How Children Construct Literacy: Piagetian Perspective

Ferhat Ensar

doi:doi:10.11648/j.ijsedu.20140202.12

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How Children Construct Literacy: Piagetian Perspective

Ferhat Ensar

Received: 10 April 2014 Accepted: 20 April 2014 Published: 30 April 2014

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Abstract

For centuries, educators have assumed that children acquire knowledge by internalizing it form the environment. It was not until the 1970’s that the researchers begun to study about the nature of children’s reading and writing systems. Psychologist wondered how children come to understand what literacy is, what functions children believed literacy served in their lives, and how children made use of literacy. This paper tries to answer these questions based on the Piagetian perspective.

DOI	10.11648/j.ijsedu.20140202.12
Published in	International Journal of Secondary Education (Volume 2, Issue 2, April 2014)
Page(s)	34-39
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Literacy, Piaget, Constructivism

References

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[2]	Brewer, J. A. (2001). Introduction to early childhood Education: Preschool through primary grades. Boston, M.A.: Allyn and Bacon.
[3]	Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, V.A.: Association for Supervision and Curriculum Development.
[4]	Burns, P. L., Roe, B. D., & Ross, E. P. (1999). Teaching reading in today’s elementary schools. Boston, M.A.: Houghton Mifflin Co..
[5]	Cheek, D. (1992). Thinking constructively about science, technology, and society education. New York, N.Y.: State University of New York Press.
[6]	DeVries, R., & Zan, B. (1995). Creating a constructivist classroom atmosphere. Young Children, 51(11), 4-13.
[7]	Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, N.Y.: Longman.
[8]	Forman, G. D., & Kuschner, D. S. (1983). The child’s construction of knowledge: piaget for teaching children. Montery, C. A.: Brooks/Cole Pub. Co..
[9]	Fosnot, C. T. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York, N.Y.: Teachers College Press.
[10]	Fosnot, C. T. (1996). Constructivism: Theory, perspectives, and practice. New York, N.Y: Teachers College Press.
[11]	Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history, traditions and values. The Netherlands: Sense Publishers.
[12]	Kamii, C., & DeVries, R. (1980). Group games in early education: Implications of piaget’s theory. Washington, D.C.: National Association for the education of Young Children.
[13]	Krogh, S. L., & Slentz, K. L. (2001). Early childhood education:Yesterday, Today, and Tomorrow. Mahwah, N.J.: L. Erlbaum Associates.
[14]	Labbo, L. D. (1996). Beyond story time: A sociopsychological perspective on young children’s opportunities for literacy development during story extension time. Journal of Literacy Research, 28(3), 405-428.
[15]	Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186.
[16]	Roopnarine, J. L., & Johnson, J. E. (2000). Approaches to early childhood education. Upper Saddle River, N.J.: Merrill.
[17]	Rousseau, J. J. (2005). Emile: Bir çocuk büyüyor (U. Akgunduz, Trans.). Istanbul: Selis Kitapları. (Original work published 1762).
[18]	Stupiansky, S. W. (1997). Building understanding Together: A Constructivist Approach to Early Childhood Education. Albany, N.Y.: Delmar Publishers.
[19]	Wadsworth, B. J. (1989). Piaget’s theory of cognitive and affective development. New York: Longman.
[20]	Wellhousen, K., & Kieff, J. (2001). A constructivist approach to block play in early childhood. Albany, N.Y.: Delmar/Thomson Learning
[21]	White, C. S., & Coleman, M. (2000). Early childhood education: Building a philosophy for teaching. Upper Saddle River, N. J.: Merrill.

