Psychological Theories in education- ppt by Yvette Rejuso

Slides by Yvette P. Rejuso. This file discusses Psychological Theories in Education. Among the theories are Lev Vygotsky's Social Learning Theory, Jean Piaget's Theory, Vygotsky's Zone of Proximal Development, and Piaget's Theory of Cognitive Development. Every theory presents a different angle on the growth of children.

1. REVIEW OF THE BASES
Prepared by:
Yvette P. Rejuso

2. COGNITIVE DEVELOPMENT
SOCIAL LEARNING
SCAFFOLDING
SITUATED LEARNING
Photos from Pinterest

4. COGNITIVE DEVELOPMENT

5. Over the course of his remarkable career
of nearly 75 years, Piaget opened the
doors to new information as to how the
mind works. From his first publication at
age 10 to his research when he passed at
84, Piaget shed light on new ideas. He
developed several new fields of science
including developmental psychology,
cognitive theory and genetic
epistemology.

6. Piaget’s work established the
foundation for today’s education-
reform movements, though he
himself was not an educational
reformer. Piaget was the first
psychologist to take children’s
thinking seriously.

7. ‘genetic epistemology’
-s t u d y o f t h e d e v e l o p m e n t o f k n o w l e d g e

8. schemas
assimilation
accommodation

9. Long hair
Huge body
Tail
Four legs

11. A schema in psychology still
refers to how information is
organized, it focuses on how
the human mind does it.

14. FOUR STAGES OF COGNITIVE DEVELOPMENT

16. Sensorimotor
(0-2 years old)

18. ‘curious’
‘increased physical mobility’
‘egocentric’
‘socialized’

19. Piaget suggested that children are born with
basic 'action schemas', such as suckling and
gripping, and they use their action schemas to
comprehend new information about the world

20. Preoperational Reasoning
(2-7 years old)

22. •They engaged in make-believe play.
•Cataloging a library of permanent objects.
•Using symbols to represent objects and events.
•Language develops quickly through imaginative play.
•Cooperative play and games with rules emerge as
children gain experience navigating social groups.

23. Centration - Preschoolers cannot see
all available information about a
stimulus, instead, they “see” only what
they focus on may the color, or size,
and other elements within their sight.

24. ?”
Classical Conditioning– is learning
based on associating a stimulus that
does not ordinarily elicit the response .
•A person anticipates an event before
it happens by forming associations
between stimuli.

25. ?”
Egocentric thinking- Preschoolers
do not understand that others have
different thoughts or perspectives
from their own.

27. Concrete Operational
(7-11 years old)

28. Rearrange thoughts
Inductive reasoning
K n o w o u r s e l v e s b e t t e r
Unique feelings

29. • Reasoning skills in children are more logical.
• Thinking becomes global, dynamic, and reversible
• Objects and people can be organized into
hierarchies.
• Continuing to develop a theory of mind but may
still struggle with the perspective of others
• Accounting for intentions in their moral
judgments.

31. Formal Operational
(12 up)

32. • Employ systematic thinking to postulate theories
and consider possibilities.
•Understand abstract relationships and concepts
such as justice.
• Systematic thinking and reasoning about
abstract concepts, with an understanding of ethics
and scientific reasoning

33. •Can generate hypotheses.
•Moral reasoning includes the understanding
that rules are a result of mutual agreement.

34. Students in special education have weaknesses
in one or more underlying cognitive skills that
involve the brain’s learning processes. They are
defined as deficits in underlying psychological
processes involved in learning. Such deficits
may affect visual working memory, verbal
working memory, processing speed, short-term
memory and other cognitive processes.

36. SOCIAL LEARNING

38. Albert Bandura was an influential social
cognitive psychologist who was perhaps
best known for his social learning theory,
the concept of self-efficacy, and his
famous Bobo doll experiments. Until his
death on July 26, 2021, he was a
Professor Emeritus at Stanford
University and was widely regarded as
one of the most influential psychologists
in history.f

39. According to Bandura,
people observe behavior
either directly through social
interactions with others or
indirectly by observing
behaviors through media.
Actions that are rewarded are
more likely to be imitated,
while those that are punished
are avoided.

