Module 1 EDCALP 103 PDF

EDCALP 103 | BSED – SCI 1A | FIRST TERM | A.Y. 2024-2025 LEARNER-CENTERED PSYCHOLOGICAL 3. DEVELOPMENTAL AND SOCIAL PRINCIPLES FACTORS The Learner-Centered Psycholog...

EDCALP 103 | BSED – SCI 1A | FIRST TERM | A.Y. 2024-2025 LEARNER-CENTERED PSYCHOLOGICAL 3. DEVELOPMENTAL AND SOCIAL PRINCIPLES FACTORS The Learner-Centered Psychological principles were 10. Developmental influence on learning – put together by the American Psychological learning is most effective when there is Association. The following 14 learning principles different development within physical and pertain to the learner and the learning process. intellectual learners’ effort.  They focus on psychological factors that are 11. Social influences on learning – learning is primarily internal to and under the control of influenced by social interactions, and the learner rather than conditioned habits communication with others. and physiological factors.  The principles are intended to deal 4. INDIVIDUAL DIFFERENCES FACTORS holistically in the context of real-world learning situations. 12. Individual differences of learning – learners have different strategies and approaches Child/Learner – center of attraction that functions prior experiences and heredity.  Instruction revolves him/her 13. Learning and Diversity – it is most effective when differences in learners’ social 14 PRINCIPLES background are taken into account. DIVIDED INTO 4 PARTS 14. Standard and Assessment – setting appropriate high and challenging standards 1. COGNITIVE AND META-COGNITIVE for the progress of the learner. COGNITIVE META-COGNITIVE Alexander and Murphy gave a summary of the 4 - Occurring during - Active awareness and principles and distilled them into five areas: learning control over the cognitive process 1. The Kowledge base. One’s existing knowledge serves as the foundation of all future learning. 1. Nature of the learning Process – constructing 2. Strategic processing and control. Learners meaning from information and experience. can develop skills to reflect and regulate their 2. Goals of the Learning Process – can create thoughts and behaviors in order to learn meaningful, coherent representation of more effectively (metacognition) knowledge. 3. Motivation and effect. Factors such as intrinsic 3. Construction of Knowledge – can link motivation (from within), reasons for wanting information with existing knowledge. to learn, personal goals, and enjoyment of Educators can assist learners in acquiring and learning tasks all have a crucial role in the integrating knowledge by strategies that is learning process. effective to learners 4. Development and Individual Differences. 4. Strategic thinking – can create and use Learning is a unique journey for each person repertoire if thinking and reasoning strategies because learner has his own combination of to achieve complex and learning goals. genetic and environment factors that 5. Thinking about Thinking – higher order influence them. strategies for selecting and monitoring 5. Situation or context. Learning happens in the mental operations facilitate creative and context of a society as well a within an critical thinking. individual. 6. Context of thinking – influenced by environmental factors like culture, and BASIC CONCEPTS AND ISSUES ON HUMAN technology practices. DEVELOPMENT Human Development – pattern of movement or 2. MOTIVATIONAL AND AFFECTIVE changes. FACTORS Conception – egg from the mother fertilized by sperm of the father. 7. Motivational an Emotional influence on Process – beginning and ending Learning – it is influenced by the individuals emotional state, beliefs, interest, and habits 2 APPROACHES of thinking. TRADITIONAL LIFE SPAN 8. Intrinsic motivation to learn – it is learners APPROACH APPROACH higher order thinking, and natural curiosity - extensive change from - developmental contribute to all motivation to learn. birth to adolescent. change during 9. Effects of motivation on effort – it is acquisition - little or no changes in adulthood. of complex knowledge and skills requires adulthood. extended learners’ effort. 1  EDCALP 103 | BSED – SCI 1A | FIRST TERM | A.Y. 2024-2025 CHARACTERISTICS OF HUMAN DEVELOPMENT 7. Middle Adulthood (40 to 60yrs) – expands (Paul Baltes) personal and social involvement and 1. Development is lifelong – no age period. responsibility. Doesn’t end in adulthood. 8. Late Adulthood (60s to 73 years) – expands 2. Development is Plastic – it changes or personal and social involvement and remain stable. Development throughout the responsibility. life-span. No one is too old to learn. 