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COLEGIO DE LA PURISIMA CONCEPCION B

The School of the Archdiocese of Capiz
Roxas City 5800, Philippines
www.purisima.edu.ph C
SCHOOL OF GRADUATE STUDIES D

ADVANCED PHILOSOPHICAL
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FOUNDATION OF EDUCATION I

Worksheets, M

Activities
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and Answers
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Prepared by: Checked by: Y
MARICEL R. QUIACHON DR. LEONOR DESALES
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Ph.D. Student
SLIDESMANIA.COM
Professor
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TOPIC: PSYCHOLOGICAL C

1. What is the relationship of psychology to education? E

Answer:Education and psychology are interdependent. Psychology is F
the study of human behavior while Education is the process of
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modifying human behavior. Both deal with human behaviour, but in
different ways. Educational psychology deals with educational H
problems. I

2. Which do you think is more important to human development, heredity or J

developmental influence? Why? K
Answer: The impact of heredity and environment on child development cannot
be denied. Both are equally essential for child development. L
The explanation justifies that the heredity begins the movement of the
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zygote form from a fertilized egg. Thus, it starts much before a child even born.
The traits are transmitted into a new child through genes and chromosomes. N
However, the environment also impacts the child before he/she is born. It is in
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the form of diseases, medicines, pollution, smoke, and nutrients taken by a
mother. For example, the intake of smoke, antibiotics, and drugs by a mother can P
harm the child and have an adverse effect on him/her even before birth.
However, the major part of the environment begins when a child is Q
born. Fundamentally, heredity and environment work together in the R
development of a child. The role of the environment ideally starts with the birth
of a child. The environment ideally begins with the birth of a child. The purpose S
of the environment can shape a child that is in contrast with his /her genetic T
traits. For example, a child of a monk or noble parents. Consequently, both
heredity and environment play their roles through the life of a child. U

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3.How would knowledge of developmental task if each development help a
teacher in his/her job ? W

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TOPIC: PSYCHOLOGICAL C

Answer: Knowledge about a child's particular developmental level, prior E

developmental achievements, and the next developmental hurdles to be crossed F
will help you decide what to teach and how to teach it. Developmental
knowledge can also help you teach learners who are experiencing learning and G
adjustment problems. H

4. List principles of growth and development which are of significance to the I

teacher.
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Answer:
1. Principle of Continuity: Development follows the principle of continuity which means K
that development is a continuous process. It starts with pre-natal and ends with death.
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2. Principle of Integration: Development thus involves a movement from the whole to parts
and from parts to the whole and this way it is the integration of the whole and its parts as M
well as the specific and general responses. It enables a child to develop satisfactorily in
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relation to various aspects or dimension of his personality.
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3. Principle of lack of uniformity in the developmental rate: Development though the
continuous process, but does not exhibit steadiness and uniformity in terms of the rate of P
development in various development of personality or in the developmental periods and
stage of life. Q

4. Principle of individual difference: Every organism is a distinct creation in itself. One of R

the most important principles of development is that involves individual differences. There S
is no fixed rate of development. That all children will learn to walk is universal, but the
time at which each child takes his her first step may vary. T

5. Principle of uniformity pattern: Although develop does not proceed at a uniform rate and U
shows marked individual differences with regard to the process and outcome of various
stages of development, yet it follows a definite pattern in one or the other dimension which V
is uniform and universal with respect to the individual of a species.
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TOPIC: PSYCHOLOGICAL C

6. Principe of proceeding from general to specific: While developing in relation E

to any aspect of personality. The child first pickup or exhibit general response F
and learn how to show specific and goal-directed responses afterwards.
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7. Principle of interaction between Heredity and Environment: Development of a H
child is a process that cannot be defined wholly based on either on heredity or
environment. Both have to play an important role in development. There are I
arguments in favour of both. However, most of the psychologist agree that an
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interplay o these two factors leads to development.
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8. Principle of interrelation: The Various aspects or dimension of one’s growth
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and development are interrelated. What is achieved or not achieved in on or
other dimensions in the course of the gradual and continuous process of the M
development surely affects the development of other dimensions.
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9. Principle of Cephalocaudal: Development proceeds in the direction of the O
longitudinal axis. Development from head to foot or toe. That is why, before it
becomes able to stand, the child first gains control over his head and arms and P
then on his legs. Q

