LEARNER-CENTERED PSYCHOLOGICAL The learner’s creativity, higher order

PRINCIPLES (LCP) thinking, and natural curiosity all contribute to

motivation to learn. Intrinsic motivation is
What are LCPs? stimulated by tasks of optical novelty and
▪ LCPs were put together by the American difficulty, relevant to personal interests, and
Psychological Association. providing for personal choice and control.
▪ LCPs focus on psychological factors rather
than conditioned habits or physiological 3. Effects of motivation to effort
factors. Acquisition of complex knowledge and
▪ These principles are intended to apply to skills requires , extended learner effort and
all learners --- from children, to teachers, guided practice. Without learners’ motivation to
to administrators, to parents, and to learn, the willingness to exert this effort is
community members involved in our unlikely without coercion.
educational system
DEVELOPMENTAL AND SOCIAL FACTORS
COGNITIVE AND METACOGNITIVE FACTORS 1. Developmental influences on learning
1. Nature of the learning process As individuals develop, there are
The learning of complex subject matter different opportunities and constraints for
is most effective when it is an intentional learning. Learning is most effective when
process of constructing meaning from differential development within and across
information and experience. physical, intellectual, emotional, and social
domains is considered.
2. Goals of the learning process
The successful learner, over time and 2. Social influences on learning
with support and instructional guidance, can Learning is influenced by social
create meaningful, coherent representations of interactions, interpersonal relations, and
knowledge. communications with others.

3. Construction of knowledge INDIVIDUAL DIFFERENCES FACTORS

The successful learner can link new 1. Individual differences in learning
information with existing knowledge in Learners have different strategies,
meaningful ways approaches, and capabilities for learning that
4. Strategic Thinking are a function of prior experience and heredity.
The successful learner can create and
use a repertoire of thinking and reasoning 2. Learning and diversity
strategies to achieve complex learning goals. Learning is most effective when
differences in learners’ linguistic, cultural, and
5. Thinking about thinking social backgrounds are considered.
Higher order strategies for selecting
and monitoring mental operations facilitate 3. Standards and assessment
creative and critical thinking. Setting appropriately high and
challenging standards and assessing the learner
6. Context of learning as well as learning progress --- including
Learning is influenced by diagnostic, process and outcome assessment ---
environmental factors, including culture, are integral parts of the learning process.
technology, and instructional practices.
Alexander and Murphy gave a
MOTIVATIONAL AND AFFECTIVE FACTORS summary of the 14 principles and distilled them
1. Motivational and emotional influences on into five areas:
learning ▪ The knowledge base
What and how much is learned is ▪ Strategic processing and control
influenced by the learner’s motivation. ▪ Motivation and affect
Motivation to learn, in turn, is influenced by the ▪ Development and Individual Differences
individual’s emotional states, beliefs, interests ▪ Situation or context
and goals, and habits of thinking.

2. Intrinsic motivation to learn

UNIT 2: Young children learn to become more self-
Basic Concepts and Issues on Human sufficient and to care for themselves, develop
Development school readiness skills and spend many hours in
play with peers
MODULE 1:
Human Development: Meaning, Concepts and Middle and late childhood (6 – 11 years of age,
Approaches the elementary school years) – the fundamental
▪ TRADITIONAL APPROACH skills of reading, writing and arithmetic are
▪ LIFE-SPAN APPROACH mastered. The child is formally exposed to the
larger world and its culture. Achievement
Characteristics of Life-Span Development becomes a more central theme of the child’s
1. Development is lifelong world and self-control increases
2. Development is plastic
Plasticity refers to the potential for change
3. Development is multidimensional Adolescence (10-12 years of age ending up to
▪ Biological processes involve changes in the 18-22 years of age) – begins with rapid physical
individual’s physical nature. changes – dramatic gains in height and weight,
▪ Cognitive processes involve changes in the changes in body contour, and the development
individual’s thought, intelligence and of sexual characteristics such as enlargement of
language. the breasts, development of pubic and facial
▪ Socio-emotional processes include changes hair, and deepening of the voice. Pursuit of
in the individual’s relationships with other independence and identity are prominent.
people, changes in emotions, and changes Thought is more logical, abstract and idealistic.
in personality. More time is spent outside of the family
▪ Development is relatively orderly and
takes place gradually
Early adulthood (from late teens or early 20s
Proximodistal Pattern - development start in lasting through the 30s) – it is a time of
the center of our body. establishing personal and economic
Cephalo-caudial Pattern - pattern of independence, career development, selecting a
development starts in the head. mate, learning to live with someone in an
intimate way, starting a family and rearing
4. Development is contextual children
5. Development involves growth,
maintenance and regulation
Middle adulthood (40 to 60 years of age) – it is a
time of expanding personal and social
MODULE 2: involvement and responsibility; of assisting the
The Stages of Development and Development next generation in becoming competent and
Tasks mature individuals; and of reaching and
maintaining satisfaction in a career
Developmental Stages

Pre-natal period (from conception to birth) – it Late adulthood (60s and above) – it is a time for
involves tremendous growth – from a single cell adjustment to decreasing strength and health.,
to an organism complete with brain and life review, retirement, and adjustment to new
behavioral capabilities. social roles.

Infancy (from birth to 18-24 months) – A time of Developmental Tasks

extreme dependence on adults. Many
psychological activities are just beginning – Infancy and Early Childhood (0-5)
language, symbolic thought, sensorimotor  Learning to walk
coordination and social learning.  Learning to take solid foods
 Learning to talk
Early childhood (end of infancy to 5 – 6 years  Learning to control the elimination of body
(Grade 1) – these are the preschool years. wastes
 Learning sex differences and sexual  Accepting the physiological changes of
modesty middle age
 Acquiring concepts and language to  Adjusting to aging parent
describe social and physical reality
 Readiness for reading Later Maturity (61 and over)
 Learning to distinguish right from wrong  Adjusting to decreasing strength and
and developing a conscience health
 Adjusting to retirement and reduced
Middle Childhood (6-12) income
 Learning physical skills necessary for  Adjusting to death of spouse
ordinary games  Establishing relations with one’s own age
 Building a whole-some attitude toward group
oneself  Meeting social and civic obligations
 Learning to have a good relationship with  Establishing satisfactory living quarters
age mates
 Learning an appropriate sex role
 Developing fundamental skills in reading,
writing, and calculating
 Developing concepts necessary fir
everyday living
 Developing conscience, morality, and a
scale of values
 Achieving personal independence
 Developing acceptable attitudes toward
society

Adolescence (13-18)
 Achieving mature relations with both sexes
 Achieving a masculine or feminine social
role
 Accepting one’s physique
 Achieving emotional independence of
adults
 Preparing for an economic career
 Acquiring values and an ethical system to
guide behavior
 Desiring and achieving socially responsible
behavior

Early Adulthood (19-29)

 Selecting a mate
 Learning to live with a partner
 Starting a family
 Rearing children
 Managing a home
 Starting an occupation
 Assuming civic responsibility

Middle Adulthood (30-60)

 Helping teenage children to become happy
and responsible adults
 Achieving adult social and civic
responsibility
 Satisfactory career achievements
 Developing adult leisure time activities
 Relating to one’s spouse as a person