PART I: RETRIEVING AND SURFING FOR CONCEPTS AND PRINCIPLES

ABOUT PSYCHOLOGICAL, SOCIOLOGICAL, AND ANTHROPOLOGICAL

FOUNDATIONS OF EDUCATION

PSYCHOLOGICAL FOUNDATIONS OF EDUCATION

I.BASIC CONCEPTS

 Teaching and learning are philosophical processes

 The three components of the educative process are:

Learner

Learning Process
Learning Situation

 The learner is the center of any educative process in a school.

 The teacher provides needed learning opportunities and guides learners as they undergo the
stages of the learning process, to achieve the desired outcomes.
 To assure students effective and lasting learning, the teacher must process:
- Knowledge and understanding of the learner;
- Mastery of the content of the subjects he/she is teaching;
- A thorough knowledge of the principles, methods, and techniques of teaching;
- Knowledge and practice effective classroom management techniques.
 Learning is a relatively permanent change in behavior or knowledge due to practice and
experience.
 Growth refers to quantitative changes that take place within the organism as he progresses in
chronological age.
 Development refers to quantitative (orderly, progressive, coherent) changes in various aspects
of the organism – psychological, mental, physical, and emotional.
 Nature refers to differences between people determined by the genes they inherited from their
parents
  Nurture refers to differences between people determined by the way they were reared that is
by their environment.
 Maturation is the unfolding of characteristics potentially present in the individual that come
from the individual’s genetic endowment.
 Critical Periods refer to each of Erickson’s eight stages of psychological development.
 Heredity is the transmission of genetic characteristics from the parents to the offspring.
 Environment includes all the conditions inside and outside an organism that in anyway influence
its behavior, growth, and development.
 The interaction between individuals’ inherited potential and environmental influences
determined the level of development at various stages of his life
 Developmental crises is a conflict faced by an individual at each stage of psychological
development. The way the crises is resolved has a lasting effect on the person’s self concept and
view of society in general.
 The two general factors that influence human development are heredity and environment.
 Equilibrium is the ability to adopt to the condition one’s intellectual development.
 The two processes involved in achieving equilibrium are:
- Assimilation which is the process by which an individual acquires knowledge and
information
- Accommodation is the process of creating a new scheme by modifying an existing
scheme after an individual’s interaction with the environment.

Stages in Life-Span Development

Stage Age Period Major Features

1. Parental Conception to birth  Physical Development

2. Infancy Birth at full term to  Locomotion established;

about 18 months rudimentary language; social
attachment
3. Early About 18 months to  Language well established, sex
childhood about 6 years typing; group play; ends with
readiness for schooling
4. Late About 6 to about  Many cognitive processes
childhood 13 years become adult except in speed
of operation; and team play
5. Adolescence About 13 to about  Begins with puberty, ends at
20 years maturity, attainment of highest
level of cognition;
independence from parents;
sexual relationships
6. Young About 20 to about  Career and family development
adulthood 45 years

7. Middle age About 45 to about  Career reaches highest level:

65 years self-assessment; “empty nest”
crisis; retirement
8. Old age About 65 years to death  Enjoys family achievements;
dependency; widowhood; poor
health

Influences on Development

 Maturation – establishes the limits of human development throughout the stages of growth.
 Active Experience – refers both to manipulating objects in one’s environment and to reorganizing
one’s thought patterns.
 Social Interaction – consists of experiences of a person as he relates to his environment
 Cultural and Situational Contexts – the influence of the cultural milieu on the development of an
individual

Theories of Human Development

1. Piaget’s Stages of Cognitive Development

Theory: “Development precedes learning.” He assumes that the child is an active organism
and that development depends in large part on the child’s manipulation of an active
interaction with the environment.

 Stages of Cognitive Development

Piaget has summed up the stages of cognitive development in the figure below:

