Educational Psychologist PDF

EDUCATIONAL PSYCHOLOG Prepared by:Y Leane Kimber Rubia  Contents 1.Introduction to Psychology and Education 2.Learning Process 3.Student Development 4.Student Diversity 5.Students with Special Educational Needs 6.Student Motivation 7.Classroom Management and...

EDUCATIONAL PSYCHOLOG Prepared by:Y Leane Kimber Rubia  Contents 1.Introduction to Psychology and Education 2.Learning Process 3.Student Development 4.Student Diversity 5.Students with Special Educational Needs 6.Student Motivation 7.Classroom Management and Learning Environment 8.The nature of Classroom Communication 9.Facilitating Complex Thinking 10.Teacher-made assessment Strategies 11.Standardized and other formal  DEVELOPMENT refers to long-term personal changes that have multiple sources and multiple effects. The difference between learning and development is a matter of degree. Why Development Matters to know what activities and expectations are appropriate for your students Physical Development During the School Years a foundation for many academic tasks In first grade, for example, it is important to know whether children can successfully manipulate a pencil. it is important to have a sense of students’ health needs related to their age or maturity  Puberty and its effect on Children A universal physical development in students set of changes in early adolescence that bring about sexual maturity. By about age 10 or 11, most children experience increased sexual attraction to others (usually heterosexual, though not always) that affects social life both in school and out (McClintock & Herdt, 1996).  Puberty and its effect on Children By the end of high school, more than half of boys and girls report having experienced sexual intercourse at least once—though it is hard to be certain of the proportion because of the sensitivity and privacy of the information. (Center for Disease Control, 2004b; Rosenbaum, 2006).  Puberty and its effect on Children At about the same time that puberty accentuates gender, role differences also accentuate for at least some teenagers. Some boys and girls who once worked together successfully on class projects may no longer feel comfortable doing so—or alternatively may now seek to be working partners, but for social rather than academic reasons. When teaching children who are experiencing puberty, teachers need to respond flexibly and supportively. Development of Motor Skills fundamental motor skills are already developing when they begin kindergarten Whoever is responsible, it is important to notice if a child does not keep more-or-less to the usual developmental timetable, and to arrange for special assessment or supports if appropriate. losers in athletic competitions tend to become less sociable and are more apt to miss subsequent athletic practices than winners (Petlichkoff, 1996).  Health and Illness Whatever their income level, parents and teachers often rightly note that children— especially the youngest ones—get far more illnesses than do adults. a government survey estimated that children get an average of 6-10 colds per year, but adults get only about 2-4 per year (National Institute of Allergies and Infectious Diseases, 2004).  Health and Illness An indirect result of children’s frequent illnesses is that teachers (along with airline flight attendants, incidentally!) also report more frequent minor illnesses than do adults in general—about five colds per year, for example, instead of just 2-4 (Whelen, et al., 2005). learning and teaching often suffer because health is suffering. Health Effects of Children’s Economic Level  As students get older, illnesses become less frequent, but other health risks emerge. The most widespread is the consumption of alcohol and the smoking of cigarettes. teenagers also show increases in the abuse of some prescription drugs, such as inhalants, that act as stimulants (Johnston, et al., 2006) a teenager was 3-5 times more likely to smoke or to use alcohol, smoke marijuana, or use drugs if he or she has a sibling who has also indulged these habits (Fagan & Najman, 2005).  COGNITIVE DEVELOPMENT: The Theory of Jean Piaget  refers to thinking Cognitions and memory processes Cognitive refers to long-term Development changes in these processes  COGNITIVE THEORY One of the most widely known perspectives about cognitive development. *JEAN PIAGET By stages he meant a sequence of thinking patterns with four key features: 1. They always happen in the same order. 2. No stage is ever skipped. 3. Each stage is a significant transformation of the stage before it.  COGNITIVE THEORY 4. Each later stage incorporated the earlier stages into itself. Basically this is the “staircase” model of development mentioned at the beginningof this chapter. Piaget proposed four major stages of cognitive development, and called them (1) sensorimotor intelligence, (2) preoperational thinking, (3) concrete operational thinking, and (4) formal operational thinking. Each stage is correlated with an age period of childhood, but only approximately.  period when infants “think” by means of SENSORIMOTOR their senses and STAGE motor actions. BIRTH TO 2 object permanence, a belief that objects exist whether or not they are actually present.  Symbolic function - young child gains the ability to represent PREOPERATION mentally an object AL STAGE that is not present age 2 to 7 Intuitive thought - children begin to use primitive reasoning and want to know the answers to all sorts of questions.  dramatic play, the improvised make- PREOPERATION believe of preschool AL STAGE children age 2 to 7 metacognition, or reflecting on and monitoring of thinking ex: banana as telephone but the child knows that it’s a  children mentally “operate” on concrete objects and events. (ex: solving math) concrete Reversibility- the operational ability to think about the steps of a process stage in any order age 7 to 11 conservation, the belief that an amount or quantity stays the same even if it changes apparent size or shape (Piaget,2001; Matthews, 1998).  the period when the individual can “operate” on “forms” Formal or representations. Operational hypothetical Age 11 and reasoning, meaning beyond that they must manipulate ideas that vary in several ways at once, and do so entirely in their minds. teacher asking  Social development: relationships, personal motives, and morality  Social development: relationships,personal One of motives,and morality the most widely known perspectives about cognitive development. *JEAN PIAGET By stages he meant a sequence of thinking patterns with four key features: 1. They always happen in the same order. 2. No stage is ever skipped. 3. Each stage is a significant transformation of the stage before it. Thank You