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.