Green, LenaRoberts, Anthony FrancisDept. of PsychologyFaculty of Community and Health Sciences2013-09-112026-06-102007/09/192007/09/192013-09-112026-06-102006https://hdl.handle.net/10566/24034Magister Psychologiae - MPsychThis study explored the effects of a teacher development programme based on Philosophy for Children. One of the challenges facing education in South Africa is that the school curriculum has to promote the development of values, such as respect for life, equality, protection of freedom and the right to an opinion, through creative and critical thinking. The theorists, Jean Piaget and Lev Vygotsky inform our understanding of cognitive development with the important notions of active involvement, mediated learning and the development of thinking skills. Many programmes have been developed to assist learners in this regard. One such programme is Philosophy for Children. This study located Philosophy for Children and the locally developed material, Stories for thinking, in Vygotskian theory and explored its application within a South African context.enCognitive learning - South AfricaLearningPsychology of - South AfricaCreative thinkingStudy and teaching - South AfricaThought and thinkingThesisUniversity of the Western Cape