PED3701 - Psychology Of Education_ OCT/NOV Examination.

PED3701 - Psychology Of Education_ OCT/NOV Examination. Distinguish between self-concept and self-esteem as dynamic structures in adolescents' development. A very important task of adolescence is to get to know who they are, how they feel about themselves and how they will evaluate themselves. Self-concept is how a child views who they are based on their habits, skills and behaviour. This has to do with self-related beliefs (the questions of “Who am I?”). For example a child who holds a negative view of self is likely to project this feeling into their lives onto the environment. On the other hand, self-esteem has more to do with self-related feelings. Self-esteem is an attitude or view which one has about him or herself. For example a child who believes they are unworthy and feels unwanted about them is more likely to respond inappropriately to life's decisions. 1.1.2 As the self-concept differentiates, so does the self-esteem. Describe the interaction between self-concept and self-esteem by referring to the importance of both concepts. Self-concepts and self-esteem plays an important role in the explanation of student’s behaviour in educational settings. Self-esteem is the value individual’s place on their own perceived selves. Self-esteem is formed to layers according to a personal value system. Self-concept and later identity form the basis of self-esteem. Self-esteem is necessary for the survival of the soul. It’s the ingredient that gives dignity to human existence. People with low self-esteem have frequently used negative communication whereas people with positive self-concept make a positive statement to others. 1.1.3 What advice would you give to a teacher to enhance the self-esteem of the learners in his/her classroom? It is very important for teachers to recognise this early in their careers. Teachers can enhance the self-esteem of their learners by accepting all learners as well as for their accomplishments. He/she should create methods within the classroom to promote selfcriticism and self-reward. They should provide learners with opportunities to experience success. Teachers should accord learners with equal treatment, everyone should be handled equally. Help your learners to learn and believe that, when given opportunity, they are as capable as any other group of people. Teachers should allow learners freedom to express views that differ from those presented during the lesson, as long as these views are supported by logical reasoning. It is important to set reasonable test, assignments and examinations, so that the learners who has studied, stands a good chance of doing well. As teacher you should maintain a high standard throughout because this too contributes a positive self-esteem. Show interests in your learner’s affairs and make them aware that they are worthy, in this why they will reinforce a positive behaviour about themselves. 3 | P a g e This study source was downloaded by from CourseH on :41:49 GMT -05:00 This study resource was shared via CourseH QUESTION 2 2.1 List Piaget’s four stages of cognitive development in children and describe how each stage is different from the others in terms of a child’s cognitive abilities. 1. Sensory-motor phase: This stage happens at 0-2 years old. In these stage functional changes happens from reflex level to goal directed activity. This is the level of action and language development. Intelligence takes the form of motor actions, schemata experienced through movement and activity. A child begins to make use of memory, thought and imitation. 2. Pre-operational phase: This stage happens at 2-7 years old. In this phase children have the ability to represent matters intellectually or symbolically. Their language development becomes central. They can’t think logically and don’t see readily, they only see other people’s point of view. 3. Concrete-operational phase: This stage happens at 7-11 years old. Children are on the verge of logical thinking around the age of 7. They are able to compare, categorise and reverse thinking. They are also capable of cognitive acts concerning concrete, real matter. 4. Formal-operational phase: This stage happens when a child reaches between 11-15 years old. They are now capable of carrying out formal operations, they can think abstract and logically. They can organise information in many ways and can engage in hypothetical thinking. In this stage they develop concern about social issues and identity. 2.2 Which theory encourages group work? Why does this scientist see it as important? Lev Vygotsky theory encourages group work, he emphasised the social context of learning and discovered that psychological processes are shared between the child and adult. 2.3 Sternberg proposed the triarchic theory of human intelligence. Which intelligence does he consider to be the most important? Why do you say so? Creative intelligence, because children develops their creative senses from an early stage in their life. Here they have the ability to solve new problems and familiar problems in an automatic way. 2.4 Discuss the relationship between Bronfenbrenner's ecological theory and the factors that influence intelligence. This theory looks at a child's development within the context of the system of relationships that form his or her environment. Bronfenbrenner's theory defines complex "layers" of 4 | P a g e This study source was downloaded by from CourseH on :41:49 GMT -05:00 This study resource was shared via CourseH environment, each having an effect on a child's development. The interaction between factors in the child's maturing biology, his immediate environment, and the societal landscape fuels and steers his development. Changes or conflict in any one layer will ripple throughout other layers. Intelligence is strongly influenced by the environment. Factors related to a child's home environment and parenting, education and availability of learning resources, and nutrition, among others, all contribute to intelligence. Parenting is important to influence intelligence; parenting is also the face-to face way to interact with your child which joins the micro system of Bronfenbrenner's theory.