Abstract
The relevance for educational theory of Piaget's cognitive and developmental psychology is examined, especially as teaching of concepts and operations is concerned. Piaget's constructivism and his assimilation theory are found to be most useful. His equilibration concept and his one-step model of concept construction, however, limit the applicability of the theory. Related to these traits of Piaget's psychology is the tacit assumption that experiments simply uncover cognitive structures, which are said to build up during the child's spontaneous activities. An alternative conception of developmental processes and of cognitive learning is offered, in which an elaboration concept, language, and social stimulation are central.
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