Many people devote almost their entire lives to learning. It all starts with kindergarten, then goes to school, university. Do not forget about the many courses that a person can use throughout his life, gaining new knowledge. Pedagogical psychology allows us to study many aspects related to education, training, development, and so on.
Relevance and demand for the profession
Modern society never ceases to develop, and views on life change. In addition to physical satisfaction, people seek peace of mind. This is not always easy to achieve. A psychologist helps to find the problem of depression, correct self-esteem and improve the client’s life.
The demand for psychological help will only grow. Every year people become more and more distant from each other due to the popularity of gadgets. There is an increase in stress and crises; many people cannot cope with the demands of society.
How to choose courses
A psychologist helps to cope with mental problems, improve the client’s life and change. You can become such a specialist only after training. To do this, you need to graduate from university or take psychological courses.
Voluntary attention - what is it in psychology
You can choose the right place to study based on several criteria. First of all, you need to find out which educational institution conducts it. Well-known universities or a popular training center will do. Next you need to find out who exactly teaches, and how famous this person is in the world of psychology.
Important! The teacher must be a practicing specialist, preferably with published scientific works - this is the only way to be sure of his experience.
Psychology training should be carried out according to plan. For beginners, it includes the study of general concepts, a historical excursion, and an analysis of the main directions.
How successful a person will be as a specialist depends on the quality of training.
The form of training also matters. It can be not only face-to-face, but also remote. In this case, educational materials are provided in electronic form, and lectures are provided in video form.
History of the formation of educational psychology
The identification and development of this industry as a separate direction did not occur immediately. The main stages in the development of educational psychology can be noted:
- The first general didactic stage
. It all started with the work “The Great Didactics”, written by Y.A. Comenius in 1632. They proposed creating a separate system of schools where one could get a good education. He helped formulate a number of principles of education and develop the concept of classroom education. - The second stage
continued from the end of the 19th century and lasted until the 20th century. During this time, the formation of educational psychology as a separate branch occurs. Among the most important scientists for this stage are Vygotsky and Kapterev. - The third stage
occurs during the formation of a large number of teaching methods. This was influenced by the following scientists: Okon, Landa and others.
What subjects need to be taken
Reflection - what is it in psychology, definition
If a person decides to go to study at a university, he will have to pass entrance exams. As a rule, they consist of the Russian language, mathematics, social studies, and biology.
Important! In some educational institutions, a second degree can be obtained after an interview and testing.
A person can enroll both full-time and part-time. The passing scores are not so high, so anyone can get a profession.
Books on educational psychology
To further understand this topic, it is recommended that you familiarize yourself with the useful literature:
- “On the Child’s Side”
by F. Dolto. This book reveals the psychology of pedagogical activity. You can read in-depth and comprehensive studies of a child's personality. The author will help you get rid of the usual stereotypes and see the multifaceted world of children. - “How to love a child”
J. Korczak. This book is considered by many to be an encyclopedia on raising a worthy person, from infancy to adolescence. The author writes in simple language, giving clear recommendations. - “Don’t put children in the refrigerator”
S. Biddulph. This book is for parents who want to learn to understand their child in order to raise a happy person. - “Punishment of reward”
A.Kon. The book explains how various incentives and rewards in childhood can play a cruel joke on a child. The author talks about the destructiveness of the “do this and you will get that” approach.
What do the courses provide?
Ambivalence - what is it in psychology
The goal of any training is the formation of new skills, abilities, and knowledge. Psychologist courses are aimed at developing ideas about the specialty and the characteristics of the work. A person must also choose a sphere. For example, a child psychologist works only with children under 18 years of age, a family psychologist deals with relationship problems, and a special psychologist supervises people with disabilities.
Don't try to be a jack of all trades. Specialization is okay. Doing everything at once is a bad idea. Courses for beginners allow you to get acquainted with the profession in general terms.
Sometimes such training allows a person to rethink life, look at everything from a different perspective and broaden his horizons. Psychology is useful for everyone who works in the “person-to-person” field. This is especially true for teachers, marketers, managers, etc.
Diploma courses in psychology alone do not guarantee that a person will be a sought-after specialist. Much depends on him: how well he learns the material and will strive to apply it in practice.
