatividade: o clássico pensamento divergente (Guilford, Torrance, Y amamo to) e a formação dos possíveis piagetianos. Três provas do TTCT (Torrance Test of Creative Thinking) e uma da bateria de Guilford, foram aplicadas a cento e sessenta alunos do primeiro ano do Curso de Psicologia da Universidad Nacional de Mar deI Plata. As respostas foram classificadas segundo os critérios de Torrance, os de Yamamoto e os adaptados das provas piagetianas. Os resultados da análise fatorial sugeriram
Abstract: The purpose of this study was to analyze the relations between two different positions of creativity: classical divergent thought (Guilford, Torrance, Y amamoto) and piagetian formation of possibilities. Three tasks of TTCT (Torrance Test of Creative Thinking) and one of Guilford Test, were applied to one hundred and sixty first year students of Psychology, at the Universidad Nacional de Mar del Plata. The answers were classified based upon piagetian-type evolution, Torrance and Yamamoto criteria. Results of factor analysis suggest that these three different criteria classified the subjects in the same way, and the psychological mechanism, which explains the creativity, was probably the same in these two different theoretical frameworks. Moreover, the extracted factors were strongly associated with the different tasks, and the four classical factors (fluency, flexibility, originality and elaboration), foreseen by the factorial theories, were not extracted, contradicting their theoretical assumptions, usually accepted in the literature
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Psicologia Educacional
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Von, Zuben Renata Bonturi. "A construção dialetica no jogo de regras Traverse, em alunos com queixas de dificuldades escolares." [s.n.], 2003. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252686.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Garcia, Heloisa Helena Genovese de Oliveira. "Adolescentes em grupo: aprendendo a cooperar em oficina de jogos." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-30072010-103022/.
Full textNowadays, there is an increasing requirement to be able to connect in a cooperative and independent way, since we daily take part in a variety of virtual or presential interactive contexts. Therefore, it is task of all professionals, who work with groups, to contribute with the development of this condition. The main purpose of the present research was to promote the building of cooperative relationships in adolescents, in games workshop context. Based on the work of the Psychopedagogy Laboratory of the Psychology Institute of University of São Paulo (LaPp-IPUSP), twenty-three (23) weekly meetings were achieved with twelve (12) students, attending the two last grades of a public elementary school of São Paulo City. The theory and methodology were based upon the contributions and studies carried by Piaget, mainly in the role of interindividual relationship, in cooperation development and the majoring equilibration process. Data collection procedures included a field diary, videotaped workshops, students written registers and individual tape-recorded interviews. Two views of the analysis were highlighted: researcher interventions, as workshop coordinator, and interaction among the individuals. The results were organized in four complementary axes: 1) interventions of methodological character, concerning general rules, daily routine and conduction of games and activities; 2) interventions related to promote seven favorable attitudes toward cooperation: decentering concerning proposals, decentering concerning the other, respecting the rules of the games, respecting the other, responsibility for the groups organization, responsibility for the decisions and ludic spirit; 3) interactions between adolescents in five situations: be provoked by someone else, differences of opinion, someones else request, someones else success and leadership; 4) evolution of five individuals concerning favorable attitudes toward cooperation. In the results, concerning the interventions (axes 1 and 2), eighteen procedures were highlighted, which aimed to break up undifferentiated relationships, to stimulate differentiations and to promote integration in groups of individuals, promoting and building cooperative relationships. The analysis of the interactions (axis 3), structured from a genetic perspective, identified and classified the individuals reactions to each situation, according to three types of compensatory behavior (alpha), (beta) and (gamma). As for the evolution of individuals (axis 4): three presented consistent majoring, concerning favorable attitudes toward cooperation; besides the rise of these attitudes, one of them insisted on an unstable movement and the fifth presented a cooperative behavior along all the process. We take into account the characterization of intervention procedures and the interaction ways among the participants, a relevant contribution of this research to the studies concerning the themes: group work, autonomy and cooperation. Finally, we highlight that the application of Piagets equilibration theory to the field of interindividual relations seems promising for the present investigation
Pinheiro, Flavia Isaia. "Piaget e as histórias infantis : uma aproximação possível para alfabetizar letrando." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2004. http://hdl.handle.net/10183/3886.
