1. EDUCATIONAL
PSYCHOLOGY
Problem-based Learning

2. Problem Statement
 To investigate how these 4 interlinked
aspects - the micro and meso environment
(family, classmates, teachers) of a child,
the degree of fulfilment of needs of the
child, the social-emotional learning
processes of the child, and how a child
processes information, would influence
the learning ability of a child.

3. Learning
Ability
Needs
Micro-
environment
Information
Processing
Social -
Emotional
Learning

4. Outline of Presentation
Conclusion
Problem Hypothesis Solutions
Needs Microenvironment SEL
Information
Processing

5. Hypothesis
 Needs
 Parents’ lack of personal care to a child’s sense of belonging, safety and
self-esteem affects his desire to learn.
 Microenvironment
 A child’s relationship with his microenvironment
(parents/classmates/teachers) affects his propensity to learn in school.
 A child’s socio-economic status (SES) influences parents’ expectations
on the child.
 A teacher’s expectations and impressions of a child affects his
performance in school
 Social and Emotional Learning
 A child’s deficiencies in social-emotional competencies adversely affect
his performance in school
 Information Processing
 A child’s attention can be divided when faced with emotional issues.
 Inherent abilities such as Cognitive resources play a part in learning
abilities

6. • A child’s relationship with his microenvironment
affects his propensity to learn in school.
• A child’s SES influences parents’ expectations on the
child.
• A teacher’s expectations and impressions of a child
affects his performance in school
Microenvironment

7. Bronfenbrenner’s Bioecological
Theory of Development
 Bio”: influence of
genetic makeup on
development
 physical traits
 temperament
 “Ecological” refers to
the environmental
influences
 Microsystem
 Mesosystem
 Exosystem
 Macrosystem
 Chronosystem

8. Chronosystem
Macrosystem
Exosystem
Mesosystem
Microsystem
Child • most powerful influence on
development
• parents, teachers and peers
• interactions between the elements of the
microsystem
• relationship between parents and
teachers
Bronferbrenner’s
Bioecological Theory
of Development
Levels Involved

9. BRONFENBRENNER’S THEORY
Microsystem – Parents
Problem
• Parents do not seem to care for Jeremy, and blames each
other for his poor grade
Theory
• Parents constitute child’s microsystem
• Perhaps the most powerful influences on child’s
development
• Authoritarian style of parenting
• Parents are unresponsive and detached from the child
• Negligence would adversely affect the child’s motivation
and performance in school
Solution
• Help parents realize that they have to take primary
responsibility for their child
• School can organise talks that focuses on parents’ and
teachers’ roles on a child’s development

10. Problem
• Teachers are insensitive and not understanding enough,
and hurls insensitive and hurtful remarks at Jeremy
• Inflict further emotional damage
• Encourage negative self concept
Theory
• Teachers constitute a child’s microsystem
• Teachers are a crucial source of support for a child
• Also a source of motivation and acceptance
Solution
• Teachers should try to find out child’s situation before
reprimanding child
• Scolding should be done tactfully
BRONFENBRENNER’S THEORY
Microsystem – Teachers

11. Problem
• Jeremy is ostracized by his peers in school
Theory
• Peers constitute a child’s microsystem
• Peers provide emotional support
• Allow opportunities for development of social skills
• Being in a clique gives one a sense of identity
Solution
• Teachers could encourage interaction
• Talk to the class to clarify student’s situation
• Incorporate interactive activities or games during
lessons
BRONFENBRENNER’S THEORY
Microsystem – Peers

12. Problem
• Form teacher made repeated attempts to speak with
Jeremy’s parents, but failed to contact them
• Parents are too busy
Theory
• Mesosystem poorly established
• Ineffective communication between teacher and
parents
• Adversely affects child’s development
Solution
• More frequent meetings
• More effective communication
• Interest of child as priority
BRONFENBRENNER’S THEORY
Mesosystem

13. Problem
• Parents are working professionals and seem to have very
high expectations for Jeremy
Theory
• Socio-Economic Status
• Parents with middle or high socioeconomic status (SES)
often lack the time and energy to fully invest in their
child’s preparation and performance in school (Ramey &
Ramey, 1994)
• Child feels neglected, and have no sense of belonging
• Child may eventually become withdrawn
Solution
• Help parents realize that they need to invest more into their
child's development
• School can organise talks that focuses on a child’s needs
and what parents should do
Social Economic System

14. Parents’ lack of personal care to a child’s sense of
belonging, safety and self-esteem affects his desire to
learn.
Needs of a Child

15. NEEDS – Belonging to family
Problem
• Student becomes overwhelmed by anxiety as
he/she seeks to please parents to fulfill his/her
need to be loved by parents.
Theory
• Emotional stress on child.
• Eagerness to perform well to please parents,
but no means to do so.
• Insecurity and added anxiety which hampers
ability to learn.
Solution
• Parents should show concern for child other
than academic areas.
• Recognise child’s interest and talents in non-
academic areas.

16. NEEDS – Sense of Relatedness
Problem
• Student desires to leave the class and feels
apart from classmates rather than being a part
of the class.
Theory
• Mind cluttered with thoughts of ‘getting out of
situation’
• Hampered from acquiring knowledge with a
peace of mind.
Solution
• Teachers should communicate positive regard
unconditionally and show earnest commitment
to students and their learning. (Cornelius-White,
2007)
• Teacher can entrust the child some form of
responsibility in class.