Why are trainings needed?
Training in practical psychology is not limited to courses. There is another option - training. On them, people work out one specific problem, for example, uncertainty and fear of the audience.
The peculiarity of the training is that the individual plays the role of not only the leader, but also the participant. Talking in a group can be very informative and thought-provoking. Sometimes the training is dedicated to a specific problem, then students are selected who want to solve it. For example, it could be alcohol addiction.
In this type of training, you can go through different situations and practice them. For example, if the goal is to work out buyer objections, then the participants are divided into pairs and act out different scenes. Then the presenter sorts out mistakes and emphasizes strengths and weaknesses.
Some trainings are aimed at personal growth. In this case, the group works to improve self-esteem, practice dating patterns, and analyze different situations from life.
Important! In order to make communication comfortable, strict rules are established in the group.
Trainings are not always beneficial. Sometimes the opposite effect can be observed: a person constantly visits them, but nothing changes in his life. This is due to the fact that he is artificially pumped up with confidence, but this does not actually change the person, he simply experiences euphoria and creates an illusion.
Training is not a panacea, but it can help you learn new behavior patterns.
During group training you can receive feedback, this is very important. Participants and presenters politely share their thoughts and feelings from the past interaction.
Question 25. Psychological foundations of learning
Home Favorites Random article Educational New additions Feedback FAQTraditionally in psychology the following basic cognitive processes are distinguished: sensation
and
perception, attention, memory, thinking
and
speech, imagination.
Sensations are considered the simplest of all mental phenomena and are processes of reflection of individual properties, signs of objects and phenomena of the surrounding world, directly affecting the senses at the moment.
Classification of sensations is made on several grounds.
According to the physiological location of the receptors
All analyzers can be divided into three groups.
The first consists of external
analyzers.
Having receptors placed on the surface of the body (exteroceptors), they perceive external stimuli. On their basis extero-receptive
sensations are formed, which include
visual, auditory, skin
(tactile, or sensations of touch and pressure, temperature, vibration),
taste, and olfactory.
The second group is internal analyzers.
Having receptors located in internal organs and tissues (interoceptors) as terminal devices, they perceive changes occurring inside the body.
Interoceptive
sensations signal the state of the body (feelings of hunger, thirst, etc.).
motor, occupies an intermediate position.
analyzer.
Its peripheral endings, located in muscles and ligaments (proprioceptors), can serve both to sense the movement and position of body organs, and to determine the properties of external objects (for example, when touching an object with the hand). Proprioceptive
sensations indicate movements and positions of the body and its parts in space.
Common to different analyzers are pain
sensations signaling the destructive power of the stimulus.
By the presence or absence of direct contact of the receptor with the stimulus,
causing sensation,
distant
and
contact
receptions are distinguished. Vision, hearing, and smell belong to distant reception. These types of sensations provide orientation in the immediate environment. Taste, pain, tactile sensations - to contact.
Let us present a brief description of the most important types of sensations.
Visual sensations.
The visual apparatus is the eye.
There are two large groups of visual sensations: 1) achromatic
- reflect the transition from white to black through a mass of shades of gray;
2) chromatic
- reflect the color scheme with numerous shades and color transitions.
Auditory sensations are also distant. There are three types of auditory sensations: speech, music
and
noises.
In these types of sensations, the sound analyzer distinguishes four qualities of sound:
strength
(loud - weak),
height
(high - low),
timbre
(the originality of the voice or musical instrument),
duration
(sounding time) and, in addition, the tempo-rhythmic pattern of sequentially perceived sounds.
Vibratory sensations are adjacent to auditory sensations. They have a common nature of reflected physical phenomena. Vibration sensations reflect vibrations of an elastic medium. This type of sensitivity is figuratively called “contact hearing.” In human life, vibration sensitivity is subordinated to auditory and visual. The cognitive significance of vibration sensitivity increases in those types of activities where vibrations become a signal of malfunctions in the operation of the machine. In the lives of deaf and blind-deaf people, vibration sensitivity compensates for hearing loss. On the body of a healthy person short-term
vibrations have
a tonic
effect,
long-term
and
intense vibrations tire
and can cause painful phenomena.
