bluuebunny/crossref_metadata_2025_split huggingface dataset:
The relationship between working memory and early writing assessed at the word, sentence and text level
Authors: Bourke Lorna , Adams Anne-Marie 
Published: January 2023

AbstractWorking memory skills have been shown to be closely related to children’s spoken language skills. Specifically phonological memory is associated with the diversity of vocabulary and mean length of sentences measured in morphemes, while spoken language comprehension is related to central executive function. The present study aimed to investigate whether these components of working memory were associated with young children’s written language performance at comparable word, sentence and text levels, and also when the text was assessed using the National Curriculum guidelines. Sixty children aged between 6 and 7 years attending local education authority schools took part in the study. Tasks which measured the visuospatial, phonological and central executive components of Baddeley & Hitch’s (1974) working memory model were adopted. Children’s written texts were analysed in terms of diversity of vocabulary, mean length of the sentences in morphemes, and overall coherence. Children were also assigned an attainment level according to Key Stage 1 (KS1) guidelines. Hierarchical regressions revealed that individual differences in central executive functioning predicted vocabulary diversity, text coherence and KS1 attainment level. Individual differences in working memory capacity were associated with poorer quality texts. These findings support the characterisation of the writing task both in the educational literature and in investigations of the cognitive skills underpinning writing as a resource-demanding task which requires the writer to successfully manage a number of processes in order to achieve a well-written text.
Building fresh perceptions of a class: Turning ‘horrors into lovelies’
Authors: Cullen Kairen , Ramoutar Lata 
Published: January 2023

AbstractThis paper describes a uniquely designed intervention, carried out by two educational psychologists (EPs), for a large primary school in North London, to help with a problematic Year 4 class. The project involved the whole staff group, parents and pupils. It drew upon a reflexive, consultation-based model of EP practice which was based upon ideas from a social constructionist theoretical frameworks including systems theory, phenomenology, psychodynamic theory, solution-focused brief therapy, appreciative inquiry, personal construct psychology and family therapy. Its aims were to increase on-task and pro-social behaviour, to develop and improve classroom management structures through staff development and to raise levels of positive communication between home and school. The project resulted in staff, parents’ and pupils’ perceptions being more positive towards the class group. It also resulted in the formulation of a plan of action based upon clear objectives, strategies and arrangements for implementation, and evaluation measures. Some discussion of the model of EP work and the EPs’ role and function in ensuring school staff’s ownership of the process of change, through embedding the work within the practice of school-based staff, is also offered.
Positive exceptions: Learning from students who beat ‘the odds’
Authors: Rees Paul , Bailey Kathryn 
Published: January 2023

AbstractThis paper considers the experience of mainstream students who have succeeded in school ‘against the odds’. The paper is Phase Three of a longitudinal study into the affective characteristics and performance of mainstream students.Phase One data (n = 327) revealed very strong relationships between students’ affective characteristics and their previously identified psycho-educational needs. Phase Two involved the tracking of the whole cohort over a four-year period in relation to key performance indicators. The data revealed strong relationships between the students’ affective profiles and their educational performance over time. (For an in-depth overview of Phases One and Two, see Rees & Rees, 2001.)This paper, Phase Three, is focused on 10 case studies of students from the cohort who, on the basis of their affective profiles, were identified as ‘at risk of school failure’, but went on to succeed. ‘Success’ was measured by the students’ academic (SATs) performance, behavioural record, level of attendance and need for additional support. Following their success, these students were interviewed using a semi-structured schedule and assessed using measures of self-esteem, academic self-concept and locus of control. The students’ parents were also interviewed using a semi-structured interview schedule. Teachers completed a questionnaire on each student.The case studies elicited within student, home, school, and community factors that may have contributed to the impressive success of these individuals. The paper discusses these factors and emerging themes.
Progressing in Tandem: A Sure Start initiative for enhancing the role of parents in children’s early education
Authors: Ford Ruth M. , Evans Daphne , McDougall Siné J. P. 
Published: January 2023

