Historic background
Roots |
west greek philosophers
democritus - 1st to emphasize influence of home on devel personality of child |
4th century BC |
plato & aristotle - system of edu to psych principles (diff types for diff ppl)
aristotle - presented psych views more comprehensively - believed in faculty theory of mind (mind is made of diff faculties like reasoning, imagination etc) and emphasized intellectual process
scholars modified from aristotle's doctrines |
Doctrine of faculties |
mind is considered as 3 independent sets of power/capacities -
1) reasoning, understanding
2) feelings, desires, emotions, appetites
3) will
|
John Locke |
empirist (tabula rasa: blank slate - learning only from nurture) - learning abt external world through senses (argued that faculties are mot from soul) |
Pestalozzi |
believed in and used the faculty theory
1st to psychologize edu (edu is process of drawing out the indiv) - evoloved learning and teaching programmes |
Herbart and Froebel |
german prpfessors, rejected faculty theory
herbert - imp of interest & assimilation of ideas
froebel - 1st to establish kindergarten, emphasized imp of early experiences in learning |
18th century |
William James - book: principles of psychology (1890)
J.M.Cattell - indiv differences, mental testing
Alfred Binet - 1st inteligence scale |
Scope of edu psych
Lindgren (1976) - 3 elements/focus areas in edu - |
1. learner |
most imp bcz w/o learner, there is no learning, variables - indiv differences, devel char, mental health, intelligence, personality, psych issues |
2. learning process |
what ppl do (direct - writing, answering, computing etc, indirect obs - perceiving, thinking, remembering) - includes psych of learning, factors affecting it, diagnosis for learning difficulties |
3. learning situation |
teacher, classroom setting (ventilation, light, noise, seat arrangement), attitude of teacher, class morale, emo climate of school |
Strategies to reduce bullying
Olweus (1993), bullying is an aggressive, intentional act carried out by an individual or a group repeatedly over time, and involves the imbalance of power, with the bully wielding the power. The behaviour could be emotional or physical. |
factors for not reporting |
: teachers’ lack of interest, willingness and skill in managing bullying behaviour, as well as the ethos and culture the school upholds |
victims |
stop talking about school, regularly arrive late, miss classes or make excuses to miss school |
Conflict resolution, peer mediation strategies and group therapy focused on increasing self-esteem have proved ineffective with bullies |
bullying results from a power imbalance, rather than from deficits in social skills |
Strategies/interventions- |
school level |
punishment
role play - to teach victims how to handle bullying situations
teach victims to identify verbal attacks |
classroom level |
school code of conduct - modelling of desirable behavior
reinforce classroom rules + structure |
individual level |
discussions with bullies, victims and parents
improve teacher knowledge about classroom-based bullying prevention activities
playground supervision |
reporting bullying - to school management, parents, CRs
info disseminations (abt dangers + consequences of bullying behav - to both bully & victim
focus group discussions (B,V)
keep them busy with CCA's
increase security & frisking (for guns, knifes)
separate students |
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Proponents of edu psych
William James |
to teach children effectively: observation in classrooms >> lab psych exps.
his reccomendation: know child's level of knowledge + start lessons at a point just above child's knowledge to expand understanding
assessment, analysis, interpretation |
John Dewey |
established 1st major edu psych lab in US, Chicago, 1894.
his contribution:
1) children - active, learn best by doing >> passive, sit quietly in seats
2) edu should focus on whole child + emphasize adaptation to envi (child should learn to think, reason, adapt, be reflective problem solvers)
3) democratic edu - competent edu for all (irres of gender, SES etc) |
E. L. Thorndike |
assessment, measurement and scientific ideas of teaching, learning
hone child's reasoning skills
edu psych must have scientific basis and focus strongly on measurement (tests, exams) |
Principles of development: It is a
product of interaction |
follows an orderly sequence |
either cephalocaudal (top to bottom) or proximal (horizontal) |
continous process |
goes from bilateral (learning to use parts of body) to unilateral (collective indiv) |
different aspects of indiv are interrelated |
individualised process |
cumulative |
proceeds from general to specific |
rate of devel differs wrt gender |
Effective teaching
teachers must have:
(1) professional knowledge and skills
Subject-Matter Competence - thoughtful, flexible, conceptual understanding of subject matter (knowledge about organizing ideas, connections among ideas, ways of thinking and arguing, patterns of change & beliefs about a discipline, ability to carry ideas from one discipline to another)
Instructional Strategies -
a) constructivist approach - learner-centered - actively constructing their knowledge and understanding with guidance from the teacher
b) direct instruction approach - structured, teacher-centered - teacher control & direction, maximise student learning time
(2) commitment, motivation (help students self motivat & take accountability + high expectations for their achievement), and caring
In commitment, skills- thinking (open-minded, curious, accurate interpretation), goal setting & instructional planning (high goals + specific criteria for success + organize lessons), classroom management (hangle misbehavior + establish rules + monitor activites + organize groups), communication skills (verbal + tuning in to students’ nonverbal communication, and constructively resolving conflicts + interaction with parents), assessment knowledge (choose type) and technological skills (imrpove, support learning), developmental appropriate teaching practices
[D-TACTIC = D-developmental appropriate teaching practices, T-thinking, A-assessment development, C-comm, T-techological, I-instructional planning and goal setting, C-classroom managemment] |
Exceptional children
exceptional child - deviates from average/normal child (physical, intellect, emotional, social) that they cannot be benefitted from regular classroom programme and needs special treatment in school - W M Cruichshank |
Types: |
1. intellectually exceptional |
gifted, slow, educable mentally retarded, severelly mentally retarded |
2. physical |
impaired - vision, hearing, speech, brain injured, crippled |
3. emotional |
delinquents |
4. multihandicapped |
need for special edu |
1. they dont benefit from regular classes
2. for making mental and physical handicapped properly trained - assests of society
3. insight to problems of exceptional children + solve them
|
how to identify gifted child |
IQ 110-140+, high social potentiality (all rounders), 2-4% of population in IQ
by doctors (behav char -early lang & walking, pinching at food, peer at strangers), group IQ or achievement tests, school marks, teachers obs |
physical char of gifted child |
fall ill less, overall faster (proximo, cephalo) devel |
mental char of gifted child |
360 superiority, better reasoning, generalization, comphrension, seeing bigger pic, interest in abstract subs, more socialable, emotional, independence, maturity, well-adjusted |
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