What are the characteristics of the preschool curriculum?

1. Focus not only on the results of children's thinking, but also on the process of thinking.

In addition to checking the correctness of a child's answer, the teacher must understand the process by which the child arrived at that answer. According to the child's current level of cognitive functioning to provide appropriate learning sensation; teachers can only understand the child to arrive at a particular conclusion of the method used, it is possible to provide children with appropriate learning opportunities.

2. Recognize the importance of children's autonomy and active participation in learning activities

The classroom that teaches according to Piaget's theory does not advocate presenting students with ready-made knowledge; rather, it encourages children to discover knowledge on their own through spontaneous interaction with the environment. Thus, instead of didactic teaching, teachers provide a large variety of activities in which children interact directly with the real world.

3. There is no emphasis on training children to think like adults.

Piaget called the problem of "how can we accelerate development" the "American problem". Piaget, who had visited many countries, believed that American psychologists and educators seemed to be most interested in the question of "what techniques can be used to accelerate children's development at all stages". Educational programs using Piaget's theory as a guiding principle also embraced Piaget's tenet that it is better not to teach children than to subject them to instruction too early; this can easily lead to a superficial acceptance of adult rules rather than to true cognitive understanding.

4. Individual differences in adult developmental processes.

Piaget theorized that all children pass through stages in the same developmental order, but at different rates. Teachers must therefore make every effort to organize instructional activities for each child and for individual groups rather than for the whole class. In addition, because of individual differences, children's academic progress should be evaluated by taking into account each child's own previous development, rather than by measuring it against the achievement norms of peers of the same age.