The introduction of adolescence development module. This is the first of 3 ppts.

1. Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
BEd
(Secondary)
ES001:
EDUCATIONAL
PSYCHOLOGY:
Session 1
Introduction to Educational
Psychology, Adolescence and
Adolescent Development
LEARNERS AND LEARNING

2. 2
Psychology Educational Psychology
Content:
• What do you know about it?
• What do you need to know about it?
• How ed.psy helps teachers and students?

3. 3
The Role of Education Psychology
After you got the knowledge, then what are you going to do with it?
• How do we face current situation?
• Do we change our practices as often as we should?
• How do we know if changes we make are effective?

4. 4
AN INTRODUCTION
TO
EDUCATIONAL PSYCHOLOGY

5. 5
What is it?
Psychology is the scientific study of behaviour and mental
processes.
Educational psychology is the branch of psychology that
specialises in understanding teaching and learning in
educational settings.

6. 6
Educational Psychology:
A Tool for Effective Teaching
Teaching as Science & Art
As a science, educational psychology’s aim is to provide you
with research knowledge that you can effectively apply to
your teaching situations.
But your teaching will still remain an art.

7. 7
Some Key Areas in
Educational Psychology
Development,
Learning and
Thinking
Development of the
Self and Identity
Cognitive
Development
Theories about
Learning
Complex Cognitive
Processes
Intelligence
Individual Variations
Physical, Social,
Emotional, and
Moral Development
Motivation, Teaching
and Learning
Assessment

8. 8
ADOLESCENCE

9. 9
What is Adolescence?
A period of transition from childhood to adulthood, marked by
major physical changes of puberty and important cognitive
and social changes

10. 10
PERSPECTIVES
ON
ADOLESCENCE

11. 11
Historical Perspective
Early History
In early Greece, the philosophers commented about the nature of
youth.
Plato (4th Century B.C.)
Aristotle (4th Century B.C.)
In the Middle Ages, children and adolescents were viewed as miniature
adults and were subject to harsh discipline.
In the 18th Century, the French philosopher Jean-Jacques Rousseau
offered a more enlightened view of adolescence.

12. 12
Historical Perspective
The 20th & 21st Centuries
• G. Stanley Hall’s Storm-and-Stress View
• Margaret Mead’s Sociocultural View
• The Inventionist View
• Further Changes in the 20th and 21st Centuries
– The women’s movement
– The dual family and career objectives
– Increased use of media and technology by adolescents
– Increased diversity

13. 13
ADOLESCENTS TODAY

14. 14
Activity: Adolescents Today
Note down some of your observations about adolescents
today.
Share these observations within your group.
The observations can be generic ones relating to any aspects of their
lives including fashion, appearances, attitudes and language,
And/ Or
characteristics and traits of adolescents which fascinate you.

15. 15
Stereotypes of Adolescents
Stereotype: A generalization that reflects our impressions
and beliefs about a broad category of people.
All stereotypes carry an image of what the typical member
of a particular group is like.

16. 16
Stereotypes of Adolescents:

17. 17
Some Examples:
• “They are all lazy”
• “They don’t want to work”
• “They are all sex fiends”
• “They are all into drugs”
• “They say they want a job, but when they get one, they
don’t want to work”
• “The problem with adolescents today is that they all
have it too easy”

18. 18
• The negative stereotyping of adolescents is overdrawn.
(Benson & others, 2006; Collins & Steinberg, 2006).
• Psychologists now focus on the positive side of human
experience and greater emphasis on hope, optimism, positive
individual traits, creativity, and positive group and civic values,
such as responsibility, nurturance, civility, and tolerance.
(Benson & others, 2006; Reinders & Youniss, 2006).
A Positive View of Adolescence

19. 19
• Adults’ perceptions of adolescents emerge from a combination of
personal experience and media portrayals, neither of which
produces an objective picture of how typical adolescents develop
(Feldman & Elliott, 1990).
A Positive View of Adolescence

20. 20
• It is an enormous error to confuse adolescents’
enthusiasm for trying on new identities and indulging
in occasional episodes of outrageous behaviour with
hostility toward parental and societal standards.
A Positive View of Adolescence

21. 21
Today’s Adolescents in the U.S. and
Around the World
"It’s the best of times and the worst of times.”
• Televisions, computers, cell phones, and air travel are
often the norm, not the exception.
• However, the temptations and hazards of the adult world
descend on adolescents so early that too often they are
not cognitively and emotionally ready to handle them
effectively.

