EDU1205 Educational Psychology Week 12 Revision

EDU1205 Educational Psychology Week 12 Revision

• Learning outcomes include reviewing the 5 Principles of Development, areas for revision for AT3 exam, key terminology, and applying knowledge through practice quizzes.

5 Principles of Development

• Development involves progressive and orderly changes towards maturity. Changes typically occur in a predicatable order (e.g., crawling, walking, running).
• Development is continuous and discontinuous/ uneven. Different parts of the body and brain develop at different times resulting in inconsistent progress. There are cascading events causing significant shifts in multiple domains. Examples include locomotion, language, and puberty as well as cultural events like starting school.
• Development is a lifelong process. Development doesn't stop at a certain age; growth continues from infancy through adolescence, adulthood, and even into older age.
• Development can vary from one person to another. Individuals develop at different rates in different domains. This variability can be influenced by multiple factors including genetic predisposition, environment, social influences. Males and females, and different ethnic groups show physical development differences.
• There are multiple pathways, factors and contributors to development. Development is shaped by a combination of factors including innate, maturation, and environment.

Revision Focus Areas

• Key theories, key theorists, models/stages, and ages relevant to education.
• Key terminology and definitions.
• Implications (strengths and weaknesses) and applications in the classroom.
• Awareness of the relevance of theories for early, middle childhood and adolescence.

Key Theories, Models & Terminology

• Principles of Development (Duchesne & McMaugh): Physical, cognitive, socio-emotional, socio-cultural, moral development.
• Cognitive development (Piaget, 1971): Sensorimotor, preoperational, concrete operational, formal operational stages.
• Socio-cognitive theory (Vygotsky, 1962): Sociocultural development, zone of proximal development (ZPD), social interaction, language as a mental tool.
• Behaviourism (Pavlov, Thorndike, Skinner): Classical conditioning, operant conditioning, reinforcement, punishment, extinction.
• Social Learning Theory (Bandura, 1978): Observational learning, modeling, reciprocal determinism.
• Emotional Intelligence (Goleman, 1995): Self awareness, self regulation, social awareness, social skills.
• Self-concept (Harter, 1982): The multifaceted self – non-academic views of oneself (social, physical self-concept), academic self-concept.
• Identity (Erikson, 1950): Identity development as a continuous process, theory of Psychosocial Stages. 
• Moral development (Kohlberg, 1958): Stages of moral development – Levels 1, 2, 3.

Memory

• Short-term memory (working memory): Limited capacity, stores information temporarily (about a minute). Relevant for tasks such as phone numbers or sentence memorization. Functions as an important part of reading comprehension.
• Long-term memory: Unlimited capacity, stores information permanently. Includes personal experiences/memories, facts, and figures.
• Skill memory: Stores learned actions (cerebellum and basal ganglia). Examples include riding a bike or playing an instrument.

Practice Quiz (Activity 2)

• Complete the provided practice quiz.

Physical Development

• Covers height, weight, motor skills (fine and gross), coordination, brain development, puberty, coordination of emotions, sexual health, fertility, menopause, changes in senses, primary vs. secondary aging, and nutrition, and exercise.

Cognitive Development

• Covers language development, logical thinking, mental processes, learning, understanding, abstract thinking, problem-solving, and the ability of the brain to change.

Socio-Emotional Development

• Psychological vs. social elements.
• Temperament, attachment, play, interactions, emotions, personality, self-esteem, relationships, roles in society, identity, and dating/romance. Related aspects of marriage, having children, career, family/friends, divorce, blended families, caring for elderly, family relationships, coping mechanism in different life stages.

Putting it together- Revision resource: The Learner Developing Over Time

• Table summarizing developmental milestones in early childhood, middle childhood, and adolescence. Includes physical, language, cognitive, social, emotional and moral development.

Theories of Memory: The Multi-Store Model

• Information flows from sensory memory to short-term memory and then to long-term memory through attention and rehearsal.
• Expands on short-term and long-term memory functions. Discusses the role of attention and rehearsal in information processing.

