SKINNER, PIAGET AND FROEBEL: A STUDY OF PROGRAMMED INSTRUCTION WITH YOUNG CHILDREN

Abstract

The aim of this study is to investigate how far it is possible to teach abstract concepts systematically to young children by means of linear programs. The work of Piaget and the views of progressive educationists in the Froebel tradition would seem to imply for different reasons that this would be extremely difficult. A program was written to teach children to solve a problem devised by Piaget concerning the geometry of area and this program was read to each subject individually.

The performances of four matched groups of children aged four, five, six and seven were compared. The seven‐year‐olds on the whole succeeded reasonably with all the post‐program tests; the six‐year‐olds, who performed surprisingly well on the pre‐test, succeeded with the post‐test but not the transfer and retention tests; some learning was achieved by the five‐year‐olds.

Little success was achieved with the four‐year‐olds, largely because of their reluctance to treat the situation as a learning rather than a play situation. Several methods are suggested on the basis of observation for overcoming this difficulty.