GOVERNOR ANDRES PASCUAL COLLEGE

1045 M. NAVAL ST., SAN JOSE, NAVOTAS CITY

COMPETENCY BASED LEARNING MATERIALS

IN
EDUCATIONAL PSYCHOLOGY

Prepared by:
Mario E. Sarmiento, M.A.Ed
Assessor

Assesees Name: Prince Yancy J. Monteclaro

Date of Assessment: ___________________
Rating: _______________________
COMPETENCY TITLE: EDUCATIONAL
PSYCHOLOGY
I. INTRODUCTION
Educational psychology involves the study of how people learn,
including topics such as students outcomes, the instructional process,
individual differences in learning, gifted learners and learning
disabilities.

This branch of psychology involves not just the learning process of

early childhood and adolescence but includes the social, emotional,
and cognitive process that are involve in learning throughout the entire
disabilities.

The field of educational psychology incorporates the number of other

disciplines, including developmental psychology, behavioural
psychology incorporates a number of other disciplines, including
developmental psychology, behavioural psychology, and cognitive
psychology.

II. MODULE DESCRIPTOR:

This module covers the knowledge, language proficient, attitudes and
skills regarding educational psychology.

III. LEARNING OUTCOMES:

At the end of the session during summer 2017, the student should be
able to:
LO1 Express the cognitive and psychomotor development.
LO2) Describe the psychosocial and language and speech
development.
LO3) Discuss the moral development.
 IV. LEARNING OUTCOMES NO. 1:
EXPRESSING THE COGNITIVE AND
PSYCHOMOTOR DEVELOPMENT
LEARNING ACTIVITIES

LEARNING STEPS
Read information sheets about cognitive psychomotor development
Perform self-check 1.1
Refer to model answer 1.1 for checking your answer
Actual testing by referring to another person (third party) or by your
classmate itself to test if you really digest the information sheets on
culture.
Proceed to your mentor for final assessment
Oral questioning/demonstration method
RESOURCES
Manual text book by: Gines, pp. 9-25
Self check 1.1
Model answer 1.1
Assessment time by third party
Question and answer portion
Results of the input/output
Information Sheet No. 1.1

COGNITIVE AND PSYCHOMOTOR DEVELOPMENT

I. Piagets stage of cognitive development

A. Sensorimotor Stage (Birth-2 years) The sensorimotor stage is
determined basically by actual perception of the senses. This is the
process experienced between the senses and the external or
physical factors.
B. Intuitive or preoperational stage (2years-7years)-cognitive process
during the intuitive a preoperational stage increases the ability to
store words and language structures.
C. Concrete operations (7years-11years)-concrete operations develop0
logical thinking in relation to functions.
D. Formal operations (11years and above) in formal operations,
perspective thoughts or relativism is formed.

II. Psychomotor Development

A. Early development motor behaviour is classified into various
overt actions or movements. This includes head posturing,
movement of torso and extremities, and well synchronized action
of file muscle like those of the fingers.
B. Babyhood Skills babyhood motor activities are manifested by
hand and leg skills.
C. Early Childhood Hurlock (1980), called the early childhood stage
the teachable moments. There is a willingness to acquire skills.
D. Late Childhood late childhood growth characteristics accelerate
into self-help skills, social-help skills, school skills, and play skills.
SELF CHECK 1.1

1. What stage is the best time for a person to be thought?

2. Why does early childhood considered as teachable moments according

to hurlock ?

MODEL ANSWER 1.1

See information sheets 1.1 for answers.
 V. LEARNING OUTCOMES NO. 2
DESCRIBING THE PSYCHOSOCIAL AND
LANGUAGE AND SPEECH DEVELOPMENT
LEARNING ACTIVITIES

LEARNING STEPS
Read information sheets about psychosocial and language and speech
development
Perform self-check 2.1
Refer to model answer 2.1 for checking your answer
Actual testing by referring to another person third party or by your
classmate itself to test if you really digest the information sheets on
culture.
Proceed to your mentor for final assessment
Oral questioning/demonstration method
RESOURCES
Manual text book by: Gines, pp. 34-45
Self check 2.1
Model answer 2.1
Assessment time by third party
Question and answer portion
Results of the input/output
 Information Sheet No. 2.1

PSYCHOSOCIAL AND LANGUAGE AND SPEECH DEVELOPMENT

Social development is enhanced by cognitive developmental and vice-

versa. Social development established good personal (personality)development.

