Educational Psychology
EDUPP211 || A.Y. 2024-2025
LEARNING, TEACHING AND EDUCATIONAL THE ROLE OF EDUCATIONAL PSYCHOLGY
PSYCHOLOGY
● 1940s and 1950s, the study of educational psychology
TEACHING AND LEARNING concentrated on individual differences, assessment and
learning behaviors
Teaching ● 1960s and 1970s, the focus of research shifted to the study
of cognitive development and learning, with attention to
● an active process in which one person shares information
how students learn concepts and remember
with others to provide them with the information to make
● More recently, educational psychologist have investigated
behavioral changes
how culture and social factors affect learning and
● regarded as both art and science
development and the role of educational psychology in
shaping public policy (Anderman,2011; Pressley & Roehrig,
Learning
2003)
● a change in the behavior as a result of experience or
● Educational psychologists study child and adolescent
practice
development, learning and motivation
ELEMENTS OF TEACHING AND LEARNING
ROLE OF TIME IN RESEARCH
1. Teacher
Longitudinal Studies
2. Learners
● Informative but time consuming
3. Milieu
● Expensive and not always practical
4. Matter
5. Method
Cross Sectional
6. Materials
● Focusing on groups of students at different ages
7. Media
8. Motivation
Micro-genetic Studies
9. Mastery
● Intensively study cognitive processes in the midst of
10. Psychological Security
change – while the change is actually occurring
11. Feedback
a. observe the entire period of change
12. Practice
b. make many observations
c. put observed behavior “under a microscope”
DIVERSITY OF STUDENTS
(examining it moment by moment or trial by
trial)
“…21st century learners who are not only critical and innovative
thinkers in the fields of science, mathematics and robotics but who
THEORIES FOR TEACHING
are also artistic and creative, and can thrive in the fields that appeal
to our soul and sense of identity”.
PRINCIPLE
- (M. Montemayor, 2019)
● An established relationship between two or more factors
between a certain teaching strategy
NO CHILD LEFT BEHIND ACT OF 2010
THEORY
PHILIPPINE CONSTITUTION Section 1, Article 14
● The State shall protect and promote the right of all ● An interrelated set of concepts that is used to explain a
citizens to quality education at all levels and shall take body of data and to make predictions about the results of
appropriate steps to make such education accessible to future experiments
all.
HYPOTHESIS
NO CHILD LEFT BEHIND Programs in Philippines ● A prediction of what will happen in a research based on
● Establishment of a school or learning facility theory and previous research
● Mandatory monitoring of children of compulsory school
age
● Compulsory attendance of children
● Special circumstances for exception from compulsory
attendance
● Prohibition on employment of children of compulsory
age
prepared by: cybct
, Educational Psychology
EDUPP211 || A.Y. 2024-2025
THE SELF, SOCIAL AND MORAL DEVELOMENT PEERS
PHYSICAL DEVELOPMENT Kinds of Peer Groups:
a. Cliques – small, friendship-based (Between 3 to 12 members)
● the growth and development of both the brain and body b. Crowd – large or big groups, based on shared interests, activities,
in infancy and early childhood attitude or reputations
● is the physical growth from birth to adulthood and the ● Peer Cultures
development of both gross and fine motor control of the ● Friendships
body ● Popularity
BRONFENBRENNER: THE SOCIAL CONTEXT FOR IDENTITY AND SELF-CONCEPT
DEVELOPMENT
Identity - the way you define your uniqueness through your past,
● views child development as a complex system of present and future
relationships affected by multiple levels of the Self – Concept is how we perceive our behaviors, abilities, and
surrounding environment, from immediate settings of unique characteristics
family and school to broad cultural values, laws, and
customs. MORAL DEVELOPMENT
Bronfenbrenner’s Human Ecology Theory the gradual formation of an individual's concepts of right and
Humans develop within the social unit of a family that functions wrong, conscience, ethical and religious values, social attitudes,
within various levels of community as represented in concentric and behavior.
circles below. Each level moving out from the core has less direct
influence. As we develop, humans process in-puts (energy, goods, COGNITIVE DEVELOPMENT
resources) taking them in and producing different forms of energy,
goods, resources or waste that are shared with the larger system. What is Development?
This exchange is on-going and changes over time.
Macro-system: The broader culture in which the youth lives, and ● in its most general psychological sense refers to certain
includes the national governmental and economic systems, broad changes that occur in human beings (or animals) between
ideological values and social norms. conception and death
Exo-system: External elements influencing the family but not ● patterns of development
including it. These might include the local government, ● Cephalocaudal Development
predominant local religion and socio-economic status of ● Proximodistal Development
community.
