• 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 Role of Language
The role of language

Language is probably the most vital aspect of cognitive development. It is the basis for most communication between a child and the important adults in his life, and with other children. It is the chief means of education during the school years.

The Relationship Between Language and Thought

The relationship between language and thought is indeed a fascinating one. Does thinking determine language possibilities or does language determine thought? Or is there a more interactive relationship between the two? Here a spectrum of viewpoints will be outlined, starting with the primacy of language and moving across to the opposite pole, the primacy of thought.

The Primacy of Language

Benjamin Whorf (1956) is one of the best-known exponents of the linguistic relativity view. ...

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