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INTRODUCTION TO EDUCATIONAL Traditional Psychology Filipino

PSYCHOLOGY Conception

Educational School Psychology Psychology of Reawakening Human

Psychology Behavior and abilities Social Issues
and problems Native language, culture
Study of teaching A practitioner-
and orientation Enriquez, 1977
and learning based field
processes
- This includes our values and concepts
so that we can apply in our setting.
Prepare students
for careers in
teaching and  Current Researches
research
Studies should be contextualized
according to Philippine.
Educational Psychology - This will help us to contextualized
our very own living.
- It focusses on the educational
system. The experts here focus on how
they could help the students or the USES OF EDUCATIONAL PSYCHOLOGY
students in teaching profession to
1. Curriculum Development
improve their performance in the class.
Psychological theories and principles
School Psychology
underlie curriculum innovations.
- Experts in this field are
- With the help Educational Psychology
practitioner.
we can design of what particular
- They focus on the counseling, subjects/curriculum is appropriate with
testing, assessment and behavioral different program such as BS
modification of the students. Psychology.

- In Philippines the counterpart of 2. Policy-making

school psychology is Guidance
It enables the policy-makers in
counselor.
changing academe within a changing
society to formulate sound educational
policies.
SOURCES OF EDUCATIONAL PSYCHOLOGY - When we are learning or studying
educational psychology we could see
what is considerable policies that is
 Western tradition
for the school also for the students.
If its appropriate description for the
Theories, concept, and principles from
environment of the school.
other culture.
3. Determination of methods of
- We used western tradition textbooks teaching.
as a standard so that we can improve
our strategies and method. Effective method may vary according to
different variables like individual
 Indigenous Philippine Psychology differences of learners and teachers.

- In every stages of human development,

they have different milestones and as

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well different appropriate method of - The connection between the

teaching for them. By using educational educational psychology and guidance
psychology, we can be able to find what purposes is that because we are going
is suitable for students according to to study about learning style,
their age. behavioral style of the students and
techniques. Somehow it will help us and
4. Determination of course content. gives us idea to modify the behavior of
the students especially the problematic
Learning is not independent from the
students.
content of particular subject.
8. Enhancement of community-school
- Educational psychology would be
relationships.
helpful to determine the level of
learners to understand and comprehend A community-school relationship can
the content of their subject if it is affect learning and should be guided by
appropriate. psychological studies to make the goal
possible.
5. Measurement and evaluation.
- Educational psychology will help to
Good measurement and evaluation utilize
engage the students to community to
psychological principles.
strengthen their learning in an exact
- Educational psychology would be situation.
useful and helpful in creating
9. Guidance with classroom management.
standardized tool, creating
psychological assessment as well Management of classroom such as
examination. absences, misbehavior, cheating and
failures are can be understood better
6. Management of the educational system
through the help of different
Psychological principles, theories and psychological theories or principles.
ideas will help school administrator
- Educational psychology will help the
improve the school's system.
relationship between the students and
- Educational psychology would be teacher to established a good
helpful especially in learning relationship and for teachers to know
technology, appointment of the teachers why students behave that way like why
and somehow part of the management. do students cheat.

7. Guidance purposes 10. Production-selection of material

appropriate for a grade level or
Effective guidance is aided by curriculum.
psychological theories of human
behavior. The principles of growth and
development can be a good basis the
- The reason why we have counseling selection of appropriate materials for
subject it is because we are dealing a particular level.
with our students. As a teacher we have
a first intervention before we go to - Educational psychology will be
the counselor. It is also help us to helpful for the teachers to create a
know the purpose of guidance. better learning material appropriate to
those we are teaching.
What is the connection of guidance
purposes to the educational psychology? 11. Improvement of human relations in
school