Meso-System: This layer directly impacts the individual and Aspects of Development
includes family members, schools, places of work and worship, ● Physical development
teams, clubs, organizations and all the relationships encompassed ● Changes in the body
in those places. ● Personal development
Micro-system: The layer in which the youth develops over time. ● Changes in an individual’s personality
As the youth and his/her relationships develop, the micro-system ● Social development
changes. This is where the core human development takes place ● Changes in the way an individual relates to others
and where energy and inputs are transformed as the youth ● Cognitive development
matures. ● Changes in thinking, reasoning and decision making
FAMILY Maturation refers to changes that occur naturally and
spontaneously and that are, to a large extent, genetically
Parenting Styles: programmed.
a. Authoritative
b. Authoritarian (Disciplinarian) General Principles of Development
c. Permissive (Indulgent)
d. Rejecting or Neglecting (Uninvolved) ● People develop at different rates
Attachment - emotional bond that forms between people ● Development is relatively orderly
Divorce ● Development takes place gradually
prepared by: cybct
, Educational Psychology
EDUPP211 || A.Y. 2024-2025
BRAIN AND COGNITIVE DEVELOPMENT Adolescent Development and the Brain
● Cerebellum - coordinates and orchestrates balance and During adolescence, changes in the brain increase individuals’
smooth, skilled movements abilities to control their behavior in both low-stress and high-stress
● Hippocampus - is critical in recalling new information and situations, to be more purposeful and organized, and to inhibit
recent experiences impulsive behavior. “high horse power, poor steering”
● Amygdala - directs emotions
● Thalamus - is involved in our ability to learn new Limbic System - develops earlier; it is involved with emotions and
information, particularly if it is verbal reward-seeking/novelty/risk-taking/sensation-seeking behaviors.
Prefrontal Lobe - takes more time to develop; it is involved with
Note: Functional Magnetic Resonance Imaging (FMRI) judgment and decision making.
Event-related potential (ERP) Positron emission tomography (PET)
Neuroscience
The Developing Brain: Neurons
● Neurons - the specialized nerve cells that accumulate and Neuroscience is the study of the biology behind thoughts,
transmit information (in the form of electrical activity) in perceptions, emotions, motivations, decisions and actions. You
the brain and other parts of the nervous system. (gray explore the amazing neurological connections between the brain
matter) and behavior.
● neurogenesis - the production of new neurons continues
into adulthood, especially in the hippocampus region. Piaget’s Theory Of Cognitive Development
● axons and dendrites long arm - and branch-like fibers to
connect with other neuron cells. Axons send messages 4 factors that Interact to Influences Changes in Thinking
and dendrites receive messages. ● MATURATION, the unfolding of the biological changes
● Synapses - tiny spaces between axons and dendrites that are genetically programmed.
where neurons share information by using electrical ● ACTIVITY, With physical maturation comes the
signals and by releasing chemicals that jump across it. increasing ability to act on the environment and learn
● Synaptic Plasticity - connections between neurons from it.
become stronger with use or practice and weaker when ● SOCIAL TRANSMISSION, or learning from others.
not use ● EQUILIBRATION, the act of searching for a balance. The
● Glial Cells - white matter of the brain. they greatly actual changes in thinking take place through this
outnumber neurons. Glial cells appear to have many process. *disequilibrium
functions, such as fighting infections, controlling blood
flow and communication among neurons, and providing Basic Tendencies in Thinking
the myelin coating around axon fibers.
● Myelination - the coating of axon neuron fibers with an ORGANIZATION — the combining, arranging, recombining, and
insulating fatty glial covering, influences thinking and rearranging of behaviors and thoughts into coherent systems
learning. This myelin coating makes message ● Schemes are the basic building blocks of thinking. They
transmission faster and more efficient. are organized systems of actions or thought that allow us
to mentally represent or “think about” the objects and
2 Kinds of Overproduction and Pruning Process events in our world.
1. Experience-expectant - because synapses are
overproduced in certain parts of the brain during specific ADAPTATION -- the tendency to adapt to their environment.
developmental periods, awaiting (expecting) stimulation. ● Assimilation takes place when we use our existing
2. Experience-dependent - Here, synaptic connections are schemes to make sense of events in our world.
formed based on the individual’s experiences. New ● Accommodation occurs when we must change existing
synapses are formed in response to neural activity in very schemes to respond to a new situation.
localized areas of the brain.
Four Stages of Cognitive Development
Left Hemisphere - is a major factor in language processing, and the
right hemisphere handles much of our spatial-visual information 1. Sensory Motor
and emotions (nonverbal information). object permanence - the understanding that objects exist in the
environment whether they perceive them or not.
