ABSTRACT
In this chapter I review major trends in cognitive developmental psychology over the past 60 years and trace some of the ways in which specific theories either obstruct or support Philosophy for Children as a practice in schools. The chapter refers only briefly to the serious concerns about the entire enterprise of developmental psychology expressed by some philosophers working within the tradition of Philosophy for Children and some critical theorists (including developmental psychologists). Despite the importance of such concerns they are not the central focus of this chapter. Its aim is to highlight the understandings of intellectual development likely to be found among curriculum developers and teachers and to draw attention to the ways in which these are, in certain respects, increasingly consistent with the educational practices embedded in Philosophy for Children.
