Education Psychology format power point.pptx

Educational Psychology

1. INTRODUCTION TO EDUCATION PSYCHOLOGY KTTC DIPLOMA IN TECHNICAL EDUCATION

2. By the end of this topic the learner should be able to; 10/18/2020 2

3. 10/18/2020 3 INTRODUCTION TO EDUCATIONAL PSYCHOLOGY What is Psychology? The term is derived from two Greek words: Psyche--------Soul (mind) Logos---------Study of The Greek viewed Psychology as the study of souls. This view has evolved over the years.

4.   10/18/2020 4 INTRODUCTION TO EDUCATIONAL PSYCHOLOGY CONT. Psychology is the scientific study of behaviour and mental process. Three key terms in this definition are: Science, behavior and mental processes.

5. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY What is Psychology? The term is derived from two Greek words: Psyche--------Soul (mind) Logos---------Study of The Greek viewed Psychology as the study of souls. This view has evolved over the years.

6. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY CONT. Psychology is the scientific study of behaviour and mental process. Three key terms in this definition are: Science, behavior and mental processes.

7. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY CONT. Science: Psychology uses systematic methods to observe, describe, predict and explain behaviour . Scientific methods are not casual and do not rely on common sense or day today reasoning.

8. Behaviour : This is everything we do that can be directly observed. Crying, laughing, hugging, dancing, fighting, staring.

9. Mental processes: These are thoughts, feelings, and motives that each of us experience privately, and cannot be observed directly. These are normally inferred from behaviour .

10. Psychology may also be defined as the scientific study of the mind through the observation of behaviour

11. GOALS OF PSYCHOLOGY Describe: gathering information on an issue so as to describe more accurately and completely Predict: Try to predict future behaviour e.g performance at work and school

12. GOALS OF PSYCHOLOGY cont. Understand: seeks to explain why certain things happen (tentative theories) Influence: Tries to influence behaviour in beneficial ways; eg raising children, dealing with depression, selecting a career etc

13. BRANCHES OF PSYCHOLOGY Psychology is a broad discipline. Branches are as many as there are aspects of human behaviour . Two broad areas: Experimental Psychology: focuses on basic research, usually laboratory research. Applied psychology: focuses on human areas where psychological research information is directed.

14. BRANCHES OF PSYCHOLOGY Cont. Common branches are: Clinical psychology Counselling psychology Industrial or organizational Sports psychology Developmental psychology Learning psychology

15. Educational psychology: The scientific study of human behaviour and mental processes within learning set up. It seeks to understand the behaviour of the learner, the learning process and the learning environment , and tries to appreciate how these interact to influence learning.

16. IMPORTANCE OF EDUCATIONAL PSYCHOLOGY TO TEACHERS Equips teachers with psychological theories and principles Understand the nature and behaviour of the students Appreciate individual differences and cater for the same in different set ups Better understanding of learner’s needs and handle situations appropriately

17. IMPORTANCE OF EDUCATIONAL PSYCHOLOGY TO TEACHERS Cont. Better understanding of the learning process and how to make learning more effective Teachers are able to appreciate learning processes e.g memory, forgetting Choice of appropriate teaching methods Able to set realistic and achievable goals

18. HUMAN GROWTH AND DEVELOPMENT DEFINITION OF TERMS Developmental Psychology A branch of basic psychology that attempts to explore the life long process or changes. The scientific study of growth, development and behaviour changes of beings from conception through to death. These changes are physical, emotional, mental, social etc. It is synonymous with the term ‘Child psychology’ which is the study of human growth and development.

19. DEFINITION OF TERMS Cont. The study of human growth and development that concerns itself with the description and explanation of changes in human behaviour that are as a result of maturation and experience. It studies physical, cognitive and psychosocial changes across the life-span. It looks at how changes occur qualitatively and quantitatively over time.

20. Research in child development attempts to answer 3 questions: How does it take place? Stages, sequence, do the skills become more progressively different Nature of changes: categogrize differences e.g between 2 and 4 years What makes these changes occur? What forces are responsible for child development

21. Behaviour : Observable aspects or activities of an individual or organism. Maturation: Describes the state of readiness; whereby the body parts and cells are ready for function.

22. Growth : It is quantitative changes that occur from conception to death. There are different types of growth: Hyperplastic growth – increase in the number of cells Hypertrophic growth – increase or decrease in the size of cells Non-cellular growth – material increase or decrease in the body e.g Urine, excretion etc

23. Development: Refers to qualitative changes that take place in a human being from conception to death as a result of maturation and environment Emergence of capabilities over time. The changes could be social, emotional, physical and moral. Physically for instance, could be in terms of motor development e.g a child sitting -> crawling ->walking ->running.

24. NB: Growth and development are interrelated. Growth facilitates development and vice versa. For instance, a child whose muscles are growing properly will easily be able to walk at maturation. It is not possible to draw a line where growth stops and development starts.

25. STAGES OF HUMAN GROWTH AND DEVELOPMENT Growth and development occurs in stages. We experience different things at different times, capable of different things at certain times, etc. Each developmental stage will pose different challenges. Below is an outline of the major growth and developmental stages with approximate age:

26. Prenatal stage -from CONCEPTION to BIRTH - lasts about 9 months, equivalent 280 days or 42 weeks The 3 primary stages of prenatal development are the zygotic period, the embryonic period, and the fetal period.

27. Infancy atage from birth to two years individual able to interact with environment there is acquisition of basic skills Early childhood from 2 – 4 years involves refinement of skills acquired earlier advanced skills are acquired

28. Middle childhood end of 4 years to age 6 slower growth and development changes preparation for school and learning growth and development continues, with some body organs close to adult size/maturity; e.g the brain

29. Late childhood from conception end of 6 years to about 11 years (1-2 years before adolescence) characterized by very slow growth and development (latent years) Adolescence Transition from childhood to adulthood Entry age determined by gender, health, nutrition and genetic make up of the individual Characterized by rapid physical changes

30. Early adulthood end of adolescence to about 35 years growth is minimal individual is in stable relationships and has a number of social responsibilities later years of this stage mark family commitments Middle adulthood Ranges from 36 – 45 years Settled and with family commitments, established career Slight changes in body growth; some aspects such as the bones, muscles etc may decline in strength

31. Late adulthood 46-65 years reduced family commitments increased social responsibility significant body changes some preparing for retirement, others retired Old age 66 years and up reduced activity most are retired significant health changes incapacitation DEATH

32. IMPORTANCE OF DEVELOPMENTAL PSYCHOLOGY TO THE TEACHER Provides a better understanding of adult behaviour . To understand an adult, you need to understand the child first Indicates what behaviour , and development is usual at particular times. It helps us to predict behaviour

33. It gives an understanding of the basic psychological processes e.g learning, motivation, socialization, maturation etc , It makes us know how children learn and this may make the teacher to vary methods of teaching. The teacher is able to appreciate the needs and challenges facing individuals as they grow up,

34. helps teachers to react appropriately to any behavioural changes they may encounter among students Assists teachers in molding the child Teachers are able to understand basic principles of growth and development.

35. Teachers are able to become aware of the potential and abilities of different children/students Provides a background information about childen’s behaviour and psychological growth under a variety of environmental conditions