Childhood & Growing Up (Record no. 3152)

MARC details
000 -LEADER
fixed length control field 08205nam a22002057a 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20231003130036.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number+Amount 9789390897087
040 ## - CATALOGING SOURCE
Transcribing agency IK
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.150 SAT
100 ## - MAIN ENTRY--PERSONAL NAME
Author Name Satapathy, Pranati
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Jena, Saswati
9 (RLIN) 1168
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Nanda, Gopal Krishna
Relator term Editor
9 (RLIN) 1169
245 ## - TITLE STATEMENT
Title Childhood & Growing Up
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication New Delhi
Name of publisher Neelkamal Pub.
Date of publication 2021
520 ## - SUMMARY, ETC.
Summary, etc Unit-1 Growth and Development<br/><br/>1.0 Introduction<br/>1.1 Meaning and Concept of Growth 1.1.1 Meaning of Growth<br/>1.1.2 Concept of Growth<br/>1.1.3 Definition of Growth<br/>1.1.4 Characteristics of Growth<br/><br/>1.2 Meaning of Development<br/>1.2.1 Definitions of Development<br/>1.2.2 Understanding Lifespan Development <br/>1.2.3 Characteristics of Development<br/>1.3 Stages of Growth and Development<br/>1.3.1 Age Span for Human Developmental Stage <br/>1.3.2 Common Stages of Human Life<br/><br/>1.4 Differences between Growth and Development<br/>1.5 Importance of Growth and Development for Teachers <br/>1.6 Theoretical Viewpoints to Understand the Human Development Process<br/>1.6.1 Characteristic of Human Development<br/>1.6.2 Impact of Society on Learning at Different Stages<br/>1.6.2.1 Early Childhood (3-6 Years)<br/>1.6.2.2 Later Childhood (7-12 Years)<br/>16.23 Adolescence (12+ to 19 Years)<br/><br/><br/>1.7 Theories of Development<br/>1.7.1 Biological Theory (Pre-birth Development)<br/>1.7.1.1 Which Stage of Life is Important?<br/>1.7.2 Learning Theory <br/>1.7.3 Psycho-analytical Theory<br/>1.7.4 Cognitive Theory<br/>1.7.5 Role Theory <br/><br/><br/>1.8 Socio-Economic Factors on Child's Development<br/>1.8.1 Family<br/>1.8.2 School<br/>1.8.3 Neighbourhood<br/>1.8.4 Community<br/><br/>1.8.5 Educational Implications<br/><br/>1.8.6 Mothers Education<br/><br/>1.9 Socio-Cultural Factors on Development<br/>1.9.1 Early Childhood<br/>1.9.2 Later Childhood<br/>1.9.3 Adolescence<br/><br/>1.10 Individual Differences<br/>1.10.1 Concept of Individual Differences<br/>1.10.2 Definitions of Individual Differences<br/>1.10.3 Nature of Individual Differences<br/>1.10.4 Characteristics of Individual Differences<br/>1.10.5 Classification of Individual Differences<br/>1.10.6 Factors Associated with Individual Differences <br/>1.10.7 Cautions to be taken in Assessing Individual Differences <br/>1.10.8 Role of Education to Reduce Individual Differences<br/><br/><br/>Unit-2 Understanding the Learner in Socio-cultural Perspectives<br/>2.0 Introduction<br/>2.1 Social Effects on Learner <br/>2.1.1 Concept of Socialization<br/>2.1.2 Meaning of Socialization<br/>2.1.3 Process of Socialization<br/>2.1.4 Methods of Socialization<br/><br/><br/>2.2 Agencies of Socialization<br/>2.2.1 The Family <br/>2.2.2 The Peer Group<br/>2.2.3 The