Educational Psychology Essay Example

an unequal accessibility to education between black and white schools. This disproportion is evident through school interruptions and political indoctrination hubs during times of political instability. Such disruptions resulted in strikes and boycotts of classes with students rallying for changes within black education institutions (Sedibe, 2011). Educators from Kwa-Mashu schools argue that the root cause of current educational challenges can be found within the all-encompassing structure of Bantu Education (Sedibe, 2011).

Sedibe (2011) emphasizes that the present conditions of schools are a consequence of numerous years of suppressive education. The scarcity and unequal allocation of resources hinder the seamless functioning of educational establishments in rural regions. The Department of Education has the duty to ensure an equal distribution of ample resources to foster a favorable learning and teaching ambiance in all educational facilities. If we aim to significantly contribute to our children's future opportunities, it's vital that we earnestly tackle this matter.

There's an urgent demand for enhanced governmental aid in the educational domain of rural areas compared to urban regions. In order to improve their present challenging situations, these rural zones merit a fair portion of financial support. If provided with necessary educational resources, they can adequately prepare themselves for promising future prospects. Moreover, the problem of insufficiently skilled or ill-prepared teachers prevalent in schools requires addressing.

The closure of mission schools and teacher training facilities in 1953 led to all teacher training being concentrated in government training colleges, which were aimed at expanding Bantu Education. This policy resulted in many people of color becoming teachers as other professions were not accessible to them due to racial or economic reasons. Consequently,

under-qualified, unqualified, and even teachers without completing matriculation were hired.

Educational organizations are pivotal in assuring students' advancement and achievement. Equipping educators with relevant abilities and understanding is vital for the effective execution of their responsibilities. Therefore, it's important that governments allocate resources to these training facilities, as this contributes significantly to the future success of learners. Moreover, investing in these educational institutions can foster a thriving, balanced, and forward-looking nation. The issue of apartheid system is also brought up.

In the period of apartheid, Africans faced prejudice in numerous sectors, most notably in education. The creation of Bantu education was designed to generate an inequality in educational prospects for Africans. Consequently, only a small fraction of city dwellers were able to access education past primary level, as the majority of African migrant laborers received only basic primary schooling (Mabokela, 2000). Furthermore, during this time specific institutions and regulations were established purposefully to withhold certain benefits and opportunities from black people.

For a long period, the enhancement of workplace competencies through apprenticeship training schemes was restricted to white people (Finnemore, 2009). The substantial obstacle imposed by apartheid education remains a stumbling block to our country's advancement. Has there been an uneven distribution of resources in the educational budget by the government? It is crucial for government authorities to review and reassess this budget, guaranteeing just and equitable allocation so that every student can gain from it.

Over time, the government has decreased its financial commitment to education (Tedla, 1995). Despite primary schools having a higher student count and lower costs compared to secondary or tertiary institutions, they too have seen a

consistent decline in financial support (Tedla, 1995). Historically, White education was allocated funding equal to 185 percent of the national average. However, the educational departments of previously non-independent homelands received only 74 percent while those that were 'independent' received merely 67 percent (Seroto, 2004).

This piece underscores the disparities in education funding between White and Black students, a remnant of the past apartheid regime (Seroto, 2004). The effects of this system remain apparent in today's educational structure. The South African financial plan continues to grapple with problems arising from apartheid's legacy. Given that the nation is still recuperating from apartheid's economic fallout, maintaining current expenditure levels without a definitive solution proves challenging (Education in South Africa, 2005).

The elements mentioned earlier are crucial in shaping today's education system. Without addressing these issues, we cannot assure a promising future for our children. The article given clearly highlights that the learning environment isn't optimal for students to study effectively. Such circumstances can potentially dishearten and demoralize students.

Some negative learning conditions that students are subjected to include a severe scarcity of learning facilities and resources such as desks, chairs, picture books, and workbooks. The teacher characterizes the classroom floors as resembling a dirt road, which can have adverse effects on the students' health and well-being. Additionally, the classroom walls are described as being plain and bare. It is crucial for children to have a stimulating and motivating environment to foster their growth. Without elements like paintings, drawings, and pictures on the walls, their development becomes significantly challenging.

The aforementioned circumstances serve as barriers to the learning abilities of students. Such conditions might lead

to failure in their learning, not due to any deficiency in their ability or proficiency, but because of unsuitable learning environments they encounter which impede their capacity to adapt. For those attending school under these situations, acquiring knowledge becomes challenging, especially when there are issues like a leaking roof or even its absence (Tedla, 1995). These problems can and often deter students from going to school (Tedla, 1995).

In this context, the psychologist's role is vital in comprehending the unique characteristics of every child to offer help. It's critical to acknowledge that children can have varying reactions to different scenarios. Some might see difficult situations as chances for growth instead of hindrances, while others may demonstrate tenacity and persistently strive for their objectives irrespective of their situation.

It is crucial for a psychologist to carry out evaluations in order to identify the unique traits of each child. Specific adaptation of evaluation methods and tailored interviewing tactics are required when assessing children (Holford et al., 2001). These evaluations may require one-on-one interactions with the child, using age-appropriate language, artistic techniques, and creative play as tools to gather useful data (Holford et al., 2001). It's equally vital to observe how every child behaves and responds within the classroom environment. Direct observation of activity levels, motor abilities, verbal communication, and vocabulary usage is fundamental for an all-inclusive assessment of a child (Holford et al., 2001). The psychologist needs to employ simplified evaluation techniques that children can comprehend effortlessly so as not to invoke feelings of discouragement, lack of motivation, depression, frustration, stress or unhappiness.

Holford et al. (2001) suggest that in order to optimize communication

and maximize the benefits of psychology sessions with children, questions posed to them must be straightforward and suitable for their developmental stage. Moreover, it is essential for the psychologist to comprehend how the child interprets their surroundings. The prime goal of this interview method is therefore to grasp the child's personal viewpoint (Holford et al., 2001).

Unified collaboration, also known as collaboration between teachers and psychologists, is a helpful approach in supporting learners. To gather supplementary information, psychologists can communicate with the child's teacher(s) as their reports can be valuable (Holford et al. , 2001). Additionally, a standardized questionnaire can be administered to the teacher to gather information about the child's learning abilities, group interaction skills, peer relationships, and relationships with authoritative figures (Holford et al. , 2001). The psychologist can then use this information to consider possible interventions.

Bronfenbrenner's ecological systems theory emphasizes the active role of children in their own development, acknowledging that the environment does not solely affect the child (Swart ; Pettipher, 2005). How children perceive their surroundings is crucial to understanding their interactions with the environment (Swart ; Pettipher, 2005). Their perceptions shape their responses to both human and physical aspects of their surroundings (Swart ; Pettipher, 2005).

The microsystem, which refers to the child's immediate surroundings, encompasses activities or interactions (Swart & Pettipher, 2005). On the other hand, the mesosystem involves the connections or interrelationships between microsystems such as homes, schools, and peer groups (Swart & Pettipher). By utilizing both the microsystem and mesosystem perspectives, psychologists can develop various interventions. For instance, they can incorporate systemic interventions with parents, teachers, or the school itself (Landsberg, 2011).