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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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49. Once Upon a Theory: Using Picture Books to Help Students Understand Educational Psychology

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CHAPTER FORTY-NINE

Once Upon a Theory

Using Picture Books to Help Students Understand Educational Psychology

Debby Zambo & Cory Cooper Hansen



Imagine a college instructor reading the picture book Lilly’s Purple Plastic Purse by Kevin Henkes (1996) to her class of 38 preservice teachers enrolled in an educational psychology course. As she reads, the students listen to the story and focus their attention on the story’s illustrations being projected on a screen at the front of the room. After reading each page and examining each illustration, the instructor poses questions to spark discussion about the main character, Lilly, and how her actions are typical of children in the preoperational stage of cognitive development (Piaget & Inhelder, 2000). The students’ replies indicate that they are connecting the story to experiences in their intern classrooms and their assigned textbook readings. For example, after reading the page where Lilly disrupts story time because she wants to share her purple plastic purse and movie star sunglasses, one student tells the class about a child in his mentor’s classroom who is just like Lilly. He talks about the thinking of preoperational children and the strategies his mentor uses with children this age. Another student connects Lilly’s behavior to the word egocentric, a term she read in the course text. She notes that preoperational children, like Lilly, can be egocentric in their thinking: they do not see the perspectives of others and believe...

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