ABSTRACT
For several years, the Shoreham-Wading River school district has been involved in an in-service education program designed to sensitize teachers to the cognitive developmental theories of Piaget and to then apply these theories to classroom practices. The focus of the program has been “the child’s point-of-view.” Recognizing and understanding the child’s point-of-view is seen as a critical element in helping teachers develop appropriate instructional programs for their pupils. This article describes ways in which educators have used their understandings of children’s points of view in developing curriculum, structuring questions, interpreting test results and evaluating instruction.
