Childhood & Development Years
Naresh Kumar
Childhood & Development Years - New Delhi Neelkamal Pub 2021 - 365p
Contents: -
Unit-1 Child Development
1. Educational Psychology
1.0 Introduction
1.1 Meaning of Psychology
1.2 Branches of Psychology
1.2.1 Branches of Pure Psychology
1.2.2 Branches of Applied Psychology
1.3 Meaning of Education
1.3.1 Definitions of Education
1.3.2 Concepts of Education as Defined by Western Philosophers
1.4 Meaning and Definition of Educational Psychology
1.5 Nature and Scope of Educational Psychology
1.5.1 Nature of Educational Psychology
1.5.2 Scope of Educational Psychology
1.6 Role of Educational Psychology in Teaching-Learning Process
1.6.1 In Studying Teaching-Learning Situations
1.6.2 In Applying Teaching-Learning Principles
2. Growth and Development
2.0 Introduction
2.1 Concept of Growth
2.1.1 Definition of Growth
2.1.2 Characteristics of Growth
2.2 Concept of Development
2.2.1 Definition
2.2.2 Characteristics of Development
2.2.3 Basic Elements of Development
2.3 Concept of Maturation
2.3.1 Definitions of Maturation
2.3.2 Types of Maturation
2.3.3 Characteristics of Maturation
2.3.4 Educational Implications of Maturation
2.4 Phases of Growth and Development in Human Life
2.5 Stages of Growth and Development
2.6 Difference between Growth and Development
2.7 Relation between Growth and Maturation
3. Principles of Growth and Development
3.0 Introduction
3.1 Factors Promoting Growth and Development
3.2 Principles of Growth and Development
3.3 Important Factors in Promotion of Child Development
4. Heredity and Environment
4.0 Introduction
4.1 Concept and Meaning of Heredity
4.2 Concept and Meaning of Environment
4.3 Relation between Heredity and Environment
4.4 Need and Importance of Heredity and Environment
4.5 Influencing Factors on Child's Development
4.6 Educational Implications of Heredity and Environment
4.7 Experiments on Impact of Heredity and Environment
Unit-2 Managing Individual Differences
5. Individual Differences
5.0 Introduction
5.1 Meaning and Definitions of Individual Differences
5.2 Types of Individual Differences
5.3 Classification of Individual Differences
5.4 Dimensions of Individual Differences
5.4.1 Individual Difference in Cognitive Abilities
5.4.2 Individual Difference in Interest
5.4.3 Individual Difference in Aptitude.
5.4.4 Individual Difference in Creativity
5.4.5 Individual Difference in Personality
5.4.6 Individual Difference in Emotions
5.4.7 Individual Difference in Values
5.4.8 Individual Difference in Attitudes
5.4.9 Individual Difference in Study Habits
5.4.10 Individual Difference in Psychomotor Skills
5.4.11 Individual Difference in Self-concept
5.4.12 Differences on Account of Gender
5.5 Educational Implications of Individual Differences
6. Causes for Individual Differences
6.0 Introduction
6.1 Causes for Individual Differences
6.1.1 Influence of Caste, Race and Nation
6.1.2 Sex Differences
6.1.3 Heredity Differences
6.1.4 Social Differences
6.1.5 Economic Status and Education
6.1.6 Cultural Differences
6.1.7 Rural-Urban Home Differences
6.1.8 Language Spoken Differences
6.1.9 Language of Instruction Differences
6.1.10 Environment
6.1.11 Age and Intelligence
6.1.12 Temperament and Emotional Stability
6.1.13 Other Causes
6.1.14 Self
7. Remedial Measures for Diverse Learners (Creative, Slow, Gifted Learners, Learners with Specific Learning Disabilities)
