A Teaching Assistant's Guide to Child Development and Psychology in the Classroom

A Teaching Assistant's Guide to Child Development and Psychology in the Classroom

A Teaching Assistant's Guide to Child Development and Psychology in the Classroom

A Teaching Assistant's Guide to Child Development and Psychology in the Classroom


How can students be helped most effectively in the classroom? Teaching assistants play a vital role in today's schools. This book will help them to get to grips with the main issues to do with psychology and its role in the processes of teaching and learning. Susan Bentham provides informative yet down-to-earth commentary on the basic principles underlying children's development and addresses issues such as: * How to support learning * What are the basic learning styles? * Teaching children with special educational needs * How to help children with their self-esteem and independence. Chapters are complemented throughout with lively case studies and guidance on using reflection in the classroom to help readers critically review their own professional practice. This book covers the relevant knowledge base requirements at both NVQ/SVQ Level 2 and 3 which relates to psychology and education as outlined in the National Occupational Standards. It will also be an invaluable aid for all teaching assistants in schools.


This book was inspired by and written for teaching assistants. The book can be used on several levels.

On a general level, this book aims to give readers an understanding of basic concepts relating to child development and psychology. Knowledge of such issues is interesting, but what the teaching assistants that I have worked with want to know is how they can use this information in the classroom to better support the students they work with. This book will give many examples of how the theories and concepts can both explain student behaviour and be used to support learning. Above all this book aims to be reader-friendly, practical and hands-on. However, in explaining the concepts of child development and psychology there is a lot of terminology. Whenever new terminology first occurs in this book it will be highlighted in bold type. New terminology will be explained within the text. In addition, definitions of key concepts can be found in the glossary at the back of the book. Terminology can seem overwhelming at first, but a grasp of such terms can help teaching assistants communicate more effectively with other teaching professionals.

Another feature of this book will be its emphasis on reflection. Each chapter of the book will finish with a reflective component. The reflective component will consist of a short story describing some event which a teaching assistant has experienced in the course of a day. As the reader you will be asked to imagine what you would do if you were that teaching assistant and to consider how the knowledge presented in the book would help you in both understanding and dealing with the event. There is much more to be said on reflection, but that we will come to in a moment.

On a very specific level this book was written in view of the National Occupational Standards for teaching assistants. Many new

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