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Psychological Foundation of Education PSYCHOLOGICAL FOUNDATION OF EDUCATION MA [Education] First Semester II (EDCN 702C) [ENGLISH EDITION] Directorate of Distance Education TRIPURA UNIVERSITY Reviewer Dr Sitesh Saraswat Reader, Bhagwati College of Education, Meerut Dr. Nidhi Agarwal and Prof. Puneet Kumar, (Units: 1.2-1.3, 1.5.6, 2.3-2.5, 3.2-3.2.2, 3.2.4, 3.3-3.3.10, 3.4-3.4.2, 5.3-5.6) © Dr. Nidhi Agarwal and Prof. Puneet Kumar, 2015 JC Aggarwal (Units: 1.5-1.5.5, 2.2, 2.6, 2.7-2.7.4, 3.2.3, 3.4.3, 4.0-4.17, 5.2, 5.7) © JC Aggarwal, 2015 Vikas Publishing House (Units: 1.0-1.1, 1.4, 1.6-1.10, 2.0-2.1, 2.7.5, 2.8-2.12, 3.0-3.1, 3.5-3.9, 5.0-5.1, 5.8-5.12) © Reserved, 2015 Books are developed, printed and published on behalf of Directorate of Distance Education, Tripura University by Vikas Publishing House Pvt. Ltd. All rights reserved. No part of this publication which is material, protected by this copyright notice may not be reproduced or transmitted or utilized or stored in any form of by any means now known or hereinafter invented, electronic, digital or mechanical, including photocopying, scanning, recording or by any information storage or retrieval system, without prior written permission from the DDE, Tripura University & Publisher. Information contained in this book has been published by VIKAS® Publishing House Pvt. Ltd. and has been obtained by its Authors from sources believed to be reliable and are correct to the best of their knowledge. However, the Publisher and its Authors shall in no event be liable for any errors, omissions or damages arising out of use of this information and specifically disclaim any implied warranties or merchantability or fitness for any particular use. Vikas® is the registered trademark of Vikas® Publishing House Pvt. Ltd. VIKAS® PUBLISHING HOUSE PVT. LTD. E-28, Sector-8, Noida - 201301 (UP) Phone: 0120-4078900 Fax: 0120-4078999 Regd. Office: 576, Masjid Road, Jangpura, New Delhi 110 014 Website: www.vikaspublishing.com Email: [email protected] SYLLABI-BOOK MAPPING TABLE Psychological Foundation of Education Syllabi Mapping in Book Unit: I Educational Psychology: Concept, Nature and Scope of Unit 1: Educational Psychology Educational Psychology, Relationship between Education and (Pages 3-23) Psychology, Educational Psychology as Applied Field Contribution of the Following Schools of Psychology Towards Education: Behaviourism, Gestalt, Psychoanalytical. Unit: II Process of Growth and Development Unit 2: Growth and Development – Physical, Social, Emotional and Cognitive (Pages 25-102) – Development of Concept, Logical Reasoning, Problem Solving, Language. Individual Differences: Determinants, Role of Heredity and Environment, Educational Implications. Unit: III Intelligence: Concepts, Theories and Measurement Unit 3: Creativity and Intelligence Creativity: Concepts, Process, Identification, Measurement and (Pages 103-143) Fostering Relationship between Intelligence and Creativity. Unit: IV Theories of Learning: Thorndike’s Connectionism; Pavlov’s Unit 4: Theories of Learning Classical and Skinner’s Operant Conditioning; Learning by Insight; (Pages 145-202) Hull’s Reinforcement Theory and Tolman’s Theory of Learning, Lewin’s Field Theory – Gagne’s Hierarchy of Learning – Factors Influencing Learning – Learning and Motivation – Transfer of Learning and its Theories. Unit: V Psychology and Education of Exceptional Children: Creative, Unit 5: Psychology and Education of Gifted, Backward, Learning Disables and Mentally Retarded. Exceptional Children Personality: Type and Trait Theories–Measurement of Personality (Pages 203-260) Mental Health and Hygiene–Process of Adjustment, Conflict and Defense Mechanism, Mental Hygiene and Mental Health. Sex Education. CONTENTS INTRODUCTION 1 UNIT 1 EDUCATIONAL PSYCHOLOGY 3-23 1.0 Introduction 1.1 Unit Objectives 1.2 Educational Psychology: A Science of Education 1.3 Educational Psychology: Nature and Scope 1.3.1 Nature of Educational Psychology 1.3.2 Scope of Educational Psychology 1.4 Relation Between Education and Psychology 1.4.1 Importance of Educational Psychology for the Teacher 1.5 Schools of Psychology and their Contribution to Education 1.5.1 Experimental Psychology and Experimentalist Psychologists 1.5.2 Functionalism and Functionalist Psychologists 1.5.3 Behaviourism and Behaviouristic Psychologists 1.5.4 Psychoanalysis School and Psychoanalysists 1.5.5 Constructivism 1.5.6 Gestalt Theory of Learning 1.6 Summary 1.7 Key Terms 1.8 Answers to ‘Check Your Progress’ 1.9 Questions and Exercises 1.10 Further Reading UNIT 2 GROWTHAND DEVELOPMENT 25-102 2.0 Introduction 2.1 Unit Objectives 2.2 Process of Growth and Development 2.2.1 Physical Development 2.2.2 Social Development 2.2.3 Emotional Development 2.2.4 Motor Development 