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Файл:Psychology of education. Study aid
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O.V. Tsaplina
PSYCHOLOGY OF EDUCATION
Study aid
Translation from the Russian
Moscow
IPR Media
2024
МОСКОВСКИЙ ГОРОДСКОЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ
О.В. Цаплина
ПСИХОЛОГИЯ ВОСПИТАНИЯ
Учебное пособие
Призер I конкурса публикаций
«Университетский учебник – 2017»
Саратов
Ай Пи Эр Медиа
UDC 37.01
BBK 88.61
Ts89
Author:
Tsaplina O.V. — Ph.D. of Pedagogic Sciences, Associate Professor
Reviewers:
Sidyacheva N.V. — Ph.D. of Psychological Sciences, Associate Professor,
Head of the Department of Social Psychology
of Moscow State Regional University;
Postavneva I.V. — Ph.D. of Psychological Sciences, Associate Professor,
Associate Professor of the Institute-wide Department
of Educational Psychology of the Institute of Pedagogy
and Psychology of Education of Moscow City Pedagogical University
Tsaplina, Olga Viktorovna.
Ts89 Psychology of education : study aid / O.V. Tsaplina. — Moscow : IPR
Media, 2024. — 172 p. — Text: digital.
ISBN 978-5-4497-2792-3
The study aid reveals general issues of educational psychology, its
importance in choosing the most effective methods of character education of
children of primary school age. Particular attention is focused on the issues of
diagnosing the psychosocial development of a child, the psychological laws of
upbringing the personal qualities of the individual and their relationship with
the outside world. The problem of using technology in the educational
activities of a teacher is considered. The main modern concepts of education
are analyzed.
The study aid is intended for students studying in pedagogical and
psychological-pedagogical specialties, studying the discipline “Psychology of
education”.
Educational digital edition
ISBN 978-5-4497-2792-3 (en) © Цаплина О.В., 2017
ISBN 978-5-4486-0249-8 (rus) © ООО «Ай Пи Эр Медиа», 2017
© English edition, translation, design.
LLC “IPR Media”, 2024
Educational publication
Tsaplina Olga Viktorovna
Editor Yu.B. Zakharova
Technical editors, computer layout E.V. Yakubovich, A.A. Balakireva
Proofreaders M.A. Jalaya, Yu.V. Semenova
Cover by Ya.A. Kirsanov, S.S. Siziumova
Signed for use on 01.04.2024. Data volume 7 Mb
LLC Company “IPR Media”
8 800 555 22 35 (toll-free within Russia)
E-mail: sale@iprmedia.ru
5
CONTENT
INTRODUCTION ....................................................................................................... 7
CHAPTER 1. HISTORY OF THE FORMATION
OF EDUCATIONAL PSYCHOLOGY ..................................................................... 9
1.1. Theories, models and concepts of education and psychosocial
development of personality ....................................................................................... 9
1.2. Modern problems of children's education and ways to solve them ................. 19
CHAPTER 2. METHODOLOGICAL FOUNDATIONS
OF EDUCATIONAL PSYCHOLOGY ................................................................... 25
2.1. Basic concepts of education ............................................................................. 25
2.2. Psychological mechanisms of education and psychosocial
development of personality ..................................................................................... 35
2.3. Methods and principles of education ............................................................... 48
CHAPTER 3. DIAGNOSTICS OF PERSONALITY EDUCATION .................. 59
3.1. Theoretical basis of diagnostics of personality education ............................... 59
3.2. Methods of diagnostics of personality education ............................................. 64
CHAPTER 4. PSYCHOLOGICAL FOUNDATIONS
OF PERSONALITY EDUCATION ........................................................................ 81
4.1. Psychological bases of appropriation of cultural values
and moral education ................................................................................................ 81
4.2. Psychological foundations of aesthetic education and artistic
development of personality ..................................................................................... 89
4.3. Psychological foundations of physical education and mental health
of personality ........................................................................................................... 93
4.4. Psychological foundations of labor education and professional guidance ...... 95
CHAPTER 5. FEATURES OF EDUCATION
IN AN EDUCATIONAL ORGANIZATION ......................................................... 98
5.1. Features of the education of children of different ages .................................... 98
5.2. Technology in the educational activity of a teacher ...................................... 107
5.3. Modern domestic concepts of education ........................................................ 112
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CHAPTER 6. FUNDAMENTALS OF PSYCHOLOGY
OF SELF-DEVELOPMENT, SELF-EDUCATION
AND SELF-ACTUALIZATION OF PERSONALITY ....................................... 132
6.1. Formation of “I”-concept of personality ........................................................ 132
6.2. Psychology of self-development, self-education and self-actualization
of personality ......................................................................................................... 134
CONCLUSION ........................................................................................................ 141
ADDITIONAL LITERATURE ............................................................................. 142
APPENDIXES.......................................................................................................... 148
7
INTRODUCTION
The ongoing changes both in society and in education give rise to a number of
questions about the psychology of personality education as a branch of educational
psychology. The modern school has reassessed the social functions of the education
system and placed education at the forefront of the most important strategic tasks of
society and the school.
