ABSTRACT
This chapter takes a straightforward look at the ways in which theorists view children’s thinking. It looks at systems put forward by Bloom, Wallace, Bowring-Carr and WestBurnham, Fisher, Gardner, and Wilding to track and build effectively on children’s thinking. The practical application of these ideas to a section of the curriculum is explored. It is suggested that there is a need for thinking and higher-order cognition to be made central to curriculum planning and to classroom learning and teaching.
