ESWATINI COLLEGE OF TECHNOLOGY
COURSE OUTLINE: DEVELOPMENTAL & EDUCATIONAL PSYCHOLOGY
PROGRAMME: VID
YEAR 1
SEMESTER: 1
1. COURSE DESCRIPTION
This course introduces students to the fundamental principles of educational psychology,
focusing on understanding how learners grow, develop, and acquire knowledge. It emphasizes
the role of cognitive, social, and emotional processes in teaching and learning. Students will
explore theories of learning, motivation, classroom management, and individual differences in
learners. The course is designed to prepare diploma students to apply psychological principles in
classroom teaching, with practical insights into supporting diverse learners.
2. COURSE OBJECTIVES
By the end of this course, students should be able to:
1. Explain the meaning, scope, and importance of educational psychology.
2. Discuss major theories of learning and their application to teaching.
3. Identify factors influencing learner development and behavior in school.
4. Apply principles of motivation and classroom management to real-life teaching.
5. Analyze case scenarios of student learning challenges and propose solutions.
6. Develop reflective practices that promote effective teaching and learning.
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3. COURSE CONTENT
Unit 1: Introduction to Educational Psychology
Definition, scope, and importance
Relationship between psychology and education
Role of educational psychology in teaching and learning
Unit 2: Human Growth and Development
Stages of development: childhood, adolescence
Physical, cognitive, social, and emotional development
Implications for teaching
Unit 3: Learning Theories
Behaviorist theories (Pavlov, Skinner, Thorndike)
Cognitive theories (Piaget, Bruner, Vygotsky)
Constructivism and social learning (Bandura)
Applications in classroom teaching
Unit 4: Motivation and Learning
Meaning and types of motivation
Theories of motivation (Maslow, Herzberg, Deci & Ryan)
Techniques for motivating learners
Unit 5: Individual Differences in Learners
Intelligence and creativity
Learning styles and multiple intelligences
Special needs and inclusive education
Unit 6: Classroom Management
Meaning and importance
Strategies for managing learner behavior
Creating a conducive learning environment
Unit 7: Assessment and Evaluation in Learning
Role of assessment in teaching and learning
Types of assessments (formative, summative, diagnostic)
Feedback and learner progress
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4. Student Activities
Group discussions on classroom learning challenges
Case study analysis on child development and learning behavior
Role-play on classroom management strategies
Debates on learning theories and their classroom application
Mini-project: designing a motivational strategy for learners
Peer teaching sessions and reflections
5. Assessment Tools
Continuous Assessment (40%)
o Class participation & activities (10%)
o Group presentation on learning theories (10%)
o Mid-semester test (20%)
Final Examination (60%)
o Three-hour written examination covering all course units
6. Assignment (Scenario-Based)
Assignment 1: Case Study (20 Marks)
You are a teacher in a Form II class. One of your learners shows difficulty in concentrating,
performs poorly in tests, and often disrupts lessons. Using the principles of educational
psychology, answer the following:
a. Identify possible causes of the learner’s behavior. (5 marks)
b. Suggest strategies you would use to manage the learner’s behavior. (5 marks)
c. Explain how motivation could be applied to improve the learner’s performance. (5 marks)
d. Reflect on how classroom management techniques can support the entire class in this scenario.
(5 marks)
Assignment 2: Application of Learning Theories (20 Marks)
Choose one learning theory (e.g., Vygotsky’s social constructivism or Skinner’s behaviorism).
Design a lesson plan activity where you apply this theory to teach a topic of your choice.
State the chosen theory and its main principles. (5 marks)
Explain the teaching activity and how it applies the theory. (10 marks)
Discuss expected learner outcomes. (5 marks)
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PREPARED BY:
Mr Dlamini Msizeni S
7813 2799/7934 0893
Email: [email protected]
REFERENCES FOR EDUCATIONAL PSYCHOLOGY (DIPLOMA-LEVEL)
Core Textbooks
1. Woolfolk, A. (2019). Educational Psychology (14th ed.). Pearson.
2. Santrock, J. W. (2018). Educational Psychology (6th ed.). McGraw-Hill Education.
3. Slavin, R. E. (2020). Educational Psychology: Theory and Practice (13th ed.). Pearson.
4. Ormrod, J. E. (2017). Educational Psychology: Developing Learners (9th ed.). Pearson.
5. Snowman, J., & McCown, R. (2013). Psychology Applied to Teaching (13th ed.).
Cengage Learning.
African & Contextual References
6. Donald, D., Lazarus, S., & Lolwana, P. (2010). Educational Psychology in Social Context
(4th ed.). Oxford University Press Southern Africa.
7. Mwamwenda, T. S. (2004). Educational Psychology: An African Perspective (3rd ed.).
Heinemann.
8. Lefrancois, G. R. (2013). Psychology for Teaching (12th ed.). Cengage Learning.
Learning & Development Theories
9. Piaget, J. (1972). The Psychology of the Child. Basic Books.
10. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Harvard University Press.
11. Skinner, B. F. (1974). About Behaviorism. Vintage Books.
12. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive
Theory. Prentice Hall.
Practical Guides & Classroom Application
13. Eggen, P., & Kauchak, D. (2015). Educational Psychology: Windows on Classrooms (9th
ed.). Pearson.
14. Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed.). Pearson.
15. Woolfolk Hoy, A., & Perry, N. (2014). Child and Adolescent Development (2nd ed.).
Pearson.
