Educational Psychology - Growth & Development.pdf

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

PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
The word "Psychology" derives from Greek
'psyche' means 'soul'
'logus' means 'science' or 'knowledge'
'Psychology' literally means the “science of
the soul”
the soul”
Today Psychology is defined as the “science
of behaviour”
2 Prepared By- Dr.L.Muthuselvi 12/11/2023

Functionalism is the theory of mind that holds that mental
states should be understood in their relationship to physical
functions and actions.
In other words, mental entities like desires, memories, pain,
SCHOOLS OF PSYCHOLOGY
Functionalism
- William James & James Rowland Angell
In other words, mental entities like desires, memories, pain,
etc., are not things that exist purely in the mind.
It aimed to discern how these mental processes help
individuals adapt to their environment.
It would be more accurate to say that they are states of
consciousness related to certain kinds of actions.
Mental processes is the most basic components.

Structuralism - Edward B
Edward B
Edward B
Edward B. Titchener
Titchener
Titchener
Titchener
Structuralism is the first school of thought in Psychology.
Titchner, who developed the theory of 'Structuralism’, believed
that mind is the basis of all human actions.
According to him there are three states of mind congnitive,
affective and conative.
The basic parts of the mind or the consciousness are understood
using introspection.
using introspection.
It is the main technique in the theory of structuralism.
Introspection involves the observation and examination of one’s
thoughts that are conscious and feelings.
It is closely related to the concept of self-reflection.

Structuralism studied the contents of the mind through the use of
lab experiments and introspection.
Functionalism, on the other hand, was more interested in using
direct observation and fieldwork in order to better understand the
adaptive function of behavior.
Difference between structuralisms and
Functionalism

Behaviorism
Behaviorism
Behaviorism
Behaviorism
John B.Watson, who established the psychological school
of behaviorism. It defined psychology as a science of behaviour.
The behaviorist theory is only concerned with observable
stimulus-response behaviors popularly known as S-R fromula, as
they can be studied in a systematic and observable manner.
For every stimulus, there is a response.The response to stimulus
For every stimulus, there is a response.The response to stimulus
is behaviour.
If you are pricked with a pin, there is a jerk of the body. 'Pricking'
is the stimulus and the 'jerk' is the response or behaviour.
There are two main types of behaviorism:
Methodological behaviorism -John B.Watson’s work,
Radical behaviorism, which was pioneered by psychologist
- B.F. Skinner.
6
Prepared By- Dr.L.Muthuselvi
12/11/2023

Gestalt Psychology
Gestalt Psychology
Gestalt Psychology
Gestalt Psychology
Gestalt psychology was founded by psychologist Max
Wertheimer, with the help of psychologists,Wolfgang
Kohler and Kurt Koffka.
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.
For example, when we see a specific combination of facial
features, our brain organizes all of that information together and
we perceive the face of our friend.
So according to Gestalists perception is unified and learning is
nothing but reorganization of the field of perception.Their main
areas of investigation are perception and learning.

'Psycho
'Psycho
'Psycho
'Psycho-
-
-
-analysis‘
analysis‘
analysis‘
analysis‘ -
-
-
- Sigmund
Sigmund
Sigmund
Sigmund Frued
Frued
Frued
Frued
Psychoanalysis was founded by Sigmund Freud.
Freud believed that people could be cured by
making their unconscious a conscious thought and
motivations, and by that gaining "insight".
The aim of psychoanalysis therapy is to release
repressed emotions and experiences,
repressed emotions and experiences,
i.e. make the unconscious conscious.
psycho-analysis goes deep into the subterranean level of the mind,
this is also known as depth psychology
human personality made up of three major systems - Id (operating
at unconscious level), Ego (operating at conscious and sub-
conscious levels) and Super Ego (operating at conscious level).

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

10 12/11/2023

Significance of educational psychology to the teachers
Understanding the learner
Understanding effective methods of teaching
Understanding the nature of classroom learning
Understanding group dynamics
Understanding effective methods of teaching
Curriculum construction
Curriculum construction
Measurement of learning outcomes
Understanding the leaning process
Knowledge of mental health
Guidance for the education of the exceptional
children
Character development

Methods of
Educational
Introspection
Observation
Case study
Educational
psychology
Clinical
method
Scientific or
experimental
method
Survey or
differential
methods

EDUCATIONAL PSYCHOLOGY
It is the scientific study of human behaviour in
educational setting. It is the systematic study of the
development of the individual within the educational
settings and also it helps the teacher to understand the
students and enhance their skills.
Educational psychology is that branch of psychology
which deals with teaching and learning and also covers
the entire range and behavior of the personality as
related to education. - Skinner

SCOPE OF EDUCATIONAL PSYCHOLOGY
1. The Learner
2. The Learning Experiences
3. Learning process
3. Learning process
4. Learning Situation (or)
Environment
5. TheTeacher

Major Dimensions of Human Growth
and Development
Physical Development:
Cognitive Development
Emotional Development
Social Development
Moral Development
Language Development

Development
Development
Development
Development
The term ―developmentǁ specifies 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 functioning.
It can be measured through observation.

