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Psychology of Learners and Learning

This document discusses growth and development of learners. It defines growth and development, noting that growth refers to quantitative changes in size, weight, and height, while development refers to qualitative changes in abilities and skills. It outlines several factors that influence growth and development, including internal factors like heredity and intelligence, and external factors like environment, accidents, nutrition, and social/cultural forces. The document then discusses various principles and theories of development. It explains Piaget's stages of cognitive development, Freud's psychosexual stages, and Erikson's psychosocial stages. It provides educational implications of Piaget's theory, emphasizing experiential learning. In short, the document provides an overview of key concepts

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Mary Ann Amparo
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81 views61 pages

Psychology of Learners and Learning

This document discusses growth and development of learners. It defines growth and development, noting that growth refers to quantitative changes in size, weight, and height, while development refers to qualitative changes in abilities and skills. It outlines several factors that influence growth and development, including internal factors like heredity and intelligence, and external factors like environment, accidents, nutrition, and social/cultural forces. The document then discusses various principles and theories of development. It explains Piaget's stages of cognitive development, Freud's psychosexual stages, and Erikson's psychosocial stages. It provides educational implications of Piaget's theory, emphasizing experiential learning. In short, the document provides an overview of key concepts

Uploaded by

Mary Ann Amparo
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© © All Rights Reserved
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B.Ed.

2015-16
Psychology of Learners and Learning

UNIT – II
GROWTH AND DEVELOPMENT OF
THE LEARNER

M.Vijayalakshmi
Assistant Professor
குழந்தையின்
வளர்ைலும்
வளர்ச்சியும்
Growth and Development: Meaning, factors
influencing Growth and Development –
Stages of development and its characteristics
– Adolescence problem and remedies –
Dimensions of development: Physical,
Cognitive, Social, Emotional and Moral –
Theories of development – Piaget’s cognitive
development – Freud’s psycho sexual
development – Erikson’s psycho – social
development.
Growth - வளர்ைல்

Quantitative aspects - by
size, weight and height
and indicates,
enlargement and
augmentation
DEVELOPMENT - வளர்ச்சி

Quantitative aspect - high


intelligence and low intelligence.
It cites progressive changes
results in quantity, character and
composition and comprehension
Factors influencing
Growth and Development

Internal

External
Heredity
Factors
Internal Factors Biological
Factors
Intelligence
Emotional
Factors
Social nature
Environment
in the womb
of the mother
External
Factors
• Accidents and incidents in
life
• The quality of physical
Environment environment, medical care
available afterand nourishment
birth • The quality of the facilities
and opportunities
provided by the social and
cultural forces
Environment in the womb of the mother
Physical and medical health of mother during
pregnancy
Single child or multiple children getting
nourished in the womb
The quality and quantity of nutrition received by
the embryo within the womb of the mother
Whether or not the embryo has been subjected
to harmful radiation or rays, etc
Normal or abnormal delivery
Any damage or accident to the baby in the
womb
The quality of the facilities and opportunities
provided by the social and cultural forces
Parental and family care received by a child
Economic and social status of the parents and
family
The quality of the neighbourhood and
surrounding environment
The quality of schooling received by a child
The quality of peer group relationships and
company of a child
The quality of treatment made available to a
child and his family with regard to his caste,
religion, nationality or citizenship
The quality of educational and vocational
facilities and opportunities available to a
child
The quality of the government, laws and
organization of the society to which a child
belongs
The quality of the power and status enjoyed
by the country to which a child belongs
Principles of
Growth and Development
Principle of continuity
Principle of individual differences
Rate of growth and development is not
uniform
Uniformity of pattern
Development proceeds from general to
specific responses
Principles of
Growth and Development
Principle of integration
Principle of inter-relation
Development is predictable
Growth and development are a joint product
of both heredity and environment
Growth proceeds from head to trunk, centre
to extremities
Developmental
stages

Prenatal stage
(from conception Postnatal stages
to birth)
Germinal Period
(First 2 weeks)

Prenatal stage
Embryonic Stage
(from conception
(III to VIII week)
to birth)

Foetal Stage
(IX week to birth)
POSTNATAL STAGES
 Infancy : From birth to 2 years
 Childhood : Early Childhood (From 3 to 6 Yrs)
 Later Childhood (From 7 to 10 Yrs)

 Pre-Adolescence : (From 11 to 13 Yrs)


