The development of speech skills is very necessary in the modern world, since it allows people to exchange information, establish communication and provide interaction

CHAPTER II. FEATURES OF COOPERATION IN THE DEVELOPMENT OF SPEECH SKILLS AT THE LEVEL OF SECONDARY EDUCATION IN SECONDARY SCHOOLS

2.1. Psychological features of the development of speech skills at the level of Secondary Education in general educational schools

The nature of cooperation of high school students with adults and peers was diagnosed using a series of subtests performed on the basis of spatial tasks: from 4 to 9 multi-colored square chips it was necessary to create a pattern according to a given pattern. First, each teenager laid out three patterns of increasing complexity independently; at the same time, the experimenter recorded the teenager’s level of success in solving experimental problems. It allowed:
a) equalize the control and experimental samples according to this parameter, which is insignificant for us;
b) select pairs of partners equal in level of success in performing diagnostic tasks. After this, the teenagers were offered four situations of cooperation of different types.
A situation of cooperation with peers with distribution of functions. The two teenagers were separated by a screen; one was given a sample of the pattern, and the other was given chips from which this pattern had to be laid out. The first teenager dictated the pattern, the second acted according to his instructions, having the right to ask any questions, but not being able to look at the pattern. After completing the task, the teenagers changed roles and created a new pattern of the same perceptual complexity. This situation made it possible to diagnose the intellectual component of joint action: the ability to take into account the position of the partner.
The dictator's instructions were assessed according to the degree to which they were addressed. The highest level of targeting was achieved by those adolescents whose instructions ensured the success of the partner’s action. The medium-level instruction gave the partner the opportunity to create a pattern that at least partially resembled the pattern. The instruction of the lowest level of targeting contained practically no guidelines for the partner’s action: the dictator seemed to forget that the performer did not see the model. In the actions of a teenager following instructions, we were interested in the ability to independently obtain missing information, to coordinate their actions and the actions of the dictator using additional questions. The ability to formulate a question that helps to obtain information that is missing for successful action is for us a significant indicator of the child’s educational initiative, the transition from the position of a student to the position of teaching himself independently with the help of other people. . A situation of cooperation with a teacher with distribution of functions. Each teenager assembled a pattern according to verbal instructions from an adult. The instructions were drawn up at an average level of targeting, i.e. in such a way that it was impossible to act on it unambiguously without additional questions. In fact, this situation exactly reproduced the first one, but the teenager’s partner was not a peer, but an adult. We were interested in whether changing a partner would affect a teenager’s ability to take initiative in a situation of an uncertain task: using questions to obtain missing information.
A situation of interaction with peers without a clear division of functions. The teenagers sat next to each other, received a common pattern, and the chips were divided between them so that the pattern could only be put together by combining them.
Situation of conflict interaction with peers. Each teenager still had his own set of chips. But this time, everyone received their own sample of the pattern and had to assemble it individually. However, not a single teenager had enough chips to complete his work. From two sets of chips, only one pattern could be assembled entirely. These two situations make it possible to identify individual styles of cooperation: a tendency towards leadership, subordination, aggressiveness, individualistic tendencies, etc. From the data in table.
1 shows that:
1) the course provided a sharp decentralization of teenagers’ actions;
2) the experimental programs, in which adolescents studied in the English language program, contributed to further decentration more significantly than the national programs in which children from the control class were trained.
Educational psychology is the study of how people learn, including teaching methods, instructional processes, and individual differences in learning. It explores the cognitive, behavioral, emotional, and social influences on the learning process. Educational psychologists use this understanding of how people learn to develop instructional strategies and help students succeed in school.
This branch of psychology focuses on the learning process of early childhood and adolescence. However, it also explores the social, emotional, and cognitive processes that are involved in learning throughout the entire lifespan.
The field of educational psychology incorporates a number of other disciplines, including developmental psychology, behavioral psychology, and cognitive psychology. Approaches to educational psychology include behavioral, developmental, cognitive, constructivist, and experiential perspectives.
This article discusses some of the different perspectives taken within the field of educational psychology, topics that educational psychologists study, and career options in this field.
Things to Know About Educational Psychology.Perspectives in Educational Psychology As with other areas of psychology, researchers within educational psychology tend to take on different perspectives when considering a problem. These perspectives focus on specific factors that influence learning, including learned behaviors, cognition, experiences, and more.
The Behavioral Perspective. This perspective suggests that all behaviors are learned through conditioning. Psychologists who take this perspective rely firmly on the principles of operant conditioning to explain how learning happens. For example, teachers might reward learning by giving students tokens that can be exchanged for desirable items such as candy or toys. The behavioral perspective operates on the theory that students will learn when rewarded for "good" behavior and punished for "bad" behavior. While such methods can be useful in some cases, the behavioral approach has been criticized for failing to account for attitudes, emotions, and intrinsic motivations for learning. The Developmental Perspective. This perspective focuses on how children acquire new skills and knowledge as they develop.2 Jean Piaget's stages of cognitive development is one example of an important developmental theory looking at how children grow intellectually.3
By understanding how children think at different stages of development, educational psychologists can better understand what children are capable of at each point of their growth. This can help educators create instructional methods and materials aimed at certain age groups.
The Cognitive Perspective