2.3 Concept Formation 2.3.1 Process of Concept Formation 2.3.2 Concept Development 2.4 Logical Reasoning 2.4.1 Types of Reasoning 2.4.2 Steps of Reasoning 2.4.3 Training in Rational Thinking 2.5 Problem Solving 2.5.1 Approaches to Problem-Solving 2.5.2 Steps in Effective Problem-Solving Behaviour 2.5.3 Phases of Problem-Solving 2.5.4 Problem-Solving and Role of the Teacher 2.5.5 Thinking and Problem Solving 2.6 Cognitive and Language Development 2.6.1 Theories of Cognitive Development 2.6.2 Language Acquisition and Speech Development 2.6.3 Development and Levels of Language 2.6.4 Roots of Language and its Use 2.6.5 Factors Influencing Language Development 2.6.6 Perspectives of Language Development 2.7 Individual Differences 2.7.1 Factors Affecting Individual Differences 2.7.2 Educational Implications in Individual Differences 2.7.3 General Guidelines for Meeting the Needs of Individual Differences 2.7.4 Role of Heredity 2.7.5 Role of Environment 2.8 Summary 2.9 Key Terms 2.10 Answers to ‘Check Your Progress’ 2.11 Questions and Exercises 2.12 Further Reading UNIT 3 CREATIVITYAND INTELLIGENCE 103-143 3.0 Introduction 3.1 Unit Objectives 3.2 Creativity 3.2.1 Concept of Creativity 3.2.2 Nature of Creativity 3.2.3 Creativity and Divergent Thinking 3.2.4 Creative Teacher 3.3 Creativity Tests 3.3.1 Non-Verbal Tests of Creative Thinking 3.3.2 Rationale for the Activities Included in the Test 3.3.3 Technical Information about the Test 3.3.4 Reliability of the Test 3.3.5 Validity of the Test 3.3.6 Elaboration 3.3.7 Scoring of the Title 3.3.8 Score Summary 3.3.9 Interpretation of Scores 3.3.10 Title Scores 3.4 Intelligence 3.4.1 Assessment of Intelligence 3.4.2 Relation between Intelligence and Creativity 3.4.3 Theories of Intelligence 3.5 Summary 3.6 Key Terms 3.7 Answers to ‘Check Your Progress’ 3.8 Questions and Exercises 3.9 Further Reading UNIT 4 THEORIES OF LEARNING 145-202 4.0 Introduction 4.1 Unit Objectives 4.2 Significance of the Theories of Learning 4.2.1 Categorization of Theories 4.3 Pavlov’s Classical Conditioning Theory of Learning 4.3.1 Principles of Conditioning 4.4 Thorndike’s Theory of Learning: Connectionism or Theory of Trial and Error 4.4.1 Laws Propounded by Thorndike 4.5 Hull’s Need Reduction Theory of Learning 4.6 Skinner’s Theory of Operant Conditioning 4.7 Gestalt (Or Kohler’s) Theory of Learning by Insight 4.8 Lewin’s Field Theory of Learning 4.9 Tolman’s Sign Theory of Learning 4.10 Factors Influencing Learning 4.11 Motivation and Learning 4.12 Transfer of Learning and its Theories 4.13 Summary 4.14 Key Terms 4.15 Answers to ‘Check Your Progress’ 4.16 Questions and Exercises 4.17 Further Reading UNIT 5 PSYCHOLOGYAND EDUCATION OF EXCEPTIONAL CHILDREN 203-260 5.0 Introduction 5.1 Unit Objectives 5.2 Meaning of Exceptional Children 5.2.1 Gifted Children 5.2.2 Backward Children 5.2.3 Slow Learner 5.2.4 Juvenile Delinquency 5.3 Personality and its Theories 5.3.1 Theories of Personality 5.4 Measurement of Personality 5.4.1 Tools of Personality Assessment 5.5 Mental Hygiene 5.5.1 Principles of Mental Hygiene/Mental Health: Classification 5.6 Mental Health 5.7 Sex Education 5.8 Summary 5.9 Key Terms 5.10 Answers to ‘Check Your Progress’ 5.11 Questions and Exercises 5.12 Further Reading Introduction INTRODUCTION Psychology contributes to a better understanding of the aims of education by NOTES defining them and making them clearer. Psychology makes ideas of educational aims clearer. It influences education very strongly due to its blend with different features pertaining to learning and teaching. If a teacher has no knowledge about psychology, he/she will not be able to understand the needs and problems of a child. Psychology guides to comprehend the differences individually and counter them with suitable educational strategies. It also helps teachers in guiding students and counselling them. Psychology provides a scientific base to education. It also gives a dignified appearance and discipline to it. One can use the methods of experimentation, due to psychology’s contribution to education. An analysis has been carried out on the tendency and power of the mind, by using psychological methodologies. Measuring the capacity of the mind has become feasible with psychology as an objective science. In addition, one can also demarcate the different dimensions of mental operations. This book, Psychological Foundations of Education, has been designed keeping in mind the self-instruction mode format and follows a simple pattern, wherein each unit of the book begins with an Introduction to the topic followed by Unit Objectives. The content is then presented in a simple and easy-to- understand manner, and is interspersed with ‘Check Your Progress’ questions to test the reader’s understanding of the topic.
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