7.0 Introduction
7.1 Concept of Diverse Learners
7.2 Gifted Children
7.2.1 Definitions of Gifted Children)
7.2.2 Characteristics of Gifted Children
7.2.3 Identification of Gifted Children
7.3 Creative Children
7.3.1 Definition of Creative Children
7.3.2 Characteristics of Creativity
7.3.3 The Components of Creativity
7.3.4 Types of Creativity
7.3.5 Classification of Creative Children
7.3.6 Characteristics of Creative Child
7.3.7 Identification of Creative Children
7.3.8 Fostering Creative Children Difference between Creatively Gifted Child and
7.4 Intellectually Gifted Child
7.5 Slow Learner
7.5.1 Characteristics of Slow Learners
7.5.2 Identification of Slow Learners
7.5.3 Causes of Slow Learners
7.5.4 Educational Programmes for Slow Learners
7.6 Specific Learning Disabilities
7.6.1 Definition of Learning Disabilities
7.6.2 Characteristics of Learning Disabilities
7.6.3 Causes for Learning Problems
7.6.4 Signs and Symptoms of Learning Disabilities
7.6.4.1 Problems with Reading, Writing and Math
7.6.4.2 Other Types of Learning Disabilities and Disorders
7.6.4.3 Auditory and Visual Processing Problems
7.6.5 Causes of Learning Disabilities
7.7 Exceptional Children
7.8 How to Impart Education to Exceptional Children?
7.8.1 Inclusive Education
7.8.2 Integrated Education
7.8.3 Individual Educational Plan
7.9 Role of Teachers in Reducing Individual Differences in Schools
7.9.1 Provisions for 'Individual Differences' in Schools
7.9.2 Suggestive Plans to Reduce Individual Differences in Schools
7.9.3 Administrative Measures to Reduce Individual Differences
7.9.4 Instructional Strategies to Reduce Individual Differences
7.10 Remedial Measures for Diverse Learners
7.11 Responsibilities of Teachers for Students with Disabilities
7.12 High Achievers
8. Role of a Teacher to Minimize Individual Differences
8.0 Introduction 8.1 The Role of School in Minimizing Individual Differences
8.2 Strategies to be Used by Teacher 8.3 Suggestive Plans to Minimize Individual Differences 128
Unit-3 Social, Emotional and Moral Development
9. Social Development
9.0 Introduction
9.1 Meaning of Social Development
9.2 Need of Social Development
9.3 Concept of Social Development
9.4 Stages of Social Development
9.5 Factors of Social Development in Children
9.6 Characteristics of Social Development of Infancy Childhood and Early Adolescence
9.6.1 Characteristics of Social Development in Infancy
9.6.2 Social Development in Early Childhood
9.6.3 Social Development in Late Childhood
9.6.4 Social Development in Adolescence
10. Emotional Development
10.0 Introduction
10.1 Meaning and Definitions of Emotional Development
10.2 Factors Influencing Emotional Development
10.3 Characteristics of Emotional Development
During Infancy, Childhood and Adolescence
10.3.1 Early Infancy (Birth-Six Months)
10.3.2 Later Infancy (7-12 Months)
10.3.3 Toddlerhood (1-2 Years)
10.3.4 Emotional Development During Childhood Preschool (3-6 years)
10.3.5 Middle Childhood (7-12 Years)
10.3.6 Emotional Development During Adolescence (12-19 years)
10.3.7 Emotional Characteristics of Teenager
11. Moral Development
11.0 Introduction
11.1 Meaning of Moral Development
11.2 Stages of Moral Development (Kohlberg)
11.3 Factor Affecting Moral Development
11.4 Characteristics of Moral Development During Infancy Childhood and Adolescence
11.4.1 Characteristics of Moral Development During Childhood
11.4.2 Characteristics of Moral Development During Adolescence
11.5 Parents' Role in Moral Development of Children
12 . Childhood and Adolescence 12.0 Introduction
12.1 Childhood Period
12.2.1 Phases of Childhood
12.2.1.1 Early Childhood (2-6 years)
12.2.1.2 Middle Childhood (6-8 Years)
12.2.1.3 Late Childhood (9-12 years)
12.2.2 Characteristic of Childhood
12.2.3 Problems During Childhood
12.2 Adolescence Period
12.2.1 Stages of Adolescence
12.2.1.1 Early Adolescence (12 to 14 Years)
12.2.1.2 Middle Adolescence (15 to 16 Years)
12.2.1.3 Late Adolescents (17 to 19 Years)
12.2.2 Developmental Aspects of Adolescence
