Educational practice, like the rest of the sciences, is based on specific epistemological bases, considering some theory about learning mechanisms for its sustenance. For countless years, it has been believed that children learn associatively and passively by nature and that the role of the educator is to impart knowledge and exercise authority over the next generation. In this sense, they have achieved advances in the traditional idea of ​​teaching, but its fundamental nature remains unchanged with the development of scientific thought in the human sciences, particularly in psychology. Educational psychology covers the study of laws, as well as the patterns that underlie the learning process, considering teaching and the educational contexts in which it takes place. This phenomenon requires a holistic study, complex and above all a constant interrelation, because all the factors involved exert an influence on its development. In a first approach to this book, we will carry out a tour of the main learning theories that have promoted with more force and rigor certain practices and educational models. We will try to frame those common characteristics that contribute to our conception of the process. References such as behaviorism, constructivism, pragmatism, cultural historical approach, meaningful learning, multiple intelligences and some others will be analyzed to determine those common elements, despite their conceptual differences. The second chapter will be dedicated to deepening the proposal on significant learning, carried out by David Ausubel, which has reached, despite criticism, a significant number of followers. This is due fundamentally to the novelty of his ideas and the results observable from practice, which demonstrate the effectiveness of this pedagogical model. The third chapter is devoted entirely to considerations about the experience category, to constitute, in our criteria, the basis for understanding and accurate diagnosis during the learning process. This category is configured as a complex unit, because only by understanding the multiple factors that determine it holistically can we understand its true essence and incidence in psychological development. Therefore, the last chapter will focus on psychological development and educational influence, which is conceived from experience. In the same way, the components related to the educational context, the agents that intervene in psychological development, the importance of diagnosis for education and attention to individual differences will be analyzed. The treatment given to the information contained in these pages is carried out from the complexity. The beneficial and enjoyable reading of the same, will serve to spread the knowledge contained and apply it in a productive way in our educational centers.

This book is included in DOAB.