Full textFermiano, Maria Aparecida Belintane. "Nivel cognitivo de alunos do curso de magisterio." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251269.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Books on the topic "Piaget, Jean, 1896-1980"
Kohnstamm, Geldolph A. Jean Piaget: Number and class in children. New Brunswick, NJ: AldineTransaction, 2011.
Find full textJ, Silverman Hugh, ed. Piaget, philosophy, and the human sciences. Evanston, IL: Northwestern University Press, 1997.
Find full textRosenberg, Shawn W. Political reasoning and cognition: A Piagetian view. Durham: Duke University Press, 1988.
Find full textMcLaughlin, Judith A. Bibliography of the works of Jean Piaget in the social sciences. Lanham, MD: University Press of America, 1988.
Find full textVollmers, Burkhard. Kreatives Experimentieren: Die Methodik von Jean Piaget, den Gestaltpsychologen und der Würzburger Schule. Wiesbaden: Deutscher Universitäts Verlag, 1992.
Find full text1964-, Müller Ulrich, and Carpendale, Jeremy I. M., 1957-, eds. The Cambridge companion to Piaget. Cambridge: Cambridge University Press, 2009.
Find full text1896-1980, Piaget Jean, ed. Repenser la condition humaine: Hommages à Gustave Guillaume, 1883-1960 et Jean Piaget, 1896-1980. Paris: Riveneuve éditions, 2012.
Find full textNelly, Perret-Clermont Anne, and Barrelet Jean-Marc, eds. Jean Piaget and Neuchâtel: The learner and the scholar. New York, NY: Psychology Press, 2007.
Find full textAndreas, Demetriou, Shayer Michael 1928-, and Efklides Anastasia, eds. Neo-Piagetian theories of cognitive development: Implications and applications for education. London: Routledge, 1992.
Find full textKohler, Richard, and Richard Bailey. Jean Piaget. Bloomsbury Publishing Plc, 2014.
Find full textBook chapters on the topic "Piaget, Jean, 1896-1980"
Lutterer, Wolfram. "Piaget, Jean (1896–1980)." In Encyclopedia of the Sciences of Learning, 2631–33. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_482.
Full textForsythe, Alexandra. "Jean Claude Piaget (1896–1980)." In Fifty Key Thinkers in Psychology, 247–52. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003229179-41.
Full textMontangero, Jacques. "Piaget, Jean (1896–1980)." In International Encyclopedia of the Social & Behavioral Sciences, 114–19. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-08-097086-8.61107-8.
Full textWallulis, Jerry. "Jean Piaget (1896–1980)." In The Cambridge Habermas Lexicon, 645–46. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781316771303.183.
Full textMontangero, J. "Piaget, Jean (1896–1980)." In International Encyclopedia of the Social & Behavioral Sciences, 11427–33. Elsevier, 2001. http://dx.doi.org/10.1016/b0-08-043076-7/00320-x.
Full textBublitz, W. "Piaget, Jean (1896–1980)." In Encyclopedia of Language & Linguistics, 587–89. Elsevier, 2006. http://dx.doi.org/10.1016/b0-08-044854-2/02812-1.
Full textGruber, H. E. "Jean Piaget 1896–1980." In Encyclopedia of Creativity, e53-e56. Elsevier, 2011. http://dx.doi.org/10.1016/b978-0-12-375038-9.00173-4.
Full textSMITH, LESLIE. "JEAN PIAGET 1896–1980." In Fifty Modern Thinkers on Education, 37–44. Routledge, 2002. http://dx.doi.org/10.4324/9780203464694-8.
Full text"Jean Piaget (1896–1980)." In Early Childhood Theories and Contemporary Issues. Bloomsbury Academic, 2014. http://dx.doi.org/10.5040/9781474235075.ch-007.
Full text"Jean Piaget (1896–1980)." In Seven Pioneers of Psychology, 147–70. Routledge, 2005. http://dx.doi.org/10.4324/9780203978214-13.
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