12.2.3 Stages of Adolescence
12.2.3.1 Specific Changes in Early Adolescence (12 to 14 Years)
12.2.3.2 Middle Adolescence (15 to 16 Years)
12.2.3.3 Late Adolescence (17 to 19 Years)
12.2.4 Characteristics of Adolescence Period
12.2.5 Problems During Adolescence Period
12.3 Havighurst Tasks for Adolescent Children
Unit-4 Cognitive and Personality Development
13. Cognitive Development
13.0 Introduction
13.1 Cognitive Development
13.2 Meaning of Cognitive Development
133 Characteristics of Cognitive Development
13.4 Factors Affecting Cognitive Development
13.4.1 Biological Factors
13.4.2 Environmental Factors
13.5 Cognitive Development During Childhood
13.6 Cognitive Development During Adolescence
13.6.1 Major Cognitive Changes During Adolescence
14. Personality Development
14.0 Introduction
14.1 Meaning of Personality
14.2 Definitions of Personality
14.3 Nature of Personality
14.4 Characteristics of Personality
145 Classifications of Personality
14.5.1 Hippocrates Classification
14.5.2 C.G. Jung's Classification
14.5.3 Ernest Kretschmer's Classification
14.5.4 William Sheldon's Classification
14.6 Types of Personality Development
14.7 Factors Affecting Personality Development
14.8 Personality Traits
14.8.1 The Big Five "OCEAN"
14.9 Sigmund Freud Theory of Personality
14.9.1 Personality Structure
14.9.2 Theory of Dynamics/Topography of Mind
14.9.3 Psychosexual Stages of Development
14.9.4 Criticism of Freud's Theories
14.10 Gordon Allport Theory of Personality
14.10.1 Structure of Personality
14.10.1.1 Definition of Personality
14.10.1.2 Traits or Dispositions
14.10.1.3 The Proprium
14.10.2 Strengths of Allport's Personality Theory
14.10.3 Weaknesses of Allport's Personality Theory
14.11 Neo-Freudian Psychoanalytic Theory of Personality
14.12 Assessment of Personality
14.12.1 Subjective Methods
14.12.2 Objective Methods
14.12.3 Projective Methods
14.12.4 Psycho-Analytic Methods
14.13 Important Projective Techniques
14.13.1 Rorschach Inkblot Test
14.13.2 Thematic Apperception Test
14.10.3 Draw a Person Test
15. Adjustment
15.0 Introduction
15.1 Meaning, Definition and Nature of Adjustment
15.1.1 Meaning of Adjustment
15.1.2 Definitions of Adjustment
15.1.3 Nature of Adjustment
15.2 Types of Adjustment
15.3 Factors Affecting Adjustment
15.4 Factor Affecting Adjustment at School
15.5 Characteristics of a Well-adjusted Person
15.6 Process of Adjustment
15.7 Role of School in Adjustment
15.8 Symptoms of Maladjustment
15.9 Causes of Maladjustment
15.10 Conflict Management
15.11 Adaptive Mechanisms of Resolving Conflicts
15.12 Defense Mechanism for Attaining Healthy Adjustment
15.13 Role of Teacher in Learning Adjustment
16. Theories of Cognitive Development
16.0 Introduction
16.1 Jean Piaget's Theory of Cognitive Development (1896-1980)
16.1.1 Schemas
16.1.2 Assimilation and Accommodation
16.1.3 Piaget's 4 Stages of Cognitive Development
16.1.3.1 Sensori-motor Stage (Birth to Age 2)
16.1.3.2 Pre-operational Stage (from Age 2 to Age 7)
16.1.3.3 Concrete Operational Stage (from Age 7 to Age 11)
16.1.3.4 Formal Operational Stage (Age 11+ Adolescence and Adulthood)
16.1.4 Educational Implications of Piaget's Theory of Cognitive Development
16.1.5 Critical Evaluation of Piaget's Theory
162 Bruner Theory of Cognitive Development
16.2.1 Bruner's Three Modes of Representation
16.2.2 Educational Implications of Bruner's Theory
16.3 Similarities between Bruner and Piaget
17. Practical Activities
17.0 Introduction
17.1 Personality Assessment
17.1.1 Definitions of Personality
17.1.2 Assessment of Personality
17.1.2.1 Subjective Methods
17.1.2.2 Objective Methods
17.1.2.3 Projective Methods
17.1.2.4 Psycho-Analytic Methods
17.1.3 Personality Tests
17.1.3.1 Rorschach Inkblot Test
17.1.3.2 Thematic Apperception Test
17.1.3.3 Draw a Person Test
17.2 Visit to a School and Write a Report on Problems of Students
17.2.1 Identification of Students with Behavioural Problems
17.2.2 General Behavioural Problems
17.2.3 Measures to Prevent Behaviour Problems in Classroom
