Developmental Psychology in the Teaching of Civic Education

The thesis deals with the teaching of developmental psychology within the framework of Civic education. The theoretical part presents the issues of developmental psychology and didactics of social sciences, it deals with conditions for meaningful teaching of developmental psychological topics at the upper primary school, curriculum analysis, and appropriate teaching methods. In the practical part a proposal for specific teaching hours is submitted. The aim of the thesis is to create thoughtful teaching plans that develop psychological functional literacy and promote intergenerational communication skills of students. KEYWORDS developmental psychology, didactics of social sciences, didactics of psychology, curriculum documents, intergenerational communication, civic educationDiplomová práce se zabývá výukou vývojové psychologie v rámci Výchovy k občanství. Teoretická část představuje problematiku vývojové psychologie a didaktiky společenských věd, zabývá se podmínkami smysluplné výuky vývojově psychologických témat na druhém stupni ZŠ, analýzou kurikula a vhodnými vyučovacími metodami. V praktické části je předložen návrh konkrétních vyučovacích hodin. Záměrem práce je vytvoření promyšlených návrhů výuky rozvíjející psychologickou funkční gramotnost a též podpoření rozvoje mezigenerační komunikace u žáků. KLÍČOVÁ SLOVA vývojová psychologie, didaktika společenských věd, didaktika psychologie, kurikulární dokumenty, mezigenerační komunikace, občanská výchovaKatedra občanské výchovy a filosofieFaculty of EducationPedagogická fakult

Аxiological criteria of age psychology

Психологічні характеристики віку визначаються конкретними умовами, в яких відбувається розвиток індивіда: характером вчення-виховання, особливостями його діяльності та дії, спілкуванням, педагогічною майстерністю батьків і вихователів-вчителів. Для кожного віку існує своя специфічна "соціальна ситуація розвитку", певне співвідношення умов соціального середовища та внутрішніх умов розвитку індивіда як особистості.L. Vygotsky was the first systemic analyst of age psychology which was viewed by him as a new-type formation of personality and his/her activity. It was interpreted in terms of those psychological and social changes which originally appear on a certain age step, and which, basically and generally, define the child’s consciousness, his/her relations with the surroundings, his/her inner and outer life, the whole process and the results of his/her development at a particular period of time. «Age is a relatively closed developmental cycle with its own structure and dynamics». The theory of L. Vygotsky which has been evolving and has been complemented by his disciples and followers is the theory of the age structure and dynamics. At every definite age the social developmental situation contains a contradiction – a new genetic task which is carried out due to the creation of a new system of relations, a new social developmental situation, which confirms the child’s transition to the next (new) psychological age. In L. Vygotsky’s opinion, age periods are the holistic dynamic entity, the structure which establishes the role and importance of every general and particular lines of development. In every age period of development the personality changes as integrity in its inner structure and the laws of these changes determine the movement of every its constituent. Currently, the following age periodization is in use: childhood (from birth to 1 year old); before preschool childhood (1-3 years old); preschool childhood (3-6 years old); junior school age (6-10 years old); adolescence (10-15 years old); youth: the first step (senior school age 15-17 years old), the second period (17-21 years old); mature age: the first period (21-35 years old), the second period (35-60 years old); elderly age (65-75 years old); old age (75-90 years old); centenarians (90 years old and more). Age psychology acquired its independence in the field of psychology as a separate sphere of knowledge at the end of the XIX century. On appearing in the scientific world as «children’s psychology», it has been long restricted to the investigation of a child’s psychological development peculiarities. Social, cultural and related research enquiries, achievements of the proper psychological and pedagogical sciences resulted in the consideration of every age period in terms of development. They made obvious the necessity of the holistic analysis of ontogenetic process and cross-science researches. Thus, the units of age psychology are: children’s psychology (which studies the peculiarities of the psychological development of a child from his/her birth inclusively to his/her adolescence); youth psychology, third-age psychology and gerontologic psychology (psychology of the old age). Age psychology, being named for a long time as children’s psychology, has created and developed the scientific principles and the basic theoretical provisions of age psychology for the psychology of childhood. As a rule, they are very valuable for the psychological research of mature and old ages. They have proved to be also important for a range of sciences, particularly for proper psychology with its subfields which are vitally necessary for the development of a man – pedagogical psychology and psychological pedagogy. Scientists have stated that the first possible characteristic feature of the psychophysiological nature of matureness which is defined by genetic psychology is the stabilization of functional levels of major activities and the creation of indefinitely prolonged fixed status. Unlike genetic psychology, gerontology does not treat matureness as «life statistics». On the contrary, it is a number of complicated processes which break the fixed status and where involution processes occupy a special place

