• 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.

Vygotsky and the Vygotskyans
Vygotsky and the Vygotskyans
Vygotsky Himself

Vygotsky (1986) was one of the first major figures to respond critically to Piaget's ideas. During the decade 1924—34 he outlined what some consider to be the most powerful alternative to Piaget's ideas. His ideas were only published after Stalin's death in the Soviet Union, and some time later in the English-speaking world. At that time, during the 1950s and 1960s, he was a powerful influence, not least on Bruner. His star waned relatively during the 1970s and early 1980s. However, his ideas are now once again a major force in cognitive development. They provide a significant theoretical input into the influential social-interactive perspective, which argues that a child's intellectual development cannot be considered in a social ...

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