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Cognitive development today : Piaget and his critics / Peter Sutherland.

By: Material type: TextTextPublisher: London : P. Chapman Pub., [1992]Copyright date: ©1992Description: xi, 204 pages : illustrations ; 21 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 1853961337
  • 9781853961335
Subject(s): DDC classification:
  • 155.413 22
LOC classification:
  • BF723.C5 S93 1992
Contents:
Introduction -- The Piagetian legacy -- The role of language -- Vygotsky and the Vygotskyans -- The behaviourist reaction -- An interventionist: Bruner -- Criticisms of specific aspects of Piaget's work: Bryant, Donaldson and others -- The constructivist movement -- Other important contemporary schools: alternatives to Piaget -- Loyal to the founding father: fundamentalist, post- and neo-Piagetians -- Where are we now in cognitive development? -- General implications of theories of cognitive development for teachers -- Feuerstein -- The effect on education of these viewpoints -- Teaching mathematics -- The secondary teacher -- Moral development.
Summary: "Piaget has probably had a greater impact on teaching in the postwar years than any other psychologist. ; ; Since the early 1970s there has been a strong reaction against Piaget from various quarters. In some cases this has led to alternative approaches being put forward. In other cases there has been a synthesis of the new ideas with those of Piaget. ; ; 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."--Publisher description.
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Includes bibliographical references (pages 188-197) and index.

Introduction -- The Piagetian legacy -- The role of language -- Vygotsky and the Vygotskyans -- The behaviourist reaction -- An interventionist: Bruner -- Criticisms of specific aspects of Piaget's work: Bryant, Donaldson and others -- The constructivist movement -- Other important contemporary schools: alternatives to Piaget -- Loyal to the founding father: fundamentalist, post- and neo-Piagetians -- Where are we now in cognitive development? -- General implications of theories of cognitive development for teachers -- Feuerstein -- The effect on education of these viewpoints -- Teaching mathematics -- The secondary teacher -- Moral development.

"Piaget has probably had a greater impact on teaching in the postwar years than any other psychologist. ; ; Since the early 1970s there has been a strong reaction against Piaget from various quarters. In some cases this has led to alternative approaches being put forward. In other cases there has been a synthesis of the new ideas with those of Piaget. ; ; 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."--Publisher description.

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