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Concept formation and cognitive development

  • David Fontana
Chapter
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Part of the Psychology for Professional Groups book series (PPG)

Abstract

The ability to think clearly and sensibly, which involves being able to follow a line of reasoning, to grasp concepts and to initiate lines of enquiry oneself, is obviously central to children’s educational progress. No matter what subject is being studied, failure to understand what is required, or to identify and tackle the problems it involves, are obvious barriers to any real progress. Although they are fully aware of this, some teachers are unclear of the level of thinking (or cognition) they can reasonably expect of a child at a given age. Much educational failure, indeed, stems from the fact that forms of thinking are demanded that children are incapable of supplying.

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References

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Additional reading

  1. Branthwaite, A. and Rogers, D. (Eds) (1985) Children Growing Up. Milton Keynes: Open University Press. Reviews by expert authors of children’s cognitive, social, personal and biological growth. Strongly recommended (also recommended for Chapter 2).Google Scholar
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Copyright information

© David Fontana 1995

Authors and Affiliations

  • David Fontana
    • 1
    • 2
  1. 1.University of Wales College of CardiffUK
  2. 2.University of MinhoPortugal

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