Olfactory sensations are also distant. They are no longer so highly developed and stable, as evidenced by the lack of special words in the language to designate them; sensations are not abstracted from the object that causes them. They say: “the smell of hay”, “the smell of rotten apples”, “the smell of lilies of the valley”. Olfactory sensitivity is closely related to taste and helps to recognize the quality of food. The sense of smell warns of an air environment that is dangerous to the body and, in some cases, allows one to distinguish the chemical composition of substances.
Taste sensations are contact sensations, arising when the sensory organ comes into contact with the object itself. The organ of taste is the tongue. The peculiarity of the dynamics of taste sensations is their close connection with the body’s need for food. When fasting, taste sensitivity increases; when satiated, it decreases. Food provides certain emotional experiences.
Skin sensations are caused by several independent analyzing systems: tactile
(sensation of touch),
temperature
(sensation of cold and heat),
pain.
All types of skin sensitivity are classified as contact sensitivity. Tactile sensitivity is unevenly distributed throughout the body. The largest concentration of tactile receptors is on the palm, on the fingertips and on the lips.
Tactile sensations of the hand, combining with muscle-joint sensitivity, form the sense of touch -
a specifically human, labor-developed system of cognitive activity of the hand.
Thanks to the sense of touch, the hand can reflect the shape, spatial arrangement of objects and in this regard, according to the apt definition of I.M. Sechenov, is a feeling parallel to vision.
Static sensations, or gravitational
sensitivity, reflect the position of our body in space. The corresponding receptors are located in the vestibular apparatus of the inner ear. Sudden and frequent changes in body position relative to the plane of the earth (swinging on a swing, sea motion) lead to dizziness (for example, “seasickness”).
Kinesthetic sensations are sensations of movement and position of individual parts of the body. Receptors for kinesthetic sensations are located in muscles and tendons. Irritation in these receptors occurs under the influence of muscle stretching and contraction. A large number of motor receptors are located in the fingers, tongue and lips, since these organs need to carry out precise and subtle working and speech movements.
Organic sensations are caused by the work of internal organs. The sensations arising from them form the organic feeling (well-being) of a person. There are also individual organic sensations, such as hunger, thirst, and pain. The emergence of organic sensations is accompanied by vivid experiences of negative emotions, and the removal of sensations is associated with a positive emotional tone.
To the main properties
sensations include:
intensity, quality, localization, duration, latent period
(the time from the moment the stimulus acts until the sensation occurs).
Perception is a cognitive process in which the reflection of objects and phenomena is carried out in their indissoluble integrity, the totality of their properties and parts with their direct impact on the senses.
Perception presupposes the presence of various sensations and proceeds along with sensations, but cannot be reduced to their sum. However, in addition to sensations, perception includes a person’s past experience in the form of ideas and knowledge.
Types of perception are distinguished depending on the predominant role of a particular analyzer in reflective activity. On this basis, the visual
perception (reflection of shape, size, distance, direction, relative position of objects and spatial relief),
auditory
perception (listening to a story, vocal or instrumental concert),
tactile
perception (reflection of an object, its main parts by feeling).
Depending on the degree of purposefulness of the individual’s activity, perception is divided into involuntary
(unintentional) and
arbitrary
(intentional).
Involuntary perception can be caused both by the characteristics of surrounding objects (their brightness, proximity, unusualness), and by the correspondence of these objects to the interests of the individual. In unintentional perception there is no predetermined goal. There is also no volitional activity in it.
In voluntary perception, a person sets a goal, makes certain volitional efforts to better realize the intention that has arisen, and arbitrarily selects objects of perception. Y
The perception would be, for example, listening to a talk or viewing a thematic exhibition of books.
In the process of cognition of the surrounding reality, perception can turn into observation.
Observation is a purposeful, systematic perception of objects in the knowledge of which a person is interested. Observation is characterized by great activity of the individual. A person does not perceive everything that catches his eye, but isolates what is most important and interesting to him. By differentiating objects, the observer organizes perception in such a way that these objects do not escape the field of his activity.
Types of perception and observation.
