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Educational Psychology: Week 1

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by: Neyesia Lawrence

Educational Psychology: Week 1 201

Marketplace > Towson University > Psychlogy > 201 > Educational Psychology Week 1
Neyesia Lawrence
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About this Document

These notes summarize what was covered in class during this week.
Educational Psychology
Beth A. Gallihue
Class Notes




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"The content was detailed, clear, and very well organized. Will definitely be coming back to Neyesia for help in class!"
Nola Cremin

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This 2 page Class Notes was uploaded by Neyesia Lawrence on Friday January 15, 2016. The Class Notes belongs to 201 at Towson University taught by Beth A. Gallihue in Spring 2016. Since its upload, it has received 76 views. For similar materials see Educational Psychology in Psychlogy at Towson University.


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The content was detailed, clear, and very well organized. Will definitely be coming back to Neyesia for help in class!

-Nola Cremin


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Date Created: 01/15/16
Tuesday 2/2/2016 Ch. 1- Educational Psychology: A tool for Effective Teaching What is educational psychology?  Defined as a branch of psychology that specializes in the application of psychological concepts to the practice of teaching and learning. History (Important people in EP)  William James- wanted to improve education so he observed teaching and learning in classrooms  John Dewey- saw the child as an active learner and wanted to focus on the “whole child”- who they are inside/outside of school o Put an emphasis on how the child was able to adapt to their environment o Pushed for competent education for all students  El Thorndike- emphasis on the scientific contribution to learning o Believed that students should be tested on what they learned  Mammie and Kenny Clark (1939)- Studied African American students and what they thought about themselves (self-concept) o Doll Experiment- children were asked a series of questions referring to a white doll and a black doll Effective Learning  Instrumental variety- a good instructor will know how to use various methods of teaching  Task involvement- keeping the students’ attention and keeping them engaged in various tasks  Careful use of praise- make sure you link the praise to a specific behavior so that they are able to know what they did to earn it  Consistent classroom guidelines o Prevent the use of double standards o Do not try to threaten or intimidate the child o Try to get to the root of their bad behavior and do not take it personal  Periodic feedback- let them know how their progress  Reflection- observe the experiences you had and determine what can be done differently in the future. Knowledge base of teaching 1. Know and understand who you are teaching 2. Know how to teach the information to your students 3. Know the information and the curriculum like the back of your hand Thursday 2/4/2016 Chapter 2: Cognitive and Language Development Developmental Processes  Physical Process o Puberty- child experiences physical along with hormonal changes o Improvement in their motor skills o Brain and genetics  Cognitive Processes o They are able to start thinking more sophisticatedly and abstractly o Acquire language  Socio-emotional Processes o Emotional changes o Child’s interactions with others change o Personality development *All interacted and effect each other Cognitive Development  Piaget o “Helps us to understand why children think differently than adults” o Schemas- a cognitive framework on how we interpret and organize information  Assimilation- a mental process where the child is able to add new information into what they already know  Accommodation- a mental process where the child has to adjust new information and their experiences o Organization- the way we group items to better understand them o Teachers must be able to present information that match the child’s framework  Piaget’s Four Stages o Sensorimotor (birth-2yrs)  Child gains their knowledge from their experiences and motor skills  Child permanence- when the child is able to determine that there items still exist when they are no longer in the child’s sight o Preoperational (2-7yrs)  Symbolic function sub stage  Symbolic thought- are able to create mental representations of objects that are not present  Egocentrism  Have a hard time understanding others’ point of view


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