Challenges that many pupils face:
EP practice beyond individuals
and small g
groups
p
1
Symposium outline
1. Introduction: Learning from our history
Tony Cline
2. Activating
g Children’s Thinking
g Skills
Jessica Dewey
3. Children’s perceptions of loneliness
Maureen Liepins
4. Primary-secondary school transition
Michelle Sancho
5. Looking
5
oo g to
o the future
uu
Seán Cameron
2
Learning from our history
3
Applications of Educational Psychology
• A broad focus on the
• A targeted focus on
education of all
selected exceptional
children
individuals
• Psychologies that
• Psychologies that
underpin developments
inform identification,
in curricula and
assessment and
pedagogy
intervention
4
Features of the psychologies
p y
g
of Educational Psychology
• Concepts
• Techniques and apparatus
• Values
5
Understanding
U
d
t di
development
d
l
t & learning:
l
i
the example
p of Susan Isaacs
• Emphasis on curiosity,
play and freedom of
expression as the basis
of childhood learning
• Advocacy of the
supportive role of early
educators as super-ego
super ego
• The practice of
psychoanalysis
• The development and
management of a
unique school
• Unique records of
child
hild observation
b
ti
6
Isaacs’ Malting House School notebooks
“...a unique body of evidence about the intellectual
and social development of school children. Gesell
had watched children through a one
one-way
way glass; Burt
had administered IQ tests; Buhler had described the
minute-by-minute behaviour of infants; Piaget had
talked with children one byy one;; Bridges
g had
devised a developmental rating scale; but only
Susan Isaacs and her staff had observed children
working with other children and adults in a
permissive school environment.” (Wooldridge, 1994, p. 121)
7
Isaacs’ key
y publications
p
that drew on this data
• Intellectual Growth in Young Children (1930)
• The Children We Teach (1932)
• Social Development
De elopment in Yo
Young
ng Children
Child en (1933)
8
Reaping
R
i
the
th benefits
b
fit off advances
d
in mental measurement
• Providing the rationale
• Improving the
and apparatus for
accuracy of selection
selective education
for special education
• Burt
Burt’ss influence on the
• Burt
Burt’ss influential
Hadow Report and his
books on the
book Mental and
backward child and
Scholastic Tests
the gifted child
9
The LCC Education Committee’s brief
and part of Burt’s response
“The examination of children nominated for
admission to schools for the mentally defective.”
(LCC Minutes, 1912, quoted by Wooldridge, 1994, p. 84)
“During
During the past year the psychologist has
examined, personally or with the help of teachers,
rather over 2,000 children in the Council’s schools.
These children comprise
p
in round figures,
g
, (1)
( ) about
400 subnormal children, (2) about 200 certified
mental defectives,
defectives (3) about 1
1,400
400 normal children
children.”
10
(Burt, 1914, Letter to CI, quoted by Hearnshaw, 1979, p. 35)
Another major part of Burt’s response
“I propose to begin systematically working through one
or two districts in the county
county, visiting every school both
ordinary and special. My chief object will be the
examination
i ti off mentally
t ll defective
d f ti candidates;
did t
but
b tI
propose, if possible, to include in my survey the
following cognate problems,
1. The distribution of backward children;
2. The standardisation of scholastic and
non-scholastic tests;;
3. The determination of average and extreme
attainments .”
(Burt, 1915, Letter to C.I., quoted by Wooldridge, 1994,11 p. 84)
A sample of Burt
Burt’s
s publications between
the wars that drew on this data
• Mental and Scholastic Tests (1921)
• Handbook of Tests for Use in Schools (1923)
• The Young Delinquent (1925)
• The Subnormal Mind (1935)
• The Backward Child (1937)
12
And more recently
y
• Exam performance and
• Challenging behaviour
causal attribution
and causal attribution
(Weiner)
(Miller)
• Personal constructs
• Personal constructs in
p
and teachers’ implicit
“problem”
p
behaviour
theories of learning
(Ravenette)
(S l
(Salmon)
)
13
Ag
good time to recapture
p
ap
professional
focus on the many as well as the few?
ƒ
Capacity
p
y building
g among
g EPs
ƒ
Confusion in school structures and management
ƒ
Challenges to the curricular status quo and to
recent traditions in pedagogy
ƒ
Rapid changes in the organisation of children’s
services
14
Features of the psychologies
p y
g
of Educational Psychology
• Concepts
• Techniques and apparatus
• Values
15
Drummond, M.J. (2000). Comparisons in early years
education: history,
y, fact and fiction. Earlyy Childhood Research
and Practice, 2, (1). (http://ecrp.edu/v2n1/drummond.html)
Graham,, P. (2009).
(
) Susan Isaacs: A life freeing
g the minds of
children. London: Karnac Books.
Hearnshaw, L.S. (1979). Cyril Burt Psychologist. London:
Hodder and Stoughton.
Miller, A. (2009). Challenging behaviour in schools: who is to
blame? In Frederickson, N., Miller, A. and Cline, T. Educational
Psychology, pp. 157-174. London: Hodder Education.
Ravenette, T./Salmon. P. (2003). Chapters in Fransella, F. (Ed)
International Handbook of Personal Construct Psychology
(pp283-293, 311-318.) John Wiley.
Wooldridge,
g , A. (1994).
(
) Measuring
g the Mind: Education and
Psychology in England, c. 1860 – 1990. Cambridge Univ Press.
16