Childhood & Development Years (Record no. 3157)

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020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number+Amount 9789389740844
040 ## - CATALOGING SOURCE
Transcribing agency IK
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.150 NAR
100 ## - MAIN ENTRY--PERSONAL NAME
Author Name Naresh Kumar
245 ## - TITLE STATEMENT
Title Childhood & Development Years
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication New Delhi
Name of publisher Neelkamal Pub
Date of publication 2021
520 ## - SUMMARY, ETC.
Summary, etc Contents: - <br/><br/>Unit-1 Child Development<br/>1. Educational Psychology<br/>1.0 Introduction <br/>1.1 Meaning of Psychology<br/>1.2 Branches of Psychology<br/>1.2.1 Branches of Pure Psychology<br/>1.2.2 Branches of Applied Psychology<br/><br/>1.3 Meaning of Education<br/>1.3.1 Definitions of Education<br/>1.3.2 Concepts of Education as Defined by Western Philosophers<br/><br/><br/>1.4 Meaning and Definition of Educational Psychology<br/><br/>1.5 Nature and Scope of Educational Psychology <br/>1.5.1 Nature of Educational Psychology <br/>1.5.2 Scope of Educational Psychology <br/><br/>1.6 Role of Educational Psychology in Teaching-Learning Process<br/>1.6.1 In Studying Teaching-Learning Situations<br/>1.6.2 In Applying Teaching-Learning Principles <br/><br/>2. Growth and Development<br/>2.0 Introduction<br/>2.1 Concept of Growth<br/>2.1.1 Definition of Growth<br/>2.1.2 Characteristics of Growth<br/>2.2 Concept of Development<br/>2.2.1 Definition<br/>2.2.2 Characteristics of Development<br/>2.2.3 Basic Elements of Development <br/>2.3 Concept of Maturation <br/>2.3.1 Definitions of Maturation <br/>2.3.2 Types of Maturation<br/>2.3.3 Characteristics of Maturation <br/>2.3.4 Educational Implications of Maturation<br/>2.4 Phases of Growth and Development in Human Life<br/>2.5 Stages of Growth and Development<br/>2.6 Difference between Growth and Development <br/>2.7 Relation between Growth and Maturation<br/><br/>3. Principles of Growth and Development <br/>3.0 Introduction<br/>3.1 Factors Promoting Growth and Development <br/>3.2 Principles of Growth and Development<br/>3.3 Important Factors in Promotion of Child Development<br/><br/>4. Heredity and Environment<br/>4.0 Introduction <br/>4.1 Concept and Meaning of Heredity<br/>4.2 Concept and Meaning of Environment <br/>4.3 Relation between Heredity and Environment <br/>4.4 Need and Importance of Heredity and Environment <br/>4.5 Influencing Factors on Child's Development<br/>4.6 Educational Implications of Heredity and Environment <br/>4.7 Experiments on Impact of Heredity and Environment<br/><br/><br/>Unit-2 Managing Individual Differences<br/><br/>5. Individual Differences<br/>5.0 Introduction<br/>5.1 Meaning and Definitions of Individual Differences<br/>5.2 Types of Individual Differences<br/>5.3 Classification of Individual Differences<br/>5.4 Dimensions of Individual Differences <br/>5.4.1 Individual Difference in Cognitive Abilities<br/>5.4.2 Individual Difference in Interest <br/>5.4.3 Individual Difference in Aptitude.