AbstractThe Tandem Project is an educational programme, targeting preschoolers, sponsored by the DfEE Sure Start initiative. It aims to encourage parents from low-SES backgrounds to take a greater role in preparing their children for school. Parents are given a series of games to play with their children designed to develop basic pre-reading and numerical skills. Pre-reading games include listening to stories, learning about the representational qualities of print, reciting nursery rhymes, recognising and discriminating shapes and letters, and analysing the sounds of words. Numerical games include learning about length, size, and quantity, linking concepts about quantity with the number system, counting, and recognising written numerals. A preliminary study found the programme was successful in developing children’s skills although outcomes were moderated by family socio-economic status. The implications for involving parents in the education of their preschool children are discussed.
Delivering educational psychology services to non-maintained early years settings: Inclusion ABC
Authors: Dennis Ruth 
Published: January 2023

This paper describes a pilot project aimed at developing a cohesive service delivery model to the large numbers of non-maintained early years settings which may now in theory request the support of an educational psychologist. Based on an inclusive model, a cluster of SENCos met on a regular basis with an educational psychologist and were trained to audit their settings for inclusion. Once this basic training had been completed, regular consultation sessions were held, in order to help the SENCos develop inclusive solutions for all the children in their care.This qualitative evaluation of the project describes its planning and implementation and will be of interest to any educational psychology service contemplating service delivery to this sector.
The home-school interface for behaviour: A conceptual framework for co-constructing reality
Authors: Roffey Sue 
Published: January 2023

Partnership with parents in schools is increasingly recognised as contributing towards optimal outcomes for children. Parents/carers of children deemed to present a behavioural difficulty are, however, a marginalised group within the education system. These families are often the subject of discourses that seek to attribute a level of blame rather than identify complexities of need and potential resources for collaboration.Parents and teachers have different constructs of their respective roles in school and of children and their behaviour. Discourse within schools and taken up by individual teachers determines how behaviour is interpreted and how children and their families are positioned within the power relations inherent in communications and decision-making.This paper outlines a predominantly qualitative research project based in grounded theory and a constructivist epistemology, exploring the home-school interface for behaviour and in particular the school-based experiences of parents/carers. Data was gathered in two group interviews, 77 questionnaires, and 19 semi-structured interviews with families. The specific focus was on factors perceived as facilitating or inhibiting a collaborative ‘partnership’ and parents’ views on what was ‘supportive’ or not in their interactions with schools.Differences were interactive, circular and accumulative. Differences for parents were the quality of relationships with both the school and their child, and feelings of confidence and efficacy in their parental role. For the student, differences included the parent-child relationship, attitude to school and the facilitation of learning. More positive outcomes were evident where teachers attempted to co-construct a shared reality with parents. The study has contributed to an analysis of the constituents of ‘partnership’ and the development of a theory-practice framework for home-school collaboration.
Can music make a difference? A small scale longitudinal study into the effects of music instruction in nursery on later reading ability
Authors: Myant Maureen , Armstrong Wendy , Healy Nicola 
Published: January 2023

These three small-scale studies investigated the effects of Kodály music teaching at nursery school on phonological awareness and later reading ability in an experimental group matched with a control group.In study 1, phonological awareness skills were assessed near the beginning of the academic year and then again seven months later. The children in the experimental group showed a significant improvement in all four areas assessed while the control group only improved significantly on one measure. However the differences between the groups were not significant.Study 2 followed both groups into school and their reading ability was assessed at the end of Primary 1, using a standardised test. Reading ages in the experimental group were significantly higher than those of the control group.Study 3 assessed the same group of children at the end of primary 7. They were reassessed on a battery of standardised tests involving reading and phonological awareness. Word Reading ages in the experimental group were significantly better than those of the control group. Differences in the other measures did not reach significance.
Gendered discourses and practices in role play activities: A case study of young children in the English Foundation Stage
Authors: Wood Elizabeth , Cook Joanna 
Published: January 2023

