Educational Psychology - Growth & Development.pdf

Educational Psychology and Human Growth & Development. It aims at developing the understanding of basic concepts and principles of human growth and development, and their implications for the teacher.

1. Educational Psychology Educational Psychology Educational Psychology Educational Psychology
UNIT -I
Educational Psychology and Human
Growth & Development
Compiled by Dr. L. MUTHUSELVI MCA, M.Ed., M.A(Socio), M.Sc. (Psy), PGDCA, SET(Edu ), Ph.D.
Assistant Professor in Pedagogy of Computer Science
Jamal Mohamed College of Teacher Education
Tiruchirappalli-20

2. PSYCHOLOGY PSYCHOLOGY PSYCHOLOGY PSYCHOLOGY
P
The word "Psychology" derives from Greek
P
'psyche' means 'soul'
P
'logus' means 'science' or 'knowledge'
P
'Psychology' literally means the “
science of
the soul
”
the soul
”
P
Today Psychology is defined as the “
science
of behaviour”
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3. F
Functionalismis the theory of mind that holds that mental
states should be understood in their relationship t o physical
functions and actions.
F
In other words, mental entities like desires, memor ies, pain,
SCHOOLS OF PSYCHOLOGY
Functionalism
-
William James
&
James Rowland Angell
F
In other words, mental entities like desires, memor ies, pain, etc., are not things that exist purely in the mind.
F
It aimed to discern how these mental processes help
individuals adapt to their environment.
F
It would be more accurate to say that they are states of
consciousness related to certain kinds of actions.
F
Mental processes is the most basic components.
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4. Structuralism -
Edward B Edward B Edward B Edward B.Titchener Titchener Titchener Titchener
P
Structuralism is the first school of thought in Psy chology.
P
Titchner, who developed the theory of 'Structuralis m’, believed
that mind is the basis of all human actions.
P
According to him there are three states of mind con gnitive,
affective and conative. P
The basic parts of the mind or the consciousness ar e understood using
introspection
.
using
introspection
.
P
It is the main technique in the theory of structura lism.
Introspection involves the observation and examinat ion of one’s
thoughts that are conscious and feelings.
P
It is closely related to the concept of self-reflec tion.
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5. P
Structuralism studied the contents of the mind thro ugh the use of
lab experiments and introspection.
P
Functionalism, on the other hand, was more interest ed in using
direct observation and fieldwork in order to better understand the
adaptive function of behavior.
Difference between structuralisms and
Functionalism
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6. Behaviorism Behaviorism Behaviorism Behaviorism
P
John B. Watson, who established the psychological s chool
of behaviorism. It defined psychology as a science of behaviour.
P
The behaviorist theory is only concerned with obser vable
stimulus-response behaviors popularly known as S-R fromula, as
they can be studied in a systematic and observable manner.
P
For every stimulus, there is a response. The respon se to stimulus
P
For every stimulus, there is a response. The respon se to stimulus is behaviour.
P
If you are pricked with a pin, there is a jerk of t he body. 'Pricking'
is the stimulus and the 'jerk' is the response or b ehaviour.
P
There are two main types of behaviorism :
P
Methodological behaviorism - John B. Watson’s work,
P
Radical behaviorism, which was pioneered by psychol ogist
-B.F. Skinner.
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7. Gestalt Psychology Gestalt Psychology Gestalt Psychology Gestalt Psychology
P
Gestalt psychology was founded by psychologist Max
Wertheimer, with the help of psychologists,
Wolfgang
Kohler
and Kurt Koffka.
P
The German word 'Gestalt' refers to configuration', 'whole', or 'totality'. We generally perceive the whole and not its parts. 'totality'. We generally perceive the whole and not its parts.
P
For example, when we see a specific combination of facial
features, our brain organizes all of that informati on together and
