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ERRATA

Die volgende bronne moet by die aangehaalde literatuur byge=

voeg word:

Cowles, M.

1971

Four views of learning and development.

Eduaation Leadership;

28:790-795.

Hartley, R.E.

1971

Play, the essential ingredient.

Child=

hood Eduaation,

48:80-84.

Spieker, H.H.

1971

hood education.

Intellectual development in early child=

The EduaationaZ Digest,

37:35-38.

Patterson, J.M.

1971

Analyzing early childhood programmes

and intellectual procedures.

EduaationaZ Leadership_,

28:802-806.

Stott, H.L.

1967.

Child development. New York, Holt, Rine=

hart

&

Winston.

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AANGEHAALDE LITERATUUR

ALMY, M. 1968. Spontaneous play. An avenue for intellectual development. (In Frost, J.L., Ped. Early childhood redis= covered. New York, Holt, Rinehart & Winston, pp. 354-369·) ALMY, M. 1970. New views on intellectual development in early childhood education. (In Athey, I.J. & Rubadeau, D.O., Peds. Educational implications of Piaget's theory. Massachusetts, Ginn, Blaisdell, pp. 61-65.)

ALMY, M. 1975. The early childhood educator at work. New York, McGraw-Hill.

ATHEY, I.J. &RUBADEAU, D.O. 1970. Educational implications of Piaget's theory. Massachusetts, Ginn,Blaisdell.

ASHTON, P.T. 1975. Cross-cultural Piagetion Research: An experimental perspective. Harvard educational PeView, 45: 475-506.

BEADLE, M. 1971. A chil~s mind, London, Macgibbon & Co. BEREITER, C. 1972. An academic preschool for disadvantaged children: Conslusions from evaluation studies. (In Stanley, J.C., Ped. Preschool programs for the disadvantaged. Balti= more, The John Hopkins University Press, pp. 1-19.)

BEREITER, C.& ENGEL&~, S. children in the preschool.

1966. Teaching disadvantaged New Jersey, Prentice Hall.

BERLIN, H. 1972. The status and future of preschool compen= satory education. (In Stanley, J.C., Ped. Preschool programs for the disadvantaged. Baltimore, The Johns Hopkins University Press, PP• 165-180.)

BERLYNE, D.E. ·1970. Soviet research in the intellectual pro= cesses in children. (In Cognitive development in children. Chicago, University of Chicago Press, pp. 261-274·)

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BIBER, B. 1973. Goals and methods in a preschool program for disadvantaged children. (In Spodek, B., red. Early childhood education. New Jersey, Prentice-Hall, pp. 248-262.)

BLACKSTONE, T. 1970. Preschool education in Europe. Strass= bourg, Council for cultural education.

BLANK, M. 1973. Implicit assumptions underlying preschool intervention program. (In Spodek, B., red. Early childhood education. New Jersey, Prentice Hall, pp. 122-127.)

BLANK, M. 1972. The treatment of personality variables in a preschool cognitive program. (In Stanley, J.C., red. Preschool programs for the disadvantaged. Baltimore, The Johns Hopkins University Press, pp. 111-116.)

BLOOM, B.S. 1964. Stability and change in human characteris= tics. New York, John Wiley.

BOURNE, L. 1971. Human conceptual behavior, red. Human development and cognitive processes. Rinehart and Winston, pp. 414-436.)

(In Eliot, J., New York, BRAUN, ~.J. & EDWARDS, E.P. 1972. History and theory of early childhood education. Worthington, Charles A. Jones.

BRUNER, J.S. 1971. Allen & Unwin.

The relevance of education. London,

BRUNER, J.S. 1971. On cognitive growth. Human development and cognitive processes. Rinehart & Winston, pp. 322-357.)

(In Eliot, J., red, New York, Holt,

BRUNER, J.S., GOODNOW, J.J. & AUSTIN, G,A. 1971. thinking. New York, Jo~n Wiley.

A study of

BUTLER, A. 1974. Planning and administering programs. New York, Van Nostrand.

CASE, R. 1973. implications,

Piagets theory of child development and it's Phi Delta Kappan, 55: 20-25.

CHAUNCEY, H. 1969. Soviet preschool education. Vol, II, New York, Holt, Rinehart & Winston.

COGNITIVE DEVELOPMENT IN CHILDREN 1970. Five monographs of the society for research in child development. Chicago, The 194

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University of Chicago Press.

