Cognitive curricula

Anastasiow, N.J. Early childhood education for the handicapped in the 1980's: Recommendations. Exceptional Children, 1981, 47, 276–281.

Biber, B. Cognition in early childhood education: A historical perspective. In B. Spodek & H.J. Walberg (Eds.), Early childhood education—Issues and insights. Berkeley, Calif.: McCutchan, 1977.

Bloom, B.S. Stability and change in human characteristics. New York: Wiley, 1964.

Broudy, H.S. Types of knowledge and purposes of education. In R.C. Anderson , R.J. Spiro , & W.E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum, 1977.

Bruner, J.S. The process of education. Cambridge, Mass.: Harvard University Press, 1960.

Freud, A. The concept of developmental lines. In R.C. Eissler , A. Freud , H. Hartmann , & M. Kris (Eds.), The psychoanalytic study of the child (Vol. 18). New York: International Universities Press, 1963.

Hunt, J.McV. Intelligence and experience. New York: Ronald Press, 1961.

Kamii, C. An application of Piaget's theory to the conceptualization of a preschool curriculum. In R.K. Parker (Ed.), The preschool in action: Exploring early childhood programs. Boston: Allyn & Bacon, 1972.

Kamii, C. , & Radin, N. A framework for a preschool curriculum based on some Piagetian concepts. In I.J. Athey & D.O. Robadeau (Eds.) Educational implications of Piaget's theory. Waltham, Mass.: Ginn-Blaisdell, 1970.

Kirby, J.R. , & Biggs, J.B. Cognition, development and instruction. New York: Academic Press, 1980.

Klausmeir, H.J. Educational experience and cognitive development. Educational Psychologist, 1977, 12, 179–196.

Klausmeir, H.J. , Ghatala, E.S. , & Frayer, D.A. Conceptual learning and development: A cognitive view. New York: Academic Press, 1974.

Kodera, T.L. , & Garwood, S.G. Cognitive processes and intelligence. In S.G. Garwood (Ed.), Educating young handicapped children: A developmental approach. Germantown, Md.: Aspen, 1979.

Lavatelli, C.S. Piaget's theory applied to an early childhood curriculum. Boston: American Science and Engineering, Center for Media Development, 1970.

Lazerson, M.H. The historical antecedents of early childhood education. The Seventy-First Yearbook of the National Society for the Study of Education (Part 2). Chicago: University of Chicago Press, 1972.

Martin, W.E. Rediscovering the mind of the child: A significant trend in research in child development. Merrill-Palmer Quarterly, 1960, 6, 67–76.

Meyer, E. Comprehension of spatial relations in preschool children. Journal of Genetic Psychology, 1940, 57, 119–151.

Nelson, K. Cognitive development and the acquisition of concepts. In R.C. Anderson (Ed.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum, 1977.

Piaget, J. The language and thought of the child. New York: Harcourt, Brace & World., 1926. (Originally published, 1923)

Piaget, J. Judgment and reasoning in the child. New York: Harcourt, Brace & World., 1928. (Originally published, 1924)

Piaget, J. The child's conception of the world. New York: Harcourt, Brace & World, 1929. (Originally published, 1926.)

Piaget, J. The child's conception of physical causality. New York: Harcourt, Brace & World, 1930. (Originally published, 1927.)

Piaget, J. Plays, dreams and imitation in childhood. New York: Norton, 1951. (Originally published, 1945.)

Piaget, J. The origins of intelligence in children. New York: International Universities Press, 1952.

Piaget, J. The construction of reality in the child. New York: Basic Books, 1954. (Originally published, 1937.)

Ryle, G. The concept of mind. New York: Barnes & Noble, 1950.

Sampson, E.E. Cognitive psychology as ideology. American Psychologist, 1981, 36, 730–743.

Shapiro, E. , & Biber, B. The education of young children: A developmental–interaction approach. Teachers College Record, 1972, 74, 55–80.

Siegel, I. Concept formation. In J.J. Gallagher (Ed.), The application of child development research to exceptional children. Reston, Va.: Council for Exceptional Children, 1975.

Weikart, D.C. Effects of different curricula in early childhood intervention. Educational Evaluation and Policy Analysis, 1981, 3, 25–35.

Weikart, D.C. , Rogers, L. , & Adcock, C. The cognitively oriented curriculum. Washington, D.C.: National Association for the Education of Young Children, 1971.

Werner, H. Process and achievement: A basic problem of education and developmental psychology. Harvard Educational Review, 1937, 7, 353–368.

Werner, H. Comparative psychology of mental development. New York: Science Editors, 1961. (Originally published, 1948.)

Wittrock, M.C. The cognitive movement in instruction. Educational Psychologist, 1978, 13, 15–30.

Wolinsky, G. Piaget and the psychology of thought: Some implications for teaching the retarded. American Journal of Mental Deficiency, 1962, 67, 250–266.

Wolinsky, G. Piaget's theory of perception: Insights for educational practices with children who have perceptual difficulties. Training School Bulletin, 1965, 62, 12–26.

Woodward, M. The behavior of idiots interpreted by Piaget's theory of sensorimotor development. British Journal of Educational Psychology, 1959, 29, 60–71.

Woodward, M. Concepts of number in the mentally retarded studied by Piaget's method. Journal of Child Psychology and Psychiatry, 1961, 2, 249–259.

Woodward, M. The application of Piaget's theory to the training of the subnormal. Journal of Mental Subnormality, June 1962, pp. 17–28. (a)

Woodward, M. Concepts of space in the mentally subnormal studied by Piaget's method. British Journal of Social Clinical Psychology, 1962, 1, 35–37. (b)