Psychological Foundation. The project is based on several sound psychological principles: (1) Survivors of trauma feel better knowing they are not alone, and that others support and care about them; (2) Children need safety and comforting; (3) Comforting can be provide by “transitional objects” which represent the parental/maternal nurturing figure; (4) A stuffed toy that can be cuddled offers “contact comfort,” further giving the child a sense of security (e.g. teddy bears were sent to children post-9/11); (4) Stress reduction techniques help children deal with trauma at all levels related to the event and their life in general; (5) Children respond to recreational projects, including arts decorating as well as music, dance and play. The cultural aspects of the program are healing, bringing the children in touch with their roots as well as developing appreciation of other cultures. Research: Data was collected about the impact of the training program on the trainers, and results are being analyzed. Preliminary results suggest that participation in the program was a significantly positive experience, in terms of learning simple, unique and immediately applicable approaches to helping children, and feeling useful, needed and valuable in their country’s recovery. The two students who were part of the GKCP team (Xxxxx Xxxxxx and Xxxxx Xxxx) expressed great appreciation for on-the-ground first-hand experience about trauma recovery. “Knowing the children’s pain and being able to do something to help them was a very powerful experience,” said Xxxxxx. “It’s not possible from just reading a textbook or hearing about it. Being there is invaluable as a rare opportunity for a student who wants to be a psychologist and help people.” Midy, whose family is Haitian, said, “I cannot express how meaningful it is to be here, helping in my country.”
Psychological Foundation. In a human being, motivation it involves the conscious and unconscious fields. The psychological theories should consider as a "first" motivation level to satisfy the basic necessities, as those of the food, oxygen, and water; and as a secondary level of motivation completing the social necessities as companionship and achievements. The primary necessities should be satisfied before an organism can attend the secondary fields. In the context of the class, Motivation refers to certain characteristics of the student's behavior, such as: interest, attention, state of alert, concentration and persistence. These are motivation qualities of immediate interest for the professor. If the students did not pay attention, neither they follow the instructions, neither they complete the assigned tasks, it is obviously difficult to teach them. The educator is also aware of the motivation characteristic of long term. For example, the professor of elementary school wants his students to learn how to enjoy the reading and the professor of History of the High School wants their students to develop a continuous interest in the raised events. In 100 years, from the beginning of the scientific Psychology, motivation has received a great heap of attention. Almost when is finishing the century, the instinct was a favorite explanation of motivation. In that time, instinct was a vagrant and strange concept. The American psychologist Xxxxxxx Xxxxxx invented a hierarchy of six levels of reasons that, according to its theory, it determines the human behavior. Xxxxxx aligns human necessities as follows:
Psychological Foundation. The learning and teaching activities that are selected to realize the objectives and the syllabus organization are guided by the understanding that what learners remember is the product of their interpretation, not the raw data themselves. Therefore, learning and instruction activities are designed to involve concrete experience; reflective observation; abstract conceptualization; active experimentation. A theoretical consideration is the development of autonomy-supporting structures that facilitate independence of learning, offering the learner opportunities for choice and decision making, and, in general, promoting the learner‘s self-determining status. Direct learner involvement in activity development and organization enhances the self determining status of students. Moreover, such activities draw students into the teaching-learning process in an active and reflective manner; they involve learners in aspects of diagnosis and evaluation which are generally considered to be the teacher‘s prerogative. The integration of language skills reinforces the learning process through the three part structure of the activities design: learning language, learning through language, learning about language. Students start with top-down processing: they are exposed to input which they process for meaning while at the same time selectively attending to specific language features. Students, by their prior knowledge generate expectations and combine them, with the language input to construct or reconstruct the meaning. While interpreting the language input, students assimilate and integrate new information to already existing schemata of stored knowledge. As a result, they record the gist of their experiences with the language input, an integrated understanding of the material, and not the exact original sentences and word order of the sentences. To get students to consciously focus on the specific linguistic features that have guided them in making their interpretations, are alerted to specific context details and language features, guiding through the exposition to audiovisual resources as interactive multimedia (A CD Rom with educational material) Interactive Multimedia in Education and Training emerges out of the need to share information and knowledge on the research and practices of using multimedia in various educational settings. The topic maintains issues related to planning, designing and development of interactive multimedia in a persuasive tone and style, offe...
