Children’s Cognitive Development and Learning

For other reports in this series, for briefings on the reports and for reports and briefings in the first series (CPR) go to www.cprtrust.org.uk. This report has been commissioned as evidence to the Cambridge Primary Review Trust. The analysis and opinions it contains are the author's own. This is one of a series of research reports commissioned by the Cambridge Primary Review Trust, a not-for-profit company established in December 2012 with the aim of consolidating and building on the evidence, findings and principles of the Cambridge Primary Review. A briefing which summarises key issues from this report is also available. The report and briefing are available electronically at the Trust's website: www.cprtrust.org.uk. The website also provides information and other reports in this series, and about the many publications of the Cambridge Primary Review. We want this report to contribute to the debate about the future of primary education, so we would welcome readers' comments on anything it contains. Please write to: [email protected]. The report contributes to the Trust's research review programme, which consists of specially-commissioned surveys of published research and other evidence relating to the Trust's eight priorities. This survey relates to priority 7, pedagogy: Develop a pedagogy of repertoire, rigour, evidence and principle, rather than mere compliance, with a particular emphasis on fostering the high quality classroom talk which children's development, learning and attainment require.