• 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.

The Effect on Education of These Viewpoints
The effect on education of these viewpoints
The National Curriculum

Pupils are now faced with a wide range of compulsory subjects from the beginning of primary school. From the point of view of cognitive development, how can they be expected to cope with this? From a post-Piagetian standpoint a pupil would be expected to achieve different levels in different subjects. Piaget wrote about horizontal décalage (or lag), meaning that a child reaches any one important cognitive breakthrough (such as operational thought) at different ages for different tasks. So it is unrealistic to expect uniform attainment by any one child in the different subjects or by the whole national year group of children in any one subject (let alone the whole ...

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