Sensorimotor Stage
(birth until about 2 years old)
- Schemas are based on behaviors and perceptions; schemas don’t represent
objects beyond a child’s immediate view.
Preoperational Stage
(2 until about 6 or 7 years old)
- Schemas now represent objects beyond a child’s immediate view, but the
child does not yet reason in logical, adultlike ways.
Concrete Operational Stage
(6 or 7 until about 11 or 12 years old)
- Adultlike logic appears, but is limited to reasoning about concrete realitiy.
Formal Operation Stage
- Logical reasoning processes are applied to abstract ideas as well as
concrete objects.
 Piaget’s Assumptions and Their Educational Implications
Assumption Example
Children as Sarah has her first opportunity
active and to use a microscope, she puts
motivated many objects to see how they
learners appear.
Increasing Samuel learns that dogs, cats,
integration and and horses are all mammals, and
organization of that mammals, birds, and fish
knowledge are all vertebrates.
Learning Susana realizes that Great
through Britain’s parliamentary system
assimilation and is in some ways similar to
accommodation United States.
Importance of Santana discovers that things
interaction with always fall down when she lets
the physical go of them.
environment
Importance of In conversations with her
social classmates, Shelley is surprised
interaction to learn that not all families
celebrate Christmas.
The process of In pondering the fact that not all
equilibration families celebrate Christmas,
Shelley begins to realize that
different people have different
religious beliefs and customs.
Importance of Sandy has the highest
neurological mathematics achievement in her
maturation fifth grade class, yet even she
seems unable to understand the
teacher’s explanation of the
abstract concept π (pi).
Four One-year-old Ben plays with 10
qualitatively and 25 centavo coins without
different stages knowing the words for these
of development. objects. At four, Ben says that a
row of four 25 centavo coins
spread far apart has more coins
than a row of five-10 centavo
coins close together. At eight, he
acknowledges that the number
of coins is not affected by their
size or spacing. At fourteen, he
uses the proportion two-fifths to
describe the relative worth of
the two rows of coins
Educational Implication
Capitalize on students’
natural curiosity; for
example, let them expe-
riment with new objects.
Help students discover
relationships among
concepts and ideas.
Make sure students have
prior knowledge and
experience to which they can
relate new material.
Give Student’s many hands-
on experiences.
Provide opportunities for
students to share opinions,
perspectives, and beliefs.
Provide information and
experiences that contradict
students’ existing beliefs.
Remember that some
students, especially those
younger than eleven or
twelve, may not yet be
capable of understanding
certain ideas.
Gear classroom tasks and
assignments to the
developmental level of your
students.
 2. Vygotsky’s View of Cognitive Development

Theory: “Cognitive development is strongly linked to input from others.”

Assumptions:

 Learning precedes development.

 Self-regulation – development involves the internalization of signs acquired by an individual
from others so that he can think and solve problems by himself.
 Zone of Proximal Development – level of development immediately above a person’s present
level. Learning takes place when a child is working within his zone of proximal development.
 Scaffolding – support of learning and problem solving which can be clues, reminders,
encouragement, breaking the problem down into stages, providing an example, or anything else
that allows the student to grow in independence as a learner.

3. Gardner’s Theory of Multiple Intelligences

Theory: “All individuals are capable of developing at least seven domains.”

Intelligence Description Samples of Occupations

Logical-  Sensitivity to and capacity to discern, Scientist Mathematician
mathematical logical or numerical patterns
Linguistics  Sensitivity to the sounds, rhythms and Poet
meanings of words Journalist
Musical  Abilities to produce and appreciate rhythm, Composer
pitch, and timbre Violinist
Spatial  Capacities to perceive the visual-spatial Navigator
world accurately Sculptor
Bodily  Abilities to control one’s body move-ments Athlete
Kinesthetic and handle objects skillfully
Interpersonal  Access to one’s own strengths and Person with detailed
weaknesses accurate self-knowledge.
Intrapersonal  Ability to associate and interact with others Any work which demand
socialization and interaction

4. Freud’s Theory of Psycho-sexual Development

Theory: Focuses on the effects of early childhood experiences to adult’s behavior

Stage Age Description of Task

Oral 0 - 18 months  Stimulation of the mouth produces pleasure; the baby enjoys
stage sucking
Anal 18 – 36 months  Stimulation of the anal region produces pleasure; the toddler
stage experiences conflict over toilet training
Phallic 3 – 6 years  Self-stimulation of the genitals procedures pleasure; the child
stage struggles with sexual feelings about the same gender parent
Latency 6 – puberty  Sexual feelings are expressed; the child avoids members of the
stage other gender
Genital Puberty  Adolescent adult has mature sexual feelings and experiences
stage onward pleasure from sexual relationships with others

5. Erikson’s Stage Theory of Personal Development

Theory: “People pass through 8 psychological stages in their lifetimes and as they grow, they face a
series of psychosocial crises that shape personality; each crisis focuses on a particular aspect of
personality and involves the persons’ relationships with others

Stage Psychosocial Description of Task Implications

Task
Infancy Trust vs. The infant whose needs are Show to the students that teaches are
Mistrust met by caretaker develops a reliable and dependable.
sense of trust in others.
Initiative Autonomy vs. The toddler tries to learn Support students in their efforts to plan
vs. Guilt Doubt and independence and self- and carry out activities
Shame confidence
Elementary Competence The child tries to develop Provide opportunities for physical,
school vs. Inferiority skills in physical, cognitive, cognitive, and social skills’
years and social areas. development.
Adolescence Identity vs. The adolescent tries out Provide opportunities to explore various
Role several roles and forms an career options and a variety of social
Confusion integrated, single identity. and political belief system.
Middle age Generavity The middle-aged person tries Show that he is a very dependable and
vs. Stagnation to contribute to the world reliable person
through family relationships,
work productivity, and
creativity.
Retirement Integrity vs. The elderly person thinks Provide opportunities to maintain self
years Despair back on life, experiencing concept and satisfaction
satisfaction or
disappointment.