17. NEEDS – Self Determination
Problem
• Students feel that they have no say in their
timetable.
• Lack of rest (unfulfilled physical needs)
Theory
• Interest in school tasks is increased when
students have been given some choice and
opportunities to take personal responsibility for
learning. (Grolnick, Gurland, Jacob &
Decourcey, 2002)
• Meeting of basic physiological needs such as
sufficient rest is essential. (Maslow, 1970)
Solution
• Parents can sit down with child and work out a
consensus on study regime
• Factor in free time for rest.

18. A child’s deficiencies in social-emotional
competencies adversely affect his performance in
school
Social-Emotional learning

19. Awareness of
Self & Others
• Awareness &
management of
feelings
• Constructive sense of
self
• Perspective-taking
Positive
Attitudes &
Values
• Personal
responsibility
• Respect for others
• Social responsibility
Responsible
Decision-making
• Problem-identification
• Social-norm analysis
• Adaptive goal-setting
• Problem-solving
Social
Interaction Skills
• Expressive
communication
• Cooperation
• Negotiation
• Help-seeking
• Refusal
SOCIAL-EMOTIONAL
LEARNING
COMPETENCIES
Adapted from:
http://www.casel.org/downloads/Safe%20and%20Sound/3B_SEL_Framework.pdf

20. SOCIAL-EMOTIONAL
LEARNING
Problem
• Student is lethargic and listless in class
• As a result of staying up late doing work/ having
tuition
Theory
• Responsible decision-making
• Without ability to identify problem situations,
the student is unable to make responsible and
helpful decisions.

21. SOCIAL-EMOTIONAL
LEARNING
Problem
• Student does not perform well academically in
school
Theory
• Awareness of self
• Student is unable to recognize his
strengths and weaknesses
• Responsible decision-making
• Student is unable to act on his perceived
strengths and weaknesses
• Student is unable to solve problems
• Student did not practise adaptive goal-
setting
• Student does not seek help

22. SOCIAL-EMOTIONAL
LEARNING
Problem
• Student is ostracized by friends in school
Theory
• Social interaction skills
• Student did not expressively
communicate his opinions and feelings
to his peers
• Student is unable to issue refusals
• Awareness of self
• Student does not display awareness of
his strengths and weaknesses

23. SOCIAL-EMOTIONAL
LEARNING
Problem
• Teachers’ insensitive remarks about student
not fitting in with any group
Theory
• Awareness of self
• Student is unable to manage his feelings
and regulate his responses to comments
by others

24. SOCIAL-EMOTIONAL
LEARNING
Problem
• Parents’ lack of attention and encouragement to student.
Theory
• Social interaction skills (Relationship Management Skills)
• Student did not demonstrate expressive communication
skills to convey his feelings and opinions to others
• Student has no negotiation skills to suggest compromises

25. Solutions
Inability to
practise
responsible
decision-
making
Lack of
awareness of
self and
others
Lack of social
interaction
skills
Exploit
teachable
moments in
class to
practise SEL
skills
Create
emotionally-
and
psychologically-
safe learning
environment
Foster positive
relationships in
class
Role Models

26. • A child’s attention can be divided when faced
with emotional issues.
• Inherent abilities such as cognitive resources
play a part in learning abilities
Information processing

27. INFORMATION PROCESSING
Problem
• Student does not spend quality time with parents and feel
neglected
Theory
• Sense of belonging and safety is essential to a child before self-
actualization can take place
• Primary concerns are emotional issues. Students will be unable
to focus and perform in school & his Information Processing
skills are affected.
Solution
• Parents should set aside quality time to spend with their
child/children.
• Child/Children should be provided with care and a sense of
belonging before being able to concentrate and focus on
Information Processing in the classroom.

28. INFORMATION PROCESSING
Problem
• Student is distracted in class
Theory
• Inability to focus in class due to emotional &
psychological stresses
• Information Processing skills are affected & students are
unable to catch up academically with peers
Solution
• Manage the distressing issues of the students to ensure
that there is a marked improvement in the attention of
the students towards education.

29. INFORMATION PROCESSING
Problem
• Absent of trust between educators & students
Theory
• Lack of trust affects students’ attitude towards Information
Processing
• Creates an unhealthy learning environment
• Impedes students’ ability in Information Processing
Solution
• Create a bridge to promote mutual understanding & respect
• Allows a healthy 2 way communication to approach each
other
• Promotes the development of Information Processing

30. INFORMATION PROCESSING
Problem
• Students do not feel cared for in the school/classroom.
Theory
• A caring environment nurtures positive Information Processing
• Students who feel uncared for are in a negative learning
environment which impedes & disrupt their Information
Processing skills.
Solution
• Showing genuine care & concern for students allows for
improvement in Information Processing.

31. Needs
 Hypothesis:
 For effective learning to take place, the
learner's basic needs, such as need for
belonging and safety, have to first be met.
 Conclusion:
 When the deficiency needs are not met, the
student’s focus cannot be fixated on learning.

32. Environment
[Bronfenbrenner’s Theory]
 Hypothesis
 The micro and mesoenvironment has a direct
impact on the social-emotional capacities of a
child
 Conclusion

33. Social-Emotional Learning
 Hypothesis:
 Components of Social Emotional Learning such as
Self-Awareness, Self-Management and
Relationship Skills have a direct relationship with
the effectiveness of learning.
 Conclusion:
 Without SEL competencies, the student’s learning
capacity will be crippled because learning is also
achieved through co-construction as a community
rather than solo effort.

34. Information Processing
 Hypothesis:
 To ensure that effective learning takes place, it
is important for teachers to learn how
information is being processed in different types
of learners to cater lesson design and teaching
according to their needs.
 Conclusion:


35. Conclusion