PSYCHOLOGICAL FOUNDATION

OF EDUCATION

Prof. Jordan Joseph G. Villanueva

Basic Concepts

• Teaching and learning are philosophical processes

• The three components of the educative processes are:

• The Learner is the center of any educative process in a school.

Basic Concepts
• The Teacher provides needed learning opportunities and guides learners
as they undergo the stages of the learning process, to achieve the desired
outcomes.
• To assure students effective and lasting learning, the teacher must possess:
− Knowledge and understanding of the learner;

− Mastery of the content of the subjects he/she is teaching;

− A thorough knowledge of the principles, methods, and techniques of teaching;

− Knowledge and practice effective classroom management techniques.

• Learning is a relatively permanent change in behavior or knowledge due

to practice and experience.
• Growth refers to quantitative changes that take place within the organism
as he progresses in chronological age.
Basic Concepts
• Development refers to qualitative (orderly, progressive, coherent) changes in
various aspects of the organism – psychological, mental, physical, and emotional.
• Nature refers to differences between people determined by the genes they
inherited from their parents.
• Nurture refers to differences between people determined by the way they were
reared that is by their environment.
• Maturation is the unfolding of characteristics potentially present in the individual
that come from the individual’s genetic endowment.
• Critical Periods refer to each of Erickson’s eight stages of psychological
development.
• Heredity is the transmission of genetic characteristics from the parents to the
offsprings.
Basic Concepts

• Environment includes all the conditions inside and outside an organism that
in anyway influence its behavior, growth, and development.
• The interaction between individuals’ inherited potential and environmental
influences determine the level of development at various stages of his life.
• Development crisis is a conflict faced by an individual at each stage of
psychological development. The way the crisis is resolved has a lasting
effect on the person’s self concept and view of society in general.
• The two general factors that influence human development are heredity and
environment.
• Equilibrium is the ability to adopt to the condition of the environment. It is
the active internal process of organizing and conditioning one’s intellectual
development.
Basic Concepts
• The two processes involved in achieving equilibrium are:
− Assimilation which is the process by which am individual acquires
knowledge and information;
− Accommodation is the process of creating a new scheme by modifying
an existing scheme after an individual’s interaction with the
environment.
Stages in Life-Span Development
Stage Age Period Major Features
1. Prenatal Conception to birth  Physical Development

2. Infancy Birth at full term to  Locomotion established;

about 18 months rudimentary language; social
attachment
3. Early Childhood About 18 months to  Language well established, sex
about 6 years typing; group play, end with
readiness for schooling
4. Late Childhood About 6 to about  Many cognitive processes
13 years become adult except in speed of
operation; and team play
5. Adolescence About 13 to about  Begins with puberty, end at
20 years maturity, attainment of highest
level of cognition; independence
from parents; sexual
relationships
6. Young Adulthood About 20 to about  Career and family development
45 years
7. Middle Age About 45 to about  Career reaches highest level: self-
65 years assessment; “empty nest” crisis;
retirement
8. Old Age About 65 years to death  Enjoys family achievements;
dependency; widowhood; poor
health
Influences of Development

• Maturation – establishes the limits of human development

throughout the stages of growth.

• Active Experience – refers both to manipulating objects in one’s

environment and to reorganizing one’s thought patterns.

• Social Interaction – consists of experiences of a person as he relates

to his environment.

• Cultural and Situational Contexts – the influence of the cultural

milieu on the development of an individual.
Theories of Human Development

1.
1. Piaget’s
Piaget’s Stages
Stages of
of Cognitive
Cognitive Development
Development

Theory: “Development precedes learning.” He assumes that the child

is an active organism and that development depends in large part
on the child’s manipulation of and active interaction with the
environment.
Piaget’s
Piaget’s Stages
Stages of
of Cognitive
Cognitive Development
Development
Stage of Cognitive
Development
Sensorimotor Stage
(birth until about 2 years old)
- Schema are based on behaviors and perceptions; schemas don’t represent objects
beyond a child’s immediate view.
Preoperational Stage
(2 until about 6 or 7 years old)
- Schema now represent objects beyond a child’s immediate view, but the child does
not yet reason in logical, adultlike ways.
Concrete Operational Stage
(6 or 7 until about 11 or 12 years old)
- Adultlike logic appears, but is limited to reasoning about concrete reality.
Formal Operational Stage
(11 or 12 through adulthood)
- Logical reasoning processes are applied to abstract ideas as well as concrete objects.
Piaget’s
Piaget’s Stages
Stages of
of Cognitive
Cognitive Development
Development
Piaget’s Assumptions and
Their Educational Implications

Assumption Example Educational Implication

Children as active and Sarah has her first Capitalize on students’
motivated learners opportunity to use a natural curiosity; for
microscope, she puts example, let them
many objects to see how experiment with new
they appear. objects.
Increasing integration Samuel learns that dogs, Help students discover
and organization of cats, and horses are all relationships among
knowledge mammals, and that concepts and ideas.
mammals, birds, and
fish are all vertebrates.
Learning through Susana realizes that Make sure students have
assimilation and Great Britain’s prior knowledge and
accommodation parliamentary system is experience to which they
in some ways similar to can relate new material.
United States.
Piaget’s
Piaget’s Stages
Stages of
of Cognitive
Cognitive Development
Development
Piaget’s Assumptions and
Their Educational Implications

Assumption Example Educational Implication

Importance of Santana discovers that Give students many
interaction with the things always fall down hands-on experiences.
physical environment when she lets go of
them.
Importance of social In conversations with Provide opportunities
interaction her classmates, Shelley is for students to share
surprised to learn that opinions, perspectives,
not all families celebrate and beliefs.
Christmas.
The process of In pondering the fact Provide information and
equilibrium that not all families experiences that
celebrate Christmas, contradict students’
Shelley begins to realize existing beliefs.
that different people
have different religious
beliefs and customs.
Piaget’s
Piaget’s Stages
Stages of
of Cognitive
Cognitive Development
Development
Piaget’s Assumptions and
Their Educational Implications
Assumption Example Educational Implication
Importance of Sandy has the highest achievement in Remember that some
neurological her fifth grade class, yet even she students, especially those
maturation seems unable to understand the younger than eleven or
teacher’s explanation of the abstract twelve, may not yet be
concept л (pi). capable of understanding
certain ideas.
Four qualitatively One-year-old Ben plays with 10 and Gear classroom tasks and
different stages of 25 centavo coins without knowing the assignments to the
development words for these objects. At four, Ben developmental level of your
says that a row of four 25 centavo students.
coins spread far apart has more coins
than a row of five 10 centavo coins
close together. At eight, he
acknowledges that the number of
coins is not affected by their size or
spacing. At fourteen, he uses the
promotion two-fifths to describe the
relative worth of the two rows of
coins.
Theories of Human Development

2.
2. Vygotsky’s
Vygotsky’s View
View of
of Cognitive
Cognitive Development
Development

Theory: “Cognitive development is strongly linked to input from other.”

Assumptions:

 Learning precedes development.

 Self-regulation – development involves the internalization of signs
acquired by an individual from others so that he can think and solve
problems by himself.
 Zone of Proximal Development – level of development immediately above
a person’s present level. Learning take place when a child is working
within his zone of proximal development.
 Scaffolding – support for learning and problem solving which can be clues,
reminders, encouragement, breaking the problem down into stages,
providing an example, or anything else that allows the student to grow in
independence as a leaner.
Theories of Human Development

3.
3. Gardner’s
Gardner’s Theory
Theory of
of Multiple
Multiple Intelligences
Intelligences

Theory: “All individuals are capable of developing at least seven domains.”

Intelligence Description Samples of Occupations
Logical-  Sensitivity to and capacity to discern, Scientist
mathematical logical or numerical patterns Mathematician
Linguistics  Sensitivity to the sounds, rhythms and Poet
meanings of words Journalist
Musical  Abilities to produce and appreciate Composer
rhythm, pitch and timbre Violinist
Spatial  Capacities to perceive the visual-spatial Navigator
world accurately Sculptor
Bodily Kinesthetic  Abilities to control one’s body movements Athlete
and handle objects skilfully
Interpersonal  Access to one’s own strength and Person with detailed accurate
weaknesses self-knowledge
Intrapersonal  Ability to associate and interact with Any work which demand
others socialization and interaction
 Theories of Human Development

4.
4. Freud’s
Freud’s Theory
Theory of
of Psycho-sexual
Psycho-sexual Development
Development

Theory: Focuses on the effects of early childhood experiences to adults’ behavoir.

Stage Age Description of Task

Oral stage 0 – 18 months  Stimulation of the mouth produces pleasure; the
baby enjoys sucking
Anal stage 18 – 36 months  Stimulation of the anal region produces pleasure; the
toddler experiences conflict over toilet training
Phallic stage 3 – 6 years  Self-stimulation of the genitals produces pleasure;
the child struggles with sexual feelings about the
same gender parent
Latency stage 6 – puberty  Sexual feelings are expressed; the child avoids
members of the other gender
Genital stage Puberty onward  Adolescent adult has mature sexual feelings and
experiences pleasure from sexual relationships with
others
Theories of Human Development

5.
5. Erickson’s
Erickson’s Stage
Stage Theory
Theory of
of Personal
Personal Development
Development

Theory: “People pass through 8 psychological stages in their lifetimes and as they grow, they face a
series of psychosocial crisis that shape personality; each crisis focuses on a particular aspect of
personality and involves the persons’ relationships with others.”

Psychosocial
Stage Description of Task Implications
Task
Infancy Trust vs. The infant whose needs are met Show to the students
Mistrust by caretaker develops a sense of that teachers are
trust in others. reliable and
dependable.
Initiative vs. Autonomy vs. The toddler tries to learn Support students in
Guilt Doubt and independence and self- their efforts to plan and
Shame confidence. carry out activities.
Elementary Competence vs. The child tries to develop skills Provide opportunities
School years Inferiority in physical, cognitive, and social for physical, cognitive,
areas. and social skills’
development.
Theories of Human Development

5.
5. Erickson’s
Erickson’s Stage
Stage Theory
Theory of
of Personal
Personal Development
Development

Continuation…
Psychosocial
Stage Description of Task Implications
Task
Adolescence Identity vs. The adolescent tries out several Provide opportunities
Role Confusion roles and forms an integrated, to explore various
single identity. career options and a
variety of social and
political belief system.
Middle age Generativity The middle-aged person tries to Show that he is a very
vs. Stagnation contribute to the world through dependable and
family relationships, work reliable person.
productivity, and creativity.
Retirement Integrity vs. The elderly person thinks back Provide opportunities
years Despair on life, experiencing satisfaction to maintain self concept
of disappointment. and satisfaction.
Theories of Human Development

6.
6. Kohlberg’s
Kohlberg’s Stages
Stages of
of Moral
Moral Development
Development

Theory: “When people consider moral dilemmas, it is their reasoning that is important, not their
final decision.” “People progress through three levels as they develop abilities of moral
reasoning.”

Level Stages Description

Level 1 Preconventional Morality

1. Obedience and punishment o Rules are obeyed simply to avoid

orientation punishment.
2. Naïve egotism instrumental o Rules are obeyed simply to earn rewards.
orientation
Level 2 Conventional (conforming morality)

3. The good boy/girl orientation o Rules are conformed to in order to avoid

disappointment and gain approval.
4. Authority – maintaining o Social conventions are blindly accepted,
orientation to avoid criticism from authorities.
Theories of Human Development

6.
6. Kohlberg’s
Kohlberg’s Stages
Stages of
of Moral
Moral Development
Development

Continuation…

Level Stages Description

Level 3 Post Conventional Morality

5. Contractual – legalistic o Morality is based on agreement with

orientation others to serve the common good and
protect the rights of others.
6. Universal ethical principle o Morality is a reflection of internalized
orientation standards.
Theories of Human Development

7.
7. Piaget’s
Piaget’s Types
Types of
of Morality
Morality

Theory: “Cognitive structures and abilities develop first, these abilities that
children use to reason about social situations.”

Morality of Constraint Morality of Cooperation

 A type of moral reasoning made by  This type of moral thinking is made by older
children under ten years of age. Rules children. Rules provide general guidelines but
come from some external authority and should not be followed blindly without
strictly define what is right and wrong. considering the context.
Theories of Human Development

8.
8. Hoffman’s
Hoffman’s Theory
Theory of
of Moral
Moral Development
Development

Theory: “Focuses on the power of motivation, experience, and parental

guidance which help in shaping the development of moral behavior.”

 Emphatic Distress – experiencing the suffering of others is a powerful

motivation of moral choices and helping behaviors.

 Parental disciplinary practices can play a significant role in the

development of moral behavior.
Self-Concept and Self-Esteem

 Self-concept is one’s belief about oneself.

 Self-esteem is the extent to which one believes oneself to be a

capable and worthy individual.

 There are three contributing factors to self-concept and self-esteem.

Self-Concept and Self-Esteem

General
General Self-Concept
Self-Concept

Cognitive
Cognitive Social
Social Physical
Physical
Competence
Competence Competence
Competence Competence
Competence

Other
Other Athletic
Athletic Physical
Physical Other
Other
Mathe-
Mathe-
Reading
Reading Science
Science areas
areas as capabili- attract- areas
matics
matics
as capabili- attract- areas as
as
well…
well… ties
ties tiveness
tiveness well…
well…

Ability
Ability Other
Other
Popularity
Popularity to
to talk
talk areas
areas as
as
with
with peers
peers with
with well…
well…
adults
adults
Social, Personal, and Moral

Parenting Styles and Implications for Teachers

When parents exhibit this Children tend to be… As teachers, we should…
parenting style…
Authoritative:

 Provide a loving, Happy Adopt an authoritative style

supportive home Self-confident similar to that of their
environment Curious parents.
 Hold high expectations Independent
and standards for their Likeable
children’s behaviors Respectful of others
 Enforce household rules Successful in school
consistently
 Explain why some
behaviors are acceptable
and others are not
 Include children in
family decision making
 Social, Personal, and Moral
Parenting Styles and Implications for Teachers
Continuation…
When parents exhibit this Children tend to be… As teachers, we should…
parenting style…
Authoritarian:
 Convey less emotional Unhappy Adopt an authoritative style;
warmth than authoritative Anxious with particular emphasis on:
parents Low in self-confidence - Conveying emotional
 Hold high expectations Lacking initiative warmth
and standards for their Dependent on others - Soliciting students’
children’s behaviors
Lacking in social skills perspectives on
 Establish rules of behavior
Defiant classroom rules and
without regard for the
needs of the children
procedures
- Considering students’
 Expect rules to be obeyed
without question needs in developing
 Allow little give-and-take classroom rules
in parent-child discussions
 Social, Personal, and Moral
Parenting Styles and Implications for Teachers
Continuation…
When parents exhibit this Children tend to be… As teachers, we should…
parenting style…
Permissive:
 Provide a loving, Selfish Adopt an authoritative style;
supportive home Unmotivated with particular emphasis on:
environment Dependent on others - Holding high
 Hold few expectations or Demanding of attention expectations for behavior
standards for their Disobedient - Imposing consequences
children’s behaviors
Impulsive for inappropriate
 Rarely punish
behavior
inappropriate behavior
 Allow their children to
make many of their own
decisions (about eating,
bedtime, etc.)
 Social, Personal, and Moral
Parenting Styles and Implications for Teachers
Continuation…
When parents exhibit this Children tend to be… As teachers, we should…
parenting style…
Uninvolved:
 Provide little of any Disobedient Adopt an authoritative style;
emotional support for Demanding emphasizing:
their children Low in self-control - Conveying emotional
 Hold few expectations or Low in tolerance for warmth
standards for their frustration - Holding high
children’s behaviors
Lacking long-term goals expectations for behavior
 Have little interest in their - Imposing consequences
children’s lives
for inappropriate
 Seem overwhelmed by
their own problems behavior
Thank you!