Pedagogical implications of Piaget's theory of intellectual development for teaching and learning

In the paper, we are analyzing Piaget's theory of intellectual development and its implications on the educational praxis. Piaget advocated the thesis that there are four stages of intellectual development, pointing at achievements and restraints in intellectual functioning of children, which are the basis of each stadium. Piaget's comprehension of stadiums in intellectual development, relation between development and learning, perception of the child and factors determining intellectual development, represent an important theoretical basis for performing much significant implication for praxis. Summarizing different implications of Piaget's theory of intellectual development, there are following principles significant for improvement teaching and learning: (a) children actively construct knowledge; (b) in different periods, children qualifiedly think differently; (c) social interaction contributes to intellectual development; (d) intellectual development is built upon previous existing knowledge; (e) abstract thinking is being built upon definite experience; (f) children learn in the bet way by experimenting and researching and (g) children should learn in accordance with own intellectual development. Piaget's theory is a useful frame for improving educational praxis, but very oft en, it is not compatible to educational praxis.