ABSTRACT
For many years now the contribution of psychology to our understanding of teaching and learning processes has been very great. Studies of cognition and studies of child development have been particularly valuable and influential. While in no way decrying such work, I believe its practical utility has often been reduced by the failure of researchers to test and locate their studies in a socially meaningful analysis of the classroom situations in which teaching and learning are expected to take place. I think, therefore, that if it is possible to develop a greater understanding of the social world of primary schools it could be helpful with regard to these basic issues.
