PGCE Child Development and Learning 2 — Questions and Answers
Question 1: What is Bandura's 'social learning theory' and how does it apply to classroom practice?
- The theory that learning occurs only through direct personal experience and trial and error
- The view that people learn by observing others, with behaviour influenced by modelling, imitation and reinforcement (Correct answer)
- A theory that social media usage is the primary driver of children learning outside school
- Bandura theory argues that innate intelligence determines learning outcomes above all else
Correct answer: The view that people learn by observing others, with behaviour influenced by modelling, imitation and reinforcement
Bandura showed that people learn by observing role models - modelling, vicarious reinforcement, and self-efficacy beliefs all shape behaviour, directly relevant to how teachers model and praise in class.
Albert Bandura's social learning theory (1977) extended behaviourism by showing that learning occurs through observation and imitation of models, particularly when those models are perceived as similar, competent or prestigious. Key concepts: modelling (imitating observed behaviour), vicarious reinforcement (learning from consequences experienced by others), and self-efficacy (belief in one's ability to succeed). Teachers model academic habits, language, and social behaviour.
Question 2: What does 'self-efficacy' mean in educational psychology, and how does a teacher foster it?
- A pupil's score on a standardised IQ test
- A pupil's belief in their own ability to succeed at a specific task, developed through mastery experiences, modelling and verbal encouragement (Correct answer)
- The efficiency with which a teacher delivers a lesson
- A measure of how independently a pupil can work without teacher support
Correct answer: A pupil's belief in their own ability to succeed at a specific task, developed through mastery experiences, modelling and verbal encouragement
Bandura defines self-efficacy as a person's belief in their capacity to accomplish a specific task; it is built through success, observing peers succeed, and encouragement from trusted adults.
Self-efficacy (Bandura, 1997) is task-specific: a pupil may have high self-efficacy in maths but low self-efficacy in writing. Four sources build it: mastery experiences (succeeding at increasingly challenging tasks); vicarious experiences (watching peers with similar ability succeed); social persuasion (encouragement from trusted teachers); and physiological states (managing anxiety). Teachers build self-efficacy by: setting achievable stretch targets, celebrating effort-based success, and helping pupils attribute success to controllable factors.
Question 3: What is 'schema theory' and how does it explain why prior knowledge matters for learning?
- A theory about how the brain stores visual information as images
- The idea that knowledge is organised in mental frameworks (schemas) and new information is easier to learn when it connects to existing schemas (Correct answer)
- A schema is a type of lesson plan used in early years education
- Schema theory argues that children learn best through play schemas in EYFS only
Correct answer: The idea that knowledge is organised in mental frameworks (schemas) and new information is easier to learn when it connects to existing schemas
Schema theory (Bartlett; Piaget) shows that new information is processed and remembered more easily when it can be connected to existing knowledge structures (schemas) in long-term memory.
Cognitive schemas are organised knowledge structures in long-term memory. When encountering new information, the brain attempts to assimilate it into existing schemas (fit it into existing understanding) or accommodate (modify existing schemas to include new information). Implications for teaching: activating prior knowledge before introducing new content helps pupils build connections; background knowledge significantly aids reading comprehension; and sequenced, cumulative curriculum design builds richer schemas over time.
Question 4: What does Maslow's hierarchy of needs suggest about preconditions for effective learning?
- That pupils' intellectual potential is the primary driver of achievement
- That basic physiological and safety needs must be met before pupils can engage with higher-order learning (Correct answer)
- That self-actualisation is achievable only for academically gifted pupils
- Maslow hierarchy has been disproven and is no longer relevant to education
Correct answer: That basic physiological and safety needs must be met before pupils can engage with higher-order learning
Maslow hierarchy shows that if pupils lack food, safety, belonging or esteem, their capacity to engage with learning is severely limited - highlighting pastoral and wellbeing responsibilities.
Abraham Maslow's hierarchy (1943) places physiological needs (food, warmth, sleep) at the base, followed by safety, belonging/love, esteem, and self-actualisation at the apex. For teachers, this means: hungry pupils cannot concentrate; pupils feeling unsafe (bullying, trauma, domestic violence) cannot focus; pupils lacking belonging disengage. Schools address this through pastoral support, inclusion policies, free meals, and whole-school wellbeing approaches.
Question 5: What does research on 'growth mindset' (Dweck) suggest teachers should avoid saying to pupils?
- 'You worked really hard on that task'
- 'Your effort on this draft has really improved it'
- 'You're so clever - you got that straight away' (Correct answer)
- 'If you try a different strategy, you might get further'
Correct answer: 'You're so clever - you got that straight away'
Praising intelligence ('you're so clever') promotes a fixed mindset - pupils become reluctant to attempt difficult tasks in case they appear 'not clever'. Effort praise promotes a growth mindset.
Carol Dweck's research (Mindset, 2006) found that children praised for intelligence adopt a fixed mindset - they avoid challenges to protect their 'clever' status and attribute difficulty to lack of ability. Children praised for effort develop a growth mindset - they persist through difficulty and see challenge as a learning opportunity. Teachers should praise process (strategy, effort, persistence) rather than trait ('clever', 'talented'), and frame mistakes as learning opportunities.
Question 6: What does 'adverse childhood experiences' (ACEs) research suggest for teachers?
- A study of how outdoor adventure education affects pupil resilience
- Research showing that childhood trauma (abuse, neglect, family instability) has long-term negative impacts on health, behaviour and learning - requiring trauma-informed approaches in school (Correct answer)
- A framework for assessing the academic achievement of looked-after children only
- ACEs research applies only to social work professionals, not classroom teachers
Correct answer: Research showing that childhood trauma (abuse, neglect, family instability) has long-term negative impacts on health, behaviour and learning - requiring trauma-informed approaches in school
ACEs research (Felitti et al., 1998) shows that adverse experiences in childhood have cumulative, lasting effects on brain development, behaviour and health - directly relevant to trauma-informed teaching.
The original ACE study found strong relationships between childhood adversity (abuse, neglect, parental mental illness, domestic violence, etc.) and adult health outcomes. For teachers: pupils with high ACE scores may exhibit challenging behaviour, hypervigilance, difficulty with trust, or poor emotional regulation - often as neurological responses to chronic stress. Trauma-informed practice trains teachers to respond to behaviour with curiosity ('what happened to you?') rather than punishment, creating safety and connection.
PGCE Child Development and Learning 2
What is Bandura's 'social learning theory' and how does it apply to classroom practice?