Growth
Growth
Growth
Growth
The term 'growth' is used purely in the physical sense. It generally
refers to increase in size, length, height which could be objectively
observed and Measured
Characteristics of 'Growth'
 Growth refers to increase caused by becoming larger and
 Growth refers to increase caused by becoming larger and
heavier.
 It is quantitative, additive, and augmental.
 It is objectively observable and measurable.
 Growth does not continue throughout life, it stops when
maturity has been obtained.

Maturation
Maturation
Maturation
Maturation
Maturation is a natural process. It is the growth which takes place
within the individual.
The maturational changes are the result of unfolding and ripening
of inherited traits and are relatively independent of activity,
practice or experience.
practice or experience.
Maturation involves changes that are associated with normal
growth.

GROWTH DEVELOPMENT
Growth is defined as the
development of a person in
weight, age, size, and habits.
On the other hand, development is
defined as the process wherein a
person's growth is visible in
relation to the physical,
environmental, and social factors.
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
physiological structure
The term ‘development’ refers to
change in the function and
activities of different organs.
Growth is quantitative Development is qualitative
Growth is called a physical
transition
Development is considered as a
physical, social, or psychological
transition

GROWTH DEVELOPMENT
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
Development implies improvement
in functioning and behavior and
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 considered
functional
Growth is external and cellular Development is internal and
organizational

General Principles and characteristics of Growth
and Development
and Development
and Development
and Development
Principle of continuity
Principle of individual differences:
Rate of growth and Development is not uniform
Uniformity of Pattern
Uniformity of Pattern
Development Proceeds from General to Specific
Response
Principle of Integration
Principle of Inter-relation
Development is Predictable

Phases of Development Tasks
Pre-natal -The time from conception to birth
Infancy Birth – 2 months
Babyhood 3 months – 2 years
Early child hood 3- 6 years
Later childhood: 7-12 years
Later childhood: 7-12 years
Adolescence 12 – 18 years
Early Adulthood 19-40 years
Middle Age 40 – 60 years
Old Age 60 years - till death

Learning to walk, to take solid food, to talk, to
control the elimination of body wastes.
Learning sex differences and sexual modesty.
Achieving physiological stability. Forming
simple concepts of social and physical reality.
Infancy and early childhood:
simple concepts of social and physical reality.
Learning to relate oneself emotionally to
parents, siblings and others. Learning to
distinguish right from wrong and develop
conscience.

Later childhood:
Later childhood:
Later childhood:
Later childhood:
Learning physical skills necessary for ordinary
games
Building wholesome attitudes towards oneself as
a growing organism.
Learning to get along with age-mates.
Learning appropriate sex roles.
Learning appropriate sex roles.
Developing fundamental skills in reading,
writing and calculating.
Developing concepts necessary for everyday
living.
Developing attitude towards social groups and
institutions.

Adolescence
Accepting one's physique and accepting a masculine or
feminine role.
Establishing new relations with age-mates of both sexes.
Gaining emotional independence from parents and other
adults.
Achieving assurance of economic independence.
Achieving assurance of economic independence.
Selecting and preparing for an occupation.
Developing intellectual skills and concepts necessary for
civil competence.
Desiring and achieving socially responsible behaviour.
Preparing for marriage and family life.

Adulthood
Selecting the life partner.
Entering into the family life.
Begetting children and rearing them up.
Getting in to an occupation or profession.
Middle Age:
Shouldering the family and social responsibilities
Shouldering the family and social responsibilities
Acquiring economic stability in life.
Providing guidance to one's own adolescent children.
Getting adjusted with one's own old age parents.
Old age
Accepting decrease in one's own capabilities and efficiency.
Adjusting to decreasing physical strength and health

Dimensions of development
Physical Development:
During childhood there are changes in a child’s height, weight and
body proportion.
The pace of this growth is more in later childhood (7-12 years)
than in early childhood stage (3-6 years).
Adolescent stage (13-18 years) noticeable changes take place in
Adolescent stage (13-18 years) noticeable changes take place in
many domains like height and weight, bodily proportions, change
in voice, increase in motor performance and sexual changes.
Both boys and girls have a growth spurt caused by the production
of hormones.A boy‘s growth spurt is usually later than the girls.
The most important physical development in adolescence is
puberty, when they become sexually mature.