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Fostering a healthy interpersonal
relationship among those involved in
the learning process.
- This is one of the reasons why
educational psychology is embedded in
our classroom.
Educational Psychology in the
Philippines
 Required in all education curricula
 Was offered under the College of
Liberal Arts in UP (1910) under the
Dept. of Philosophy and Psychology.
RESEARCH IN EDUCATIONAL PSYCHOLOGY
Why do you think research is important?
It matters because research is a
valuable source of information about
teaching.
USING RESEARCH TO UNDERSTAND AND
IMPROVE TEACHING
Types of research according to PURPOSE
1. BASIC RESEARCH - discovery of new
knowledge without concern for its use.
- Basic research deals to satisfy your
curiosity, most likely for theory
development.
Example:
What is the relationship of emotional
distress to social media?
Why woman is most likely to
emotional?
2. APPLIED RESEARCH - action research;
focus on solution to a problem.
- If you have product and intervention
or you are something that you looked
after. It is also direct solution.
Example:
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- You are creating a program that will
help the students to improve their
learning.
Types of research according to APPROACH
1. QUANTITATIVE RESEARCH - employs
numerical calculations in an effort to
discover information about a particular
topic (if you want to confirm or test
something a theory or hypothesis)
- Effect, impact and correlational are
Quantitative research.
- If your variable is measurable, it is
quantitative research.
2. QUALITATIVE RESEARCH - does not
statistically analyze the information
if you want to understand something
(concepts, thoughts, experiences)
- If you want to study personality.
3. MIXED METHOD- involves research that
blends diff. research designs
or/methods.
- It uses meta-analysis, explanatory
study or different approaches and
design.
Types of research according to METHOD
1. Descriptive Studies - research/
studies that collect detailed
information about specific situations
using observation, survey, interviews,
recordings or combination of these
methods.
- Descriptive studies can be seen both
in quantitative and qualitative.
become
2. Correlational Research - describes
the strength of the relationship of two
variables/events or characteristics.
- Correlational studies we are after
the strength and relationship of two
variables.
1. Positive correlation = same
direction
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- Direct relationship meaning if the I wanted to study the amount of

variables increase the other variable breakfast (IV) that you will take
also increases or vice versa. towards the academic performance (DV).

Example: RANDOM ASSIGNMENT

The assignment of participants to

The more hours you studies, the higher
experimental and control groups
the chance you will be able to pass the
exam. PROGRAM EVALUATION RESEARCH

2. Negative Correlation = opposite Research designed to make decisions

direction. about the effectiveness of a particular
program

- Correlational studies we are after - Will beneficial to improve the

the strength, direction and program and existing knowledge.
relationship of two variables.
ACTION RESEARCH
Example:
Research used to solve a specific
The more you drink water, the less you classroom or school problem, improve
will get fatigue. teaching and other educational
strategies, or make decisions at a
3. Experimental Research - variables specific level.
are manipulated and the effects
recorded. - Under quantitative research. Action
research will help to propose direct
- We are after the cause and effect. solution for the specific problem.

1. Subject - people or animal

2. Variable - anything that can be
measured TOOLS IN RESEARCH

GROUPS:

1. Experimental Group - the group whose 1. OBSERVATION - to employ scientific

experience is manipulated in an observation which is highly systematic.
experiment,
- We use checklist
- The one that receives intervention.
Observation can be made in:
2 Control Group - serves as baseline
against which the effects of the  Laboratory - controlled setting from
manipulated which many complex factors from the
real world have been removed.
VARIABLES:
- Help us to control intervening
1.Independent Variable- the variables.
manipulated, influential, experimental
factor in an experiment.  Naturalistic observation - behavior
is observed in the real world
2. Dependent Variable - the factor that
is measured in an experiment  Participant observation - the
teacher researcher is actively
Example:

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involved as a participant in the

activity or setting. - Mostly in qualitative studies
especially in narrative studies.
- Usually, ethnographic studies
Latest on research about Educational
2. INTERVIEWS and QUESTIONNAIRES
Psychology
- Sometimes quickest and best way to
Recent study suggests that
get information.
Interpretative Phenomenological
Approach can be useful for the
- Interviews are used in Qualitative
advancement of method and theory in
while Questionnaires you used in
educational psychology (Emery &
Quantitative.
Anderman, 2020)
3. STANDARDIZED TESTS
- This is mostly used if you want to
have thorough understanding of the
- tests with uniform procedures for
lived experienced of the subject and
administration and scoring. They assess
how they create meaning out of their
students’ aptitudes or skills in
stories.
different domains.

