ABSTRACT
One area which will receive extensive coverage concerns the role of peer (child-child) interaction in facilitating individual cognitive development. Piaget's (1932) early emphasis on the importance of this kind of interaction, combined with the fact that this is at present a particularly lively research area, makes it a suitable starting point. A fairly detailed consideration of recent research serves to bring out some conceptual issues which are relevant to any attempt to understand the significance of social interactions for cognitive growth. The focus of the chapter shifts from child-child to adult-child interaction, and within the latter from parent-child to teacher-child interaction. In all these areas, Piaget's theory of cognitive development forms the backdrop against which recent developments must be viewed, so the authors shall preface consideration of these developments with some brief remarks on Piaget's position regarding the role of social interaction in cognitive growth.
