1. On Piaget's return in education, see among others, Bruner Jerome The Process of Education (New York: Vintage, 1960); Eleanor Duckworth, “The Having of Wonderful Ideas” in Piaget in the Classroom, eds. Schwebel Milton and Raph Jane (New York: Basic Books, 1973); Papert Seymour Mindstorms: Children, Computers, and Powerful Ideas (New York: Basic Books, 1980); Kamii Constance and DeVries Rheta , Piaget, Children, and Number (Washington, DC: Association for the Education of Young Children, 1976); Constance Kamii and Rheta DeVries, Group Games in Early Education: Implications of Piaget's Theory (Washington, DC: National Association for the Education of Young Children, 1980); and Weikart David P. et al., The Cognitively Oriented Curriculum: A Framework for Preschool Teachers (Washington, DC: National Association for the Education of Young Children, 1971).
2. Ibid., 607; Isaacs, Intellectual Development, 96.
3. Labaree David F. The Trouble with Ed Schools (New Haven, CT: Yale University Press, 2004.
4. Piaget Language and Thought of the Child, 29; on the triumph of the aggregate, see Danziger Kurt Constructing the Subject: Historical Origins of Psychological Research (New York: Cambridge University Press, 1990).
5. Bradbury, Skeels, & Swieda, Nursery School Education. On the 1930 White House Conference see Diana Selig, “The Whole Child: Social Science and Race at the White House Conference of 1930,” in When Science Encounters the Child, 136–56. On the Iowa Station see Hamilton Cravens, Before Head Start: The Iowa Station and Americas Children (Chapel Hill: University of North Carolina Press, 1993). On the National Advisory Committee, see Sonya Michel, Children's Interests/Mothers’ Rights: The Shaping of America's Child Care Policy (New Haven, CT: Yale University Press, 1999).