"'CI."l

DE WET, J.J. 1970. Nuwe beskouinge oor die opvoedbaarheid~en die invloed van leer op die kind en die betekenis daarvan vir opvoeding en onderwys. Inougurele rede aan die Potchefstroomse Universiteit vir CHO (12 Junie 1970).

DODWELL, P.C. 1968. logic of classes and I.E. & Hooper, F.H., York, Holt, Rinehart

Relation between the understanding of the of cardinal number in children. (In Sigel, reds. Logical thinking in children. New

& Winston, pp. 104-115.)

DU TOIT, J.M. 1969. Statistiese metodes. Stellenbosch, Kosmo Uitgewery.

DU TOIT, P.J.S. 1975. Die onvoltooide bereiking van die kon= kreet-operasionele denkvlak as oorsaak van leerprobleme in wis= kunde vir die primere skool. Potchefstroom, M.Ed. verhandeling, Potchefstroomse Universiteit vir CHO.

EASLY, J. 1972. Implications of Piaget1s theory for planning educational systems. Illinois, University of Illinois.

EDUCATION PSYCHOLOGY. 1973. A contemporary review. Califor= nia, C RCM[! Books.

ELKIND, D. 1970. Cognition in infancy and early childhood.

(In Eliot, J.S., red. Human development and cognitive proces=

ses. New York, Holt, Rinehart & Winston. 1971, pp. 507-540.) ELKIND, D. 1973. Preschool education - enrichment or instruct, tion. (In Spodek, B.,.red. Early childhood educati~~:'~ Ple~l=1

ice Hall, pp. 108-120.)

ELKIND, D. 1968. Discrimination, seriation and numeration of size and dimentional differences in~oung children: Piaget re= plication study VI. (In Sigel, I.E. & Hooper, F.H., reds. Lo= gical thinking in children. New York, Holt, Rinehart &'Winston, pp. 56-75.)

ELIOT, J. 1971. Human development and cognitive processes. New York, Holt, Rinehart & Winston.

EVANS, E.D. education.

1971. Contemporary influences in early childhood New York, Holt, Rinehart & Winston.

FAURE, J.S.M. 1969. Die opvoedingsklimaat van die kleuterskool.

(In Garbers, J.G., red. Aspekte van die opvoeding van die

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FAURE, J.S.M. 1976. Preschool programmes. A menu of alter= natives. SAVBO-kongres. Lesing, Ongepubliseerd.

FLAVELL, J.H. 1963. The developmental psychology of Jean Piaget. Toronto, Van Nostrand.

FLAVELL, J.H. 1970. Thought in the young child. (In Cogni= tive development in children, Five monographs of the society for research in child development. Chicago, University of Chicago Press, pp. 3-16.)

FOGELMAN, K.R. 1971. Piagetion tests for the primary school. (In National foundation for education research in England and Wales. Bris ton, T. W. Arrowsmith. )

FRANK, L.K. 1972. The fundamental needs of children. (In Braun, S.J.

&

Edwards, E.P., reds. History and theory of early childhood education. Worthington, Charles A. Jones, pp. 350-357.)

FREIBERG, S.H. 1968. ao.

The magic years. London, Methuen &

FROST, J.L. 1968. Early childhood education rediscovered, New York, Holt, Rinehart & Winston.

FOX, D.J. 1969. The research process in education. New York, Holt, Rinehart & Winston.

FURTH, H.G. 1971. Piaget's theory of knowledge. The nature of representation and interiorization. (In Eliot, J,S., red, -Human development and cognitive processes. New York, Holt, Rinehart & Winston, pp. 283-295.)

~

GAGNE, R.M. 1971. Contributions of learning to human develofF -ment and cognitive processes. (In Eliot, J.S., red. Human

development and cognitive processes. New York, Rinehart & Winston, pp. 111-133.)

~

GAGNE, R.M.

&

KNELLER, G.F. Yes or No? EduaationaZ Digest,

1972. 23:

Behavior objectives? 23-27.

GARBERS, J.G. 1969 red. vier- tot agtjarige kind, Port Elizabeth.

Aspekte van die opvoeding van die Port Elizabeth, Universiteit van

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preschool Years. New York, Harper & Row.

GAUDIA, G. 1973. Intellig~nce about intelligence. The elementary sahool journal, 13: 222-229.

GINSBURG, H. & OPPER, S. 1969. Piaget1s theory of intellec= tual development - an introduction. New Jersey, Prentice HalL

GREY, M.J.

blad., 849:

1974. Die kleuterskool, hoe en wat. 11-14.

Onderorys= GROSS, D.W.

curriculum.

