Educational psychology timeline

Timeline created by Cecymartha
  • Period: 1500 to

    BACKGROUND

    The origin of Educational Psychology can be established from the time of Greek philosophical thought with Plato and Aristotle.
    Philosophers of education such as Juan Vives, Johann Pestalozzi, Friedrich Fröbel, and Johann Herbart had examined, classified and judged the methods of education centuries before the beginnings of psychology in the late 1800s.
  • Period: 1500 to

    EDUCATIONAL PSYCHOLOGY

    Psychologists working in education study the social, emotional and cognitive processes involved in learning and apply their findings to improve the learning process. Some specialize in the educational development of a specific group of people such as children, adolescents or adults, while others focus on specific learning challenges such as attention deficit hyperactivity disorder (ADHD) or dyslexia.
  • 1538

    Juan Vives

    Juan Vives
    He was one of the first prominent thinkers to emphasize that the location of a school is important to learning.[9] He suggested that a school should be located away from disturbing noises; the air quality should be good and there should be plenty of food for the students and teachers.[9] Vives emphasized the importance of understanding individual differences of the students and suggested practice as an important tool for learning.
  • Johann Friedrich Herbart

    Johann Friedrich Herbart
    He is considered the father of educational psychology.[13] He believed that learning was influenced by interest in the subject and the teacher.[13] He thought that teachers should consider the students' existing mental sets—what they already know—when presenting new information or material.
  • Johann Pestalozzi

    Johann Pestalozzi
    Pestalozzi fostered an educational reform backed by the idea that early education was crucial for children, and could be manageable for mothers. Eventually, this experience with early education would lead to a "wholesome person characterized by morality." He has been acknowledged for opening institutions for education, home education, and elementary books for students, mostly focusing on the kindergarten level. In his later years, he published teaching manuals and methods of teaching.
  • Stanley Hall

    Stanley Hall
    Representative of evolutionary psychology who was America's first educational psychologist.
    In 1891 he also created the Movement for the Study of the Child.
    He founded in 1893, the National Society for the Study of Education. Society that due to his publications and academic activities strongly influenced the development of educational psychology.
  • Period: to

    BEGINNING OF EDUCATIONAL PSYCHOLOGY

    The field of educational psychology was founded by several pioneers of psychology in the late 19th century.
    Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
  • William James

    William James
    James argued that laboratory experiments in psychology often did not indicate the effective way to teach children. This researcher highlighted the importance of observing teaching and learning in the classroom to improve education. One of his recommendations was to start each lesson at a slightly higher level than the knowledge and understanding of the students, to broaden the child's mind.
  • Lightner Witmer

    Lightner Witmer
    In 1896 he founded the first psychological clinic in the world, there he dedicated himself to the diagnosis of schoolchildren of child age with problems. He identified, for example, hyperactivity, learning disorders, speech and motor development problems, among others.
    He is known as the founder of clinical psychology.
    He wanted to train psychologists capable of solving school learning problems.
  • Alfred Binet

    Alfred Binet
    Stanford University adjusted the Binet-Simon test, the adjustments were specified in the Stanford-Binet scale. For a little over two decades, the efforts of educational psychologists consisted of developing and refining instruments that would allow evaluating the individual capacities of school-age children.
  • John Dewey

    John Dewey
    John Dewey argued that children learn it best through action.
    He said that education should be comprehensive and highlight the adaptation of children to their environment. Dewey proposed that children should not receive a purely academic education, but rather learn to think and adapt to a world outside the school. More specifically, he believed that children should learn to solve problems reflectively.
  • E. L Thorndike

    E. L Thorndike
    Thorndike argued that one of the most important educational tasks was to develop children's abilities to reason,
    and he excelled in designing rigorous scientific studies of teaching and learning.
    This author especially promoted the idea that the psychology of education must have a scientific foundation and be firmly based on quantification.
  • Period: to

    EDUCATIONAL PSYCHOLOGY AFTER 1920

  • 1950-1960

    1950-1960
    It was a time of expansion for the psychology of education, advances in the field of educational learning, measurement and evaluation, and, educational issues and educational reforms expanded the field of action for psychopedagogy.
    The behaviorist paradigm was hegemonic, programmed teaching, behavior modification techniques, the way of conceiving a methodology and intervention techniques, etc. they were widely studied for the sake of educational practice.
  • 1970-1980

    1970-1980
    During this decade, the psychology of education underwent changes, it was guided towards new ways because it was evident that educational phenomena were so complex that they required the participation of other disciplines such as the sociology of education, the economics of education, the comparative education, etc.
  • 1990-2020

    1990-2020
    As a result of the different reflections on the study problem of educational psychology, its epistemology and other issues, several paradigms have emerged that have permeated a large number of researchers and their works from the 1930s to the present, three of these were developed mainly in The US and from there they spread to other regions -especially to Europe and then to Latin America-, these are: behavioral, cognitive and humanist paradigm.