6. Kohlberg’s Stages of Moral Development

Theory: “When people consider moral dilemmas, it is their reasoning that is important, not their final
decision.” “People progress through three levels as they develop abilities of moral reasoning.”
 Level Stages Description
Level 1 Preconventional Morality

1. Obedience and punishment 1. Rules are obeyed simply to avoid

orientation punishment.
2. Naïve egotism and 2. Rules are obeyed simply to earn
instrumental orientation rewards.
Conventional (conforming morality)

3. The good boy/girl orientation  Rules are conformed to in order to

4. Authority – maintaining
orientation
Post Conventional Morality
avoid disappointment and gain
approval.
 Social conventions are blindly accepted
to avoid criticism from authorities.

5. Contractual – legalistic  Morality is based on agreement with

orientation others to serve the common good and
6. Universal ethical principle protect the rights of others.
orientation  Morality is a reflection of internalized
standards.

7. Piaget’s Types of Morality

Theory: “Cognitive structures and abilities develop first, these abilities that children use to reason
about social situations.”

Morality of Constraint Morality of Cooperation

 A type of moral reasoning made by  This type of moral thinking is made by
children under ten years of age. Rules older children. Rules provide general
come from some external authority and guidelines but should not be followed
strictly define what is right and wrong. blindly without considering the context.

8. Hoffman’s Theory of Moral Development

Theory: “Focuses on the power of motivation, experience, and parental guidance which help in
shaping the development of moral behavior.”

 Emphatic Distress – experiencing the suffering of others is a powerful

motivation of moral choices and helping behavior.
 Parental disciplinary practices can play a significant role in the
development of moral behavior.
 Self-Concept and Self Esteem

 Self-concept is one’s belief about oneself.

 Self-esteem is the extent to which one believes oneself to be a capable and worthy individual.
 There are three contributing factors to self-concept and self-esteem.

General Self-Concept

Cognitive Social Physical

Competence Competence Competence

Other Other
Athletic Physical
Mathe- areas areas
Reading Science capabi- attrac-
matics as as
lities tiveness
well. . well. .

Ability Other
Popularity to talk aspect
with peers with s as
adults well. .

Social, Personal, and Moral Development

Parents, teachers, and peers influence student’s personalities and social skills, and identify ways
in which they can help students get along with others and fit in the society as a whole.

Parenting Styles and Implications for Teachers

When parents exhibit this parenting Children tend to As teachers, we should. . .

style. . . be. . .
Authoritative:
 Provide a loving, supportive home Happy Adopt an authoritative style
environment Self-confident similar to that of their parents
 Hold high expectations and Curious
Independent
 standards for their children’s Likeable
behaviors Respectful of
 Enforce household rules others
consistently Successful in
 Explain why some behaviors are school
accepted and others are not
 Include children in family
decision making
Authoritarian:
 Convey less emotional warmth Unhappy Adopt an authoritative style, with
than authoritative parents Anxious particular emphasis on:
 Hold high expectations and Low in self-  Conveying emotional
standards for their children’s confidence warmth
behaviors Lacking initiative  Soliciting student’s
 Establish rules of behavior Dependent on perspectives on
without regard for the needs of others classroom rules and
the children Lacking in social procedures
 Expect rules to be obeyed without skills  Considering student’s
question Defiant needs in developing
 Allow little give-and-take in classroom rules
parent-child discussions
Permissive
 Provide a loving, supportive home Selfish Adopt an authoritative style, with
environment Unmotivated particular emphasis on:
 Hold few expectations or Dependent on  Holding high
standards for their children’s others expectations for behavior
behaviors Demanding of  Imposing consequences
 Rarely punish inappropriate attention for inappropriate
behavior behavior
 Allow their children to make
many of their own decisions
(about eating, bedtime, etc.)
Uninvolved:
 Provide little if any emotional Disobedient Adopt an authoritative style,
support for their children Demanding emphasizing
 Hold few expectations or Low in self-control  Conveying emotional
standards for their children’s Low in tolerance warmth
behaviors for frustration  Holding high
 Have little interest in their Lacking long-term expectations for behavior
children’s lives goals  Imposing consequences
 Seem overwhelm by their own for inappropriate
problems behavior

