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TSTET URDU

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TS TET                                                                                                     040-23210316     500 001                     NOT FOR SALE
TS TET TEACHERS ELIGIBILITY TEST (Paper - I) (Child Development, Pedagogoy, Urdu, English) (Study Material) CENTRE FOR EDUCATIONAL DEVELOPMENT OF MINORITIES Osmania University Minorities Welfare Department, Govt. of Telangana Nizam College Campus, Hyderabad - 500 001. NOT FOR SALE
TS TET                                                                                                 040-23210316     500 001                     www.tscedm.com, E-mail:cedm_ou@yahoo.com NOT FOR SALE                
                       CEDM                                               CEDM                                                                                                                                                                                                                                                                                CEDM                    9848615340                                        CEDM                 NOT FOR SALE                
TS TET     1-92             93-188            189 - 277            Paper - I - Scheme of Examination           30 30              (1 30 30                       (2 30 39                       (3 30 30              (4 30 30                 (5 150 150  Paper - II - Scheme of Examination           30 30              (1 30 30                       (2 30 30                       (3 30 60                                (4 150 150 
1. Development of Child           Definitions   J.B. Watson                       (1 William James & Wundt                           (2 Crow & Crow                          (3 The study of human relationship and human behaviour is called Psychology.  N.L. Munn                        (4 B.F. Skinner                         (5 Aurthor Gates                       (6 Importance   1. Give me a baby. I will make him what you desire - (Watson) 2. I wish to Psychology Education - (Pestalozzi) 3. The child is the father of man - (Sigman Fruied) 4. Whole is better than sum of its parts - (Gestaltism) 5. Thus for shalt thou go and no further - (Sir Francis Galton) 6. Behaviour is the result of heridity & environment interacting with time - (Wood Worth) 7. Man is a socil animal - (Aristotle) Books & Authors 1. The Achieving Society Mc cland 2. Selected Works Ivan Pavlov 3. Motivation & Personality Abraham Maslow 4. On Memory Ebbinghaus 5. Personality Alport 6. The Growth of Logical Thinking Jean Piaget 7. Remebering Bertlate 8. The Process of Education J.S. Brooner 9. The Education of Children A.S. Alder 1 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
10. Principles of Psychology William James 11. Measurement of Adult Intelligence Weschler 12. The Relivence of Education Jerome Brooner 13. Evening of Hermit (1780) Pestalozzi 14. Educational Determinism W.C. Bagely 15. Hereditary Genius Sir Francis Galton 16. Development of Psychology Elizabeth Hurlock 17. Animal Intelligence E.L. Thorndike 18. Productive Thinking Max. Werthiemer 19. Drives towards war Tolman 20. Towards a theory of Instruction Jerome Brooner 21. Enquiries into human faculties and its development Sir Francis Galton 22. Mental Tests & Measurements Cattel 23. Multiple factor analysis Thurstone 24. Primary Mental Abilities Thurstone 25. Mentality of Apes Kohler 26. Purposive behaviour of animal and man E.C. Tolman 27. Growth of the mind Koffka 28. Activities of Teaching Thomas Green 29. Measurement of Intelligence Thorndike 30. A mind that found in itself Cliffered Beers 31. The secret of childhood Montessori 32. Dictionary of Psychology Chaplean 33. The Jukes Duggdale 34. Gymnasia Plato 35. Psychology students of Education Gis 36. Theories of learning Hill Guard 37. The abilities of Men Spearman 38. Emile Rosseau 2 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
39. Study of Mental life Woodworth 40. Waldon two B.F. Skinner 41. Science and Human behaviour Skinner 42. Conditioned Reflexes Pavlov 43. The Technology of Teaching Skinner 44. Thoughts on Education John Locke 45. Productive Thinking Wethiemer 46. Beyond Freedom & Dignity Skinner 47. Measurement of Adult Intelligence Weshler Psychologists and their Functions 1. Wilhelm Wundt Germany Structuralism 2. William James America Functionalism 3. J.B. Watson America Behaviourism 4. Sigman Fruied Austria Psycho-Analysis 5. Jean Piaget Switzerland Cognitive Development 6. Herbert Germany Lesson Plan Steps 7. Froebel Germany Kindergarten 8. Rousseau France Naturalism 9. Montessori Italy            10. Kohler Germany Insight learning 11. Pavlov Russia         12. Sir Francis Galton Britain         13. Ebbinghaus Germany Memory-Forgetting 14. Burt late Britain Memory-Remembering 15. Alport America Personality 16. Eyesenk Britain Personality 17. E.L. Thorndike America Trial & Error Method 3 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
18. Koffka Germany Gestalism 19. Kilpatrick America Project Method 20. Alford Binnet France I.Q.         21. B.F. Skinner America Operant conditioning theory 22. Stanley Hall America           23. Carl Young Switzerland Personality 24. Roshak Switzerland RIBT (Roshak Inkblot Test)             ETHYMOLOGY            Psyche    soul      Adolescere   to grow Emovere   to agitate       Pubertas   to mature Persona   Mask    Intellect       Intellatus           Gestalt   Configuration     Father's of Various Psychology Branches 1. Father of Psychology Aristotle 2. Father of Modern Psychology William James 3. Father of Experimental Psychology Wilhelm Wundt 4. Father of Pscyho Analysis Sigman Fruied 5. Father of Child Educational Psychology Stanley Hall 6. Father of Educational Psychology B.F. Skinner 7. Father of Animal Psychology E.L. Thorndike 8. Father of Intellectual Psychology Alford Binnet 4 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
9. Father of Gestailsm Max. Werthimer 10. Father of Learning Psychology E.L. Thorndike Growth & Development     Growth           Growth    Growth                   (Internal)     /      (2 (External)     /    (1 :Growth                          External Growth                                                                     Internal Growth   Development       Development    Development                1) Growth is Cephalo caudal development in proxinodisital                       Cephalo caudal          Growth (2          Development 3) Growth is Quantitative & Quantitative Development is only Quantitative                            Growth (4           Development                                    (Maturation) (5                                                                                                                                                             __                                              zygote ____              5 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
      23               (Chromosomes)                                    (2)        a) Autosomes _____44 b) Allosomes (Sex Chromosomes) _____02          Male XY Female  XX                      Genes     3000               Twins            Germination               TWINS  Fertilized egg ______Technical name in ZYGOTE      Twins                2                            Twins Twins - 1) Identical Twins 2) Fraternal Twins                                                                    Ovary                    Ovary         Twins     Twins      Female 2  2 Male Female 2 2 Male               1 Male & 1 Female          90%             60%                             7                        Genes                Spermatozoa              Ovum             0.1     Ovum      0.05     Spermatozoa      Yolk                                23              23             RNA    DNA      Genes                          28        6 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                               DNA                                             DNARNA  Heridity                                                     Douglas & Holland    (Heriditarian)                                     "Who believes in Heridity postulates in the development of human being - Heriditarian                 1) Duggdale 2) Gregor Mendal 3) Sir Francis Galton 4) H.H. Goddard 5) Estra Brook 6) Freemann (Environment)                                  Wood Worth                                           (Environmentalist)                     "Who believes environment plays a vital role" called Environmentalist W.C. Bagely, Gordan, Watson                               Watson "Give me any child I will make him what you desire" - Watson                                               F.N. Freeman     F.N. Freemann                          +0.50 or 50%                   Identical Twins +0.90 or 90%           Fraternal Twins +0.60 or 60%                +0.50 or 50%                  +0.25 or 25%                          Sir Francis Galton     "Heridity Genius"  7 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
Galton                          (1877)Duggdale     "The Jukes"  Duggdale                     Jukes  Max. Jukes        Jukes  Estra Brook                     Duggdale  Goddard                     Kallikak  Martin Kallikak        Kallikak  Winship               Edward  Sir Francis Galton                           "Royal Society"                                    Cattel   "A statistical study of American Men of Science"  Terman     "Who is Who"  W.C. Bagely   "Educational Determinism"  W.C. Bagely                                    G.C. Shwesinger                               Identical Twins         19Identical Twins             Newmann                  Results   5.9 points     I.Q.             (i   8.2     I.Q.                    (ii    I.Q.         Forestur        Forestur        Skodas         I.Q.         I.Q.                      Result Development Theories      I- Psycho - Analytical Theory: Sigman Fruied Erilesm II- Behaviouristic Theory: Robert Watson III- Cognitive Theory Jean Piaget Kohelberg Havighust       (2           (1                 Psycho-Analytical Theory     -I    Psycho-Sexual Development   Psycho-Analytical                        5               Psycho-Sexual 8 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
Stages Stage-1 Stage-2 Stage-3 Stage-4 Stage-5 Oral Stage Anal Stage Phallic Stage Lattency Stage Genitical Stage (0-1 year)       1                 Infancy       Oral Stage      (1                          Infantile Sexuality                        (Anal-Sadistic Stage)            Anal Stage      (2            (2-3 years)       3      1         :     Anus                               Different Sex                                    3               Child hood       :(3-11 years) Phallic Stage (3                             11    Oedipus                             Oedipus compelx (a Electra                                 Electra complex (b    complex    Narcissism                     Narcissism (c Fear of Physical Punishment                          Super Ego         (5-10) Latency Stage        (4        10      5                            Learning skills                             Sublimation                                                   13                         Genetical Stage    (5                   "Showing Interest in opposite sex"         Pscyho-Social Theory -II     Psycho-social   Psycho-Analysis                     8          (Ericcson)        9 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
