EDUCATIONAL

PSYCHOLOGY
Unit-1
By: Dr. Khusboo
Assistant Professor
INTRODUCTION
 Educational psychology is a specialization within psychology. The overarching
goal of this branch is to discover how people actually learn and how they can
remember new information.
 Typically, educational psychologists work with children and adolescents,
studying the learning, social, cognitive and emotional processes. They help
their young clients, who are usually struggling with a disability or other
challenges, develop techniques for learning, such as through the creation of
personalized learning plans.
 Essentially, their main role is to support schools, individuals and the relevant
authorities to improve the overall learning experience of students.
 Educational psychology is important because it aims to increase our capacity
to learn by focusing on how humans understand new knowledge. This is
beneficial for students and teachers alike. It helps teachers understand how
best to plan their lessons so as to increase the information retained by their
students. Meanwhile, educational psychology helps students learn as much
as possible. This field especially helps students with learning disabilities
because it focuses on how best to tailor their education to their needs.
INTRODUCTION
 Educational psychologists study learners and learning contexts — both within and beyond
traditional classrooms — and evaluate ways in which factors such as age, culture, gender,
and physical and social environments influence human learning.
 Educational psychology can influence programs, curricula, and lesson development, as
well as classroom management approaches. For example, educators can use concepts
from educational psychology to understand and address the ways rapidly changing
technologies both help and harm their students' learning. In addition, educational
psychologists play an important role in educating teachers, parents or guardians, and
administrators about best practices for learners who struggle with conventional education
methods.
 As psychologists, these professionals often work directly with children — and in
collaboration with parents or guardians and teachers — to improve a child's learning
outcomes. However, educational psychologists can also pursue careers as researchers,
consultants, and teachers in a variety of contexts, including schools, community
organizations, government research centers, and learning centers.
WORK OF AN EDUCATIONAL
PSYCHOLOGIST
• Studying the most effective methods for teaching people with
specific learning challenges like attention deficit hyperactivity disorder
(ADHD), dyscalculia, or dyslexia
• Researching how well people learn in different settings
• Evaluating and analyzing teaching methods and addressing barriers to
learning
• Studying how factors like genetics, environment, socio-economic class,
and culture affect learning
Behaviorism
 Behaviorism in educational psychology is the idea that all human behaviors stem from
interactions with the environment, and modifying the environment will result in different
behaviors. Behaviorism typically uses positive and negative stimuli — rewards and
punishments — to influence behavior. For example, rewarding a student who does well on
a test would be an attempt to use behaviorism to encourage a student to study.
 Application: Behaviorism has significantly shaped the disciplines of psychology and
education, illuminating major influencing factors in human behavior and learning. In
psychology, both behavior modification and behavior therapy owe their origins to
behaviorism.
 Meanwhile, behaviorist insights underlie many of the teaching methods still used today in
homes, classrooms, workplaces, and other contexts. The widespread use of learning
objectives, for example, breaks down larger learning goals into a series of specific skills
and behaviors desired from a student.
 Behaviorism also influences the sequence and methods used during the teaching and
learning process. Teachers work toward their desired objectives by using external stimuli,
explaining and demonstrating a skill or behavior, and then inviting student practice and
providing feedback that reinforces the behaviors or skills they wish students to learn or
unlearn.
Cognitivism
 Cognitivism in educational psychology encourages learners to "think about thinking"
and understand their strengths and barriers in their education. Cognitivism can help
promote student engagement and gives students more authority over their education.
Students can learn to better understand their cognitive process and how it can be
affected by internal and external factors.
 Application: The setup of many learning experiences today reflects persistent
cognitivist ideas, approaches, and assumptions.
 Although many contemporary educational psychologists see cognitivist approaches as
outdated, teachers often deliver lectures in front of a classroom and expect students to
demonstrate their retention of content through information-oriented tests.
 However, teachers' efforts to balance lectures with activities that encourage mental
processing also reflect cognitivist influence. Self-reflection — a widely used
cognitivist technique — helps students think about and transform their understanding
of the subject at hand
Constructivism
• Constructivists agree that learners create knowledge rather than passively receiving it, and
that preexisting knowledge plays a crucial role in their learning. Social constructivism —
associated with Lev Vygotsky's emphasis on social context — posits that students learn
naturally through a process of discovery. While late 20th century cognitivist theories tend
to reduce a learner to a passive receptacle, social constructivism believes learners actively
hypothesize about their environment and test these hypotheses through social
negotiations.