- We used standardized test when you

want to study emotional stability and COGNITIVE AND LANGUAGE DEVELOPMENT
psychological construct. In
Child Development
standardized test they already develop
norms and it is highly valid. Orderly, adaptive changes we go through
from conception to death.
4. CASE STUDY

- an in-depth look at an individual.

- Under qualitative. If you want to

study in dept study such as you want to
study people with the personality of
the person.

5. FOCUS GROUPS

People are interviewed in group

setting, usually to obtain information
about a particular topic or issue.
Consists of 5- 9 people with
facilitator who asks series of open-
ended questions FOUR MAIN FACTORS THAT WORK TOGETHER TO
INFLUENCE THE DEVELOPMENT OF CHILDREN’S
- This is more on sharing and THINKING OVER THE YEARS OF EALRY
exchanging experience. CHILDHOOD TO ADULTHOOD

6. PERSONAL JOURNAL AND DIARIES - may 1. Maturation

use to document quantitative aspects of
- Innate of biological in origin.
their activities or qualitative aspects
of their live.

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- Provides children with the ability to

reason in more advanced ways and the
interaction between this maturation is Lateralization
the children’s experience and activity.
The specialization of the two
2. Activity hemispheres, No mental activity is
exclusively the work of a single part
3. Social Interaction of the brain.

- Known as Social Transmission Lateralization of brain function is the

view that functions are performed by
- Associated with the physical and distinct regions of the brain. For
social world in which children develop. instance, it is believed that there are
different areas of the brain that are
- According to Piaget, children
responsible for controlling language,
actively exploring their world are
formulating memories, and making
acting ‘miniature scientist’, learning
movements.
by experimenting through physical and
mental activity. What is neuroplasticity?
4. Equilibration Adaptability of the brain to the
activity, culture, and context.
- Concerned with the way in which
children respond to conflict and Learning will be more effective “if
inconsistencies between what they educators help to minimize stress and
already know and they experience in fear at school, teach students
daily life. emotional regulation strategies, and
provide a positive learning environment
that is motivating to students”
CONTINUITY VS. DISCONTINUITY (Hinton, Miyamoto, & Della-Chiesa,
2008)

Brain Based Learning Activities

Continuity - refers to the view that
development is a gradual, continuous • Model your assignments in ways that
process. mirror challenges students may face in
real life.
Discontinuity - refers to the view that
development occurs in a series of • Keep in mind that brain-based
distinct stages. learning also encompasses social-
emotional development.

• Avoid creating lessons or situations

NATURE VS. NURTURE that make students feel overly anxious,
threatened, or helpless.

Nature - means innate biological

factors (namely genetics).

Nurture - refer to upbringing or life

experience more generally.

NEUROSCIENCE, LEARNING AND TEACHING

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• Lessons shouldn’t just involve (assimilation) or the creation of new

memorizing words or facts. schemas (accommodation)

- In order to ensure that new

experience fit to what they already
know.

Assimilation

- Trying to fit new existing mental,

model, information or schema into
existing schema.

Accommodation

- Using New/fresh information to

established a new model or schema.

- Adjusting or creating new schemas

Shema
Jean William Fritz Piaget
- Building blocks

- The way we organize our thoughts

 Swiss psychologist known for his
work on child development. Piaget's - Organized collection of thoughts or
theory of cognitive development. ideas associated with a particular
topic.
 Jean Piaget's theory of cognitive
development suggests that Sociocognitive conflict
intelligence changes as children
grow

Adaptation

- The process of adjusting to new

situations and experience through the
modification of existing schemas

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- The conflict within the child as they

try to fit together others’ views from
their own.

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1. Social Sources of individual

thinking

 Interpsychological – between people

there would be shared activities
between the child and other people.

 Intrapsychological – inside the

person. After the interaction, the
child will internalize and become
his learning.

2. Central tools/language

IMPLICATION TO TEACHING AND LEARNING  Technical Tools – How the

gadgets can aid the learning
• He believed that the main goal of process?
education is to help student how to
learn.  Psychological tools – Language,
sign and symbols.
• Teachers can learn a great deal with
how students think by listening Language – is the most important symbol
carefully, and by paying attention to and critical in cognitive development.
their ways of solving a problem.
Role of Language and Private Speech
• Differentiated instruction
- He believed that “thinking depends on
speech, on the mean of thinking, and on
the child social cultural response”.