1974. Encouraging the curious mind through the Childhood. Eduaation., 51: S-7.

HARMSE, H.J. 1969. Learning and didactical implications with specific reference to the four to eight year old child. (In Garbers, J.G., red. Aspekte van die vier- tot agtjarige kind. Port Elizabeth, Universiteit van Port Elizabeth, pp. 111-122.) HECHINGER, F. 1966. Preschool education to-day. New York, Doubleday.

HILDEBRAND, V. 1975. Guiding young children. New York, MacMillan.

HONZIK, M.P. 1967. Environmental correlates of mental growth: predictions from the family setting at 21 months. Child

development. 38: 337-362.

HOSPERS, J. 1971. Knowledge concepts. (In Eliot, J.S., red. Human development and cognitive processes. New York, Holt, Rinehart & Winston, pp. 401-413.)

HUNT, J. Me V. 1 96 1 • Ronald Press.

Intelligence and experience. New York,

HUNT, J, MeV. 1972. The implications of changing ideas on how children develop intellectually. (In Braun, S,J, & Edwards, S.P., reds. History and theory of early childhood education. Belmont Wodswoth, pp .• 233-244.)

HYMES, J. (Jnr.) 1968. Charles Merril.

Teaching children under six. Columbus

INHELDER, B. 1970. Some aspects of Piaget1s genetic approach. (In Cognitive development in children. Five monographs of the

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society for research in child development.

sity. of Chicago Press, pp. 17-32.) Chicago, Tiniver= ISAACS, S. 1950.

Kegan Paul. The nursery years. New York, Routledge & JANSE VAN RENSBTIRG, I:J. 1973. 'n Krities-vergelykende stu= die van Jean Piaget se teoriee in verband met die ontwikkeling van die intellek van die kind en die opvoedkundige implikasies daarvan. Bloemfontein, D.~proefskrif, Tiniversiteit van die Oranje-Vrystaat, Bloemfontein.

KAMAII, C.K. 1972. A sketch of the Piaget-derived pre-school curriculum, developed by the Ypsilanti Early Education Program. (In Braun, S.J. & Edwards, E.P., reds. History and theory of early childhood education. Washington. Charles A. Jones, pp. 295-312.)

KAMAII, C.K., & RADIN, N.L. 1973. A framework for a pre= school curriculum based on some Piagetian concepts. (In Educa= tional Psychology - a contemporary view. California, Cc:;R;,M\~i Books, pp. 89-100.)

~NDLER, H.H. 1971. The concept of the concept. (In Eliot,

J.S., red. Human development and cognitive processes. New York, Holt, Rinehart & Winston, pp. 437-458.)

KOFSKY, E. 1968. A scalogram study of classification develop= ment. (In Sigel, I.E. & Hooper, F.H., reds. Logical thinking in children. New York. Holt, Rinehart & Winston, pp. 210-223.) KUHN, D. 1972.

tive structures.

Mechanisms of change in development of cogni= Child development~ 14: 843-847.

LANDRETH, C. 1972. York, Harper & Row.

Preschool learning and teaching. New

LAVATELLI, C.S. & STENDLER, F. 1972. Readings in child development and behavior. New York, Hartcourt Brace Janowitz. LAY, M. & DOPYERA, J. 1972. Analysis of early childhood pro~ grams. A search for comparqtive dimensio~s. Urbana, Syracuse University,

LAYCOCK, S.R. & MONROE, B.C. 1966. London, Pitman & Sons.

198

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LITTLE, A. 1972. A longitudinal study of cognitive develop= ment in young children. Child development~ 4: 1024-1034. LOUIS-ELLIN DATTA. 1973. New directions for early child de= velopment. National institute of education. University of Illinois.

LOVELL, K., MITCHELL, B. & EVERETT, I.R. 1968. An experimen= tal study of the growth of some logical structures. (In Sigel, I.E. &Hooper,F.H., reds. Logical thinking in children. New York, Holt, Rinehart & Winston, pp. 224-240.)

LUNZER, E.A. 1970. Problems of formal reasoning in test situations. (In Cognitive development in children. Five mo= nographs of the society for research in child development. Chicago, University of Chicago Press, pp. 583-609.) LUNZER, E.A. & MORRIS, J.F. 1968.

ning. London, Staples Press.

Development in human lear=

MAIER, H.W. 1969. don, Harper & Row.

Three theories of child development. Lon=

MC AFEE, 0. 1972. An integrated approach to early childhood education. (In Stanley, J.C., red. Preschool programs for the disadvantaged. Baltimore, Johns Hopkins University Press, pp. 67-91.)

