Education for Cognitive Development

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Abstract

Originally published in Contemporary Psychology: APA Review of Books, 1979, Vol 24(2), 131–132. Reviews the book, Piaget for the Classroom Teacher by Barry J. Wadsworth (see record 1979-29507-000). Wadsworth states in his introduction “It is with a measure of uncertainty, but with a sincere feeling of challenge and urgency, that I set out to write a book that deals in large part with the application of Piaget's theory to educational practice”. He has met this challenge well, crafting a book that is enjoyable to read, intellectually sound, and packed with important ideas about the nature of cognitive development and the practice of teaching. The first two parts of the book focus the reader on key concepts in Piagetian theory such as the interplay of genetic factors and experience, operative and figurative knowing, motivation, the role of language, and several others. The third section addresses general questions about strategies for teaching and curriculum design, with a number of suggestions regarding reading, mathematics, science, and social studies. The final part of the book concerns assessment, indicating how Piaget's clinical approach differs from psychometric and pure observational techniques. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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