Rabai Shlomo Wolbe, Bärbel Inhelder,[3][4] Jerome Bruner,[5] Kenneth Kaye,[perlu rujukan] Lawrence Kohlberg,[6] Robert Kegan,[7] Howard Gardner,[8] Thomas Kuhn,[9] Seymour Papert,[10] Lev Vygotsky,[11][12] John Flavell, Yann LeCun,[13] Jordan Peterson[14]
Jean Piaget (Perancis: [ʒɑ̃ pjaʒɛ]; 9 Ogos 1896 – 16 September 1980) merupakan seorang ahli psikologi Switzerland yang dikenali kerana kajiannya terhadap perkembangan kanak-kanak. teori perkembangan kognitif Piaget dan pandangan epistemologi sama-sama dipanggil "epistemologi genetik".
Piaget sangat mementingkan pendidikan kanak-kanak. Sebagai Pengarah Biro Pendidikan Antarabangsa, beliau mengisytihar pada tahun 1934 bahawa "hanya pendidikan mampu menyelamatkan masyarakat kita daripada runtuh yang boleh jadi, sama ada ganas, atau beransur-ansur."[15] Teori perkembangan kanak-kanak beliau dikaji dalam program pendidikan praperkhidmatan. Para pendidik terus menggabungkan strategi berasaskan konstruktivis.
Piaget mencipta Pusat Antarabangsa untuk Epistemologi Genetik di Geneva pada tahun 1955 manakala di fakulti Universiti Geneva dan mengarahkan Pusat tersebut sehingga beliau meninggal dunia pada tahun 1980.[16] The number of collaborations that its founding made possible, and their impact, ultimately led to the Center being referred to in the scholarly literature as "Piaget's factory".[17]
Menurut Ernst von Glasersfeld, Jean Piaget merupakan "perintis hebat teori mengetahui konstruktivis."[18] Walau bagaimanapun, ideanya tidak popular meluas hingga 1960-an.[19] Hal ini kemudian membawa kepada timbulnya kajian perkembangan sebagai suatu subdisiplin major dalam psikologi.[20] Menjelang akhir abad ke-20, Piaget hanya yang kedua daripada B. F. Skinner sebagai ahli psikologi yang paling banyak dipeting pada zaman itu.[21]
Piaget telah memberi inspirasi kepada kajian yang tidak terkira banyaknya dan juga bidang pertanyaan yang baru. Berikut adalah senarai kritik dan ulasan, disusun menggunakan kaedah berasaskan kutipan yang sama sebagai senarai karya utama beliau sendiri (di atas). Ini mewakili tulisan pasca-Piaget yang penting dan berpengaruh dalam subdisiplin masing-masing.
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. [4089]
Minsky, M. (1988). The society of mind. [3950]
Kohlberg, L. (1969). Stage And Sequence: The Cognitive-Developmental Approach To Socialization. [3118]
Flavell, J. (1963). The developmental psychology of Jean Piaget. [2333] [The development of the project that became this book, and its impact, is discussed in detail by Müller, U.; Burman, J. T.; Hutchison, S. M. (2013). "The developmental psychology of Jean Piaget: A quinquagenary retrospective". Journal of Applied Developmental Psychology. 34 (1): 52–55. doi:10.1016/j.appdev.2012.10.001. ISSN0193-3973.]
Gibson, E. J. (1973). Principles of perceptual learning and development. [1903]
Hunt, J. McV. (1961). Intelligence and Experience. [617+395+384+111+167+32=1706]
Meltzoff, A. N. & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. [1497]
Case, R. (1985). Intellectual development: Birth to adulthood. [1456]
Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. [1001]
Shatz, M.; Gelman, R. (1973). "The Development of Communication Skills: Modifications in the Speech of Young Children as a Function of Listener". Monographs of the Society for Research in Child Development. 38 (5): 1–37. doi:10.2307/1165783. JSTOR1165783. [470]
Broke, H (1971). "Interpersonal perception of young children: Egocentrism or Empathy?". Developmental Psychology. 5 (2): 263–269. doi:10.1037/h0031267. [469]
Wadsworth, B. J. (1989). Piaget's theory of cognitive and affective development [421]
Karmiloff-Smith, A. (1992). Beyond Modularity. [419]
Bodner, G. M. (1986). Constructivism: A theory of knowledge. [403]
Shantz, C. U. (1975). The Development of Social Cognition. [387]
Diamond, A.; Goldman-Rakic, P. S. (1989). "Comparison of human infants and rhesus monkeys on Piaget's AB task: evidence for dependence on dorsolateral prefrontal cortex". Experimental Brain Research. 74 (1): 24–40. doi:10.1007/bf00248277. PMID2924839. [370]
Gruber, H. & Voneche, H. (1982). The Essential Piaget. [348]
Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. [338]
Kamii, C. & DeClark, G. (1985). Young children reinvent arithmetic: Implications of Piaget's theory [335]
Riegel, K. F. (1973). Dialectic operations: The final period of cognitive development [316]
Bandura, A.; McDonald, F. J. (1963). "Influence of social reinforcement and the behavior of models in shaping children's moral judgment". Journal of Abnormal and Social Psychology. 67 (3): 274–281. doi:10.1037/h0044714. PMID14054361. [314]
Karplus, R. (1980). Teaching for the development of reasoning. [312]
Brainerd, C. (1978). The stage question in cognitive-developmental theory. [311]
Brainerd, C. (1978). Piaget's theory of intelligence. [292]
Gilligan, C. (1997). Moral orientation and moral development [285]
Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development [284]
Braine, M. D. S., & Rumain, B. (1983). Logical reasoning. [276]
John-Steiner, V. (2000). Creative collaboration. [266]
Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical causal account of cognitive development. [261]
Hallpike, C. R. (1979). The foundations of primitive thought [261]
Furth, H. (1969). Piaget and Knowledge [261]
Gelman, R. & Baillargeon, R. (1983). A review of some Piagetian concepts. [260]
O'Loughlin, M. (1992). Rethinking science education: Beyond piagetian constructivism. Toward a sociocultural model of teaching and learning. [252]
Messerly, John G. (1996). "Psychogenesis and the History of Science: Piaget and the Problem of Scientific Change", The Modern Schoolman LXXIII, 295–307.