THE OPEN UNIVERSITY OF TANZANIA

FACULTY OF EDUCATION
DEPARMENT OF PSYCHOLOGY AND SPECIAL EDUCATION
COURSE OUTLINE
OEP 101: Educational Psychology
Course Description
The course gives a short history of psychology and educational psychology and explains
the major theories of learning and development, with an emphasis on applications of the
theories in teaching. Other topics include individual and group differences, instructional
systems, motivation, teacher behaviour, classroom management, learning assessment and
other applications of psychology to education. The course will be delivered through
lecture modules and students activities.
Objectives of the Course
At the end of the course the student should able to:
Recognize types of learning and in their applications;
Interpret and analyze research studies;
Identify the various characteristics of students in schools;
Give guidance to students on learning;
List and identify characteristics of a competent teacher;
Demonstrate skills of measuring and evaluating teaching/learning processes.
Learning Outcomes
Meet the prerequisite of OUT degrees in Education;
Facilitator of effective classroom learning;
Construct and administer of learning assessment instruments;
Give consultations on effective learning strategies;
Give consultations on effective teaching strategies;
Give constructive critiques on Educational psychology studies and articles.
Course Content
Topic One: Introduction to Psychology
Objectives
After learning this topic a student should be able to:
Define psychology
Describe the main objectives of psychology
Narrate a brief history of psychology
Describe the main branches of psychology

Sub-topics
Definition of Psychology
Scientific study of behaviour and mental processes
Main areas of psychology
Objectives of psychology
Describe how behaviour
Understand the cause of behaviour
Predict how will behave in certain conditions
Control i.e. influence behaviour
History of Psychology
Structuralism
Functionalism
Behaviourism
Gestalts
Branches of Psychology
Developmental Psychology
Social Psychology
Cognitive Psychology
School Psychology
Experimental Psychology
Counseling Psychology
Suggested Readings
OUT Study Material: OED 103 General Psychology
Introduction to Psychology textbooks
General Psychology text books
Topic Two: introduction to Educational Psychology (Definition and History)
Objectives
After learning this topic a student should be able to:
define Educational Psychology
narrate a brief history of Educational Psychology
state the main objectives of Educational Psychology
Sub-topics

1. Definition of educational psychology

Field in psychology that focuses on understanding teaching and learning in
educational setting (Schools and institutions of learning)
2. Objectives (Functions) of educational psychology
Understanding the nature and principles of learning.
Design strategies for guidance in learning
Provide a foundation for methods and specific skills of teaching.
Provides the teacher with the skills to identify individual processes and
traits.
Train teachers to recognize of external factors in the control of teacher
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3. History of Educational psychology

Started just before the beginning of 20th century in America
William James published a book and gave lectures on the application of
psychology in educating people.
John Dewey major figure on practical application of psychology and
viewed a child as an active learner.
Edward Thorndike emphasis on scientific approach to learning and use of
assessment and measurements.
Behaviorism focused on determining the best conditions for learning.
Contribution of other fields and theories

Suggested Readings
schools-wikipedia.org/wp/e/Educational_psychology.
psychology.about.com/od/educationalpsychology/f/...

Topic Three: Research in Educational Psychology

Objectives
After learning this topic a student should be able to:
Describe and identify the components of laboratory experiments
Describe and identify randomized field experiments
Describe and identify single-case study.
Describe Correlational study.
Define descriptive research and action research.
Sub-topics
1. Experimental Research:
Controlled Environment (Laboratory)
Determine cause-effect relationships
Manipulation of one variable
2. Field Trip:
Natural Setting
3. Single Case Study:
Single individual
4. Correlational study:
Determine if relationship between variable exist; if it exist positive
or negative
5. Descriptive Study:
Determines the current status of the condition or problem
Surveys, questionnaire, interviews, observations
6. Action Research:

7. Suggested Readings
www.experiencefestival.com/a/Educational_psychology
research-education-du.blogspot.com/2008/11/education
Santrock, John W. (2004) Educational Psychology 2nd Ed.
Appendix