Principles of Human Development

Principles of Human Development and Their Educational Implications

Principle Description Educational Implications

1. Normative  Physical, motor, mental, and social-  Children must acquire
 sequence emotional development takes place in skills necessary for the
certain orders even though speed varies development of other
from one individual to another. skills.
2. Differentiation  Global patterns of behavior are broken  Not all our children in the
and into smaller ones, and smaller ones are classroom have the same
integration put together. rate of development.
3. Developmental  Growth and size and development of  The directions of human
direction motor control take place in a development must be
cephalocaudal or head-to-tail considered in planning
direction, motor control also taking activities for the children
a proximodistal or midline to to assure satisfaction.
extremities direction.
4. Optimal  The organism grows as though seeking  The children should be
tendency a target to be reached by using any given a target or a goal to
available resources. be reached t sustain
enthusiasms and interest
5. Critical  At certain limited time in its  The early development is
periods development, the organism is most able more critical than later
to make use of certain environment or development. Teachers
experiences and most vulnerable to should always remember
certain other environments and this.
experiences.
6. Epigenesis  Growth builds upon the organism that is  Develop more potentials
already there, transforming it, but and keep them and
preserving some continuity. continue building other
traits
7. Dynamic  Different measures of growth correlate  Some skills are needed in
Interrelations imperfectly with each other, suggesting the development of more
some general overall controlling factors complex sequence
and some independent controls. activities in the classroom
8. Variations of  Completed growth are shown by  The rate of development
rates and different tissues, by individuals, and by is unique to each
terminals the two sexes. individual. Teacher
should refrain from
comparing children.

Socio-Anthropological Foundations of Education

II.BASIC CONCEPTS

What is Sociology?

 study of patterns of human behavior

 science of man and society
 synonymous to (social) anthropology as both study the interrelationship of man to his
environment
  study of groups and societies and how they affect the people
 study of people and participants as creators and society

How does Anthropology differ from Sociology?

 Anthropology studies the past and ancient civilization, while Sociology studies the
present concerns with human relationships with emphasis on groups and institutions
 Anthropology deals on ancient societies while sociology is concerned with culture
 Anthropology and Sociology overlap on many areas of human development so that
studying Sociology is also learning Anthropology

What is a Society?

 An organized group of population ( Kessing)

 Composed of human beings and the institutions by which people live together in their
culture (Liston)
 Consists of all the people who a share a distinct and continuous way of life (culture) and
think of themselves as one united people (Dressler)
 A social group that occupies territory, recruits its members by inter-group sexual
reproduction, and has a shared comprehensive culture (Bectrand)

What is a group?

 A unit of interacting personalities with varied roles and status among members
 A unit of interacting personalities with an interdependent or roles and status existing
between or among the members (Cole)
 A number of people who at a given time, interrelate and interact with one another with
common shared attitudes, sentiments, aspirations, and goals
What are the classification of groups?

Primary or Secondary or Other Groups

Gesellshaft Gemeinshaft

 Intimate,  Impersonal  In-Group

personal or face- business like  Outgroup –
to-face avoidance and
relationship e.g. seller and dislike group
costumer; driver
 “We feeling” or
e.g. and passenger;
sense of
sales
- Family, belongingness
representatives
parents and  Peer groups/Play
and pharmacist
siblings group/ gang
- Neighborho clique
od group  References
- School group – a
classmates symbol
- teachers reference or
anchor for an
individual
 Voluntary
association

What is Socialization?

 The main function of society

 The process of entering the human group, of being included into-the secrets of society
 Process of internalizing the norms or standards of the group among a group
 Leads to assigning of social status

Types of Status:

1. Ascribed status – acquired at birth e.g. family name, profession, place of residence.
E.g. The Ayala’s, Zobels means rich families
2. Archieved – realized through hard work, talent, skill etc. from rags to riches, such as
Pres, Diosdado Macapagal and Nora Aunor
 Status refers to the position assigned by a person in a group or organization.
 Social Stratification refers to the classification of group members according to certain
criteria which may differ according to the nature of the group. E.g. low middle-high
What are the agencies of society and their roles in education and social satisfaction?

The Family The Peer

- the basic unit for learning - most influential and

- gives first lessons on popular learning
values, attitudes, habits, institution.
etc.