<br/>5.4.4 Individual Difference in Creativity <br/>5.4.5 Individual Difference in Personality<br/>5.4.6 Individual Difference in Emotions<br/>5.4.7 Individual Difference in Values<br/>5.4.8 Individual Difference in Attitudes<br/>5.4.9 Individual Difference in Study Habits<br/>5.4.10 Individual Difference in Psychomotor Skills <br/>5.4.11 Individual Difference in Self-concept<br/>5.4.12 Differences on Account of Gender<br/>5.5 Educational Implications of Individual Differences<br/><br/>6. Causes for Individual Differences<br/>6.0 Introduction <br/>6.1 Causes for Individual Differences<br/>6.1.1 Influence of Caste, Race and Nation<br/>6.1.2 Sex Differences<br/>6.1.3 Heredity Differences<br/>6.1.4 Social Differences<br/>6.1.5 Economic Status and Education <br/>6.1.6 Cultural Differences<br/>6.1.7 Rural-Urban Home Differences <br/>6.1.8 Language Spoken Differences<br/>6.1.9 Language of Instruction Differences<br/>6.1.10 Environment<br/>6.1.11 Age and Intelligence<br/>6.1.12 Temperament and Emotional Stability<br/>6.1.13 Other Causes<br/>6.1.14 Self<br/><br/>7. Remedial Measures for Diverse Learners (Creative, Slow, Gifted Learners, Learners with Specific Learning Disabilities)<br/>7.0 Introduction<br/>7.1 Concept of Diverse Learners<br/>7.2 Gifted Children<br/>7.2.1 Definitions of Gifted Children)<br/>7.2.2 Characteristics of Gifted Children<br/>7.2.3 Identification of Gifted Children<br/>7.3 Creative Children <br/>7.3.1 Definition of Creative Children<br/>7.3.2 Characteristics of Creativity<br/>7.3.3 The Components of Creativity<br/>7.3.4 Types of Creativity<br/>7.3.5 Classification of Creative Children<br/>7.3.6 Characteristics of Creative Child<br/>7.3.7 Identification of Creative Children<br/>7.3.8 Fostering Creative Children Difference between Creatively Gifted Child and<br/>7.4 Intellectually Gifted Child<br/>7.5 Slow Learner<br/>7.5.1 Characteristics of Slow Learners <br/>7.5.2 Identification of Slow Learners<br/>7.5.3 Causes of Slow Learners<br/>7.5.4 Educational Programmes for Slow Learners<br/>7.6 Specific Learning Disabilities<br/>7.6.1 Definition of Learning Disabilities<br/>7.6.2 Characteristics of Learning Disabilities<br/>7.6.3 Causes for Learning Problems <br/>7.6.4 Signs and Symptoms of Learning Disabilities<br/>7.6.4.1 Problems with Reading, Writing and Math <br/>7.6.4.2 Other Types of Learning Disabilities and Disorders<br/>7.6.4.3 Auditory and Visual Processing Problems <br/>7.6.5 Causes of Learning Disabilities<br/>7.7 Exceptional Children<br/>7.8 How to Impart Education to Exceptional Children?<br/>7.8.1 Inclusive Education<br/>7.8.2 Integrated Education<br/>7.8.3 Individual Educational Plan<br/>7.9 Role of Teachers in Reducing Individual Differences in Schools<br/>7.9.1 Provisions for 'Individual Differences' in Schools <br/>7.9.2 Suggestive Plans to Reduce Individual Differences in Schools<br/>7.9.3 Administrative Measures to Reduce Individual Differences<br/>7.9.4 Instructional Strategies to Reduce Individual Differences <br/>7.10 Remedial Measures for Diverse Learners<br/>7.11 Responsibilities of Teachers for Students with Disabilities<br/>7.12 High Achievers <br/><br/>8. Role of a Teacher to Minimize Individual Differences<br/>8.0 Introduction 8.1 The Role of School in Minimizing Individual Differences<br/>8.2 Strategies to be Used by Teacher 8.3 Suggestive Plans to Minimize Individual Differences 128<br/><br/><br/>Unit-3 Social, Emotional and Moral Development<br/><br/>9. Social Development<br/>9.0 Introduction<br/>9.1 Meaning of Social Development<br/>9.2 Need of Social Development<br/>9.3 Concept of Social Development <br/>9.4 Stages of Social Development <br/>9.5 Factors of Social Development in Children<br/>9.6 Characteristics of Social Development of Infancy Childhood and Early Adolescence<br/>9.6.1 Characteristics of Social Development in Infancy <br/>9.6.2 Social Development in Early Childhood<br/>9.6.3 Social Development in Late Childhood <br/>9.6.4 Social Development in