How Children Think and Learn, eTextbook
2nd Edition
Published on 29. September 2010
336 pages
978-1-4443-9304-0 (ISBN)
Description
This is the second edition of a textbook that has met with enthusiastic acclaim since its publication in 1988. It explores in detail theories and discussions of how children think and learn. It also looks at the practical implications of research and acknowledges some of the difficult problems teachers face when trying to put theory and research into practice in the classroom.
The author is Professor of Psychology at the University of Nottingham.
- Discusses important new research in developmental psychology that has taken place since the first edition was published in 1988
- Provides an excellent resource for both psychology students and educationalists
- Includes substantially revised chapters on mathematics and classroom education
The author is Professor of Psychology at the University of Nottingham.
More details
Other editions
Additional editions
David Wood
How Children Think and Learn
Book
12/1997
2nd Edition
Wiley
€54.61
Shipment within 15-20 days
Content
- Intro
- How Children Think and Learn: The Social Contexts of Cognitive Development
- Contents
- Series editor's preface
- Preface to the second edition
- Acknowledgements
- Introduction: From Pavlov to Piaget... a round trip?
- Changing perspectives on learning and development
- Learning and instruction
- Uncertainty and information
- 1 Images of childhood and their reflection in teaching
- Learning and schooling
- From five to eleven
- Thought as internalized action
- Piaget's approach to language and cognition
- Vygotsky: instruction and intelligence
- Piaget and Vygotsky on talking and thinking
- Processing information: on becoming an expert
- Piaget, Vygotsky and Bruner: a brief comparison and summary
- 2 A decade of development (maturation and learning!)
- The impact of Vygotskian thinking
- Neo-Piagetian theory
- Information processing: mental models and expertise
- Mental modules and maturation
- Time to synthesize?
- 3 Are there stages of development?
- Appearance and reality in the development of understanding
- Two key Piagetian terms: assimilation and accommodation
- More technicalities: centration, disequilibrium and de-centring
- A critique of Piaget's theory
- Part of Piaget's legacy
- Discontinuities in development?
- Drawing inferences from mental models
- Summary
- 4 Learning how to think and learn
- Attending, concentrating and remembering
- A pause for review
- Memory and schooling
- Paying attention
- Wholes and parts: theories of perception and understanding
- Experience, expertise and explanation
- Drawing inferences: logic and memory
- What is effective instruction? First thoughts
- The zone of proximal development
- Learning and instruction as shared information processing
- Rules of the mind
- Learning and generalization: first thoughts on a thorny issue
- 5 Language and learning
- Bernstein's analysis: restricted codes and elaborated codes
- Bernstein's theory and educational politics
- The Chomskian 'revolution'
- Language acquisition and the LAD
- Meaning and 'structure dependency'
- Some examples of the early stages of language development
- Language: discontinuity and change
- Language learning: one process or many?
- Deixis: words that 'point'
- Teach yourself language?
- Re-organization and representational re-description
- Educability: some first thoughts
- Summary
- 6 Making sense
- Non-verbal and verbal communication
- From home to school: conversation and narrative
- Telling stories: four to ten
- Representational re-description re-visited
- Language and cognition (again!)
- Pause for reflection
- Information-giving
- Classroom 'registers': means to ends
- Summary
- 7 The literate mind
- Logic, literacy and reasoning?
- Thinking in childhood and adolescence
- Logicism
- Logic and reasoning
- Language in talk and text
- The written and the spoken word: learning to read
- Writing, planning and self-regulation
- The eleven to thirteen shift: a linguistic perspective
- Becoming literate
- Spelling and syntax
- Self-regulation and reading comprehension
- Conclusions
- 8 The mathematical mind
- Part I: Theory and research into mathematics learning
- Counting and one-to-one correspondence
- Counting: out, on, up and down!
- Cardinal knowledge
- Derived number understanding
- Addition and subtraction as models for situations
- Pause for reflection and review
- Multiplication and division: some beginnings
- Sharing, splitting and dividing
- Dividing and division: parts and wholes
- New kinds of numbers
- Understanding written numbers: base, place and space
- Language variation: reading, writing and using numbers
- Mathematics in school and community
- Part 2: Theory and practice
- Children's achievements and problems in mathematics
- Mathematical abilities and mathematical misconceptions
- Instruction, interview and dialogue
- Learning and teaching mathematics: why is it all so hard?
- Language, instruction and self-regulation
- Maths and culture
- Concluding comments
- 9 Education and educability
- Theories of psychology and practices of education
- One intelligence or many?
- Effort and ability
- Attending and concentrating
- Effort, ability and motivation: the social dimension
- Theory to practice: a hard road?
- Theory, technology and teaching
- Concluding comment
- Bibliography
- Index