we perceive the face of our friend.
P
So according to Gestalistsperception is unified and learning is
nothing but reorganization of the field of percepti on. Their main
areas of investigation are perception and learning.
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8. 'Psycho 'Psycho 'Psycho 'Psycho----analysis‘ analysis‘ analysis‘ analysis‘ ----Sigmund Sigmund Sigmund Sigmund Frued Frued Frued Frued
P
Psychoanalysis was founded by Sigmund Freud.
P
Freud believed that people could be cured by
making their unconscious a conscious thought and
motivations, and by that gaining "insight".
P
The aim of psychoanalysis therapy is to release
repressed emotions and experiences, repressed emotions and experiences, i.e. make the unconscious conscious.
P
psycho-analysis goes deep into the subterranean lev el of the mind,
this is also known as depth psychology
P
human personality made up of three major systems -I d (operating
at unconscious level), Ego (operating at conscious and sub-
conscious levels) and Super Ego (operating at consc ious level).
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9. Individual Psychology
-Adler
birth order of an individual in the family has much influence in
determining one's way of life.
Analytical Psychology
-Carl Jung
Jung stresses past experiences of the individual.
He thinks religion has a lot of therapy
Cognitive psychology -
Jean Piaget
Humanistic psychology -
Carl Rogers, Maslow
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11. Significance of educational psychology to the teach ers Significance of educational psychology to the teach ers Significance of educational psychology to the teach ers Significance of educational psychology to the teach ers
P
Understanding the learner
P
Understanding effective methods of teaching
P
Understanding the nature of classroom learning
P
Understanding group dynamics
P
Understanding effective methods of teaching
P
Curriculum construction
P
Curriculum construction
P
Measurement of learning outcomes
P
Understanding the leaning process
P
Knowledge of mental health
P
Guidance for the education of the exceptional
children
P
Character development
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12. Methods of Educational
Introspection
Observation
Case study
Educational psychology
Clinical
method
Scientific or
experimental
method
Survey or
differential
methods
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13. EDUCATIONAL PSYCHOLOGY EDUCATIONAL PSYCHOLOGY EDUCATIONAL PSYCHOLOGY EDUCATIONAL PSYCHOLOGY
P
It is the scientific study of human behaviourin
educational setting. It is the systematic study of the
development of the individual within the educationa l
settings and also it helps the teacher to understan d the
students and enhance their skills.
P
Educational psychology is that branch of psychology
which deals with teaching and learning and also cov ers
the entire range and behavior of the personality as
related to education. - Skinner
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14. SCOPE OF EDUCATIONAL PSYCHOLOGY
1.
The Learner
2.
The Learning Experiences
3.
Learning process
3.
Learning process
4.
Learning Situation (or)
Environment 5.
The Teacher
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15. Major Dimensions of Human Growth
and Development
Physical Development: Cognitive Development Emotional Development Emotional Development
Social Development Moral Development
Language Development
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16. Development Development Development Development
―
The term ―developmentǁspecifies maturation of
functions.
―
It is related to the maturation and development of
the nervous system. ―
It indicates acquisition of a variety of skills for optimal
―
It indicates acquisition of a variety of skills for optimal functioning of the individual.
―
It is a qualitative change in the child‘s functioni ng.
―
It can be measured through observation.
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17. Growth Growth Growth Growth
P
The term 'growth' is used purely in the physical se nse. It generally
refers to increase in size, length, height which co uld be objectively
observed and Measured
Characteristics of 'Growth'