The Society

- biggest and most

organized group managed
by a selected set of
officers and with
constitution and by laws
to follow

The Church The School

- strongly influences the - provides experiences

behavior and decision of which other social
any individual group. institutions give and
- builds the spiritual facilitates the encultu-
aspect of a person ration and acculturation
process

What is a School?

 an institution established by society for the basic enculturation of the group

 next to the family as the most popular and effective socializing institution
 perceived as the extension of the home
 a building having a unity of interacting personalities, a field of social forces, a system of a
formal-informal control, a special cultural world, a community service agency
 a special place where children of varied cultures meet and interact
 a formal agency for weaning children from home and introducing them into society
  an institution recognized by society itself, for the basic function of teaching and learning
 an institution which acts as an agent of socialization

What are the functions of a School?

Serves as an agent of social

change

Hastens acculturation Teaches the basics

Provides training of
Promotes enculturation and
the mind
cultural perpetuation

Accelerates adjustment to Serves as an agent of

society functions in a socialization
partnership role with the
Serves as an agent of
community
specialization

Teaches social awareness

and accountability Promotes modernization

Serves as a multipurpose Educating the citizens

institution

Develops problem solving

and critical thinking
 What is culture?

 The sum total of what man has learned in living together (Bustos)
 Shared products of human learning
 A complex whole which includes knowledge, beliefs, act, law, morals, customs, and other
capabilities and habits acquired by man as a member of society (Edward, Taylor, Beltrand)
 A social heritage, transmitted from one generation to another and shared (Dressler)
 Can be seen as a “standard for deciding what is, standard for deciding what can be, standard for
deciding how one feels about it, standards for deciding how to go about doing it.” (Good enough)
 A fabric of ideas, tasks, skills, beliefs, tools, aesthetic objects, methods of thinking, customs, and
institutions into which each member of society is born (Smith, Stanley, Shores)
 A particular stage of civilization of a nation or period, such as Greek culture, sum total of ways of
living, built up by a group of human beings and transmitted from one generation (American
College Dictionary)

What are the characteristics of culture?

Culture is …

organized transferable

universal learned

varied symbolic

product of human creativity historical phenomenon

adaptive CULTURE continuous

relative borrowed

stable yet dynamic

 What is change?

 an enduring force in history, is inevitable as it takes place from time to time and occurs to all
places
 as a means and an end, as a process, as a social environment, as a state of affairs
 is persuasive and is taking place in culture, society, and personality

What are the anthropological views of education as social and cultural change?

 culture is the shared products of human learning

 involves no longer the individual but a human group which shares a common cultural system
 education should prepare the individual for a progressive rebuilding of the social order to which
he belongs
 the school and its educational program should take a dynamic role for the rebuilding of the social
order (thru curriculum)
 the school has to emphasize critical, social, and economic goals of education such as:
1. hereditary strength
2. physical security
3. participation in evolving culture
4. active flexible personality
5. suitable occupation
6. economic security
7. mental security
8. equality of opportunity
9. freedom
10. fair play

What are the Anthropological Views of Education?

 Education is a social institution.

 Schooling is only a part of education.
 Education is a lifelong process.
 Schools must be seen as the arena for class-cultural conflict and other transactions between
representatives of different cultural systems.
 School is a social institution of education cannot be understood if students are viewed as it only
output and education as its only function.
 Education is an agent of cultural transmission.
 Education and school must become the objects of studies.
 Education is an agent of social and cultural change.
 Schools should be regarded as “miniature community and embryonic” where children would
learn though daily classroom activity how to participate effectively and constructively in society’s
activities. (Dewey)
 School is a place where society’s problems are presented, studied, and analyzed. (Child)
 The purpose of education is to develop in citizens the awareness and skills necessary for them to
take charge of and improve their own social and economic conditions. (Freire)
 When the school introduces and trains each child of society into membership with a little
community, saturating him with the spirit of service and providing him with the instrument of
effective self-direction, we shall have the deepest and best guarantee of a longer society which is
worthy, lively, and harmonious. (Dewey)
 Schools should involve the students in social action (Man and Molinar)
 Education is tasked to prepare the individual for a progressive rebuilding of the social order to
which he belongs.
 To regard education as an agent of social and cultural change, the school and its education
program takes a dynamic role.
 The school serves as a boundary-breaking between social classes.
 Education is an agent of socialization process.
 Education is an agent of modernization.

How is culture transmitted?

 Culture is transmitted through:

Enculturation – process of Acculturation

learning culture of one’s process of learning the
own group culture of other people

Family values schooling

Folkways and mores traveling

Social traditions interaction

Attitudes and habits Reading

Values and beliefs TV / Film viewing

 PART II: ANALYZING TEST ITEMS

1. Preschool curriculum focuses on the physical and mental growth, development of good habits and
attitudes via informal activities and to top it all, it should emphasize
A. aesthetic ideas. C. social relationship.
B. religious instruction. D. physical training.

