This content is about educational psychology. It will be useful for B.Ed students.

1. EDUCATIONAL PSYCHOLOGY
JAYASREE P.S.M.Sc (zoo), M.Sc (psy) M.Ed., M.Phil NET (Phd)
ASSISTANT PROFESSOR IN Dr. MGR INSTITUTE OF
SPECIAL EDUCATION AND RESEARCH

2. BLOCK - 1
EDUCATIONAL PSYCHOLOGY
Unit 1: Introduction to educational psychology
Unit 2: Growth and development
Unit 3: Intelligence
Unit 4: Personality

3. INTRODUCTION
“I can’t change the direction of the wind, but I can adjust my sails to always reach my destination.” ------ Jimmy Dean

4. UNIT-1 INTRODUCATION TO EDUCATIONAL
PSYCHOLOGY
PSYCHOLOGY: Psychology is the study of human behavior
and human relationships – Crow and Crow.
Psychology is the science of the facts or phenomena of self.
Skinner: Psychology is the science of behavior and
experience.
Educational Psychology: Educational psychology is an
attempt to apply the knowledge of psychology to the field
of education. It consists of the application of psychological
principles and techniques to human behaviour in
educational situations.

5. METHODS OF PSYCHOLOGY
1.Introspection method.
2.Observation method.
3.Experimental method.
4.Differential method.
5.Case study method.
6.Interview method.
7.Psychoanalytic
method.

6. INTROSPECTION
• Self-observation.
• looking within, looking inward.
• Looking within, observes, analyses
and reports his own feelings.
MERITS: Economical method, does not involve
apparatus or laboratory for its use.
Used at anytime.
DEMERITS:
Highly subjective.
Hide facts.
Abnormal individuals cannot be introspected.

7. OBSERVATION METHOD
• Seeing things as they are in their natural setting.
• Overt behaviour of person in appropriate situations.
• Measurement without instrument.
TYPES:
1. Participant observation.
2. Non-participant observation.
3. Structured observation.
4. Unstructured observation.
MERITS:
1. Children of all ages.
2. No special tool.
3. Adaptable both to individual and groups.
DEMERITS:
1. Personal prejudices and bias of the observer.
2. Records not written with 100% accuracy.
3. Reveals overt behavior only.

8. EXPERIMENTAL METHOD
• Most objective and scientific method for
studying behavior.
• Cause and effect relationship.
• Experiment conducted in a laboratory or
classroom or other field situations.
MERITS:
• Most objective and systematic method of
getting reliable data.
• Findings are open to critical examination and
verification.
• Allows maximum control over the phenomena
under investigation.
DEMERITS:
• Costly and time-consuming method.
• Extremely difficult to control all other
causative factors except the one under study.

9. DIFFERENTIAL METHOD
• It is a method of studying differences within the same
individual or between individuals in different groups.
Methods
• Correlation method.
• Field survey method.
• Longitudinal method.
• Cross-sectional method.
MERITS:
• Determine present trends and solve current practical
problems.
• Suggests the course of future developments for those who
are interested in similar problems.
DEMERITS: Possibility of manipulation of data.

10. CASE STUDY METHOD
• It is the study of an individual case.
• It is usually used for studying the behaviour problems of a
maladjusted or deviant individual.
Steps in case study:
• Identification of problem.
• Determination of the most probable antecedents of the
case.
• Formulation of hypothesis.
• Verification of hypothesis.
• Remedial steps.
• Followup of the case.
MERITS: Considers all aspects of the child, highly reliable,
suggests remedial measures.
Demerits: Time consuming, needs lot of effort, requires
technical proficiency.

11. INTERVIEW METHOD
• It provides an opportunity for getting information directly
from the subject about his behaviour in face-to-face
contact or relationship.
STEPS
• Preparation for interview.
• Taking an interview.
• Closure of the interview.
MERITS:
Enable teacher to tackle everyday classroom problems.
Superior data collecting device.
Creates friendly atmosphere.
DEMERITS:
It is subjective, artificial, interpretation is difficult.

