How Can Teachers Use Theories and Findings from Developmental Psychology to Inform Classroom Practise.
How can teachers use theories and findings from developmental psychology to inform classroom practise.
Teachers can use theories and findings from developmental psychology to improve the quality of learning that takes place within the classroom by changing the learning methods and social conditions that typify an educational classroom. This essay will attempt to show that although there are many psychological ideas that have theorised and researched different ways to educate; the most successful of these are drawn from Experiential learning. The vast scope of research on child development within developmental psychology forbids a full dissection of all key theorists in this brief essay; therefore I have limited the theoretical discussion to research and examples originating from the works of Carl Rogers, Jean Piaget and Lev Vygotsky.
Although there is some disagreement, the bulk of psychological theory suggests that the techniques educators are currently using to develop learning potential in educational settings are inadequate. The approach of the different schools of thought, point out that educators do not centre on the socio-cognitive development of their pupils and provide differing examples of where the educators and the educational system has failed to facilitate student development. Theoretical examples can be drawn from Rogers who believed that education needed to person-centred (Rogers cited in Kirschenbaum and Henderson:1989 :p326); Lisi who expressed that peer learning was undervalued and discovery learning would dramatically enhance learning potential (Lisi :2002:p1) and Vygotsky who felt the educators needed to be integrated into the learner's experience(Mooney:2000:p82.) This direct and indirect assault on the current educational process coupled with educators scornful attitude towards the theories which many feel have little practical value, create a difficult environment for developmental psychology and education to have productive dialogue
Teachers can use theories and findings from developmental psychology to improve the quality of learning that takes place within the classroom by changing the learning methods and social conditions that typify an educational classroom. This essay will attempt to show that although there are many psychological ideas that have theorised and researched different ways to educate; the most successful of these are drawn from Experiential learning. The vast scope of research on child development within developmental psychology forbids a full dissection of all key theorists in this brief essay; therefore I have limited the theoretical discussion to research and examples originating from the works of Carl Rogers, Jean Piaget and Lev Vygotsky.
Although there is some disagreement, the bulk of psychological theory suggests that the techniques educators are currently using to develop learning potential in educational settings are inadequate. The approach of the different schools of thought, point out that educators do not centre on the socio-cognitive development of their pupils and provide differing examples of where the educators and the educational system has failed to facilitate student development. Theoretical examples can be drawn from Rogers who believed that education needed to person-centred (Rogers cited in Kirschenbaum and Henderson:1989 :p326); Lisi who expressed that peer learning was undervalued and discovery learning would dramatically enhance learning potential (Lisi :2002:p1) and Vygotsky who felt the educators needed to be integrated into the learner's experience(Mooney:2000:p82.) This direct and indirect assault on the current educational process coupled with educators scornful attitude towards the theories which many feel have little practical value, create a difficult environment for developmental psychology and education to have productive dialogue