Bule Hora University College of Education and Behavioral Sciences Guji Girja

Campus

Educational Psychology (Psyc. 1014)

Target Group: Educational Planning and Management

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Introduction

1.1. Meaning of Educational Psychology

Education:

1) Developing the capacities and potential of the individual so as to prepare that individual to be
successful in a specific society or culture. From this perspective, education is serving primarily
an individual development function.

2) the process by which society transmits to new members the values, beliefs, knowledge, and
symbolic expressions to make communication possible within society. In this sense, education is
serving a social and cultural function.

Schooling

Teaching and learning that takes place in formal environments.

Meaning of Psychology:

The scientific study of behavior and mental processes especially as it relates to individual
human beings

Educational Psychology

Def: Combination of psychology A distinct scientific discipline within psychology that includes
both methods of study and a knowledge base

Concerned primarily with understanding the processes of teaching and learning that take place
within formal environments and developing ways of improving those methods. Important topics
include learning theories; teaching methods; motivation; cognitive, emotional, and moral
development; and parent-child relationships.

Educational Psychology is the scientific discipline that addresses the questions Why do some
students learn more than others?” and What can be done to improve that learning?”

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Learning:

Relatively permanent change in an individual's behavior or behavior potential (or capability) as a

result of experience or practice .an internal change inferred from behavior.

1.2. Major Branches of psychology

Abnormal psychology deals with behaviour disorders and disturbed individuals. For example,
researchers might investigate the causes of violent or self-destructive behaviour or the
effectiveness of procedures used in treating an emotional disturbance.
Clinical psychology uses the understandings derived from developmental and abnormal
psychology to diagnose and treat mental disorders and adjustment problems. Some clinical
psychologists work to develop programmes for the prevention of emotional illness or conduct
basic research on how individuals can better cope with the problems of daily life.
Comparative psychology explores the differences and similarities in the behaviour of animals of
different species. Psychologists in this field make systematic studies of the abilities, needs, and
activities of various animal species as compared with human beings. 

Developmental psychology studies the emotional, intellectual, and social changes that occur
across the life span of human beings. Many developmental psychologists specialize in the study
of children or adolescents.

Educational psychology attempts to improve teaching methods and materials, to solve learning
problems, and to measure learning ability and educational progress. Researchers in this field may
devise achievement tests, develop and evaluate teaching methods, or investigate how children
learn at different ages.

Industrial psychology is concerned with people at work. Industrial psychologists investigate such
matters as how to make jobs more rewarding or how to improve workers' performance. They
also study personnel selection, leadership, and management. Organizational psychology is a
closely related field.

Social psychology studies the social behaviour of individuals and groups, with special emphasis
on how behaviour is affected by the presence or influence of other people. Social psychologists

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concentrate on such processes as communication, political behaviour, and the formation of
attitudes.

1. 3. SCOPE OF EDUCATIONAL PSYCHOLOGY

Six major areas covered by Educational Psychology are:

 The Learner
 The Learning Process
 The Learning Situation
 The Teaching Situation
 Evaluation of Learning Performance
 The Teacher
The Learner

Educational Psychology acquaints us with need of knowing the learner and deals with the
techniques of knowing him well. Following are the topics studies included in it: -the innate
abilities and capabilities of the individual and their measurements, the overt, convert, conscious
as well as unconscious behavior of the learner, the characteristics of his growth and development
at each stage beginning from childhood to adulthood.
The Learning Process

After knowing the learner and deciding what learning experiences are to be provided, the
emerging problem is to help the learner in acquiring these learning experiences with ease and
confidence.

Hence, it deals with the nature of learning and how it takes place and contains the topics such as
laws, principles, and theories of learning; remembering and forgetting, perceiving, concept
formation, thinking, reasoning process, problem-solving, transfer of training, ways and means of
effective learning, etc.

Learning Situation
It also deals with the environment factors and learning, situation which come midway between
the learner and the teacher. Topics like classroom climate and group dynamics techniques and

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aids which facilitate learning, evaluation techniques, and practices,
guidance and counseling etc. which help in the smooth functioning of the teaching-learning
process.

