Abstract

The book takes a broad view of what constitutes educational psychology. It refers to research from developmental, social and clinical psychology. it aims at addressing immediate concerns of primary school teachers. The book provides guidance and advice about the education of children with special education needs, examines the contextual influences on teachers' understanding of children and on children's own development.

This book reviews recent thinking about provision for children with special educational needs especially learning and behavioral difficulties and considers recent work on classroom interaction. It also analyses the ways in which teachers and pupils can make sense of their experience in school, approaches the vexed issue of classroom management , and focuses on personal and social development. Finally it draws together the themes of assessment and evaluation, also discussing a model for professional development.

Recommended for students and lecturers