DIPL 3101 Leadership: Concepts and Practice

The purpose of this course is to investigate the nature of political leadership and its functions in contemporary society. Particular attention is given to such subjects as leadership and culture, leadership traits, power and influence, patterns of leadership (charismatic, transformational and servant leadership), and the effectiveness of leadership in organizational settings. The main emphasis is on political/organizational leadership but the course blends theory and practice and relies on an interdisciplinary approach drawing from relevant social and behavioral sciences including philosophy and ethics, developmental psychology and sociological, and organizational behavioral sciences

DIPL 3101 AA Leadership: Concept and Practice

The purpose of this course is to investigate the nature of leadership and its functions in contemporary society. Particular attention is given to such subjects as leadership and culture, leadership traits, power and influence, patterns of leadership (charismatic, transformational and servant leadership) and the effectiveness of leadership in organizational settings. The main emphasis is on political leadership but the course blends theory and practice and relies on an interdisciplinary approach drawing from relevant social and behavioral sciences including philosophy and ethics, developmental psychology and sociological and organizational behavioral sciences

Language evolution: Sound meets gesture? [Review of the book From signal to symbol: The evolution of language by By R. Planer and K. Sterelny]

A molecular biologist, a historical linguist, and a developmental psychologist walk into a bar. This is not a joke and could instead well describe a social evening at a language evolution conference. Over the last 30 years and more, a plethora of disciplines has tried to find out how language originated and developed in our species. Scholarly contributions come from the humanities, social sciences, engineering and natural sciences. In particular, the many disciplines involved, to name just a few, are: philology, archeology, psychology, artificial life, computer science, physics, paleontology, and genetics. I imagine how granting agencies may dread funding proposals in language evolution: how can one assemble an evaluation panel with such diverse backgrounds

General Psychology for Honors Students

What are the most effective methods to study for a test? What are the meanings of dreams? How do illusions work? With whom are you most likely to fall in love? These are just a few of the questions that have been asked by psychologists since the birth of the field as an area of scientific research in the 1870’s. This text surveys the basic concepts, theories, and pivotal findings over the past 100 years in the science of Psychology, with special emphasis on contemporary concepts and findings focused on the relation of the brain to normal and pathological behaviors. Psychology has long evolved past the psychodynamic influence to include biological, social, learning, motivational, and developmental perspectives, to name a few. Contemporary psychologists go beyond philosophical or anecdotal speculation and rely on empirical evidence to inform their conclusions. Similarly, readers will push beyond pre-existing schemas and misconceptions of the field of psychology to an understanding of contemporary quantitative research methods as they are used to predict and test human behavior. This textbook is a compilation of thirty-nine readings organized into ten sections. Introduction to Psychology (Readings 1 - 5) A brief history of psychology, followed by an introduction to contemporary psychology, an overview of the scientific method, an introduction to research design, and thinking like a psychological scientist. Psychophysiology (Reading 6 - 8) Neurons, how our brain controls our thoughts, feelings, & behavior, and an introduction to psychophysiological methods in neuroscience. Consciousness & Sleep (Readings 9 - 12) The nature of consciousness, an exploration of sleep, why we sleep, the stages of sleep, and sleep problems and disorders. Perception (Readings 13 - 14) Seeing, and on the accuracy and inaccuracy of perception. Healthy Living (Readings 15 - 16) A healthy life, and substance use & abuse. Learning & Memory (Readings 17 - 20) Learning and memory, predictive learning, operant conditioning, memories as types and stages, and how we remember, with cues to improving memory. Social Psychology (Readings 21 to 26) Conformity, obedience, power & leadership, how the social context influences helping, and determinants of helping, gender and prejudice & discrimination. Psychological Development (Readings 27 to 30) Cognitive development in childhood, theories of development, and attachment through the life course. Research methods in developmental psychology. Personality & Psychological Disorders (Readings 31 - 37) Personality, psychological disorders, diagnostics and classification, anxiety disorders, mood disorders, schizophrenia spectrum disorders, and personality disorders. Treatment (Readings 38 - 39) Therapeutic orientations and psychopharmacology. Changes to the original OER works were made by Kate Votaw and Judy Schmitt to suit the needs of the Inquiries in the Social and Behavioral Sciences course in the Pierre Laclede Honors College at the University of Missouri-St. Louis. This work was developed with support from the University of Missouri-St. Louis Thomas Jefferson Library, with special thanks to librarians Judy Schmitt and Helena Marvin