In the psychological study of the characteristics of people’s perception, as well as in human practice, the following main types of perception and observation are distinguished:
synthetic, analytical, analytical-synthetic
and
emotional.
In people with the synthetic type
perception, there is a clear tendency to generalize the reflection of phenomena and to determine the basic meaning of what is happening. They do not attach importance to details and do not like to go into them. A teacher with this type of perception very briefly and generally characterizes students: “Disciplined, efficient, conscientious” or “loose, ill-mannered”, without paying due attention to the analysis of the causes of misconduct. The very actions of children very quickly cease to be significant for the teacher. His general opinion about the student turns out to be strong.
Analytical people
are less inclined to generalize the phenomena of reality. They strive to highlight and analyze, first of all, the details, in particular, scrupulously delving into all the circumstances and details. Being exaggeratedly attentive to details, such people often find it difficult to understand the main meaning of phenomena. A teacher of this type of perception, carefully and in detail analyzing the merits or misdeeds of the student, does not notice the main features of his personality.
In people with an analytical-synthetic type
perception and observation, the desire to understand the basic meaning of the phenomenon and its actual confirmation is equally revealed. Such people always correlate the analysis of individual parts with conclusions, the establishment of facts with their explanation. This type is more common in life than others. The perception and observation of people of this type are most favorable for activity.
Finally, there are people who are characterized not so much by highlighting the essence of a phenomenon and its particulars, but by the desire, first of all, to express their experiences caused by this phenomenon. The perceptions and observations of such people are confused and disorganized. emotional people
perception. They exhibit increased emotional excitability to a wide variety of stimuli. They replace the objective reflection of the surrounding reality with excessive attention to their experiences.
In everyday activities, the teacher needs to take into account the individual perceptions of students. In the process of training and education, an extremely important task arises - to develop in schoolchildren the ability to most objectively reflect the world around them.
Attention is the concentration of consciousness on a specific object, ensuring its selective and particularly clear reflection.
Outwardly, attention is expressed in a specific posture, special facial expressions, which can be easily observed and by which one can judge how attentive a person is. The posture of attention is characterized by the inhibition of unnecessary movements for activity, the direction of the senses and the entire body towards the object.
By gaining experience working with children, the teacher must learn to determine the beginning of distraction by facial expressions and posture and direct it, without expecting the student to completely disconnect from the course of the lesson.
Based on a person’s activity in organizing attention, three types of attention are distinguished: involuntary, voluntary
and
post-voluntary.
Involuntary attention is the concentration of consciousness on an object due to the characteristics of the latter as a stimulus, i.e. this type of attention depends on the qualities of the stimulus.
Voluntary attention is a consciously regulated concentration on an object, directed by the demands of activity. With voluntary attention, concentration occurs on what needs to be done. Therefore, the psychological content of voluntary attention is associated with setting the goal of activity and volitional effort.
In post-voluntary
attention, the volitional tension required when concentrating in voluntary attention decreases. Post-voluntary attention is focusing on an object due to its value for the individual.
Depending on the forms of educational activities organized by the teacher, we can distinguish collective, group
and
individual
attention.
Analysis of activities related to organizing attention in various learning conditions showed that the teacher constantly has to organize the transition from one form of attention in the classroom to another.
Collective attention is the concentration of all students on one subject.
Such an object is most often the teacher’s story and the students’ answers. In fact, there is no such thing as 100% class attention for long periods of time, but the collective attention is not affected by the distractions of individual students. Having a focused class group also helps focus those who are not used to the effort of organizing attention.
Group attention - focusing attention in groups while working in a team.
Group attention has to be organized when conducting laboratory work, mutual testing, and discussing any facts in groups. For students and teachers, this is the most difficult form of organizing attention. Groups distract each other at work, so organizing attention requires clear planning of task completion in stages, and a transition to collective attention at individual stages.
Individual attention—focusing on your task. It occurs when reading independently, solving problems, and completing tests. It is difficult for a teacher to move from individual attention to collective attention, since not all students cope with the task at the same time and many do not switch their attention at the beginning of collective work.
Memory is a complex cognitive process that consists of the following component processes: memorization, storage
and
reproduction
of the circumstances of a person’s life and activities, as well as their
forgetting.