MC FAIRLAND, H.S.N. 1969. Human learning: a developmental analysis. London, Routledge & Kegan Paul.

MONTESSORI, M. 1948. & Warendorf.

De Methode. Amsterdam. Va!l Holkema

MUSSEN, P.H., CONGER, J.J. & KAGAN, J. 1969. Child develop= ment and personality. New York, Harper & Row.

NOEL, I.F. 1976. A critical evaluation of modern didactical approaches in the nursery school. SAVBO-kongres. Lesing. Ongepubliseerd.

NIJKAMP, W.M. 1968. gen, Wolters.

De kleuter in de gemeenschap. Gronin=

OOSTHUIZEN, J.H.C. 1971. Verslag van die komitee vir gedif= ferensieerde onderwys en voorligting insake 1n nasionale pre=

premere opvoedingsprogram vir die Republiek van Suid-Afrika en 199

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Suid-Wes-Afrika, Deel II. Pretoria, Craft Pers.

OLSEN, D.R. 1970. Cognitive development. The child's acqui= sition of diagonality. New York, Chicago Press.

PARKER, R. 1972. childhood programs.

The preschool action. Exploring early Boston, Allyn & Bacon,

PERRY, M. & ARCHER, H. 1974. bury, Hazel Watson and Viney.

Preschool education. Clydes=

PHILLIPS, J.L. (Jnr.) 1969. The orig:i,ns of intellect. Pia= get's theory. San Francisco, Freeman.

PICKARD, P.M. 1971. London, Allen Lane.

Psychology of developing children.

PINES, M. 1969. Revolution in learning. London, Allen Lane. PISTORIUS, P. 1969. Gister en vandag in die opvoeding. Pot=

chefstroom, Pro Rege.

PIAGET, J, 1971. The construction of reality in the child. New York, Ballantyne.

PIAGET, J. 1972. ry of knowledge.

Psychology and epistomology towards a theo= London, Allen Lane.

PIAGET, J. 1972. Development and learning. (In Lavatelli,

c.s.

& Stendler, F.,

reds.

Readings in child development and behavior. New York, Hartcourt Brace Janowitz, pp. 40-46.) PIAGET, J. & INHELDER, B. 1959. The growth of logical think= ing - from childhood to adolescence. New York, Basic Books. PIAGET, J, & INHELDER, B. 1970. The early growth of logic in the child. Classification and seriation. London, Routledge & Kegan Paul.

PIAGET, J. & INHELDER, B. 1969. Intellectual operations and their development. (In Piaget, J. &'Fraisse, P.

reds.

Expe= rimental psychology, it's scope and method. London, Routledge & Kegan Paul, pp. 147-183.)

PIAGET, J. & INHELDER, B. 1973. London, Routledge & Kegan Paul.

200

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PIAGET,. J. & FRAISSE, P. 1969. Experimental psychology- it's scope and method. London, Routledge & Kegan Paul.

RICHMOND, P.G. 1970. An introduction to Piaget. London, Routledge & Kegan Paul.

ROHWER, W.D. (Jnr.), AMMON, P.R. & CRAMER, P. 1974. Under= standing intellectual development. Three approaches to theory and practise. New York, Holt, Rinehart

&

Winston.

ROTHENBERG, B. 1969. five year old children. Child development, 40:

Conservation of number among four- and Some methological considerations. 382-385.

SCHERMAN, A. 1968. Cognitive goals in the nursery school. (In Frost, J.L., ~ed. Early childhood education rediscovered. New York, Holt, Rinehart & Winston, pp. 265-276.)

SHANTZ, C.U. & SIGEL, I.E. 1967. Logical operations and con= cepts of conservation in children. A training study. Detroi~

The Merril-Palmer institute of human development and family life.

SIEGEL, S. sciences.

1956. Nonparamatic statistics for the behavioral New York, McGraw-Hill.

SIGEL, I.E., ROEPER, A. & HOOPER, F.H. 1967. A training pro= cedure for acquisition of Piaget's conservation of quantity. A pilot study and its replication. (In Spencer, T.D. & Kass,

D., ~eds. Perspectives in child psychology. New York,

McGraw-Hill, pp. 427-433.)

SIGEL, I.E. & OLMSTED, P. 1970. The development of classifi= 'Cation and representational competence. (In Biemuller, A.J.,

~ed. Problems in the teaching of young children. Toronto.

The Ontario institute for·studies in education, pp. 49-69.) SIGEL, I.B. & HOOPER, F.H. 1968. Logical thinking in chil= dren. New York. Holt, Rinehart & Winston.

