PSYCHOLOGICAL BASES OF EDUCATION

Dr. Tasaduq

Psychology has greatly influenced the development of modern education. Basic

connections and relationships between psychology and education are manifold. Educational
theory and practice are conditioned by the nature of human behaviour. What teachers do, how
students learn and how teachers can help students learn are the main influences of psychology on
education.

NATURE OF PSYCHOLOGY
The term psychology has been derived from two words “Psyche” meaning mind and
“Logos” meaning science. Hence psychology is the science of mind. J.B. Wastson in the
beginning of the 20th century characterized psychology as the science of behaviour. Like other
sciences psychology has two main branches- Experimental Psychology and Applied Psychology.
The former tries to determine the course or tendencies of human behaviour; the latter intends to
improve human life with the application of the scientific knowledge of the human behaviour.

EDUCATIONAL PSYCHOLOGY
Educational Psychology has developed to study scientifically the behaviour of the
students and to help the process of education. It is particular field applied psychology. It tries to
study the educational behaviour of the child and applies the knowledge psychology in education.
Judd has defined Educational Psychology as the science which describes and explains the
changes that take place in individuals as they pass through various stages of development from
birth to maturity. “Apparently Educational Psychology deals with various problems of learning
and teaching. That is why Educational Psychology is known as “psychology of teaching and
learning.” A large number of educationists and psychologists have contributed to the origin and
development of educational psychology. Because of the impact of psychology it has attained the
status of science. In the writings of Plato we find the elements of psychology. Roman
educationist Quintillion emphasized the psychology of individual difference in education.
Comenius laid emphasis on needs, aptitude and interests of the students in education. He also
mentioned the principle of correlation.

Rousseau, Pestalozzi, Herbart, Montessori, James, Pavlov, Thorndike, Skinner and others
emphasized the use of psychological knowledge in education. The starting point in the process of
education must be related to original tendency of the child. This stock of originality is
conveniently classified as instinct, reflex action, emotion and intelligence. Original tendencies
are adaptable and incomplete. These may be modified and improved in acquiring acceptable
behaviour –responses through education. As the original tendencies are adaptive these can be
channelised in more progressive and socially desirable form of behaviour. Variations in general
intelligence is great. Psychology measures this general ability. Educational psychology discusses
process of development of the students, process of learning, social adjustment of the students,
individuals differences in physical abilities and mental traits and powers, interest and motivation
of child and various problems associated with the mental health of the students. The function of
educational psychology is to know the child and his educational process completely. It tries to
determine the means of attaining the educational goals and objectives outlined by educational
philosophy. It helps the teacher, the students as well as the parents.

INFLUENCE OF PSYCHOLOGY ON MODERN EDUCATION

Educational Psychology has influenced the modern educational theories and practices in various
ways. Psychology deals with the total behaviour pattern of man. Educational behaviour has
different facets or dimensions, as it is also a social behaviour. In order to make the educational
process effective Psychology helps us greatly.

INFLUENCE OF PSYCHOLOGY ON THE THEORETICAL ASPECT OF EDUCATION

The primary aim of education is the total development of the child. In the past the child occupied
the pivotal position in the educational area. But now the child occupies the central position.
Modern education is child-centric, that is why psychology studies the nature and behaviour of
the child in different facets. Child centricism is the direct effect of psychology on education.
In modern education, the concept of school has undergone tremendous changes. The school is
now regarded as the replica of the society. For bringing desirable and permanent changes in the
child the school should be organized as a society. So the child should be educated in the social
environment of the school. Thus in modern education the concept of school has greatly been
influenced by the theory and practice of social psychology.
Another important theoretical aspect of modern education is the activity principle. This means
that the child should learn through self- activity. According to the psychologists activity is the
natural tendency of the child. His natural inclinations are expressed through his activity.
Education can be meaningful if these inclinations are utilized for the purpose of education. This
activity principle is based on the psychological theory.
In modern times the meaning of education has changed to a great extent. It is a life-long process
from birth to maturity. Education is the process of acquiring experience throughout life. Growth
brings changes in the behaviour pattern of the child. Changes take place through the adjustment
to the environment in which the child lives. In the way of adjustment the child acquires new
experiences and this process of acquiring experience is education. Thus this new meaning of
education has psychological basis.

