Leslie Smith is Senior Lecturer in the Department of Educational Research, Lancaster University. His previous publications include Jean Piaget: Critical Assessments (4 vols, 1992) and Critical Readings on Piaget (1996). Julie Dockrell is Senior Lecturer in Child Development and Learning at the Institute of Education, London University. Peter Tomlinson is Reader in Education in the School of Education, University of Leeds.

• Introduction, Part 1 Educational intervention and teaching 1 Educational implementation and teaching: ‘School knowledge’ and psychological theory 2 Piaget and Vygotsky: A necessary marriage for effective educational intervention 3 Psychological theory that ‘works’ in the classroom Part 2 Social collaboration and learning 4 Psychological development as a social process 5 Revisiting young Jean Piaget in Neuchâtel among his partners in learning 6 Piaget, Vygotsky and the social dimension Part 3 Cognitive skills and domain specificity 7 Piaget, mathematics and Vygotsky 8 Socializing intelligence 9 Expertise and cognitive development: Seeking a connection Part 4 Measurement of development 10 Measuring development: Examples from Piaget’s theory 11 Capturing dynamic structuralism in the laboratory 12 Why measure development? Part 5 Development of modal understanding 13 Children’s understanding of permission and obligation 14 Necessary knowledge and its assessment in intellectual development 15 Modality and modal reasoning

Leslie Smith is Senior Lecturer in the Department of Educational Research, Lancaster University. His previous publications include Jean Piaget: Critical Assessments (4 vols, 1992) and Critical Readings on Piaget (1996). Julie Dockrell is Senior Lecturer in Child Development and Learning at the Institute of Education, London University. Peter Tomlinson is Reader in Education in the School of Education, University of Leeds.

• Introduction, Part 1 Educational intervention and teaching 1 Educational implementation and teaching: ‘School knowledge’ and psychological theory 2 Piaget and Vygotsky: A necessary marriage for effective educational intervention 3 Psychological theory that ‘works’ in the classroom Part 2 Social collaboration and learning 4 Psychological development as a social process 5 Revisiting young Jean Piaget in Neuchâtel among his partners in learning 6 Piaget, Vygotsky and the social dimension Part 3 Cognitive skills and domain specificity 7 Piaget, mathematics and Vygotsky 8 Socializing intelligence 9 Expertise and cognitive development: Seeking a connection Part 4 Measurement of development 10 Measuring development: Examples from Piaget’s theory 11 Capturing dynamic structuralism in the laboratory 12 Why measure development? Part 5 Development of modal understanding 13 Children’s understanding of permission and obligation 14 Necessary knowledge and its assessment in intellectual development 15 Modality and modal reasoning

Leslie Smith is Senior Lecturer in the Department of Educational Research, Lancaster University. His previous publications include Jean Piaget: Critical Assessments (4 vols, 1992) and Critical Readings on Piaget (1996). Julie Dockrell is Senior Lecturer in Child Development and Learning at the Institute of Education, London University. Peter Tomlinson is Reader in Education in the School of Education, University of Leeds.

• Introduction, Part 1 Educational intervention and teaching 1 Educational implementation and teaching: ‘School knowledge’ and psychological theory 2 Piaget and Vygotsky: A necessary marriage for effective educational intervention 3 Psychological theory that ‘works’ in the classroom Part 2 Social collaboration and learning 4 Psychological development as a social process 5 Revisiting young Jean Piaget in Neuchâtel among his partners in learning 6 Piaget, Vygotsky and the social dimension Part 3 Cognitive skills and domain specificity 7 Piaget, mathematics and Vygotsky 8 Socializing intelligence 9 Expertise and cognitive development: Seeking a connection Part 4 Measurement of development 10 Measuring development: Examples from Piaget’s theory 11 Capturing dynamic structuralism in the laboratory 12 Why measure development? Part 5 Development of modal understanding 13 Children’s understanding of permission and obligation 14 Necessary knowledge and its assessment in intellectual development 15 Modality and modal reasoning