Topic Four: Development of a Child

Objectives
After learning this topic a student should be able to:
Identify hereditary and environmental factors which underlie learning ability
Distinguish between continuous and discontinuous theories of development.
Describe the physical, cognitive and psychosocial development of school
children.
Identify the diversity in the classroom.
Sub-topics
1. Role of heredity and environment development on individuals
learning:
Potentials determine by heredity
Influence of environment on heredity; enhancements and determents
2. Continuous and discontinuous theories of development
3. Development of physical development during childhood
4. Cognitive development during childhood
Four stages of cognitive development proposed by Piaget
Language development
5. Socio-emotional (psychosocial) development during childhood
Ericksons psychosocial stages (Early to Adolescent Years)
6. Development of self
7. Suggested Readings
Child Development textbooks
Santrock, John W. (2004) Educational Psychology 2nd Ed.
Chapter One and Chapter Two.
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)
Educational psychology: Effective Teaching, Effective
Learning. Read Section One.
Topic Five: Learning Theories in Teaching
Objectives
After learning this topic a student should be able to:
Explain the Piagets theory.

Describe the theory proposed by Vygotsky.

Behavioral Theories of Learning
Outline the major principles of observational learning.
Compare and contrast the different theories of intelligence.

Sub-topics
1. Piagets theory
2. Classical conditioning
Pavlov
Unconditioned stimulus, unconditioned response, neutral stimuli,
and classically conditioned response
3. Operant conditioning
Skinner
Primary reinforcer, secondary reinforcer, positive reinforcer, and
negative reinforcer
Premarks principle
Four schedules of reinforcement
Punishment
4. Social cognitive learning
Albert Bandura
Modeling
5. Theories of intelligence
6. Suggested Reading
psychology.wikia.com/wiki/Learning_theory_(education)
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)
Educational psychology: Effective Teaching, Effective
Learning. Chapter Six and Chapter Seven

Topic Six: Motivation and Learning

Objectives
After learning this topic a student should be able to:
Define motivation as it applies to education.
Describe Maslow's human needs view of motivation.
Describe attribution theory
Explain expectancy theory and achievement motivation in school.
Explain methods leading to high level of motivation in students.
Sub-topics

1. Definition of motivation
Extrinsic and intrinsic motivation
Teacher expectations
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2. Maslows Needs Hierarchy

3. Weiners Attribution
Causal Attributions (Locus of control)
Mastery Motivation
4. Expectancy theory and achievement motivation in school
5. Strategies for rewarding performance, effort and improvement
6. Suggested Readings
Santrock, John W. (2004) Educational Psychology 2nd Ed.
Chapter Nine.
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)
Educational psychology: Effective Teaching, Effective
Learning. Chapter Thirteen

Topic Seven: Attitudes and Culture and School learning

Objectives
After learning this topic a student should be able to:
Describe attitudes and theories relating to attitude formation
Illustrate the relationship between attitude and culture
Describe the effects of attitude and culture on school learning
Sub-topics
1.
attitude: concepts and definition; and functions
2.
Attitude formation
Classical conditioning
- Instrumental conditioning
-Observational learning
3.
Attitude change
- theories of attitude change
4.
Cultural factors cultural values
5.
The role of attitudes in learning
6.
Suggested Readings
Baron, R.; Byrne, D. & Branscombe, N. (2006) Social Psychology (11th Ed)
en.wikipedia.org/wiki/Attitude_(psychology)
Chapter Four.
Topic Eight: Cognitive Processes in Learning
Objectives
After learning this topic a student should be able to:
Define and describe sensory register, short-term (working memory) and long-term
memory and explain their roles in memory.
Describe information processing and identify factors affect the retaining and
forgetting of information.
Distinguish between episodic, semantic and procedural memory.

 Define "cognitive teaching" and identify strategies teachers can use to make
learning relevant to students' prior experience.

