WorldCat Identities

DeVries, Rheta

Overview
Works: 69 works in 220 publications in 4 languages and 5,264 library holdings
Genres: Educational games  Abstracts 
Roles: Author
Publication Timeline
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Most widely held works by Rheta DeVries
Moral classrooms, moral children : creating a constructivist atmosphere in early education by Rheta DeVries( Book )

15 editions published between 1994 and 2012 in English and Undetermined and held by 1,046 WorldCat member libraries worldwide

This classic bestseller, now updated for today's diverse teaching force and student populations, explores the benefits of sociomoral practices in the classroom. The authors draw on recent research to show how these approaches work with children ages 2-8. They focus on how to establish and maintain a classroom environment that fosters children's intellectual, social, moral, emotional, and personality development. Extending the work of Jean Piaget, the authors advocate for a cooperative approach that contrasts with the coercion and unnecessary control that can be seen in many classrooms serving young children. Practical chapters demonstrate how the constructivist approach can be embedded in a school program by focusing on specific classroom situations and activities, such as resolving conflict, group time, rule making, decision making and voting, social and moral discussions, cooperative alternatives to discipline, and activity time
Physical knowledge in preschool education : implications of Piaget's theory by Constance Kamii( Book )

12 editions published between 1978 and 1993 in English and held by 753 WorldCat member libraries worldwide

Guided by Piaget's constructivist theory on how children learn, this book explores an innovative approach to teaching physical knowledge in preschool. Part 1 differentiates between "science education" and "physical-knowledge" activities, noting that physical-knowledge activities involve primarily movements of objects and changes in objects. This part further discusses the rationale for their use and the objectives that determine the principles of teaching physical knowledge. Part 2 is an account of different activities: rollers, target ball, inclines, water play, and the pendulum. Each activity is illustrated in terms of its planning, trial and evaluation. The actions of the children and the reactions of the teachers are also reported. The last part of the book stimulates the reader to go beyond the examples in the book and reveals how physical-knowledge activities can be invented and integrated into an ongoing program. Some of the sources for new ideas are games, objects, and toys as well as chapters on art, science, music, and outdoor play in early education contexts. Free play, snack time, outdoor play, and other incidental situations are suggested as ways to integrate the activities. (Bc)
Developing constructivist early childhood curriculum : practical principles and activities by Di fo rui( Book )

9 editions published between 2002 and 2004 in English and Chinese and held by 744 WorldCat member libraries worldwide

Provides a constructivist interpretation of developmentally appropriate curriculum in early childhood education. Rheta DeVries, one of the founders of constructivist early education, and her colleagues provide the theoretical rationale and practical advice for conducting specific activities in the classroom. Descriptive vignettes are used to show how children's reasoning and teacher interventions are transformed in the course of extended experience with a physical phenomenon or group game. Throughout the book, constructivist teaching is illustrated and contrasted with the approaches found in three other classroom types
Group games in early education : implications of Piaget's theory by Constance Kamii( Book )

18 editions published between 1980 and 2001 in English and held by 721 WorldCat member libraries worldwide

Based on Piaget's theory, this book discusses the educational value of group games for the young child's social and intellectual development, suggesting ways to select or modify both new and familiar games to make them more appropriate for children's learning. Part 1 of the book provides a theoretical introduction to what is meant by good group games and to why, according to Piaget's theory, these games have tremendous educational value. Part 2 gives concrete examples of games, details the teacher's actions in these games, and provides specific directions for playing many variations of eight basic types of games: aiming, races, chasing, hiding, guessing, cards, verbal commands, and board games. Part 3 begins with a chapter devoted to the issue of competition in group games, including discussion of educators' reasons for objecting to competition in group games, ways in which competitive games can contribute to children's development, and principles of teaching competitive group games. Following this, a discussion of some principles of teaching deriving from Piaget's theory and applying to all group games is presented. Part 3 concludes with pointers for each type of game presented in part 2. Finally, a review of the major pedagogical concepts of Piaget's theory is appended. (Author/MP)
Piaget, children, and number : applying Piaget's theory to the teaching of elementary number by Constance Kamii( Book )

