| Abstract: | ABSTRACT The position is taken that compensatory preschools must build a solid foundation for further intellectual development by going back to the sensory motor period, as delineated by Jean Piaget, and making certain that intermediate stages are not skipped or only partially achieved. Portions of Piaget's theory which appear to be essential for future academic achievement are conceptualized into a framework for a preschool curriculum particularly geared to the needs of disadvantaged children. Two areas of cognitive development necessary for logical thinking are described in detail. One area concerns the representation of objects; the second area concerns the understanding of relationships among objects. The implications of these concepts for teaching are discussed, with stress placed upon the importance of mastery of prerequisites. |
