FOUNDATIONS OF EDUCATION.pptx
- 1. FOUNDATIONS OF EDUCATION Psychological Foundation Psychology is the “science of mind and behavior”, Silverman (1874) defines psychology as “the science that seeks to describe and explain and on decision, to change the behaviour of man and other animals.” Education also means change in the behaviour of an individual. So, education and psychology are as inseparable from one another as two sides of a coin. Without understanding the psychology of a child the teacher cannot educate him in the true sense of the word.
- 2. Psychology is the most important of the foundations of education. It plays pivotal role in the process of teaching and learning. The psychology used specifically in education is called educational psychology. We can say that both psychology and education are interrelated. Education is the shaping of behavior, whereas psychology is the study of how, when and Why to shape these behaviors.
- 3. Thus Educational Psychology is an applied branch of psychology that deals with the application of the principles of general psychology to the problems of education. We can, in more simple words, say that ‘educational psychology’, applies knowledge to educational problems.
- 4. Schools of Psychology The Structuralist School of Thought Structuralism is widely regarded as the first school of thought in psychology. This outlook focused on breaking down mental processes into the most basic components. Major thinkers associated with structuralism include Wilhelm Wundt and Edward Titchener. The focus of structuralism was on reducing mental processes down into their most basic elements. The structuralists used techniques such as introspection to analyze the inner processes of the human mind.
- 5. The introspective experimental technique used by the structuralists involved having trained observers examine their inner responses. Using this approach, also known as experimental self-observation, experimenters like Wundt trained people to analyze their thoughts as carefully and objectively as possible. While these methods were understandably not the most empirically rigorous, the structuralist school of thought played an important role in the development of experimental psychology.
- 7. The Functionalist School of Thought Functionalism formed as a reaction to the theories of the structuralist school of thought and was heavily influenced by the work of William James. It functioned on the mind's functions and adaptations. Instead of focusing on the mental processes themselves, functionalist thinkers were interested in the role that these processes play. In a functionalist approach, for example, instead of trying to understand the underlying processes that cause mental states, the focus would be on understanding the function that those states serve. Gaining a better understanding of the purpose would allow psychologists to better understand how the mind allows people to respond and adapt to their environments.
- 8. The functionalist school was interested in the purpose of thoughts and behaviors, whereas structuralism was concerned with the elements that make up consciousness. While functionalism largely disappeared as a school of thought, its influence persisted in applied psychology, behaviorism, and educational psychology.
- 9. Unlike some of the other well-known schools of thought in psychology, functionalism is not associated with a single dominant theorist. Instead, a number of functionalist thinkers are associated with this outlook, including John Dewey, James Rowland Angell, and Harvey Carr.2 Some historians have questioned whether functionalism should be considered a formal school of psychology, given its lack of a central leader or formalized ideas.
- 10. The Gestalt School of Thought Gestalt psychology was a school of psychology based upon the idea that people experience things as unified wholes. This approach to psychology began in Germany and Austria during the late 19th century in response to the molecular approach of structuralism. Some thinkers associated with the Gestalt school of thought included Max Wertheimer, Wolfgang Köhler, and Kurt Koffka.
- 11. Instead of breaking down thoughts and behavior to their smallest elements, the gestalt psychologists believed that you must look at the whole of experience. According to Gestalt thinkers, the whole is greater than the sum of its parts, a philosophy known as holism. Some examples of Gestalt thinking include explanations for optical phenomena, such as visual illusions. Wertheimer described the phi phenomenon by observing how alternating railway lights created the illusion of movement. The phenomenon suggests that a succession of images seen in rapid sequence are perceived as moving.
- 12. The Behaviorist School of Thought Behaviorism became a dominant school of thought during the 1950s. It was based upon the work of thinkers such as John B. Watson, Ivan Pavlov, and B. F. Skinner. Behaviorism suggests that all behavior can be explained by environmental causes rather than by internal forces. Behaviorism is focused on observable behavior. Examples of behavioral theories that emerged during this time include:
- 13. Classical conditioning: This is a type of learning that involves associating a previously neutral stimulus with a stimulus that naturally and automatically triggers a response. For example, pairing the sound of a bell with the presentation of food. After an association is formed, the previously neutral stimulus will produce the same response as the natural stimulus.
- 14. Operant conditioning: This type of learning involves using rewards and punishments to create an association between the behavior and the consequences of that behavior. The behavioral school of psychology significantly influenced the course of psychology. Many ideas and techniques that emerged from this school of thought are still widely used today. Behavioral training, token economies, aversion therapy, and other methods are frequently used in psychotherapy and behavior modification programs.
- 15. The Psychoanalytic School of Thought Psychoanalysis is a school of psychology founded by Sigmund Freud. This school of thought emphasized the influence of the unconscious mind on behavior. Other major psychoanalytic thinkers included Anna Freud and Otto Rank and neo-Freudians such as Erik Erikson, Alfred Adler, and Karen Horney. Freud believed that the human mind was composed of three elements: the id, ego, and superego.
- 16. The id consists of primal urges. The ego is the component of personality charged with dealing with reality. The superego is the part of the personality that holds all the ideals and values we internalize from our parents and culture.
