Essentials of Educational Psychology

Description

Unit -1:   Psychology: Its meaning and concept                 

1.1: Introduction:

1.2: What is psychology?

1.3: Definitions of psychology:

1.4:  What is behaviour?

1.5. The Roots of Psychology

1.6: Psychological perspectives

1.7: Schools of Thought

1.7: 1: Behaviourism

1.7:2:  Psychoanalysis:

1.7: 3: Gestalt School of Psychology

1.8: How do psychologists study the mind?

1.9:  Relationship between education and psychology:

1.10: Influence of Psychology on Education

1.10.1:  Influence of Psychology on the Theoretical Aspect of Education:

1.10.2:  Influence of Psychology on the Practical Aspect of Education:

1.11:  What is Educational Psychology?

1.12:  Definitions of Educational Psychology:

1.13:  Aims of Educational Psychology:

1.14:  Nature of Educational Psychology:

1.15:  Scope of Educational psychology:

1.16:  Importance of educational psychology for teacher:

1.17:  Implications of Educational Psychology to Classroom Situations:

Unit-2: Developmental Psychology

2.1: Introduction:

2.2: Meaning of Growth and Development:

2.3: Meaning of Growth:

2.4:  Meaning of Development:

2.5: Difference between Growth and Development:

2.6: The Principles of Growth and Development

2.7: Significance of Developmental Tasks:

2.8: Role of the teacher in facilitating growth and development:

2.9:  Human Growth:

2.10: Dimensions of Human Development:

2.11: Stages of human Development:

2.12. Infancy (Birth to 3 Years):

2.12. I: Developmental Characteristics of Infancy (Birth to 3 Years):

2.12.2: Developmental Characteristics of Infancy (Birth to 3 Years):

2.12.3:  Education and Infancy (Birth to 3 Years):

2.13:  The Concept Childhood and Early Childhood:

2.13.1:  Developmental Characteristics of Early Childhood (2-6 Years)

2.14: Late Childhood (Age 6-12 Years)

2.14.1:  Developmental Characteristics of Late Childhood:

         2.14.3: Education and Childhood:

2.15: Adolescence: (Age 12-18 Years):

2.15:1: Developmental Characteristics of Adolescence

2.15:2:  Characteristics of Adolescence:

2.15.3: Problems of Adolescence:

2.15:4: Education and Adolescent:

2.16: Factors Affecting Child Development:

2.16.1: Hereditary Influences on development:

2.16.2: Environmental Influences on development:

2.16.3: Nature versus nurture:

2.17: Some Important Environmental factors of Development:

2.17.1: Family Environment:

            2.17.2: Influences of school on Child Development:

          2.17.3: Influence of Society on Child Development:

Unit: 3: Learning Process

3.1: Introduction:

3.2: Meaning of learning:

3.3: Definitions of learning:

3.4:   Nature of learning:

3.5: Characteristics of Learning:

3.6: Process of Learning:

3.7 : Factors affecting learning:

3.7. 1: Cognitive factors of learning:

3.7. 2:  Affective factors of learning:

3.7. 3: Conative factors of learning:

3.8: Motivation and Learning:

3.8.2:   Definitions of Motivation

         3.8.1:  Meaning of Motivation:

3.8.3: Process of Motivation:

3.8.4: The characteristics of motivated behaviour:

3.8.5: Types of Motivation:

3.8.6:  Importance of motivation in learning:

3.8.7: How to motivate student or techniques of motivations in school:

3.9: Attention and interest in learning:

3.9.1: Meaning of attention:

3.9.1.1. Definitions of attention:

3.9.1.2: Determinants / Factors of Attention:

3.9.1.3:    Importance of Attention in learning:

3.9.2:  Interest:

3.9.2.1:   Meaning of interest:

3.9.2.2:    Definitions of interest:

3.9.2.3:  Characteristics of interest:

3.9.2.4:   Relationship between interest and attention

3.9.2.5:    Importance of interest in Education of children:

3.9.2.6:   How to create Interest and Attention in the student:

3.10: Memory and learning:

3.10.1: What is memory?

