Prantik sarkar ans
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This is a presentation slides on Arun nursury school (ANS). The slides contain information about ANS and the activities that ANS provides.
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This document outlines key elements that contribute to learning, including the learner, teacher, and learning environment. It discusses the nature of the learner as an embodied spirit with both a soul and body. The fundamental equipment of the learner includes cognitive faculties like the five senses as well as appetitive faculties like feelings and emotions. There are five distinguishing elements that impact learning: ability, aptitude, interests, family/cultural background, and attitudes. The document also covers different learning styles and how sensing-thinking, intuitive-thinking, sensing-feeling, and intuitive-feeling learners prefer to learn.
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This document discusses adolescence from ages 13 to 19. It covers physical, mental, emotional, social, and moral development during this stage. Physically, adolescents experience growth spurts and puberty. Mentally, their intelligence and reasoning skills flourish. Emotionally, they experience instability and are influenced by peer groups. Socially, they desire peer acceptance and are interested in the opposite sex. Moral development involves exploring life's meaning. The document outlines challenges adolescents face and implications for their education, including guidance and dynamic teaching methods.
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Educational psychology involves studying cognitive, social, and emotional processes involved in learning throughout life. It incorporates developmental, behavioral, and cognitive psychology. Educational psychologists work to help people learn best by identifying students needing extra help and creating new learning methods and materials. They study topics like educational technology, instructional design, special education, and gifted learners. Significant figures who contributed to the field include John Locke, William James, Alfred Binet, John Dewey, Jean Piaget, and B.F. Skinner. Educational psychology emerged in the late 1800s and has grown significantly, influenced early on by philosophers like Herbart and psychologists like James, Binet, Dewey, and Bloom.
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This document outlines various principles of teaching according to different authors and theories of learning. It discusses principles like scaffolded instruction, addressing different forms of knowledge, and making instruction explicit. Some key principles of learning mentioned include that learning is an internal experience activated by the learner, involves discovery of personal meaning, and is sometimes a painful process. The document also discusses laws of learning like the law of effect, exercise, and readiness.
Humanistic approach for crossover curriculum
The Curriculum is the sum of learning stated as
Educational ends, Educational activities,
School subjects and/or topic decided upon
and provided within the framework of an
Educational institution or in a less
formal set up (Garcia, 2007)
curriculum reforms before and after independence, process of curriculum designing
Representatives of Humanistic Approach:
. Parker
. Dewey
. Kilpatrick
. Washburne
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This document discusses the meaning and concepts of education. It provides definitions of education, including that education is the process of facilitating learning or the acquisition of knowledge, skills, values, and beliefs. It also discusses key concepts in education, such as the idea that concepts should be revisited in different contexts to help students embed understandings. Additionally, the document explores the etymological meaning of education and various Western and Indian concepts of education put forth by important thinkers like Socrates, Plato, Aristotle, and Gandhi. Finally, it notes broader and narrower meanings of education, stating the broader meaning is a life-long process while the narrower meaning refers to traditional schooling.
Principles of Individual Differences
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A Study on Philosophy and Educational Thoughts of Sri Aurobindo Ghosh
The education field always needs someone to enrich the field of education for learning in a better manner. Several Indian educationists contributed in it. Shri Aurobindo also contributed a lot for bringing changes so that the future generation can gain better system and ideas in education. It has been mentioned in this paper that it deals with his involvement in which his philosophy of life and social psychology influence spiritual education. It also has been dealt with the principles of educational philosophy on Mind, Knowledge, Intelligence and Consciousness that is a very essential part of spiritual Education. Kakuli Dey "A Study on Philosophy and Educational Thoughts of Sri Aurobindo Ghosh" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38555.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38555/a-study-on-philosophy-and-educational-thoughts-of-sri-aurobindo-ghosh/kakuli-dey
Person-centred Education and Holistic Education
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values & philosophies underpinning holistic education as a movement.
Group 2 principles of teaching according to the variuos authors
1. Principles of teaching refer to the psychological laws of learning, educational concepts, and rules that guide effective teaching.
2. Principles are formulated from expert opinions, comparisons of effective and ineffective teachers, and experimental classroom studies.
3. Principles include starting principles about students' nature, guiding principles about instructional methods, and ending principles about educational goals.
4. Both techniques and principles are important, but principles are more fundamental in guiding effective instructional techniques.
