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PETERS COLLEGE Iligan City PES 1- EDUCATIONAL PSYCHOLOGY/CHILD AND ADOLESCENT PSYCHOLOGY EDUCATIONAL PSYCHOLOGY - is the accumulated knowledge, wisdom, and seat-of-the-pants theory that every teacher should possess to intelligently solve the daily problem - is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. I. IMPORTANCE OF HUMAN GROWTH, DEVELOPMENT, AND LEARNING Human Development - is the scientific study of the quantitative and qualitative ways by which people change over time Growth - is often referred to as quantitative changes in an individual as he progresses in chronological age like increases in height and weight (physical growth) Development - qualitative change that refers to the increase in skills and complexity of function resulting in increased specialization. It is the gradual and orderly unfolding of the characteristics of the successive stages of growth - is a progressive series of changes that occur as a result of maturation and experience Maturation - a biological process that accounts for age-related changes in growth and development and requires favorable support from the environment to occur Learning - is the aspect of development that connotes modification of behavior that results from practice and experience - a relatively permanent change in behavior potentiality that occurs due to experience and reinforced practice Developmental Tasks - expectations that arise during a defined period of life. For example, learning the fundamentals of reading, writing, and arithmetic are developmental tasks in the elementary years. ASPECTS OF DEVELOPMENT:

Physical Development - changes in the body, brain, sensory, capacities, and motor skills Intellectual Development - changes in a wide variety of mental abilities such as learning, memory, reasoning, thinking, and facility with language Personality and Social Development Personality is the unique way in which each person deals with the world, expresses emotions, and gets along with others. Social development is that which affects both the physical and cognitive aspects of functioning. Moral Development is the cause to become gradually aware of the distinction between right or wrong; to unfold standards or habits that have to do with right or wrong in conduct Spiritual Development is an evolved refinement of thought and feeling; of the spirit or soul as distinguished from the body or material matters. A consciousness of religion or the church that is held sacred.

II. DEVELOPMENT OF THE LEARNER Principles of Growth and Development: 1. Normative sequence. Growth and development takes place in certain orders even though speed varies from one individual to another. 2. Differentiation and integration. Global patterns of behavior are broken into smaller ones, and smaller ones are put together into larger ones. 3. Developmental direction. Growth and development spread over the body from head to foot (cephalo-caudal law) and spreads outward from the central axis of the body to the extremities (proximodistal law). 4. Optimal Tendency. The organism grows as though seeking a target to be reached by using any available resources. 5. Development. This is the product of maturation and learning. In phylogenetic functions those skills which are universally true of the human race. In ontogenetic functions those that are specific to the individual, such as writing, driving, learning in the form of training is essential. 6. Early foundations are critical. Attitudes, habits, and patterns of behavior established during the early years determine to a large extent how successfully individuals will adjust to life as they grow older. 7. All individuals are different. Individual differences are significant because they are responsible for individuality in personality make-up. 8. Each phase of development has characteristic behavior. The patterns of behavior are marked by period of equilibrium and disequilibrium. 9. Each phase of development has hazards. There is ample evidence that each phase of development has associated with it certain developmental hazards whether physical, psychological, or environmental. 10. Development is aided by stimulation. This is directly encouraging the individuals to use an ability which is in the process of developing. 11. Growth is unique. Some functions that result from growth are unique to the species.

12. There are social expectations for every stage of development. Havighurst has labeled the social expectations as developmental tasks. 13. The various aspects of development are integrated. It is only when considered in relation to other aspects that any phase of development becomes meaningful. Implications: Knowledge of the principles of development is important for three reasons: 1. It helps us to know what to expect and when to expect it. 2. It gives the adult information as to when to stimulate and not to stimulate the child. 3. It makes possible for parents, teachers, and others who work with children to prepare the child ahead of time for the changes that will take place in his body, his interests, or his behavior. Principles of Maturation 1. Principle of directionality 2. Principle of functional asymmetry 3. Principle of self-regulating fluctuation III. HAVIGHURTS DEVELOPMENTAL TASKS DURING LIFE SPAN 1. Babyhood and Early Childhood learning to take solid foods learning to walk learning to talk learning to control the elimination of body wastes learning sex differences and sexual modesty getting ready to read learning to distinguish right and wrong and beginning to develop a conscience 2. Late Childhood building physical skills necessary for ordinary games building a wholesome attitude toward oneself as a growing organism learning to get along with age mates beginning to develop appropriate masculine or feminine social roles developing fundamental skills in reading, writing, and calculating developing concepts necessary for everyday living developing a conscience, a sense of morality, and a scale of values developing attitudes toward social groups and institutions achieving personal independence 3. Adolescence achieving new and more mature relations with age mates of both sexes achieving a masculine or feminine social role accepting ones physique and using ones body effectively desiring, accepting, and achieving socially responsible behavior achieving emotional independence from parents and other adults preparing for an economic career preparing for marriage and family life

acquiring a set of values and an ethical system as a guide to behavior developing an ideology 4. Early Adulthood getting started in an occupation selecting a mate learning to live with a marriage partner starting a family rearing children managing a home taking on civic responsibility finding a congenial social group 5. Middle Age achieving adult civic and social responsibility assisting teenage children to become responsible and happy adults developing adult leisure-time activities relating oneself to ones spouse as a person accepting and adjusting to the physiological changes of middle age reaching and maintaining satisfactory performance in ones occupational career adjusting to aging parents 6. Old Age adjusting to decreasing physical strength and health adjusting to retirement and reduced income adjusting to death of spouse establishing an explicit affiliation with members of ones age group establishing satisfactory physical living arrangements adapting to social roles in a flexible way IV. STAGES OF THE LIFE SPAN 1. Prenatal Period conception to birth 2. Infancy divided into two periods Partunatal period from birth to cutting and tying of the umbilical cord Neonatal period from the cutting and tying of the umbilical cord to the end of the second week 3. Babyhood end of the second week to end of the second year Divisions: Lap baby Toddler 4. Early Childhood 2-6 years 5. Late Childhood 6-10 to 12 years 6. Puberty or Preadolescence 10 -12 to 13-14 years 7. Adolescence 13 or 14 to 18 years 8. Early Adultho od 18 40 years 9. Middle Age 40 60 years 10. Old Age or Senescence 60 years to death