Trust vs. Mistrust (Birth 2 years) like freud, Erickson classified this
stage as the oral stage. Characteristics like biting, drooling, sucking and
feeding are exhibited.
Autonomy vs. Shame (2years-3years)- self direction and the desire to be
independence emerge during this period. This period is a shift from
mothering to independence, control, and self-direction. The sense of
shame affects children when they are punished or being hyperactive at
home and outside.
Intuitive vs. Guilt (3years-6years) the initiative and guilt stage develops
from self-directions to self-identity. The child starts to copy adult
behaviour as his model and what he sees. Boys compete with their fathers
for the attention of their mothers and the girls do the opposite. Children
feel guilty when adults reprimand this behaviour.
Mastery vs. Inferiority (6years-12years) it occurs in the elementary
school level. Learning skills are mastered within the self. They do not
need to be, since they are inherent.
Identity vs. Diffusion (13years-18years) the stage is the start of
adulthood and considered as the youth stage. The youth at this period are
particular with how others perceive them. Identity diffusion begins when
the youth run and turn away as a result of being unable to recognize the
self.
Intimacy vs. Isolation (!8years-35years) the danger of intimacy is when
people fall deeply in the relationship. They center their life on the
relationship. The world for them is only good for 2 people. They close the
door to others. Hence, a sense of isolation is developed. People who are
successful in work and have concentrated most of their time on work can
grow to isolation by neglecting themselves and other people.
Generativity vs. Stagnation (35years-65years) generativity is the
passing of experience to the next generation. Individuals at this stage are
considered in authority of teaching what life is all about. Stagnation
develops if an individual has interests and this eventually leads to loss of
self concern.
 Integrity vs. Despair (65years and over) integrity is the characteristic of
wisdom, achieving and assimilating the essence of life after passing the
past seven stages. The individual accounts for yesterday without despair
over the meaning of life. He able to understand the ups and downs with
appreciation.

Language and Speech Development

The rationale and relevance of language and speech development is

significant because man is the only living organism that can articulate. The
development of language and speech is essential in the learning process. The
degree of progress in cognitive growth is determined through the rate of
development of language and speech.
SELF CHECK 2.1

1. How does shame affects the development of an individual?

2. What is the reason why identity diffusion become a problem to the youth?
3. How do intimacy and isolation differ to one another?

MODEL ANSWER 2.1

See information sheet 2.1 for answers.

 VI. LEARNING OUTCOMES NO. 3
IDENTIFY THE DIFFERENT ROLES OF
EDUCATIONAL TECHNOLOGY IN LEARNING
SITUATION
LEARNING ACTIVITIES

LEARNING STEPS
Read information sheets about psychosocial and language and speech
development
Perform self-check 3.1
Refer to model answer 3.1 for checking your answer
Actual testing by referring to another person third party or by your
classmate itself to test if you really digest the information sheets on
culture.
Proceed to your mentor for final assessment
Oral questioning/demonstration method
RESOURCES
Manual text book by: Gines, pp. 52-65
Self-checked 3.1
Model answer 3.1
Assessment time by third party
Question and answer portion
Results of the input/output
 Information Sheet No. 3.1

MORAL DEVELOPMENT

Moral development is necessary to effective character development. On the

other hand, moral and values development occurs in a particular series of stages.

KOHLBERGS STAGES OF MORAL DEVELOPMENT

Pre-conventional: Stage I and II
- Stage I centers on the self: Might makes right , Survival of the
fittest.
Behaviour is based on obedience and moral understanding, and
obedience to a powerful superior to avoid physical punishment.
- Stage II satisfies self at the expense of what other people can do for
oneself or what benefit can be achieved. It is not concerned with
others but with what can fulfil ones own personal need
Conventional: Stage III and IV
- Stage III is other directed. It aims to please everyone by confirming
social roles.
- Stage IV, decisions are made according to the established rules and
laws where one lives.
Post-conventional: Stage V and VI
- Stage V depends on a social contract. The series of system are in
written documents.
- Stage VI behave according to universal social justice. The
principles are consistent with respect for the human rights of all
human beings.
SELF CHECK 3.1

1. What is moral ?
2. Why be moral?
3. What does the phrase Might makes right mean?

MODEL ANSWER 3.1

See information sheet 3.1 for answers