INFLUENCE OF PSYCHOLOGY ON THE PRACTICAL ASPECT OF EDUCATION

All modern methods are psychological methods. Learning can be effective if the content of
education is communicated through the senses. Children are sensitive as well as imaginative.
Senses are the gateways of knowledge. Hence in presenting instructional materials the senses
(audio-visual) should be maximum utilized. In psychology the training of the senses has greatly
been emphasized.
Another characteristic feature of modern educational method is that content of instruction should
be presented in continuous, sequenced and integrated way. Psychology emphasizes that for
proper understanding this continuous, sequenced and integrated presentation of facts is needed.
This is the contribution of psychology.
Each individual has his own innate potentialities. For his educational development each
individual should be treated separately. This educational principle is the product of psychology.
All modern methods of teaching emphasize that the students should actively participate in the
learning process. He should not be passive recipient of knowledge. Through different methods of
teaching the students are made active. This activity principle of education is the contribution of
psychology.
Psychology has also influenced the modern principle of curriculum construction. In the past,
disciplinary value of a subject was the main criteria of selection of subjects for curriculum. But
the modern psychologists have discarded the theory of formal discipline. They think that no
subject is indispensable for curriculum construction for its unlimited disciplinary value.
All the principles of modern school organization and administration have directly been
influenced by psychology. For example timetable is framed on the basis of fatigue index of the
students. The modern concept of school discipline is also a psychological product. Psychology
emphasizes the importance of freedom of the child in the maintenance of discipline in the school.
Modern educational science attaches importance to the proper analysis of maladjusted behaviour
of the school children.
From the above discussion, it is evident that psychology has influenced education in different
ways. In the field of determination of aims of education the impact of psychology is very
meager. The educational aims have mainly been influenced by philosophy. But psychology
chalks out the ways and means by which the educational aims can be attained. Thus the influence
of psychology on the theoretical aspect of education is partial and limited. But its influence on
the practical field of education is significant and total.

(https://thekashmirimages.com/2018/11/22/psychological-bases-of-education/?
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 THE PSYCHOLOGICAL FACTORS THAT CONDITION THE
INTELLECTUAL AND BEHAVIORAL DEVELOPMENT OF AN
INDIVIDUAL.

1. Reflexes. These are inborn automatic responses to simple localized stimulation involving
particular muscles and parts of the body. The automatic withdrawal of a foot upon
steeping on a live charcoal is an example. An individual with quick reflexes learns fast
action skills such as dancing, calisthenics, games of volleyball, basketball, and the like.
2. Drives, needs, wants, urges. These are inborn urges and tendencies and wants. Some
refer to these instincts as drives. Drives include hunger, thirst, lust or sex, rest, etc. which
creates tensions in the individual. These tendencies develop motives which determine the
actions and reactions of an individual towards certain situations. These motives give rise
to ambitions which motivate individuals to exert efforts to attain their goals. The greater
the urge or desire, the greater the effort exerted and the possibility of success is greater.
3. Capacities and special aptitudes. These include all those latent potentialities that an
individual possesses which are developed through the process of education. Besides
general capacity and intelligence, an individual possess certain special talents or
aptitudes, such as those for mathematics, sciences, art, music and the like. In addition,
effort making capacity is also an important trait of san individual. Taking all other things
equal, one with greater effort making capacity learns and develops faster than one with
lesser; making capacity.

Temperament or emotion. This refers to certain emotional predispositions of an individual.

Some emotional patters such as rage, some forms of fear, and lust (sex) are inborn. One with a
poor temperament, one who is easily irritated and emotionalized even with trivial matters, will
have many social as well as learning problems that may retard his learning progress. Emotional
stability and emotional maturity are important assets in the development of one’s capabilities
(https://gerliescape.blogspot.com/2011/06/psychological-factors-that-condition.html?
m=1&fbclid=IwAR3zs0k9AjhEr_pNkkkz9bxikaZ-
26WcYHCOEZH2wVKSBZ6g5bwLkYpHi2M)

Growth and Development of a Child

In this article we will discuss about the internal and external factors affecting growth and
development of a child.

Internal Factors affecting Growth and Development of a Child:

The factors which lie within the individual are called internal factors.

These factors include:

1. Heredity factors
2. Biological or constitutional factors
3. Intelligence
4. Emotional maturity/development
5. Social maturity/development.