           8 Stage Duration Period Psycho Social Development 1. Infancy 0 - 1 year                    2. Baby hood 1 - 3 years             3. Play Age Autonomy -Doubt 3 - 5 years Industry - Guilt       __                        __                 4. School Age 6 - 12 years         Industry - Inferiority       __              5. Adolescence 12 - 20 years Role Identity - Role confusion                        6. Young Adult hood 20 - 30 year                 __                       7. Middle Adult hood 30 - 60 years Generativity - Stagnation                             8. Mature stage 60 and above Integrativity - Despair       __                                       Cognitive Development Theory      Jean Piaget                                        Perceptual Development        (1                Language Development     (2 Intellectual Development     (3 Moral Judgement     (4 Reasoning Power       (5                          10 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
       Functional Aspects    Content Aspects                                                                           A) Incorporation:                    B) Accomodation:                               (4)           1) Sensory Motor Stage (0-2 years) 2) Pre-operational Stage (2-7 years) 3) Concrete Operational Stage (7-11 years) 4) Formal Operational Stage (11-15 years) (0-2 years) Sensory Motor Stage      (1        2                                                                                                                      84                                  128                             1812  (2-7 years) Pre Operational Stage      (2        7    2                                                                                                                  (Unidimentionality)                              4                       (1                 (2                  (3 (7-11 years) Concrete Opertional Stage      (3        11      7                       (Reality)                                 Logical Thinking           11 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                                    (11-15/16 years) Formal Operational Stage        (4        1615      11                                                 Abstract  Moral Development        Kohelberg                                    Moral Development                   2           3                   6             Pre-Conventional Level (1                                                                                                Conventional Level (2                                                                               Post-Conventional Level (3                                  Universal Moral Values  Language Development                4Language Development  1) Pre-Lingual Stage 2) Babling Stage 3) Sound Imitation Stage 4) Language Comprehension Stage Developmental Stages Elizabeth                                                                10Hurlock I. Pre-Natal Stage II. Post-Natal Stage Pre-Natal Stage       -I 12 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                        270-280 days (or) 9 months - 13 days (or) 34 -36 weeks Post-Natal Stage        -II                         10        1. Neonate stage (Birth - 2 weeks) 2. Infancy (2 weeks - 2 years) 3. Early Child hood (3 - 5 years) 4. Later Child hoold (6 - 10 years) 5. Puberty (Female - 11 years, Male - 12 years) 6. Early Adolescence (13 - 17 years) 7. Later Adolescence (18 - 21 years) 8. Adulthood (21 - 40 years) 9. Middle Age (40 - 60 years) 10. Old Age (61 & Above) Neonate Stage       (1        2                                                                                    Hurlock                Breech Birth                                87                                   Infancy   (2         2    2                                                                                                86                             16  8    8     2            64     1 13 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                                                   Critical stage                           M.C. Graw                        (Narcissism)                 Early Childhood      (3        53              (Pre-School Age)                                                                                                    53          46.5"                          (Period of Exploration)                              Parallel Play       Late Childhood (4        106          (School-Age)               Gang-Age                                                                           (Social Play Age)                                                                   20                   21    6     1110    8     1614    10     2624    12 14 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
    2827    13 (32)      4    17-25                                                                                           96                              Puberty    (5                                                                                                Pubertus    Puberty              Pituitary gland       a) Growth Harmone b) Gonatropic Harmone                                                   12          11                                                         (Parallel Play) (Early Adolescence)      (6      17      13          Adolscere = to grow      "Adolsere"    Adolescence      Teen-Age               Inferiority Complex                                                         (Romantic)                                                       Piaget                                                    Darthy Rogers 15 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                                        __             Late Adolescence (7        21      18                                                    Strife                        Stanley Hall __       Adolescene                             (Development)      (Growth) Development   Growth    Intellectual            .1                      .1          Growth                     .2                          .2                                 .3             .3              .4     Qualitative                       .4                                   .5                    .5     ___               (I.Q.)                                                                                                                 Jean Piaget                     Kohelberg                        16 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
Ericcson                        Adulthood (8       40    21                                                                                               60    40          Middle Age (9                                                                        Old Age (10      Adolescence                                             17 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
CEDM / TET 2023 18 CHILD DEVELOPMENT & PEDAGOGY 1 . 2 . 3 . 4 . 5 . II     
CEDM / TET 2023 19 CHILD DEVELOPMENT & PEDAGOGY
CEDM / TET 2023 20 CHILD DEVELOPMENT & PEDAGOGY
CEDM / TET 2023 21 CHILD DEVELOPMENT & PEDAGOGY
CEDM / TET 2023 22 CHILD DEVELOPMENT & PEDAGOGY   
CEDM / TET 2023 23 CHILD DEVELOPMENT & PEDAGOGY  
CEDM / TET 2023 24 CHILD DEVELOPMENT & PEDAGOGY   
CEDM / TET 2023 25 CHILD DEVELOPMENT & PEDAGOGY Trait Theories 1. Cardinal Traits 2. Secondary Traits 3. Central Traits
CEDM / TET 2023 26 CHILD DEVELOPMENT & PEDAGOGY        
CEDM / TET 2023 27 CHILD DEVELOPMENT & PEDAGOGY
CEDM / TET 2023 28 CHILD DEVELOPMENT & PEDAGOGY    
CEDM / TET 2023 29 CHILD DEVELOPMENT & PEDAGOGY   
CEDM / TET 2023 30 CHILD DEVELOPMENT & PEDAGOGY       
CEDM / TET 2023 31 CHILD DEVELOPMENT & PEDAGOGY  
CEDM / TET 2023 32 CHILD DEVELOPMENT & PEDAGOGY -
CEDM / TET 2023 33 CHILD DEVELOPMENT & PEDAGOGY
                             (1       (4      (3       (2         (1                (2 Clinical (4 Experimental (3 Introspection (2 Observation (1                    (3 Personality (4 Gestalt (3 Psychology (2 Emotion (1                (4        (4 Subconcious (3 Unconcious (2 Concious (1            (Introspection)        (5          (4          (3    (2   (1                         (6      (4    (3 Experimental (2 Introspection (1                Objectivity          (Subjectivity)   (7 Case study (4 Experimental (3 Introspection (2 Observation (1                             (8          (4     (3    (2      (1                                        (9   (4   (3    (2         (1              (10    (4     (3    (2   (1                  (11 1878 (4 1979 (3 1897 (2 1879 (1                     (12 Leipzig (4    (3   (2   (1          (13 Case study (4      (3          (2     (1      "Functional Psychology" (14 34 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
     (4     (3    (2   (1                "Tabularasa"     (15          (4      (3    (2    (1                      "Child Nature & Activity Institute" (16         (4      (3    (2     (1                                   (17     (4         (3     (2    (1      "Experimental School" (18    (4   (3      (2         (1              (19    (4    (3    (2    (1                 (20         (4   (3    (2    (1       "Know thy self" (21    (4   (3    (2    (1     "Father of Modern Psychology" (22    (4   (3           (2    (1                (23 Psycho - Analysis (4 Gestalt Psychology (3 Behaviourism(2 Structuralism (1          "Behaviourism" (24 W. James (4 Thorndike (3 J.B.Watson (2 Fruied (1                (25       (4    (3    (2      (1               (26    (4 Introspection (3     (2    (1               "Behaviourism" (27    (4    (3    (2   (1                 (28 Case study(4 Introspection (3     (2      (1 35 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                       (29 Naturalistic Observation (2 Controlled Observation (1 Experimental Method (4 Case Study (3                    (30       (4 Survey Method (3     (2    (1            Koffka (31 Psycho-Analysis (4 Gestalt Psychology (3 Behaviourism (2 Structuralism (1     Talks to teachers on Psychology (32 Dewey (4 W. James (3 Alfred Adler (2 Freuid (1                   "Evening of Hermit" (33 1870 (4 1735 (3 1780 (2 1879 (1                          (34    (4         (3     (2      (1              (35   (4  (3   (2    (1     "Psychology for students of education" (36 Crow & Crow (4 Gates (3 Goddard (2    (1     "A study of mental life" (37         (4 Peel (3    (2 Woodworth (1      "Father of American Psychology" (38 (Tischner)        (4    (3    (2    (1        "Give me a baby. I will make him what you desire" (39    (4         (3    (2 Peel (1               Gestalt    (40          (4      (3   (2   (1 K E Y 1) 1 2) 2 3) 3 4) 1 5) 3 6) 2 7) 3 8) 3 9) 1 10) 3 11) 1 12) 4 13) 2 14) 4 15) 1 16) 1 17) 3 18) 2 19) 4 20) 3 36 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
21) 2 22) 1 23) 4 24) 2 25) 2 26) 3 27) 2 28) 4 29) 2 30) 4 31) 3 32) 2 33) 2 34) 1 35) 4 36) 3 37) 1 38) 1 39) 2 40) 3                                               (1    (4   (3   (2  (1               (2    (4   (3   (2  (1                 (3          (4  (3   (2  (1                                                           (4                        (4  (3   (2  (1          (5          (4  (3   (2  (1               (6   (4    (3   (2  (1                         (7        (4       (3     (2 Genetical Eng. (1                   (Mature)                   (8     (4        (3   (2  (1 (Father of Genetics)      (9     (4    (3    (2    (1                       (10 Law of Variation (2 Law of Similarity (1 Law of Result (4 Law of Regression (3                                  (11 Law of Variation (2 Law of Similarity (1 Law of Identical (4 Law of Regression (3 37 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
