ABSTRACT
This chapter discusses two topics which are especially relevant to the problem of just how modifiable cognitive development is. The first is the series of laboratory-style learning experiments in which investigators have sought to teach conceptual skills from Piaget's stages to children who do not yet possess them. The second is a group of experimental preschool curricula in which early-childhood educators have attempted to implement Piaget's ideas about the relationship between learning and development. Piaget wrote many papers on education during his life, some of them as early as the 1930s. From these articles, as well as from the theory itself, educators have isolated several recommendations that might be implemented in a variety of ways. The chapter focuses on the specific recommendations that most educators regard as uncontroversial. For convenience, they are discussed under three headings: readiness recommendations; recommendations about what to teach; and recommendations about teaching methods.
