• 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.

Other Important Contemporary Schools: Alternatives to Piaget
Other important contemporary schools: Alternatives to piaget
The Information-Processing (IP) School

As the name suggests, information processing (IP) focuses on the actual process of cognition. Questions are asked such as: ‘How does a child learn a specific item, such as 3 × 4?’ ‘What are the factors involved?’ Having a large capacity to memorize is one of the most important factors in successful IP.

The IP school differs from the Piagetian one in focusing on a single act of learning, taking place at one particular time. It also differs in not investigating whether learning differs for different age-groups. It is not interested in whether or not there are any qualitative differences in learning at different ages (even between mature adults and ...

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