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This document discusses components of effective teaching, focusing on the learner. It defines learning styles as how learners concentrate, process, and remember new information. Learning styles incorporate physiological, cognitive, and affective elements. Cognitive elements include brain dominance, thinking styles, and multiple intelligences. The theory of multiple intelligences proposes that intelligence consists of several abilities rather than just one general ability. The document also discusses various learning and cognitive theories like behaviorism, cognitivism, and Gardner's theory of multiple intelligences.
foundation of Education
This document discusses the philosophical foundations of curriculum. It begins by defining philosophy and explaining its relationship to curriculum. The main branches and major philosophies are then outlined, including idealism, realism, existentialism and pragmatism. Five educational philosophies - perennialism, idealism, realism, experimentalism, and existentialism - are also summarized. The document concludes by examining how philosophical foundations influence the role of the teacher, importance of the body, and teaching methodology.
Humanistic Approach
The document discusses the humanistic approach to education. It focuses on educating the whole person by emphasizing artistic, physical, and cultural aspects of learning. It considers the need for self-reflection and self-actualization in learners. Key aspects include cooperative learning, independent learning, small group work, and social activities rather than competitive learning. The teacher acts as a facilitator who encourages reflection and participatory learning.
Insight Learning
Cognitive and humanistic theories of learning focused on insight learning, cognitive development, and self-actualization. Theories included Piaget's stages of intellectual development, Kolb's learning styles, and Maslow and Rogers' theories on self-actualization and fully functioning people. Bruner's theory proposed three stages of cognitive development - the enactive, iconic, and symbolic modes - which correspond to developing representations from actions to images to symbols like language. Bruner believed education should facilitate discovery learning and problem solving appropriate to a child's cognitive maturity.
Learning Theories
The document summarizes key learning theories from Piaget, Vygotsky, and Bruner. Piaget identified stages of cognitive development from infancy to adulthood. Vygotsky emphasized that social interaction plays a role in cognitive development. Bruner viewed learning as an active process where learners construct new ideas based on past and current knowledge.
Psychological Bases of Education
This document discusses the relationship between psychology and education. It begins by defining psychology and tracing the historical development of psychology as a field. It then discusses several ways that psychology relates to different aspects of education, such as educational objectives, curriculum development, teaching methods, and student evaluation. Overall, the document argues that psychology and education are closely related fields, with psychology providing insights into human behavior and development that help improve educational practices.
Phenomenon based learning
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Sri Aurobindo’s Views on Education
This document summarizes Sri Aurobindo's views on education and compares them to today's education system. It outlines that Sri Aurobindo saw education as developing students physically, mentally, morally, and spiritually. He believed teachers should guide rather than impose, acting as a torchlight. In contrast, today's system overemphasizes theoretical knowledge and qualifications over practical skills and experiences needed for everyday life. It produces "money making machines" but fails to impart necessary life skills or inspire thinking. E-education is becoming more popular in the present time.
The Learner by chris damayo
The document discusses the biological and physiological development of learners from conception through adulthood. It describes 10 stages of development:
1) The prenatal stage of conception to birth where all body parts are formed.
2) Infancy from birth to 2 years where children learn behaviors like walking, talking, and understanding right from wrong.
3) Early childhood from 2 to 6 years where children explore, ask questions, and begin social relationships and skills.
4) Late childhood from 6 to 11 years where children learn manual skills, school subjects, and social norms.
5) Puberty from 12-15 years where sexual maturity occurs through physical changes.
6) Early adolescence from pub
Holistic teaching
The document provides an overview of holistic education from multiple perspectives. It defines holistic education as an approach that develops students' intellectual, emotional, social, physical, artistic, creative and spiritual potentials. It aims to nurture healthy, curious individuals through connections to community, nature and humanitarian values. Holistic education recognizes each student's innate ability and encourages a transfer of learning across disciplines through experiential learning.
The social interactionalist theory Bruner presentation
Jerome Bruner proposed three modes of cognitive representation that develop sequentially in children: enactive (action-based), iconic (image-based), and symbolic (language-based). He believed that as children mature, their thinking becomes more complex as they progress through these three modes. Bruner's research found that children begin to regularly use symbolic representation, such as language, around ages 6-7 to mentally manipulate and transform visual information. His theory was supported by experiments showing that shielding visual cues encouraged symbolic thinking abilities earlier than if images were visible. However, some like Noam Chomsky criticized the theory, arguing that language development depends more on innate abilities than environmental influences.
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This document provides an overview of principles and theories in early childhood special education. It discusses the foundations and philosophy of early childhood special education, focusing on the Individuals with Disabilities Education Act. The document also profiles several experts who made significant contributions to the field, including Jean Marc Gaspard Itard, Thomas Hopkins Gallaudet, Samuel Gridley Howe, Dorothea Dix, G. Stanley Hall, Anne Sullivan Macy, and Margaret Bancroft. Their pioneering work established concepts in child development, education for the deaf and blind, advocacy for those with disabilities, and specialized programs tailored to individual needs.
Learning styles and learning theories
This document discusses learning styles and theories. It defines learning styles as the way a person learns and identifies visual, auditory and tactile learners. It explains the importance of identifying learning styles to involve more of the brain and help students learn and recall information better. The document also outlines seven common learning styles and several theories of learning, including sensory stimulation theory, reinforcement theory, and experiential learning theory.
