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Piaget’s Early Theory of the Role of Language in Intellectual Development: A Comment on DeVries’s Account of Piaget’s Social Theory

University of Illinois at Chicago, 1040 W. Harrison St., Chicago, IL 60607; joe{at}uic.edu. His research interests include constructivist theory and mathematical cognition.MARIA VARELAS is an associate professor in the College of Education (M/C 147), University of Illinois at Chicago, 1040 W. Harrison St. Chicago, Il 60607; mvarelas{at}uic.edu. Her research interests include constructivist approaches to teaching and learning and science education

In the March 1997 Educational Researcher, Rheta DeVries presented a thought-provoking account of the social factors in Piaget’s conceptualization of intellectual development, primarily in his early works. However, DeVries ignored the fact that in these early writings Piaget made language an integral part of his ideas on intellectual development. DeVries’s elision is unfortunate for two reasons. First, it raises an issue of validity: Are we justified in simply discarding the linguistic element of these writings? Second, DeVries missed the opportunity to show how Piaget’s early ideas on the role of language might be relevant to contemporary interest in socio-cultural aspects of development.

Educational Researcher, Vol. 30, No. 6, 22-23 (2001)
DOI: 10.3102/0013189X030006022


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