This paper draws on contemporary feminist post-structural theories to explore gendered discourses and practices in role play, in a small-scale case study of four children (age 4–5 years) in the English Foundation Stage. Non-participant observations of classroom-based role play activities were carried out over four months, with an original focus on progression and continuity in play (Cook, 2003). This was followed by a reflective re-viewing and analysis of the data by the two authors in order to provoke critical engagement with the gendered relationships and meanings in children’s play (Cook & Wood, 2006). The findings reveal the ways in which role play provides flexible contexts for children to explore and take up gender identities, and the social competences and power dynamics used to sustain or disrupt play.The findings confirm that children’s gendered identities are related to their emerging understandings of femininities and masculinities, and the complex ways in which these are represented and performed in their social and cultural worlds. Power and identity are established through dynamic social actions and interactions, humour, teasing, language and symbolic transformations, as children weave across real/not real boundaries. Re-viewing the data through feminist post-structural theories challenges established free play/free choice pedagogical approaches in relation to diversity and equity.
Playing with blocks or with the computer? Solving complex visual-spatial reasoning tasks: Comparing children’s performance on tangible and virtual puzzles
Authors: Verhaegh Janneke , Resing Wilma C.M. , Jacobs Aljosja P.A. , Fontijn Willem F.J. 
Published: January 2023

AbstractThis study examined the solving of a visual-spatial reasoning puzzle task by children. The goal of the experiment was to measure how the physical form in which an educational task was presented influenced children’s task performance. All children were administered two sets of randomly chosen puzzle tasks. The order in which the task format was presented differed: children in condition one were presented tangible puzzle tasks first; in the second condition tasks in a virtual format were presented first. We compared the task performances of 26 children aged 5–7 in both conditions. The results show that, independent of the order of the task format, task completion times for the tangible version were significantly shorter than those for the virtual version. In addition, we found that children engaged in far more overt problem solving behaviour when using the tangible version; this most likely helped them to find the correct solution quicker. These findings support our hypothesis that tangible interfaces are more appropriate for training visual-spatial reasoning in this age group than are their screen-based virtual counterparts. The latter may require additional, underlying skills to operate the interface. Indeed, the results suggest that, for the virtual format, the variations in the task completion times between task types can be attributed to the number of puzzle piece rotations required.
Living psychology: The ‘emotional warmth’ dimension of professional childcare
Authors: Cameron R.J. (Seán) , Maginn Colin 
Published: January 2023

Children and young people in public care are arguably the most vulnerable group in our society and, despite considerable support and financial expenditure, the outcomes for these children have remained stubbornly poor. While the worthy intentions of government initiatives over recent years are not in question, it is clear that there is a need for a new theory-led, evidence-based model of professional care and support. This paper presents a psychological perspective which links early childhood experiences with restricted life outcomes. It argues that it is parental rejection (sometimes accompanied by abuse and neglect) which is a major mediating factor in the often-restricted life outcomes for many of these children.The ‘emotional warmth’ approach to professional childcare enables a visiting applied psychologist to empower residential and foster carers to provide high quality parenting, sensitive support for post-trauma stress and a deeper understanding of the (often hidden) signature strengths of these children and young people. The inclusion of these three components in a support plan is likely to promote positive emotional, social and academic development of children in public care. The major role of the applied psychologist consultant in the emotional warmth model is discussed and appropriate outcome measures for this approach to childcare are considered.‘Foster and residential care is a complex activity.’(National Institute for Health and Clinical Excellence/Social Care Institute for Excellence, 2010, p.9)‘We believe that the greatest gains in reforming our care system are to be made in identifying and removing whatever barriers are obstructing the development of good personal relationships, and putting in place all possible means of supporting such relationships where they occur.’(House of Commons, 2009, p.27, para. 29)
Young people (13 to 21) with disabilities in transition from childhood to adulthood: An exploratory, qualitative study of their developmental experiences and health care needs
Authors: Dovey-Pearce Gail , Price Christine , Wood Helen , Scott Tracy , Cookson Jennifer , Corbett Sally 
Published: January 2023

Young people develop self-identity by trying roles and experiences, setting goals and peer comparison. With support and participatory experiences, they can develop strong self-concepts, resilience and goal-oriented behaviours. These developments underpin self-care. Young people’s health care needs should be understood within this context. However, the experience of young people with disabilities, who are major health care users, is understudied and relies on indirect report.The primary aims of this study were, first, to begin to understand some factors of significance to young people with disabilities, in development from childhood to adulthood and, second, within this context, explore their health care requirements at this age. A secondary aim was to learn more about the process of enabling young people with complex needs to participate in qualitative research.Participants were recruited from a school for people with disabilities and a life-skills course at a higher education college. They participated in a focus group (N=29) or interview (N=5). Some required additional communication support. Robust qualitative methods were used to thematically analyse the data.The findings suggest how positive experiences in one area of life can support participation in other domains. We conclude that achieving closer inter-agency working is essential and requires not just good communication between systems (such as health, school and home), but a shared understanding and vision of how to promote the personal development of young people.
Exploring school experiences of young people who have self-harmed: How can schools help?
Authors: Reichardt Jane 
Published: January 2023