Sub-topics
1. Memory:

Encoding
Storage (SR; STM; LTM)

2. Retrieval:
3. Memory strategies for paired associate learning, serial learning and free
recall learning:
4. Suggested Readings
Santrock, John W. (2004) Educational Psychology 2nd Ed.
Chapter Seven.
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)
Educational psychology: Effective Teaching, Effective
Learning. Chapter Eight

Topic Nine: Thinking Skills and Problem Solving

Objectives
a. After learning this topic a student should be able to:
b. Define and describe thinking, reasoning, critical thinking and decision
making.
c. Identify characteristics of creativity
d. Outline obstacles and key strategies for problem solving.
e. Illustrate how to teach problem solving and critical thinking.
Sub-topics
1 Thinking

definition of thinking and reason

Blooms Taxonomy
Critical thinking
Decision making
Creativity

i. Problem solving
ii. Strategies for problem solving
iii. Obstacles for problem solving
iv. Developing critical thinking problem solving skills among students
v.
Suggested Readings
Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter eight.

Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology:
Effective Teaching, Effective Learning. Chapter Nine, Eleven.

Topic Ten: Individual Variations and Needs

Objectives
After learning this topic a student should be able to:
Describe variations in intelligence
Identify and compare learning and thinking skills
Describe variations in personality and temperament
Explain what at-risk students are and describe the prevention programs that serve
students at-risk.
Summarize the effectiveness of various individualized instruction programs.
Sub-topics
1. Variations in Intelligence
2. variations in personality and temperament
3. At-risk students
Prevention programmes
4. Individualized Instruction programmes
5. Summary
6. Suggested Readings
i) Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter
Four.
ii) Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational
psychology: Effective Teaching, Effective Learning. Chapter Four.
Topic Eleven: Exceptional Learners
Objectives
After learning this topic a student should be able to:
Explain what is meant by exceptional students.
distinguish the terms handicap and disability,
List the characteristics of students with learning disabilities.
Describe the teacher's role in dealing with students with disabilities
List the characteristics of gifted and talented children.
Critically evaluate the concept and practice of inclusion.
Sub-topics
1. Definition of exceptional students
Handicap and disability
2. Learning Disability
Characteristics of students with learning disabilities
Teachers role in dealing with students with learning disability
3. Gifted and talented children
Dealing with exceptional and talented students

4. Concept and practice of inclusion

5. Suggested Readings
Santrock, John W. (2004) Educational Psychology 2nd Ed.
Chapter Five.
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)
Educational psychology: Effective Teaching, Effective
Learning. Chapter Six.

Topic Twelve: Teaching Models

Objectives
After learning this topic a student should be able to:
Describe different models of Teaching
Describe Teacher influence on the learner
Demonstrate the effectiveness features of a teacher

Sub-topics
1. Learning dimension in relation to teaching models
2. Behavioural systems Direct Instruction
Mastery Learning
3. Information-processing approaches- Inquiry training
Concept attainment
Intellectual Development
4. Personal Development Facilitative
5. Teacher influence on the learner
6. Suggested Readings

Santrock, John W. (2004) Educational Psychology 2nd

Ed. Chapter Thirteen.

Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)

Educational psychology: Effective Teaching, Effective
Learning. Chapter Thirteen
Topic Thirteen: Assessment of Learning
Objectives:
After learning this topic a student should be able to:
Describe the components of instructional objectives.
Perform a task analysis on a complex skill of your choice.
Identify and apply the six levels of Bloom's taxonomy.
Explain the functions of evaluations.
Develop a table of specifications for test using.
Identify the advantages and disadvantages of true/false, multiple-choice,
completion, matching, essay and problem-solving test items.
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Sub-topics
a.
b.
c.
d.
e.
f.
g.

Instructional objectives
Task analysis on complex skill
Application of Blooms taxonomy
Evaluation
Table of Specifications for test
Categories of self made tests
Suggested Readings

Santrock, John W. (2004) Educational Psychology 2nd Ed.

Chapter eleven.

Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)

Educational psychology: Effective Teaching, Effective Learning.
Chapter Fifteen

Topic Fourteen: Managing Classroom Processes

Objectives
After learning this topic a student should be able to:
Explain the need to manage classroom effectively.
Explain the causes of misbehavior in the classroom and ways to stop it.
Summarize guidelines for establishing class rules.
Describe effective teacher behaviours
Describe strategies of dealing with problem behaviours
Sub-topics
1. Issues on classroom management
Crowded Classrooms
Classroom Activities
Teachers Behaviour

2. Physical environment of the classroom

3. Rule setting and the classroom procedures
4. Causes of misbehaviour in classrooms
5. Controlling classroom
Effective Teachers Behaviour
Behaviour modification
Making students to cooperate
Collaboration with parents
6. Suggested Readings
Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter ten.
10

Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational

psychology: Effective Teaching, Effective Learning. Chapter Fourteen.

COURSE EVALUATION
At the end of the course student will be evaluated by:
One timed test - 30%;
Self Student Assessment in the Student Progress Portfolio
A final/annual exam - 70%.

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OEP 302: SPECIAL EDUCATION PROVISION AND SERVICES IN TANZANIA

COURSE OUTLINE

A: COURSE DESCRIPTION
Special Education Provision and Services in Tanzania is one of the courses offered to education
students in the faculty of education under the department of psychology and special education.
The course aims at making students understand the services, provision and plans for the future in
special education.
B: COURSE OBJECTIVES
To enable students to know and make use of special education services for learners with
disabilities in Tanzania.
Enabling students to know and appreciate the type and level of special education
provision in Tanzania.
To enable students to know and appreciate services to support special education provision
in Tanzania.
C: LEARNING OUTCOMES
Student will have developed ability to:
Examine services to be provided to the people with special needs and those with
disabilities
Develop positive understanding of the provision and services needed to the people with
special needs and those with disabilities,
Develop the ability to identify and plan for the services needed for people with special
needs and those with disabilities
Identify and apply appropriate methods in evaluating services provided to people with
special needs and those with disabilities
Develop skills to apply in the provisions of services needed to people with special needs
and those with disabilities

1.
2.
3.
4.
5.
6.
7.
8.

D: COURSE CONTENT
TOPICS/LECTURES
Special Education in Tanzania
Categories of Individuals with Special needs
Identification Process and Services
Assessment and Referral Services
Placement and Provision System
Instructional Strategies
Rehabilitation Services
At Risk Children and Prevention Services

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THE OPEN UNIVERSITY OF TANZANIA

FACULTY OF EDUCATION
DEPARTMENT OF PSYCHOLOGY AND SPECIAL EDUCATION
OEP 308: INTRODUCTION TO EARLY CHILDHOOD EDUCATION
Course Description
The early years are very crucial to the intellectual, social, emotional and physical
development of children. Any damage done at this age may be difficult if not
impossible to rectify in later life. In this regard, an exposure to some topical
issues in early childhood education will make it possible for us to appreciate
more the contributions of this level of education to the success of the other levels
of education. This course is therefore intending to introduce students the basics
of Early Childhood Education (ECE). It will equip them with basic knowledge
and skills in ECE.
Course Aims
The aim of the course is to provide understanding and appreciation of the
contributions of early childhood education to the individual and the society. It
also aims at helping readers to appreciate the need for total support and
cooperation in making good quality primary education accessible to all citizens,
boys and girls alike, irrespective of their backgrounds.
Learning Outcomes
i. Development of the ability to relate ECE and personal, social & national
development; ECE and later childrens education
ii. Development of critical minds about child development and learning
iii. Development of assessment, management and organisation skills of both
young children and overall early childhood programmes
iv. Development of the knowledge and skills required in the process of early
childhood curriculum development
Course objectives
At the end of the course students should be able to:
Define and explain terms and concept related to ECE
Describe the importances of early childhood education
Explain developments in ECE
Explain philosophical developments in ECE
Appreciate the contributions of Philosophers to the development of Early
Childhood Education
Explain methods of teaching and Learning in Early Childhood Education
Understand management, organisation and assessment skills of ECE
Examine the curriculum development process of ECE