 Cognitive constructivism agrees that learners construct rather than receive information,
but it is interested in the cognitive processing involved in knowledge construction. "Your
perspectives and ideas about the world aren't just what you've picked up, like an empty
tank slowly being filled; but rather you're building your own house of knowledge and
what you explicitly learn is only some of the bricks," Maxwell says.
 Following Piaget, cognitive constructivism acknowledges age-based developmental
learning stages and articulates learning as an expansion (through assimilation and
accommodation processes) of a learner's experientially informed mental model of their
world.
Application:
 Constructivism influences the lesson plan methodologies employed by
many teachers today. For example, constructivist influence shapes the
common teaching practice of posing questions or problems and then
inviting students to answer and solve them in their own ways.
 Constructivism is also evident in popular classroom practices, such as
having students create their own questions, welcoming multiple points of
view and intelligence styles, and using group work as a collaborative
learning tool.
 Humanistic/ Experientialism
 Rejecting instructor-centric approaches, experientialism argues that one person cannot
effectively impart knowledge directly to another person; people must learn for
themselves. A teacher can facilitate the learning process by engaging students through an
experience, but they cannot control exactly what students learn from that experience.
Experientialists argue that learners become less receptive when they are afraid; as a result,
this view encourages teachers to create nonthreatening learning environments where
learners can experience and experiment freely.
 Contemporary experientialists are interested in how a learner's engagement and testing of
new skills or concepts influences their learning environment, which creates a larger
feedback loop that shapes the world in which we live.
 Application: The experientialist understanding of the learning process as a dynamic
feedback loop often shapes how educators plan their lessons.
 By placing an emphasis on activities that prompt effective perception and processing,
educators can activate the learner's prior experience, demonstrate a new skill for the
learner, ask the learner to practice the skill, and then invite application of those skills in
practical scenarios.
 Application continued:
 Experientialism also shapes theories of organizational learning, including
workplace design and professional training. Such programming often
introduces realistic problems or scenarios where professionals practice new
skills to generate a constructive solution. Individuals may also work
collaboratively and receive feedback from their peers and instructors.
 Many schools incorporate experiential education in their programs and
curricula. In K-12 schools, these experiences often take the form of field
trips or projects.
 Meanwhile, colleges offer undergraduates internships and study abroad
programs, and graduate schools often incorporate practicum experiences
that allow students to apply what they have learned in other courses.
SCOPE OF EDUCATIONAL
PSYCHOLOGY
Educational psychology has a vast scope because it is concerned with the education
process. It deals with transmission of knowledge, nurturance of social and personal
development and enhancement of motor and artistic skills. These educative process in a
broad sense is a life long process. The specific areas where educational psychology has
very important applications, namely,
i) Learner,
ii) Learning Process, and
iii) Evaluation of learning performance.
LEARNER
 The success of education depends on adapting teaching to individual differences among
learners. Educational psychology helps in understanding the developmental characteristics
of the students, their individual differences related to intelligence and personality, their
adjustment abilities and their attitudes towards learning. Each learner is an unique
individual with different abilities, interests, ways of thinking and responding, thus these
characteristics have a significant influence on ones learning styles.
 It is being realized that students use different learning strategies. They have different
methods of, reading, interpreting and coding the information. Sometimes these strategies are
useful but some students also develop pathological learning strategies. The teachers should
help their students to learn to successfully control their cognitive processes including
learning to learn, to remember and to think. In order to successfully pursue the goal of
teaching students how to learn, it is useful to understand the learning process i.e. what goes
on in the learner’s head during learning. To instruct effectively in the class, the teacher must
understand her students, their problems and methods to modify the problem.
 With the help of educational psychology teachers is able to understand
individual differences and may adjust teaching to the needs and requirements
of the class. He may also study the factors which are responsible for individual
differences. He may be helpful in creating conducive environments in the
schools where the students can develop their inherent potentialities to the
maximum.