 Adolescence : (From 14 to 17 yrs; in the strict
sense, upto the onset of puberty)
 Adulthood : Early Adulthood (From 20 to 40 Yrs)
 Middle-age : (From 40 to 60 Years)
 Old-age : (From 60 years onwards)
Adolescence
• Latin verb ‘adolescere’ which means ‘to
grow’
• Begins with the onset of puberty and
lasts till the beginning of adulthood
(12+ to 18/20)
• Stanely Hall called this period as “Period
of Storm and Stress”
Special characteristics of Adolescents
Rapid perplexing physical changes
Heightend Self-consciousness
Intensification of sex-urge
Craving for independence
Peer - group relationship
Idealism vs. Realism
Vocational choice and Need of self-support
Aspiring for Leadership
Problems of Adolescents
 Identity Crisis
 Generation Gap
 Negative and Non-conformist Attitude
 Domination of Sexual Urge
 Hesitation and Confusion in Selecting a Vocation
 Emotional Swings
 Aspiring for Autonomy
 Peer Group Dominance
Remedies to overcome the
problems of the Adolescence
o To have the proper knowledge of
adolescent’s psychology
o Providing suitable environment for
proper growth
o Rendering proper sex education
o Proper dealing with adolescents
o Training of emotions and satisfaction of
emotional needs
o To take care of the special interests of
the adolescents
o Providing Religious and Moral Education
o Provision for Vocational Education
o Arranging Guidance Service
Theories of Development
Freud’s Psycho-sexual Development Theory
of Personality
Erikson’s Theory of Psycho-social
Development in Children
Jean Piaget’s Theory of Cognitive
Development in Children
Jean Piaget’s Theory of Moral Development
in Children
Lawrence Kohlberg’s Theory of Moral
Development in Children
Jean Piaget’s
Theory of Cognitive Development
in Children
Cognitive
Structure

Organization Adaptation

Assimilation Accomodation
Jean Piaget’s Theory of Cognitive
Development in Children
• Ego-centrism
• Animism
• Realism
• Centering
• Conservation task
• Cannot understand reversibility
• Consider their parents as omnipresent and
omnipotent
• Inability to play any game, following the rules
Stages of Cognitive Development and Accomplishments
Stage-age Type of Major Accomplishments
Thinking
Sensori- Sensori- Pre-verbal
motor stage motor Repetition of movements
(0-2 years) Trial/Error behaviour
Emergence of goal directed behaviour
Object permanence, Animism
Pre- Transductive Egocentrism, Imitation, Perceptual reasoning,
operational thought, Imaginary play, Centration, Inconsistent casual
stage Intuitive reasoning
(2-7 years) thought
Concrete Inductive Decentration, Diminished ego-centrism,
operations thought Explanation Conserves, Seriates etc, makes,
stage Transformations, Classifies, Fantasizes, etc
(7-11 years)
Formal Deductive Applies logic, Infers, Verbal hypothesis, Idealistic
operations thought thinking, Collaboration with others,
stage Proportionality probabilistic and combinatorial
(11 onwards) reasoning, casual relations
Educational Implications of
Jean Piaget’s Theory
• True learning – Experiential Curriculum
• Emphasis on discovery approach
• Curriculum - Specific educational experience
• Classroom activities – self-learning
• Do not treat children as miniature adults
• Co-curricular activities
• Sufficient time should be provided
• Moral and intellectual growth go together
• Activity approach – Primary classes, Methods of
illustration – Middle school and Verbal method
of teaching – High school classes
Freud’s Psycho-sexual Development
Theory of Personality
 Based upon the Greek tragedy by
Sophocles “Oedipus Rex”
 Often referred as Odeipus Complex
 Odeipus Complex – Boys – Attracted
towards their mother
 Electra Complex – Girls – Attracted
towards their father
Freud’s Psycho-sexual Development
Theory of Personality
Oral Stage
Anal Stage
Phallic Stage
Latency Stage
Genital Stage
Erikson’s Theory of Psycho-social
Development in Children
Erikson’s Theory of Psycho-social
Development in Children
Sl.No. Stage Basic Conflict Important Events

1 Infancy Trust vs mistrust Feeding


(birth to 2 yrs)
2 Early Childhood Autonomy vs. Toilet Training
(2 to 3 Yrs) Shame and Doubt
3 Preschool Initiative vs. Guilt Exploration
(3 to 5 yrs)
4 School Age Industry vs. Inferiority School
(6 to 12 or Puberty)
5 Adolescence Identity vs. Role Social Relationships
(13 to 19 yrs) Confusion
6 Young Adulthood Intimacy vs. Isolation Relationships
(19 to 40 yrs)
7 Middle Adulthood Generativity vs. Work and Parenthood
(40 to 65 yrs) Stagnation
8 Maturity Ego Integrity vs. Despair Reflection on Life
(65 to death)
Basic Conflict Outcome
Trust vs Children develop a sense of trust when caregivers provide reliability, care and
mistrust affection. A lack of this will lead to mistrust
Autonomy vs. Children need to develop a sense of personal control over physical sills and a
Shame and sense of independence. Success leads to feelings of autonomy, failure results
Doubt in feeling of shame and doubt
Initiative vs. Children need to begin asserting control and power over the environment.
Guilt Success in this stage leads to a sense of purpose. Children who try to exert too
much power experience disapproval, resulting in a sense of guilt
Industry vs. Children need to cope with new social and academic demands. Success leads
Inferiority to a sense of competence, while failure results in feelings of inferiority
Identity vs. Teens need to develop a sense of self and personal identity. Success leads to
Role an ability to stay true to yourself, while failure leads to role confusion and a
Confusion weak sense of self
Intimacy vs. Young adults need to form intimate loving relationships with other people.
Isolation Success leads to strong relationships, while failure in loneliness and isolation
Generativity Adults need to crests or nurture things will outlast them, often by having
vs. Stagnation children or creating a positive change that benefits other people. Success
leads to feelings of usefulness and accomplishments in the world
Ego Integrity Older adults need to look back on life and feel a sense of fulfillment. Success

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