- 17. The Humanistic School of Thought Humanistic psychology developed as a response to psychoanalysis and behaviorism. The development of this school of thought in psychology was heavily influenced by the work of humanist thinkers such as Abraham Maslow, Carl Rogers, and Clark Moustakas. While early schools of thought were primarily centered on abnormal human behavior, humanistic psychology differed considerably in its emphasis on helping people achieve and fulfill their potential. Humanistic psychology instead focused on topics such as:
- 18. Becoming a fully functioning person: A person who is in touch with their innermost desires and trusts their own instincts7 Individual free will: The capacity that individuals have to make choices, select courses of action, and control their own lives Hierarchy of needs: A theory introduced by Maslow suggesting that people were motivated by a series of increasingly complex needs, starting with their basic physiological needs up to the need to achieve an individual's full potential Peak experiences: Moments of pure, transcendent joy that play an important part in the reaching self- actualization8 Self-actualization: A state of reaching one's full potential
- 19. The Cognitive School of Thought Cognitive psychology is the school of psychology that studies mental processes, including how people think, perceive, remember and learn. As part of the larger field of cognitive science, this branch of psychology is related to other disciplines such as neuroscience, philosophy, and linguistics.
- 20. Examples of theories that grew out of the cognitive school of thought include: Stages of cognitive development: A theory proposed by Jean Piaget, which suggested that children go through a series of progressive stages of intellectual development. Sociocultural theory: This theory, introduced by Lev Vygotsky, looked at how the interaction of cultural and social factors contributed to cognitive development. Informational processing theory: This theory suggests that the mind functions much like a computer to process and interpret information about the world.
- 21. THE BIOLOGICAL AND PSYCHOLOGICAL DEVELOPMENT OF THE LEARNER.
- 22. The prenatal period It is from conception to birth. During this period all the parts of the human body such as the internal organs, skeletal bones, flesh, etc. are formed. the inherited characteristics from the parents are also imparted to the child during its period.
- 23. The period of infancy or babyhood This is from birth to two years. Basic physical and physiological behavior patterns begin to develop such as rolling, crawling, sitting, standing, walking, talking, laughing, taking solid foods, controlling the elimination of wastes learning sex differences, relating to emotionally to parents, kin’s and other others and the like. The baby begins to learn the rudiments of right and wrong. This is also the oral stage when the child enjoys sucking his fingers and toes and usually puts into his mouth anything he happens to take hold of. Usually, the child uses tantrums to call attention. Baby teeth are already out at the end of this period.
- 24. Early childhood This is from two to six years. this is the pre-school age although some parents are already taking their children to kindergarten. This is the exploratory and inquisitive period. The child wants to explore any place or anything he can reach and asks to many questions. The child begins to learn some social relationships and mixes and plays with children of his age group. He also learns some physical and manual skills. The child also enjoys playing with his sex organs. He continues to learn what is right and what is wrong. At about the end of the period, the child can walk and run with steadiness, talk understandably, follow simple directions, and take a bath and dress by himself alone.
- 25. Late childhood This is from size six to seven years to eleven or twelve years. This is the elementary school period. The child learns some manual skills taught at home and in school. He learns things taught in school. He joins peer groups. He further learns what is right and wrong and how to relate himself to others .But he also becomes critical of others. He begins to be interested in the opposite sex.
- 26. Puberty stage. Starts at about twelve to thirteen to fourteen or fifteen years. At this stage the urge of sex begins to assert itself very rapidly. In fact man is already capable of procreation. Physical and physiological changes in both sexes take place very fast. Boys begin to grow their pubic hair, growth of the breasts of girls becomes more marked, and the boys begin to grow hair in their arms and legs. The growth of height and weight is also rapid. The girls start having their monthly period. Some girls start earlier. This is in the early high school years.
- 27. Early adolescence This is the period from puberty to seventeen years old. This is the late high school period. Rapid sex maturation occurs. In fact, some young people get married at this stage. Voice, feeling, and thinking continue changing. The youth continue their studies and now develop their life ambitions and aspirations.
- 28. Late adolescence This is from eighteen to twenty one years. The process of development continues .The youth in college are now preparing for their professional or vocational careers and those out of schools are entering or finding jobs in preparations for an independent life. Development of intellectual and social skills continues.
- 29. Early adulthood This is from twenty-one to forty years. New life adjustments occur such as courtships and marriage, parenthood, employment, recreational hobby, religious affiliation, which may occur earlier, joining clubs and years of achievement. Higher studies may be pursued. This is the start of the productive years.
- 30. Middle age This period is from forty to sixty-five years. man or woman have achieved most of his or her aspirations in life such as a well established home and family, stable and lucrative employment or businesses, creative achievement, political achievement. Is also the time for the preparation of retirement? Some physical, physiological functioning begin to decrease and deteriorate.
- 31. Old age Starts at age of sixty five. period of retirement Painful adjustments have to made to meet some an avoidable circumstance such as death of spouse, solitudes children now have their own family, inadequate financial resources. Inability to perform home chores more efficiently, unpleasant relationships with kin and neighbors.