Right Hemisphere - is better at figuring out the meaning of a story, goal-directed actions - Learning to reverse actions is a basic
but the left side is where grammar and syntax are understood accomplishment of the sensorimotor stage
prepared by: cybct
EDUPP211 || A.Y. 2024-2025
LEARNING, TEACHING AND EDUCATIONAL THE ROLE OF EDUCATIONAL PSYCHOLGY
PSYCHOLOGY
● 1940s and 1950s, the study of educational psychology
TEACHING AND LEARNING concentrated on individual differences, assessment and
learning behaviors
Teaching ● 1960s and 1970s, the focus of research shifted to the study
of cognitive development and learning, with attention to
● an active process in which one person shares information
how students learn concepts and remember
with others to provide them with the information to make
● More recently, educational psychologist have investigated
behavioral changes
how culture and social factors affect learning and
● regarded as both art and science
development and the role of educational psychology in
shaping public policy (Anderman,2011; Pressley & Roehrig,
Learning
2003)
● a change in the behavior as a result of experience or
● Educational psychologists study child and adolescent
practice
development, learning and motivation
ELEMENTS OF TEACHING AND LEARNING
ROLE OF TIME IN RESEARCH
1. Teacher
Longitudinal Studies
2. Learners
● Informative but time consuming
3. Milieu
● Expensive and not always practical
4. Matter
5. Method
Cross Sectional
6. Materials
● Focusing on groups of students at different ages
7. Media
8. Motivation
Micro-genetic Studies
9. Mastery
● Intensively study cognitive processes in the midst of
10. Psychological Security
change – while the change is actually occurring
11. Feedback
a. observe the entire period of change
12. Practice
b. make many observations
c. put observed behavior “under a microscope”
DIVERSITY OF STUDENTS
(examining it moment by moment or trial by
trial)
“…21st century learners who are not only critical and innovative
thinkers in the fields of science, mathematics and robotics but who
THEORIES FOR TEACHING
are also artistic and creative, and can thrive in the fields that appeal
to our soul and sense of identity”.
PRINCIPLE
- (M. Montemayor, 2019)
● An established relationship between two or more factors
between a certain teaching strategy
NO CHILD LEFT BEHIND ACT OF 2010
THEORY
PHILIPPINE CONSTITUTION Section 1, Article 14
● The State shall protect and promote the right of all ● An interrelated set of concepts that is used to explain a
citizens to quality education at all levels and shall take body of data and to make predictions about the results of
appropriate steps to make such education accessible to future experiments
all.
HYPOTHESIS
NO CHILD LEFT BEHIND Programs in Philippines ● A prediction of what will happen in a research based on
● Establishment of a school or learning facility theory and previous research
● Mandatory monitoring of children of compulsory school
age
● Compulsory attendance of children
● Special circumstances for exception from compulsory
attendance
● Prohibition on employment of children of compulsory
age
prepared by: cybct
, Educational Psychology
EDUPP211 || A.Y. 2024-2025
THE SELF, SOCIAL AND MORAL DEVELOMENT PEERS
PHYSICAL DEVELOPMENT Kinds of Peer Groups:
a. Cliques – small, friendship-based (Between 3 to 12 members)
● the growth and development of both the brain and body b. Crowd – large or big groups, based on shared interests, activities,
in infancy and early childhood attitude or reputations
● is the physical growth from birth to adulthood and the ● Peer Cultures
development of both gross and fine motor control of the ● Friendships
body ● Popularity
BRONFENBRENNER: THE SOCIAL CONTEXT FOR IDENTITY AND SELF-CONCEPT
DEVELOPMENT
Identity - the way you define your uniqueness through your past,
● views child development as a complex system of present and future
relationships affected by multiple levels of the Self – Concept is how we perceive our behaviors, abilities, and
surrounding environment, from immediate settings of unique characteristics
family and school to broad cultural values, laws, and
customs. MORAL DEVELOPMENT
Bronfenbrenner’s Human Ecology Theory the gradual formation of an individual's concepts of right and
Humans develop within the social unit of a family that functions wrong, conscience, ethical and religious values, social attitudes,
within various levels of community as represented in concentric and behavior.
circles below. Each level moving out from the core has less direct
influence. As we develop, humans process in-puts (energy, goods, COGNITIVE DEVELOPMENT
resources) taking them in and producing different forms of energy,
goods, resources or waste that are shared with the larger system. What is Development?
This exchange is on-going and changes over time.
Macro-system: The broader culture in which the youth lives, and ● in its most general psychological sense refers to certain
includes the national governmental and economic systems, broad changes that occur in human beings (or animals) between
ideological values and social norms. conception and death
Exo-system: External elements influencing the family but not ● patterns of development
including it. These might include the local government, ● Cephalocaudal Development
predominant local religion and socio-economic status of ● Proximodistal Development
community.
