• 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.

Loyal to the Founding Father: Fundamentalist, Post- and Neo-Piagetians
Loyal to the founding father: Fundamentalist, post- and neo-piagetians

Despite the large number of critics of Piaget's work who have been active during the 1970s and 1980s and whose work is discussed in Chapters 4 to 9, there remains a core of cognitive developmentalists who are basically sympathetic to Piaget's original contribution, as summarized in Chapter 2. Of this, it is Piaget's stage theory that has attracted far more criticism than his theory of learning. Of those who support Piaget's ideas, the degree of support varies from the absolute to the qualified.

The Fundamentalist Piagetians

Not surprisingly, the Geneva school has been the staunchest defender of the original Piagetian position. This has involved defending it against the domain-specific standpoint, ...

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