In a brief introduction to the historical development of educational psychology, we can delimit different stages according to the appearance of the most significant features which has been assuming: The first era (1880-1920) is characterized by the concern of the study of individual differences and the administration of tests useful for diagnosis and treatment of troubled children, so that in its origin appears strongly linked to special education. In a second moment (1920-1955) the impact of the mental health movement promotes the proliferation of services to treat children’s psychological problems inside and outside the school. By the same author: The Laws of Human Nature. In the third phase (1955-1970) begins to consider the need to train teachers and educators on advances in psychological knowledge and its integration in the teaching methodology. From 1970, he began exploring alternative models based on cognitive, systemic, organizational and ecological theories and psychology community, trying to give a twist to the traditional scheme of care individualized to the problematic cases, stressing the importance of the context, both instructional as depth. A social demand of psychoeducational intervention, associated with the diffusion and generalisation of ideas psicologizantes is configured from the 1970s. The beginning of the eighties mark the passage of a closely related models clinical educational psychology and traditional school psychology to a progressive specialization and concretion in the job object. In those years occurs, belatedly, the discovery of Vygotsky and cognitive psychology in relation to the educational context.
Since constructivism has become dominant. During the process of teaching and learning, the educator will take into account different psychological currents that somehow help you understand what is happening in each of their trainees. In the process of teaching and learning should be: Focus on what a learner is able to do and learn at a given time, depending on the stage of development in which is. In addition to its stage of development also in the set of previous knowledge that has built the learner in their previous educational experiences (school or not) or spontaneous learning.