what do you understand by educational psychology?and Evry child is unique, discuss?
415241
I don't know that much about the psychology, but having three kids I can tell you alot about how children learn.  \nSome kids can sit still and listen to their teacher tell them what they need to know.  Some kids need to read about the subject to grasp it.  Some children need to see the object that they are studying, and others (most I would assume) learn best by touching and manipulating what they are studying.  \nSome kids cannot learn without moving around.  This seems to affect young boys more that girls, but the teacher needs to be aware that the child is not being disrespectful, but doing what they need to do learn.  Some kids can sit still, others need to be lying down, etc...  It takes a great teacher to let the kids learn, and not have a discipline problem at the same time.  My youngest has such a teacher this year, she has altered her classroom so that everychilds needs are met, and they still obey her better than any other teacher in the school,  I think it has a lot to do with respect- what she has for her students, they turn around and give it right back to her
682204
My personal philosophy is that ALL children and should be able to learn.  Every child whether born "normal" or disabled enters this world with the sense of learning and curiosity, this needs to be fostered.
54314
-How does your child learn best (visually, orally, kinesthetically)?\n-Is there anything your child is especially interested in?\n-Is there anything you think I should know in partciular about your child?
811390
In brief (lol) - As children we give equal importance to al the data we receive.\n\nLearning can be from any sense source, but we are slowly 'taught' to learn exclusively with our ears, and we develop a language, despite the fact that 90% of communication is visual - body language.\n\nJust when the child has got over the fact that it has to learn by audio means, we throw it back into confusion, by introducing a written (visual) code, which has to be learned.\n\nThe majority of children will have a nano-cortex (brain) divided into two halves, and store this info from the central mammalian brain (short-term memory).\n\nSleep allows the brain to refresh these memories, and sort out chemical links so we learn to relate certain things to others, and thus learn.\n\nSome children will have breaks in the chemical chains, or have divided their brain before birth into more sections (dyslexia) so they may find the established methods of acquiring data a little difficult at first.\n\nAt about 11 years, the cranium joints in the protective bones of our skull fuse together, and we free to then go on to develop the inside functions. This results in the development of abstract thought.\n\nIt can be simplified to this\n\n1. Unconsciously unaware don't know, and you don't know it.\n2. Consciously unaware, don't know, but you realise that you don't know.\n3. Unconsciously aware. You do know, but have not realised it.\n4. Consciously aware. You know, and you realise this.\n\nAt the end of your life, the chemical links you have built up over a lifetime start to decay, and you find it harder to recall the bits you haven't used for some time.\n\nSome people like Gardiner, theorised that we learn in spirals, building up on the last information, by revisiting it.\n\nBriggs Mayer identified that we like to learn in one of four preferred styles, or combinations of them, and thus learn best when taught in a style that suits us.\n\nLook at teaching books in the library - pedagogic (children), and androgogic (adults)
1092732
Regularly, I read Educational Psychology, Journal of Educational Psychology, and the Teaching of Psychology.\n\nIn the past six months, I've read tons over many subjects including, Journal of Applied Behavior Analysis, Slavic Review, Journal of Counseling Psychology, Educational Technology, Exceptional Children, and Human Rights Quarterly.\n\nIf you're looking for journals to read, try hanging out in the stacks of a college library and find some that have topics of interest or search JStore and Proquest (both of these require subscriptions but if you are a college student or have access to a college campus you should be able to log on).  What you read really depends on what interests you.
496033
This is an interesting question worth exploring. My main answer is that whatever you guys agree on that it be consistant. The children need to know what to rely on.\n\nIf you want to know of any studies then drop by your local college psychology department. Then, see if you can talk to a psychology instructor or someone in the psych department. And/or visit someone in the Teaching and human development department. \n\nThis would be a good study and a good exercise to go through. Whatever you do, MAKE SURE BOTH PARENTS get adequate quality time with the children. Do what's best for the child rather than looking for an argument to get your way. Remember again, be consistant and loving in a positive relationship. Negotiation is the key. The child needs to see cooperation between both parents.