12. PSYCHOANALYTIC METHOD
Psychoanalytic method:
Analysis of mind. Freud said that mind is of three
types conscious, subconscious, and unconscious.
METHODS:
• Hypnotic suggestion – Artificially produced sleep.
Hypnotized and allowed to talk about his emotional
difficulties.
• Free association – A black cloth is tied over his
troubles. Speaks out everything coming to his mind.
• Dream Analysis: Examines every item of the dream.
MERITS:
Useful method for treating neurotics.
Only method of knowing the unconscious mind.
DEMERITS:
Very lengthy method, costly method, trained

13. BRANCHES OF PSYCHOLOGY
PURE PSYCHOLOGY APPLIED PSYCHOLOGY
GENERAL PSYCHOLOGY EDUCATIONAL PSYCHOLOGY
ABNORMAL PSYCHOLOGY CLINICAL PSYCHOLOGY
SOCIAL PSYCHOLOGY INDUSTRIAL PSYCHOLOGY
EXPERIMENTAL PSYCHOLOGY LEGAL PSYCHOLOGY
PHYSIOLOGICAL MILITARY PSYCHOLOGY
PARAPSYCHOLOGY CONSUMER PSYCHOLOGY
GEOPSYCHOLOGY
DEVELOPMENTAL
SPORTS PSYCHOLOGY
ENVIRONMENTAL PSYCHOLOGY

14. IMPORTANCE OF EDUCATIONAL PSYCHOLOGY
Cultural aim – Attitudes, goals, ideals, values.
Professional aim – Develops teaching skills.
SIGNIFICANCE OF EDUCATIONAL PSYCHOLOGY TO CLASSROOM
TEACHER:
• To understand the learner.
• To understand the problems of children.
• To understand the learning process.
• To understand the characteristics in different developmental
stages.
• To select methods of teaching.
• To create conducive learning environment.
• To make socialization in classroom.
• To maintain discipline.
• To enable teachers for curriculum development.
• To render guidance service.
• To know the teacher himself.
• To conduct the research.

15. SCOPE OF EDUCATIONAL PSYCHOLOGY
•Learner.
•Learning
experiences.
•Learning process.
•Learning situation.
•Teacher.

16. UNIT-2 GROWTH AND DEVELOPMENT
HERIDITY
1. Innate or inborn
2.Genetic constitution.
3.Body constitution.
4.Physical constitution.
5.Biological in nature.
6.Fixes the trait during
conception.
7. Causing similarities
between parents and
children.
8.Cannot be changed.
ENVIRONMENT
Acquired.
Environmental
constitution.
Mental constitution.
Psychological in trait.
Psychological in nature.
Fixes the trait after birth.
Causing differences
between parents and
children.
Can be changed.

17. GROWTH AND DEVELOPMENT
Crow and Crow defined that growth refers to structural and physiological changes,
while development refers to growth as well as change in behaviour.
GROWTH DEVELOPMENT
Refers to changes in the body Overall changes resulted in improved function.
Changes in quantitative aspects Both quantitative and qualitative aspects.
Not continue throughout life. It is a continuous process.
Narrow Wider aspect.
May or may not bring development It is possible without growth.
Measurable Observable.
Physical and external in nature Physical, social, emotional and intellectual.

18. Prenatal Stage:
1. Germinal period (first two weeks).
2. Embryonic period (2 to 8 weeks).
3. Foetal period (9 week to birth).
Postnatal Stage:
1. Infancy – From birth to two years.
2. Childhood – Early childhood (3 to 6 years).
3. Adolescence – From 12 to 19 years.
4. Adulthood – Early (20 to 29) Later (30 to 50).
5. Senescence – 50 to 60 years.
6. Old age – 60 years.
STAGES OF HUMAN DEVELOPMENT

19. DEVELOPMENT
• Physical development.
• Cognitive development.
• Emotional development.
• Moral development.
• Social development.