Private Speech – (Talking to yourself).

It guides cognitive development.

3. Zone of Proximal Development

Lev Vgotsky

 Sociocultural theory. In Vgotsky’

theory children cognitive
development is shaped by the
cultural context in which they live.

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- They believe that language are

separate and does not depend on each
other

2. Cognition influences both language

and the pace of language development

- Cognition has the major role on

how our language and how the pace of
our language could develop. They are
closely interconnected.

3. Language precedes cognition and is

the influence on though development.
IMPLICATION TO TEACHERS

Social Contructivist – Lev Vgotsky - This states that Language has a

primary influence to the thought of
 Tailor scaffolding the needs of cognitive development. The language and
students cognition are practically and
conceptually closely related to one
 Make sure students have access to another. We cannot separate them.
power tools that support thinking.

 Build on the student’s cultural SPEECH, LANGUAGE AND VOICE

funds of knowledge
According to neurospeech solution.
 Capitalize on dialogue and group of
learning. Speech (The art of talking)
Cognitive Development
How we make sounds using our mouths
 Cognitive Development requires both (articulation and fluency)
physical and social simulation
- Speech ore on mechanical act or
 To develop thinking, children have physical act of talking. How we open
to be mentally, physically and our mouth or how we articulate to make
linguistically active. They need to sounds specifically with teeth, lips
experiment, talk, describe rewrite and tongue so that we can produce a
and solve problems. series of words and consonant so that
we make a precise way on how we deliver
our words.
 Learners will benefit from teaching
guidance, questions, explanation,
Language
demonstration and challenges to
their thinking.
 The way we use words to make
sentences that convey our thoughts
LANGUAGE DEVELOPMENT
and ideas.
What is the connection between language
- The system of words that we used to
and cognition?
communicate. This can be in a form of
written, spoken, or sign language. In
1. Language Develops largely
order for us to use language we deliver
independent of cognition.
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through the use of speech by talking it The rules of word structure; how
out to other people. morphemes are used.
Voice
Morphemes- smallest meaningful units of
 The quality or sound, if you cannot language
produce a voice, you cannot speech
aloud. - Something to do to the form of words.

Free morphemes can stand alone as their

- The sound that we produce through our own word (e.g., dog, the)
larynx or voice box. It not always
produce speech sometimes voice can be Bound morphemes require another
produce through sounds like laughing, morpheme to make up a word, as they
babbling and crying. cannot occur alone (e.g., -er, -s).

- This help to interpret or indicate

SYSTEM OF LANGUAGE (THE BUILDING the number of objects or subjects.
BLOCK)
They differ from phonemes because they
1. Phonology do have meanings by themselves.

 The rules of speech sounds: how 3. Syntax

phonemes are used or in other words
the sound that we used.  The rules of sentence structure

- This the primary level that we
develop in acquiring language.
Phonemes
 Smallest unit of language
- Larger scale. In this we consider the
rules of sentence structure, grammar
involves and particular arrangement of
the word in the sentence so that we
develop a meaningful sentence. E.g
predicate and verb.

 The sound of letters that we used in  Syntax/ grammar involves the

order for us to created words. particular arrangement of words in a
sentence, the structure of a
 /b/ and /h/ in the words bat and hat sentence, and the rules that
correspond to theway that words are
 The word “dogs” has four phonemes: ordered into a sentence.
d, o, g and s. A phoneme does not
have meaning by itself, but English: “I have a black (adjective)
combinations of phonemes. Combining dog (noun).”
phonemes will develop a meaningful
words. Spanish: “Tengo un perro (noun) negro
(adjective).”
Phonemic Awareness
Both sentences deliver the same exact
- Ability to manipulate the sounds meaning; however, the syntax of each
without print. sentence is slightly different for each
language
2. Morphology
4. Semantics

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- According to him we are born

