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TEACHER
Educational psychology is important to the teacher for the following reasons:
i.
ii.
iii.
iv.
others of the need for educational intervention for the good of our
children.
b. Research Orientation
Our people are not research conscious and yet the only way to
understand our children better and improve learning is through
research. The educational Psychology course is based on the results of
research. It therefore impresses on the need to conduct private child
study within the classroom. It also encourages teachers to keep records
of behaviour.
LEARNING:
Learning can be defined as the acquisition of new knowledge, idea, skills,
values and experiences which enable the individual to modify or alter his
actions. It also involves the utilization of the newly acquired knowledge or
experience as well. Learning brings about permanent changes in the learner
MATURATION
Maturation, has been defined by Gleitman, H. (1996) as programmed growth
process which is relatively unaffected by environmental condition. E.g. walking
in humans. For training to yield effective results, a defined level of maturation is
required. For example, learning and training should start when a child reaches
an appropriate level of maturation which implies concept of readiness for an
activity. Teachers and parents must not ignore the childs level of maturation
otherwise it would be a waste of time and effort to expect a child to perform a
task or learn materials he/she is not matured enough to undertake.
IMPRINTING
Learning is sometimes confused with the psychological concept, imprinting.
Imprinting is an instinctive reaction an organism displays that capitalizes on
certain tendencies which appears whenever the time is ripe. For instance, at
certain times after hatching, new duckling can be induced to follow any moving
object nearby. The timing is right and behaviour of following is inborn which
guides certain species of animals such as bird, reptiles or fish to behave in
certain predictable manner. But unlike these other animals, human beings do not
have this genetic code of imprinting. Humans rather behave according to their
experience in the course of their interaction with the environment.
INSTINCT
This is an unlearned response. It is inborn. For instance, sucking of mothers
breast by a new born baby, cock crowing and neonatal cry are not learning.
REFLEX ACTION
These are some actions that the organism does not have control over. Some of
these actions are heart beat, sneezing, coughing, breathing, etc. some are
permanent while some are temporary. Yet, they cannot be said to be learning.
Based on the above discussions, it could be deduced that:
there are some behaviours that are permanent which are not due to
experience.
REFERENCE:
Biehier, R. F. And Snowman J. (1990). Psychology Applied to teaching. USA:
Itoughton Mifflin Company.
Eke, E. (2014). Child Development in a changing Cultural Context, Ibadan:
Heinemann (Nig.) Educational Publishers.
Mukherjedd A. (2002). Educational Psychology. Zaria: S. Asekome & Co.