564070
I like to think of myself as an intelligent person. I'm a mom , a step-mom, and an aunt to several.  I've also been a teacher for 11 years....and I'm ashamed to admit I HAVE NEVER THOUGHT OF THAT. Thank you so much for sharing. In answer to your question, I guess people are like me and have never really thought about it.
40549
It's quite true that there are just some things that we have to learn for ourselves. \n\nIt's also true that other people have different perspectives, goals and desires than we do.  Sometimes it's a matter that we are missing something that they see.\n\nIt can be frustrating when you see your own child make a mistake, but you can't protect them, and it is VERY tricky to convey to them what you have learned or what you see that you think they don't see.\n\nSo here is my advice: (!)\n1.  Give up your need to have them follow your advice.  They have to be able to do differently than what you advise, or you are just trying to control them, not help them.  And like I said above, what you want may not be what they want.  And they aren't there to do right everything you did wrong.\n\n2. Learn active listening - see link below.
1129733
Fear of children: An abnormal and persistent fear of babies and children. Sufferers experience anxiety even though they realize their fear is groundless. Rearing a child or being around active children can both produce anxiety. \n\nFear of children is termed "pedophobia," a word derived from the Greek "pais" (child) and "phobos" (fear). \n\nWhat is the cause of Pedophobia?\nLike all fears and phobias, pedophobia is created by the unconscious mind as a protective mechanism. At some point in your past, there was likely an event linking children and emotional trauma. Whilst the original catalyst may have been a real-life scare of some kind, the condition can also be triggered by myriad, benign events like movies, TV, or perhaps seeing someone else experience trauma. \n\nBut so long as the negative association is powerful enough, the unconscious mind thinks: "Ahh, this whole thing is very dangerous. How do I keep myself from getting in this kind of situation again? I know, I'll attach terrible feelings to children, that way I'll steer clear in future and so be safe." Just like that pedophobia is born. Attaching emotions to situations is one of the primary ways that humans learn. Sometimes we just get the wiring wrong. \n\nThe actual phobia manifests itself in different ways. Some sufferers experience it almost all the time, others just in response to direct stimuli. Everyone has their own unique formula for when and how to feel bad.\n\nIt's your thinking patterns that cause the feelings of fear. You know you don't have pedophobia when you are focussed on other things. To overcome pedophobia it is your thinking that must change. ONLY YOU can CHANGE YOUR THINKING.\n\nSeek support, Paul ;)
124071
Psychology deals with mental processes and behavior. depending on the interprettation and outlook coupled with the environmental factors...the outcomes will vary. They will most likely grow up as viewing themselves as victims OR survivors. The choice will depend on how they want to view it. We all make choices. Sometimes children do not have choices growing up...they are victims of their own circumstances. However, when one becomes an adult, then we all have choices on how we can deal with life. What does not kill us, makes us stronger.
313559
Patience\nLove\nKnowledge of a child psychological and physical development \nCreativity\nDesire of always keep learning and improving\nInterest care of your students\nand  a thick skin to deal with some of the parents :)
678294
An Indigo Child is one who shows a series of unknown and unusual psychological attributes and adopts a behavioral framework that has not been the subject of any study so far. This framework includes common and unique factors suggesting that people in contact with them – particularly the parents – must adopt another attitude and refer to a different method of education so that these little ones can reach a form of balance. If people overlook these unique behaviors, they run the risk of unbalancing and vexing the mind of these so very previous young lives.\n\nThey are born with a sense of dignity, which can be seen sometimes in their behavior.\n\nThey consider they deserve to be here and are surprised that others do not have this same feeling.\n\nSelf-esteem is not a real problem for them. They often tell their parents “who they are”.\n\nThey have a hard time in the face of rigid authority: without any explanations and/or alternatives.\n\nThey refuse going through certain things – for example, standing in line is almost too much for them.\n\nRitualistic systems that exclude creativity irritates them.\n \nAt home or in school, they often detect the best way to do something;   for that reason, they look like “system breakers”, non-conformists.\n \nThey seem antisocial unless they associate with peers alike.\n\nIf they do not find anybody in their circle of friends with a similarity of consciousness, then they withdraw into themselves and believe nobody on earth will ever understand them.\n\nThey refuse to submit to a discipline that will make them feel guilty, like “Just wait until daddy comes home!”.\n \nThey easily let others know about their needs.”