Teaching Situation

It suggests the techniques of teaching. It also helps in deciding what learning situation should be
provided by the teacher to the learner according to his mental and physical age, his previous
knowledge and interest levels. By describing the learner‘s characteristics, what teaching aids are
appropriate for the particular subject can be decided.

Evaluation of Learning Performance.

The main objective of education is the all-around development of the learner. It includes
cognitive, affective, and psychomotor aspects of personality. Educational Psychology suggests
various tools and techniques for assessment and evaluation such as performance tests, oral tests,
and written tests. It does not stop at measurement only. After the testing, results of the test are
analyzed, causes for poor performance, backwardness in any aspect of development is corrected
by guidance and counseling in study habits, examination techniques, and learning styles. These
are analyzed and the learner is helped so that he can overcome the difficulties.

The Teacher
Educational Psychology emphasizes the need of knowing the self for a teacher to play his role
properly in the process of education. It throws light on the essential personality traits, interests,
aptitudes, the characteristics of effective teaching, etc., so as to inspire, help teachers handle the
stress, conflict, and anxiety by giving insight into their own personalities.

1.4. What makes good teacher?

Teaching is hard work and some teachers never grow to be anything better than mediocre. They
do the bare minimum required and very little more. The great teachers, however, work tirelessly
to create a challenging, nurturing environment for their students. Great teaching seems to have
less to do with our knowledge and skills than with our attitude toward our students, our subject,
and our work. Although this list is certainly not all-inclusive, the most essential ones are
presented here.

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1. A great teacher respects students. In a great teacher’s classroom, each person’s ideas and
opinions are valued. Students feel safe to express their feelings and learn to respect and listen to
others. This teacher creates a welcoming learning environment for all students.

2. A great teacher creates a sense of community and belonging in the classroom. The mutual
respect in this teacher’s classroom provides a supportive, collaborative environment. In this
small community, there are rules to follow and jobs to be done and each student is aware that he
or she is an important, integral part of the group. A great teacher lets students know that they can
depend not only on her but also on the entire class.

3. A great teacher is warm, accessible, enthusiastic, and caring. This person is approachable, not
only to students but to everyone on campus. This is the teacher to whom students know they can
go with any problems or concerns or even to share a funny story. Great teachers possess good
listening skills and take time out of their way-too-busy schedules for anyone who needs them. If
this teacher is having a bad day, no one ever knows—the teacher leaves personal baggage
outside the school doors.

4. A great teacher sets high expectations for all students. This teacher realizes that the
expectations she has for her students greatly affect their achievement; she knows that students
generally give to teachers as much or as little as is expected of them.

5. A great teacher has his own love of learning and inspires students with his passion for
education and for the course material. He constantly renews himself as a professional on his
quest to provide students with the highest quality of education possible. This teacher has no fear
of learning new teaching strategies or incorporating new technologies into lessons, and always
seems to be the one who is willing to share what he’s learned with colleagues. Get articles like
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6. A great teacher is a skilled leader. Different from administrative leaders, effective teachers
focus on shared decision-making and teamwork, as well as on community building. This great
teacher conveys this sense of leadership to students by providing opportunities for each of them
to assume leadership roles.

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7. A great teacher can “shift-gears” and is flexible when a lesson isn’t working. This teacher
assesses his teaching throughout the lessons and finds new ways to present material to make sure
that every student understands the key concepts.

8. A great teacher collaborates with colleagues on an ongoing basis. Rather than thinking of
herself as weak because she asks for suggestions or help, this teacher views collaboration as a
way to learn from a fellow professional. A great teacher uses constructive criticism and advice as
an opportunity to grow as an educator.

9. A great teacher maintains professionalism in all areas from personal appearance to

organizational skills and preparedness for each day. Her communication skills are exemplary,
whether she is speaking with an administrator, one of her students, or a colleague. The respect
that the great teacher receives because of her professional manner is obvious to those around her.
While teaching is a gift that comes quite naturally for some, others have to work overtime to
achieve great teacher status. Yet the payoff is enormous for both you and your students. Imagine
students thinking of you when they remember that great teacher they had in college!