17.2.4 Behavioural Disorders
17.2.5 Useful Tools for Identification of Problems
17.2.6 Steps to Follow in School Visit
17.2.7 Preparation of Report
17.2.8 Conclusion
17.3 Administration of Individual Test and Preparation of Report
17.3.1 Selection of Individual Test
17.3.2 Importance and Uses of Test
17.3.3 Steps in Constructing a Psychological Test
17.3.4 Guidelines to Administer a Test
17.3.5 Steps in Test Administration of a Test
17.3.6 Preparation of a Report
17.3.7 Psychological Tests
17.3.7.1 Intelligence Test
17.3.7.2 Attitude / Aptitude Test
17.3.7.3 Administration of Multiphasic Questionnaire
Bibliography
Index
9789389740844
370.150 NAR
Childhood & Development Years - New Delhi Neelkamal Pub 2021 - 365p
Contents: -
Unit-1 Child Development
1. Educational Psychology
1.0 Introduction
1.1 Meaning of Psychology
1.2 Branches of Psychology
1.2.1 Branches of Pure Psychology
1.2.2 Branches of Applied Psychology
1.3 Meaning of Education
1.3.1 Definitions of Education
1.3.2 Concepts of Education as Defined by Western Philosophers
1.4 Meaning and Definition of Educational Psychology
1.5 Nature and Scope of Educational Psychology
1.5.1 Nature of Educational Psychology
1.5.2 Scope of Educational Psychology
1.6 Role of Educational Psychology in Teaching-Learning Process
1.6.1 In Studying Teaching-Learning Situations
1.6.2 In Applying Teaching-Learning Principles
2. Growth and Development
2.0 Introduction
2.1 Concept of Growth
2.1.1 Definition of Growth
2.1.2 Characteristics of Growth
2.2 Concept of Development
2.2.1 Definition
2.2.2 Characteristics of Development
2.2.3 Basic Elements of Development
2.3 Concept of Maturation
2.3.1 Definitions of Maturation
2.3.2 Types of Maturation
2.3.3 Characteristics of Maturation
2.3.4 Educational Implications of Maturation
2.4 Phases of Growth and Development in Human Life
2.5 Stages of Growth and Development
2.6 Difference between Growth and Development
2.7 Relation between Growth and Maturation
3. Principles of Growth and Development
3.0 Introduction
3.1 Factors Promoting Growth and Development
3.2 Principles of Growth and Development
3.3 Important Factors in Promotion of Child Development
4. Heredity and Environment
4.0 Introduction
4.1 Concept and Meaning of Heredity
4.2 Concept and Meaning of Environment
4.3 Relation between Heredity and Environment
4.4 Need and Importance of Heredity and Environment
4.5 Influencing Factors on Child's Development
4.6 Educational Implications of Heredity and Environment
4.7 Experiments on Impact of Heredity and Environment
Unit-2 Managing Individual Differences
5. Individual Differences
5.0 Introduction
5.1 Meaning and Definitions of Individual Differences
5.2 Types of Individual Differences
5.3 Classification of Individual Differences
5.4 Dimensions of Individual Differences
5.4.1 Individual Difference in Cognitive Abilities
5.4.2 Individual Difference in Interest
5.4.3 Individual Difference in Aptitude.
5.4.4 Individual Difference in Creativity
5.4.5 Individual Difference in Personality
5.4.6 Individual Difference in Emotions
5.4.7 Individual Difference in Values
5.4.8 Individual Difference in Attitudes
5.4.9 Individual Difference in Study Habits
5.4.10 Individual Difference in Psychomotor Skills
5.4.11 Individual Difference in Self-concept
5.4.12 Differences on Account of Gender
5.5 Educational Implications of Individual Differences
6. Causes for Individual Differences
6.0 Introduction
6.1 Causes for Individual Differences
6.1.1 Influence of Caste, Race and Nation
6.1.2 Sex Differences
6.1.3 Heredity Differences
6.1.4 Social Differences
6.1.5 Economic Status and Education
6.1.6 Cultural Differences
6.1.7 Rural-Urban Home Differences
6.1.8 Language Spoken Differences
6.1.9 Language of Instruction Differences
6.1.10 Environment
6.1.11 Age and Intelligence
6.1.12 Temperament and Emotional Stability
6.1.13 Other Causes
6.1.14 Self
7. Remedial Measures for Diverse Learners (Creative, Slow, Gifted Learners, Learners with Specific Learning Disabilities)
