
Teacher Education, Educational Leadership & Policy ETDs
Publication Date
5-4-1978
Abstract
An investigation is made of Jean Piaget's theory of equilibration, and of the equilibrating behavior of sixteen children in school. It is demonstrated that equilibration could be a valid construct from which to view children's behavior--especially learning behavior. It is also demonstrated that a sound curriculum base can be derived from the equilibration theory of Piaget. Questions about educational pedagogy can be cast in terms of equilibration theory.
An observational study is made of sixteen children's self-regulating (equilibrating) behavior in their classroom environments. The children differ in mental structure in terms of sex, level of development, level of curiosity and locus of control belief scores. It is demonstrated that these different children attempt self-regulation primarily for disequilibrium that is relevant for them and only secondarily for disequilibrium that is imposed by others for them. Questions are raised about children in school and their self-regulative activities relevant to the development of the child. It is observed that a larger sample could reveal more general differential patterns of self-regulative activities in children who are rigorously compared on different characteristics.
Document Type
Dissertation
Language
English
Degree Name
Elementary Education
Level of Degree
Doctoral
Department Name
Teacher Education, Educational Leadership & Policy
First Committee Member (Chair)
Marlis Mann
Second Committee Member
Francis S. Harnick
Third Committee Member
Vera Polgar John-Steiner
Fourth Committee Member
Richard D. Van Dongen
Recommended Citation
Chávez, Luisa Crucita. "Jean Piaget'S Theory Of Equilibration And The Self-Regulating Behavior Of Sixteen Children." (1978). https://digitalrepository.unm.edu/educ_teelp_etds/486
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Teacher Education and Professional Development Commons