SYNCHRONIZATION BETWEEN THE COGNITIVE DEVELOPMENT OF THE CHILD AND THE PEDAGOGICAL CONTENT AT THE PRIMARY LEVEL IN ALGERIA: A CRITICAL AND ANALYTICAL ANALYSIS

Abstract

This article delves into a comprehensive analytical study of primary-level pedagogical content in Algeria. It critically examines current educational materials while drawing upon Piaget's theory of child cognitive development.

Development and learning are major contributions of Jean Piaget to the field of education. However, the complexity of the operational theory of intelligence and its multiple facets have often been used to justify various pedagogical and educational choices, sometimes retroactively. One might question whether the operational theory has been effectively implemented in Algerian primary schools.

The sequence of appearance of different intellectual behaviors, and the average age at which they occur in children, corresponds to what could be called the normative aspect of the operational theory. This aspect is often the primary focus when considering educational applications stemming from Piaget's work. However, the educational content in primary schools does not align with the mental maturation of the child.