ABSTRACT
Representing individual differences in modes of perceiving, remembering and thinking (Kogan, 1971), cognitive styles would appear to have obvious implications for learning and instructional strategies. To be educationally useful, however, knowledge of teachers’ and students’ cognitive styles should provide reasonably reliable and accurate guidance for the basic components of teaching: diagnosing learning difficulties, designing instruction or improving classroom management. Although cognitive styles represent important understandings of how learners respond to materials and communications, I believe that our understanding of the development, operation and malleability of cognitive styles is insufficient for justifying certain educational decisions. Therefore, this paper describes limitations in the current conceptualizations and operationalizations of styles and how these limitations constrain the use of styles in early childhood education. These remarks are meant not to discourage instructional application, however, but to encourage research to overcome those limitations which it can, and to note some cautions to consider regarding those remaining.
