• 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 Constructivist Movement
The constructivist movement

Since Piaget's death, the constructivist movement has come to the fore. In some educational circles, the movement is known as the alternative framework in the sense of being alternative to the ‘orthodox’ Piagetian view presented at many colleges. However, it is also alternative in a school-based sense: it is an alternative to teacher-imposed formal learning where all pupils are supposed to learn the same thing at the same time. Constructivists would argue that few children do so.

The main constructivist proposition is that the child constructs his own version of reality from his own unique experiences. It is this construction he then uses to deal with any new experience in that field. The process of constructing his own knowledge is an ...

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