The contributors bring their different orientations to the study of child development and genetic epistemology to show the continuing value of Piaget's theory and its fruitfulness in providing insights which permit the advancement of science.

Originally published in 1987, the contributors bring their different orientations to the study of child development and genetic epistemology to show the continuing value of Piaget's theory and its fruitfulness in providing insights which permit the advancement of science. This volume contains the proceedings of the VIIth Advanced Course of the "Fondation Archives Jean Piaget", held at the University of Geneva in 1985. The lectures and discussions included in this volume will help the reader to understand Piaget in the context of twentieth-century science and philosophy and to consider the present and future of the theory, as it was seen at the time of original publication.

`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.

Cognition and emotions in children.

A clear presentation of Piaget's new discipline, genetic epistemology, as a reality, one pregnant with activity, this work will help to counteract the irrelevances and confusion in educating for values today.

Children's play is a universal human activity, and one that serves a significant purpose in personal development.Throughout this volume, which is an extension of the 33rd Annual Meeting of the Jean Piaget Society, the editors and contributors explore assumptions about play and its status as a unique and universal activity in humans.As a whole, Play