 Good mental health is very important for efficient learning. The teacher from
the study of psychology can know the various factors which are responsible for
the mental ill-health and maladjustments. As a teacher one may understand the
causes of the problems of children which occur at different age levels and can
successfully, solve them. There is a great difference in the method of solving
problems of children by a trained teacher. The teacher who is familiar with the
fundamental principles of human behavior applies his knowledge of
educational psychology to solve and prevent problems.
LEARNING PROCESS
 Learning process is how the student learns. The knowledge of educational psychology
provides the knowledge of learning process in general and problems of classroom
learning in particular. Our daily experiences indicate that some teacher are successful in
the classroom than others. Some communicate very effectively subject- matter in the class
to students and some fail irrespective of their knowledge of the subject matter. Success
depends on something other than the subject. The knowledge of principles of behaviour
helps to understand the behavior of students one teaches, the developmental
characteristics, their abilities, an influence and contribution of heredity and environment
in the process of an individual’s personality.
 To instruct effectively in the class, the teacher must understand the principles of learning
and various approaches to the learning process, problems of learning and their remedial
measures. It also gives the knowledge of various approaches to understand the learning
process, factors affecting and guidance for effective learning.
 For effective outcome and performance with knowledge of learning process, one
can modify the method of teaching and learning. Lack of proper methods of
teaching sometimes results in failure of communications in the classroom.
Educational psychology gives us the knowledge of appropriate methods of teaching.
It helps in developing new strategies of teaching. It is related and uses several
theories of teaching-learning. The teacher must be acquainted with the knowledge of
various theories in order to organize his classroom teaching. Educational
psychology provides us with the knowledge of different approaches evolved to
tackle the problems of teaching at different age levels. The learning environment
should be such that distractions are minimized, attention of the learners could be
sustained for optimum period of time.
 Psychological principles are also used in formulating curriculum for different
stages. Needs of the students, their developmental characteristics, learning patterns
and needs of the society, all these are to be incorporated in the curriculum. The
curriculum in recent years includes the needs of the individual and society so that
maximum transfer may occur from school to social situations.
 Another important contribution of educational psychology is the provision and
organization of the special education for the exceptional children (handicapped).
EVALUATION OF LEARNING
PROCESS
 With the help of psychological tests learning outcomes or curriculum, course
content can be evaluated. Measurement of aptitudes and any innovations
introduced in teaching by the teacher should also be evaluated, as an immediate
feedback and knowledge of results enhances learner’s motivation. Evaluation is
also important for research studies.
 The Learning Experience: Educational Psychology helps in deciding what learning
experiences are desirable, at what stage of the growth and development of the learner, so that
these experiences can be acquired with a greater ease and satisfaction.
 Learning Process: After knowing the learner and deciding what learning experiences are to be
provided, Educational Psychology moves on to the laws, principles and theories of learning.
Other items in the learning process are remembering and forgetting, perceiving, concept
formation, thinking and reasoning, problem solving transfer of learning ways and means of
effective learning etc.
 Learning Situation or Environment: Here we deal with the environmental factors and learning
situations which come midway between the learner and the teacher. Topics like classroom
climate and group dynamics, techniques and aids that facilitate learning and evaluation,
techniques and practices, guidance and counselling, etc. For the smooth functioning of the
teaching-learning process.
 The Teacher: The teacher is a potent force is any scheme of teaching and learning process. It
discusses the role of the teacher. It emphasizes the need of for a teacher to play his role
properly in the process of education. His conflicts motivation. Anxiety, adjustment, level of
aspiration etc. It throws light on the essential personality traits, interests, aptitudes, the
characteristics of effective teaching etc. so as to inspire him for becoming a successful teacher.
CHILD CENTRED EDUCATION
 Beginning with teachers including students in decision-making processes in the
classroom and having faith in their ability to lead, child-centred education is practiced.
A youngster finds learning more intriguing when they understand the significance of
the topic under discussion.
 When a child chooses the subject of the lesson during creative learning, they might
use their imagination to come up with unique perspectives on the same topic.
 Children are better able to combine their interests with the concepts and skills by
brainstorming and conversing together.
 Children must take responsibility for their own learning and be engaged participants.
CHARACTERISTICS OF CHILD-
CENTRIC EDUCATION
● It is designed with the child's unique requirements and interests in mind.
