Cover Page -- Title -- Copyright -- Contents -- About the Author -- Acknowledgements -- How to use this book -- Chapter 1 Learning and development -- Theory, what's that? -- Theory and practice -- The big themes -- Values and beliefs -- Nativism versus empiricism? -- Continuous or discontinuous? -- Stability or Change? -- How is theory developed? -- How is theory used? -- Summary -- Further reading -- Chapter 2 The brain and learning -- What is the brain? -- What does the brain do? -- Learning and the brain -- Brain connections, birth to one year -- Does the brain learn some things more easily at some points? -- Does brain development need a rich and varied setting? -- Summary -- Further reading -- Chapter 3 The senses and learning -- Sensation and perception -- Studying perception -- Seeing -- Hearing -- Kinaesthesia -- Making sense -- Visual learning, Auditory learning, Kinaesthetic learning -- Summary -- Further reading -- Chapter 4 BIG theory 1: Skinner and the behaviourists -- What is behaviourism? -- The behaviourists -- Cat in a box -- Rat in a box -- Learning through imitation -- Implications for teaching: behaviourism -- Chapter 5 BIG theory 2: Piaget and the constructivists -- What is constructivism? -- The work of Piaget -- How well does this theory work? -- Children's social development -- What is intelligence? -- Information processing -- Implications for teaching: constructivism -- Chapter 6 BIG theory 3: Vygotsky and social constructivism -- What is social constructivism? -- Vygotsky's theory -- Implications for teaching: social constructivism -- Summary: theories in the Classroom -- Further reading -- Chapter 7 Managing learning -- What is learning? -- Making choices about managing learning -- Longer term outcomes -- What do we do to help learning? -- Views about learning -- Summary -- Further reading.

Chapter 8 Managing discipline -- What do we mean by managing discipline? -- Views about children and young people -- The outcomes of control and guidance approaches to discipline -- What do we do about social and emotional development? -- Do children and young people understand social behaviour? -- Learning from parents -- Our expectations about conduct -- Using control approaches -- Praise and blame -- Do control approaches work? -- Using the guidance approach -- Summary -- Further reading -- Glossary -- References -- Weblogy -- Web resources -- Index -- Appendices -- 1. Further reading -- 2. Answers to Task 2.1: Finding out about the brain using the BBC Human Brain Map 140.