SMART, M.S. & SMART, R.C. 1967. Children Development andre= lationships. New York, MacMillan.

SMEDSLUND, J. 1968. An acquisation of conservation of sub= stance and weight in children. (In Sigel, J.E. & Hooper, F.H.,

~eds. Logical thinking in children. New York, Holt, Rinehart. & Winston, pp. 257-286.)

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SONQUIST, H., KAMAl!, C.H. & DERMAN, L. 1973. A Piaget-derived curriculum, (In Educational Psychology. . A contempo= rary view. Calfornia, ·C)R:;M Books, pp. 101-1 14.)

SPODEK, B. 1973.

Prentice Hall. Early childhood education~ New Jersey, STOTT, H.L. 1967.

hart & Winston. Child development. New York, Holt, Rine= SZEMINSKA, A. 1970. The evolution of thought. Some appli= cations of research findings to educational practise. (In Cognitive development in children. Five monographs of the society for research in child development. Chicago, Universi= ty of Chicago, P.P• 611-621 .)

TAYLOR, V.C. 1973 •. To search but not to find. Further obset= vation on early childhood education. Phi Delta Kappan3 50:

33-34.

THOMPSON, D.D. tion program.

1973. Evaluation of an individualized instru~

The element~y sahool journal3 73: 213-221.

TODD, V.E. & HEFFERMAN, H. 1970. Toronto, MacMillan.

TRANSVAAL Onderwysdepartement.

The years before school.

Omsendbrief Nr. 13 van 1960. TRANSVAAL Onderwysdepartement. 1966. Ondersoek na kleuteron= derwys met die oog op die moontlike opname daarvan deur die provinsie. Pretoria, Staatsdrukker.

TRANSVAAL Onderwysdepartement. 1967. 'n Verslag van 'n sen= ding na oorsese lande in verband met kleuteronderwys. P...-~.J~o-r,·a..

TYLER, L.E. 1969. Intelligence - some recurring issues. New York, Nostrand Reinhold.

UZGIRIS, I.e. 1968. Situational generality of conservation. (In Sigel, I.E. & Hooper, F.H., reds. Logical thinking in children. New York. Holt, Rinehart & Winston.)

VANDER EYKEN, W. 1967. Penquin.

The preschool years. Middlesex, VANDER WALT, J.S. 1960. Opvoedkundige en psigologiese me= ting. Stellenbosch, Kosmo.

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VAN PARREREN, C.F. 1963. W. de Haan.

Psychologie van het leren. Arnhem,

VAN ZYL, P.J. 1974, Die klassifikasievermoe van di~ vier-tot agtjarige kind - 'n psigologies-opvoedkundige ontleding. Potchefstroom. D,Ed. proefskrif, PU vir CHO.

VYGOTSKY, L.S. 1962. Press.

Thought and Language, London, Staples

WEBER, E. change.

1966,. Early childhoo\:: education - perspectives and Washington, Charles1 A. Jones.

WEIKART, D.P. 1972. Relationship of curriculum, teaching and learning in preschool education. (In Stanley, J.c., red. Preschool programs for the disadvantaged. Baltimore, Johns Hop= kins University Press, pp. 22-63.)

WHITTLE, E.P. 1969. Die ontwikkeling van die vier- tot agt= jarige kind. (In Garbers, J.G., red. Aspekte van die opvoeding van die vier- tot agtjarige kind. Universiteit van Port-Eliza= beth, PP• 1-13.)

WOHLWILL, J.F. 1971. From perception to inference. sion of cognitive development. (In Eliot, J.S. red. development and cognitive processes. New York, Holt, & Winston, pp. 197-215.)

A dimen= Human Rinehart

WOHLWILL, J.F. & LOWE, R.C. 1968. Experimental analysis of the development of the conservation of number. (In Sigel, I.B. & Hooper, F.H., reds. Logical thinking in children. New York, Holt, Rinehart & Winston, pp. 324-339.)

ZAPOROZHETZ, A.V. 1970. Some psychological problems of sen= sory training in early childhood and the preschool period. (In Cole, M.

&

Maltzman, I., reds. A handbook of contemporary soviet psychology. New York, Basic Books, pp. 86-200.)

ZAPORDtHETZ, A.V. 1970. The development of perception in the preschool child. (In Cognitive development in children. Five monographs of the society of research in child development. Chicago, University of Chicago Press, pp. 647-666.)

ZAPOMI.HETZ, A.V. & ELKONIN, D.P. 1971. The psychology of preschool children. Cambridge, MIT-press.

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