School learning and instruction. Contents and variables of school learning. The educational relationship. Psychology of education and school psychology.
The general objective of Educational Psychology is to analyze the behavioral changes that occur in people as a result of their participation in formal and informal educational activities, as well as the factors that facilitate and hinder them and their consequences. Those who study this subject will learn the fundamental knowledge of Educational Psychology that will allow them to develop professional practice in the psychoeducational field aimed at guaranteeing maximum effectiveness in the teaching-learning process.
The educational psychologist develops his professional activity mainly within the framework of social systems dedicated to education at all its various levels and modalities; both in the regulated systems (Primary, Secondary, Higher Education, etc.) and unregulated (for example, adult education, etc.) throughout the life cycle of the person (childhood, adolescence, adulthood and old age). It also intervenes in all psychological processes that affect school learning, or that derive from it, regardless of their personal, group, social, health, etc. origin, taking responsibility for the educational implications of their professional intervention and coordinating, if appropriate , with other professionals.
The field of work of educational psychologists is mostly in public education centers. In addition, the educational psychologist develops his activity both in private education (concerted or properly private), as in cabinets and re-education centers and school support, with very diverse evaluation, diagnosis and treatment activities (speech therapy, psychomotor skills, parent training, basic skills training, etc.).
Currently, all the educational psychologists represent approximately 40% of the professionals of Psychology who practice as such, which means that this is one of the most numerous areas of the professional group in Spain.