How children’s thinking develops and how it can be developed in education are among the most important questions in psychology. Studies of cognition in adults need to be supplemented by the developmental perspective, which often transforms them. Educational objectives will be most efficiently achieved only if we understand children’s thought.
Like all important problems, the nature of developing thinking is far from simple. A wide variety of different approaches have been taken to it, and in the few years before publication had come together to produce new understanding and new ideas. Originally published in 1983, each chapter in this book addresses itself to major issues in the area and the advances that were being made at the time.
Notes on the Contributors. Editor’s Introduction. 1. An Assessment of Piaget’s Theory of Cognitive Development Sara Meadows 2. Modifiability of Cognitive Development Charles J. Brainerd 3. Social Interaction and Cognitive Development: A Review of Post-Piagetian Research Paul Light 4. Assessment of Cognitive Development Ingrid Lunt 5. Metacognitive Development Elizabeth Robinson 6. Literacy and Cognitive Development: A Conceptual Transformation in the Early School Years David R. Olson and Nancy G. Torrance 7. Experience and Cognitive Processing Maggie Mills and Elaine Funnell 8. An Introduction to Soviet Developmental Psychology Andrew Sutton. Name Index. Subject Index.
Routledge Library Editions: Psychology of Education (53 Volume set) brings together a mix of titles involving psychology and education from early years to later life. Covering areas across both education and psychology, including learning theory and strategies, social, developmental and cognitive aspects, school psychology and counselling in schools. The series of previously out-of-print titles, originally published between 1930 and 1996, includes contributions from a range of authors, many considered leaders in their field.