7.0 Introduction
7.1 Concept of Diverse Learners
7.2 Gifted Children
7.2.1 Definitions of Gifted Children)
7.2.2 Characteristics of Gifted Children
7.2.3 Identification of Gifted Children
7.3 Creative Children
7.3.1 Definition of Creative Children
7.3.2 Characteristics of Creativity
7.3.3 The Components of Creativity
7.3.4 Types of Creativity
7.3.5 Classification of Creative Children
7.3.6 Characteristics of Creative Child
7.3.7 Identification of Creative Children
7.3.8 Fostering Creative Children Difference between Creatively Gifted Child and
7.4 Intellectually Gifted Child
7.5 Slow Learner
7.5.1 Characteristics of Slow Learners
7.5.2 Identification of Slow Learners
7.5.3 Causes of Slow Learners
7.5.4 Educational Programmes for Slow Learners
7.6 Specific Learning Disabilities
7.6.1 Definition of Learning Disabilities
7.6.2 Characteristics of Learning Disabilities
7.6.3 Causes for Learning Problems
7.6.4 Signs and Symptoms of Learning Disabilities
7.6.4.1 Problems with Reading, Writing and Math
7.6.4.2 Other Types of Learning Disabilities and Disorders
7.6.4.3 Auditory and Visual Processing Problems
7.6.5 Causes of Learning Disabilities
7.7 Exceptional Children
7.8 How to Impart Education to Exceptional Children?
7.8.1 Inclusive Education
7.8.2 Integrated Education
7.8.3 Individual Educational Plan
7.9 Role of Teachers in Reducing Individual Differences in Schools
7.9.1 Provisions for 'Individual Differences' in Schools
7.9.2 Suggestive Plans to Reduce Individual Differences in Schools
7.9.3 Administrative Measures to Reduce Individual Differences
7.9.4 Instructional Strategies to Reduce Individual Differences
7.10 Remedial Measures for Diverse Learners
7.11 Responsibilities of Teachers for Students with Disabilities
7.12 High Achievers
8. Role of a Teacher to Minimize Individual Differences
8.0 Introduction 8.1 The Role of School in Minimizing Individual Differences
8.2 Strategies to be Used by Teacher 8.3 Suggestive Plans to Minimize Individual Differences 128
Unit-3 Social, Emotional and Moral Development
9. Social Development
9.0 Introduction
9.1 Meaning of Social Development
9.2 Need of Social Development
9.3 Concept of Social Development
9.4 Stages of Social Development
9.5 Factors of Social Development in Children
9.6 Characteristics of Social Development of Infancy Childhood and Early Adolescence
9.6.1 Characteristics of Social Development in Infancy
9.6.2 Social Development in Early Childhood
9.6.3 Social Development in Late Childhood
9.6.4 Social Development in Adolescence
10. Emotional Development
10.0 Introduction
10.1 Meaning and Definitions of Emotional Development
10.2 Factors Influencing Emotional Development
10.3 Characteristics of Emotional Development
During Infancy, Childhood and Adolescence
10.3.1 Early Infancy (Birth-Six Months)
10.3.2 Later Infancy (7-12 Months)
10.3.3 Toddlerhood (1-2 Years)
