(A) the relationship between educational psychology and general psychology

From the research object and methodology of educational psychology and general psychology, the relationship between these two disciplines is both special and general. Because the research object of general psychology is psychological phenomena and general laws that are common in all fields, the research object of educational psychology is limited to the psychological laws of students' learning in the education system. From the dialectical point of view of the general and the special, the general lives in the special, reflecting the common characteristics of various special objects. Because it generally reflects the commonness of various special objects, it generally cannot include particularity. Special objects have their particularity. This particularity is not only manifested in the special form and content of general factors in special objects, but also in the difficulty of incorporating general and unique factors into special objects. Therefore, to regard educational psychology only as the application of the principles of general psychology (or psychology) is a subject lacking particularity and independence, and its methods are undoubtedly general and unrealistic.

The relationship between educational psychology and children's psychology (age psychology or developmental psychology)

Regarding the relationship between educational psychology and children's psychology, it is unacceptable to argue that educational psychology includes children's psychology or children's psychology includes educational psychology. These two views seem to be fundamentally different, but in fact they have a common source of understanding, and both equate education with development, but their emphasis is different. The former focuses on the role of education, while the latter focuses on the nature or cause of development. The idea of equating education with development is a simplistic one, which is not in line with reality, no matter from the role of education or the nature or reasons of children's development. First of all, as far as the role of education is concerned, if the content taught by educators wants to play a role in children's development, it must be realized through children's learning and acceptance (including mastery and migration). The influence of education (imparting social experience) is not directly related to children's development, but it must be mediated by children's learning and acceptance. It can be seen that although the research objects of educational psychology and children's psychology are related and overlapping, they each have their own emphasis. Secondly, judging from the nature or reasons of children's development, the study of social experience is undoubtedly an important aspect of development. However, this is only a necessary factor for children's development, not a sufficient factor. Because children's mastery and transmission of social experience in the education system is only one aspect of children's life practice, not all. It is undeniable that children learn through direct experience in daily life practice, whether it is to promote their physical development or psychological development. In this sense, as far as children's development concept is concerned,