Preschool enrichment and learning

Abstract

This paper discusses some of the basic cognitive units and processes involved in intellective functioning. It suggests that the basic units, consist of schemata, images, symbols, concepts, and rules and that motor action does not have to be an accompaniment to the acquisition of some of these cognitive structures. Comprehension, memory, generation of solution hypotheses, evaluation, and implementation are offered as the basic cognitive processes and some suggestions are made that may be helpful to the teacher. It is argued that the concept of intelligence has no explanatory meaning and that the components that are selected to characterize the intelligent child will change over culture and history. It is urged that communities and educators adopt a relativistic attitude toward the familial or educational experiences that promote optimal growth, for it is not possible to specify the correct set of experiences unless one simultaneously notes the cultural demands the child will encounter.