Meso-System: This layer directly impacts the individual and Aspects of Development
includes family members, schools, places of work and worship, ● Physical development
teams, clubs, organizations and all the relationships encompassed ● Changes in the body
in those places. ● Personal development
Micro-system: The layer in which the youth develops over time. ● Changes in an individual’s personality
As the youth and his/her relationships develop, the micro-system ● Social development
changes. This is where the core human development takes place ● Changes in the way an individual relates to others
and where energy and inputs are transformed as the youth ● Cognitive development
matures. ● Changes in thinking, reasoning and decision making
FAMILY Maturation refers to changes that occur naturally and
spontaneously and that are, to a large extent, genetically
Parenting Styles: programmed.
a. Authoritative
b. Authoritarian (Disciplinarian) General Principles of Development
c. Permissive (Indulgent)
d. Rejecting or Neglecting (Uninvolved) ● People develop at different rates
Attachment - emotional bond that forms between people ● Development is relatively orderly
Divorce ● Development takes place gradually
prepared by: cybct
, Educational Psychology
EDUPP211 || A.Y. 2024-2025
BRAIN AND COGNITIVE DEVELOPMENT Adolescent Development and the Brain
● Cerebellum - coordinates and orchestrates balance and During adolescence, changes in the brain increase individuals’
smooth, skilled movements abilities to control their behavior in both low-stress and high-stress
● Hippocampus - is critical in recalling new information and situations, to be more purposeful and organized, and to inhibit
recent experiences impulsive behavior. “high horse power, poor steering”
● Amygdala - directs emotions
● Thalamus - is involved in our ability to learn new Limbic System - develops earlier; it is involved with emotions and
information, particularly if it is verbal reward-seeking/novelty/risk-taking/sensation-seeking behaviors.
Prefrontal Lobe - takes more time to develop; it is involved with
Note: Functional Magnetic Resonance Imaging (FMRI) judgment and decision making.
Event-related potential (ERP) Positron emission tomography (PET)
Neuroscience
The Developing Brain: Neurons
● Neurons - the specialized nerve cells that accumulate and Neuroscience is the study of the biology behind thoughts,
transmit information (in the form of electrical activity) in perceptions, emotions, motivations, decisions and actions. You
the brain and other parts of the nervous system. (gray explore the amazing neurological connections between the brain
matter) and behavior.
● neurogenesis - the production of new neurons continues
into adulthood, especially in the hippocampus region. Piaget’s Theory Of Cognitive Development
● axons and dendrites long arm - and branch-like fibers to
connect with other neuron cells. Axons send messages 4 factors that Interact to Influences Changes in Thinking
and dendrites receive messages. ● MATURATION, the unfolding of the biological changes
● Synapses - tiny spaces between axons and dendrites that are genetically programmed.
where neurons share information by using electrical ● ACTIVITY, With physical maturation comes the
signals and by releasing chemicals that jump across it. increasing ability to act on the environment and learn
● Synaptic Plasticity - connections between neurons from it.
become stronger with use or practice and weaker when ● SOCIAL TRANSMISSION, or learning from others.
not use ● EQUILIBRATION, the act of searching for a balance. The
● Glial Cells - white matter of the brain. they greatly actual changes in thinking take place through this
outnumber neurons. Glial cells appear to have many process. *disequilibrium
functions, such as fighting infections, controlling blood
flow and communication among neurons, and providing Basic Tendencies in Thinking
the myelin coating around axon fibers.
● Myelination - the coating of axon neuron fibers with an ORGANIZATION — the combining, arranging, recombining, and
insulating fatty glial covering, influences thinking and rearranging of behaviors and thoughts into coherent systems
learning. This myelin coating makes message ● Schemes are the basic building blocks of thinking. They
transmission faster and more efficient. are organized systems of actions or thought that allow us
to mentally represent or “think about” the objects and
2 Kinds of Overproduction and Pruning Process events in our world.
1. Experience-expectant - because synapses are
overproduced in certain parts of the brain during specific ADAPTATION -- the tendency to adapt to their environment.
developmental periods, awaiting (expecting) stimulation. ● Assimilation takes place when we use our existing
2. Experience-dependent - Here, synaptic connections are schemes to make sense of events in our world.
formed based on the individual’s experiences. New ● Accommodation occurs when we must change existing
synapses are formed in response to neural activity in very schemes to respond to a new situation.
localized areas of the brain.
Four Stages of Cognitive Development
Left Hemisphere - is a major factor in language processing, and the
right hemisphere handles much of our spatial-visual information 1. Sensory Motor
and emotions (nonverbal information). object permanence - the understanding that objects exist in the
environment whether they perceive them or not.
Right Hemisphere - is better at figuring out the meaning of a story, goal-directed actions - Learning to reverse actions is a basic
but the left side is where grammar and syntax are understood accomplishment of the sensorimotor stage
prepared by: cybct
