Psychological
foundations of
education
What is learning?
Learning and human development.
The concepts of learning. Types and mechanisms of learning.
• Education psychology or pedagogical psychology deals
with learning and teaching. This branch of psychology
interested in the learning process in early childhood and
adolescences, the social, emotional, and cognitive
processes that are involved in learning throughout entire
lifespan.
• Learning is a deliberate, controlled process of cognition
of the phenomena of the world, their patterns,
development history and exploration activity, results from
the interaction of the student with the teacher or other
students.
Обучение представляет собой целенаправленный процесс управляемого познания
явлений окружающего мира, их закономерностей, истории развития и освоения способов
деятельности, в результате взаимодействия ученика с учителем или другими
обучающимися
• Education refers to the process (or result) of the
development of certain society levels of cultural heritage
of the society and the associated level of individual
development.
Под образованием понимается процесс (или результат) освоения определенных
обществом уровней культурного наследия общества и связанный с ним уровень
индивидуально развития
• The development is an objective process internal serial
quantitative and qualitative changes of physical and
spiritual forces of the people. Include physical, mental,
social and spiritual development of the personality
THE RELATIONSHIP
BETWEEN
LEARNING AND
DEVELOPMENT
LEARNING AND DEVELOPMENT
ARE TREATED AS TWO
INDEPENDENT FROM EACH
OTHER PROCESS
• Mental development is an independent process which
has its own internal laws.
• Child development is presented as a process determined
by natural laws and flows through the ripening.
• It is assumed that to teach arithmetic a child must have a
well-developed memory, attention and thinking.
• The teacher's task is to define this feature and start
training. Development must make certain complete
cycles, certain functions must mature before the school
can begin teaching. Eliminates the possibility of the
influence of education on development. At first – mental
development, second - learning.
example
LEARNING AND EDUCATION
ARE NECESSARY CONDITIONS
FOR A MENTAL DEVELOPMENT
OF CHILDREN
• Mental development is a process with specific historical
and social in nature
• Education and training are as universal and necessary
form of mental development of children.
• Stages of intellectual development and their
psychological characteristics are determined by the
system of organization and ways of conveying the
individual's social and historical experience
• All forms and features of mental activity are acquired by
the person in the process of communication.
Стадии интеллектуального развития и их психологические особенности
определяются системой организации и способами передачи индивиду
общественно-исторического опыта.
Все формы и особенности мыслительной деятельности имеют объективные
общественно задаваемые образцы, которые усваиваются человеком в процессе
общения.
• The child, who was abducted in early childhood by wild
animals. raised outside of society, the child can not speak,
think and adapt to life in human society.
example
The concept of
learning. Types
and mechanisms
of learning.
• Learning acts as a leading factor of development through
which the child forms of human behavior and reflection
of reality, the process of turning biological specimens in
the subject of the human relationship to the world.
Научение – выступает как ведущий фактор развития, с помощью которого у ребенка
формируются человеческие формы поведения и отражения действительности,
процесс превращения биологической особи в субъекта человеческого отношения к
миру.
Training – specific activity, which aims is learning.
Includes
– the processing of information about important properties
of the world, which is necessary for the successful
organization of certain types of practical or theoretical
activity. The product of this process is knowledge.
усвоение информации о значимых свойствах мира, которая необходима для
успешной организации тех или иных видов практической или теоретической
деятельности
– learning how to use this information for the correct
selection and control methods and operations in accordance
with the terms learning objectives and goals. Product –
ability.
освоение приемов и операций, из которых складываются все виды деятельности
- development of techniques and operations that make up
all activities.
Product – skills. Skills – automated unconscious actions.
How to learn to drive a car. First received knowledge:
studied the theory of driving, traffic rules, read different and
not very useful articles on the Internet. Then gradually he
began to form skills, for example, learned to start the car
and take off to perform some maneuvers, etc. Gradually,
with increasing experience, skills began to be transformed
into skills and began to start the car and to maneuver so that
to a lesser extent, consciously controlled these processes,
many things he was doing already on full "automatic"
Example
• Thus, the doctrine has a place where human actions are
controlled by conscious purpose – to absorb certain
knowledge, skills, ability.
TYPES OF
LEARNING
• Imprinting
• Rapid, automatic, almost immediate (in comparison with
the long process of learning) the adaptation of the
organism to the specific conditions of his life, using
practically born ready behaviors.
Быстрое, автоматическое, почти моментальное (по сравнению с
длительным процессом обучения) приспособление организма к конкретным
условиям его жизни с использованием практически готовых с рождения форм
поведения
• The conditioned-reflex learning
• Involves the emergence of new forms of behavior such as
conditional reactions to originally neutral stimulus.
Предполагает возникновение новых форм поведения как условных реакций на
первоначально
нейтральный стимул, который раньше специфической реакции не вызывал
• Operant learning
• Knowledge, abilities and skills are acquired in the he
method of trial and error
• The vicar learning
• Learning through direct observation of the behavior of
other people, in which once a person adopts and
assimilates the observed behavior
• Learning through direct observation of the behavior of
other people, in which once a person adopts and
assimilates the observed behavior
• Verbal learning
• The acquisition of human experience through the
language.