• 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.

General Implications of Theories of Cognitive Development for Teachers
General implications of theories of cognitive development for teachers

Piaget outlined his ideas on learning over a period of nearly sixty years. It is now a decade or more since Piaget's death. With his influence in psychology fading, perhaps it is time for a reassessment of his influence in education. In Britain this comes at a time when the Education Reform Act 1988 (ERA) is being implemented.

The framework of the National Curriculum implies a need for formal teaching methods. Vygotsky (1986) was one of the first cognitive developmentalists to take a formal teacher's point of view. However, he was strongly opposed to learning being mechanical; on the contrary, it must be active. There has been very little ...

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