9 editions published between 1976 and 1978 in English and Undetermined and held by 400 WorldCat member libraries worldwide

This paper proposes a method for teaching number applying the conservation theory of Piaget in the classroom. It is suggested that number facts cannot be taught by social transmission, since there is a fundamental distinction between logico-mathematical and social knowledge. Conservation cannot be taught to non-conservers, but there are ways to utilize and guide children's natural interest in number. Workbook exercises, math time and cuisenaire rods are not among these. Recommended teaching techniques include: (1) teach number concepts when they are useful and meaningful to a child, when the child feels a need and interest in number arising out of his daily activities; (2) use language that illustrates logical quantification or the comparison of groups (I.E., "Bring enough straws for all the children"); (3) encourage children to verify an answer among themselves; (4) encourage children to make sets with movable objects; (5) figure out how children are thinking; and (6) encourage children in a general way to put all kinds of objects, events, and actions into relationships. Snack time, distribution of materials, group games, etc. can be utilized in the teaching of elementary number concepts. (Ms)
Programs of early education : the constructivist view by Rheta DeVries( Book )

7 editions published in 1987 in English and held by 396 WorldCat member libraries worldwide

Constructivist early education : overview and comparison with other programs by Rheta DeVries( Book )

6 editions published between 1987 and 1992 in English and held by 383 WorldCat member libraries worldwide

Constancy of generic identity in the years three to six by Rheta DeVries( Book )

8 editions published between 1969 and 1973 in English and held by 238 WorldCat member libraries worldwide

Ramps & pathways : a constructivist approach to physics with young children by Rheta DeVries( Book )

4 editions published between 2010 and 2011 in English and held by 203 WorldCat member libraries worldwide

Provides an introduction to constructivist physics with classroom examples illustrating how children construct knowledge. Shows how to promote children's scientific reasoning by engaging them in active experimentation
Sociomoral atmosphere in direct-instruction, eclectic, and constructivist kindergartens : a study of teachers' enacted interpersonal understanding by Rheta DeVries( Book )

2 editions published in 1991 in English and held by 82 WorldCat member libraries worldwide

This study examined the interactions between teachers and children in three kindergarten classrooms. Programs used in the classrooms were: a direct-instruction (di) program, representing a cultural transmission paradigm; a contructivist program (con), representing the cognitive-developmental paradigm; and an eclectic program (ecl), combining elements of the other two programs. Teacher-child interactions were observed and coded according to categories of negotiation strategies (ns) and shared experiences (se). Ratings for ns ranged from Level 0, exercise of will, to Level 3, striving for mutual understanding. Ratings for se ranged from Level 0, impulsive enthusiasm, to Level 3, mutual collaboration in sharing. Results indicated that the con teacher had the most se with children and the di teacher the least. The con teacher had a higher percentage of Levels 2 and 3, and a lower percentage of Level 0, for ns and se than did the di and ecl teachers. The di teacher exhibited an authoritarian orientation and an academic emphasis. The con teacher exhibited a cooperative orientation and an emphasis on stimulation of reasoning. The ecl teacher was more similar to the di teacher than to the con teacher. A list of 34 references is included. Two appendixes describe the categories of negotiation strategies and shared experience. (Bc)
La teoría de Piaget y la educación preescolar by Constance Kamii( Book )

21 editions published between 1977 and 1995 in Spanish and held by 71 WorldCat member libraries worldwide

El conocimiento físico en la educación preescolar : implicaciones de la teoría de Piaget by Constance Kamii( Book )

13 editions published between 1978 and 1989 in Spanish and Undetermined and held by 29 WorldCat member libraries worldwide

La théorie de Piaget et l'éducation préscolaire by Constance Kamii( Book )

