Educational Psychology

Question 1

E. What is educational psychology?

Answer 1

Application of psychological theories to help understand how teachers and learners behave, and relate to eachother. Helps to bring positive changes.

Question 2

E. How are pupils functioning assessed?

Answer 2

IQ tests e.g WISC, STAT.

Observation of pupil.

Question 3

E. True or false. The industrial revolution triggered changes in organised schooling.

Answer 3

True.

Question 4

E. What was meant by the ‘blank-state’ approach in the early 20th century?

Answer 4

Learning, repetition, recitation.

Question 5

E. Piaget believed the child was an active agent in learning, what does this mean?

Answer 5

Children construct their own understanding of the world.

Question 6

E. Name implications for learning.

Answer 6

• childs stage of dev.
• child as an active agent: discovery learning.
• poor interaction can stimulate cognitive conflict.

Question 7

E. According to the plowden report, the “heart of educational process…”

Answer 7

…lies the child, learner had to adapt him/herself and is altered in the process”.

Question 8

E. What are the forms of play?

Answer 8

• solitary.
• onlooker
• parallel
• associative
• co-operative

Question 9

E. What are the three prime areas of learning early years foundation stage focus on?

Answer 9

1. Communication and learning.
2. Physical dev.
3. P, E, S dev.

Question 10

E. What can play be linked to?

Answer 10

Communication 
Cooperation 
Perspective taking 
Problem solving 
Associated with TOM dev.

Question 11

E. Social- cognitive skills have links with peer relations, give an example that proves this.

Answer 11

Impaired social understanding predicts subsequent rejection.

Question 12

E. What are the five core functions of educational psychologists?

Answer 12

• consultation.
• assessment
• intervention
• training
• research

Question 13

E. Name the three levels EP are involved in:

Answer 13

Child and family.
School.
Local authority.

Question 14

E. What is meant by child-centred approaches?

Answer 14

• dev processes
• promote deeper understanding and ‘cognitive growth’
• focus attention on social and motivational dynamics.

Question 15

E. What was the researchers name who believed the role of adults was important to guide dev?

Answer 15

Vygotsky.

Question 16

E. Identify the goals of classroom management.

Answer 16

• create env for learning.

* allocated vs engaged time - maximise academic learning time.

Question 17

E. Name obstacles to teaching.

Answer 17

Poor pupil behaviour.
Large class size.
Lack of direct guidance.

Question 18

E. How can classroom management be effective?

Answer 18

Rewards and punishments.
Group consequences.
Rules and procedures clearly communicated.

Question 19

E. Identify approaches to classroom management.

Answer 19

Authoritarian vs democratic.
Behavioural vs counselling.
Gaining compliance vs building community.

Question 20

E. Name the three phases of SEN.

Answer 20

1. School action - strategies delivered using schools existing resources.
2. School action plus - external support services including EPs.
3. Statutory assessment- comprehensive assessment of the pupils history, characteristics and needs, potentially give rise to statement of SEN.

Question 21

E. Identify symptoms of SEN.

Answer 21

Disruptive.
Lack of concentration.
Immature social skills.
Disability that prevents from using facilities provided for others the same age.

Question 22

E. Identify the four broad areas of SEND.

Answer 22

Communication and interaction.
Cognition and learning.
S, E and MH difficulties.
Sensory/physical needs.

Question 23

E. Name the four parts of the SEN cycle.

Answer 23

• assess
• plan
• do
• review
  •EHC plans

Question 24

E. Outline the waves of intervention.

Answer 24

Universal provision.
Additional support.
Intensive individual support.

Question 25

E. What is meant by inclusion?

Answer 25

focus on fulfilling each child’s entitlement to high quality education.

Question 26

E. What type of processing can account for various differences in social adjustment?

Answer 26

Social - information processing.

Question 27

B. Name social pressures in the classroom.

Answer 27

Social comparison.
Fear of humiliation of failure.
Peer pressure to work , or not.

Question 28

B. Identify types of bullying.

Answer 28

Traditional - aggressive.
Bias - particular minority group.
Cyber.

Question 29

B. What are the risk factors of becoming a bully?

Answer 29

Parental maltreatment:
Insecure attachment.
Harsh physical discipline.
Over-protective parenting.

Question 30

B. What are the risk factors of becoming a victim?

Answer 30

Few friends.
Low-status friends.
Disability/ SEN.

Question 31

E. Identify interventions to reduce bullying.

Answer 31

Anti-bullying policy.
Co-operative work.
Peer support systems.
Direct sanctions e.g withdrawal of rewards.
Restorative justice- responsible, reparation, resolution.
Counselling.

Question 32

B. What is the difference between anxiety disorders and conduct problems?

Answer 32

Anxiety disorders - over-interpretation of threat (avoidant).
Conduct problems - hostile attribution bias (aggressive).

Question 33

B. True or false. There is no direct links between social experience and psychopathology.

Answer 33

False - they is direct links!

Question 34

B. What is the meaning of moderate?

Answer 34

Interactions between variables.

Question 35

B. What is meant by mediation?

Answer 35

Indirect effect between variables.

Question 36

B. How can bullying be measured?

Answer 36

• teacher/ parent report.
• peer nominations.
• pupil self-reports.
• observations.

Question 37

B. Friendship has to be ‘…’ in order to protect victimisation.

Answer 37

Has to be reciprocated.