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Originally published in 1977, Psychology for the Classroom is offered as an aid to people who are learning themselves and helping other people to learn: that is, to parents, students and particularly to teachers. The activity of teaching, to be successful, requires the teacher to understand the behaviour of the learner as fully as possible. Some of the insights into human behaviour gained by psychologists may prove helpful to the teacher in complementing his or her experience and intuitive understanding, and it is with this in mind that the topics covered in this book have been...

Originally published in 1980, this title considers the relationship between feeling able to cope and being able to learn - that is, the interdependence of affect and cognition in children under five. It argues that in order to make full use of his cognitive capacities the child must first develop the belief that he is able to cope and be effective.

When the child enters school at the age of five his behaviour will reflect the influence of various important developmental factors. It is only by understanding the nature of the interactions of these influences that one can...

Originally published in 1980, this title considers the relationship between feeling able to cope and being able to learn - that is, the interdependence of affect and cognition in children under five. It argues that in order to make full use of his cognitive capacities the child must first develop the belief that he is able to cope and be effective.

When the child enters school at the age of five his behaviour will reflect the influence of various important developmental factors. It is only by understanding the nature of the interactions of these influences that one can...

Children think in a different way to adults. They also think differently at different ages. This book, originally published in 1984, studies the growth of those processes by means of which thinking evolves from infancy through childhood and adolescence into adulthood. It covers perception, memory, language and, above all, the development of mental ‘programmes’, or strategies, through which people structure and hence comprehend the information coming to them from their environment.

The study of cognitive development has obvious educational implications. Development in the...