13

Course Contents
Terms and concepts in ECE (i.e. early childhood, ECE, ECCE, ECD etc.)
i.
Meaning of Early Childhood (EC)
ii. Meaning of Early Childhood Education (ECE)
iii. Meaning of Early Childhood Care and Education (ECCE)
iv. Meaning of Early Childhood Development (ECD)
v. Types of ECE programmes

The benefits of Early Childhood Education

i.
Economical Benefits
ii. Social Benefits
iii. Academic Benefits

Historical and philosophical foundations of ECE

i.
History of ECE in Tanzania
ii. Philosophy of Early Childhood Education in Tanzania.
iii. Contributions of the great Philosophers to the development of
Early Childhood Education ( John Locke, Montessori, Plato,
Piaget, Rousseau, Erickson, Freud etc)

Learning in Early Childhood Education

i. Early Childhood Learning Theories (Montessori, Socratic questioning etc)
ii. Other Learning Styles of Children in early years

Methods of Teaching in Early Childhood Education

i. Child Centered Method
ii. Questioning Method
iii. Group Method
iv. Story Telling Method
v. Project Method
vi. Play Method
vii. Demonstration Method
viii. Montessori Method

Organisation and Planning in ECE

i. Fundamentals of Organisation in Early Childhood Education
ii. Service Provision and Record Keeping in Early Childhood Education
iii. Administrative Technique in Early Childhood Education
iv. Planning in Early Childhood Education
v. Decision making in an Organisation
vi. Quality Control in Early Childhood Organisation

14

Management of Early Childhood Education

i. Meaning of Administration and Management
ii. Management of Early Childhood Education
iii. Resources in Early Childhood Education
iv. Financing Early Childhood Education

Curriculum in Early Childhood Education

i. Curriculum Concepts
ii. Guidelines for ECE Curriculum
iii. ECE Curriculum Development Models
iv. Similarities and Differences Among ECE Curriculum Development
Models
v. The Role of The Teacher in Curriculum Development
vi. Early Childhood Curriculum Content and Context

Assessment in Early Childhood Education

i. Definition of Concepts (Test, Assessment and Evaluation)
ii. Evaluation in Early Childhood Education
iii. Evaluation and Assessment Techniques in ECE

Reading List
Amani ECCD (2001). Early Childhood Care and Development in Tanzania: An
analysis of the situation of children 0 -7 years of age in the context of
families and communities. Dar es salaam: Amani ECCD.
Berk, L. E. (2005). Infants and children: Prenatal through middle childhood (5th ed.).
Toronto: Allyn & Bacon
Evans, J. L. (1994). Childrearing practices and beliefs in Sub-Saharan
Africa.ac1cupba.pdf
Evans, J. L., Myers, R. G., & Ilfeld, E. M. (2000). Early Childhood Counts: A
programming guide on Early Childhood Care for Development. Washington,
DC: The World Bank.
Garcia, M.,Pence, A.R, Evans, J. (2008). Africas' Future, Africa's Challenge: Early
Childhood care and development in Sub-Saharan Africa (eds).Washington
DC: The World Bank
Hyde, K. (2006, March 27-31). Investing in Early Childhood Development: The
Potential Benefits and Cost Savings. Association for the Development of
Education in Africa (ADEA). Biennial Meeting, Libreville, Gabon

15

Morrison, J. W. (2001). Early Care and Education in Ghana. Childhood Education.