Montessori terms
The document defines key Montessori terms related to a child's development and education. It describes the absorbent mind period from birth to age 6 when a child's mind absorbs information like a sponge. It also explains the prepared environment which provides interesting, complete materials that stimulate the senses and allow independent learning. Finally, it discusses the importance of work periods that allow uninterrupted time for children to choose activities matching their interests and developmental needs.
Philosophy of education
This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.
EV681 Session 1 Julie
This document discusses a session on child development theories and their application to early years education. It covers several key topics:
- An overview of the session's agenda, including discussions of child development theories, how these link to assessment, and the importance of observation.
- Discussions of several theories of child development, including genetic, socio-cultural, cognitive, and humanist theories. Specific theorists mentioned include Piaget, Vygotsky, Bandura, Maslow, and Bruner.
- The importance of understanding child development for informing teaching practices and styles. Observation and ongoing formative assessment are also discussed as being integral to effective early years education.
Curriculum Development
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
CLASSICAL & MODERN PHILOSOPHICAL PERSPECTIVES ON EDUCATION I
Idealism
Realism
Educational Philosophies
the content of this presentation is adopted from AIOU's course code 8609 (Philosophy of Education)
NOTE: correction in types of Idealism (3rd Slide). corrected types are as following:
1= Subjective Idealism. It is termed subjective since it holds that all objects of knowledge are subjective in as much that they depend upon the mind. It is equivalent to a conceptual theory since it also holds that the universe is composed of either minds alone or of minds and their ideas, nothing else besides.
2 = Phenomenalism. This particular form of idealism was propounded by Kant the German philosopher. Kant's first discovery concerned the limits of man's knowledge, and it led him to the conclusion that the only knowledge that is possible to man is knowledge of the phenomenon.
3 = Objective Idealism. The Hegelian form of idealism is also known as objective idealism. According to Hegel, the ultimate reality is the absolute eternal substance, outside which nothing can and does exist.
Note 2: there are typological errors in slide 4 and 5. correct sentence is "Idealism and Aims of Education".
Maria montessori
Maria Montessori was an Italian physician and educator who developed an influential method of education. Some key aspects of the Montessori method include an emphasis on sensory training, motor skills development, and allowing children the freedom to learn through exploration and hands-on materials rather than direct instruction. The role of the teacher is to observe the children and facilitate their natural development, rather than to teach in a traditional sense. The method aims to cultivate each child's innate powers and individuality through a specially prepared learning environment.
BHS Learning and Assessment 2014-2015
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
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Prantik sarkar ans
- 1. Arun Nursery School by – Prantik Sarkar
- 2. About Arun Nursery School……. ● Arun Nursery School opened its doors with the aegis and blessings with its existence to the singular effort of Shri Arun Tagore(founder of the pre-school. ● New campus in 2013 at 110, Satindra Pally, Garia off Boral Main Road. Both campus have identical principles, objectives and methodology. ● Admissions happen mainly in Toddlers and Nursery with exposure to various activities.
- 4. Activities at Arun Nursery School…… • Theme Teaching • Vital Education • Physical Education • Mental Education
- 5. Theme Teaching It has been found that the children who have been exposed to this method of teaching have developed greater self-confidence, awareness, thinking skills and learning readiness. This approach emphasises Concept over Content and helps the child develop a holistic outlook towards life. The theme teaching includes – 1) Theme : Red - Which is an activity where kids are given task to identify red objects. 2) Theme : Animals - Which is an activity dealt with identifying various animals and their habitats. 3) Theme : Dry & Wet - Which is an activity class where kids are given an activity to find objects and decide which is a wet object and which is a dry object. 4) Theme : Plants - where kids are given task to take care of the plant species, they are given primary information about various plant species.
- 6. Physical Education • Yoga • Free hand exercises • Gymnastics • Football • Free play
- 7. Vital Education • Music • Training and senses • Life Skills • Art and Craft • Group Activities • Outdoor activities • Speaking Skills • Celebrating various festivals
- 8. Mental Education A true mental education, which will prepare student for a higher life, has five principal phases. Normally these phases follow one after another, but in exceptional individuals they may alternate or even proceed simultaneously. These five phases, in brief, are: 1. Development of the power of concentration, the capacity of attention. 2. Development of the capacities of expansion, widening, complexity and richness. 3. Organisation of one's ideas around a central idea, a higher ideal or a supremely luminous idea that will serve as a guide in life. 4. Thought-control, rejection of undesirable thoughts, to become able to think only what one wants and when one wants. 5. Development of mental silence, perfect calm and a more and more total receptivity to inspirations coming from the higher regions of the being.