Educational Psychology 1-6 lecture Flashcards
what do educational psychologists do
- individual case work
- individual assessment
- teacher supervision
- teach effective study techniques
- training other educational psychologists
educational psych approach
person-centered
To be educational psychologist you need to
- undergrad + postgrad qualification of educational psych
- knowledge of education system
- detailed understanding of child dev + special ed
- experience with CYP
- experience in research
Special Needs Educational Psychologists deal with
- learning
- languages + communication
- sensory + physical
- emotional + behavioural
- mental health issues
- wellbeing
- social dev
diff settings educational pschologists work in
- individual
- groups
- schools
- communities
educational pschs work with
- parents
- carers
- families
problem analysis framework psychologists use
- background info
- initial guiding hypotheses
- identified problem dimensions
- problem analysis
- agreed action plan
- monitoring + eval of outcomes
what type of monitoring do EPs use
target monitoring evaluation =
types of services EPs offer
- parental support
2 .provide training + professional support (for teachers)
- support communities during critical time (school shooting)
- carry out research to develop new programmes
Bronfenbrenner’s Ecological Systems Theory
- child
- microsystems - immediate family, school
- mesosystem = connection between environment
- exosystem = indirect environment
- macrosystem = social + culture
- chronosystem = changes over time
expert teacher
- provides challenging curriculum
2 deep ability of representing material
3. skilfulness and in monitoring and providing feedback to students
stats of bullying
- 90% want to have class without bullying
- 17% students stand up to bullying when they see it happen
- 75% of bullying stops when a student intervenes
how long bullying lasts
- 65% within a month
- 13% one semester
- 9% one year
- 13% a few years
Participatory Action Research
researchers closely work with people affected by issue being studied to solve problems better
action research circle
- observe
- plan
- act
- reflect
what impacts child’s development
- genetis
- parenting
- culture
- education
- health
- friends
development definition
how people grow, change, adapt throught a lifetime
cognitive development
how people think, explore and figure things out
constructivist approach to learning and somoene who believed it
- active construction of world through exploration
- subjective
Jean Piaget
schemas
inventor
defintion
Jean Piaget
- mental frameworks that help individuals organise and interpret info
assimilation
incorporate new info with preexisting schemas
accommodation
modifying existing schemas or creating new ones to fit info
equilibration
progress of cog dev stages through balancing assimilations and accommodation through solving conflicts
Piaget Stages of Dev
- sensorimotor
- age 18-24 months
- object permanence
- pre-operational
- age 2 to 7 yrs
- symbolic thought
- concrete operational
- age 7 to 11 yrs
- logical thought
- troubles with abstract thinking
- formal operational
- adolescent to adulthood
- abstract thinking + scientific reasoning
neo-pagietian views of dev
- development seen in terms of specific tasks instead of overall stages
- impact of culture, social and education context on dev progress
Vygostsky View on Cog Dev
cog development influenced by cultural and social factors → emphasis of role of social interaction in dev of mental abilities
- culture specific tools =
- private speech = when kids speak to themselves
- zone of proximal development = tasks kid can’t achieve by themselves yet but can with assistance
- scaffolding = support structures (more skilled people) to help students master skills
- reciprocal teaching = teachers and students take turns leading discussions using strategies like summarising and clarifying
- mediation = learning by having concepts explained by more skilled peers
Vygotsky’s View on Language
- language plays 2 critical roles in cog deb
- cultural transmission of knowledge
- through formal instruction and informal interactions
- shape understanding of world and own place in it
- cultural transmission of knowledge
- intellectual adaptation
- tool for thinking
- facilitates dev of higher mental functions like abstract thinking, planning + problem solving
Vygotsky’s 3 Languages
- social speech = initial form of lang, primary means for kid to engage with others
- age: 2
- function: establish shared meanings + participate in cultural activities
- private speech = over and audible directed to self
- age: 3
- serves: intellectual function
- inner speech = private speech transforms to silent inner speech
- age: 7
Vygotsky’s Zone of Proximal Dev
we learn best when knowledge is not able to be acquired by us but can be with the guidance of more knowledgeable more
scaffolding definiton
when we first start on new info we get a lot of support which lessens over time the more competent we become
skills used for scaffolding
- prompting
- recasting
- eliciting
- making learners notice a language pattern
- promoting learning through discovery
- commenting on learner lang
- correcting
developmentally appropriate practice
methods that promote each child’s optimal
development and learning through a strengths-based, play-based approach to joyful,
engaged learning.
