Cours Sciences D'Education PDF

## Semestre 3 Module: Sciences de l'Education ### Introduction aux Sciences d'éducation Les sciences de l'éducation sont des sciences indispensables pour l'évolution continue de l'enseignement et de l'apprentissage. We will see in this document: - Definition of the sciences of education. - Diff...

## Semestre 3 Module: Sciences de l'Education ### Introduction aux Sciences d'éducation Les sciences de l'éducation sont des sciences indispensables pour l'évolution continue de l'enseignement et de l'apprentissage. We will see in this document: - Definition of the sciences of education. - Different points of view of the theorists. - Fields of the science of education (Definition and their influence on teaching). - Conclusion ### 1. General definition of the sciences of education The science of education is a multidisciplinary field that studies the processes of teaching and learning, as well as the structures and systems of education. It aims to understand how individuals acquire knowledge, develop competencies and adopt attitudes in a variety of educational contexts. These sciences integrate perspectives from psychology, sociology, philosophy, anthropology, and other related fields to holistically examine educational phenomena. ### Different Fields of the Sciences of Education As its name suggests, the sciences of education include several combined and complementary sciences. Which sciences are they, and what impact do they have on education and learning? There are 9 different sets of sciences: - Psychology - Sociology - Ethnology - Didactics - Docimology - History of education - Comparative education - Law of education - Economy of education ### Psychology of Education #### 1. Psychology of the child and adolescent - What is the psychology of the child and adolescent? - Psychomotor development - Affective development - Cognitive development - Adolescence: a social construction - Focus on self-image #### Psychology of Development ##### Psychomotor Development **Factors of development** - Biological - Social - Cognitive ##### Psychomotor development - From 0 to 2 years | Age | Motor Skills | |---|---| | 4 to 6 months | Lying down, turning over | | 7 to 9 months | Crawling, getting on all fours | | 10 to 12 months | Stands up, walks while holding onto furniture | | 11 to 13 months | Walking alone | | 16 months | Climbs stairs with help | | 24 months | Walks well | ##### Psychomotor Development - From 2 to 10 years | Age | Motor Skills | |---|---| | 2 to 3 years | Runs, climbs on and descends from a couch | | 3 to 4 years | Climbs stairs alternating feet, jumps with both feet | | 4 to 5 years | Jumps on one foot, hops on one foot | | 5 to 6 years | Jumps with both feet, skips | ##### Psychomotor Development - Manipulation skills | Age | Manipulation Skills | |---|---| | 2 to 3 years | Picks up small objects like beads, throws objects | | 3 to 4 years | Cuts with scissors, catches a large ball | | 4 to 5 years | Holds a pencil correctly to write or draw | | 5 to 6 years | Plays ball games well; can sew | #### Psychology of Development - Cognitive Development - Piaget - When referring to cognitive development, Piaget's socioconstructivist theory is the reference. - Piaget's cognitive approach: it is interested in the development of intelligence and cognitive processes such as perception, memory, and thought, as well as the resulting behaviors. ##### Stages of Piaget's Cognitive Development Piaget's theory provides psychological explanations for cognitive development or the acquisition of cognitive operations. It focuses on development in four stages. - **The Sensorimotor Stage (0-2 years):** Significant progress in sensorimotor action refers to practical intelligence or sensorimotor intelligence. - **The Preoperational Stage (2-7 years):** Characterized by the development of a system of representation (the ability to mentally represent objects) and the use of symbols (imitation, symbolic play, etc.). - **The Concrete Operational Stage (7 / 8-11 / 12 years):** Access to mental operations (an operation is a kind of interior action, a mental conduct that allows the anticipation of the result of real actions); but mental operations are based on objects, not on ideas. - **The Formal Operational Stage (11 / 12-15 / 16 years):** Operations can detach from the concrete and focus on the abstract (formulation of hypotheses); formal or hypothetico-deductive thinking. #### Psychology of Development - Behaviorism - **Behaviorist Approach: Approach through Learning.