Imitation can be a means of learning through observation and copying behaviors and skills. Imitation is most effective when the learner has the ability to observe carefully and understand relationships between actions. While children can learn through imitation, their ability is limited by their level of maturation - a child may observe a complex skill but not be physically or mentally developed enough to imitate it themselves. Imitation allows learners to save time by learning from others' examples rather than discovering everything through trial and error alone.

1. ARIHANT INSTITUTE
OF TEACHERS
TRAINING

2. NAME: Shendkar Rupali P.
COURSE NO: 103
Teaching and Learning
UNIT:Learning by Imitation

3. Imitation
Imitation as an end is more akin to mimicry in which a
person copies another act to repeat that action again.
This kind of imitation is often observed in animals.
 Imitation with a purpose utilizes the imitative act as a
means to accomplish something more significant.

4. Imitation
Types of learning- Verbal learning, motor learning,
concept learning etc.
Human beings can learn by imitation.
Imitation requires- ability to observe
and to see relationship

5. Imitation
Studies have shown that children can be taught to
imitate certain responses when the basic principles of
learning and motivation are followed.
The factor of maturation also plays a part. A child who
is not mature enough, cannot learn to walk,write
swim or to read just by observation. Similarly just by
observation, a child cannot learn to repair a complex
machnism.

6. Imitation
It enables the learner to save time and effort which
might otherwise be wasted in making incorrect
approaches.
Observing skilled performance not only gives general
orientation but it also gives the observer certain
insights at the start.
Imitation should not be considered as an independent
theory of learning. Imitation may come in the picture
in different types of learning such as motor learning,
verbal learning problem solving etc. If imitation is
carried on without proper observation, learning may
amount to trial and error learning.

7. Maturation:
Development of child takes place of two basic but complex process
1- Learning
2- maturation
When the development results from the natural growth of the
physiological system, it is called maturation.
Learning is possible when certain stage of maturation is reached.

8. Maturation:
 Maturation may be physical or mental.
 Maturation is reflected in the readiness of the child to do certain
activity.
 Pacing means presenting activities at a rate commensurate with the
development of the child.
 Do not force the child to read and write in the KG class as the child
may not be mature enough and hence may not be ready to do the
activities.
 The more mature organism, the less training is needed to reach a
given level of proficiency.

9. Maturation:
 The principle of maturation merely warns us against enforcing
training on a child when he is not mature to learn the specific skills.
 Otherwise the child may develop wrong habits, may lose interest and
then will require more time to unlearn the wrong habits.
 teacher should explain this principle to parents who are over
ambitious and over enthusiastic in the education of their 3 or 4 years
old child.

10. Intelligence
 Intelligence goes on growing up to the age of 16 to 20 years but he I.Q. for
most individuals remains constant
 .the I.Q. provides a ratio for determining how bright an individualk is as
comopared to other age

11. Intelligence
 Intelligence is expressed by an IQ score in an intelligence test is positivity
related to training.
 Generally, people with higher IQs learn new material rapidly. However,
higher IQ in itself is no guarantee for rapid learning since other factors
such as motivation of the learner and the method used for learning are also
important.

12. Attention
 Attention is always present is consious life and is common to all types of
mental activity.
 We must attend before we know, feel or act.
 It is a characteristic of all conscious life.
Attention as the selective activity of consciousness or as a process of getting
an object of thought clearly before the mind.

13. Why do we attend?
Internal and external factors
 Conditions that control attention may be termed as objective and
subjective, those that are found in the objects ( external) and those
that lie within the subject ( internal).

14. External factors
or objective
conditions of
attention
Change
Repetition
Size
Intensity
Movement
Contrast
novelty

15. External factors or objective conditions of attention
 Intensity
 Size
 Repetition
 Change
 Movement
 Contrast
 novelty

16. Intensity-
A strong stimulus is more likely to be noticed than a weak one.
A loud noise has the advantage over a soft whisper, the bright head-light of a
car catches our attention more easily than the dull lamp of a cycle.

17. Size-
Other things being equal, a large object will draw our attention more readily
than a small one, a big advertisement or a tall building or an elephant will
easily attract our attention.

18. Repetition-
 The alarm of a clock would go unnoticed, if it strikes only
once. To Attract your attention, advertisers repeat a particular
slogan while advertising t.hrough radio and tv

19. Change-
To attract attention, change should not be gradual one but a sudden one, the
tickling of wall clock goes unnoticed, but it arrests attention as soon as it
stops. A Speaker modulates his voice to attract the attention of the audience.

20. Contrast-
Anything that is different from its surrounding is likely to stand out and catch
the eye. An ink blot on a white sari is likely to attract attention more readily
than one on a colored sari. A tall and a short person walking together attract
our attention more quickly.

21. Novelty-
A strange object generally arouses attention. An
advertisement printed upside down or a student wearing a
western style dress with a turban on his head is likely to
attract attention.

22. Internal factors (Subjective) or
conditions of Attention
How much and in what way a person will attend to a stimulus
depends not only upon the characteristics of that stimulus
or the favourable environmental conditions but also upon
the persons own interest, motives, Interest. We attend to
objects in which we are interested. these internal actors
are of many kinds but they can put into six classes-
1-Emotions
2- Interest
3-mood
4-Attitude
5-Motives
6-Instincts

23. 1.Emotions-
emotions are said to be the “ internal motivation” of
attention. In joy and affection we attend to certain
things. In sorrow we like nothing. hence the teacher
should try to make the classroom situation pleasant so
that so student can attend and gain the maximum.

24. 2 Interest and attention-
Interest is a very helpful factor in securing attention. We
attend to objects in which we are interested and we do
not attend to those in which we do not have interest.
A boy interested in hockey will be more interested in
watching a hockey match than football or the
volleyball matches being played at the same time on
adjacent grounds.
Teacher should make his lesson interesting by
connecting it with their basic need,drives and interest.

25. 3.Mood-
3. the more the pleasant mood of the child the greater
the level of attention.it also leads to less distraction
when pleasant.
Our mood always influences the direction of attention.
If somebody is seriously ill at home, you find it
difficult to pay attention your study. if you are in a
pleasant mood, you pay attention easily.
Our mood always influences the direction of attention.
If somebody is seriously ill at home, you find it
difficult to pay attention your study. if you are in a
pleasant mood, you pay attention easily.