Summary of Chapter 1, 2, 3, and 4 of Educational Psychology

Chapter 1

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Teaching Foundation in Education Psychology

Motivation Strategy Conferencing with the Student Cooperative Learning Flexible Evaluation

Education psychology is a study for learning teaching and learners giving the teachers principles to use during making decision. A good teacher should know their subject well, master the teaching skills and they should also be intentional, where they do things for a reason and a purpose. Teachers should develop critical thinking teaching skills which is a systematic and logical approach to the teaching practice and research dilemmas. Teachers are required to adapt the common core state standards which will help them in to deeper thinking of how their actions on assessments, teaching methods and curriculum will affect the students.

Role Played By Research in Educational Psychology

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The goal of educational psychology is examining obvious and less obvious questions while utilizing the objective method in testing ideas on factors contributing to learning. The value of research in educational psychology is determined by the accuracy, usefulness and quality of theories behind every day decisions. Research helps in testing different theories that guide a teacher’s action and that of others I the education system. Research has an indirect impact on education as it affects professional development programs, educational policies and teaching materials. 

Research Methods in Educational Psychology

There is no standard research approach in educational psychology thus any method can be applied with the right questions. The standard methods used by educational researchers in learning about teachers, students, instructions and schools are correlational studies, descriptive research and experiments. In experiments, researchers create special treatments and later analyze their effects and they can either use randomized field experiments, laboratory and single case. The most frequently used method is correlational studies where researchers deliberately change one variable to determine the effect on other variables.  Variables can either be uncorrelated, positive correlated or negative correlated. Correlational and experimental researches look for variable relations but in descriptive, describes an interesting situation.

Ways of Becoming an Intentional Teacher

Before a teacher becomes intentional, he or she should be academically certified to be a teacher. This teaching certificate is a necessity but it is insufficient to being intentional and thus teachers are required to seek professional development, have mentors and talking to friends and colleagues.

Chapter 2

Development in Cognitive, Language and Literacy in Children

Development is the process by which people grow, adapt and change over a given time through socio-emotional development, personality development, language development and cognitive development. 

Cognitive Development

Child sees and thinks about the world differently from adults and there is a nature-nurture controversy where researchers argue if development is determined at birth by biological or hereditary factors or experience or other environmental factors. Continuous development theory assumes that development is a smooth progression through developing skills and experience from guardians while discontinuous theories focus on inborn rather than environmental factors. According to Jean Piaget, development depends on child interaction and manipulation with the environment, with their intellect progressing in four stages; sensor motors stage, preoperational stage, concrete operational stage and formal operational stage. His theory has received criticism from recent studies one of them is that his tasks can be taught to children earlier in their development stages.

 Vygotsky proposed that intellectual development is understood only on cultural and historical context on a child experience and that development is caused by sign system of an individual during growth.

Development of Language and Literacy

Children developing great vocabularies become effective writers, leaders and speakers and are likely to be more successful in school. Before a child goes to school, their language develops in pattern as they play and use the language. Their early development of literacy depends on their experience at home and learning about letters and books. While promoting literacy to young children, teachers and parental behaviors encourages oral language development. In secondary and elementary years, there is a rapid progress in reading comprehension and vocabulary. Motivation is one key to this development together with reading with peers and using new words Intentional teachers will always use what they know on predictable cognitive, literacy and language patterns in making instructional decisions. 

Chapter 3

Moral Social and Emotional Development in Children

Piaget Moral Development Theory

This theory includes moral reasoning where he believed that cognitive abilities and structures develop first. These cognitive abilities determine the ability of a child in reasoning on social issues. The first stage of moral development is heteronomous molarity where children are subject to the rules they are imposed to mostly by family and parents. Autonomous molarity is the second stage where a child’s ideas about rule begin to change due to more friends who they copy from. As children progress in age, they are defined by their own values in terms of abstract ethical issues they have chosen to follow

Stages of a Child’s Social and Emotional Development

The social lives of young children relatively evolve in predictable ways, growing from the intimate relationship with guardians and parents to peers, family members and unrelated adults. As the children are entering the elementary school, they have developed skills for more complex actions, skill and social influence. Social and personal development of these Kids also includes self-esteem and self-concept which are mostly influenced by experience from school, home and the peers. Self-concept is the way in which an individual perceives their strength, attitudes, weakness, values and abilities and its development begins at birth and is shaped by experience. Self-esteem is ways in which a person evaluates their skills and abilities.

During early childhood years, family influence is the major force and in middle childhood years, the child’s attains more friends and they influence them and the look for peer acceptance or status.in adolescence, children undergo important changes in their emotional and social lives partly due to their changing cognitive and physical structures. The first sign in initial adolescence is developing an identity where their study their-self. The self-esteem and self-concept of children change while transiting to adolescent stage. Their social relationships also changes and they tend to spend more time with friends than before.

Chapter 4

The Diversity of Students In Terms Of Culture, Ethnicity, Socioeconomic Status and Race

Students differ in race, ethnicity, social class, culture, home language, talents and others.

Effects of Socioeconomic Status

This is defined from the parents’ occupation, education, income and prestige in the society. This is an issue even in small towns where individuals are from a similar ethnic group or religion. The social class of students mostly affects their attitude, expectations and behaviors which are affected by other factors. Children from low-class families are less likely to join school without knowing how to count than those from middle class. The middle class children are likely to perform less in school because their parents do not have time to interact with teachers.

Multicultural Differences

Multicultural dimension are divided or explained in five key dimensions, content integration, knowledge construction, prejudice reduction, equity pedagogy and empowering school culture. Knowledge construction is helping kids on creation of knowledge and ways it is influenced by social class, ethnic and racial. Content integration is use of examples, information and data from different cultures. Equity pedagogy is using teaching techniques which facilitate academic success of pupils from different social class and ethnic groups. Prejudice reduction is an important goal in multicultural education where it involves enhancing of positive relationships among pupils from different ethnic regions.

Ways in Which Students Differ In Learning Styles and Intelligence

Students differ in the way they learn, solve problems and deal with abstractions. Students are also different in specific intelligence and thus teachers should not rely on IQ test. Intelligence is determined by the environment and the genes of an individual. The prior learning of students differs from their cognitive learning styles and every person’s preference in learning conditions and environment affect their achievement

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