School<br/>2.2.4 The Books<br/>2.2.5 The Mass Media<br/><br/>2.3 Social Change<br/>2.3.1 Definition of Social Change<br/>2.3.2 Factors that Determine Social Change<br/>2.3.3 Role of Teachers in Social Change<br/><br/>24 Cultural Effects on Learner<br/>2.4.1 Meaning of Culture<br/>2.4.2 Culture-Definitions<br/>2.4.3 Characteristics of Culture <br/>2.4.4 Cultural Conflict<br/>2.4.5 Education and Cultural Lag<br/>2.4.6 Cultural Ambivalence and Tolerance<br/>2.4.7 Culture and Its Implications for Education<br/><br/>2.5 Teaching-Learning Process<br/>2.5.1 The Learner<br/>2.5.2 Factors Influencing the Learner<br/>2.5.3 Teacher and Teaching<br/>2.5.4 Learning Process<br/>2.5.5 Learning Experience<br/>2.5.6 Learning Environment<br/>2.5.7 General Principles of Learning<br/>2.5.8 Process of Meta Cognition<br/><br/>2.6 Psycho-Social Factors and its Influence on Learner<br/>2.6.1 Parents<br/>2.6.2 Teachers<br/>2.6.3 Classroom Climate<br/>2.6.4 School<br/>2.6.5 Ethnicity<br/><br/>2.7 Political Factors and its Influence on Learner<br/>2.7.1 Constitutional Provisions of Child Rights<br/>2.7.2 Administration Factors<br/><br/>2.8 Socio-Economic Factors and its Influence on Learner<br/>2.8.1 Poverty <br/>2.8.2 Gender<br/>2.8.3 Religion<br/>2.8.4 Caste<br/>2.8.5 Social Class<br/><br/>2.9 Socio-Cultural Factors and its Influence on Learner<br/>2.9.1 Family <br/>2.9.2 School Environment<br/>2.9.3 Community<br/>2.9.4 Peer Group<br/><br/>2.10 Political Policies and Provisions<br/>2.10.1 Introduction<br/>2.10.2 Rights of the Child<br/>2.10.3 National Initiatives on Right of the Child <br/>2.10.4 Elimination of Child Labour<br/>2.10.5 Legal Provisions for Protection of Rights of the Child<br/>2.10.6 Violation of Rights of the Child within the School <br/><br/>2.11 Significance of Educational Psychology to the Teacher<br/><br/>Unit-3 Adolescence Education<br/>3.0 Introduction<br/>3.1 Need, Meaning and Definitions of Adolescence Education <br/>3.1.1 Need of Adolescence Education<br/>3.1.2 Meaning of Adolescence Education<br/>3.1.3 Definitions of Adolescence Education <br/>3.1.4 Stages of Adolescence<br/>3.1.5 Characteristics of Adolescence <br/>3.1.6 Importance of Adolescence Period<br/>3.1.7 Problems of Adolescence<br/><br/>3.2 Importance of Adolescence Education (AE)<br/>3.2.1 Concept of Adolescence Education<br/>3.2.2 The Aims of Adolescence Education Programme (AEP)<br/>3.2.3 Objectives of Adolescence Education Programme (AEP)<br/>3.2.4 Curriculum of Adolescence Education Programme (AEP)<br/>3.3 Significance of Life Skill Education for Adolescence<br/>3.3.1 Thinking Skills and Social Skills<br/>3.3.2 The Ten Core Life Skills <br/>3.3.3 Implementing Agencies of AEP<br/>3.4 Role of Self-efficacy in Adolescence Education<br/><br/>Unit-4 Learning<br/>4.0 Introduction<br/>4.1 Concept of Learning<br/>4.1.1 Meaning of Learning<br/>4.1.2 Definitions of Learning<br/>4.1.3 Characteristics of Learning<br/>4.1.4 Factors of Learning<br/>4.1.5 Learning as a Process and Product<br/><br/>4.2 Different Viewpoints of Learning and their Classroom Implications<br/>4.2.1 Learning by Trial and Error (Thorndike Theory) <br/>4.2.1.1 Educational Implication<br/>4.2.2 Learning by Stimulus-Response