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Ferhat Ensar. (2014). How Children Construct Literacy: Piagetian Perspective. International Journal of Secondary Education, 2(2), 34-39. https://doi.org/10.11648/j.ijsedu.20140202.12

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Ferhat Ensar. How Children Construct Literacy: Piagetian Perspective. Int. J. Second. Educ. 2014, 2(2), 34-39. doi: 10.11648/j.ijsedu.20140202.12

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AMA Style

Ferhat Ensar. How Children Construct Literacy: Piagetian Perspective. Int J Second Educ. 2014;2(2):34-39. doi: 10.11648/j.ijsedu.20140202.12

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@article{10.11648/j.ijsedu.20140202.12,
  author = {Ferhat Ensar},
  title = {How Children Construct Literacy: Piagetian Perspective},
  journal = {International Journal of Secondary Education},
  volume = {2},
  number = {2},
  pages = {34-39},
  doi = {10.11648/j.ijsedu.20140202.12},
  url = {https://doi.org/10.11648/j.ijsedu.20140202.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20140202.12},
  abstract = {For centuries, educators have assumed that children acquire knowledge by internalizing it form the environment. It was not until the 1970’s that the researchers begun to study about the nature of children’s reading and writing systems. Psychologist wondered how children come to understand what literacy is, what functions children believed literacy served in their lives, and how children made use of literacy. This paper tries to answer these questions based on the Piagetian perspective.},
 year = {2014}
}

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TY  - JOUR
T1  - How Children Construct Literacy: Piagetian Perspective
AU  - Ferhat Ensar
Y1  - 2014/04/30
PY  - 2014
N1  - https://doi.org/10.11648/j.ijsedu.20140202.12
DO  - 10.11648/j.ijsedu.20140202.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 34
EP  - 39
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20140202.12
AB  - For centuries, educators have assumed that children acquire knowledge by internalizing it form the environment. It was not until the 1970’s that the researchers begun to study about the nature of children’s reading and writing systems. Psychologist wondered how children come to understand what literacy is, what functions children believed literacy served in their lives, and how children made use of literacy. This paper tries to answer these questions based on the Piagetian perspective.
VL  - 2
IS  - 2
ER  -

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Author Information

Ferhat Ensar

Department of Turkish Education, Yildiz Technical University, Esenler, Istanbul, Turkey

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Plain Text BibTeX RIS

APA Style

Ferhat Ensar. (2014). How Children Construct Literacy: Piagetian Perspective. International Journal of Secondary Education, 2(2), 34-39. https://doi.org/10.11648/j.ijsedu.20140202.12

Copy | Download

ACS Style

Ferhat Ensar. How Children Construct Literacy: Piagetian Perspective. Int. J. Second. Educ. 2014, 2(2), 34-39. doi: 10.11648/j.ijsedu.20140202.12

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AMA Style

Ferhat Ensar. How Children Construct Literacy: Piagetian Perspective. Int J Second Educ. 2014;2(2):34-39. doi: 10.11648/j.ijsedu.20140202.12

Copy | Download

@article{10.11648/j.ijsedu.20140202.12,
  author = {Ferhat Ensar},
  title = {How Children Construct Literacy: Piagetian Perspective},
  journal = {International Journal of Secondary Education},
  volume = {2},
  number = {2},
  pages = {34-39},
  doi = {10.11648/j.ijsedu.20140202.12},
  url = {https://doi.org/10.11648/j.ijsedu.20140202.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20140202.12},
  abstract = {For centuries, educators have assumed that children acquire knowledge by internalizing it form the environment. It was not until the 1970’s that the researchers begun to study about the nature of children’s reading and writing systems. Psychologist wondered how children come to understand what literacy is, what functions children believed literacy served in their lives, and how children made use of literacy. This paper tries to answer these questions based on the Piagetian perspective.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - How Children Construct Literacy: Piagetian Perspective
AU  - Ferhat Ensar
Y1  - 2014/04/30
PY  - 2014
N1  - https://doi.org/10.11648/j.ijsedu.20140202.12
DO  - 10.11648/j.ijsedu.20140202.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 34
EP  - 39
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20140202.12
AB  - For centuries, educators have assumed that children acquire knowledge by internalizing it form the environment. It was not until the 1970’s that the researchers begun to study about the nature of children’s reading and writing systems. Psychologist wondered how children come to understand what literacy is, what functions children believed literacy served in their lives, and how children made use of literacy. This paper tries to answer these questions based on the Piagetian perspective.
VL  - 2
IS  - 2
ER  -

Copy | Download