Chapter Two

Human development

2.1. Meaning of basic terms (growth, maturation, learning, and development).

Growth is defined as an irreversible constant increase in the size of an organ or

even an individual cell.

Put differently, growth is the most fundamental characteristics of living bodies

accompanied by various metabolic processes that take place at the cost of energy. 

Maturation

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 • Increase in competence and adaptability.

• It is describing the qualitative change in a structure.

• The level of maturation depends on heredity.

Development is a process that creates growth, progress, positive change or the

addition of physical, economic, environmental, social and demographic
components.

Human development refers to the biological and psychological development of

the human being throughout the lifespan. It consists of the development from
infancy, childhood, and adolescence to adulthood. The scientific study
of psychological human development is sometimes known as Developmental
psychology.

2.2.2. Psychosocial Theory (Erkon Erkson).

Erikson saw development as a passage through a series of stages, each with its particular
goals, concerns, accomplishments, and dangers. At each stage, Erikson suggests that the
individual faces a developmental crisis- a conflict between a positive alternative and a potentially
unhealthy alternative. The way in which the individual resolves each crisis will have a lasting
effect on that person's self-image and view of society.

The Preschool Years: Trust, Autonomy, and Initiative

1/Trust versus mistrust: Erikson identifies trust versus mistrust as the basic conflict of
intimacy. According to Erikson, the infant will develop a sense of trust if its needs for food and
care are with comforting regularity and responsiveness from caregivers. In this first year, infants
are in Piaget's sensory motor stage and are just beginning to learn that they are separate from the
world around them ... This realization is part of what makes trust so important: Infants must trust
the aspects of their world that arc beyond their control.
2/Autonomy versus shame and doubt: Erikson's second stage, autonomy versus shame and
doubt, marks the beginning of self-control and self-confidence. Young children begin to assume
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important responsibilities for self-care such as feeding, toileting, and dressing. During this period
parents must tread a fine line; they must be protective but not overprotective. If parents do not
maintain a reassuring, confident attitude and do not reinforce the child's efforts to master basic
motor and cognitive skills, children may begin to feel shame; they may learn to doubt their
abilities to manage the world on their own terms. Erikson believes that children who experience
too much doubt at this stage will lack confidence in their own abilities throughout life
3/ Initiative versus Guilt: For Erikson, the next stage of "initiative adds to autonomy the quality
of undertaking, planning, and attacking a task for the sake of being active and on the move"
(Erikson, 1963, p. 255). The challenge of this period is to maintain a zest for activity and at the
same time understand that not every impulse can be acted on. Again, adults must tread a fine
line, this time in providing supervision without interference. If children are not allowed to do
things on their own, a sense of guilt may develop; they may come to believe that what they want
to do is always "wrong."
Elementary and Middle School Years:
4/ Industry versus Inferiority: In the early school years, students are developing what Erikson
calls a sense of industry. They are beginning to see the relationship between perseverance and
the pleasure of a job completed. The crisis at this stage is industry versus inferiority. Par children
in modern societies, the school and the neighborhood offer a new set of challenges that must be
balanced with those at home. Interaction with peers becomes increasingly important as well. The
child's ability to move between these worlds and to cope with academics, group activities, and
friends will lead to a growing sense of competence. Difficulty with challenges can result in
feelings of inferiority.
Self concept: The term self-concept is part of our everyday conversation. In psychology, self-
concept generally refers to the composite of ideas, feelings, and attitudes people have about
themselves". We could consider self-concept to be our attempt to explain ourselves to ourselves,
to build a scheme (in Piagct's terms) that organizes our impressions, feelings, and attitudes about
ourselves. But this model or scheme is not permanent, united, or unchanging. Our self
perceptions vary from situation to situation and from one phase of our lives to another.
Kohlberg's Stages of Moral Development
A man's wife is dying. There is one drug that could save her but it is very expensive and the
druggist who invented it will not sell it at a price low enough for the man tf.? buy it. Finally, the

