Research On The Feasibility Of Applying Piagetian Constructivist Theory Into Chinese Kindergarten Curriculum

Piagetian Constructivist theory has affected education for preschool children worldwide and generated many projects in preschool education practice. Lavatelli preschool education curriculu, Weikart cognitive orientation course and Kamii-DeVries preschool education project are thought typical among all projects. After hackling the evolution of Piagetian Constructivist theory applied to preschool education practice in America, compared are the three preschool education curriculua from the perspectives on knowledge, on children, on learning and teaching. The conclusion is reached that the Lavatelli project is a misreading of Piaget, while the Weikart model is not far from Piaget and kamii-DeVries model truly represents the core character of Piagetian constructivist theory as applied to preschool education.From the 1980 on, the theory has influenced the kindergarten curriculum as well as trends of reforms in China. It is the main purpose of this dissertation to ask and answer the question that whether Piagetian constructivst model of curriculum a feasible guideline for Chinese kindergarten education.The author adopted Mixed Methods Research to probe into the feasibility of the exertion of piagetian constructive theory in kindergarten curriculum in our country. Firstly, doing the PPT of the Kamii—DeVries preschool education project and constituting questionnaire, the author investigated 188 kindergarteners in Nanjing Changshu、Kunshan in Jiangsu province on the basis of explaining the basic elements of the theory. By quantitative and thematic analysis the author reported the results of the questionnaire survey, and the author took detailed interviews with six educators in the field of kindgantenal research and practices. Bronfenbrenner’s perspectiveregaring the ecology of human development is adoted to interpret the findings of the analyses on microsystem、mesosystem、exosystem and macrosystem. The conclusion is tentatively put forward that the exertion of Piagetian constructivist theory in kindergarten curriculum in China is possible to a certain extent, but there are difficulties to overcome in the areas of teacher resources and administrational and supporting systems.In summary, the author reflected on the feasibility about the exertion of Piagetian constructivist theory in kindergarten curriculum in our country. One factor to be considered is the compatibility between Piagetian constructivist theory and the Chinese cultural. Another factor is the possibility of transformation of the mentality and professional capacity of teachers in modern China. It is suggested that we can apply Piaget’s constructivist theory in kindergarten curriculum with adequate preparation of personnels and a functional supporting system for constructive practices on a day to day basis. It is a better strategy to experiment and then to implement such educational reforms in some classes and in region activies.