Conditioning <br/>4.2.2.1 Classical Conditioning<br/>4.2.2.2 Principles of Classical Conditioning<br/>4.2.2.3 Types of Conditioning<br/>4.2.2.4 Educational Implication<br/>4.2.3 Learning by Operant Conditioning (Skinner Theory)<br/>4231 Educational Implication<br/>4.2.4 Learning by Insight (Kohler Theory) <br/>4.2.4.1 Educational Implication of Learning by Insight<br/>4.2.5 Learning Through Knowledge (Cognitive Theory) <br/>4.2.6 Social Cognitive Theory - Vygotsky<br/><br/><br/>4.3 Enhancement of Learning Skills<br/>4.3.1 Auditory Strategies<br/>4.3.2 Visual Strategies <br/>4.3.3 Communication Strategies<br/>4.3.4 Ways to Minimize the Learning Problems<br/>4.3.5 Learning Disabilities<br/>4.4 Transfer of Learning<br/>4.4.1 Meaning of Transfer of Learning<br/>4.4.2 Definition of Transfer of Learning<br/>4.4.3 Types of Transfer of Learning<br/>4.5 Learner's Individual Differences<br/>4.6 Factors Affecting Learning Problems <br/>4.6.1 Intellectual Factors<br/>4.6.2 Learning Factors<br/><br/>4.6.3 Physical Factors<br/>4.6.4 Mental Factors<br/>4.6.5 Emotional and Social Factors<br/>4.6.6 Teacher's Personality<br/>4.6.7 Environmental Factors<br/><br/>4.7 Conditions of Learning<br/>4.7.1 Variables Involved in the Teaching-Learning Process<br/>4.7.2 Physiological Factors<br/>4.7.3 Psychological Factors<br/>4.7.4 Socio-Emotional Factors <br/>4.7.5 Educational Factors<br/><br/>4.8 Influence of Teacher's Personality on Learning<br/>4.8.1 Teacher's Personality<br/>4.8.2 Teacher's Professional Abilities<br/>4.8.3 Teacher's Competencies<br/><br/>Unit-5 Classroom Implications of Learning Strategies<br/>5.0 Introduction<br/>5.1 Learning Strategies<br/>5.1.1 Concept of Learning Strategies <br/>5.1.2 Classification of Learning Strategies<br/>5.1.3 Characteristics of Strategy<br/>5.1.4 Stages Involved in Learning Strategies<br/>5.1.5 Types of Learning Strategies<br/><br/>5.2 Strategies that Integrate (Organise Information) <br/>5.2.1 Characteristics of an Integrated Information System<br/>5.2.2 Integration Approaches<br/><br/>5.3 Teaching Learning Strategies<br/>5.3.1 Elaboration Strategies <br/>5.3.2 Organizational Strategies<br/>5.3.3 Memory Strategies or Recall Strategies<br/><br/>5.4 Approaches to Learning Strategies<br/>5.4.1 Information Processing <br/>5.4.2 Organizing Information<br/><br/>5.5 Learning Strategies for Subjects<br/>5.5.1 Language Learning Strategies<br/>5.5.2 Learning Strategies for Mathematics<br/>5.5.3 Learning Strategies for Science <br/>5.5.4 Learning Strategies for Social Studies<br/><br/>5.6 Active Study Strategies (Study Tactics)<br/>5.6.2 Time Management<br/>5.6.3 Listening and Note-taking <br/>5.6.4 Textbook Reading<br/>5.6.5 Exam Preparation<br/><br/>5.7 Effective Goal Setting Process<br/><br/>5.8 Classroom Strategies to Improve Learning <br/><br/>5.9 School is an Organisation of Learning Strategies<br/>Suggested Readings Index<br/>
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Page No 228p
942 ## - ADDED ENTRY ELEMENTS (KOHA)
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    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education 21.02.2022 300.00 3 370.150 SAT BED0006570 26.02.2024 14.02.2024 21.02.2022 Reserve Books Section