|Module title||Psychology and education|
|Module lecturer||prof. UAM dr hab. Krystyna Droździał-Szelest|
|Faculty||Faculty of English|
Venue: Col. Heliodori, ul. Grunwaldzka 6, ROOM: 341
Time: Monday - 9:45 -11:15.
IMPORTANT!!!: THE COURSE STARTS ON MONDAY, MARCH 6TH!!!
Please, check your student e-mail (USOS) for the upcoming information.
Module aim (aims)
- Introducing students to core theoretical issues in the areas of psychology and education
- Familiarizing students with key concepts and terms in these areas
- Providing students with an opportunity to examine theoretical and practical developments within the field of developmental psychology with particular focus on their educational applications
- Developing an ability to critically analyse psychological theories in terms of their applicability
- Providing an opportunity to discuss key topics in the fields of developmental and social psychology and their relevance for education
- Developing an ability to perceive the relationship between educational theory and practice (including language education)
- Developing critical, reflective approach to learning and teaching
- Developing intercultural awareness with reference to education
Pre-requisites in terms of knowledge, skills and social competences (where relevant)
Working knowledge of English that would enable the student to understand academic lecture and read and discuss academic texts, as well produce a short piece of writing (a report, summary, etc.).
No of hours: 45 (lectures – 30 hs; individual /pair work – 15 hs)
Introduction: familiarizing the students with the course objectives, requirements, assessment criteria, etc. Getting to know the students.
Education and psychology: introducing the key concepts. Defining the role and place of educational psychology. General principles of child development. Rearing vs. teaching.
Introduction to early education: the role of research and the changing focus. Theories of learning: behaviourist vs. cognitive views; the concept of meaningful learning.
Reconciling theories of learning: R. Gagne and his view of learning mechanisms. Implications for classroom teaching.
Cognitive processes: lateralization, attention, perception, learning and memory.
Cognitive processes: implications for learning and teaching (e.g. study problems)
Development of a child: emotional and social development. The role of emotions – implications for education (child – parents relations, the development of self-concept, identity, consciousness, preferences, social roles, peer pressure, etc.)
Cognitive development: theories of Piaget, Vygotsky and Bruner.
Cognitive development: contd.: similarities and differences between the theories (the role of language, the role of social environment, the idea of scaffolding, etc.).
Implications of theories of child development for early education. Learning the first language – stages of language development; language system vs. language functions.
The role of play in the development of a child. The concept of play, its classifications and functions with reference to different stages of development.
The role of play and its perceptions in different countries: student presentations based on articles and own experiences; similarities and differences; universal vs. local play and games, examples.
The role of schooling. Pre-school and early school education. Goals of education. Comparing pre-school education in different countries (depending on the countries of student origin). Pre-school teacher and his/her roles/responsibilities.
Primary school education – goals – types of competences, skills, and abilities developed. Individual differences – how do they influence the course and results of education.
Discussion of test results; evaluating the students (self-evaluation as an important element). Final comments.
Child, D. 2007. Psychology and the teacher. (8th edition). New York: Continuum.
Boyd, D and Bee, H. 2009. Lifespan development. (5th edition). Boston: Allyn and Bacon.
Mercer, S., Ryan, S. and Williams, M. (eds). 2012. Psychology for language learning. Insights from research, theory and practice. New York: Palgrave Macmillan.
Wadsworth, B.J. 2003. Piaget’s theory of cognitive and affective development. Boston: Allyn and Bacon.
Articles from Journal of Early Intervention, Journal of Educational and Developmental Psychology, etc.