40. This theory is based on the idea that we learn
from our interactions with others in a social
context. Separately, by observing the behaviors
of others, people develop similar behaviors.
After observing the behavior of others, people
assimilate and imitate that behavior, especially if
their observational experiences are positive ones
or include rewards related to the observed
behavior.

41. According to Bandura (1977), imitation
involves the actual reproduction of
observed motor activities.

42. SLT posits that people
learn from one another, via:
•Observation;
•Imitation; and
•Modeling

44. Some examples that can be cited on this regards are, students can
watch parents read, students can watch the demonstrations of
mathematics problems, or seen someone acting bravely and a fearful
situation (Bandura, 2006a). Based on this point, aggression can also
be learned through models. Much research indicates that children
become more aggressive when they observed aggressive or violent
models. From this view, moral thinking and moral behavior are
influenced by observation and modeling. In consequence, learning
includes moral judgments regarding right and wrong which can in
part, develop through modeling.

45. In 1961 Bandura conducted his famous experiment known as the Bobo
doll experiment, to study patterns of behavior, at least in part, by
social learning theory, and that similar behaviors were learned by
individuals shaping their own behavior after the actions of models. The
children received no encouragement or incentives to beat up the doll;
they were simply imitating the behavior they had observed. Bandura
termed this phenomena observational learning and characterized the
elements of effective observational learning as attention, retention,
reciprocation and motivation. He demonstrated that children learn and
imitate behaviors which they have observed in other people.

49. Social learning theory has four mediational processes that help
determine whether a new behavior is acquired:

51. SCAFFOLDING

52. Lev Vygotsky (1896-1934) was a Soviet
psychologist who coined the term "zone of
proximal development" and conducted
many studies that led to instructional
scaffolding. Vygotsky focused his work on
developmental psychology, and it was in
the 1920s and early 1930s, towards the end
of his career, that he developed the
concept of ZPD.

53. Vygotsky believed that educators
should help students learn within
their ZPD so that they can
increase their skills and
knowledge without becoming
frustrated by things that are
currently too difficult for them to
accomplish.

55. Instructional scaffolding, also known as "Vygotsky
scaffolding" or just "scaffolding," is a teaching method that
helps students learn more by working with a teacher or a
more advanced student to achieve their learning goals.

56. The Vygotsky theory of
cognitive development
states that students will
learn more when they
receive guidance from
someone with more skills in
the subject they're learning
than they would if they
were tackling the subject on
their own.

58. When we support students with exceptionalities
by using scaffolding strategies, we plan for a
lesson, it is essential to consider the various
needs of students, including receptive and
expressive language, processing speed and
memory. To support these needs, we consider
how our lesson could present our content
information in smaller chunks, provide
opportunities for additional guided practice
and utilize repetition.

60. SITUATED LEARNING

61. Social anthropologist Jean Lave and computer scientist Etienne Wenger’s
seminal Situated Learning helped change the fields of cognitive science and
pedagogy by approaching learning from a novel angle. Traditionally, theories of
learning and education had focused on processes of cognition – the mental
processes of knowledge formation that occur within an individual. Lave and
Wenger chose to look at learning not as an individual process, but a social one.

62. Situated learning is an instructional approach developed by
Jean Lave and Etienne Wenger in the early 1990s, and follows
the work of Dewey, Vygotsky, and others (Clancey, 1995) who
claim that students are more inclined to learn by actively
participating in the learning experience. Situated learning
essentially is a matter of creating meaning from the real
activities of daily living (Stein, 1998) where learning occurs
relative to the teaching environment.

64. Situated learning suggests that learning takes place through
the relationships between people and connecting prior
knowledge with authentic, informal, and often unintended
contextual learning.

65. We can understand how different people think, absorb, and retain
information, we can adjust the general teaching process and
improve the educational system. This ensures that all students,
regardless of ability or environment, can be taught in a way that
accommodates the way they learn. For students with disorders,
disabilities, or developmental challenges, the concepts of
educational psychology can improve their overall learning