            (12    (4      (3      (2        (1                              (13    (4     (3      (2   (1                                            Galton (14 The Memory (4 Republic (3 Emile (2 Heridity Genius (1              Duggdale (15 Darwin (4 Kallikak (3 Edwards (2 Jukes (1           Kallikak      (16 Alford (4 Galton (3 Goddard (2 Pearson (1                              (17 Alford (4 Galton (3 Goddard (2 Pearson (1                                                        (18 Alford (4 Freeman (3 Gordan (2 W.C. Bagely (1                                           Bagely (19                                   Heriditary Genius (2 Educational Derterminism (1 Emile (4 On Memory (3        (I.q.)                                          (20                       Watson (4 Freeman (3 Woodworth (2 Bagely (1                              (21 Galton (4 Skoda (3 Woodworth (2 Gordan (1 (Neonate Stage)         (22       (4           (3       (2          (1                         (23 Later Childhood (4 Early Childhood (3 Infancy (2 Neonate Stage (1                  (24 Adolescence (4 Infancy (3 Puberty (2      (1 38 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                   (25 Puberty (4 Adolescence (3 Infancy (2 Later Childhood (1   (Age of questioning)           (26 Infancy (4 Puberty (3 Adolescence (2 Childhood (1                              (27 Galton (4 Kohelberg (3 Piaget (2 Spencers (1                                        (28 (Cognitive)    (2 (Creativity)              (1 (Sociology)    (4 (Moral)    (3               (29   (4   (3     (2 Schemata (1                            (30 Electra Complex (4 Oedipus Complex (3 Dyslexia (2 Conservation (1            (31 2    1 (4 Schemata (3 Adjustment (2 (Analysis)   (1                           (32    (4   (3     (2   (1                      (33    (4  (3   (2   (1                        (34    (4     (3   (2   (1                   (35    (4     (3   (2   (1                     (36        (4 2    1 (3    (2     (1      Parallel Play     (37     (4    (3     (2      (1             "Emotion" (38   (4    (3    (2   (1 39 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                 (39    (4  (3  (2    (1      Cooperative Play     (40   9-10 (4   7-8 (3   2-3 (2   5-6 (1              (41   26 (4   46 (3   23 (2   12 (1                      (42 23 Y (4 46 Y (3 22 X (2 23 X (1                      (43 46 Y (4 46 X (3 22 X (2 12 Y (1                     Identical Twins (44    (4     (3   (2   (1     "Heridity Genius" (45      (4   (3     (2    (1                   (46   (4     (3     (2    (1            "Puberty" (47     (4   (3    (2   (1               (48     (4  (3   (2  (1            (49 Puberty (4 Old Age (3 Middle Age (2      (1      Adulthood (50   6040 (4   217 (3   4021 (2   1713 (1 K E Y 1) 1 2) 2 3) 1 4) 2 5) 2 6) 3 7) 2 8) 3 9) 1 10) 4 11) 1 12) 4 13) 4 14) 1 15) 1 16) 2 17) 2 18) 4 19) 1 20) 2 21) 2 22) 2 23) 2 24) 4 25) 1 26) 1 27) 2 28) 2 29) 1 30) 1 31) 2 32) 2 33) 1 34) 1 35) 1 36) 3 37) 2 38) 1 39) 3 40) 2 41) 2 42) 2 43) 1 44) 2 45) 3 46) 2 47) 1 48) 2 49) 3 50) 2 40 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
Growth and Development                             (1         (4       (3       (2       (1                        (2    (4     (3   (2    (1               (3     (4    (3   (2  (1                              (4   (4   (3  (2      (1                     (5     (4     2    1 (3    (2     (1                                (6       (4   (3   (2   (1                  (7       (4 Late Childhood (3      (2      (1                      (8   (4   (3     (2      (1                           (9   (4   (3     (2      (1              (10       (4    (3     (2    (1                     (11     (4    (3    (2  (1           (Zygote) Fertilized Ovum (12 22 (4 25 (3 23 (2 21 (1                     (13  (4 Babyhood (3      (2  (1 41 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                              (14      (4      (3  (2      (1                  (15 Late Childhood (4      (3 Babyhood (2      (1                              (16    1 (4   (3     6 (2     1 (1                             (17   (4    (3   (2  (1             (18   (4    (3  (2      (1         Critical Age           (19      (4 Babyhood (3   (2  (1                                (20    (4   (3   (2             (1                        (21      (4 Pituitary (3     (2     (1             sex     (22 Gronard (4 Adrenal (3 Pituitary (2 Thyroid (1                                        (23      (4   (3    (2             (1                  (24   (4      (3  (2   (1             Identical Twins   19 (25   (4   (3     (2      (1         "Adolescence" (26  (4   (3   (2    (1                           (27       (4       (3      (2            (1 42 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                     Thyroxin Thyroid Gland (28    (4    (3    (2     (1     "Enquiries into Human Facility" (29    (4   (3   (2     (1     "Child Development" (30    (4       (3         (2     (1                  (31         (4       (3      (2      (1          Psycho-Social                (32       (4    (3     (2     (1             Psycho-sexual   (33       (4     (3   (2     (1    Concrete Operational Stage      (34   2516 (4   1611 (3   117 (2   75 (1     "Adolescence" (35    (4   (3       (2     (1    (Master gland)         (36       (4    (3     (2     (1                           (37 None (4 Electra Complex (3 Oedipius (2 Narcissism (1     Extrovert                (38      (4      (3 Later Childhood (2      (1                  Identical Twins (39 0.60 (4 0.90 (3 0.50 (2 0.25 (1                  Fraternal Twins (40 0.80 (4 0.60 (3 0.40 (2 0.20 (1                        Psycho-SocialEricson (41 10 (4 8 (3 6 (2 4 (1 43 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
     Sensor-Motor         (42   1511 (4   117 (3   7   2 (2         (1                  Moral         (43 8 (4 6 (3 5 (2 4 (1               Development    Growth (44  (4   (3       (2     (1                 "Heroworship" (45        (4      (3      (2 Adolescence (1                    (46 None (4 2    1 (3 Proximodisital (2 Cephalo Caudal (1        "Freeman" (47 None (4 2    1 (3        (2        (1                        (48     (4       (3     (2      (1                    (49     (4     (3    (2     (1            "Adrenal" (50 1 (4 4 (3 3 (2 2 (1                            (51  (4    (3      (2  (1                         (52 Later Childhood (4      (3    (2      (1                    28    (53   9 (4   20 (3   6 (2   13 (1                         (54 None (4 2    1 (3        (2       (1                                 (55      (4   (3  (2      (1 44 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
              Peer-group (56 None (4 Puberty (3 Babyhood (2      (1               4      (57 Woodworth (4 Crow & Crow(3 Munn (2   (1         Piaget (58   (4    (3    (2    (1         "Schemata"            (59    (4     (3   (2     (1         "Gang-Age" (60 Adulthood (4 Late Childhood (3      (2      (1 K E Y 1) 3 2) 3 3) 2 4) 2 5) 3 6) 1 7) 2 8) 2 9) 1 10) 4 11) 2 12) 2 13) 3 14) 2 15) 4 16) 2 17) 3 18) 4 19) 3 20) 1 21) 1 22) 4 23) 1 24) 1 25) 4 26) 2 27) 1 28) 1 29) 3 30) 1 31) 2 32) 4 33) 1 34) 2 35) 1 36) 3 37) 1 38) 2 39) 3 40) 3 41) 1 42) 1 43) 3 44) 1 45) 1 46) 1 47) 1 48) 3 49) 3 50) 1 51) 3 52) 4 53) 1 54) 1 55) 4 56) 4 57) 1 58) 1 59) 2 60) 3 2     Neonate Stage (1   2   2 Infancy Stage (2   53          (3   106     Late Childhood (4        11     Puberty     (5        12     Puberty     (6   1713     Adolescence (7   2118     Early Adolescence (8   4021     Adulthood (9   6040     Middle Age (10     60     Old Age (11 Sex Harmone        Gonatropic Harmone (12 45 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
   I.Q.                    140 & Above Gifted Children 120 - 139 Very Superior 110 - 119 Superior 90 - 109 Average Children 70 -89 Slow learners 50 - 69 Educable mentally retarded 30 - 49 Trainable mentally retarded 29 & below Custodial                       (1     (4   (3    (2     (1                  (Forgetting)                         (2     (4         (3              (2              (1                                                    (3                      (4       (3       (2       NPE (1                                             (4     (4       (3       (2       (1             (Garry)        (5      (4       (3     (2     (1               (6            (4      (3        (2      (1                (7     (4     (3      (2    (1 46 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                     (8            (4      (3        (2      (1                   (9     (4     (3      (2    (1                                              (10          Morison Plan (4 Non Graded School Method (3            (2     (1                      (11 Morison Plan (4 Non Graded School Method (3            (2     (1               Goodlad    Enderson (12 Morison Plan (4 Non Graded School Method (3            (2     (1                            (13 Morison Plan (4 Non Graded School Method (3            (2     (1                              (14 (Special Education)      (2        (1     (4 (Primary Education)       (3     Democracy and Education (15   (4      (3   (2    (1                                             (16    (4   (3   (2      (1         Sir Francis Galton (17    (4   (3    (2   (1              "Human Science Labaratory" (18   (4      (3    (2   (1        (19 Enquiry into human faculty and its development (1 Democrary and Education (2 An interpretation of dreams (3 On Memory (4 47 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