1179243
Why are you concerned about the IQ of a child? Let the child be just that, a child, and don't worry about how smart they might be!
421676
IF the child does not have a medical condition interfering with concentration (e.g. ADHD), then you indeed must raise the value of education in the child's perceptions of it.\n\nIf the child does have a medical condition that interferes with concentration, not only must you raise the value of education for the child, but also address the condition interfering with concentration through a doctor's help.\n\nFor a child to value education, they must perceive:\n--why are long-term goals important?\n--why is working as an adult important?\n--why is schooling relevant to adult work, and/or adult free-time activities?\n--how does the child's effort (especially if the child does not learn as fast as his/her average peers, or has an LD making reading/math difficult, or other extra challenges) bring about achieving the level of education needed to achieve his/her goals?
443511
Kids mature in three domains of growth: cognitive, physical and socio-emotional.\n\nThe cognitive domain includes intellectual and academic skills, such as math, language and science; the physical domain involves factors such as dexterity and being comfortable with one's body as it changes and matures; and the socio-emotional domain is the realm of emotions, psychology and social skills.\n\nTraditional educational environments tend to focus almost exclusively on the cognitive domain, paying less attention to the other two, but it's important that your program take a "whole child" approach, incorporating age-appropriate learning in all three domains. For example, if you are doing a project on dance, don't just study it in books or watch a video—get the kids up and moving. For the socio-emotional domain, try having them talk about how they danced in a way that reinforces positive interaction. \n\nOne of the many reasons we are advocates for inquiry-based learning is that it is better at incorporating the whole child approach.\n\nDifferent age groups reach milestones in each domain at different times. Most physical competencies are achieved in the early ages, and most of the basic "hardwiring" of adult logic and thinking skills begin to appear around age 12. Match your skills components accordingly. One particular challenge for youth workers in underserved communities is that children may be lagging in one or more domains. Observe your children with an open mind and see where their specific needs and strengths lie. Also remember that other factors, such as gender, nutrition and home environment, influence the age at which kids master certain skills.\n\n Although it's important to get a complete picture of each child's strengths, challenges and competencies in each domain, avoid thinking in terms of buzz words and pop psychology. Labels can become self-fulfilling prophecies. Even if kids never hear you say words like "at risk" or "ADD," they'll respond to how you treat them and the expectations you show. \nhttp://www.youthlearn.org/learning/planning/ages.asp
611273
Personal experience or simple curiousity (the why, what if, how come way of thinking).
213545
Because of my son.\n\nTwenty years ago, it became obvious that he had developmental delays. He was my first child and I simply didn't want to hear it. It was only through the gentle understanding of his preschool teachers that I was able to accept and then work with his needs, that were so different from the mainstream classes.\n\nOver the years, he has made tremendous progress. He is far beyond the places the medical world told me to expect. He has graduated from high school...they said he never would. They said he would be in a wheel chair....he isn't.  They said he would never read, but while it is still very very difficult, at 23 he was able to find Literacy Volunteers and has worked with them, making huge strides.\n\nIt was in large part because of the incredibly heartful, talented and dedicated special education teachers that he has made the progress that he has. Certainly I have had more than the average parent's involvement in his education, but *I* have grown and learned and become a much stronger woman than I would have been without him and them. I now advocate for children other than my son and try to give hope to young parents who are just becoming aware of their own child's challenges.\n\nI cannot say enough about, can't praise enough, these teachers, these angels, who daily, with little acts of kindness, with understanding and patience beyond measure, and with precious little gain in worldly possessions of their own, make a child know that he 'can' be useful and appreciated and vauluable and loveable. \n\nStudy special education if your heart tells you that you want to make a difference in the world, in the life of a child, and in the lives of his family. You never know how far reaching your efforts will be.\n\nThank you for even considering going into the field. I wish you great success and satisfaction and joy in knowing that a child smiled, a child accomplished, a child succeeded, because of you.