The rules relating to the meaning of naturally to learn how to speak
language the actual meaning behind each language, talk or develop our language
word within a sentence within a capability.
message. Person’s vocabulary (or  Nativists believe that children are
lexicon). wired to learn language, regardless
of their environment.
synonyms, antonyms, and figurative
language (e.g., metaphors and idioms). - They believe that even you don’t
teach children to learn language they
5. Pragmatics have the capability to develop their
language system.
 The rules that occur within social
situations Learning/behaviourist theory

- Practical way of using the language  Language develops as a result of

in social context. Also using jargons. certain behaviors, such as
imitation.
 Asking for clarification and
understanding different perspectives
- For them learning could be through
observation.
 How we are actually using language
in context
 Behaviorists believe that children
learn language directly from
For example, some common language
experiences with their environment.
functions include protesting (e.g., “I
don’t want that!”), commenting (e.g.,
Interactionist theory
“Cool shirt!”), and labeling (e.g.,
“That’s a dog.”).
 Neither biology nor behavior alone
shape language, but a combination of
the two.

 Interactionists believe that

language learning is heavily
dependent on meaningful interactions
and joint attention.

- Joint attention when children and

parents are focusing on the same thing
but they are focusing to each other
that will help the parents to develop
the language of the person.
THEORY IN PRACTICE LANGUAGE DEVELOPMENT

Nativist theory

 Noam Chomsky suggests that we’re

born with a specific language-
learning area in our brain.

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Pre – Birth
- Baby talk is a starting point that
- Even though you are not yet born in the children need to pay attention.
this world or you are still in your
mother’s womb you are already preparing Cooing
for language acquisition meaning to say
it already developing before the child  Also known as gurgling or mewing.
was born in which you can already
recognize your mothers voice.  6 – 8 weeks old.

Understanding the meaning of your  “Coo’, ‘ga-ga’ and goo

baby’s cries
 Child develops increasing control
Crying is the first vocal of the baby over vocal chords.
to communicate their discomfort and
needs. Babbling

Dunstan Baby Language

According to Dunstan, the five

universal words (or sounds reflexes)
used by infants are:

1.Neh – “I am hungry”
2.Owh – “I am sleepy”
3.Heh- “I am experiencing discomfort”
4.Eairh – “I have lower gas “
5.Eh – “I need to be burped” - Age where they can start to say
meaningful words.

- This research was studied for 8 years

because the author believes that he had
special ability. Baby language can be
recognized from birth to 3 months.

Baby Talk (The language of babies)

When parents or other caregivers use

baby talk, they use normal language.
But they make it simpler: they repeat
words a lot and speak slower. - Age where the baby can already
understand the words.
- When parents are trying to baby talk
- They can already express their
their children, they tend to
emotions and say something.
exaggerated their facial expression in
which they smile wider and raised their - They can also express their needs by
eyebrow to gain the attention of their mean of finger pointing.
children. This will help the children
to develop their language.

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- They can now say meaningful a lot of
words, have intonation.
- They can also demonstrate the words
that they speaking.
- They have already refusal.
- The way they speak is already clear
and they could able to express their
words.
- They can already use the declarative
and imperative.
- They can already command something,
relay information.
Parents and teacher should remember
that kids develop at different rates.
A child who may be behind does not
necessarily indicate a language
impediment. Again, every child is
unique and different.
- Since we have different environment,
language can develop differently. The
comprehension of the language is come
before the production of thoughts.
- Language competence does equate to
production. Most of the children who
encounter delay in language development
does not necessarily means that the
children already have disorder or
problem.
- The development of language is in
formative years which the peers or the
environment can affect the development
of the way the child learn language.
IMPLICATION IN TEACHING AND LEARNING
1. Every learner should be encouraged
to study one or more languages.
- Knowing a lot of language will also
help you develop your cognitive domain.
2. The school should encourage the
teaching of language with tangible
experience. This is done with teaching
aids such as charts, maps, photographs,
and book illustrations.
- You can use material aids to help the
child to easily comprehend the
language.
3. The teaching of any language to a
young person or a beginner should start
with simple and common words
4. The teacher should always try to use
correct pronunciation for words.
5. Present the learners, from time to
time, with comprehension.
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