Adolescence<br/><br/>10. Emotional Development<br/>10.0 Introduction<br/>10.1 Meaning and Definitions of Emotional Development<br/>10.2 Factors Influencing Emotional Development<br/>10.3 Characteristics of Emotional Development<br/>During Infancy, Childhood and Adolescence <br/>10.3.1 Early Infancy (Birth-Six Months)<br/>10.3.2 Later Infancy (7-12 Months) <br/>10.3.3 Toddlerhood (1-2 Years)<br/>10.3.4 Emotional Development During Childhood Preschool (3-6 years)<br/>10.3.5 Middle Childhood (7-12 Years) <br/>10.3.6 Emotional Development During Adolescence (12-19 years)<br/>10.3.7 Emotional Characteristics of Teenager <br/><br/>11. Moral Development<br/>11.0 Introduction<br/>11.1 Meaning of Moral Development <br/>11.2 Stages of Moral Development (Kohlberg)<br/>11.3 Factor Affecting Moral Development<br/>11.4 Characteristics of Moral Development During Infancy Childhood and Adolescence<br/>11.4.1 Characteristics of Moral Development During Childhood <br/>11.4.2 Characteristics of Moral Development During Adolescence<br/>11.5 Parents' Role in Moral Development of Children<br/><br/>12 . Childhood and Adolescence 12.0 Introduction<br/>12.1 Childhood Period<br/>12.2.1 Phases of Childhood<br/>12.2.1.1 Early Childhood (2-6 years) <br/>12.2.1.2 Middle Childhood (6-8 Years)<br/>12.2.1.3 Late Childhood (9-12 years) <br/>12.2.2 Characteristic of Childhood<br/>12.2.3 Problems During Childhood<br/>12.2 Adolescence Period<br/>12.2.1 Stages of Adolescence <br/>12.2.1.1 Early Adolescence (12 to 14 Years) <br/>12.2.1.2 Middle Adolescence (15 to 16 Years)<br/>12.2.1.3 Late Adolescents (17 to 19 Years)<br/>12.2.2 Developmental Aspects of Adolescence<br/>12.2.3 Stages of Adolescence<br/>12.2.3.1 Specific Changes in Early Adolescence (12 to 14 Years)<br/>12.2.3.2 Middle Adolescence (15 to 16 Years) <br/>12.2.3.3 Late Adolescence (17 to 19 Years)<br/>12.2.4 Characteristics of Adolescence Period<br/>12.2.5 Problems During Adolescence Period<br/>12.3 Havighurst Tasks for Adolescent Children<br/><br/><br/>Unit-4 Cognitive and Personality Development<br/><br/><br/>13. Cognitive Development<br/>13.0 Introduction<br/>13.1 Cognitive Development<br/>13.2 Meaning of Cognitive Development<br/>133 Characteristics of Cognitive Development<br/>13.4 Factors Affecting Cognitive Development<br/>13.4.1 Biological Factors <br/>13.4.2 Environmental Factors<br/>13.5 Cognitive Development During Childhood <br/>13.6 Cognitive Development During Adolescence<br/>13.6.1 Major Cognitive Changes During Adolescence <br/><br/><br/>14. Personality Development<br/>14.0 Introduction<br/>14.1 Meaning of Personality<br/>14.2 Definitions of Personality<br/>14.3 Nature of Personality <br/>14.4 Characteristics of Personality<br/>145 Classifications of Personality<br/>14.5.1 Hippocrates Classification<br/>14.5.2 C.G. Jung's Classification <br/>14.5.3 Ernest Kretschmer's Classification<br/>14.5.4 William Sheldon's Classification<br/>14.6 Types of Personality Development<br/>14.7 Factors Affecting Personality Development<br/>14.8 Personality Traits <br/>14.8.1 The Big Five "OCEAN"<br/>14.9 Sigmund Freud Theory of Personality <br/>14.9.1 Personality Structure<br/>14.9.2 Theory of Dynamics/Topography of Mind <br/>14.9.3 Psychosexual Stages of Development<br/>14.9.4 Criticism of Freud's Theories<br/>14.10 Gordon Allport Theory of Personality <br/>14.10.1 Structure of Personality<br/>14.10.1.1 Definition of Personality <br/>14.10.1.2 Traits or Dispositions <br/>14.10.1.3 The Proprium<br/>14.10.2 Strengths of Allport's Personality Theory <br/>14.10.3 Weaknesses