ABSTRACT
Psychology has made a significant contribution to educational practice in a wide variety of areas, for example in providing a knowledge-base for the principles of learning and teaching, as well as for child development, group and individual differences and the basis of measurement and evaluation. Consequently, the topic of educational psychology is diverse and extensively researched, factors which make its condensation into two chapters a difficult objective to achieve. This chapter will focus on the child in the learning process, with a consideration of some of the psychological models of this process and of other salient influences on individual school performance, while the main emphasis of the next chapter will be the wider context of learning, in particular the teacher and the school.
