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| 008 | 220221b ||||| |||| 00| 0 eng d | ||
| 020 | _a9789389740844 | ||
| 040 | _cIK | ||
| 082 | _a370.150 NAR | ||
| 100 |
_aNaresh Kumar _91150 |
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| 245 | _aChildhood & Development Years | ||
| 260 |
_aNew Delhi _bNeelkamal Pub _c2021 |
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| 300 | _a365p | ||
| 520 | _aContents: - 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 | ||
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