Aims:This study aimed to explore the school experiences of adolescents who have self-harmed and consider how schools could support them.Method:Five young people (four female; one male) aged between 15 and 17 years old were recruited from a Child and Adolescent Mental Health Service (CAMHS) in an outer London borough, all undergoing treatment related to self-harm. A qualitative methodology was used taking a psychosocial approach. Semi-structured interviews were conducted using Free-Association Narrative Interview (FANI) method (Hollway & Jefferson, 2000). Participants were interviewed on two occasions. Interview transcripts and researcher’s field notes were analysed using thematic analysis (Braun & Clark, 2006). Initial codes were allocated to data extracts and clustered into subthemes and themes.Findings:Three main themes emerged and are considered in depth: ‘pursuing the narrative of identity’; ‘pain and the mind-body dichotomy’ and ‘relationship to help’.Limitations:The findings of this study are limited by the small sample size. As all participants were engaging with clinical help, further studies including young people who have not yet engaged with treatment may develop understanding of barriers to help.Conclusions:Implications for school staff are suggested, including developing clear procedures for dealing with disclosures in school and the importance of whole school systems for wellbeing. The potential role for educational psychologists in consultation, intervention and evaluation is discussed. The importance of improving adult and young people’s understanding of issues related to self-harm in the adolescent group is suggested.
Whose problem? Everyone’s solution: A case study of a systemic and solution-focused approach to therapeutic intervention in a secondary school
Authors: Cane Fiona 
Published: January 2023

Aim:This paper offers reflections upon a systemic and solution-focused approach to supporting a 12-year-old boy presenting with externalising behavioural difficulties, using a combination of individual Solution-Focused Brief Therapeutic (SFBT) individual intervention and on-going solution-focused consultation with school staff.Rationale:The paper provides an overview of the history and development of SFBT, and describes its philosophy, principles and techniques. Literature describing its application in schools and evidence about its effectiveness with young people is critically evaluated.Methods:This case study approach highlights multiple issues in therapeutic work for educational psychologists (EPs), including debates about evidence-based practice (and practice-based evidence), the role of assessment and formulation, ethical considerations, intervention fidelity, and ways to assess outcomes and evaluate the impact of EP involvement.Conclusions:With reference to its title, this case study emphasises the value of systemic approaches in educational psychology casework; it highlights the role of school stakeholders in promoting and enhancing positive change when SFBT is undertaken with students.
The re-alignment of educational psychologists in supporting primary schools to enhance provision for children with speech, language and communication needs
Authors: Vivash Joanna , Dockrell Julie , Lee Frances 
Published: January 2023

AimsThe role of educational psychologists (EPs) in relation to Speech, Language and Communication Needs (SLCN) has been relatively unexplored and when studies have targeted the role of EPs, their role has been at best peripheral. This paper aims to show how the re-alignment of EP practice could be made through exploring the different perspectives of how SLCN can be supported in schools, and to see where gaps and opportunities may exist between these perceptions and practice.MethodThree focus groups with professionals (EPs, Speech and Language Therapists (SLTs) and Specialist Teachers (STT)) were conducted and analysed using thematic analysis. 12 observations of Key Stage 1 classrooms using the Communication Supporting Classroom Observation Tool, and questionnaires with school staff (N = 40) were carried out and analysed using descriptive statistics.FindingsThere was variability of perceptions and inconsistency of practice around strategies and approaches for supporting SLCN, such as the use of evidence-based interventions, adult talk and opportunities to develop emerging literacy skills.ConclusionsThere are challenges in delivering provision for children with SLCN, confounded by an apparent discrepancy within and between professionals’ and schools’ views as to how such provision should be delivered. EPs are uniquely positioned to support schools in overcoming these challenges, particularly through joint problem solving and resolving tensions which may exist between services, and supporting schools to translate research into effective practice.