Educational psychology/Personality formation

Personality-shaping influences
The following work together on personality development:


 * Internal biological conditions
 * Environmental influences
 * Learning and one's own activity'''
 * Internal biological conditions
 * Innate predispositions = disposition - the child carries them into the world as an inheritance from ancestors. Hereditary information is encoded in genes, which contain DNA.
 * Effects on the development of the fetus - during gestation (pregnancy) the mother's illness, improper nutrition, alcohol, the mother's smoking, stressful situations, the use of drugs, injury to the mother and the fetus, etc.
 * Effects at the time of birth – perinatal effects – protracted birth, fetal asphyxia (suffocation) + lack of oxygen, serious illness of the child.


 * Environmental influences
 * Natural, climatic conditions in which people live.
 * Environmental quality.
 * Environmental changes caused by human activity - development of industry, technology, ozone hole.
 * The social environment where the individual grows up, parents' employment, divorce, death in the family, influence of peers - rappers, sprayers.
 * Mobile phones, branded fashion recognized in the group, etc.
 * Cultural and informational institutions – theaters, cinemas, discotheques.
 * Social changes in the wider society – political situation, war, natural disaster, state economy.

Learning and human activities


 * The formation of personality is determined to a large extent by learning, play, work activities.
 * It is, in a broader sense, the opposite of inherited, innate, instinctive.
 * Learning is the shaping of the psyche and personality during the development of an individual, even throughout life.



The meaning of learning

 * Acquiring knowledge, skills, habits.
 * Consolidation of interests, changes of interests.
 * Changes in the individual's abilities (sometimes they are noticeable after a long time).
 * Formation of personality traits, character traits.
 * Forms the will - overcoming obstacles.
 * It affects how you spend your free time.

Types of learning

 * Learning, work, play = basic human activities.
 * Direct – intentional, intentional = student learning at school, patient education.
 * Indirect - functional, unintentional = learning through play, gaining experience in contact with other people.

Social learning

 * Conditioning
 * Essence - formation of temporary neural connections.
 * Classical - Pavlovian - increased salivary secretion in experiments with dogs.
 * Instrumental (Skinner) – operant conditioning – experiments with hungry animals – Food = reward!!.
 * American psychologist BF Skinner (1904–1990), devoted more than 50 years to experimental learning research.
 * Learning takes place in three stages:
 * Stimulus – situation (S) – the learner is exposed to it.
 * Behavior – (B) – it is provoked by the situation.
 * Reinforcement (R) – follows the behavior – is it positive R+ = reward or is it aversive – R- = it is actually a punishment, even if unintentional. It is supposed to break down undesirable forms of behavior.
 * Meaning when learning the first words - the child's reward - a smile, a caress.


 * Perceptual-motor learning
 * Acquiring habits, skills, e.g. writing
 * Stereotype - necessary repetition of the activity - gaining more confidence in the performance, the number of mistakes decreases, feelings of fear of mistakes, the activity is accelerated by frequent repetition.
 * Necessary praise - reinforcement in activity.


 * Verbal learning
 * The most widespread type of learning in humans - rote learning.
 * Learning continuous texts - poems, texts.
 * Medieval education – rote learning of Latin texts
 * This way of learning is discussed!!!


 * Conceptual (thought) learning
 * Acquiring answers, reactions to stimuli - objects, events..
 * Uses thought analysis, understanding.
 * It includes, for example, searching for the correct term, sorting cards according to pictures (pexeso), determining the superior and subordinate terms.


 * Learning to solve problems
 * The most complex kind of learning.
 * Self-discovery of relationships between subjects, concepts.
 * Ex. solving mechanical puzzles - i.e. assembling parts, forming words and sentences from letters - games for children (puzzles)
 * The individual must solve a certain strategy - an algorithm.

Game

 * The meaning of the game


 * It clearly has serious consequences for all areas of the child's mental life.
 * From a child's point of view, the purpose of play is to have fun, not to find out how things work, to try on the roles of adults, to learn something - that's irrelevant
 * Childhood is not just preparation for adulthood.
 * Games help develop manipulative skills (using fingers).
 * They influence and develop imagination = the ability to evoke in the mind situations, objects, events that are not physically present at the given time.
 * The increasing complexity of the game testifies to the development of cognitive skills, the use of language.