The discipline “Psychology of Education” is a section of educational
psychology and is studied by students of psychological, pedagogical and pedagogical
areas of training in the variable part of the professional cycle of disciplines. Its study
is aimed at forming holistic ideas about the fundamentals of educational psychology.
The study aid examines the issues of its psychological patterns in different age
periods of childhood.
The potential of educational psychology in the formation and improvement of
personal attitudes is undeniable and consistent with the chosen specialty. Studying
the psychological mechanisms and characteristics of upbringing will allow the
student to understand the distinctive features of their personality and purposefully
organize the process of self-education.
The formation of priority goals (including the promotion of conceptually
related tasks corresponding to them), content, forms and methods makes it possible to
most effectively organize the process of upbringing and development of the child’s
personality.
The essence and structure of this study aid are based on the content of the
textbook “Pedagogical Psychology” and the textbook “Psychology of Education” by
Professor Alexander Ilyich Savenkov (2016). The materials presented in these books
reflect a wide range of problems in the interaction of educational psychology with
modern educational practice. They reveal the psychological mechanisms of sociocultural development of the individual in the educational environment, the patterns of
processes of psychosocial development of a person.
Our study aid is aimed at expantion, consolidation and active practical
development by students of the knowledge and skills that they acquire in the process
of studying the main chapters and sections of the textbook “Pedagogical Psychology”
and the textbook “Psychology of Education” by A. I. Savenkov. It consists of six
chapters.
The first examines the main historical and current state of the problem of
education, presents the main historical theories and concepts of social development,
gives a brief description of them, discusses current problems of upbringing the
8
younger generation, which have become modern “challenges” to the pedagogical
community and society, and ways to solve them.
The second chapter is devoted to problems of a methodological nature and
explains the scientific apparatus of psychology of educational as a branch of
educational psychology. The personality structure is described in detail from the
point of view of psychological mechanisms of education, principles and methods of
educational influence are given.
The third chapter presents theoretical aspects and basic methods for studying
the characteristics of personality education.
The fourth chapter reveals the psychological foundations of moral, aesthetic,
physical and labor education.
The fifth reveals the features of raising children and adolescents. The
possibility of building and implementing technologies in this area is discussed, and
the content of the main modern domestic concepts is given.
The sixth chapter introduces the stages of formation of the “I” concept, and
also examines the psychological characteristics of self-development as the main goal
of the educational process.
The study aid is structured in such a way as not only to convey to future
teachers knowledge about the stated topic, but also to teach them to analyze the most
complex problems of the educational psychology, to see the ambiguity of most
approaches and theories to the diagnosis and technologization of the educational
process.
The book contains test questions and assignments aimed at consolidating
theoretical material, as well as creative exercises for independent work, which
develop in students the ability to think independently, reason and prove their own
opinions.
Intended for primary education students. It may be useful for school and social
educators, psychologists, educators, university teachers, researchers and anyone
interested in education issues.
