Teachers Eligibility Test - Paper 1 (i) Child Development and Pedagogy
| Teachers Eligibility Test - Paper 1 |
| (i) Child Development and Pedagogy |
| (Relevant to Age Group 6 - 11) |
| Part (A): Child Development |
| Unit-I: |
| The |
| Children’s |
| Profile |
| at |
| the |
| Beginning |
| of |
| Primary |
| Education—Physical and Cognitive. |
| Trends in physical growth—Hormonal influences on physical growth— |
| Development of neurons Symbolic thinking and limits of logic—Sensory |
| motor stage-Pre operational stage-Language Development—Influence of |
| home environment, attitude of family members on cognitive development |
| of the child-Identity status and psychological well being. |
| Unit-II: |
| Self |
| The |
| Children’s |
| and |
| Profile |
| at |
| the |
| Beginning |
| of |
| Primary |
| Education—Social and Emotional. |
| concept |
| Social |
| Awareness—Sibling |
| relationships—Peer |
| relationship and play—Self awareness—Cultural influence on self-concept- |
| corresponding stages of Erickson’s Psycho-social development Emotional |
| development in a Social context affection- sympathy-laughter-anger, |
| sadness, fear-Parent-child relationship-Emotional well being emotion and |
| health. |
| Unit-III: Physical & Intellectual Development during Primary |
| School Years (6 to 10 Years) |
| Physical growth cycles-Body proportions-Muscles and fat-Capacity for |
| attention |
| and |
| concentration-Selective |
| attention-Memory |
| strategies- |
| processing speed and capacity-Thinking skills. |
| Cognitive development. |
| Concrete operational stage-Piaget’s tasks-concept of intelligence as a |
| mental ability. Development of mental/intellectual abilities. Intelligence |
| tests-Creativity in primary school Children. |
| Unit-IV: Social and Emotional Development during Primary School |
| Years (6 to 10 Years) |
| Meaning of social development-social expectations-Children’s Friendships- |
| factors in friendship and choices of companions social acceptance-the |
| desire to belong-peer grouping-Effects of schooling on social, emotional, |
| and |
| cultural |
| spheres-Pattern |
| of |
| emotional |
| development-common |
| emotional patterns-the role of maturation and-learning in emotional |
| development how children develop likes and dislikes to subjects, teachers, |
| school, other students-emotional balance impact of media on emotional |
| development. |
| Unit-V: Moral Development during Primary School Years (6 to 10 |
| Years) |
| Meaning of moral development-factors in moral training of children- |
| Honesty-Generosity-Children’s heroes and ideals-Meaning of discipline- |
| essentials of discipline-media and their influences on moral development. |
| Part (B): Learning. |
| Unit-I: Learning. |
| Dynamic internal process-connecting old knowledge to new information- |
| language learning-acquiring learning habits-learning to adapt to diverse |
| situations in life-Nature of learning-learning through interactions. |
| Unit-II: Types, levels and approaches to Learning. |
| Types of learning-Learning Hierarchy-signal learning stimulus-response |
| learning-Motor and verbal chain learning-Multiple discriminations concept |
| learning-Learning rules and problem-solving. |
| Behaviourist-cognitivist and constructivist. |
| Unit-III: Concepts and constructs. |
| Concepts and constructs-concept-formation-Use of materials activities, |
| scheme pictures, real life experiences-construct mental representations of |
| Learning Levels from |
| imprint to intuition- examples of learning at different levels. Approaches- |
| external reality-connecting ideas generated by students due to exposure |
| to peers, media and community-concept mapping. |
| Unit-IV: Factors Contributing to Learning. |
| Personal psychological, social, emotional factors and school related |
| factors, Learning style; teaching strategies; media; technology; |
| 1. Teaching Learning Process |
| 2. Teacher’s personality traits. |
| Unit-V: Constructivist Approach to Learning. |
| Learners construct knowledge for themselves-constructing meaning is |
| learning-focus on the learner not on the lesson taught- Personal and social |
| construction of meaning-Learning to Learn making meaning Learning, a |
| social activity-ZPD. |
| Unit-VI: Learning and Knowledge |
| Active learner-Nurturing learners’ active and creative activities children’s |
| voices |
| and |
| experiences-integrating |
| development-continous |
| their |
| experiences |
| children |
| with |
| School |
| of |
| Knowledge-Right to learn-Physical and emotional security for learning. |
| Conceptual |
| process-All |
| capable |
| learning-important aspects of learning-various ways of learning-Cognitive |
| readiness for learning-Learning in and outside the school-knowledge and |
| understanding-recreating knowledge-manifesto for learning. |