Student teachers’ use of learning theories to diagnose children’s learning difficulties

2005 ◽  
Vol 17 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Andrea J. Madsen ◽  
Joanne K. Olson
Keyword(s):  
Student Teachers ◽  
Learning Difficulties ◽  
Learning Theories ◽  
Children’S Learning ◽  
Children's Learning

Review of Children's Learning Difficulties: A Cognitive Approach.

1994 ◽  
Vol 39 (7) ◽  
pp. 777-777
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Learning Difficulties ◽  
Cognitive Approach ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Improving Learning Through Dynamic Assessment

2012 ◽  
Vol 29 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Fraser Lauchlan
Keyword(s):  
Dynamic Assessment ◽  
Learning Difficulties ◽  
Teaching Staff ◽  
Educational Psychologists ◽  
Children’S Learning ◽  
Theory To Practice ◽  
Common Complaint ◽  
Parents And Children ◽  
The World ◽  
Children's Learning

Dynamic assessment is increasingly being used by educational psychologists around the world and is largely seen as a valuable approach to assessing children and providing useful classroom suggestions to help teachers working with children who have learning difficulties. However, a common complaint about the approach is the difficulty in moving from theory to practice, and in particular how to feedback the results of a dynamic assessment to teaching staff, parents, and children in order to provide an effective programme of intervention. This article provides some background to a practical resource created by two practising educational psychologists who have developed a framework on how to put dynamic assessment into practice that has the potential to make meaningful gains in children's learning.

Children's Learning Difficulties in Mathematics

1985 ◽  
Vol 17 (4) ◽  
pp. 405-416 ◽  
Author(s):  
Kathleen E. Gannon ◽  
Herbert P. Ginsburg
Keyword(s):  
Learning Difficulties ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Pre-service Teachers' Representations About Children's Learning: A Pilot Study

2020 ◽  
Vol 13 (1) ◽  
pp. 315-320
Author(s):  
Maria L. Pedditzi ◽  
Marcello Nonnis
Keyword(s):  
Pilot Study ◽  
Mixed Methods Research ◽  
Implicit Theories ◽  
Social Representations ◽  
Learning Theories ◽  
Primary School Teachers ◽  
Behaviour Modification ◽  
Children’S Learning ◽  
Transfer Of Information ◽  
Children's Learning

Background:Research on teachers' representations of children's learning is currently ongoing. Social representations are common-sense theories built and shared in everyday interactions. Their analysis can detect the possible differences between teachers’ naïve beliefs and scientific learning theories. Objective: The objective of this pilot study is to analyse the beliefs about children’s learning of a group of teachers. The beliefs will be related to the most acknowledged learning theories. Methods: A mixed methods research was employed to analyse 100 pre-service teachers’ representations of the origins of learning and the psychological processes involved. Results: It emerged from the results that the teachers interviewed consider children’s learning mainly as culturally acquired, which reveals the prevailing constructivist conception of learning. Many pre-service primary school teachers, however, tend to see learning as mere ‘transfer of information’; many pre-service kindergarten teachers perceive learning as ‘behaviour modification’. The most considered psychological aspects are ‘knowledge’ and ‘acquisition’, while emotions are barely considered. Conclusion: Linking implicit theories and disciplinary theories could support pre-service teachers in integrating the theory and the practice of learning so as to understand the way their models influence their educational choices.

scholarly journals Preschool Children’s Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child’s Learning Difficulties

2021 ◽  
Vol 18 (4) ◽  
pp. 1972
Author(s):  
Reout Arbel ◽  
Inbar Sofri ◽  
Einat Elizarov ◽  
Yair Ziv
Keyword(s):  
Information Processing ◽  
Relationship Quality ◽  
Social Information Processing ◽  
Social Information ◽  
Learning Difficulties ◽  
Parent Child Relationship ◽  
Children’S Learning ◽  
Child Relationship ◽  
Children's Learning

(1) Background: This study aims to explore children’s social information processing (SIP) as an explanatory mechanism in the link between parent–child relationship and children’s learning difficulties in kindergarten; (2) Methods: The sample included 115 kindergarteners (62 girls; 53 boys; Mage = 68.5 months, SD = 6.04), their parents and the school teacher. Parents reported on relationship quality with the child and teachers reported on children’s learning difficulties and school achievements. Children’s SIP was assessed with the social information processing interview—preschool version (3) Results: Mother and father relationship quality with the child associated with children’s SIP; however, only the father’s but not the mother’s quality of relationship with the child was associated with children’s learning difficulties and school achievements. Children’s SIP mediated this latter link; (4) Conclusions: Parents’ relationship quality with the child and children’s SIP are pertinent factors in children’s learning in the early years. The father–child relationship seems to be a strong determinant of a child’s approach to learning and achievement and may have long lasting effects on children’s mental health.

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