Girls can experience puberty from around the age of 11 years, for
boys this is slightly later.
Girls at this stage show a continuous growth in height, but at a
slower pace than earlier.
The voice becomes sweet and shrill. In terms of secondary sex
characteristics, the sex organs in girls acquire maturity.
Adolescent stage among boys, these include rapid growth in height
and weight (continues until age 18 or 19), development of muscles
and weight (continues until age 18 or 19), development of muscles
and increase in strength.
The maturity of the larynx can be noticed with broken and
deepened voice.
Other significant features of adolescent boys include hair growth in
pubic, armpits and facial areas.

Cognitive Development

At the childhood stage, children experience feelings of love, hatred
and fear which last for long.There is the formation of sentiments and
complexes.
They develop a sense of autonomy, combat, doubt and shame.
In adolescence stage, there are some noticeable changes in their
emotional behaviour.
The adolescents often struggle with a sense of identity and question
The adolescents often struggle with a sense of identity and question
about themselves.The common observable behavioural patterns at
this stage are moodiness, anger, depression, anxiety and state of
dilemma.
Their trust therefore shifts to friends and the opinions of others seem
to be important.

Social Development
Social Development
Social Development
Social Development
Adolescent social development is often described as the process of
establishing a sense of identity and establishing a role and purpose.
Body image is a key factor in developing a sense of self and identity,
especially for girls.
The family and increasingly peers play an important role assisting
and supporting the adolescent to achieve adult roles.
Risk-taking is a natural part of the adolescent journey.
Risk-taking is a natural part of the adolescent journey.
Social development and emotional development are closely
intertwined as young people search for a sense of self and personal
identity

Moral Development
Moral Development
Moral Development
Moral Development
In early childhood (4-6 years), children are more often concerned
about their own personal well-being when they make moral
decisions.They think in terms of distributive justice or fair sharing of
any stuff.
But by middle childhood (roughly 6 to 9 years of age), children begin
to develop more empathetic and abstract methods of moral
reasoning.
reasoning.
Adolescents develop an understanding of the complexity of moral
issues like question values, cultural expressions, and religious
teachings.
Individuals also show impatience with the pace of change, and
underestimate how difficult it is to make social changes.
They judge others quickly, but accept one‘s own faults slowly.

Language Development in Children
In18 months, the child, on an average, uses 10 to 12 simple words.
By the next 3 or 4 months, its vocabulary increases rapidly.
In 3 years, there is a sizable vocabulary in the mother tongue, which
about 12 years increases to 10,000 words or more.
Again, by 2 to 3 years, the child uses words to form sentences, uses
pronouns and plural as well as speaking in past tense.
By 4 to 5 years, sentence formation is considerably improved; simple
By 4 to 5 years, sentence formation is considerably improved; simple
rules of grammar are observed.
After 5+, the school, along with the home, plays a vital role in
language development, contributing to increased vocabulary, growth
in sentence length, greater comprehension in reading, correctness in
pronunciation, and in developing writing skill.

Problems of Adolescents
Adolescence is a period of stress and strain
Identity Crisis
Generation Gap
Negative and Non-Conformist Attitude
Domination of Sexual Urge
Hesitation and Confusion in Selecting a
Vocation
Emotional Swings
Aspiring for Autonomy
Peer Group Dominance

Coping with Adolescents
To have the proper knowledge of adolescent's
psychology
Providing suitable environment for proper growth
Rendering proper sex education
Parents and teachers should recognize the importance
of the peer group on modifying adolescents' behaviour.
Teachers and parents should serve themselves as role
Teachers and parents should serve themselves as role
models for adolescents in the religious and moral
spheres, instead of criticizing / reprimanding them.
Providing Religious and Moral Education
Training of emotions and satisfaction of emotional
needs
Arranging Guidance Service

REVIEW QUESTIONS
REVIEW QUESTIONS
REVIEW QUESTIONS
REVIEW QUESTIONS
1. The word “Psychology “taken from
a. Greek language b. Latin language
c.French language d. German language
2.“Intorspection method” was used mainly in
a. functionalism b. structuralism
c. behaviourism d. gestalt psychology
3. Which of the following is not a factor that influences growth and
12/11/2023
36
3. Which of the following is not a factor that influences growth and
development?
a. Heredity b. Environment c. Culture d. Nutrition
4.Who among the following is social psychologist?
a. carl roger b. kurt lewin c. pavlov d. waston
5 First psychology laboratory established in
a.1854 b.1879 c.1896 d.1986

Answer
Answer
Answer
Answer
1. a. Greek language
2. c. behaviourism
3. c. Culture
4. b. kurt lewin
5. b. 1879
12/11/2023
37
5. b. 1879

THANK YOU
THANK YOU

Educational Psychology - Growth & Development.pdf

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Educational Psychology - Growth & Development.pdf

Similar to Educational Psychology - Growth & Development.pdf (20)

Recently uploaded

Recently uploaded (20)

Educational Psychology - Growth & Development.pdf