• 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.

An Interventionist: Bruner
An interventionist: Bruner

Jerome Bruner was one of the early critics of Piaget's work in the English-speaking world. In a number of highly influential books during the 1960s he suggested teachers should search for pedagogic means of prodding slower developers, stimulating lazy kids and boosting those from deprived backgrounds, such as the inner cities. It would be helpful (if it were possible) to accelerate such children's development in order to solve this problem. Bruner urged teachers to try to get pupils through the successive stages as quickly as possible. Subsequent critics have denied this is actually possible. However, successful acceleration studies have been carried out, e.g. that of Adey, Shayer and Yates (1989), reported in Chapter 10.

Bruner's case for acceleration seems worth examining, ...

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