COOPERATIVE LEARNING TECHNIQUES AS A FORM OF GROUP WORK IN HIGHER EDUCATION

The interest to cooperative learning in our country hasn’t been very strong until recently. It is a form of a group work but it has more opportunities for the educational process. David W. Johnson, Roger T. Johnson, and Mary Beth Stanne believe that the widespread use of cooperative learning is because of multiple factors. Three of the most important are that cooperative learning is clearly based on theory, validated by research, and operationalized into clear procedures educators can use. First, cooperative learning is based solidly on a variety of theories in anthropology (Mead, 1936) , sociology (Coleman, 1961), economics (Von Mises, 1949), political science (Smith, 1759), psychology, and other social sciences. In psychology, where cooperation has received the most intense study, cooperative learning has its roots in social interdependence (Deutsch, 1949, 1962; Johnson & Johnson, 1989), cognitive-developmental (Johnson & Johnson, 1979; Piaget, 1950; Vygotsky, 1978), and behavioral learning theories (Bandura, 1977; Skinner, 1968). It is rare that an instructional procedure is central to such a wide range of social science theories

Los orígenes de la psicología

The origins of psychology, the philosophical schools, her relationships with the arts and the social sciences, and her crisis are briefly presented in this communication. Scientific psychology is not raised as a isolated science, but she has a large developmental process, which was influenced by the social changes.Los orígenes de la psicología, las corrientes que influyeron en ella, sus relaciones con las artes y con las ciencias sociales, así como sus crisis son tratados brevemente en esta comunicación. La psicología científica no aparece en el aire sino es el resultado de un largo proceso de desarrollo, que es influenciado por los cambios sociales

‘What is the self anyway?’ : towards a more parsimonious conceptualisation of the self : a review

The ‘self’ is of interest across multiple psychological, cognitive, and social sciences. Unhelpfully, a plethora of terms are used across different theoretical and empirical areas. This leads to inconsistency, confusion and lack of clarity and impedes cross-disciplinary communication and progress. To improve clarity, increase parsimony and support theoretical and empirical advances, it is important to establish clear terms that can be applied consistently across psychology. The aim of this paper is to present a comprehensive initial inventory of synthesised self-terms that can be used by, and across psychology. We review self-terms used across different areas in psychology and identify a set of terms that are most frequently and consistently used across these domains. We then present a synthesis of commonly used ‘self-terms’ that are specifically related to six psychological sub-disciplines; Cognitive, Social, Developmental, Neuroscience, Clinical and Personality psychology. A glossary of self-terms, together with frequently used synonymous self-terms are presented