 The item calls for students’ knowledge of the nature of learners at different age levels specifically
preschoolers

Analysis

Option C – is the best answer. The preschoolers are the youngest group of learners. They come to school
with very little knowledge about interaction and interrelationship. The curriculum should be planned to
help them develop social relationship, such as teaming, cooperating and sharing everything follows after
this.

Option A - they are still too young to appreciate and deal on aesthetics.

Optional B - Religion is so abstract a subject and would be very difficult for a preschoolers to fully grasp
the lessons.

Option D – the preschoolers are very young and still have undeveloped body parts. Too much physical
activities might be detrimental to them.

2. “Schools should involve the students in social action.” Which of the following strategies will
best respond to the above statement?
A. Visit a depressed area and have a “feel” of how urban poor live.
B. Attend a seminar on the topic about urban people lifestyle
C. Participate in a survey about the most pressing problems of the urban poor
D. Write an essay discussing the plight of the urban poor

 The students must have a thorough knowledge of the various functions of the school and how
these can be realized effectively through meaningful activities.

Analysis

The options are all acceptable strategies which will make the students interested in the topic on
urban poor. However, careful analysis of the options will lead the students to come to the best and
effective strategy, thus of involving students in social action.
Option A – Provide a face to face approach with the urban poor community and surely increase student’s
knowledge about the poor, but after the visit, there is no assurance that they will still engage in social
action.

Option B – Attending seminars will surely increase student’s knowledge / information about the urban
poor, but after this, a follow-up activity is needed.

Option D – Requires a literary output, the students concerned may only be limited to writing skills, not
really to get involved in any activity related to urban poor.

Option C – The best answer, because participation in a survey conducted about urban poor will give the
students direct involvement and the opportunity to interact with them. The output of the survey is a good
piece of evidence that they have rendered a sort of community involvement.

3. According to Piaget’s Theory of Cognitive Development, a child during the sensorimotor period
does not see things in abstract forms. Therefore, in teaching mathematics to young children,
the
A. Use of pictures may not be necessary.
B. Use of concrete objects may not be necessary.
C. Concrete stage should precede the abstract stage.
D. Abstract stage should precede the concrete stage.

 Knowledge of the Theories of Cognitive Development and principles of human development

Analysis

Option A – could have been right if not for the phrase may not, because pictures are good substitute for
concrete or real objects.

Option B – just like option A, B is definitely an incorrect option due to the same reason.

Option C – is the best answer. Teacher should observe the stages in presenting instructional materials,
from concrete to semi-concrete, then to abstract.

Option D – violates the principle of teaching and learning because easier meaningful and lasting when
taught in the concrete abstract direction.

PART III: PROCESSING MORE ITEMS

A. Items on Knowledge and Understanding Concepts and Principles

1. Men tend to stay together because of common practices, values, and beliefs which can be termed
as:
A. Aspirations C. change
B. Culture D. roles
2. Education as cultural transmission regards as most important
 A. The individual and his personal values.
B. The society and its immediate problems.
C. The family and its practices.
D. The human group sharing the same culture.
3. Acculturation is one of the process in transmitting culture basically through
A. Obedience C. interaction
B. Sharing D. observation
4. When man discovers or modifies / existing materials and tools to increase production, he is
making a
A. Social change C. cultural change
B. Technological change D. societal change
5. Learning to distinguish right and wrong is
A. Physical skill C. intellectual skill
B. Emotional skill D. social skill
6. Education as cultural transmission regards as most important:
A. The individual and his personal values
B. The society and its problems
C. The family and its practices
D. The human group sharing and common cultural system
7. Acculturation refers to the process of
A. Transmitting new knowledge from anyone who knows to anyone who does not know
B. Transmitting values from father to son
C. Transmitting knowledge from one generation to the next
D. Transmitting old practices from parents to offspring
8. A support for learning and problem solving which can be in the form of clues, reminders,
providing examples, and breaking problems into stages is called
A. Reinforcing C. teaching
B. Scaffolding D. learning
9. The age level which tend to be the most teachable is
A. Infancy C. adolescence
B. Childhood D. adulthood
10. The most important element of culture is:
A. Values and attitude of people C. language of the group
B. Material culture of society D. events and happenings of the society
11. The classification of group members according to certain criteria in a society is called:
A. Social status C. social role
B. Social stratification D. social mobility
12. Which is the best definition of culture?
A. Shared product of human experiences
B. A social heritage
C. An accumulated ways of doing things
D. A complex whole which includes everything in a society
13. The biggest and most organized group is society because
A. It is managed by a selected set of officials
 B. It is composed of people with varied interests and objectives
C. It is made up of groups and sub-groups
D. It has rules and policies affecting all the people
14. The variations or modification in the pattern of social organization of sub-groups within a larger
group or the entire society is
A. Social change C. reformation
B. Cultural change D. behavior and modification
15. Which of the following characteristics of culture illustrates borrowing principle?
A. Wearing shorts and mini skirts
B. Formal asking of the hands of the girl during “pamamanhikan”
C. Lavish preparation during special occasions
D. Cooking by roasting
16. All peoples in the world gave cultures. Some are ultra modern, while others are still tied with the
traditional ones. What does it show about culture?
A. Culture is organized C. Culture is universal
B. Culture is continuous D. Culture is transferable
17. A group of people who specifically study man’s development, works and achievements in the
past are the
A. Socialists C. Moralists
B. Anthropologists D. technologists

