Abstract
The study examined the effect of a formal versus an open-framework preschool program on young children's learning. The formal program is based on a version of Ausubel's learning theory and uses an expository teaching, meaningful reception training approach. The open-framework program mainly emphasizes spontaneous child-directed learning experiences and is based on Pi aget's theory of intellectual development. The Ausubelian program resulted in improved children's performance on both classification and conservation tasks compared to children in the Piagetian program. Data indicated a nonsynchronous development of classification and conservation opera tions. Both groups of children found classification tasks easier to deal with than tasks on conser vation.
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