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. |