The cognitive approach has become much more widespread, mainly because it accounts for how factors such as memories, beliefs, emotions, and motivations contribute to the learning process.4 This theory supports the idea that a person learns as a result of their own motivation, not as a result of external rewards.
Cognitive psychology aims to understand how people think, learn, remember, and process information.
Educational psychologists who take a cognitive perspective are interested in understanding how kids become motivated to learn, how they remember the things that they learn, and how they solve problems, among other topics.
The Constructivist Approach. This perspective focuses on how we actively construct our knowledge of the world. Constructivism accounts for the social and cultural influences that affect how we learn. Those who take the constructivist approach believe that what a person already knows is the biggest influence on how they learn new information. This means that new knowledge can only be added on to and understood in terms of existing knowledge. This perspective is heavily influenced by the work of psychologist Lev Vygotsky, who proposed ideas such as the zone of proximal development and instructional scaffolding. Experiential Perspective. This perspective emphasizes that a person's own life experiences influence how they understand new information. This method is similar to constructivist and cognitive perspectives in that it takes into consideration the experiences, thoughts, and feelings of the learner.
This method allows someone to find personal meaning in what they learn instead of feeling that the information doesn't apply to them. Recap. Different perspectives on human behavior can be useful when looking at topics within the field of educational psychology. Some of these include the behavioral perspective, the constructivist approach, and the experiential perspective.
Topics in Educational Psychology. From the materials teachers use to the individual needs of students, educational psychologists delve deep to more fully understand the learning process. Some these topics of study in educational psychology include:
Educational technology: Looking at how different types of technology can help students learn. Instructional design: Designing effective learning materials. Special education: Helping students who may need specialized instruction. Curriculum development: Creating coursework that will maximize learning. Organizational learning: Studying how people learn in organizational settings, such as workplaces. Gifted learners: Helping students who are identified as gifted learners. Careers in Educational Psychology. Educational psychologists work with educators, administrators, teachers, and students to analyze how to help people learn best. This often involves finding ways to identify students who may need extra help, developing programs for students who are struggling, and even creating new learning methods. Many educational psychologists work with schools directly. Some are teachers or professors, while others work with teachers to try out new learning methods for their students and develop new course curricula. An educational psychologist may even become a counselor, helping students cope with learning barriers directly.
Other educational psychologists work in research. For instance, they might work for a government organization such as the U.S. Department of Education, influencing decisions about the best ways for kids to learn in schools across the nation. In addition, an educational psychologist work in school or university administration. In all of these roles, they can influence educational methods and help students learn in a way that best suits them. A bachelor's degree and master's degree are usually required for careers in this field; if you want to work at a university or in school administration, you may need to complete a doctorate as well. Recap. Educational psychologists often work in school to help students and teachers improve the learning experience. Other professionals in this field work in research to investigate the learning process and to evaluate programs designed to foster learning.
Careers in Psychology. History of Educational Psychology. Educational psychology is a relatively young subfield that has experienced a tremendous amount of growth. Psychology did not emerge as a separate science until the late 1800s, so earlier interest in educational psychology was largely fueled by educational philosophers. Many regard philosopher Johann Herbart as the father of educational psychology.
Herbr at believed that a student's interest in a topic had a tremendous influence on the learning outcome. He believed teachers should consider this when deciding which type of instruction is most appropriate.
Later, psychologist and philosopher William James made significant contributions to the field. His seminal 1899 text "Talks to Teachers on Psychology" is considered the first textbook on educational psychology. Around this same period, French psychologist Alfred Binet was developing his famous IQ tests. The tests were originally designed to help the French government identify children who had developmental delays and create special education programs. In the United States, John Dewey had a significant influence on education. Dewey's ideas were progressive; he believed schools should focus on students rather than on subjects. He advocated active learning, arguing that hands-on experience was an important part of the process. More recently, educational psychologist Benjamin Bloom developed an important taxonomy designed to categorize and describe different educational objectives. The three top-level domains he described were cognitive, affective, and psychomotor learning objectives. Significant Figures. Throughout history, a number of additional figures have played an important role in the development of educational psychology. Some of these well-known individuals include:
John Locke: Locke is an English philosopher who suggested the concept of tabula rasa, or the idea that the mind is essentially a blank slate at birth.16 This means that knowledge is developed through experience and learning.
Jean Piaget: A Swiss psychologist who is best known for his highly influential theory of cognitive development, Jean Piaget's influence on educational psychology is still evident today. B.F. Skinner: Skinner was an American psychologist who introduced the concept of operant conditioning, which influences behaviorist perspectives.17 His research on reinforcement and punishment continues to play an important role in education.
Recap. Educational psychology has been influenced by a number of philosophers, psychologists, and educators. Some thinkers who had a significant influence include William James, Alfred Binet, John Dewey, Jean Piaget, and Benjamin Bloom.
The Role of Accommodation in Learning. A Word From Verywell. Educational psychology offers valuable insights into how people learn and plays an important role in informing educational strategies and teaching methods. In addition to exploring the learning process itself, different areas of educational psychology explore the emotional, social, and cognitive factors that can influence how people learn. If you are interested in topics such as special education, curriculum design, and educational technology, then you might want to consider pursuing a career in the field of educational psychology.