Based on the material that is remembered, stored and reproduced, a figurative
(visual, auditory, motor, etc.),
verbal-logical
and
emotional
memory (memory for feelings).
Based on the time elapsed between memorization and reproduction, long-term, short-term, and operational
memory.
There are significant differences between people in the level of development of certain types of memory: verbal-logical, figurative
and
emotional.
Verbal-logical memory - memory for knowledge in speech form, logical schemes, mathematical symbols. A person with good development of this type of memory easily remembers words, ideas, and logical structures. The verbal-logical type of memory is associated with the mentality of a person prone to philosophical generalizations and theoretical reasoning.
Figurative memory - memory for ideas. The level of its development may be different for different modalities. Therefore, visual, auditory, motor
memory and consider separately the level of their development.
According to the level of development, olfactory, gustatory
and other types of memory are distinguished.
Thinking is a generalized reflection of man
reality in
its essential connections and relationships.
It is indirect in nature, i.e.
is accomplished with the help of a whole system of means
that are usually absent at the sensory level of cognition or, more precisely, are presented as manifestations of thinking at the sensory level of cognition.
Depending on the content of the problem being solved in psychology, it is customary to distinguish three types of thinking: practical-effective, visual-figurative
and
verbal-logical.
Practical-effective thinking is characterized by the fact that a mental problem is solved directly in the process of activity. This type of thinking is both historically and ontogenetically the earliest. It turns out to be necessary and indispensable when it seems most appropriate to solve a mental problem directly in the process of practical activity.
Visual-figurative thinking is characterized by the fact that the content of a mental task is based on figurative material. Consequently, we can talk about this type of thinking in cases where a person, solving a problem, analyzes, compares, and strives to generalize various images of objects, phenomena, and events.
The importance of visual-figurative thinking is that it allows a person to reflect objective reality in a more multifaceted and diverse way. The development of visual-figurative thinking in the learning process should include tasks that require operating with images of varying degrees of generality, direct images of objects, their schematic images and symbolic designations.
A feature of verbal-logical
thinking is that the problem is solved in verbal form. Using the verbal form, a person operates with the most abstract concepts, sometimes those that do not have a direct figurative expression at all (for example, economic concepts: price, quantity, value, profit; socio-historical: state, class, social relations; moral: honesty, integrity , patriotism, etc.). It is this type of thinking that makes it possible to establish the most general patterns that determine the development of nature and society, of man himself, and to solve mental problems in the most general way.
Word and speech are the most important content and structural components of the psyche.
Speech functions on the basis of language. Language -
an objectively existing phenomenon in the spiritual life of human society, it is defined as a system of signs that function as a means of communication and an instrument of thought.
Language includes words
with their
meanings
(the relationship of a word to an object designated in reality, regardless of what image represents it in the mind) and
syntax
(a set of rules by which sentences are constructed).
The means from which a linguistic message is constructed are phonemes
(spoken speech) and
graphemes
(written speech). From these socially developed sounds and graphic signs, words and sentences are constructed that consolidate the experience of humanity.
Speech
-
the process of communication through language.
In psychology, two forms of speech are distinguished: external
and
internal.
External speech includes several psychologically unique types of speech: oral
(dialogue and monologue) and
written.
inner speech ,
as the name itself emphasizes, it is not aimed at communicating with other people. This is a conversation a person has with himself. Inner speech was isolated and described initially as the “voice of conscience.” In inner speech, thinking occurs, intentions arise, and actions are planned.
Imagination is the mental process of creating images of objects, products of activity, circumstances by bringing a person’s existing knowledge into a new combination under conditions of uncertainty of the current problem situation.
There are two types of imagination - recreating
and
creative.
The recreating imagination is deployed on the basis of the perceived sign system: verbal, numerical, graphic, musical notation, etc. By recreating, a person fills the sign system with the knowledge at his disposal. A striking example is reading fiction, a drawing of a part, an assembly, or a construction plan. The quality of reconstruction of what is inherent in the sign system depends on a number of reasons. Firstly, from the initial information,
on the basis of which reconstruction unfolds.
