Psychology for Teachers PDF
Preview Psychology for Teachers
Psychology for Professional Groups Psychology far Teachers Psychology far Professional Groups Series Editors: Antony J. Chapman and Anthony Gale Psychology for Professional Groups is a new series of major textbooks published with the British Psychological Society. Each is edited by a teacher with expertise in the application of psychology to professional practice and covers the key topics in the training syllabus. The editors have drawn upon aseries of specially commissioned topic chapters prepared by leading psychologists and have set them within the context of their various professions. A tutor manual is available for each text and includes examination questions , practical exercises and projects, further reading and general guidance for the tutor. Each textbook shows in a fresh, original and authoritative way how psychology may be applied in a variety of professional settings, and how practitioners may improve their skills and gain a deeper understanding of themselves. There is also a general tutorial text incorporating the complete set of specialist chapters and their associated teaching materials. Published with this boolt Psychology and Management. Cary L. Cooper Psychology for Social Workers. Martin Herbert Subsequent titles Psychology for Physiotherapists. E. N. Dunkin Psychology for Occupational Therapists. Fay Fransella Psychology and Medicine. David Griffiths Psychology for Nurses and Health Visitors. John Hall Psychology for Careers Counselling. Ruth Holdsworth Psychology for Speech Therapists. Harry Purser Psychology and People: A tutorial text. Antony J. Chapman and Anthony Gale Psychology for Professional Groups Psychology for Teachers David Fontana G)The British Psychological Society 1981 Softcover reprint of the hardcover 1st edition 1981 All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, without permission. First published 1981 by THE BRITISH PSYCHOLOGICAL SOCIETY and THE MACMILLAN PRESS L TD. Distributed by The Macmillan Press Ltd, London and Basingstoke. Associated companies and representatives throughout the world. ISBN 978-0-333-31880-5 ISBN 978-1-349-16944-3 (eBook) DOI 10.1007/978-1-349-16944-3 The paperback version of this book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher's prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. Note: throughout these texts, the masculine pronouns have been used for succinctness and are intended to refer to both females and males. The conclusions drawn and opinions expressed are those of the authors. They should not be taken to represent the views of the publishers. Contents 1 Introduction: David Fontana PART ONE The child in the bome Chapter 1 8 Sodal deve10pment in ear1y childhood Chapter 2 28 The family Chapter 3 50 Play PART TWO Cognitive facton and learning Chapter 4 64 Concept formation and development Chapter 5 79 Language development in young children Chapter 6 105 Intelligence Chapter 7 134 Creativity Chapter 8 147 Learning PART THREE Affective facton Chapter 9 189 Personality (vii) Chapter 10 225 Values and moral development Chapter 11 236 Personali ty and learning Chapter 12 252 Knowledge of self PART FOUR Sodal interaction and teacher-cbild relations Chapter 13 285 Sodal behaviour Chapter 14 341 Educational guidance and counselling Chapter 15 359 Class control and management Chapter 16 385 Teacher personality and characteristics 397 Index (viii ) Foreword This book is one of aseries, the principal aims of which are to illustrate how psychology can be applied in parti cular professional contexts, how it can improve the skills of practitioners, and how it can increase the practitioners' and students' understanding of themselves. Psychology is taught to many groups of students and is now integrated within prescribed syllabuses for an increas ing number of professions. The existing texts which teachers have been obliged to recommend are typically designed for broad and disparate purposes , and consequently they fail to reflect the special needs of students in professional training. The starting point for the series was the systematic distillation of views expressed in professional journals by those psychologists whose teaching specialisms relate to the applications of psychology. It soon became apparent that many fundamental topics were common to a number of syllabuses and courses; yet in general intro ductory textbooks these topics tend to be embedded amongst much superfluous material. Therefore, from within the British Psychological Society, we invited experienced teachers and authorities in their field to write review chapters on key topics. Forty-seven chapters covering 23 topics were then available for selection by the series' Volume Editors. The Volume Editors are also psychologists and they have had many years of involvement with their respective professions. In preparing their books, they have consulted formally with colleagues in those professions. Each of their books has its own combination of the specially-prepared chapters, set in the context of the specific professional practice. Because psychology is only one component of the various training curricula, and because students generally have limited access to learned journals and specialist texts, our con tributors to the series have restricted their use of references, while at the same time providing short lists of annotated readings. In addition, they have provided review quest ions to help students organize their learning and prepare for examinations • Further teaching materials, in the form of additional references, proj ects, exercises and class notes, are available in Tutor Manuals prepared for each book. A comprehensive tutorial text ('Psychologyand People'), prepared by the Series Editors, combines in a (xi) single volume all the key topies, together with their associated teaehing materials. It is intended that new titles will be added to the series and that existing titles will be revised in the light of ehanging requirements. Evaluative and eonstruetive eomments, bearing on any aspeet of the series, are most weleome and should be addressed to us at the BPS in Leicester. In devising and developing the series we have had the good fortune to benefit from the adviee and support of Dr Halla Beloff , Professor Pllilip Levy, Mr Allan Sakne and Mr John Winekler. A great burden has been borne by Mrs Gail Sheffield, who with skill, taet and eourtesy, has managed the produetion of the series: to her and her eolleagues at the BPS headquarters and at the Maemillan Press, we express our thanks. Antony J. Chapman UWIST, Cardiff Anthony Gale University of Southampton May 1981 (xii) I ntroduction David Fontana The purpose of this book is to acquaint the reader with those areas of psychology of most practical value to the teacher. It deals, therefore, not only with matters relating directly to the classroom, but with matters pertaining to the child's background outside school and to his own self perceptions and self-concepts. The teacher's task can only be clarified if he has a knowledge of children as complete persons rather than simply as individuals who spend the hours from nine o'clock until four sitting in classrooms. The child's personality, his ability to learn, his motiva tion, his social behaviour, his attitudes towards school, are all formed as a consequence of a complex set of inter related factors which begin at birth (and even before) and extend throughout each moment of his waking life. By the time he has finished this book the reader should have a c1ear idea of what these factors are, and of how they influence child behaviour. He should also have a clear idea of the part the teacher himself plays in the determination of this behaviour, and of how the teacher can best help children to benefit from the learning opportunities that school has to offer. The application of psychology to education has a long and honoured hist ory , and stretches back to the first occasion when man tried to influence the behaviour of the young. But it is only in comparatively recent years that the association between the two subjects has been given a firmly scientific basis. By this we mean that it is only during the last 60 years or so that psychology has developed the precision and methodology that allow it to make accurate generalizations about child behaviour, and to provide the teacher with the kind of information necessary if he is to make objective professional decisions and judgements. With out such information, he can only fall back upon the sort of anecdotal evidence that we often hear when people are dis cussing children. We hear, for example, that children are supposed to be basically honest (or dishonest ), that they like (or do not like) firm discipline, that they have (or have not) a sense of fair play, that they learn best in informal (or in formal) teaching environments, that they are influenced (or not influenced) by what they see on tele vision and so on. One school of thought has it that I
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