Information Processing (IP) Terminology

• Sensation
• Sensory Memory
• Attention
• Working Memory
• Long-term memory
• Encoding
• Retrieval
• Elaboration
• Central control
• Central executive
• Rehearsal

Executive Functioning

• Set of mental skills including working memory, flexible thinking, self-regulation, planning, organizing, time-management, and emotional regulation.
• Difficulty with executive functioning can lead to difficulties in focusing, following instructions, and emotional regulation.
• Strategies to improve executive functioning include making lists, using planners, setting achievable goals, visual organization systems.

IP Teaching & Learning techniques

• Awareness of various learning presentations styles.
• Need for flexibility in teaching approaches to engage all students.
• Understanding of learning tactics to aid in memory encoding, storage, and retrieval.

Cognitive Load Theory (CLT)

• Human brains can only handle a small amount of new information at once.
• Cognitive Load Theory (CLT) explains how to design lessons that maximize, minimize, or alter the amount of load the memory experiences to improve learning.
• Three types of cognitive load in learning tasks: Intrinsic, extraneous and germane cognitive loads.

Metacognition (Weinert, 1987)

• Process in which learners actively use knowledge of a task and themselves to plan, monitor and evaluate their learning process.
• Includes knowledge about the task at hand, the process of learning, and knowledge of ourselves, as learners, and our strengths and weaknesses.
• Metacognition involves the act of reflecting on our own thinking process and learning styles.
• Includes activities like planning and identifying our weaknesses in a task.

Constructivism

• Learner-centered experiences.
• Importance of social interaction.
• Knowledge is subjective and personal.
• Instructional methods like inquiry-based learning, problem-based learning, and cooperative learning.

Development of Expertise: Cognitive Apprenticeships and Reciprocal Teaching

• Cognitive apprenticeship and reciprocal teaching approaches.
• Techniques to achieve these principles are outlined.

Stages of Psychosocial Development (Erikson, 1950).

• Identity Development stages.
• The stages describe individuals facing different developmental pressures at various life stages and how they positively or negatively influence identity development.

Moral Development (Kohlberg, 1958)

• How people reason about right and wrong, encompassing the stages of: preconventional (punishment and obedience; individualism), conventional (interpersonal accord; social systems), and postconventional reasoning (social contract; universal ethical principles).

Adolescent Health

• Includes physical activity, balanced diet, and sleep and rest.
• Healthy habits are important components of health for adolescents and need to be incorporated into teaching and learning.

Adolescent Brain Development

• The adolescent brain is highly adaptable and undergoing significant changes in structure and function.
• Development of the brain includes greater connectivity, myelination, synaptic pruning.

Socio-cultural Development 

• Sociocultural factors influence learning, cognition, and psychological processes.
• Bronfenbrenner’s Ecological Systems Theory: Includes: microsystem, mesosystem, exosystem, macrosystem, and chronosystem.

Self-Acceptance and Body Image in Adolescents

• Development of a healthy body image including self-acceptance.

Emotional Development and Regulation in Adolescence

• Includes the development of emotional competencies and perspective-taking skills.

Learning Tactics - Memory-Directed Tactics

• Techniques to help produce accurate storage, encoding and retrieval of information using repetition, mnemonic devices, acronyms, and associations, rhymes, chunking, keywords, mind maps, songs, and coding.

Feminist Ethics of Care (Gilligan, 1982; Noddings, 1984)

• Focus on the importance of relationships and interconnectedness in moral decision-making highlighting empathy, compassion, and nurturing.

Self-Regulation Through the Development of Emotional Competencies and Perspective-Taking (Selman, 1980):

• Discusses perspective-taking stages relevant to adolescence.

Learning Strategies (CLT)

• This section contains general plans or strategies that learners can use for achieving a goal.

This quiz covers the key concepts of Educational Psychology as outlined in Week 12. Review the 5 Principles of Development and essential terminology in preparation for the AT3 exam. Engage with practice quizzes to apply your knowledge effectively.