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

Introduction

Definitions of reflection and the reflective practitioner

Ways to reflect: the reflective account

Ways to reflect: the professional dialogue

Final comments

1. Basic principles underlying pupil development and learning

Intellectual and cognitive skills

Language and communication skills

Social and emotional skills

Specific skills and abilities

Summary

2. Learning support strategies

Learning strategies as a way to promote effective learning

Specific skills

Summary

3. Creating an optimal learning environment

Barriers to effective learning

In search of an optimal learning environment

Learning preferences

Summary

4. Pupils with Additional Needs

Inclusion

Terminology

Autism spectrum

Dyslexia

Developmental coordination disorder

Attention-deficit hyperactivity disorder

Speech, language, and communication difficulties

Sensory impairment

English as an additional language

Care experienced children

Mental health and wellbeing

Putting it all together

5. Behaviour for learning

Introduction

Language of behaviour

Strategies to promote good behaviour

Summary

6. Establishing positive relationships with pupils and colleagues

Introduction

Basic principles of effective communication with pupils

Techniques of active listening

Pupil voice, agency, and co-production

Working with groups

Staff wellbeing

What does a collaborative relationship look like?

7. Self-esteem, motivation, and independent learners

Self-esteem and self-concept

Factors that affect the development of self-esteem and self-concept

Strategies that will enhance self-esteem

Praise and self-esteem

The relationship between self-esteem and achievement

Motivation

Factors that promote independence: developing autonomy

Teaching choice