     Cattel (20 An Interpretation of dreams (1 Enquiry into human faculty and its development (2 Mental Test and Measurement (3 Democracy and Education (4                      (21     (4 2    1 (3    (2     (1                                    (22   (4    (3    (2     (1                                   (23     (4 Variables (3    (2   (1          (Primary Education Project)       (24 5 (4 6 (3 4 (2 3 (1                         (25      (4     (3      (2      (1                                                 (26     (4     (3      (2     (1                    (27           (4        (3        (2       (1   (Intelligence Test)          Thurston (28 Draw-A-Montest (4 Binnet - Simon Test (3 CAVD (2          (1             Binnet Simon Intelligence Test          50   1908 (29   103 (4   133 (3   53 (2   52 (1        Form-M Form-L   1973 (30 Gildford - Merryl (4 Merryl - Terman (3 Simon - Binnet (2 Stanford - Binnet (1        (31     (4   (3  (2   (1                        143   1916 (32 Stanford-Binnet Test (2 Binnet-Simmon Test (1 Stanford Intelligence Test (4 Gildford Intelligence Test (3 48 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                    (33      (4        (3     (2    (1    I.Q. (35 (4 (3 (2 (1             (36 Weschlers Children Intelligence Test (2 Binnet-Simmon Test (1 Segvinform Board (4 Pintner-Paterson Test (3    Non-Verbal Test     (37 Ravans-Standard Progressive Matrices Test (2 Army Alpha Test (1 Segvinform Board (4 Draw-A-Montest (3    "Paper-Pencil Test"        (38 Weschlers Intelligence Test (2 Army Alpha Test (1 Army B-Test (4 Ravans Standard Progressive Matrices Test (3                 (39 Weschler's Children Intelligence Test (1 Pintner-Paterson Test (2 Ravan's Progressive Matrices Test (3 Cattels culture for Test (4                           (40 DAVD (4 CAVD (3 WISC (2 WAIS (1          Weschlers Children Intelligence Test (41   85 (4   105 (3   155 (2   50 (1       Differential Aptitude Test (DAT) (42 George K. Binnet (4 Mayers (3 Seeshores (2 Binnet (1      J.P. Chaplean (43 Dictionary of Psychology (2 Principles of Psychology (1 Democracy and Education (4 Educational Determinism (3 49 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                         (44 Differential Aptitude Test (2 Metropolitan Readiness Test (1 2    1 (4 Flying Aptitude Test (3        Father of Intelligence Test (45 Terman (4 Stern (3 Binnet (2 Muller (1     (I.Q.)          Gifted    (46 140 & above (4 120 - 139 (3 110 - 120 (2 90 - 110(1     (I.Q.)        Idiots    (47 50 - 60 (4 40 - 50 (3 30 - 40 (2   20 (1     (I.Q.)              (48 90 - 110 (4 70 - 90 (3 50 - 70 (2 20 - 50 (1     (I.Q.)                   Slow learners (49 50 - 70 (4 70 - 90 (3 20 - 50 (2   20 (1     (I.Q.)          Educable Mentally Retarded (50 70 - 90 (4 20 - 50 (3   20 (2 50-70 (1 K E Y 1) 1 2) 1 3) 1 4) 2 5) 1 6) 2 7) 1 8) 3 9) 2 10) 2 11) 1 12) 3 13) 3 14) 1 15) 3 16) 3 17) 3 18) 1 19) 1 20) 3 21) 3 22) 2 23) 3 24) 3 25) 2 26) 2 27) 2 28) 1 29) 3 30) 3 31) 3 32) 2 33) 2 34) 2 35) 3 36) 1 37) 1 38) 4 39) 4 40) 1 41) 2 42) 4 43) 2 44) 4 45) 2 46) 1 47) 1 48) 4 49) 4 50) 1                    "Persona" (1   (4    (3    (2   (1     "Persona" (2   (4  (3   (2  (1                         (3     (4     (3    (2  (1 50 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
           (4 5 (4 2 (3 4 (2 3 (1             Defence Mechanism (5 Woodworth (4 Atkinson (3           (2 Murray (1                   (6 Para Thyroid (4 Pituitary (3 Thyroid (2 Adrenal (1               Thyroxin (7 Para Thyroid (4 Pituitary (3 Adrenal (2 Thyroid (1             (Blood Pressure)       (8 Adrenal (4 Para Tharmone (3 Thyroxin (2 Pituitary (1                              (9 2    1 (4    (3   (2   (1            (Mental Health)    (10      (4    (3     (2     (1      (Mental Retarded)              (11 Adrenal (4 Para Tharmone (3 Thyroxin (2 Pituitary Harmone (1                          (12 Thyroid (4 Para Thyroid (3 Adrenal (2 Pituitary (1          Thyroxin Harmone (13     (4    (3  (2     (1                       (14        (4 Tention (3 Mixodima (2 Critinizam (1           Fight or Flight Harmone (15 Testosteron (4 Para Thyroxin (3 Adrenal (2 Thyroxin (1                    (16 Para Tharmone (4 Thyroxin (3 Adrenalin (2 Insulin (1                    (17 Testosteron (4 Para Tharmone (3 Adrenalin (2 Thyroxin (1                 Thyroid (18 Insulin (4 Adrenal (3 Para Thyroid (2 Pituitary (1                    Para Thyroid (19 Testosteron (4 Para Tharmone (3 Adrenalin (2 Thyroxin (1 51 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
               Neonate stage       (20   (4     (3   (2   (1                              (21    (4      (3  (2    (1            (22    (4          (3   (2   (1     Defence Mechanism                (23 Regression (4 Repression (3 Rationalisation (2 Compensation (1     Defence Mechanism                       (24 Fantasy (4 Repression (3 Projection (2 Rationalisation (1     Conflict                                  (25 Avoidance-Avoidance-Conflict (2 Approach-Approach-Confict (1 Double Approach Avoidance Conflict (4 Avoidance-Approach-Conflict (3               (26 Case Study (4    (3     (2      (1                             (27 Inventory (4 Cummultive Record (3 Progress card (2       (1                                 (28      (4 Uncontrolled Observation (3 Controlled Observation (2       (1                                         (29 Survey Method (4       (3Case study(2      (1  Face to Face                     (30 Unwritten Script Interview (2 Written Script Interview (1     (4 2    1 (3 K E Y 1) 1 2) 1 3) 2 4) 4 5) 2 6) 4 7) 3 8) 1 9) 2 10) 3 11) 4 12) 2 13) 1 14) 3 15) 4 16) 2 17) 4 18) 1 19) 2 20) 4 21) 2 22) 3 23) 1 24) 3 25) 3 26) 1 27) 4 28) 1 29) 3 30) 4 52 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
2. Understanding & Learning Learning                                                                                                                                                                                                                                  Innate Abilities                                                                                                                                                                                                                                                                (2)                 Experience  (2 Growth  1                                                      Growth            (Experience)               Growth                           1) Maturation 2) Trainning 3) Motivation                                                    Learning                      Definitions Gardener Murphy__                                         (1 Hilgard & Hunter _____                                    (2 Wood Worth ___                                      (3 Kimble ____                                        (4 Gates____                                       (5 "Learning is the modification of behaviour through the experience & training." 53 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
Theories of Learning                 Learning Theories I II Association Cognitive Field or Gestalt (A) (B) Connectionism Conditioning (i) (ii) Classical Conditioning Operant Conditioning Association -I                 Association Trial and Error Method _____ E.L. Thorndike Connectionism (A Conditioning (B Classical Conditioning Theory ______ Ivan Pavlov(i Operant Conditioning Theory _____B.F. Skinner (ii Cognitive Field Theory -II      Gestalt              Kohler  Classical Conditioning Theory          (1 Ivan Pavlov __       Conditioning                   1904                      Classical Conditioning                         UCS(Food) - Unconditioned Stimulus       CS(Bell) - Conditioned Stimulus      UCR - Unconditioned Response         CR - Conditioned Response          CR =              CS  UCS  UCS + CS = CR 54 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                                     (Bell)                     Stimulus               Stimulus                           Classical Conditioning Stage I Stage II Stage III                    UCS ____UCR CS UCR CS _____ CR    CS ___ No Response     UCS                           Classical Conditioning UCS + CS = CR Law of Reinforcement (1                                      Conditioning                 Law of Reinforcement                             Extinction (2                                                                    Conditioning                   Spontaneous Recovery (3                                Extinction  Generalisation (4 UCS ______UCR UCS + CS ______CR S1 + S2 _______CR1 CS2 ______CR2 Discrimination (5                                                                                                                                         Improvement Mass drill           55 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                        School Assembly                             Extinction  Operant Conditioning (2     Instrumental Conditioning      B.F. Skinner __        Operant Conditioning Theory  Skinner Box ___                           Lever        Skinner Box                (Rat)           CS (Lever) - Conditioned Stimulus CR (Pressing) - Conditioned Response UCS (Food) - Unconditioned Stimulus UCR(Eat) - Unconditioned Response            Stimulus                   Operant            Operant(Bond)                 CR + Result = Operant              Active                         Reinforcement              Operant         Progmrammed Learning            Teaching Machine  Programmed Learning  S-type ______Stimulus type      "S-type"          R - type ______Response type      "R-type"                                                      Programmed Learning                                 Self-learning    (1            (Frames)             (2                            (3                  (4    Reinforcement           (5                      Teaching Machine                              (1          Reinforcement           (2                          (3 56 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
                        (4                           (5                           (6      Learning by doing              Trial and Error Method 3 S-R Psychology (iii Bond Psychology (ii Connectionism(i E.L. Thorndike                                                      ___              1913                Puzzle Box                                           (Cat)                            Connectionism           Stimulus - Response - Connectionism       Goal       (2 Need or Drive     (1 Chance Success(5 Random Movements (4 Blocks     (3 Fixation (8 Reputation (7 Selection (6             Law of Readiness        (I                                                                                                                                                              (1                                                    (2                                       (3                         Activeness           (4 Law of Exercise     (II     "Practice makes a man perfect"                                                                              57 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
a) Law of use b) Law of Disuse                             Law of use                                Law of disuse                                 Oral Exercise        (i                    (ii                            (iii                        (iv                            TypingPainting Drawing    (v Law of Effect      (III                                                                Response                                                                      (i               (ii                         (iii              (iv                             (Incentives)             (v Motivation      Connectionism                               Thorndike           __          /Drill                    AbstractConcrete (iii         (ii          (i Cognitive Field Theory (or) Gestalt Theory -II Insightful Learning         Insightful Learning                           Configuration                                                                                                   0 0 0 0                  A,B,C        (0)                 ABC                   1912           58 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
1. TSTET 2023 - Common Subjects.urdu pdf
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1. TSTET 2023 - Common Subjects.urdu pdf
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1. TSTET 2023 - Common Subjects.urdu pdf

  • 1. TS TET                                                                                                     040-23210316     500 001                     NOT FOR SALE
  • 2. TS TET TEACHERS ELIGIBILITY TEST (Paper - I) (Child Development, Pedagogoy, Urdu, English) (Study Material) CENTRE FOR EDUCATIONAL DEVELOPMENT OF MINORITIES Osmania University Minorities Welfare Department, Govt. of Telangana Nizam College Campus, Hyderabad - 500 001. NOT FOR SALE
  • 4.