Retrieved
February
6,
2006,
from
http://findarticles.com/p/articles/mi_qa3614/is_200107/ai_n8959424/
print
Mwamwenda, T. (1995). Educational psychology: An African perspective (2nd
ed.). Durban: Heinemann or Butterworths. Chapter 31, African
Childrearing Practices, pp. 373-413.
Myers, R. (2006). Quality in Programs of Early Childhood Care and Education (ECCE).
A paper prepared for the 2007 EFA Global Monitoring Report. UNESCO
Myers, R. (2006). Quality in Programs of Early Childhood Care and Education (ECCE).
A paper prepared for the 2007 EFA Global Monitoring Report. UNESCO
New, R. S. & Cochran, M. (2007). Early Childhood Education: An International
Encyclopedia. Praeger Publisher
UNESCO. (2000). Education For All: The Dakar Framework for Action. Dakar,
http://www.unesco.org/education/efa/ed-forSenegal.
Link
all/framework.shtml
UNESCO. (2007). EFA Global Monitoring Report: Strong Foundations Early
Childhood Care and Education. Paris: UNESCO Publishing.
Yelland, N. (Ed.). (2005). Critical Issues in Early Childhood Education. Glasgow: Bell
& Bain.
Yukl, G. (2006). Leadership in organizations (6th ed.). New York: Prentice Hall.

16

Course Code: OEP 301

Issues in Special Education
Course Title: Special Needs Education
Course Description
This course has six modules. The first module is on the concept of special education
which addresses the aims of special education and general overview of Special Education
in Tanzania. The second module deals with the concepts of individual children and
exceptional children. In this regard it addresses matters in relation to educational
provision for children who have individual difference and are exceptional. The third
module is on Visual Impairment/Disability whereby matters on definition of blindness
and low vision will be addressed and identification and assessment of children with such
disabilities will be done. Curriculum and teaching adaptation for such chidren will be
addressed. The same issues will be addressed for children with hearing disabilities,
mental disabilities and othoepaedic disabilities.

Course Objectives

To understand the concept, meaning and significance of special education

To develop awareness about different types of disabilities/handicaps in children
To acquire knowledge and understanding of class-room management for
educating children with special problems/disabilities
To develop awareness about different organizations dealing with special
education both governmental and non-governmental
To know about the initiatives and constitutional provisions envisaged to deal with
children with special needs for their education and their rehabilitation

Modules
Module I: Concept and meaning of special education
Aims of Special Education
Administration and Organization of Special Education in Tanzanian Context
Module II: Individual Differences and Exceptional children
Individual differences: Concept, types of individual differences
Determinants of individual differences
Educational implications of the psychology of individual differences
Concept of exceptional children and Classification of exceptional children
Educational Provision for individual differences and Exceptional Children in schools

17

Module III: Visual Impairment/Disability

Definition of blindness and low vision.
Identification and assessment.
Curriculum and teaching adaptation; Adaptive devices.
Adaptation evaluation procedures
Tools and techniques
Class room management

Module IV: Hearing Impairment/Disabilities

Definition of deafness and partial hearing
Identification and assessment.
Curriculum and teaching adaptation; Adaptive devices.
Adaptation evaluation procedures.
Tools and techniques,
classroom management

Module V: Mental Retardation/Learning Disabilities.

Definition of mental retardation
Identification and assessment
Curriculum and teaching adaptation
Adaptation evaluation procedures
Tools and techniques
Class room management
Module VI: Orthopaedic Handicap/Disabilities.
Definition of orthopaedic handicap
Identification and assessment
Curriculum and teaching adaptation
Adaptive devices, adaptive evaluation procedures
Tools and techniques.
Classroom management

18

Mode of Delivery: 30 lecture hours and 15 seminars

Evaluation: 40% Course work and 60% final examinations
Reading List
Festsco T and McClure, J (2005). Educational Psychology: An Integrated Approach to
Classroom Decisions. Boston: Pearson and AB.
Jimenez, T. C and Graf. V.L (2008). Education for all: Critical Issues in the Education of
Children and Youth with Disabilities. San Fransisco: Jossey-Bass.
ODonnell, A; Reeve, J and Smith, J.K (2009). Educational Psychology: Reflection for
Action. Danvers: Inc Wiley and Sons.
Ormrod, Jeanne. E (2006). Educational Psychology: Developing Learners. New Jersey:
Pearson.
Savolainen, H and Kokkala (2000). Meeting Special and Diverse Educational Needs:
Making Inclusive Education a Reality. Helsinki: Ministry for Foreign Affairs,
Finland.

19