E102 Week 3 Child psychology (educational & Clinical) (2.2:…
E102 Week 3 Child psychology (educational & Clinical)
can help schools realise they CAN deal with a child's problem. & how to approach things.
Working as a team is important - Louisa Munton
primary, Bristol cited in voice recording Activity 1
' What do developmental psychologists do?'
What do developmental psychologists do?
Audio... implement restorative justice
Research about children falsely identifying. insert a 'mystery man' ...works for adults too...white paper needs to guide legislation.
not all children develop at same pace but tends to be in the same order (ref?)
judged on 4 key areas
personal, social and emotional
'developmental journal' for parents/carers of those lagging behind to track progress
2.1 Educational psychologists
assessments and standardised tests.
work with SENCO, teachers and parents
work with children who find it difficult to learn, understand or communicate with others or behaviour issues
What is the role of an educational psychologist?
2.2: Clinical child psychologists
identify if on track or different to majority of children
maybe diagnose autism, dyslexia
study, assessment and treatment of a wide range of interrelated biological, psychological and social problems experienced by children and adolescents.
use research to inform practice
'developmental' is the umbrella term?
why clinical dealing with social problems? is that not sociology??
CP can help parents, carers and teachers realise how to support children (Gjersoe 2014, p.28)
all children reach certain milestones in an order, regardless of where brought up and circumstances. creating knowledge for themselves and layering onto what already know... (Gersoe, p.29)
post war started using the IQ test, which French invented to identify slow children
need a more able other (Gjersoe p.31) & E103
social cognitive development
Reward good behaviour (stickers etc) and punish bad (Gjersoe, p.33)
based on animal instincts and associations
The researchers personal views and theories can and often do skew results in their favour as can consciously or subconsciously guide them to only ask questions that may lead to the desired result. Can also read into the results what they want to see...cherrry picking the examples that exemplify their theory not necessarily giving the full picture ..have to be so careful .(Gjersoe, p.34)
Continuous development v Discontinuous development (Gjersoe,p35)
when, where and how a child grows up (their
) will all have an impact (Gjersoe, p36)
determines the pace at which they meet the various milestones
the choices children make also shapes their learning and development (Gjersoe, p36)
tiny baby chose where to look,
data collection (Gjersoe p.38)
control other factors
difficult with pre verbal children (GJ p.43)