22. 22
Youth Around The World
• Two-thirds of Asian Indian adolescents accept their parents’
choice of a marital partner for them
(Verma & Saraswathi, 2002).
• In the Philippines, many female adolescents sacrifice their
own futures by migrating to the city to earn money that they
can send home to their families.

23. 23
Youth Around The World
• Street youth in Kenya and other parts of the world learn to
survive under highly stressful circumstances. In some cases
abandoned by their parents, they may engage in delinquency
or prostitution to provide for their economic needs.
• In the Middle East, many adolescents are not allowed to
interact with the other sex, even in school (Booth, 2002).
• Cultural differences among adolescents have by no means
disappeared (Berry, 2007; Larson & Wilson, 2004; Saraswathi,
2006).

24. 24
Youth Around The World
 Rapid global change is altering the experience of
adolescence, presenting new opportunities and challenges to
young people’s health and well-being.
 Around the world, adolescents’ experiences may differ
depending on their gender, families, schools, and peers
(Brown & Larson, 2002; Larson & Wilson, 2004).

25. 25
Brad Brown and Reed Larson (2002) summarized some of
these changes and traditions in the world’s youth:
• Health and well-being
• Gender
• Family
• School
• Peers
Adolescents’ lives are characterized by a combination of change
and tradition.
Youth Around The World

26. 26
ADOLESCENT DEVELOPMENT

27. 27
The Nature of Development
Development:
The pattern of change that begins at conception and
continues through the life span.Most development involves
growth, although it also includes decay (death and dying).

28. 28
Development Processes
Developmental Changes are a Result of Biological, Cognitive,
and Socioemotional Processes

29. 29
Development Processes
Biological, Cognitive,
and Socioemotional
Processes
Biological
processes
Physical changes
within an
individual’s body.
(Continued from previous slide)

30. 30
Development Processes
Biological, Cognitive,
and Socioemotional
Processes
Cognitive
processes
Changes in
thinking and
intelligence.
(Continued from previous slide)

31. 31
Development Processes
Biological, Cognitive,
and Socioemotional
Processes
Socioemotional
processes
Changes in
relationships, emotions,
personality,
and social contexts.
(Continued from previous slide)

32. 32
Periods of Development (Santrock, 2008)
Period Age Range Characteristics
Infancy birth to 18 to 24
months
Extreme dependence
The beginning of many activities
Early Childhood
(pre-school years)
2-5 years More self-sufficient
Interaction with peers
Development of school readiness
skills
Middle and Late
childhood
elementary school
years (6-11 years)
Self-control increases
Mastery of fundamental literacy and
numeracy skills
Achievement is a central theme in life
Interaction beyond the family
• Prenatal Period

33. 33
Periods of Development
Period Age Range Characteristics
Adolescence
• Early
Adolescence
• Late
Adolescence
10-21 years Transition from childhood to
adulthood
Puberty
Independence and identity
Development of cognitive functions
and complexity in thought
Early Adulthood Early 20s-30s Work and love are main themes in
life
•Middle Adulthood
•Late Adulthood
•Old Age

34. 34
Processes of Development
Biological
Processes
Socioemotional
Processes
Cognitive
Processes
Periods and Processes of Development (Santrock, 2008)
Periods of Development
Infancy Early childhood Middle & Late Childhood Adolescence Early adulthood

35. 35
Developmental Issues
• Nature vs. Nurture
• Continuity vs. Discontinuity
• Early vs. Later Experience
• One Course of Development or
Many?

36. 36
1. Maturation and Experience
(Nature vs. Nurture)
• Nature:
An organism’s
biological inheritance.
• Nurture: Environmental
experiences

37. 37
The Nature Vs. Nurture Controversy
• The nature proponents:
Biological inheritance is the most important influence on
development.
• The nurture proponents:
Environmental experiences are the most important.