Secondly, it depends on the amount and quality of
a person’s knowledge.
The breadth of knowledge, combined with its accuracy, and the wealth of life experience allow a person to extract the necessary information from memory and see the essence of phenomena behind the signs. Thirdly, it depends on the availability of the installation.
Creative imagination -
creation of a new, original image, idea. Creative imagination proceeds as analysis (decomposition) and synthesis (combination) of knowledge accumulated by a person. At the same time, the elements, the “bricks” from which the image is built, occupy a different position, a different place compared to what they occupied previously. A new image emerges from a new combination of elements. The result of creative imagination can be materialized, i.e. on its basis, a thing, an object is created by human labor, but the image can remain at the level of ideal content, since it is impossible to realize it in practice.
In psychology, it is customary to distinguish involuntary
(unintentional) and
voluntary
(intentional) imagination. The first is characterized by non-participation or insignificant inclusion of goal-setting and volitional effort in the process of creating images. An extreme case of such imagination is considered to be a dream. An unintentional form of imagination is daydreaming.
For free imagination
characterized by the presence of a task to
create
an image and volitional
effort
in carrying out this task. Intentional imagination can be either recreative or creative. The volitional tension when creating creative images is no less strong than when recreating. Let's remember a child who, wanting to avoid censure or punishment for an offense, begins to compose. He fantasizes painfully, trying to find an explanation that will rehabilitate him and is acceptable to adults. He sometimes sincerely believes in a situation created by his imagination, which should replace the real one, but unpleasant for him.
Is it possible to become a psychologist after completing the courses?
According to the unified qualification directory, a person with a higher specialized education or who has completed retraining courses can work as a psychologist.
That is, from a legal point of view, one of these options is sufficient. In reality, everything is much more complicated. In addition to studying at a public or private educational institution, the person must undergo personal therapy and supervision.
Additionally, he chooses the direction in which he will work: behaviorism, cognitive-behavioral, body-oriented, etc. Therefore, it is not enough to take a psychology course to obtain a diploma. You will have to engage in education for a long time. These are seminars, conferences, practical classes under the supervision of a supervisor. This is necessary so that a person can effectively help other people.
It is not a legal requirement to undergo personal therapy. But this is important in order to understand exactly how the client feels. Another benefit of undergoing personal therapy is identifying your own problems and working through them. Otherwise, the psychologist will unwittingly transfer his feelings to the client, and this will interfere with therapy.
Psychological training courses imply a high level of self-education. You will have to study a lot on your own, get acquainted with monographs and works of various scientists. If a person is ready for this, then he can take the courses. Upon completion of them, he passes a test or exam, after which he receives a certificate or certificate of retraining.
What is the difference between educational psychology and pedagogy?
To understand the existing difference, it is necessary to consider the subject of study of both directions. Speaking separately, educational psychology is data, patterns and mechanisms of training and education. The subject of study was discussed in more detail above. The object of study in pedagogy is a person who develops through different stages of education. This science explores a number of problems:
- determination of educational methods;
- development of educational content;
- highlighting the goals of education.
Responsibilities of a psychologist
In addition to training, a person must get an idea of what he has to do. First of all, it is worth remembering an important point: a psychologist is not a doctor and does not have the right to prescribe treatment. If he sees that the client needs medical help, he tactfully redirects to a psychiatrist.
A psychologist diagnoses various personal problems and also provides consultations.
Much depends on where exactly the psychologist works. For example, in a kindergarten he works with preschool children, in a crisis center he helps people who find themselves in a traumatic situation.
Online help is gaining popularity. It involves calls, communication in instant messengers or on the forum. This format of therapy is not suitable for all cases, but it can help those clients who live in small towns.
Educational activities are one of the responsibilities of a psychologist
In his work, a specialist must be guided by ethical rules. Yes, he is not a doctor, but his activities can cause harm. In a shattered emotional state, a person is very vulnerable, so you need to handle him carefully.
Interesting. If desired, a specialist can go to study abroad, but he will have to pay for the voucher himself.
No course will immediately turn a person into a highly qualified psychologist. But they can help form the basis and show the vector of development. Much depends on the individual’s abilities, his aspirations and desires.