10.3.4 Emotional Development During Childhood Preschool (3-6 years)
10.3.5 Middle Childhood (7-12 Years)
10.3.6 Emotional Development During Adolescence (12-19 years)
10.3.7 Emotional Characteristics of Teenager
11. Moral Development
11.0 Introduction
11.1 Meaning of Moral Development
11.2 Stages of Moral Development (Kohlberg)
11.3 Factor Affecting Moral Development
11.4 Characteristics of Moral Development During Infancy Childhood and Adolescence
11.4.1 Characteristics of Moral Development During Childhood
11.4.2 Characteristics of Moral Development During Adolescence
11.5 Parents' Role in Moral Development of Children
12 . Childhood and Adolescence 12.0 Introduction
12.1 Childhood Period
12.2.1 Phases of Childhood
12.2.1.1 Early Childhood (2-6 years)
12.2.1.2 Middle Childhood (6-8 Years)
12.2.1.3 Late Childhood (9-12 years)
12.2.2 Characteristic of Childhood
12.2.3 Problems During Childhood
12.2 Adolescence Period
12.2.1 Stages of Adolescence
12.2.1.1 Early Adolescence (12 to 14 Years)
12.2.1.2 Middle Adolescence (15 to 16 Years)
12.2.1.3 Late Adolescents (17 to 19 Years)
12.2.2 Developmental Aspects of Adolescence
12.2.3 Stages of Adolescence
12.2.3.1 Specific Changes in Early Adolescence (12 to 14 Years)
12.2.3.2 Middle Adolescence (15 to 16 Years)
12.2.3.3 Late Adolescence (17 to 19 Years)
12.2.4 Characteristics of Adolescence Period
12.2.5 Problems During Adolescence Period
12.3 Havighurst Tasks for Adolescent Children
Unit-4 Cognitive and Personality Development
13. Cognitive Development
13.0 Introduction
13.1 Cognitive Development
13.2 Meaning of Cognitive Development
133 Characteristics of Cognitive Development
13.4 Factors Affecting Cognitive Development
13.4.1 Biological Factors
13.4.2 Environmental Factors
13.5 Cognitive Development During Childhood
13.6 Cognitive Development During Adolescence
13.6.1 Major Cognitive Changes During Adolescence
14. Personality Development
14.0 Introduction
14.1 Meaning of Personality
14.2 Definitions of Personality
14.3 Nature of Personality
14.4 Characteristics of Personality
145 Classifications of Personality
14.5.1 Hippocrates Classification
14.5.2 C.G. Jung's Classification
14.5.3 Ernest Kretschmer's Classification
14.5.4 William Sheldon's Classification
14.6 Types of Personality Development
14.7 Factors Affecting Personality Development
14.8 Personality Traits
14.8.1 The Big Five "OCEAN"
14.9 Sigmund Freud Theory of Personality
14.9.1 Personality Structure
14.9.2 Theory of Dynamics/Topography of Mind
14.9.3 Psychosexual Stages of Development
14.9.4 Criticism of Freud's Theories
14.10 Gordon Allport Theory of Personality
14.10.1 Structure of Personality
14.10.1.1 Definition of Personality
14.10.1.2 Traits or Dispositions
14.10.1.3 The Proprium
14.10.2 Strengths of Allport's Personality Theory
14.10.3 Weaknesses of Allport's Personality Theory
14.11 Neo-Freudian Psychoanalytic Theory of Personality
