Piaget의 認知發達段階論의 考察 = A Review of Piaget's Theory of Cognitive Development

다국어 초록 (Multilingual Abstract)

In recent years, the importance and necessity of early development of children's intelligences have been recognized increasingly in Korea.
According to such tendency, many scholars have adopted Piaget's theory of cognitive development as a means of understanding the stage of children's intellectual development as well as establishing an educational programs to teach them in accordance with their development levels.
However, the Piaget's theory has been criticized gradually because of the fact that the generality and validity of it can be supported only partially.
Therefore, the objectives of this paper is to find out the applicable scopes of the theory in other culture through examining the results of cross-cultural Piagetian researches.
For that purpose, this paper deals with
(1)The basic concepts and contents of Piagetian cognitive structures.
(2)The stage of transition of cognitive developments and the factors accelerating these developments.
(3)The basic assumptions and problems in Piagetian cognitive development theory.
It is generally said that Piagetian theory is based on follow three assumptions.
First:The sequence of stage acquisition is invariable.
Second:Each cognitive stage reflects a fundamental underlying structure.
Third:Each cognitive stage can't nearly be affected by environmental and cultural factors.
And it was found that these three tenets are not universally invariable but different according to cultures. Therefore, we should evaluate thoroughly the validity of the basic concepts, assumptions and implications included in that theory through our own culture before we adopt it for our use.

목차 (Table of Contents)

• Ⅰ.序 言
• Ⅱ.Piaget 認知構造의 內容과 基礎槪念
• 1.圖 式
• 2.同 化
• 3.調 節
• 4.平 衡
• Ⅲ.認知發達 段階의 變因과 이를 促進하는 條件
• 1.認知發達 段階의 變因
• 2.認知發達 構造를 促進하는 條件
• Ⅳ.認知發達 段階論의 基本假定과 그 問題點
• Ⅴ.結 論