3.10.2: Definitions of memory:

3.10.3: Characteristics of memory:

3.10.4: Analysis of memory Process and its factors:

3.10.5: Improvement memory:

Unit- IV:  Personality:

4. 1: Introduction:
5. 2 : Meaning of Personality:
6. 3: Definitions of Personality:
7. 4: Characteristics of personality:
8. 5: Determinants /Factors of Personality influencing or Affecting Personality:
9. 5. 1:   Physiological and physical factors (genetic or biological):
10. 5. 2:   The Psychological or Mental Factors:
11. 5. 3:   Emotional Factors of Personality:
12. 5. 4:   The Environmental or Social Factors

4.6:  Theories of Personality

4.7:  Personality Type Theories:

4.7:1: Ancient Greeks: The Four Humors

4.7:2:  Ernest Kretshmer’s Classification of Personality:

4.7:3: Dr. William Sheldon’s Classification:

4.7:4: Jung Classified:

4.8: Concept of Mature Personality:

4.8.1: Criteria of mature Personality:

4.9: Concept of Balanced/ Integrated Personality Personality

4.9.1: Characteristics of Integrated Personality

4.9.2: Importance of Personality Integration:

4.10: Instinct and Emotion

4.10. 1: Meaning of Instinct:

4.10. 2: Definitions of Instinct:

4.10. 3: McDougall’s theory of Instinct and stages of instinctive behaviour

4.10.4: Characteristics of instincts: –

4.10.5: McDougall’s list of Human Instincts

4.10. 6: Criticism of the Instinct Theory

4.10. 7: Instincts and Education:

4.10. 8: Need of Modification of instinct:

4.10. 9: Modification of Instinct:

4.10. 10:  Educational Implication of Instinct –

4.11:  Meaning of Emotion

4.11:1:  Types of Emotion

4.11:2:  Definitions of Emotion

4.11:3:   Characteristics of emotions

4.11:4:  Relationship between Instinct and Emotion

4.11:5:  Instinct and Emotion

4.11:6:   Emotional Training

4.11:7:  Importance of emotions in Classroom Teaching

Unit- V: Mental Hygiene

5.1: Introduction:

5.2: What is mental Health?

5.3: Definitions of Mental Health:

5.4:  Characteristics of mental health:

5.5: Importance of Mental Health-

5.6: Criteria of Good Mental Health:

5.7: What is mental Hygiene?

5.8: Definitions of Mental Hygiene:

5.9: Aims/objectives of Mental Hygiene:

5.10: Scope of mental hygiene:

5.11: Function of mental hygiene

5.12: Mental Hygiene and Education:

5.13: Home environment and mental health of the child:

5.14: Mental hygiene and school:

5.15:   Adjustment Process:

5.15.1 :    What is adjustment?

5.15.2. Definitions of adjustment;

5.15.3. Psychological view of Adjustment

5.15.4. (a) Adjustment as a Continuing Process:

5.15.4.(b) Adjustment in terms of Achievement:

5.15.5:   Mechanism of Adjustment

.15.15:  1: Why these are called defence mechanism?

5.15.5:  2: Definitions of Adjustment mechanism:

5.15.5: 3.Characteristics of Adjustment mechanism;

5.15.5: 4:  Important mental Mechanism:

5.15.5: 5. Adjustment at Family:

5.15.6. Adjustment at school

5.15.7: Factors effecting adjustment at school

5.15.8: The role of classroom teacher in student adjustment

5.16: Exceptional child:

5.16:1. Exceptional Children and education:

5.17:  Gifted Children:

5.17.1: Meaning Gifted Children:

5.17.2: Origin of the Term Gifted

5.17.3: Definitions Gifted Children:

5.17.4:  Characteristics of Gifted Students:

5.17.5: Needs of Gifted Students:

5.17.6: Problems of Gifted Children

5.17.7: Strategies for Teaching Gifted Students:

5.18: Slow Learners:

5.18: 1: Concept of Slow Learners:

5.18: 2: Definition of slow learner:

5.18: 3: Characteristics of Slow Learners:

5.18: 4: Types of Slow Learners:

5.18: 5: Causes of Slow Learning

5.18: 6: Special problems of slow learners

5.18: 7: Importance of Guidance of the Slow Learner:

5.18: 8: Educational Programmes for Slow Learners:

5.19: Mental Retardation

5.19.1: Meaning Mental retardation;

5.19.2: Definitions of mental retardation:

5.19.3: Levels of Mental Retardation:

5.19.4: Causes of Mental Retardation:

5.19.5:  (a) Genetic Factors:

5.19.6: (b) Environmental Factors:

5.19.7: Diagnosis of Mental Retardation

5.19.8: Prevention of Mental Retardation:

5.19.9:   Intervention of Mental Retardation

5.19.10:  Mental Retardation and Education:

5.19.11:   How should one deal with such a problem?