38. 38
• How is our intelligences?
Is it nature or nurture?
• How about our body proportional?
Nature or Nurture?
• How about our learning style?

39. 39
2. Continuity and Discontinuity
• Continuity of development
• The view that development
involves gradual cumulative
change from conception to death
• Discontinuity of development
• The view that development
involves distinct stages in life
span

40. 40
3. Early and Later Experience
• Focuses on the degree to which early experiences
(especially in infancy) or later experiences are the key
determinants of the child’s development.

41. 41
4. One Course of Development or Many?
• The same sequence of development for all children?
• Or do different contexts, and unique combinations of
genetic and environmental circumstances result in
different paths of change?

42. 42
Evaluating the Developmental Issues
• It’s unwise to take an extreme position on developmental
issues
• Nature and nurture, continuity and discontinuity, and early
and later experience all affect our development throughout
the human life span
• The above consensus has not meant the absence of
spirited debate

43. 43
Social Contexts of Development
• Contexts are the settings in which development occurs.
• Contexts are influenced by historical, economic, social, and
cultural factors.
• Adolescent development occurs against
a cultural backdrop that includes family, peers, school, church,
neighborhood, community, region, and nation (Berry, 2007;
McLoyd, Aikens, & Burton, 2006; Parke & Buriel, 2006; Shirev
& Levy, 2007).

44. 44
Bronfenbrenner’s Ecological Theory
Bronfenbrenner’s
theory focuses on the
social contexts in
which people live and
the people who
influence their
development.

45. 45
Bronfenbrenner’s Ecological Theory cont’d
Microsystem: Direct interactions with
parents, teachers, peers, and others.
Mesosystem: Linkages between
microsystems such as family and school,
and relationships between students and
peers.
Exosystem: Experiences in settings in
which a child does not have an active role
influence the child’s experiences.

46. 46
Bronfenbrenner’s Ecological Theory cont’d
Macrosystem: The broader culture in
which students and teachers live.
Chronosystem: The sociohistorical
conditions of a student’s development.

47. 47
Sid’s father left his family years ago and provides no support for them. Sid
and his three siblings live with their mother in a public housing project for
low-income families. They receive public assistance in the form of reduced
rent, money to live on, and participation in a food program. Sid and his
siblings receive free school lunches, and do not have to pay the standard
book rental fee. In addition, they receive free medical care when ill or
injured, but Sid’s mother considers the care they receive to be
substandard. Recently, she contacted legal aid about obtaining child
support from her children’s father
Bronfenbrenner’s Ecological Theory
Theory into Practice
Q.1: What aspects of Sid’s microsystem are discussed in
the example? Explain.
Q.2: What aspects of Sid’s exosystem are discussed in the
example? Explain.

48. 48
Sid’s father left them years ago and provides no support for the family. Sid
and his three siblings live with their mother in a public housing project for
low-income families. They receive public assistance in the form of reduced
rent, money to live on, and participate in a food program. Sid and his
siblings receive free school lunches, and do not have to pay the standard
book rental fee. In addition, they receive free medical care when ill or
injured, but Sid’s mother considers the care they receive to be
substandard. Recently, she contacted legal aid about obtaining child
support from her children’s father.
Bronfenbrenner’s Ecological Theory
Theory into Practice
Q.3: How is the mesosystem currently operating for Sid?
Explain.

49. 49
Bronfenbrenner’s Theory in the Classroom
• Think about children embedded
in several environmental
systems and influences
• Attend to connections between
school and families
• Recognize the importance of
community, culture, and
socioeconomic status

50. 50
Development and Education
• Understanding children’s development enables teachers to
know the level at which it is appropriate to teach their students
• Importance of developmentally appropriate teaching practices

51. 51
Development and Education
• Developmentally appropriate teaching takes place at a level
that is neither too difficult and stressful nor too easy and
boring for the child’s developmental level.
• Challenges of ‘splintered development’ (Horowitz, et. al.,
2005)