  • 5.                        CEDM                                               CEDM                                                                                                                                                                                                                                                                                CEDM                    9848615340                                        CEDM                 NOT FOR SALE                
  • 6. TS TET     1-92             93-188            189 - 277            Paper - I - Scheme of Examination           30 30              (1 30 30                       (2 30 39                       (3 30 30              (4 30 30                 (5 150 150  Paper - II - Scheme of Examination           30 30              (1 30 30                       (2 30 30                       (3 30 60                                (4 150 150 
  • 7. 1. Development of Child           Definitions   J.B. Watson                       (1 William James & Wundt                           (2 Crow & Crow                          (3 The study of human relationship and human behaviour is called Psychology.  N.L. Munn                        (4 B.F. Skinner                         (5 Aurthor Gates                       (6 Importance   1. Give me a baby. I will make him what you desire - (Watson) 2. I wish to Psychology Education - (Pestalozzi) 3. The child is the father of man - (Sigman Fruied) 4. Whole is better than sum of its parts - (Gestaltism) 5. Thus for shalt thou go and no further - (Sir Francis Galton) 6. Behaviour is the result of heridity & environment interacting with time - (Wood Worth) 7. Man is a socil animal - (Aristotle) Books & Authors 1. The Achieving Society Mc cland 2. Selected Works Ivan Pavlov 3. Motivation & Personality Abraham Maslow 4. On Memory Ebbinghaus 5. Personality Alport 6. The Growth of Logical Thinking Jean Piaget 7. Remebering Bertlate 8. The Process of Education J.S. Brooner 9. The Education of Children A.S. Alder 1 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 8. 10. Principles of Psychology William James 11. Measurement of Adult Intelligence Weschler 12. The Relivence of Education Jerome Brooner 13. Evening of Hermit (1780) Pestalozzi 14. Educational Determinism W.C. Bagely 15. Hereditary Genius Sir Francis Galton 16. Development of Psychology Elizabeth Hurlock 17. Animal Intelligence E.L. Thorndike 18. Productive Thinking Max. Werthiemer 19. Drives towards war Tolman 20. Towards a theory of Instruction Jerome Brooner 21. Enquiries into human faculties and its development Sir Francis Galton 22. Mental Tests & Measurements Cattel 23. Multiple factor analysis Thurstone 24. Primary Mental Abilities Thurstone 25. Mentality of Apes Kohler 26. Purposive behaviour of animal and man E.C. Tolman 27. Growth of the mind Koffka 28. Activities of Teaching Thomas Green 29. Measurement of Intelligence Thorndike 30. A mind that found in itself Cliffered Beers 31. The secret of childhood Montessori 32. Dictionary of Psychology Chaplean 33. The Jukes Duggdale 34. Gymnasia Plato 35. Psychology students of Education Gis 36. Theories of learning Hill Guard 37. The abilities of Men Spearman 38. Emile Rosseau 2 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 9. 39. Study of Mental life Woodworth 40. Waldon two B.F. Skinner 41. Science and Human behaviour Skinner 42. Conditioned Reflexes Pavlov 43. The Technology of Teaching Skinner 44. Thoughts on Education John Locke 45. Productive Thinking Wethiemer 46. Beyond Freedom & Dignity Skinner 47. Measurement of Adult Intelligence Weshler Psychologists and their Functions 1. Wilhelm Wundt Germany Structuralism 2. William James America Functionalism 3. J.B. Watson America Behaviourism 4. Sigman Fruied Austria Psycho-Analysis 5. Jean Piaget Switzerland Cognitive Development 6. Herbert Germany Lesson Plan Steps 7. Froebel Germany Kindergarten 8. Rousseau France Naturalism 9. Montessori Italy            10. Kohler Germany Insight learning 11. Pavlov Russia         12. Sir Francis Galton Britain         13. Ebbinghaus Germany Memory-Forgetting 14. Burt late Britain Memory-Remembering 15. Alport America Personality 16. Eyesenk Britain Personality 17. E.L. Thorndike America Trial & Error Method 3 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 10. 18. Koffka Germany Gestalism 19. Kilpatrick America Project Method 20. Alford Binnet France I.Q.         21. B.F. Skinner America Operant conditioning theory 22. Stanley Hall America           23. Carl Young Switzerland Personality 24. Roshak Switzerland RIBT (Roshak Inkblot Test)             ETHYMOLOGY            Psyche    soul      Adolescere   to grow Emovere   to agitate       Pubertas   to mature Persona   Mask    Intellect       Intellatus           Gestalt   Configuration     Father's of Various Psychology Branches 1. Father of Psychology Aristotle 2. Father of Modern Psychology William James 3. Father of Experimental Psychology Wilhelm Wundt 4. Father of Pscyho Analysis Sigman Fruied 5. Father of Child Educational Psychology Stanley Hall 6. Father of Educational Psychology B.F. Skinner 7. Father of Animal Psychology E.L. Thorndike 8. Father of Intellectual Psychology Alford Binnet 4 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 11. 9. Father of Gestailsm Max. Werthimer 10. Father of Learning Psychology E.L. Thorndike Growth & Development     Growth           Growth    Growth                   (Internal)     /      (2 (External)     /    (1 :Growth                          External Growth                                                                     Internal Growth   Development       Development    Development                1) Growth is Cephalo caudal development in proxinodisital                       Cephalo caudal          Growth (2          Development 3) Growth is Quantitative & Quantitative Development is only Quantitative                            Growth (4           Development                                    (Maturation) (5                                                                                                                                                             __                                              zygote ____              5 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 12.       23               (Chromosomes)                                    (2)        a) Autosomes _____44 b) Allosomes (Sex Chromosomes) _____02          Male XY Female  XX                      Genes     3000               Twins            Germination               TWINS  Fertilized egg ______Technical name in ZYGOTE      Twins                2                            Twins Twins - 1) Identical Twins 2) Fraternal Twins                                                                    Ovary                    Ovary         Twins     Twins      Female 2  2 Male Female 2 2 Male               1 Male & 1 Female          90%             60%                             7                        Genes                Spermatozoa              Ovum             0.1     Ovum      0.05     Spermatozoa      Yolk                                23              23             RNA    DNA      Genes                          28        6 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 13.                                DNA                                             DNARNA  Heridity                                                     Douglas & Holland    (Heriditarian)                                     "Who believes in Heridity postulates in the development of human being - Heriditarian                 1) Duggdale 2) Gregor Mendal 3) Sir Francis Galton 4) H.H. Goddard 5) Estra Brook 6) Freemann (Environment)                                  Wood Worth                                           (Environmentalist)                     "Who believes environment plays a vital role" called Environmentalist W.C. Bagely, Gordan, Watson                               Watson "Give me any child I will make him what you desire" - Watson                                               F.N. Freeman     F.N. Freemann                          +0.50 or 50%                   Identical Twins +0.90 or 90%           Fraternal Twins +0.60 or 60%                +0.50 or 50%                  +0.25 or 25%                          Sir Francis Galton     "Heridity Genius"  7 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 14. Galton                          (1877)Duggdale     "The Jukes"  Duggdale                     Jukes  Max. Jukes        Jukes  Estra Brook                     Duggdale  Goddard                     Kallikak  Martin Kallikak        Kallikak  Winship               Edward  Sir Francis Galton                           "Royal Society"                                    Cattel   "A statistical study of American Men of Science"  Terman     "Who is Who"  W.C. Bagely   "Educational Determinism"  W.C. Bagely                                    G.C. Shwesinger                               Identical Twins         19Identical Twins             Newmann                  Results   5.9 points     I.Q.             (i   8.2     I.Q.                    (ii    I.Q.         Forestur        Forestur        Skodas         I.Q.         I.Q.                      Result Development Theories      I- Psycho - Analytical Theory: Sigman Fruied Erilesm II- Behaviouristic Theory: Robert Watson III- Cognitive Theory Jean Piaget Kohelberg Havighust       (2           (1                 Psycho-Analytical Theory     -I    Psycho-Sexual Development   Psycho-Analytical                        5               Psycho-Sexual 8 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 15. Stages Stage-1 Stage-2 Stage-3 Stage-4 Stage-5 Oral Stage Anal Stage Phallic Stage Lattency Stage Genitical Stage (0-1 year)       1                 Infancy       Oral Stage      (1                          Infantile Sexuality                        (Anal-Sadistic Stage)            Anal Stage      (2            (2-3 years)       3      1         :     Anus                               Different Sex                                    3               Child hood       :(3-11 years) Phallic Stage (3                             11    Oedipus                             Oedipus compelx (a Electra                                 Electra complex (b    complex    Narcissism                     Narcissism (c Fear of Physical Punishment                          Super Ego         (5-10) Latency Stage        (4        10      5                            Learning skills                             Sublimation                                                   13                         Genetical Stage    (5                   "Showing Interest in opposite sex"         Pscyho-Social Theory -II     Psycho-social   Psycho-Analysis                     8          (Ericcson)        9 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 16.            