20. ADOLESCENCE
JERSILD – Adolescence is that span of years
during which boys and girls move from
childhood to adulthood, mentally,
emotionally, socially and physically.
Stanley Hall describes the period of
adolescence as “a period of great stress
and strain, storm and strife.”
CHARACTERISTICS OF ADOLESCENCE
• New learning.
• Anxieties and worries.
• Conflicts and complexity.
• Great stress and storm.
• Self-assertion and boldness.
• Sentiments of moral approval and
disapproval.
• Sex assertion.

21. DEVELOPMENTAL PROBLEMS OF ADOLESCENCE
1. Problems related to somatic variation.
2. Inquisitive on sex.
3. Transitional conflict.
4. Adjustment problems with parents.
5. Adjustment difficulties with school discipline.
6. Financial problems.
7. Conflicts between parental aspiration and aspirations of
children.
EDUCATIONAL PLANNING FOR ADOLESCENCE:
• Sex education should be imparted.
• Provide proper library, playground, art and craft rooms etc.
• Guidance and counseling should be set at school.
• Regular parent-teacher meet brings down majority of problems of
an individual.
• Adolescents imitate their role models.

22. NEED THEORY BY ABRAHAM MASLOW
Self-actualization needs
Aesthetic needs
Achievement needs
Esteem needs
Love and belongingness needs
Safety needs
Physiological needs

23. UNIT-3 INDIVIDUAL DIFFERENCES
Differences which in their totality distinguish one individual
from another.
DIFFERENT TYPES OF INDIVIDUAL DIFFERENCES
Physical differences.
Mental differences.
Motor ability – speed of action.
Differences in achievement.
Emotional differences.
Interest, aptitude.
Attitude, beliefs, opinion.
Learning difference.
Social and moral development.
Significance of individual differences to classroom teacher:
Proper knowledge of individual potentialities, Adjusting the
methods of teaching, Adjusting the curriculum.

24. INTELLIGENCE
DEFINITION: BINET: Intelligence is the ability of an individual to
direct his behaviour towards a goal.
Piaget: Intelligence is the ability to adapt to one’s surroundings.
THEORIES OF INTELLIGENCE:
UNITARY THEORY: Intelligence consists of one factor, fund of
intellectual competence.
SPEARMAN’S TWO-FACTOR THEORY: Every mental ability involves a
general factor g and specific factor S.
THORNDIKE’S MULTIFACTOR THEORY: Level – difficulty level, Range –
Number of tasks, Area – total number of situations, speed –
quickness of answering.
THURSTONE’S GROUP FACTOR THEORY: Verbal factor, spatial factor,
numerical factor, memory factor, work fluency, inductive reasoning,
deductive reasoning, perceptual factor, problem solving ability
factor.

25. GUILLFORD’S STRUCTURE OF INTELLECT
OPERATIONS:
• Cognition.
• Memory recording.
• Memory retention.
• Divergent production.
• Convergent production.
• Evaluation.
Product:
• Units.
• Classes.
• Relations.
• Systems.
• Transformations.
• Implications.
CONTENT:
Visual
Auditory
Symbolic.
Semantic/behavioural.

26. COGNITIVE DEVELOPMENT
SENSORIMOTOR STAGE:
• Coordination of reflexes.
• Object causality.
• Object permanence.
• Imitation.
Pre-operational stage:
• Ego centerism.
• Animistic thinking.
• Realism.
Concrete operational stage
• Inductive-deductive reasoning.
• Flexibility in thinking.
• Understanding the principles of conservation.
• Reversibility of thought.
Formal Operational stage:
Abstract thinking.

27. COGNITIVE DEVELOPMENT
SENSORIMOTOR STAGE:
• Coordination of reflexes.
• Object causality.
• Object permanence.
• Imitation.
Pre-operational stage:
• Ego centerism.
• Animistic thinking.
• Realism.
Concrete operational stage
• Inductive-deductive reasoning.
• Flexibility in thinking.
• Understanding the principles of conservation.
• Reversibility of thought.
Formal Operational stage:
Abstract thinking.

28. THANK YOU