10. Principle of Proximodistal: Development of motor skills to start at central R

body parts to outwards. That is why, in the beginning, the child is seen to
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exercise control over the large fundamental muscles of the arm and then hand
and only afterwards over the smaller muscles of the fingers. T

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TOPIC: PSYCHOLOGICAL C

5. Compare two persons you know of same age and sex. To what extend do E
they differ. What do you think are causes of such differences? F
Males and females differ not only in obvious biological aspects but also in brain
activity, sex-specific cognitive and behavioral styles as well as susceptibility to G
illness and disorders. Trying to assign the relative contributions of “nature” H
versus “nurture” is tough at best. Human individuals are very complex, and the
role of culture is definitely not zero. It must be also mentioned that many sex I
differences are not rigid and resistant to change. They are affected by numerous
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factors interacting over time, including socialization by parents, siblings, and
teachers as well as education, lifestyle, environmental factors, and self- K
socialization based on an individual's understanding of sex and gender.
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6. In your own opinion in what ways should the education program for male
and female differ? M
Sex differences in education are a type of sex discrimination in the education
system affecting both men and women during and after their educational N
experiences. Men are more likely to be literate on a global average, although O
higher literacy scores for women are prevalent in many countries. Women are
more likely to achieve a tertiary education degree compared to men of the same P
age. Men tended to receive more education than women in the past, but the Q
gender gap in education has reversed in recent decades in most Western
countries and many non-Western countries. R
7. It has been said that certain amount of conflict between adolescent and their
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parent is inevitable. Do you believe this? Defend the position you take with facts
.Parent-child conflict increases as children move into adolescence. Although this T
trend is not inevitable, it is common and can be quite distressing for parents and
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adolescents. Both can feel baffled about what happened to the good old days of
family harmony. V

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TOPIC: PSYCHOLOGICAL C

Adolescents may see their parents as having turned harsh, controlling, and D
irrational. Parents may wonder why their formerly cooperative and responsible E
children now seem hostile and destructive. These perspectives often feed on one
another, increasing misunderstanding on both sides. Many parents and F
adolescents report a decrease in closeness during this time. G
In most families, conflict is more likely to be about clothing, music, and leisure
time than about more serious matters such as religion and core values. Family H
conflict is rarely about such major issues as adolescents' drug use and
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delinquency. Nevertheless, it has been estimated that in about 5 million
American families (roughly 20 percent), parents and adolescents engage in J
intense, prolonged, unhealthy conflict. In its most serious form, this highly
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stressful environment is associated with a number of negative outcomes,
including juvenile delinquency, moving away from home, increased school L
dropout rates, unplanned pregnancy, membership in religious cults, and drug
abuse (Steinberg & Morris, 2001). In general, conflict increases in early M
adolescence, reaches its height in mid-adolescence (ages 14-16), and declines in N
late adolescence (ages 17-18).
Many of the changes that define adolescence can lead to conflict in parent- O
adolescent relationships. Adolescents gain an increased capacity for logical P
reasoning, which leads them to demand reasons for things they previously
accepted without question, and the chance to argue the other side (Maccoby, Q
1984). Their growing critical-thinking skills make them less likely to conform to
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parents' wishes the way they did in childhood. Their increasing cognitive
sophistication and sense of idealism may compel them to point out logical flaws S
and inconsistencies in parents' positions and actions. Adolescents no longer
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accept their parents as unquestioned authorities. They recognize that other
opinions also have merit and they are learning how to form and state their own U
opinions. Adolescents also tend toward ego-centrism, and may, as a result, be
ultra sensitive to a parent's casual remark. V

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TOPIC: PSYCHOLOGICAL C

8. As you look back on your own adolescence, what do you consider the most D
important events or experience which were evidences of your achieving E
independence from adults?
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