of Allport's Personality Theory<br/>14.11 Neo-Freudian Psychoanalytic Theory of Personality<br/>14.12 Assessment of Personality<br/>14.12.1 Subjective Methods<br/>14.12.2 Objective Methods<br/>14.12.3 Projective Methods <br/>14.12.4 Psycho-Analytic Methods<br/>14.13 Important Projective Techniques<br/>14.13.1 Rorschach Inkblot Test <br/>14.13.2 Thematic Apperception Test<br/>14.10.3 Draw a Person Test<br/><br/><br/>15. Adjustment<br/>15.0 Introduction<br/>15.1 Meaning, Definition and Nature of Adjustment<br/>15.1.1 Meaning of Adjustment<br/>15.1.2 Definitions of Adjustment <br/>15.1.3 Nature of Adjustment<br/>15.2 Types of Adjustment<br/>15.3 Factors Affecting Adjustment<br/>15.4 Factor Affecting Adjustment at School<br/>15.5 Characteristics of a Well-adjusted Person <br/>15.6 Process of Adjustment<br/>15.7 Role of School in Adjustment<br/>15.8 Symptoms of Maladjustment<br/>15.9 Causes of Maladjustment<br/>15.10 Conflict Management<br/>15.11 Adaptive Mechanisms of Resolving Conflicts <br/>15.12 Defense Mechanism for Attaining Healthy Adjustment<br/>15.13 Role of Teacher in Learning Adjustment<br/><br/><br/>16. Theories of Cognitive Development<br/>16.0 Introduction<br/>16.1 Jean Piaget's Theory of Cognitive Development (1896-1980)<br/>16.1.1 Schemas<br/>16.1.2 Assimilation and Accommodation<br/>16.1.3 Piaget's 4 Stages of Cognitive Development <br/>16.1.3.1 Sensori-motor Stage (Birth to Age 2)<br/>16.1.3.2 Pre-operational Stage (from Age 2 to Age 7)<br/>16.1.3.3 Concrete Operational Stage (from Age 7 to Age 11) <br/>16.1.3.4 Formal Operational Stage (Age 11+ Adolescence and Adulthood) <br/>16.1.4 Educational Implications of Piaget's Theory of Cognitive Development<br/>16.1.5 Critical Evaluation of Piaget's Theory<br/>162 Bruner Theory of Cognitive Development <br/>16.2.1 Bruner's Three Modes of Representation<br/>16.2.2 Educational Implications of Bruner's Theory <br/>16.3 Similarities between Bruner and Piaget<br/><br/><br/>17. Practical Activities<br/>17.0 Introduction<br/>17.1 Personality Assessment<br/>17.1.1 Definitions of Personality<br/>17.1.2 Assessment of Personality <br/>17.1.2.1 Subjective Methods<br/>17.1.2.2 Objective Methods <br/>17.1.2.3 Projective Methods<br/>17.1.2.4 Psycho-Analytic Methods<br/>17.1.3 Personality Tests<br/>17.1.3.1 Rorschach Inkblot Test<br/>17.1.3.2 Thematic Apperception Test <br/>17.1.3.3 Draw a Person Test<br/>17.2 Visit to a School and Write a Report on Problems of Students <br/>17.2.1 Identification of Students with Behavioural Problems <br/>17.2.2 General Behavioural Problems<br/>17.2.3 Measures to Prevent Behaviour Problems in Classroom <br/>17.2.4 Behavioural Disorders<br/>17.2.5 Useful Tools for Identification of Problems<br/>17.2.6 Steps to Follow in School Visit<br/>17.2.7 Preparation of Report<br/>17.2.8 Conclusion <br/>17.3 Administration of Individual Test and Preparation of Report <br/>17.3.1 Selection of Individual Test<br/>17.3.2 Importance and Uses of Test<br/>17.3.3 Steps in Constructing a Psychological Test <br/>17.3.4 Guidelines to Administer a Test<br/>17.3.5 Steps in Test Administration of a Test<br/>17.3.6 Preparation of a Report <br/>17.3.7 Psychological Tests<br/>17.3.7.1 Intelligence Test <br/>17.3.7.2 Attitude / Aptitude Test<br/>17.3.7.3 Administration of Multiphasic Questionnaire<br/>Bibliography<br/>Index<br/>
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    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education 21.02.2022 395.00   370.150 NAR BED0006568 21.02.2022 21.02.2022 Reserve Books Section