A germ cell model of development based on a cognitive view of learning is used to propose that the cognitive skills needed in today's workplace necessitate reconceptualizing skill acquisition, learning, and training. The model is contrasted with the limitations of competency-based, behaviorist approaches. (SK)

In this paper it is shown that one's conception of intelligence and its development profoundly affects the formulation of educational objectives. A mechanistic conception of intelligence leads to the definition of objectives as a collection of fragmented "cognitive skills" that have little to do with children's development of intelligence. A…

This unit of the Flexible Learning System (FLS), the first of a 3-volume series on children's thinking, discusses the development of classification in children between 3 and 8 years of age. The series is based on the application of Jean Piaget's work to early childhood education. The development of classification is revealed in the way children…

This unit of the Flexible Learning System (FLS), the second of a 3-volume series on children's thinking, focuses on the development of order relations (seriation) in children between 3 and 8 years of age. The series is based on the application of Jean Piaget's work to early childhood education. Seriation concerns the way children reason about…

This unit of the Flexible Learning System (FLS), the third of a 3-volume series on children's thinking focuses on the development of quantitative relations in children between 3 and 8 years of age. The series is based on the application of Jean Piaget's work to early childhood education. Quantitative relations concerns all notions of units and…