Erikson’s stages
- trust that basic need will be met
- independence of doing tasks
- take initiative in some activities
- self confidence in abilities when competent
- experiment + develop identity and roles
- establish intimacy
- contribute to society
- asses and make sense of life and meaning of contribution
intentional teacher
- needs to know everything and integrate theory
- needs to know children’s experience
how to encourage learning
- keep it informal
- patience
- peer group
generalizable vs ideographic
generalizable = psych findings aim to generalize population
ideographic = EP’s work on individual basis
continuous theories of development
- development as smooth progress
- focus on environment
discontinuous theories of development
- development as predictable stages
heteronomous morality
morality set by authoritative figure
- fixed + unchangeable
- focus on consequences not intentions
autonomous morality
- morality changes based on mutual agreement
- flexible
- focus on intentions
- develops at age 12
Kohlberg’s Moral Dev
- pre-conventional
- conventional
- post-conventional = decision based on universal principles
Marcia’s 4 Identity Statuses
- foreclosure = before identity crisis
- identity diffusion = identity not found yet
- moratorium = experiment with diff identities bc identity not found yet
- identity achievement = freely chosen identity
least restrictive placement
child must be placed in settinng that is as normal as possible
mainstreaming
place exceptional students in mainstream classes as soon as they meet same requirements as typical students
full inclusion
place all students in same classroom (even severely disabled students)
IEP
individualised educational programme
- each student has individual programme that has clear objective to improve student’s level of achievement
3 ring model of giftedness
- above average ability
- creativity
- task commitment
programmes for gifted students
- pull out programme
- acceleration
- enrichment
pull out programme definiton
gifted students pulled out of class for gifted education a few hours a week
acceleration programme definition
go over same material but faster then move on to more difficult material
enrichment definiton
normal course but added activities to increase understanding
type 1 enrichment
more advanced levels of involvement in topic to spark interest to pursue topic further
“read more of Dicken’s work”
type 2 enrichment
develop high thinking skills
“look into historical times of Dickens”
type 3 enrichment
individ or group investigation of real problems drawing on material learned
“how urban problems today compare to Dicken’s work”
practical implications for teaching gifted students
- encourage them to learn more
- help gifted students find problems to solve
- work with families so they get environmental reinforcement
- reinforce self-esteem not rooted in social comparison
2 intellecutal disabilites
- familial intellectual disabilities
- organic intellectual disabilities
familial intellectual disabilities
runs in families
organic intellectual disabilities
associated with traumatic events or abnormalities
mild intellectual disability
IQ: 50-70
- supported reaching 6th grade level
- vocation related skills
moderate intellectual disability
IQ: 35-50
- supported reaching 4th grade level
- unskilled activities
severe intellectual disability
IQ: below 35
- no benefits from vocational training
- very simple tasks (eating with spoon) can be done
intellectual disability characteristics
- can’t transfer strategies from one subject to another
- deficit in complex mental thinking -> planning
- can’t cope with new environments
practical implications for teaching intellectual disabled
- teach learning strats
- divide lessons into smaller, clear defined steps
- help students learn self-regulation
- make lessons applicable to everyday life
- help students raise self-esteem
learning disability definition
performance in one subject substantially worse than expected from child’s intelligence
2 ways to deal with learning disabilities
- compensation = working around area of weakness
- remediation = correcting areas of weakness
implications for teaching learning disabilities
- makes strats relevant to specific needs
- teach learning strats
- foster self-esteem + motivation to learn
- explore learning strengths to use for compensation
practical implications for teaching ADHD students
- sit ADHD students away from distractors
- structure activities + rules
- help students focus with non-verbal signs
- give feedback of what behaviour was appropriate
- provide opportunities to let loose excess energy
2 types of behavioral disorders
- internalising
- externalising
internalizing definition + how to combat
shy + withdrawn
not noticeable
to combat: normalise group work
externalising definition + how to combat
disruptive, aggressive, defiant
noticeable
to combat:
- positive reinforcement if good behaviour
- checklists for kids to monitor own behaviour
mental health defintion
state of mental wellbeing that helps people cope with challenges of life + learn and work well AND contribute to community
wellbeing definition
equilibrium between psych, social + physical resources and challenges
risk factors for bad mental health
- poverty
- violence
- discrimination
- inequality
protective factors for bad mental health
- bio factor
- social
- environmental
- psych
- cultural / spiritual -> religious people are happier
what does Bronfenbrenner believe are the most important protective factors for mental health?
peer + family support
* peer acceptance
* peer pro.social values
* healthy bond with parents + discipline