B. Application of Concepts and Principles

18. Following Piaget’s Theory of Cognitive Development, Ms. Victoria provides her students varied
activities that enable them to classify objects according to more than one variable, rank order
items in logical series and understand that amount of mass or liquid do not change because their
shape does. These developments can be expected to be performed by
A. preschoolers C. high school students
B. college students D. elementary school children
19. Mia does not do anything. She will complete a task if you sit with her and continually tell her it is
correct. During her free time, she sits at her desk starting into space. If you ask her what she’d
like to do, she just smiles sweetly and shakes her head negatively. How would you describe Mia’s
behavior?
A. Proud – aggressive C. Passive – dependent
B. Indifferent – shy D. Passive – antagonistic
20. The Grade three class of Ms. Caravana was having a Math competition which the kids enjoyed
much. After the game, the teacher asked the losers to congratulate the winners. What process did
the teacher strengthen?
A. Enculturation C. Culturation
B. Modernization D. Socialization
21. Among adolescents, the feet, hands, and nose reach maximum development while the lower parts
of the face and the shoulders develop more slowly. On the other hand, creative imagination
develops rapidly in childhood and reaches its peak in adolescence. Therefore,
A. different areas develop at the same rate.
B. different areas develop at the different rates.
 C. development is faster during the adolescent period than in early childhood.
D. the development of the different parts of the body comes one after the other.
22. During wedding ceremonies, the couple wears rings to express their love and loyalty to each other
and release doves to assure peaceful and blissful married life. These practices show that culture is
A. continuous C. borrowed
B. symbolic D. learned
23. If we want children to treat each other with courtesy and dignity, then we must do the same to
them. If we yell at children, they will soon be shouting at each other. These behaviors are likely
to be demonstrated by children because
A. they are imitative
B. they learn best by observing a model
C. they are helpless and entirely dependent on adults
D. they are afraid of their teachers if they fail to follow
24. Divorce is observed in the West while it is still a taboo for Filipinos. What does it illustrate about
culture?
A. culture is adaptive C. culture is valued
B. culture is symbolic D. culture is relative
25. Which of the following examples of acculturation is the most effective, interesting and practical?
A. reading a new book on discoveries C. watching a stage play
B. viewing a cultural film D. traveling to various places
26. For most adolescents, peers play an even more important role in life than they did during
childhood. Thus 15-year old Ben gets his hair cut like the other boys of his age, but different from
his father’s. Which of the following justifies Ben’s behavior?
A. It is normal for an adolescent to do things that would displease his parents.
B. The adolescent poses a big problem to the family and thus needs more attention and
understanding.
C. The adolescent joins the “band-wagon” even if it is against his will so that he will be accepted
by his peers.
D. The adolescent strengthens his own sense of identity by being a member of a group that
defines his difference from his parents.
27. Among her pupils, Mrs. Agpaoa, a preschooler teacher observes that some of them have
unhealthy attitudes about themselves. No matter how much she tries to help them, their attitudes
do not seem to be eliminated completely even during the later years. Which of the following
principles of development best explains the situation?
A. Development is predictable
B. Development is continuous
C. Every area of development has potential hazards
D. There are social expectations for every developmental period
28. Mrs. De Rama called the parents to a meeting regarding the common behavioral problems among
children. Which of the following should she emphasize?
A. Behavioral problems are caused by environmental factors
B. It is perfectly normal to encounter disciplinary problems in school
C. Remedial measures are more effective than preventive measures
 D. Patterns of “problem” behavior arise because of the adjustment problems that the child
experiences
29. In terms of their emotional behavior, babies respond to strange and unusual objects with a general
fear. Later, their fears become more specific and are more characterized by different types of
behavior. Which of the following principles is illustrated by this situation?
A. Development follows a general pattern
B. Development follows an orderly fashion
C. Development proceeds from specific to general responses
D. Development proceeds from general to specific responses
30. Which of the following principles sets the rational for the institutionalization of early childhood
education?
A. There are expectations in the different developmental patterns
B. Early development is more crucial than later development
C. Development is the product of maturation and learning
D. Every area of development has potential hazards
31. Mrs. Roces refers to Havighurst’s list of developmental tasks for children in different age levels.
This is important so that she may
A. plan varied and interesting activities for children
B. group her children according to their interest
C. group children appropriate to a particular group of children
32. How would you handle a student who clings to immature behavior?
A. Put him back to a lower grade
B. Seek the assistance of the school psychologist
C. Help him meet his needs in a manner appropriate to his age
D. Advise his parents to let him stop until he becomes more mature
33. Which refers to Kohlberg’s moral development theory?
A. Autonomous morality C. Psychosocial crisis
B. Moral dilemmas D. Concrete operational
34. Which would result to effective learning through acculturation?
A. Justin learned Australian culture through reading
B. Mia learned about Aussie culture by watching a film
C. Kenken knew about Australian culture when he lived in Australia for a while
D. Vina learned Australian culture through internet
35. A teacher who is a firm believer of education as cultural transmission will be equally interested in
the following except one. Which is not?
A. Personal intentions or motives C. Current social issues and trends
B. Participate in community activities D. Changes in the student’s behavior
36. From the standpoint of education, culture can be best defined as
A. standards for deciding what is what can be
B. shared products of human learning
C. customary ways of doing things
D. complete system of human behavior
37. Generally, children have short attention and interest spans, what kind of activities should a teacher
plan for them?
 A. Long but interesting C. Brief, varied and interesting
B. Both easy and difficult D. Challenging and interesting
38. Filipinos practice most of the western culture; e.g. fashion and designs; foods and eating styles,
etc. What does it say about culture?
A. Culture is universal C. Culture can be barrowed
B. Culture is continuous D. Culture can be changed
39. Which describes best education as agent of modernization?
A. Tradition oriented C. Current oriented
B. Past oriented D. Future oriented
40. Which is the most pervasive function of education? They serve as:
A. a boundary –breaking between social classes
B. a boundary-maintaining structure between social classes
C. a unifying element among social classes
D. an instrument to remove social status justification
41. Which is the best example of enculturation?
A. Father teaching his son how to fish
B. Father sending his children to school
C. Mother bringing her son to a movie
D. Parents allowing their children to attend a party
42. Which social institution performs almost all the major roles of other institutions?
A. family C. church
B. gang D. school
43. Even before a child enters formal schooling, he carries with him certain values and traits acquired
from his family. This is an illustration of:
A. enculturation C. non-formal education
B. indoctrination D. acculturation
44. Bill Gates discovered the computer which is widely used in all business and industry, in offices
and schools. This falls under:
A. cultural changes C. social changes
B. technological changes D. non-material changes
45. Who propounded the idea that all children are born well but society makes them bad?
A. Charles Darwin C. Francis Bacon
B. Jean Jacques Rousseau D. Michael de Montaigne

