• Summary
  • Contents
  • Subject index

‘At the end of the day, what is crucial is to enable educationalists to promote and apply their own metatheories and models of child development which they feel comfortable with and which enable children to develop. … Peter Sutherland should be credited with making a significant contribution towards achieving this fundamental goal’ - Educational Psychology in Practice

‘… this book deserves to become a classic in the field. Will appeal alike to academics and students in higher education, and to serving teachers- BPS: Educational Review Section

This book provides a general outline of the dominant schools of thought on cognitive development, with a focus on Piaget. His views are outlined and a range of critical responses and alternatives are detailed. The author examines the application of these schools of thought to teaching pre-school, primary and secondary children. Each chapter includes a summary and questions for discussion. The book concludes with a glossary of terms.


How do children and adolescents learn? Does learning differ at various phases of children's and adolescents' lives and, if so, how? Of what relevance is our knowledge of their learning to teaching? These are the key questions this book aims to answer. At present, however, psychology has no universally agreed perspective from which to answer such questions as these. Rather, they are answered from various, often conflicting, perspectives. One perspective that had an enormous influence on developmental psychology and on the teaching of young children in the 1960s and 1970s was that of the Swiss epistemologist, Jean Piaget. It is now some ten years since Piaget died, and much has happened in the field of understanding children's thinking in both the decade before Piaget's ...

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