 * Game stages


 * Solitary play - infants - absence of other children.
 * Parallel play - children play side by side (3 years).
 * Social game - joint game (4 years, 5 years).

Game types

More breakdowns


 * Sensorimotor - 1st year - exploring objects, manipulating them, using the senses, movements - putting objects in the mouth, shaking, throwing (from the pram).
 * First pretend play - beginning of year 2 - the child uses objects for their purpose, but in a pretend form - uses the spoon for the doll to feed himself.
 * Reorientation to objects – 15.–21. months - the child no longer focuses on himself, but on other objects or on the toy (he feeds the doll or the mother with a spoon for dolls).
 * Substitute pretend play - 2-3 years - objects represent something else - cube is a car, bottle is a boat.
 * Sociodramatic game - 5 years - entering the roles - playing the doctor, playing the mother...
 * Awareness of roles - 6 years - impose roles on others, consciously plan play activities.
 * Game with rules - from 7, 8 years old - they replace pretend games with games with rules.

Issues of cooperation and competition in games - e.g. sports. The issue of the degree of structuring of younger children's games - i.e. the extent to which children are offered predetermined ways of behaving during play.

What affects learning

 * 1. Affective agents – refer to feelings
 * anxiety - it depends on the level of anxiety, a moderate level can benefit the individual, a high level inhibits learning;
 * fear of testing, of ridicule, devaluation by the teacher, excessive expectations of parents,...;
 * self-concept, self-esteem, self-esteem - children with high self-esteem still perform higher than children with the same abilities but low self-esteem. They also choose higher goals, have less need for praise from adults, are less discouraged by failure, more realistically evaluate their abilities;
 * extroversion - introversion:
 * Extroverts prefer unstructured learning situations, introverts prefer structured forms.
 * Introversion can be quite beneficial when combined with a high level of intelligence.


 * 2. Motivation


 * It represents a combination of internal and external factors that:
 * they arouse, activate, supply energy to human action and experience;
 * they focus actions and experiences in a certain direction;
 * manages its course, the way of achieving results;
 * they influence the way an individual reacts to their actions and experiences, their relationships with other people and the world.


 * Student's motivation during teaching
 * It can be characterized as the result of a motivation process in which the student, teacher, parents, classmates participate.


 * The teacher influences motivation in the following ways:
 * creating an adequate image of children,
 * the teacher's expectations towards the pupils - the so-called "PYGMALION EFFECT" x "GOLEM EFFECT",
 * awakening educational needs - appropriate teaching methods,
 * social climate in the classroom,
 * the use of rewards and punishments in teaching,
 * elimination of boredom,
 * prevention of fear of school attendance.


 * Intrinsic motivation – comes from the individual himself.
 * The natural instinct of curiosity, an individual matter, everyone's motivation is different, it leads to different goals.


 * Extrinsic motivation – comes from the environment.
 * Even if the teacher motivates the most, there will be situations where intrinsic motivation will be zero. Therefore, extrinsic motivation is necessary - marking, report cards, communication to parents, tests, praise, excursions, competitions, early marking of tests.


 * 3. Age, gender

Examples of factors that affect memory:
 * 4. Memory

Repetition during teaching, correct pace of explanation, duration of attention (10-15 min. for ten-year-old children), logical division of the subject matter, asking what they do not understand - mathematics. Practical use of what has been learned is important - the application of injections. Visual representation – video, presentation, foil, color adjustment, font size.


 * 5. Study habits:
 * realistic work goals,
 * rewards,
 * punctuality,
 * learning in whole and in parts,
 * arrangement of matter,
 * visual, auditory memory,
 * repetition – mentally, out loud, recording on a portable medium,
 * statements, work with a textbook,
 * study time - morning bird, night owl.

Related articles

 * Educational psychology
 * Educational psychology/Pupil disadvantage
 * Educational psychology/Teacher in class
 * Educational psychology/The Relationship between teacher and student