HANDOUT (Psychological Foundation of Education)

Republic of the Philippines
SAMAR STATE UNIVERSITY

College of Graduate Studies
Degree : Master of Arts in Education (MAEd)

Course No. : FE 501
Course Descriptive Title : Foundation of Education
Academic Term : First Semester, School Year 2020-2021
Professor : Dr. Redentor Palencia
Discussant : Jestony L. Matilla
Topic : Psychological Foundations of Education
Educational Psychology
- Deals in learning and teaching.
- This branch of psychology involves not just the learning process of early
childhood and adolescence, but includes the social, emotional, and cognitive
processes that are involved in learning throughout the entire lifespan.
- It covers important topics like learning theories, teaching methods,
motivation, cognitive, emotional, and moral development, and parent-child
relationships etc.
Cognitive and Learning Development
Cognitive Development
- Is gradual, systematic changes by which mental process become more complex
and refined.
- Establishment of new schemes is essential in cognitive development.
Theories of Cognitive Development

Piaget’s Main Tenet
Jean Piaget
- Viewed children as constructivists, meaning they are active seekers who
respond to the environment according to their understanding of its essential
feature.
- He also believed that intelligence was not random but it was a set of organized
cognitive structures that the child actively constructed, and viewed
intelligence as basic life function that helps the child to adapt to his
environment.
Two Essential Intellectual functions:
1. Organization- is inborn and automatic, and it refers to the child’s tendency to
arrange available schemata into coherent systems or body of knowledge.
2. Adaptation- is the child’s tendency to adjust to the demands of the
environment. This occurs in two ways:
Arteche Blvd., Guindapunan Catbalogan City, Samar Philippines 6700 | Telephone No. (055) 251 - 2139; 251 - 2016 | Fax: (055) 543 - 8394 website: www.ssu.edu.ph.
a. Assimilation-is interpreting or understanding environment events in

terms of one’s existing cognitive structures and ways of thinking.
b. Accommodation- is changing one’s cognitive structures and ways of
thinking to apprehend environmental events.
Stages of Cognitive Development

1. Sensorimotor Stage (birth to 2 years)
- During this stage, children acquire knowledge through sensory experiences
and performing actions accordingly. This is entirely unconscious, self-
unaware, and non-symbolic cognition. There are six division of this stage.
a. Reflexes (0-1 month)
- These refer to the behavioral foundation upon which more complex behaviors
are based. They develop when applied to a wider variety of stimuli and events
e.g. sucking and modify with continuous experience.
b. Schemes (1-4 months)
- These refer to an organized pattern of behavior which the child interacts and
comes to know his world e.g. sucking and grasping. This substage
coordinates and integrates previously independent schemes such as visual
and auditory. Moreover, schemes are directed inward, e.g. grasp for the sake
of its grasping than on the effect it has on the world.
c. Procedure (4-8 months)
- The schemes are directed outward and develop into procedures of interesting
behaviors that produce interesting effects in the world. Procedure gets
repeated e.g. banging on a pot with a wooden spoon.
d. Intentional Behavior (8-12 months)
- Prior to this substage, child produces some outcome from his behavior and
repeats it. Now, the child wants to produce a particular result then figures out
the action.
e. Experimentation (12-18 months)
- Is the child’s trial-and-error exploration of the world to discover new different
ways of acting on it. Here the child produces new actions and observes the
effect e.g. pulling the rug to get an out-of-reach object.
f. Representation (18-24 months)
- Before this substage, all actions and results occur externally. In this substage,
the child begins to think about and acting on the world internally e.g. naming
an object that is not currently present but is just though of. Besides, the child
witnesses an action but does not reproduce it and he reproduces the witnessed
action at a later time. This is called a deffered imitation.
2. Preoperational Stage (2 to 6 years)
- During this stage, children develop their capacity to employ symbol,

particularly language. Because of symbols, they are no longer limited to the
stimuli that are immediately present and they use these symbols to portray the
external world internally e.g. child can talk about the ball and can form a
mental image of it. In stage, children also develop their ability to conserve the
qualitative and quantitative identify of objects even when they change
perceptually.
3. Concrete Operational Stage (6-12 years)
-

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Republic of the Philippines

SAMAR STATE UNIVERSITY

Degree : Master of Arts in Education (MAEd)

Theories of Cognitive Development

a. Assimilation-is interpreting or understanding environment events in

Stages of Cognitive Development

- During this stage, children develop their capacity to employ symbol,

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