Psychological Foundation. Motivation12 is the key to everything. In a human being, motivation it involves the conscious and unconscious fields. The psychological theories should consider as a "first" motivation level to satisfy the basic necessities, as those of the food, oxygen, and water; and as a secondary level of motivation completing the social necessities as companionship and achievements. The primary necessities should be satisfied before an organism can attend the secondary fields. In the context of the class, Motivation refers to certain characteristics of the student's behavior, such as: interest, attention, state of alert, concentration and persistence. These are motivation qualities of immediate interest for the professor. If the students didn't pay attention, neither they follow the instructions, neither they complete the assigned tasks, it is obviously difficult to teach them. The educator is also aware of the motivation characteristic of long term. For example, the professor of elementary school wants his students to learn how to enjoy the reading and the professor of History of the High School wants their students to develop a continuous interest in the raised events13. In a hundred years, from the beginning of the scientific Psychology, motivation has received a great heap of attention. Almost when is finishing the century, the instinct was a favorite explanation of motivation. In that time, instinct was a vagrant and strange concept. The American psychologist Xxxxxxx Xxxxxx invented a hierarchy of six levels of reasons that, according to its theory, it determines the human behavior. Maslow aligns human needs as follows:
Psychological Foundation. The cooperative work it‘s supported by some studies and researches realized through of the time, we can show the following thoughts with their respective authors. In the theory with Xxxxxxx Behavioral Development, focuses on group contingencies followed by rewards actions that encourage cooperative work groups. For Xxxxxxx (1990) the cooperative learning is an approach of the teaching in which student groups work together to solve problems and to identify learning tasks. Coll and Solé (1990) demonstrate the concept of educational interaction as situations where the players act simultaneously and interact in a certain context, a task around or learning content for the sole purpose of achieving clearly defined objectives. Colomina (1990) says that the cooperative teamwork have good effects on participants' academic performance and socio affective relations established between them. Xxxxxx Xxxxxxx (1994) tells us that cooperative work is one in which students construct their own knowledge through a complex interactive process involving three key elements: students, the content and the teacher acts as facilitator I mediator between the two. Xxxxxxxx states that collaborative learning requires students and group work. First of all, because it is group work in which teachers and students can work with the disadvantaged in their cognitive development, access to knowledge or improve their learning. The individual and collective work is done in a spirit of complementarily, through the appropriate coordination and coordination of tasks, and in a climate of mutual trust and respect highly satisfactory. When there are cooperative academic activities, individuals set goals that are beneficial to them and other members of the group, looking to maximize their learning so much as that of others. The team worked together until all group members have understood and completed the activity successfully. As educators we believe that cooperative work helps us streamline the teaching-learning in the classroom, allowing students the encouraged to help each other to develop the designated task, however the fix for cooperative learning means more than set very close a group of students and tell them to help each other. In Cooperative learning there are four basic elements that can be one part of a same model. A small group truly cooperative is carefully structured to make sure: ⮚ Face to face interaction. ⮚ Individual responsibility. ⮚ Positive interdependence. ⮚ Development of soc...
Psychological Foundation. According to the acquisition of a new language this thesis is psychologically based on the Xxxx Xxxxxxx´s Innate Theory, mainly because its proposal suggests that people have a language acquisition device (LAD) to program the brain to analyze the language by listening and decoding rules. Xxxxxxx postulates as a basic assumption that in every child and every girl exists an innate predisposition to carry out the learning that cannot be explained by the external environment since the structure of language is determined by specific linguistic structures that restrict its acquisition. This means that language is something specific to the human being who, according to this theory, is biologically predisposed to acquire it because people are born with a set of specific faculties (mind) which play an important role in acquisition of knowledge and enables them to operate freely in the external environment. The importance of the innate theory that Xxxxxxx insists lies on the creative aspect of the ability of those who use language to create or produce an infinite number of sentences, never heard and expressed before. The assumptions underlying the Xxxxxxx model are: Language learning is specific to the human being. The imitation has little or no purpose to learn the language of others. The adult attempts aimed to correct the errors of children, do not help the development of language. Their pronunciations are personal creations and not learned responses from other people. The “jump” of the teaching-learning Just as technology has induced changes in all aspects of society is also changing our expectations of what students must learn to function effectively in the new global economy. Students will move in an environment rich in information, they will be able to analyze and make decisions and master new areas of knowledge in an increasingly technological society. They must become lifelong learners, collaborating with other individuals to perform complex tasks effectively and using different systems of representation and communication of knowledge. To enable students to acquire essential knowledge and skills in the XXI century must be passed from teacher-centered learning to one of a student-centered. The route of a learning largely focused on the teacher to a student-centered, can create both a more interactive and more motivating learning environment for pupils and for teachers themselves. This new area also implies a change in the roles of students and teachers, the ...