1. Heredity Factors:
Play their part at the time of conception in the mother’s womb. What is transferred to the
offspring from its immediate parents in the form of genes, chromosomes at this time constitute
the heredity contribution. This is the real starting point and basis for all the growth and
development that take place later in the life of the child.
The height, weight, colour of the eyes and the skin, the characteristics of the hair are all
decided by these hereditary influences. The physical structure, nervous system and other things
related to one’s constitutional makeup, body chemistry and physical development are decided by
hereditary factors.

2. Biological and Constitutional Factors:

A child’s constitutional makeup like somatic structure, physique and body chemistry influence
his growth and development throughout his life.

And we have reasons as follows:

a. If a child is physically weak or has internal deformities then his achievement is minimized in
terms of growth and development with respect to mental, social and emotional also.
b. The nervous system which controls the body movement affects the growth and development
of a child in cognitive spheres.
c. The endocrine or ductless glands are potent factors affecting the growth and development of
an individual from his birth.
 The chemistry of the body is governed by these glands. Each of these glands secretes its
own chemicals known as hormones. These reach the bloodstream and get circulated throughout
the body.
Thus they influence body functioning with respect to emotional actions and even
thoughts, and therefore, the functioning of the ductless glands exercises a great influence on
various aspects as physical, social, mental, emotional and moral of a person’s growth and
development.
For balanced functioning of growth and development the normal functioning of these
glands are essential. For example, imbalance in pituitary gland may lead to an abnormal increase
or decrease in height.
The chromosomal dysfunction may result in defective constitutional makeup like ugly,
short stature and any other deformity of the body may give birth to feelings of inferiority in a
child making him hard to adjust to social environment resulting in lag behind in the race of
growth and development pertaining to “lagardly” aspects of personality.

3. Intelligence:
The intelligence is the ability to learn, adjust and take a significant role at right time in the
overall growth and development of a child.
It affects his social behaviour, moral adjustment and emotional growth.
An intelligent person is said to have a reasonable control over his emotions and is found to carry
on well his personal and social adjustments.
Thus the physical, social, emotional, moral and language development of a child is greatly
influenced and controlled by the level of his intelligence.
We cannot expect problem-solving behaviour, creative, imaginative and inventive ability from a
child having subnormal intelligence.

4. Emotional Maturity/Development:
Emotional factors such as emotional adjustability and maturity play a big role in influencing a
person’s overall growth and development. A person or child who is found to be with negative
emotions like fear, anger, jealousy is adversely affected in his physical, mental, social, moral and
language development. If a person cannot exercise a reasonable control over his emotions, he is
sure to suffer in terms of his growth and development.

5. Social Maturity/Development:
Socially immature child will have social adjustment problem. He will fail in doing serious
mental activities. Ultimately, he may spoil his physical and mental health.

External Factors affecting Growth and Development of a Child:

The factors lying outside the individual in his environment are said to be the external factors
influencing his growth and development. These factors begin their role of influencing the growth
and development just immediately after the conception through fertilization.

The Environment in the Womb of a Mother:

Whatever is available to the child from the mother’s womb from the time of conception till his
birth is quite important from the angle of his growth and development which can be related as
follows:

a. The physical and mental health of the mother during pregnancy.

b. Single fetus or multiple fetuses getting nourished in her womb.
c. The quality and quantity of situation received by the embryo within the womb.
d. Normal or abnormal delivery.
e. Any damage or accident to the fetus in the womb.
f. Environment available after birth.

This is whatever a child gets from different conditions and forms of his environment after his
birth which influences his growth and development in many ways.
For example:
a. Any accident and incident in life.
b. The type of physical environment, medical care and nourishment.
c. The quality of the facilities and opportunities provided by the social cultural forms.
(https://www.psychologydiscussion.net/child-psychology/growth-and-development-of-a-
child/2022?fbclid=IwAR2xuzVQcwB91yB-
exQFedCRuhT4Yqfut6XXDVmo5ay_0LceBn_UtHArVLM)
Educational Psychology and the Learning Process

Educational psychology involves the study of how people learn, including topics such as
student outcomes, the instructional process, individual differences in learning, gifted learners,
and learning disabilities. Psychologists who work in this field are interested in how people learn
and retain new information.

Overview
This branch of psychology involves not just the learning process of early childhood and
adolescence but includes the social, emotional, and cognitive processes that are involved in
learning throughout the entire lifespan.

The field of educational psychology incorporates a number of other disciplines, including

developmental psychology, behavioral psychology, and cognitive psychology.