9. The Young Old/Old Age (65 to 74 years) 3. Development is Multidimensional – 10. The Old Old/Late Old Age (75 and 84 years according to (Santrock, 2002), development old) as a process is complex because it consists 11. The Oldest Old (85years older) of:  BIOLOGICAL – changes in the ISSUES ON HUMAN DEVELOPMENT individual’s physical nature.  COGNITIVE – changes in the Nature v Nurture individual’s thoughts, intellectual Nature Nurture  SOCIO-EMOTIONAL – changes in Biological Inheritance Environmental the individual’s emotions, experience personality 4. Developmental is Contextual – changing Continuity v Discontinuity begins in changing world. Continuity Discontinuity  NORMATIVE AGE – graded influence Gradual processes over Sequences of stages in  NORMATIVE HISTORY – history graded several weeks, months, which change is influence and years. qualitatively rather than  NON-NORMATIVE INFLUENCES quantitatively. 3 GOALS Stability v Change 1. MAINTENANCE 2. GROWTH Stability Change 3. REGULATION We become older renditions of our early experience or develop into someone different from KINDS OF ASSESSMENT who we are at an earlier point in development. 1. Diagnostic – pre-assessment 2. Formative – ongoing assessment RESEARCH IN CHILD DEVELOPMENT 3. Summative – final assessment -Very reliable for teachers 4. Ipsative – self assessment Teachers – consumers/end user of research 5. Norm-refenced – assessment to compare students in a norm group. SCIENTIFIC METHOD 6. Criterion – use to test score to generate Dewey-research is systematic and logical process what can be expected to the students. 1. Identify and define the problem 7. Aptitude – psychometric, test for work. 2. Determine the hypothesis 3. Collect and analyze the data THE STAGES OF DEVELOPMENT/DEVELOPMENTAL 4. Formulate the conclusions TASK 5. Apply conclusion to the original hypothesis Developmental task – a task which arises at a certain period of life. by: Santrock, 2002 RESEARCH DESIGN 1. Pre-natal (conception to birth) – single cell 1. Case Study – in-depth look at an individual to construction of all the body parts. 2. Correlational study – cause and effect 2. Infancy (birth to 18-24months) – time of relationship extreme dependence on adults. 3. Naturalistic Observation – focus on children’s 3. Early Childhood (end of infancy to 5-6years experiences in natural setting old) – pre-school years. Children become 4. Longitudinal – studies through a single group more self-independent. over a period of time (several years). 4. Middle and Late Childhood (6-11yrs. 5. Cross-Sectional – different ages are Elementary) – develop skills of reading, compared one at a time. writing, and arithmetic. 6. Sequential – combined longitudinal 5. Adolescence (10-12yrs to 18-22yrs) – rapid approach to learn life-span development physical changes. More logical, abstract, 7. Action Research – reflective process of and idealistic. progressive led problem-solving led by 6. Early Adulthood (late teens/20’s to 30’s) – individual or community of practice. establish personal and economic independence. Time of career development DATA GATHERING PROCEDURE and settle in own. 2  EDCALP 103 | BSED – SCI 1A | FIRST TERM | A.Y. 2024-2025 1. Observation – observed in laboratory or naturalistic. 2. Physiological Measures – has certain indicators (weight, height, heart rate) 3. Standardized – prepared test that assess individuals 4. Interviews & Questions – asking participants to provide information about themselves 5. Life-History Records – about lifetime chronology events (public record or historical documents) ETHICAL RECORDS -provide generalized framework which particular ethical dilemmas may analyzed R.A. 10173 The Data Privacy Act of 2012 is an act protecting individuals’ personal information in information & communication system. FREAUD’S STAGES OF PSYCHOSEXUAL DEVELOPMENT 1. Oral Stage (birth to 18 months) – oral pleasure (sucking)  Oral fixation – too much or too little satisfaction. 2. Anal Stage (18months to 3 years) – eliminating & retaining feces (anus)  Anal retentive – cleanliness  Anal expulsive – messy, disorganized 3. Phallic Stage (3 to 6 years) – what makes boys and girls different (genitals)  Oedipus – boy’s unconscious sexual attraction to mother.  Electra Complex – girl’s unconscious sexual attraction to father. 4. Latency Stage (6 years to puberty) – sexual urges remain repressed. 5. Genital Stage (puberty onwards) – sexual urges are awakened. FREUD’S PERSONALITY COMPLEX 1. Id (pleasure principle) – speaks up until needs met (satisfaction of its need). 2. Ego (reality principle) – aware that other also have needs to be met. 3. Superego (ideal principle) – considers right & wrong. PIAGETS STAGES OF COGNITIVE DEVELOPMENT 1. Schema (cognitive structure) – way of creating meaning of things. 2. Assimilation – fitting new experiences 3. Accomodation (modify) – process of creating new schema. 4. Equilibrium – balance of assimilation & accommodation. 3