• 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 Secondary Teacher
The secondary teacher

If one teaching aid has dominated in most subjects, it is the worksheet. This is very similar to the research technique used by E. A. Peel and his students (1971) at Birmingham to study adolescent judgement. In most cases this involved presenting pupils with a written passage, then asking them questions based on it. The higher-level response that is sought involves bringing in other material in addition to the passage given, and the adolescent using his imagination on both.

The widespread adoption of individualized learning has given renewed relevance to the work of Peel and his school. This method helps teachers cope with a mixed-ability class, with each pupil working on material at his own level. There is criticism by ambitious ...

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