Topics of Interest
In today's complex educational system, educational psychologists work with educators,
administrators, teachers, and students to learn more about how to help people learn best.
This often involves finding ways to identify students who may need extra help, developing
programs aimed at helping students who are struggling, and even creating new learning methods.
Some of the different topics that educational psychologists are interested in include:
 Educational Technology: Looking at how different types of technology can help
students learn
 Instructional Design: Designing learning materials
 Special Education: Helping students who may need specialized instruction
 Curriculum Development: Creating curriculums can maximize learning
 Organizational Learning: Studying how people learn in organizational settings
 Gifted Learners: Helping students who are identified as gifted learners
Significant Figures
Throughout history, a number of figures have played an important role in the development of
educational psychology. Some of these well-known individuals include:
 John Locke: An English philosopher who suggested the concept of tabula rasa, or the
idea that the mind is essentially a blank slate at birth that knowledge is then developed
through experience and learning.
 William James: An American psychologist who was also known for his series of
lectures titled "Talks to Teachers on Psychology," which focused on how teachers could
help students learn.
 Alfred Binet: A French psychologist who developed the first intelligence tests.
 John Dewey: An influential American psychologist and educational reformer who wrote
extensively about progressive education and the importance of learning through doing.
 Jean Piaget: A Swiss psychologist who is best known for his highly influential theory of
cognitive development.
 B.F. Skinner: An American behaviorist who introduced the concept of operational
conditioning. His research on reinforcement and punishment continues to play an
important role in education today.
History
Educational psychology is a relatively young subfield that has experienced a tremendous
amount of growth in recent years. Psychology did not emerge as a separate science until the late
1800s, so earlier interest in educational psychology was largely fueled by educational
philosophers.
“Many regard philosopher Johann Herbart as the "father" of
educational psychology.”
Herbart believed that a student's interest in a topic had a tremendous influence on the
learning outcome and believed that teachers should consider this interest along with prior
knowledge when deciding which type of instruction is most appropriate.
Later, psychologist and philosopher William James made significant contributions to the
field. His seminal 1899 text Talks to Teachers on Psychology is considered the first textbook on
educational psychology.
Around this same period, French psychologist Alfred Binet was developing his
famous IQ tests. The tests were originally designed to help the French government identify
children who had developmental delays to create special education programs.
“In the United States, John Dewey had a significant influence on
education.”
Dewey's ideas were progressive, and he believed that schools should focus on students
rather than on subjects. He advocated active learning and believed that hands-on experience was
an important part of the learning process.
More recently, educational psychologist Benjamin Bloom developed an important
taxonomy designed to categorize, and describe different educational objectives. The three top-
level domains he described were cognitive, affective, and psychomotor learning objectives.

Major Perspectives
As with other areas of psychology, researchers within educational psychology tend to take on
different perspectives when considering a problem.

 The behavioral perspective suggests that all behaviors are learned through conditioning.
Psychologists who take this perspective rely firmly on the principles of operant
conditioning to explain how learning happens. For example, teachers might give out
tokens that can be exchanged for desirable items such as candy and toys to reward good
behavior. While such methods can be useful in some cases, the behavioral approach has
been criticized for failing to account for such things as attitudes, cognitions, and intrinsic
motivations for learning.

 The developmental perspective focuses on how children acquire new skills and

knowledge as they develop. Jean Piaget's famous stages of cognitive development are one
example of an important developmental theory looking at how children grow
intellectually. By understanding how children think at different stages of development,
educational psychologists can better understand what children are capable of at each
point of their growth. This can help educators create instructional methods and materials
best aimed at certain age groups.

 The cognitive perspective has become much more widespread in recent decades, mainly
because it accounts for how things such as memories, beliefs, emotions, and motivations
contribute to the learning process. Cognitive psychology focuses on understanding how
people think, learn, remember, and process information. Educational psychologists who
take a cognitive perspective are interested in understanding how kids become motivated
to learn, how they remember the things that they learn, and how they solve problems,
among other things.

 The constructivist approach is one of the most recent learning theories that focus on
how children actively construct their knowledge of the world. Constructivism tends to
account more for the social and cultural influences that impact how children learn. This
perspective is heavily influenced by the work of psychologist Lev Vygotsky, who
proposed ideas such as the zone of proximal development and instructional scaffolding.
While educational psychology may be a relatively young discipline, it will continue to grow as
people become more interested in understanding how people learn. APA Division 15, devoted to
the subject of educational psychology, currently lists more than 2,000 members.
(https://www.verywellmind.com/what-is-educational-psychology-2795157)