** Humans possess the ability to learn at birth. - **Stimulating environment:** It will contribute to the development of a child's full potential. - **The ability to learn:** Is solicited through different experiences – this allows a child to acquire learned behaviors. They learn through their senses and later use intelligence and memory to tell the difference between different sensory information. #### Psychology of Development - Stages of Freud - **Oral Stage (0-15 months)** - **Anal Stage (2-3 years)** - **Phallic Stage (3-4 years)** - Oedipal Phase (4-6 years) - Latency Phase and Adolescence (6 years to puberty) #### Psychology of Development - Winnicott - Primary maternal preoccupation - Holding - Potential Space - Aggression - Notion of Self ### Psychology of Development - Stages of Spitz - **Anobjectal Stage (0-2 months)** - **Object Precursor Stage (2-6 months)** - The first organizer: the human face becomes an announcement of pleasure - **Objectal Stage (6-12 months)** - The second organizer: awareness of separation from the mother - **Stage of Differentiated Social Relationships (2nd year)** - The third organizer: "no", movement of the head ### Psychology of Development - Adolescence - **Social Behavior:** - Opposition Phase - Self-Assertion Phase - Integration Phase - Personality Remodeling Phase - Genitalization Stages - Group Homosexuality Phase - Individual Homosexuality Phase - Transient Depressive Phase - Heterosexual phase ### Psychology of Development - Vygotsky - **Vygotsky and the Zone of Proximal Development** - The development of intelligence stems from interpersonal relationships. It is through adult accompaniment that a child goes through their ZPD. - From a child's current development level to their potential level. - More current research: progression with other children. ### Psychology of Development - Piaget vs. Vygotsky | Piaget | Vygotsky | |---|---| | Acquisition is a construction | Acquisition is an appropriation | | Secondary language role | Crucial language role | | Development precedes learning | Learning drives development | | Pedagogy of discovery | Pedagogy of mediation | ### Psychology of Development - Theory of Learning #### Behaviorist Theory - **Behaviorism: Learning is about changing behavior.** - The behaviorist model focuses on learned behaviors through environmental interaction. This theory posits that all behaviors stem from a response to external stimuli, where innate factors have little influence. **Example:** Positive reinforcement where students are rewarded for desired behaviors. #### Gestalt Theory - **Gestalt Theory:** For a better understanding of a learner's experiential background, we can refer to the Gestalt theory (Gestaltism or Psychology of Form), which has had a significant impact on constructivism. The theory suggests that we tend to perceive things wholes rather than parts. - **Example:** People might have different interpretations of an image depending on what they already know. For example, one person might see a landscape, another a couple playing ball, and another a forest with birds. #### Cognitive Theory - **Piaget and Constructivism:** Knowledge is not simply given to us, but built by the learner. It is built through adapting to the environment, and the process of equilibration. - **Vygotsky and Social Constructivism:** Focuses on how interactions between individuals contribute to learning. #### Constructivist Theory - **Constructivism: active construction of knowledge.** The constructivist model emphasizes learning through developing one's own understanding. Learners use prior knowledge or experience as a base for expanding their understanding. - **Teachers need to recognize that students come from a variety of experiences and backgrounds** – this affects their learning. - **Knowledge is socially constructed.** Learning is an active process of constructing knowledge through interaction with others and the environment. #### Socio-Constructivist Theory - **Socio-Constructivist theory:** Knowledge acquisition is a result of interaction between the learner and the object of study – this happens through problem-solving. A learner does not come with a blank slate – they bring prior knowledge. These theories are not a replacement for learning. They emphasize that social interaction can aid in learning as well. - **Role of the learner:** To deal with problems, to develop their own knowledge. - **Role of the Teacher:** To create a learning environment, to group students, and to help them learn to work together. - **Importance of mistakes:** Mistakes should be seen as a reflection of the learner's progress. ### Conclusion - **Piaget:** Learning focuses on cognitive development through stages. - **Vygotsky:** Learning is a social process that is shaped by the environment. - **Bruner:** Meaningful learning happens when a student actively participates in the teaching process. - **Wallon:** Learning considers the importance of social and emotional development in the learning process. - **Moscovici:** Learning is dependent on social representations. - **Skinner:** Learning uses behavioral techniques to influence behavior. The goal of education is to help individuals acquire the skills they need to live productive, fulfilling lives. The science of education provides a framework for understanding how learning occurs and for developing effective teaching strategies.