● It combines topics like life skills to foster the group culture required to start collaboration and
enhance soft skills.
● Child-centric education promotes kids' general wellbeing and gives them the chance to
explore outside of the classroom, allowing them to succeed academically.
● These classrooms allow children to learn at their own pace and ease the transition into a
formal classroom because they are less regulated and feature flexible timetables and curricula.
● A child who has more exposure to extracurricular activities is better able to identify their
strengths and develop their innate skills.
IMPORTANCE AND
PRINCIPLES OF CHILD-
CENTRIC EDUCATION
 Numerous studies indicate that child-centred education serves as a learning tool for kids
starting at a very young age. Early brain development is stimulated. It encourages children to
dream and create, which is crucial to child-centred education. Child-centred education
strengthens memory while encouraging healthy development and critical thinking abilities.
 Child-centred education also gives kids the chance to practice social skills. Children learn to
cooperate, adhere to rules, hone self-control, and generally get along with others when they
play together.
 Play and Inquiry: Children learn to get along with one another, to know themselves, and to
learn about the world around them via play. People believe that being curious about the world
and learning via play are fundamental aspects of being human. They should be nurtured both
for their own sake and as the cornerstone of a child's future learning.
 Self-Discovery: The best schools hold that kids love to learn and that pushing them to tackle
challenges they're not ready for can rob them of their sense of adventure. Thinking flexibly is
encouraged in both children and adults. Children learn best when they are emotionally secure,
are given intellectually challenging tasks, and are encouraged to explore and experiment. The
teacher's job is to encourage kids to try new things, learn new things, and move forward.
 Choices and Results: The children gain self-confidence as they take ownership of their roles as
learners and community members; with this ownership comes freedom and trust, both of which
they value. The environment that allows kids to experience their own decisions and results must
be created by teachers. Learning happens in this manner.
 Mutual trust, compassion, and empathy: Children learn best in an atmosphere where teachers
and other students are respected, believed in, and given nothing but good treatment. The learning
groups are small, and a kind instructor monitors progress and represents each child's interests.
Younger children are befriended and mentored by older kids, and these relationships can last a
lifetime. In a setting that is both physically and emotionally safe, children learn to resolve
interpersonal conflicts through talking and listening, with the assistance of teachers when
necessary.
 Taking Sensible Risks: Children must take chances as they tackle ever-more challenging tasks
as they learn. Children must be able to fail, make mistakes, and learn from their failures if they
are to achieve. Failure is a potent teaching tool in a supportive atmosphere. It is the duty of the
instructor to recognize when each student is prepared to go on and to encourage that initiative.
PROGRESSIVE EDUCATION
 Progressive education is based on the belief that students learn best in real-life
activities with other people. A progressivist teacher provides not just reading and
drills, but also real-world experiences and activities that relate to the actual lives of the
students. A typical progressivist slogan is "Learn by Doing!“
 John Dewey, the American philosopher and educator, influenced approaches to
education during the first four decades of the twentieth century. Dewey criticized the
rigidity and volume of humanistic education, and the emotional idealizations of
education based on the child-study movement. He presented his educational theories
as a synthesis of the two views. His slogan was that schools should encourage
children to "Learn by doing." He wanted people to realize that children are naturally
active and curious.
Most progressive educators believe that children learn as if they were scientists, following a
process similar to Dewey's model of learning:
 Become aware of the problem.
 Define the problem.
 Propose hypotheses to solve it.
 Evaluate the consequences of the hypotheses from one's past experience.
 Test the most likely solution.

An example:
Calhoun School was founded in 1896 and is a college preparatory school for students in preschool
through twelfth grade. Calhoun’s philosophy of teaching consists of three major precepts
specifically influenced by educational theorists John Dewey, Jean Piaget, and more recently, by
Howard Gardner's theory of multiple intelligences:
• People learn best through experience and discovery.
• Calhoun School strives to promote a deeper, broader purpose for education. Rather than just
disseminating facts, educators strive to “prepare learners to be critical thinkers and thoughtful
citizens” and to educate the “whole child.”
• Since children have different kinds of "intelligences" and learning styles, multiple styles of
teaching should be used in order to address the diversity of intelligences, talents, and learning
styles.