14.12 Assessment of Personality
14.12.1 Subjective Methods
14.12.2 Objective Methods
14.12.3 Projective Methods
14.12.4 Psycho-Analytic Methods
14.13 Important Projective Techniques
14.13.1 Rorschach Inkblot Test
14.13.2 Thematic Apperception Test
14.10.3 Draw a Person Test
15. Adjustment
15.0 Introduction
15.1 Meaning, Definition and Nature of Adjustment
15.1.1 Meaning of Adjustment
15.1.2 Definitions of Adjustment
15.1.3 Nature of Adjustment
15.2 Types of Adjustment
15.3 Factors Affecting Adjustment
15.4 Factor Affecting Adjustment at School
15.5 Characteristics of a Well-adjusted Person
15.6 Process of Adjustment
15.7 Role of School in Adjustment
15.8 Symptoms of Maladjustment
15.9 Causes of Maladjustment
15.10 Conflict Management
15.11 Adaptive Mechanisms of Resolving Conflicts
15.12 Defense Mechanism for Attaining Healthy Adjustment
15.13 Role of Teacher in Learning Adjustment
16. Theories of Cognitive Development
16.0 Introduction
16.1 Jean Piaget's Theory of Cognitive Development (1896-1980)
16.1.1 Schemas
16.1.2 Assimilation and Accommodation
16.1.3 Piaget's 4 Stages of Cognitive Development
16.1.3.1 Sensori-motor Stage (Birth to Age 2)
16.1.3.2 Pre-operational Stage (from Age 2 to Age 7)
16.1.3.3 Concrete Operational Stage (from Age 7 to Age 11)
16.1.3.4 Formal Operational Stage (Age 11+ Adolescence and Adulthood)
16.1.4 Educational Implications of Piaget's Theory of Cognitive Development
16.1.5 Critical Evaluation of Piaget's Theory
162 Bruner Theory of Cognitive Development
16.2.1 Bruner's Three Modes of Representation
16.2.2 Educational Implications of Bruner's Theory
16.3 Similarities between Bruner and Piaget
17. Practical Activities
17.0 Introduction
17.1 Personality Assessment
17.1.1 Definitions of Personality
17.1.2 Assessment of Personality
17.1.2.1 Subjective Methods
17.1.2.2 Objective Methods
17.1.2.3 Projective Methods
17.1.2.4 Psycho-Analytic Methods
17.1.3 Personality Tests
17.1.3.1 Rorschach Inkblot Test
17.1.3.2 Thematic Apperception Test
17.1.3.3 Draw a Person Test
17.2 Visit to a School and Write a Report on Problems of Students
17.2.1 Identification of Students with Behavioural Problems
17.2.2 General Behavioural Problems
17.2.3 Measures to Prevent Behaviour Problems in Classroom
17.2.4 Behavioural Disorders
17.2.5 Useful Tools for Identification of Problems
17.2.6 Steps to Follow in School Visit
17.2.7 Preparation of Report
17.2.8 Conclusion
17.3 Administration of Individual Test and Preparation of Report
17.3.1 Selection of Individual Test
17.3.2 Importance and Uses of Test
17.3.3 Steps in Constructing a Psychological Test
17.3.4 Guidelines to Administer a Test
17.3.5 Steps in Test Administration of a Test
17.3.6 Preparation of a Report
17.3.7 Psychological Tests
17.3.7.1 Intelligence Test
17.3.7.2 Attitude / Aptitude Test
17.3.7.3 Administration of Multiphasic Questionnaire
Bibliography
Index
9789389740844
370.150 NAR