Growth refers to increase caused by becoming larger and
P

Growth refers to increase caused by becoming larger and heavier.
P
It is quantitative, additive, and augmental.
P
It is objectively observable and measurable.
P
Growth does not continue throughout life, it stops when
maturity has been obtained.
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18. Maturation Maturation Maturation Maturation
P
Maturation is a natural process. It is the growth w hich takes place
within the individual.
P
The maturational changes are the result of unfoldin g and ripening
of inherited traits and are relatively independent of activity,
practice or experience. practice or experience.
P
Maturation involves changes that are associated wit h normal
growth. 18
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19. GROWTHDEVELOPMENT
Growth is defined as the
development of a person in
weight,age,size,andhabits.
Ontheother hand,developmentis
defined as the process wherein a
person's growth is visible in
relation to the physical,
environmental,andsocialfactors.
The
term
‘growth’
refers
to
the
The
term
‘development’
refers
to
Difference between Growth and Development
The
term
‘growth’
refers
to
the
change in the physical or
physiologicalstructure
The
term
‘development’
refers
to
change in the function and
activitiesof differentorgans.
Growthisquantitative Developmentisqualitative
Growth is called a physical
transition
Development is considered as a
physical, social, or psychological
transition
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20. GROWTHDEVELOPMENT
Growth does not continue
throughout life. It stops when
maturity has been attained
It continues throughout life and is
progressive
The changes produced by growth are the subject of measurement. They
may be quantified
Developmentimplies improvement
in functioning and behaviorand
hence brings qualitative changes. It
can be measured by observation can be measured by observation
Growth is cellular. It takes place due to the multiplication of cells.
Development is progressive and
orderly.
Structural development is growth Development is cons idered
functional
Growth is external and cellular Development is inter nal and
organizational
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21. General Principles and characteristics of Growth General Principles and characteristics of Growth General Principles and characteristics of Growth General Principles and characteristics of Growth
and Development and Development and Development and Development
P
Principle of continuity
P
Principle of individual differences :
P
Rate of growth and Development is not uniform
P
Uniformity of Pattern
P
Uniformity of Pattern
P
Development Proceeds from General to Specific
Response
P
Principle of Integration
P
Principle of Inter-relation
P
Development is Predictable
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22. Phases of Development Tasks Phases of Development Tasks Phases of Development Tasks Phases of Development Tasks
P
Pre-natal -The time from conception to birth
P
Infancy Birth –2 months
P
Babyhood 3 months –2 years
P
Early child hood 3-6 years
P
Later childhood: 7
-
12 years
P
Later childhood: 7
-
12 years
P
Adolescence 12 –18 years
P
Early Adulthood 19-40 years
P
Middle Age 40 –60 years
P
Old Age 60 years -till death
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23. P
Learning to walk, to take solid food, to talk, to
control the elimination of body wastes.
P
Learning sex differences and sexual modesty.
P
Achieving physiological stability. Forming simple concepts of social and physical reality.
Infancy and early childhood
:
simple concepts of social and physical reality.
P
Learning to relate oneself emotionally to
parents, siblings and others. Learning to
distinguish right from wrong and develop
conscience.
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24. Later childhood: Later childhood: Later childhood: Later childhood:
P
Learning physical skills necessary for ordinary
games
P
Building wholesome attitudes towards oneself as
a growing organism.
P
Learning to get along with age-mates.
P
Learning appropriate sex roles.
P
Learning appropriate sex roles.
P
Developing fundamental skills in reading,
writing and calculating.
P
Developing concepts necessary for everyday
living.
P
Developing attitude towards social groups and
institutions.
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25. Adolescence
P
Accepting one's physique and accepting a masculine or
feminine role.
P
Establishing new relations with age-mates of both sexes.
P
Gaining emotional independence from parents and other
adults.
P
Achieving assurance of economic independence.
P
Achieving assurance of economic independence.
P
Selecting and preparing for an occupation.
P
Developing intellectual skills and concepts necessary for
civil competence.
P
Desiring and achieving socially responsible behavio ur.
P
Preparing for marriage and family life.
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26. Adulthood
P
Selecting the life partner.
P
Entering into the family life.
P
Begetting children and rearing them up.
P
Getting in to an occupation or profession.
Middle Age:
P
Shouldering the family and social responsibilities
P
Shouldering the family and social responsibilities
P
Acquiring economic stability in life.
P
Providing guidance to one's own adolescent children .
P
Getting adjusted with one's own old age parents.
Old age
P
Accepting decrease in one's own capabilities and ef ficiency.
P
Adjusting to decreasing physical strength and healt h
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27. Dimensions of development Dimensions of development Dimensions of development Dimensions of development
P
Physical Development:
P
During childhood there are changes in a child’s hei ght, weight and
body proportion. P
The pace of this growth is more in later childhood (7-12 years)
than in early childhood stage (3-6 years).
P
Adolescent stage (13
-
18 years) noticeable changes take place in
P
Adolescent stage (13
-
18 years) noticeable changes take place in
many domains like height and weight, bodily proport ions, change
in voice, increase in motor performance and sexual changes.
P
Both boys and girls have a growth spurt caused by t he production
of hormones. A boy‘s growth spurt is usually later than the girls.
P
The most important physical development in adolesce nce is
puberty, when they become sexually mature.
