- 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.
Chapter 7: Criticisms of Specific Aspects of Piaget's Work: Bryant, Donaldson and Others
Criticisms of Specific Aspects of Piaget's Work: Bryant, Donaldson and Others
Criticism of Piaget's theories has focused on specifics as well as on underlying assumptions. In this chapter we begin by mentioning criticisms of aspects of Piaget's stage theory, first discussed in Chapter 2.
Of the Sensorimotor Period by Bower and Butterworth
Stage 1 of the sensorimotor period has been largely superseded by subsequent work. During the past two decades many outstanding researchers have concentrated their focus on unravelling the capabilities of babies. Tom Bower (1977) is only one among many with his work on babies' early perception of shapes displayed above their heads.
More fundamental criticisms of the assumptions underlying Piaget's theory for the sensorimotor period were ...