• 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.

Where Are We Now in Cognitive Development?
Where are we now in cognitive development?

A wide and conflicting range of viewpoints has been presented and conclusions drawn. Wherever we are, it is clear we are not yet at the end. In this chapter we consider some of the remaining unresolved issues in developmental psychology. Is Piaget passé, or does he still have something to offer to both developmental psychologists and teachers?

Such recent critics as Cohen (1983) have argued that, since Piaget did most of his important work in the 1920s and 1930s, this has been invalidated by subsequent work. The contrary is argued here: much of his work is still relevant today. This applies, first, to the broad theory of development from birth to adolescence, and ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles