EDU. 102. PSYCHOLOGY OF THE LEARNER

1. EDU. 102. PSYCHOLOGY OF THE LEARNER SEMESTER I UNIT 1 : Introduction to Educational Psychology UNIT 2 : Learners Development UNIT 3 : Learners Intelligence and creativity UNIT 4 : Understanding Learner Diversities UNIT 5 : Learners Personality And Adjustment

2. SEMESTER I MODULE 1 Introduction To Educational Psychology

3. Origin or Evolution of Psychology • “First psychology lost its soul, then its mind, then it lost its consciousness, it still has behaviour of a sort” - Woodworth (1948) • Study of Soul • Study of Mind • Study of Consciousness • William James and Wilhelm Wundt • ‘Introspection’ • Science of Behaviour • William mc Dougall in 1905 and J.B Watson in 1913

4. Definitions of Psychology • “Psychology is a Science which aims to give us better understanding and control of the behaviour of the organism as a whole” - William Mc Dougall (1908) • “Psychology is the Science of behaviour” - J. B. Watson (1913)

5. Nature of Psychology • Psychology is a positive science which describes what is • It is a behavioural science which deals with the behaviour of an organism

6. Approaches to Psychology • Psycho- Analytical Approach (Freud) • Behaviourism (John. B. Watzon) • Humanistic Approach • Constructivist Approach

7. Branches of Psychology PURE PSYCHOLOGY APPLIED PSYCHOLOGY • General Psychology • Abnormal Psychology • Social Psychology • Experimental Psychology • Physiological Psychology • Para Psychology • Geo Psychology • Developmental Psychology • Clinical Psychology • Industrial Psychology • Legal Psychology • Military Psychology • Political Psychology • Sports Psychology • Educational Psychology

8. Educational Psychology Its an applied psychology Application of psychology in the field of education Application of theories, principles, techniques, researches, approaches of psychology in the field of education

9. Definitions “Educational psychology is that branch of psychology which deals with teaching and learning” - B. F. Skinner (1958) “Educational psychology is the science of education” - Peel (1956)

10. Relationship betweenEducation and Psychology “A teacher want to teach Latinto John, should want to know both Latin and John” To know the child To know the potentialities and capacities To control the learning environment To shape the learning experience

11. Scope of Educational Psychology • It concern the learner or Pupil • Innate abilities or capacities • Individual differences • Conscious or unconscious behaviour • Characteristics of growth and development

12. Scope of Educational Psychology • It concern the Learning experience • Techniques • Deciding the kind of learning experiences • Conscious or unconscious behaviour • Characteristics of growth and development

13. Scope of Educational Psychology • It concern Learning process • Nature of the Learning process • Principles and theories of learning • Remembering and forgetting • Thinking and reasoning

14. Scope of Educational Psychology • It concern Learning situation or environment • Classroom climate • Group dynamics • Usage of teaching learning aids • Guidance and counselling

15. Scope of Educational Psychology • It concern the teacher • To know himself • Conflict, anger, motivation, adjustment, level of aspiration etc • Personality of the teacher

16. Methods of Educational Psychology Experimental Method Survey Method Case Study Method

17. How to conduct a Case Study Give due recognition and respect to his individuality Establish a good rapport (connection) Know his personal identity, past history, behaviour, relationship, problems, feelings etc Deep investigation in a comprehensive way Can use a pre prepared format for data collection Collect all relevant data about the person from him and others related to him Find the probable causes of his behaviour Remediation and suggestions

18. Data in Case Study Personal data including problems (emotional, social and education) Birth information Health record Family data Socio-economic status Level of intelligence and creativity (opinion from teachers and parents)

19. Data in Case Study Educational record Areas of interest Adjustment Behaviour in the classroom Personality traits Educational and vocational ambitions etc Follow up work

20. Merits of Case Study Can get a more detailed picture of the individual This method uses observation, interviews and tests etc for data collection Solves deep rooted problems of an individual Helps to solve personality, behavioural and adjustment problems It has a wide and comprehensive scope The study is more objective, reliable and valid

21. Demerits of Case Study Need special training and efficiency Generalisation is not possible Some times the collected data may be fake It has limited scope We can’t ensure the objectivity, reliability & validity Time consuming

22. 2 Marks Questions • Limitations of experimental method in Education Psychology • What is meant by behaviourist approach in Psychology • Define educational psychology • What you know about Freud’s Psycho- Analytical Approach • Write a brief note on Humanistic Approach • What is Constructivist Approach • What is Survey Method

23. 4 Marks Questions • Advantages and disadvantages of experimental method • Explain the merits and demerits of case study method • First psychology lost its soul, then its mind, then it lost its consciousness, it still has behaviour of a sort”- Comment • Briefly explain the nature of psychology • Psychology is a positive science. Explain • Write a short note on different approaches to psychology • Differentiate between Humanistic and Constructivist Approaches to education • Prepare short note on Experimental Method, Survey Method and Case Study Method • Suppose you identify a case in your class. How to conduct a case study for that case

24. 10 Mark Questions • Explain the scope of education technology in the teaching learning process

25. SEMESTER I MODULE 2 Learner’s Development

26. Development Growth and Development Growth Physical Quantitative, we can measure it accurately Simple Structural Change Not continuous, stops when attain maturity Psychological Qualitative & Quantitative measurement is difficult Complex Functional change Continuous, it continues till death

27. Principles of Development Principle of continuity Rate of growth and development is not uniform Principle of individual differences Development proceeds from general to specific responses Principle of integration Principle of interrelation

28. Principles of Development • Development is predictable • Development is spiral and not linear • Growth and development is a joint product of both heredity and environment • Principle of developmental direction • "cephalic-caudal as well as proximodistal"

29. Education Implications of the Principles of Development We must pay attention to their individual pattern and growth rate while planning the course for their education and development. The correct knowledge of the growth trend of a child helps the parents and teacher not to under or overestimate the future competency or expectancy of their child knowledge about general pattern of development guides us to locate the degree of abnormality in students and to take likewise remedial steps.

30. Education Implications of the Principles of Development The knowledge of the uniformity of pattern with respect to growth and development makes it possible for the parents and teachers to plan ahead of time for the changes that will take place in their children. Both heredity and environment affects growth and development, so teacher can pay sufficient attention over the environmental conditions in the up bring of the children

31. Approaches to study Development Cross sectional study Longitudinal study Cross-sectional studies Involve observationof all of a population, or a sample, at one specific point in time. In which different individuals with same characteristics are compared.

32. Approaches to study Development Longitudinal study It is a correlational research study that involves repeated observations of the same variables over long periods of time - often many decades. It is used to study developmental trends across the life span. Longitudinal studies track the same people, so make observing changes more accurate.

33. Stages of Development • Pre- Natal Period (Conception to 280 Days) • Infancy (From Birth to 2 Years) • Child Hood ( 3 Years to 12 Years) • Adolescence ( 13 Years to 19 Years) • Adulthood ( 20 Years to 59 Years) • Old Age ( 60 Years and Above)

34. Childhood( 3 Years to 12 Years) Early Childhood ( 3 to 6) Pre-school Age Later Childhood (6 to 12) School Age

35. Characteristics of childhood and adolescent period • Physical Development • Cognitive Development • Emotional Development and • Social Development

36. Physical Growth and Development

37. Childhood General Trend of Physical Growth and Development • It is very rapid from birth to the age of two or three years. • Then, it continues at a diminished rate till the beginning of adolescence. • In the case of internal organs, it is also grow and develop rapidly

38. Physical Development • External Developments • Height increases • Weight increases • Change in body proportion • Internal Developments • Respiratory system • Blood circulation • Nerve system • Digestive system • Reproductive system

39. Adolescence Physical Development Changes in Body Proportions

40. Adolescence Physical Changes   Girl Boy

41. Adolescence Physical Changes

42. Factors Affecting Physical Growth and Development 1. The traits and characteristics inherited at the time of conception 2. Single birth or multiple births. 3. The physical as well as mental health of the mother during pregnancy. 5. Normal or abnormal delivery. 6. Conditions and care at the time of delivery. 7. Lookafter of the baby and its mother. 8. Nutrition received by the child after birth.

43. Emotional Growth and Development

44. Important Emotions in Child hood • Fear • Worry • Anger • Temper tantrum • Jealousy • Affection • Happiness

45. Peculiarities of Emotions in Childhood • Intensity • Briefness • Transitoriness • Frequency • Easily Detectable • Emotional Expression through motor responses

46. ChildhoodEmotional Development • Irrational emotions • Peer group relationship starts • school atmosphere influences • Stability and control during the later childhood

47. Adolescence Emotional Development Period of intensive storm and stress. Emotional energy is as strong and dangerous Intense, uncontrolled and irrational emotions The sudden functioning of sexual glands and tremendous increase in physical energy makes them restless. Refusing to speak or loudly criticizing Romance Worry about future

48. Social Development

49. ChildhoodSocial Development • Greater degree of social awareness • Begins to adjust with others • Interest in playmates • Peer group influences his behaviour and attitudes • He tries to seek independence from his parents and other elders and spends less time with them.

50. ChildhoodSocial Development • Find separation among boys and girls • The interests and values of the peer group often clashes with teachers and parents. • The child is anxious to win the love and affection of his parents as well as teachers. • At the age of 11 or 12, the child enters the peek of "gang age“ • The gang life develops many good and bad social qualities in a child.