KEY TO WINDOWS ON PSYCHOLOGICAL, ANTHROPOLOGICAL AND

SOCIOLOGICAL FOUNDATIONS OF EDUCATION

1. B 10. C 19.B 28. A 37. D

2. D 11. B 20. D 29. D 38.C
3. C 12.D 21. B 30. B 39. D
4. B 13. A 22. B 31. D 40. A
5. B 14. A 23. B 32. C 41. A
6. D 15. A 24. D 33. B 42. A
 7. A 16. C 25. D 34. C 43. A
8. B 17. B 26. C 35. C 44. B
9. C 18. D 27. B 36. A 45. B

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Matlin, Margaret W. Psychology. 1992

Mccown, Rich et. Al. Educational Psychology. Boston: Allyn and Bacon. 1996

Merill, Franciss E. Society and Culture: An Introduction to Sociology. Englewood Cliffs, New Jersey.
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Slavin, Robert E. Educational Psychology – Theory and Practice. Boston: Allyn and Bacon. 1997

Van Scotter, Richard D. Foundations of Education. Englewood Cliffs. New York. Prentice Hall Inc.,
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William, Edmund D. Sociology, the New Synthesis. Cambridge, Massachussets: Howard University
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Woolfolk, Anita E. Educational Psychology. Boston: Allyn and Bacon. 1995.