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28. P
Girls can experience puberty from around the age of 11 years, for
boys this is slightly later.
P
Girls at this stage show a continuous growth in hei ght, but at a
slower pace than earlier.
P
The voice becomes sweet and shrill. In terms of sec ondary sex
characteristics, the sex organs in girls acquire ma turity.
P
Adolescent stage among boys, these include rapid gr owth in height and weight (continues until age 18 or 19), developm ent of muscles and weight (continues until age 18 or 19), developm ent of muscles and increase in strength.
P
The maturity of the larynx can be noticed with brok en and
deepened voice.
P
Other significant features of adolescent boys inclu de hair growth in
pubic, armpits and facial areas. 28
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29. Cognitive Development
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30. Emotional Development Emotional Development Emotional Development Emotional Development
P
At the childhood stage, children experience feeling s of love, hatred
and fear which last for long. There is the formatio n of sentiments and
complexes.
P
They develop a sense of autonomy, combat, doubt and shame.
P
In adolescence stage, there are some noticeable cha nges in their
emotional behaviour.
P
The adolescents often struggle with a sense of iden tity and question
P
The adolescents often struggle with a sense of iden tity and question about themselves. The common observable behavioural patterns at
this stage are moodiness, anger, depression, anxiet y and state of
dilemma.
P
Their trust therefore shifts to friends and the opi nions of others seem
to be important.
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31. Social Development Social Development Social Development Social Development
P
Adolescent social development is often described as the process of
establishing a sense of identity and establishing a role and purpose.
P
Body image is a key factor in developing a sense of self and identity,
especially for girls.
P
The family and increasingly peers play an important role assisting
and supporting the adolescent to achieve adult role s.
P
Risk
-
taking is a natural part of the adolescent journey.
P
Risk
-
taking is a natural part of the adolescent journey.
P
Social development and emotional development are cl osely
intertwined as young people search for a sense of s elf and personal
identity
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32. Moral Development Moral Development Moral Development Moral Development
P
In early childhood (4-6 years), children are more o ften concerned
about their own personal well-being when they make moral
decisions. They think in terms of distributive just ice or fair sharing of
any stuff.
P
But by middle childhood (roughly 6 to 9 years of ag e), children begin
to develop more empathetic and abstract methods of moral
reasoning. reasoning.
P
Adolescents develop an understanding of the complex ity of moral
issues like question values, cultural expressions, and religious
teachings.
P
Individuals also show impatience with the pace of c hange, and
underestimate how difficult it is to make social ch anges.
P
They judge others quickly, but accept one‘s own fau lts slowly.
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33. Language Development in Children Language Development in Children Language Development in Children Language Development in Children
P
In18 months, the child, on an average, uses 10 to 1 2 simple words.
By the next 3 or 4 months, its vocabulary increases rapidly.
P
In 3 years, there is a sizable vocabulary in the mo ther tongue, which
about 12 years increases to 10,000 words or more.
P
Again, by 2 to 3 years, the child uses words to for m sentences, uses
pronouns and plural as well as speaking in past ten se.
By 4 to 5 years, sentence formation is considerably improved; simple
P
By 4 to 5 years, sentence formation is considerably improved; simple rules of grammar are observed.
P
After 5+, the school, along with the home, plays a vital role in
language development, contributing to increased voc abulary, growth
in sentence length, greater comprehension in readin g, correctness in
pronunciation, and in developing writing skill.
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34. Problems of Adolescents Problems of Adolescents Problems of Adolescents Problems of Adolescents
P
Adolescence is a period of stress and strain
P
Identity Crisis
P
Generation Gap
P
Negative and Non-Conformist Attitude
P
Domination of Sexual Urge
P
Hesitation and Confusion in Selecting a
Vocation
P
Emotional Swings
P
Aspiring for Autonomy
P
Peer Group Dominance
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35. Coping with Adolescents
P
To have the proper knowledge of adolescent's
psychology
P
Providing suitable environment for proper growth
P
Rendering proper sex education
P
Parents and teachers should recognize the importanc e
of the peer group on modifying adolescents' behavio ur.
P
Teachers and parents should serve themselves as rol e
P
Teachers and parents should serve themselves as rol e models for adolescents in the religious and moral
spheres, instead of criticizing / reprimanding them .
P
Providing Religious and Moral Education
P
Training of emotions and satisfaction of emotional
needs
P
Arranging Guidance Service
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36. REVIEW QUESTIONS REVIEW QUESTIONS REVIEW QUESTIONS REVIEW QUESTIONS
1. The word “Psychology “taken from
a. Greek language b. Latin language
c.Frenchlanguage d. German language
2. “Intorspectionmethod” was used mainly in
a. functionalism b. structuralism
c. behaviourismd. gestalt psychology P
3.
Which of the following is not a factor that influen ces growth and
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36P
3.
Which of the following is not a factor that influen ces growth and
development? a. Heredity b. Environment c. Culture d. Nut rition
4. Who among the following is social psychologist?
a. carlroger b. kurtlewin c. pavlov d. waston
5 First psychology laboratory established in
a.1854 b.1879 c.1896 d.1986

37. Answer Answer Answer Answer
P
1. a. Greek language
P
2. c. behaviourism
P
3. c. Culture
P
4. b. kurtlewin 5. b. 1879
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37
P
5. b. 1879

38. THANK YOU THANK YOU
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