8 Stage Duration Period Psycho Social Development 1. Infancy 0 - 1 year                    2. Baby hood 1 - 3 years             3. Play Age Autonomy -Doubt 3 - 5 years Industry - Guilt       __                        __                 4. School Age 6 - 12 years         Industry - Inferiority       __              5. Adolescence 12 - 20 years Role Identity - Role confusion                        6. Young Adult hood 20 - 30 year                 __                       7. Middle Adult hood 30 - 60 years Generativity - Stagnation                             8. Mature stage 60 and above Integrativity - Despair       __                                       Cognitive Development Theory      Jean Piaget                                        Perceptual Development        (1                Language Development     (2 Intellectual Development     (3 Moral Judgement     (4 Reasoning Power       (5                          10 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 17.        Functional Aspects    Content Aspects                                                                           A) Incorporation:                    B) Accomodation:                               (4)           1) Sensory Motor Stage (0-2 years) 2) Pre-operational Stage (2-7 years) 3) Concrete Operational Stage (7-11 years) 4) Formal Operational Stage (11-15 years) (0-2 years) Sensory Motor Stage      (1        2                                                                                                                      84                                  128                             1812  (2-7 years) Pre Operational Stage      (2        7    2                                                                                                                  (Unidimentionality)                              4                       (1                 (2                  (3 (7-11 years) Concrete Opertional Stage      (3        11      7                       (Reality)                                 Logical Thinking           11 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 18.                                     (11-15/16 years) Formal Operational Stage        (4        1615      11                                                 Abstract  Moral Development        Kohelberg                                    Moral Development                   2           3                   6             Pre-Conventional Level (1                                                                                                Conventional Level (2                                                                               Post-Conventional Level (3                                  Universal Moral Values  Language Development                4Language Development  1) Pre-Lingual Stage 2) Babling Stage 3) Sound Imitation Stage 4) Language Comprehension Stage Developmental Stages Elizabeth                                                                10Hurlock I. Pre-Natal Stage II. Post-Natal Stage Pre-Natal Stage       -I 12 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 19.                         270-280 days (or) 9 months - 13 days (or) 34 -36 weeks Post-Natal Stage        -II                         10        1. Neonate stage (Birth - 2 weeks) 2. Infancy (2 weeks - 2 years) 3. Early Child hood (3 - 5 years) 4. Later Child hoold (6 - 10 years) 5. Puberty (Female - 11 years, Male - 12 years) 6. Early Adolescence (13 - 17 years) 7. Later Adolescence (18 - 21 years) 8. Adulthood (21 - 40 years) 9. Middle Age (40 - 60 years) 10. Old Age (61 & Above) Neonate Stage       (1        2                                                                                    Hurlock                Breech Birth                                87                                   Infancy   (2         2    2                                                                                                86                             16  8    8     2            64     1 13 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 20.                                                    Critical stage                           M.C. Graw                        (Narcissism)                 Early Childhood      (3        53              (Pre-School Age)                                                                                                    53          46.5"                          (Period of Exploration)                              Parallel Play       Late Childhood (4        106          (School-Age)               Gang-Age                                                                           (Social Play Age)                                                                   20                   21    6     1110    8     1614    10     2624    12 14 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 21.     2827    13 (32)      4    17-25                                                                                           96                              Puberty    (5                                                                                                Pubertus    Puberty              Pituitary gland       a) Growth Harmone b) Gonatropic Harmone                                                   12          11                                                         (Parallel Play) (Early Adolescence)      (6      17      13          Adolscere = to grow      "Adolsere"    Adolescence      Teen-Age               Inferiority Complex                                                         (Romantic)                                                       Piaget                                                    Darthy Rogers 15 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 22.                                         __             Late Adolescence (7        21      18                                                    Strife                        Stanley Hall __       Adolescene                             (Development)      (Growth) Development   Growth    Intellectual            .1                      .1          Growth                     .2                          .2                                 .3             .3              .4     Qualitative                       .4                                   .5                    .5     ___               (I.Q.)                                                                                                                 Jean Piaget                     Kohelberg                        16 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 23. Ericcson                        Adulthood (8       40    21                                                                                               60    40          Middle Age (9                                                                        Old Age (10      Adolescence                                             17 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 24. CEDM / TET 2023 18 CHILD DEVELOPMENT & PEDAGOGY 1 . 2 . 3 . 4 . 5 . II     
  • 25. CEDM / TET 2023 19 CHILD DEVELOPMENT & PEDAGOGY
  • 26. CEDM / TET 2023 20 CHILD DEVELOPMENT & PEDAGOGY
  • 27. CEDM / TET 2023 21 CHILD DEVELOPMENT & PEDAGOGY
  • 28. CEDM / TET 2023 22 CHILD DEVELOPMENT & PEDAGOGY   
  • 29. CEDM / TET 2023 23 CHILD DEVELOPMENT & PEDAGOGY  
  • 30. CEDM / TET 2023 24 CHILD DEVELOPMENT & PEDAGOGY   
  • 31. CEDM / TET 2023 25 CHILD DEVELOPMENT & PEDAGOGY Trait Theories 1. Cardinal Traits 2. Secondary Traits 3. Central Traits
  • 32. CEDM / TET 2023 26 CHILD DEVELOPMENT & PEDAGOGY        
  • 33. CEDM / TET 2023 27 CHILD DEVELOPMENT & PEDAGOGY
  • 34. CEDM / TET 2023 28 CHILD DEVELOPMENT & PEDAGOGY    
  • 35. CEDM / TET 2023 29 CHILD DEVELOPMENT & PEDAGOGY   
  • 36. CEDM / TET 2023 30 CHILD DEVELOPMENT & PEDAGOGY       
  • 37. CEDM / TET 2023 31 CHILD DEVELOPMENT & PEDAGOGY  
  • 38. CEDM / TET 2023 32 CHILD DEVELOPMENT & PEDAGOGY -
  • 39. CEDM / TET 2023 33 CHILD DEVELOPMENT & PEDAGOGY
  • 40.                              (1       (4      (3       (2         (1                (2 Clinical (4 Experimental (3 Introspection (2 Observation (1                    (3 Personality (4 Gestalt (3 Psychology (2 Emotion (1                (4        (4 Subconcious (3 Unconcious (2 Concious (1            (Introspection)        (5          (4          (3    (2   (1                         (6      (4    (3 Experimental (2 Introspection (1                Objectivity          (Subjectivity)   (7 Case study (4 Experimental (3 Introspection (2 Observation (1                             (8          (4     (3    (2      (1                                        (9   (4   (3    (2         (1              (10    (4     (3    (2   (1                  (11 1878 (4 1979 (3 1897 (2 1879 (1                     (12 Leipzig (4    (3   (2   (1          (13 Case study (4      (3          (2     (1      "Functional Psychology" (14 34 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 41.      (4     (3    (2   (1                "Tabularasa"     (15          (4      (3    (2    (1                      "Child Nature & Activity Institute" (16         (4      (3    (2     (1                                   (17     (4         (3     (2    (1      "Experimental School" (18    (4   (3      (2         (1              (19    (4    (3    (2    (1                 (20         (4   (3    (2    (1       "Know thy self" (21    (4   (3    (2    (1     "Father of Modern Psychology" (22    (4   (3           (2    (1                (23 Psycho - Analysis (4 Gestalt Psychology (3 Behaviourism(2 Structuralism (1          "Behaviourism" (24 W. James (4 Thorndike (3 J.B.Watson (2 Fruied (1                (25       (4    (3    (2      (1               (26    (4 Introspection (3     (2    (1               "Behaviourism" (27    (4    (3    (2   (1                 (28 Case study(4 Introspection (3     (2      (1 35 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 42.                        (29 Naturalistic Observation (2 Controlled Observation (1 Experimental Method (4 Case Study (3                    (30       (4 Survey Method (3     (2    (1            Koffka (31 Psycho-Analysis (4 Gestalt Psychology (3 Behaviourism (2 Structuralism (1     Talks to teachers on Psychology (32 Dewey (4 W. James (3 Alfred Adler (2 Freuid (1                   "Evening of Hermit" (33 1870 (4 1735 (3 1780 (2 1879 (1                          (34    (4         (3     (2      (1              (35   (4  (3   (2    (1     "Psychology for students of education" (36 Crow & Crow (4 Gates (3 Goddard (2    (1     "A study of mental life" (37         (4 Peel (3    (2 Woodworth (1      "Father of American Psychology" (38 (Tischner)        (4    (3    (2    (1        "Give me a baby. I will make him what you desire" (39    (4         (3    (2 Peel (1               Gestalt    (40          (4      (3   (2   (1 K E Y 1) 1 2) 2 3) 3 4) 1 5) 3 6) 2 7) 3 8) 3 9) 1 10) 3 11) 1 12) 4 13) 2 14) 4 15) 1 16) 1 17) 3 18) 2 19) 4 20) 3 36 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 43. 21) 2 22) 1 23) 4 24) 2 25) 2 26) 3 27) 2 28) 4 29) 2 30) 4 31) 3 32) 2 33) 2 34) 1 35) 4 36) 3 37) 1 38) 1 39) 2 40) 3                                               (1    (4   (3   (2  (1               (2    (4   (3   (2  (1                 (3          (4  (3   (2  (1                                                           (4                        (4  (3   (2  (1          (5          (4  (3   (2  (1               (6   (4    (3   (2  (1                         (7        (4       (3     (2 Genetical Eng. (1                   (Mature)                   (8     (4        (3   (2  (1 (Father of Genetics)      (9     (4    (3    (2    (1                       (10 Law of Variation (2 Law of Similarity (1 Law of Result (4 Law of Regression (3                                  (11 Law of Variation (2 Law of Similarity (1 Law of Identical (4 Law of Regression (3 37 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 44.             (12    (4      (3      (2        (1                              (13    (4     (3      (2   (1                                            Galton (14 The Memory (4 Republic (3 Emile (2 Heridity Genius (1              Duggdale (15 Darwin (4 Kallikak (3 Edwards (2 Jukes (1           Kallikak      (16 Alford (4 Galton (3 Goddard (2 Pearson (1                              (17 Alford (4 Galton (3 Goddard (2 Pearson (1                                                        (18 Alford (4 Freeman (3 Gordan (2 W.C. Bagely (1                                           Bagely (19                                   Heriditary Genius (2 Educational Derterminism (1 Emile (4 On Memory (3        (I.q.)                                          (20                       Watson (4 Freeman (3 Woodworth (2 Bagely (1                              (21 Galton (4 Skoda (3 Woodworth (2 Gordan (1 (Neonate Stage)         (22       (4           (3       (2          (1                         (23 Later Childhood (4 Early Childhood (3 Infancy (2 Neonate Stage (1                  (24 Adolescence (4 Infancy (3 Puberty (2      (1 38 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 45.                    (25 Puberty (4 Adolescence (3 Infancy (2 Later Childhood (1   (Age of questioning)           (26 Infancy (4 Puberty (3 Adolescence (2 Childhood (1                              (27 Galton (4 Kohelberg (3 Piaget (2 Spencers (1                                        (28 (Cognitive)    (2 (Creativity)              (1 (Sociology)    (4 (Moral)    (3               (29   (4   (3     (2 Schemata (1                            (30 Electra Complex (4 Oedipus Complex (3 Dyslexia (2 Conservation (1            (31 2    1 (4 Schemata (3 Adjustment (2 (Analysis)   (1                           (32    (4   (3     (2   (1                      (33    (4  (3   (2   (1                        (34    (4     (3   (2   (1                   (35    (4     (3   (2   (1                     (36        (4 2    1 (3    (2     (1      Parallel Play     (37     (4    (3     (2      (1             "Emotion" (38   (4    (3    (2   (1 39 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 46.                  (39    (4  (3  (2    (1      Cooperative Play     (40   9-10 (4   7-8 (3   2-3 (2   5-6 (1              (41   26 (4   46 (3   23 (2   12 (1                      (42 23 Y (4 46 Y (3 22 X (2 23 X (1                      (43 46 Y (4 46 X (3 22 X (2 12 Y (1                     Identical Twins (44    (4     (3   (2   (1     "Heridity Genius" (45      (4   (3     (2    (1                   (46   (4     (3     (2    (1            "Puberty" (47     (4   (3    (2   (1               (48     (4  (3   (2  (1            (49 Puberty (4 Old Age (3 Middle Age (2      (1      Adulthood (50   6040 (4   217 (3   4021 (2   1713 (1 K E Y 1) 1 2) 2 3) 1 4) 2 5) 2 6) 3 7) 2 8) 3 9) 1 10) 4 11) 1 12) 4 13) 4 14) 1 15) 1 16) 2 17) 2 18) 4 19) 1 20) 2 21) 2 22) 2 23) 2 24) 4 25) 1 26) 1 27) 2 28) 2 29) 1 30) 1 31) 2 32) 2 33) 1 34) 1 35) 1 36) 3 37) 2 38) 1 39) 3 40) 2 41) 2 42) 2 43) 1 44) 2 45) 3 46) 2 47) 1 48) 2 49) 3 50) 2 40 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 47. Growth and Development                             (1         (4       (3       (2       (1                        (2    (4     (3   (2    (1               (3     (4    (3   (2  (1                              (4   (4   (3  (2      (1                     (5     (4     2    1 (3    (2     (1                                (6       (4   (3   (2   (1                  (7       (4 Late Childhood (3      (2      (1                      (8   (4   (3     (2      (1                           (9   (4   (3     (2      (1              (10       (4    (3     (2    (1                     (11     (4    (3    (2  (1           (Zygote) Fertilized Ovum (12 22 (4 25 (3 23 (2 21 (1                     (13  (4 Babyhood (3      (2  (1 41 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 48.                               (14      (4      (3  (2      (1                  (15 Late Childhood (4      (3 Babyhood (2      (1                              (16    1 (4   (3     6 (2     1 (1                             (17   (4    (3   (2  (1             (18   (4    (3  (2      (1         Critical Age           (19      (4 Babyhood (3   (2  (1                                (20    (4   (3   (2             (1                        (21      (4 Pituitary (3     (2     (1             sex     (22 Gronard (4 Adrenal (3 Pituitary (2 Thyroid (1                                        (23      (4   (3    (2             (1                  (24   (4      (3  (2   (1             Identical Twins   19 (25   (4   (3     (2      (1         "Adolescence" (26  (4   (3   (2    (1                           (27       (4       (3      (2            (1 42 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 49.                      Thyroxin Thyroid Gland (28    (4    (3    (2     (1     "Enquiries into Human Facility" (29    (4   (3   (2     (1     "Child Development" (30    (4       (3         (2     (1                  (31         (4       (3      (2      (1          Psycho-Social                (32       (4    (3     (2     (1             Psycho-sexual   (33       (4     (3   (2     (1    Concrete Operational Stage      (34   2516 (4   1611 (3   117 (2   75 (1     "Adolescence" (35    (4   (3       (2     (1    (Master gland)         (36       (4    (3     (2     (1                           (37 None (4 Electra Complex (3 Oedipius (2 Narcissism (1     Extrovert                (38      (4      (3 Later Childhood (2      (1                  Identical Twins (39 0.60 (4 0.90 (3 0.50 (2 0.25 (1                  Fraternal Twins (40 0.80 (4 0.60 (3 0.40 (2 0.20 (1                        Psycho-SocialEricson (41 10 (4 8 (3 6 (2 4 (1 43 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 50.      Sensor-Motor         (42   1511 (4   117 (3   7   2 (2         (1                  Moral         (43 8 (4 6 (3 5 (2 4 (1               Development    Growth (44  (4   (3       (2     (1                 "Heroworship" (45        (4      (3      (2 Adolescence (1                    (46 None (4 2    1 (3 Proximodisital (2 Cephalo Caudal (1        "Freeman" (47 None (4 2    1 (3        (2        (1                        (48     (4       (3     (2      (1                    (49     (4     (3    (2     (1            "Adrenal" (50 1 (4 4 (3 3 (2 2 (1                            (51  (4    (3      (2  (1                         (52 Later Childhood (4      (3    (2      (1                    28    (53   9 (4   20 (3   6 (2   13 (1                         (54 None (4 2    1 (3        (2       (1                                 (55      (4   (3  (2      (1 44 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 51.               Peer-group (56 None (4 Puberty (3 Babyhood (2      (1               4      (57 Woodworth (4 Crow & Crow(3 Munn (2   (1         Piaget (58   (4    (3    (2    (1         "Schemata"            (59    (4     (3   (2     (1         "Gang-Age" (60 Adulthood (4 Late Childhood (3      (2      (1 K E Y 1) 3 2) 3 3) 2 4) 2 5) 3 6) 1 7) 2 8) 2 9) 1 10) 4 11) 2 12) 2 13) 3 14) 2 15) 4 16) 2 17) 3 18) 4 19) 3 20) 1 21) 1 22) 4 23) 1 24) 1 25) 4 26) 2 27) 1 28) 1 29) 3 30) 1 31) 2 32) 4 33) 1 34) 2 35) 1 36) 3 37) 1 38) 2 39) 3 40) 3 41) 1 42) 1 43) 3 44) 1 45) 1 46) 1 47) 1 48) 3 49) 3 50) 1 51) 3 52) 4 53) 1 54) 1 55) 4 56) 4 57) 1 58) 1 59) 2 60) 3 2     Neonate Stage (1   2   2 Infancy Stage (2   53          (3   106     Late Childhood (4        11     Puberty     (5        12     Puberty     (6   1713     Adolescence (7   2118     Early Adolescence (8   4021     Adulthood (9   6040     Middle Age (10     60     Old Age (11 Sex Harmone        Gonatropic Harmone (12 45 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 52.    I.Q.                    140 & Above Gifted Children 120 - 139 Very Superior 110 - 119 Superior 90 - 109 Average Children 70 -89 Slow learners 50 - 69 Educable mentally retarded 30 - 49 Trainable mentally retarded 29 & below Custodial                       (1     (4   (3    (2     (1                  (Forgetting)                         (2     (4         (3              (2              (1                                                    (3                      (4       (3       (2       NPE (1                                             (4     (4       (3       (2       (1             (Garry)        (5      (4       (3     (2     (1               (6            (4      (3        (2      (1                (7     (4     (3      (2    (1 46 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 53.                      (8            (4      (3        (2      (1                   (9     (4     (3      (2    (1                                              (10          Morison Plan (4 Non Graded School Method (3            (2     (1                      (11 Morison Plan (4 Non Graded School Method (3            (2     (1               Goodlad    Enderson (12 Morison Plan (4 Non Graded School Method (3            (2     (1                            (13 Morison Plan (4 Non Graded School Method (3            (2     (1                              (14 (Special Education)      (2        (1     (4 (Primary Education)       (3     Democracy and Education (15   (4      (3   (2    (1                                             (16    (4   (3   (2      (1         Sir Francis Galton (17    (4   (3    (2   (1              "Human Science Labaratory" (18   (4      (3    (2   (1        (19 Enquiry into human faculty and its development (1 Democrary and Education (2 An interpretation of dreams (3 On Memory (4 47 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 54.      Cattel (20 An Interpretation of dreams (1 Enquiry into human faculty and its development (2 Mental Test and Measurement (3 Democracy and Education (4                      (21     (4 2    1 (3    (2     (1                                    (22   (4    (3    (2     (1                                   (23     (4 Variables (3    (2   (1          (Primary Education Project)       (24 5 (4 6 (3 4 (2 3 (1                         (25      (4     (3      (2      (1                                                 (26     (4     (3      (2     (1                    (27           (4        (3        (2       (1   (Intelligence Test)          Thurston (28 Draw-A-Montest (4 Binnet - Simon Test (3 CAVD (2          (1             Binnet Simon Intelligence Test          50   1908 (29   103 (4   133 (3   53 (2   52 (1        Form-M Form-L   1973 (30 Gildford - Merryl (4 Merryl - Terman (3 Simon - Binnet (2 Stanford - Binnet (1        (31     (4   (3  (2   (1                        143   1916 (32 Stanford-Binnet Test (2 Binnet-Simmon Test (1 Stanford Intelligence Test (4 Gildford Intelligence Test (3 48 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 55.                     (33      (4        (3     (2    (1    I.Q. (35 (4 (3 (2 (1             (36 Weschlers Children Intelligence Test (2 Binnet-Simmon Test (1 Segvinform Board (4 Pintner-Paterson Test (3    Non-Verbal Test     (37 Ravans-Standard Progressive Matrices Test (2 Army Alpha Test (1 Segvinform Board (4 Draw-A-Montest (3    "Paper-Pencil Test"        (38 Weschlers Intelligence Test (2 Army Alpha Test (1 Army B-Test (4 Ravans Standard Progressive Matrices Test (3                 (39 Weschler's Children Intelligence Test (1 Pintner-Paterson Test (2 Ravan's Progressive Matrices Test (3 Cattels culture for Test (4                           (40 DAVD (4 CAVD (3 WISC (2 WAIS (1          Weschlers Children Intelligence Test (41   85 (4   105 (3   155 (2   50 (1       Differential Aptitude Test (DAT) (42 George K. Binnet (4 Mayers (3 Seeshores (2 Binnet (1      J.P. Chaplean (43 Dictionary of Psychology (2 Principles of Psychology (1 Democracy and Education (4 Educational Determinism (3 49 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 56.                          (44 Differential Aptitude Test (2 Metropolitan Readiness Test (1 2    1 (4 Flying Aptitude Test (3        Father of Intelligence Test (45 Terman (4 Stern (3 Binnet (2 Muller (1     (I.Q.)          Gifted    (46 140 & above (4 120 - 139 (3 110 - 120 (2 90 - 110(1     (I.Q.)        Idiots    (47 50 - 60 (4 40 - 50 (3 30 - 40 (2   20 (1     (I.Q.)              (48 90 - 110 (4 70 - 90 (3 50 - 70 (2 20 - 50 (1     (I.Q.)                   Slow learners (49 50 - 70 (4 70 - 90 (3 20 - 50 (2   20 (1     (I.Q.)          Educable Mentally Retarded (50 70 - 90 (4 20 - 50 (3   20 (2 50-70 (1 K E Y 1) 1 2) 1 3) 1 4) 2 5) 1 6) 2 7) 1 8) 3 9) 2 10) 2 11) 1 12) 3 13) 3 14) 1 15) 3 16) 3 17) 3 18) 1 19) 1 20) 3 21) 3 22) 2 23) 3 24) 3 25) 2 26) 2 27) 2 28) 1 29) 3 30) 3 31) 3 32) 2 33) 2 34) 2 35) 3 36) 1 37) 1 38) 4 39) 4 40) 1 41) 2 42) 4 43) 2 44) 4 45) 2 46) 1 47) 1 48) 4 49) 4 50) 1                    "Persona" (1   (4    (3    (2   (1     "Persona" (2   (4  (3   (2  (1                         (3     (4     (3    (2  (1 50 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 57.            (4 5 (4 2 (3 4 (2 3 (1             Defence Mechanism (5 Woodworth (4 Atkinson (3           (2 Murray (1                   (6 Para Thyroid (4 Pituitary (3 Thyroid (2 Adrenal (1               Thyroxin (7 Para Thyroid (4 Pituitary (3 Adrenal (2 Thyroid (1             (Blood Pressure)       (8 Adrenal (4 Para Tharmone (3 Thyroxin (2 Pituitary (1                              (9 2    1 (4    (3   (2   (1            (Mental Health)    (10      (4    (3     (2     (1      (Mental Retarded)              (11 Adrenal (4 Para Tharmone (3 Thyroxin (2 Pituitary Harmone (1                          (12 Thyroid (4 Para Thyroid (3 Adrenal (2 Pituitary (1          Thyroxin Harmone (13     (4    (3  (2     (1                       (14        (4 Tention (3 Mixodima (2 Critinizam (1           Fight or Flight Harmone (15 Testosteron (4 Para Thyroxin (3 Adrenal (2 Thyroxin (1                    (16 Para Tharmone (4 Thyroxin (3 Adrenalin (2 Insulin (1                    (17 Testosteron (4 Para Tharmone (3 Adrenalin (2 Thyroxin (1                 Thyroid (18 Insulin (4 Adrenal (3 Para Thyroid (2 Pituitary (1                    Para Thyroid (19 Testosteron (4 Para Tharmone (3 Adrenalin (2 Thyroxin (1 51 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 58.                Neonate stage       (20   (4     (3   (2   (1                              (21    (4      (3  (2    (1            (22    (4          (3   (2   (1     Defence Mechanism                (23 Regression (4 Repression (3 Rationalisation (2 Compensation (1     Defence Mechanism                       (24 Fantasy (4 Repression (3 Projection (2 Rationalisation (1     Conflict                                  (25 Avoidance-Avoidance-Conflict (2 Approach-Approach-Confict (1 Double Approach Avoidance Conflict (4 Avoidance-Approach-Conflict (3               (26 Case Study (4    (3     (2      (1                             (27 Inventory (4 Cummultive Record (3 Progress card (2       (1                                 (28      (4 Uncontrolled Observation (3 Controlled Observation (2       (1                                         (29 Survey Method (4       (3Case study(2      (1  Face to Face                     (30 Unwritten Script Interview (2 Written Script Interview (1     (4 2    1 (3 K E Y 1) 1 2) 1 3) 2 4) 4 5) 2 6) 4 7) 3 8) 1 9) 2 10) 3 11) 4 12) 2 13) 1 14) 3 15) 4 16) 2 17) 4 18) 1 19) 2 20) 4 21) 2 22) 3 23) 1 24) 3 25) 3 26) 1 27) 4 28) 1 29) 3 30) 4 52 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 59. 2. Understanding & Learning Learning                                                                                                                                                                                                                                  Innate Abilities                                                                                                                                                                                                                                                                (2)                 Experience  (2 Growth  1                                                      Growth            (Experience)               Growth                           1) Maturation 2) Trainning 3) Motivation                                                    Learning                      Definitions Gardener Murphy__                                         (1 Hilgard & Hunter _____                                    (2 Wood Worth ___                                      (3 Kimble ____                                        (4 Gates____                                       (5 "Learning is the modification of behaviour through the experience & training." 53 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 60. Theories of Learning                 Learning Theories I II Association Cognitive Field or Gestalt (A) (B) Connectionism Conditioning (i) (ii) Classical Conditioning Operant Conditioning Association -I                 Association Trial and Error Method _____ E.L. Thorndike Connectionism (A Conditioning (B Classical Conditioning Theory ______ Ivan Pavlov(i Operant Conditioning Theory _____B.F. Skinner (ii Cognitive Field Theory -II      Gestalt              Kohler  Classical Conditioning Theory          (1 Ivan Pavlov __       Conditioning                   1904                      Classical Conditioning                         UCS(Food) - Unconditioned Stimulus       CS(Bell) - Conditioned Stimulus      UCR - Unconditioned Response         CR - Conditioned Response          CR =              CS  UCS  UCS + CS = CR 54 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 61.                                      (Bell)                     Stimulus               Stimulus                           Classical Conditioning Stage I Stage II Stage III                    UCS ____UCR CS UCR CS _____ CR    CS ___ No Response     UCS                           Classical Conditioning UCS + CS = CR Law of Reinforcement (1                                      Conditioning                 Law of Reinforcement                             Extinction (2                                                                    Conditioning                   Spontaneous Recovery (3                                Extinction  Generalisation (4 UCS ______UCR UCS + CS ______CR S1 + S2 _______CR1 CS2 ______CR2 Discrimination (5                                                                                                                                         Improvement Mass drill           55 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 62.                         School Assembly                             Extinction  Operant Conditioning (2     Instrumental Conditioning      B.F. Skinner __        Operant Conditioning Theory  Skinner Box ___                           Lever        Skinner Box                (Rat)           CS (Lever) - Conditioned Stimulus CR (Pressing) - Conditioned Response UCS (Food) - Unconditioned Stimulus UCR(Eat) - Unconditioned Response            Stimulus                   Operant            Operant(Bond)                 CR + Result = Operant              Active                         Reinforcement              Operant         Progmrammed Learning            Teaching Machine  Programmed Learning  S-type ______Stimulus type      "S-type"          R - type ______Response type      "R-type"                                                      Programmed Learning                                 Self-learning    (1            (Frames)             (2                            (3                  (4    Reinforcement           (5                      Teaching Machine                              (1          Reinforcement           (2                          (3 56 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 63.                         (4                           (5                           (6      Learning by doing              Trial and Error Method 3 S-R Psychology (iii Bond Psychology (ii Connectionism(i E.L. Thorndike                                                      ___              1913                Puzzle Box                                           (Cat)                            Connectionism           Stimulus - Response - Connectionism       Goal       (2 Need or Drive     (1 Chance Success(5 Random Movements (4 Blocks     (3 Fixation (8 Reputation (7 Selection (6             Law of Readiness        (I                                                                                                                                                              (1                                                    (2                                       (3                         Activeness           (4 Law of Exercise     (II     "Practice makes a man perfect"                                                                              57 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY
  • 64. a) Law of use b) Law of Disuse                             Law of use                                Law of disuse                                 Oral Exercise        (i                    (ii                            (iii                        (iv                            TypingPainting Drawing    (v Law of Effect      (III                                                                Response                                                                      (i               (ii                         (iii              (iv                             (Incentives)             (v Motivation      Connectionism                               Thorndike           __          /Drill                    AbstractConcrete (iii         (ii          (i Cognitive Field Theory (or) Gestalt Theory -II Insightful Learning         Insightful Learning                           Configuration                                                                                                   0 0 0 0                  A,B,C        (0)                 ABC                   1912           58 CEDM / TET 2023 CHILD DEVELOPMENT & PEDAGOGY