In general, this book will help students successfully carry out the process of
raising children, understand the individual characteristics of their inner world, and
also solve the most important task of ensuring the comprehensive development of
each child in the learning process in preparation for future life.
9
CHAPTER 1. HISTORY OF THE FORMATION
OF EDUCATIONAL PSYCHOLOGY
1.1. THEORIES, MODELS AND CONCEPTS
OF EDUCATION AND PSYCHOSOCIAL DEVELOPMENT OF PERSONALITY
But is it possible even now, by bringing together all the facts of the sciences
applicable to education, to build a complete and perfect theory of education?
We don't think so at all because the sciences on which education
should be based are far from perfect.
K. D. Ushinsky
The practice of education, as a special type of human activity, has existed for
many millennia, but a single theory of it that would generalize and explain many
years of experience does not exist to this day. Pedagogy and psychology have long
been trying to synthesize knowledge into an integral system, thereby creating a theory
of education.
A theory is a system of principles or ideas. The term “education” is interpreted
in a very polysemantic way, but in a broad sense it is the process of socialization of
an individual, the formation and development of him as a person throughout his life
in the course of his own activity and under the influence of the natural, social and
cultural environment, including the organized, purposeful activities of parents and
teachers [M. I. Dyachenko, L. A. Kandybovich].
Educational theories are ideas and principles that explain the birth, formation
and change of personality, its behavior under the influence of educational influences.
The basis of modern theories is made up of psychological teachings about
personality development, social and developmental psychology.
Let's list some of them:
- biological theory;
- psychological theory;
- labor theory;
- preformism;
- theory of maturation;
- cultural-historical theory;
- theory of mutual determinism.
Charles Létourneau is considered the author of the biological theory.
Itsfollowers (J. Simpson, A. Espinas) imagined education in human society to be
10
close to the process of instinctive care and protection of their young by higher
animals. It arose outside of human society in the animal world and corresponds to the
level of instincts. It is based on the instinct of the struggle for existence.
The psychological theory was proposed by P. Monroe, who considered the
psychological process — the unconscious instinct of imitation — to be the main
mechanism of education, which is why the theory received this name [A. I. Savenkov].
Biological and psychological theories present the teacher as an ineffective
figure, inactive and not influencing the process of education itself.
Labor theory (F. Engels, L. Morgan) is based on the assumption that the
growing role of labor and the complexity of tools lead to the need to transfer
experience to generations and create the need for certain methods of not only
training, but also education.
A. I. Savenkov writes: “Preformism is a theory — a follower of the teachings
about the biological determinants of the development and education of the individual. It
arose during the Middle Ages and is distinguished by the fact that it perceives a child as
a small copy of an adult. From the very moment of conception, a human individual
already carries within himself all the characteristics inherent in him in the future, not
only the external inherited characteristics, but also the basic characteristics and qualities
of the individual. The biological factor, the genetic program become fundamental in the
development of “preformed” personality traits in adulthood” [A. I. Savenkov].
The maturation theory is based on the conceptual views of J.-J. Rousseau,
A. Gesell, J. Piaget, which are not much different from biological ideas about the factors
of child development. The formation of personality and the revelation of its abilities
occur thanks to the systematic and consistent unfolding of the program laid down by the
Creator or nature. The dominant role in this process is played by maturation effects.
Environmental effects are important, but insignificant [A. I. Savenkov].
Cultural-historical theory (L. S. Vygotsky) is based on the idea that it is
impossible to perceive a person, his personality, as a phenomenon isolated from
society. The development of mental functions and personal qualities has a cultural
and historical aspect. Social influence is initially carried out in the child’s
communication with an adult, through the mastery of intellectual tools and sign
systems (speech, scientific concepts, counting and writing). What the child learns is
first an interpsychic (interpersonal) process, which gradually moves to the
intrapsychic (intrapersonal) level [L. S. Vygotsky].
From the point of view of this theory, man, unlike animals, does not adapt to
the external environment, but actively masters it. The task of education is to help the
individual master his own behavior.
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