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man becomes desperate and considers stealing the drug for his wife. What should he do, and
why?
Lawrence Kohlberg (1963, 1975, 1981) proposed a detailed sequence of stages of moral
reasoning, or judgments about right and wrong. He divided moral development into three levels:
(1) preconventional, where judgment is based solely on a person's own needs and perceptions;
(2) conventional, where the expectations of society and law are taken into account; and
(3) postconventional, where judgments are based on abstract, more personal principles that are
not necessarily defined by society's laws. Kohlberg has evaluated the moral reasoning of
both children and adults by presenting them with moral dilemmas, or hypothetical situations
in which people must make difficult decisions and give their reasons.
At level 1 (preconventional), the child's answer to the drug dilemma above might be, "he is
wrong to steal because you might get caught." This answer reflects the child's basic egocentrism.
The reasoning might be:m "What would happen to me if I stole something? I might get caught
and punished."
At level 2 (the conventional level), the subject is able to look beyond the immediate personal
consequences and consider the views, and especially the approval, of others. Laws, religious or
civil, are very .important and are regarded as absolute and unalterable. One answer stressing
adherence to rules is, "It is wrong to steal because it is against the law:' Another answer, placing
high value on loyalty to family and loved ones but still respecting the law, is, "It's right to steal
because the man means we trying to help his wife. But he will still have to pay the druggist when
he can or accept the penalty for breaking the law.
Kohlberg's Theory of Moral Reasoning
Level I. Pre-conventional Moral Reasoning judgment is based on personal need and others'
rules.
Stage 1 Punishment-Obedience Orientation.Rules are obeyed to avoid punishment. A good or
bad action is determined by its physical consequences.
Stage 2 Personal Reward OrientationmPersonal needs determine right and wrong. "You
scratch my back, I'll scratch yours."
Level II. Conventional Moral Reasoning
Judgment is based on others' approval family expectations, traditional values the laws of society
and loyalty to

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country.
Stage 3 Good Boy Nice Girl Orientation
Good means "nice: It is determined by what pleases, aids, and is approved by others.
Stage 4 Law and Order Orientation
Laws are absolute. Authority must be respected and the social under maintained.
Level 3. Postconventional Moral Reasoning
Stage 5 Social Contract Orientation.
Good is determined by socially agreed upon standards of individual rights. This is a morality
similar to that of the U.S. Constitution.
Stage 6* Universal Ethical Principle Orientation
Good and right are matters of individual conscience and involve abstract concepts of justice
human dignity y and equality.

At level 3 (the post-conventional level), an answer might be, "11 is not wrong to steal because
human life must be preserved. The worth of a human life is greater than the worth of property."
This response considers the underlying values that might be involved in the decision. Abstract
concepts are no longer rigid and, as the name of this level implies, principles can be separated
from conventional values. A person reasoning on this Ievel understands that what is considered
right by the majority may not be considered right by all individual in a particular situation.
Rational, personal choice is stressed. Moral reasoning is related to both cognitive and emotional
development. As we have seen, abstract thinking becomes increasingly important in the higher
stages of moral development, as children love from decisions based on absolute rules to those
based on abstract principles such as justice and mercy. The ability to see another’s perspective,
to judge intentions, al1d lo imagine alternative bases for laws and rules also enters into
judgments at the higher stages.
Alternatives to Kohlberg's Theory
The stage theory has been criticized. First, in reality, the stages do not seem to be separate,
sequenced, and consistent. People often give reasons for moral choices that recent several
different stages simultaneously. Or a person's choices in one instance may fit one stage and his or
her decisions in a different situation may another stage.

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Second in everyday life, making moral choices involves more reasoning. Emotions, Compelling
goals, relationships, and practical considerations all affect choices.
Deference between growth and development
Growth Development
Quantitative Quantitative and Qualitative
Comprises of Hight, weight, size and shape Physical changes along with Cognitive, Social and
of body organs Emotional Changes
It is due to cell division • It is due to Motor and Psychological process
For limited period • Continues process till death
Can be measured • Can be Observed by mature behavior

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