11 editions published between 1975 and 1981 in French and held by 26 WorldCat member libraries worldwide

Juegos colectivos en la primera enseñanza : implicaciones de la teoría de Piaget by Constance Kamii( Book )

4 editions published in 1988 in Spanish and held by 24 WorldCat member libraries worldwide

Why group games? : a Piagetian perspective by Rheta DeVries( Book )

5 editions published in 1975 in English and held by 18 WorldCat member libraries worldwide

A Piagetian perspective is used to build a rationale to explain why group games are good for young children. Three major areas in which group games might foster children's development are discussed. In the socioemotional area, the rationale is that moral development, personality development, and autonomy are enhanced by the social context of peer cooperation which group games necessitate. In the cognitive area, group games are said to contribute to the development of logical thinking by forcing children to come out of their egocentricity and to coordinate different points of view. In the area of motivation, the rationale is that children spontaneously engage in group games so that such games must be naturally motivated and can therefore be powerful classroom tools. Several competitive and noncompetitive games are discussed specifically and five criteria for good games are suggested. (Jmb)
Child psychology and childhood education : a cognitive-developmental view by Lawrence Kohlberg( Book )

5 editions published in 1987 in English and held by 15 WorldCat member libraries worldwide

Mei de jiao shi.mei de hai zi : zai you nian jiao yu zhong chuang zao jian gou lun de she hui dao de qing jing by Di fo rui( Book )

1 edition published in 2001 in Chinese and held by 11 WorldCat member libraries worldwide

Constancy of generic identity in the years three to six by Rheta DeVries( Book )

1 edition published in 1969 in English and held by 9 WorldCat member libraries worldwide

Piaget-Based Curricula for Early Childhood Education Three Different Approaches by Constance Kamii( Book )

5 editions published between 1973 and 1977 in English and held by 7 WorldCat member libraries worldwide

An outline for Piaget-based early childhood education curricula is presented. Long term objectives of the curriculum are the facilitation of moral and social growth, and intellectual development leading to formal operational functioning. Education is seen as a process that encourages creative and critical thinking. Short-term objectives are listed in categories of socio-emotional and cognitive development. The model is based on the traditional child development curriculum, with three major differences: (1) thinking is emphasized rather than factual knowledge or sensory learning; (2) the principles of teaching are modified to encourage an active environment, self-initiation of activity, problem-solving directly from physical objects, and the freedom to be "wrong" so that correct answers can be self-discovered; and (3) the role of the teacher is to create the environment where these learning activities will naturally take place. A specific activity is described and discussed in terms of its rationale, or the cognitive processes involved in its participation. (DP)
Constancy of generic identity in the years three to six by Rheta DeVries( Book )

2 editions published in 1969 in English and held by 6 WorldCat member libraries worldwide

 
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Developing constructivist early childhood curriculum : practical principles and activities
Covers
Physical knowledge in preschool education : implications of Piaget's theoryDeveloping constructivist early childhood curriculum : practical principles and activitiesConstructivist early education : overview and comparison with other programsRamps & pathways : a constructivist approach to physics with young children
Alternative Names
De Vries, Rheta.

De Vries, Rheta 1936-

De Vries, Rheta 1936-2012

DeVries, Rheta

DeVries, Rheta L. 1936-2012

Rheta Devries académica estadounidense

Rheta Devries psicòloga estatunidenca

Rheta Devries psicóloga estauxunidense (1936–2012)

Rheta DeVries psicóloga norte-americana

Rheta Devries psicologa statunitense

Rheta Devries psychologue américaine

Vries, Rheta De

Vries, Rheta de 1936-2012

데브리즈, 리타 1936-2012

드 브리스, 레타 1936-2012

드브리스, 리타 1936-2012

디브리즈, R. 1936-2012

디브리즈, 리타 1936-2012

デブリーズ, R.

デブリーズ, リタ

Languages
English (103)

Spanish (36)

French (11)

Chinese (4)