I am Belete Argachew from Addis Ababa,Ethiopia

1. Unit One
Developmental Needs of Learners
and Implications for Practice

2. Unit Contents
 Concept of growth & development
 Stages of development,
 Determinants of development
 The major domains of development
1.1. Physical development
1.2. Cognitive development
1.3. Moral development
1.4. Gender development

3. GrowthVs Development
 Growth – the measurable physical
changes that occur throughout a person’s
life. examples: height, weight, body shape,
dental structure (teeth)
 Quantitative physical Changes

4. Growth: Quantitative & Measurable change
Growth
Body
shape
Height,
weight,
Dental
structure
Physical

5. Development: qualitative & quantitative
change
 Development – Refers to the changes
in intellectual, mental and emotional
skills that occur over time. (Thinking
maturation).

6. Stages of Development
Prenatal Period: The stage before taking birth
Post natal Period: After Birth
Infancy: Birth to 1year
Early Childhood: 1-6 years
Late childhood: 6-12 years
Adolescence: 12-18/22 years
Early Adulthood: 19/22-40Years
Middle Adulthood: 40-65Years
Old age:After 65Years

8. Determinants of development
What are the detrimental factors for
development?
 Nature (heredity)
 Nurture (environment)
 Nature (heredity) and Nurture (environment)
 Heredity: gene, heredity, biology
 Environment
 Exercise and Health
 Nutrition
 Familial Influence.
 Geographical Influences
 Culture, media, school…

9. Major domains of development
Cognitive
Physical
Development Social
Emotional
Moral
Personality

10. Major domains of development….
The major domains of development we need to study
as secondary school teachers are:
 Physical development: Changes in the
body and its different parts
 Cognitive Development: The growth of the
mind, learning,
 Social development: Improvement of relations
and interaction with others
 Emotional development: Changes in
emotional control
 Moral development: Understanding and
acceptance of moral values
 Personality development: Changes in identity

11. Introduction…
 How do these changes affect students’
learning?
 How can these changes facilitate
learning to occur in a better way?

12. The Adolescent Period (short preview)
 Adolescence: Latin verb ―Adolescere‖
which means to grow into maturity
 It is a biosocial transition from
childhood to adulthood
 It involves three stages:
Early adolescence(11-14yrs)
Middle adolescence(15-17yrs)
Late adolescence(18-22yrs)

13. The Adolescent Period (short preview)
Adolescent
 Begins with rapid physical changes:
 Dramatic gains in height and weight,
 Changes in body counter and the
development of sexual characteristics
such as:
• Enlargement of breast,
• Development of pubic (both male
and female) and facial hair, and
• Deepening of the voice.

15. Adolescent Period…
 Characterized by the pursuit of
independence and identify as
prominent changes .
 Characterized by more logical,
abstract and idealistic thought
 Is time spending more time on outside
of the family.

16. 1.1. Physical Development
Activity:What is physical development?
_____________________________________
____________________________________
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______________________________

17. Physical development
 Changes in height, weight, body muscles and
other body changes or changes in the strengths
of body muscles.
 Is easily measured with simple tools such as a
scale, as compared to other developmental
aspects that are more difficult to quantify.
 The arms and legs lengthen and eventually
become proportional to the rest of their
body.
 Teens may suddenly feel awkward and
uncoordinated during this time because growth
does not always occur at a perfectly proportional
rate.

18.  What differences do you identify in the
Physical developments between male and
female adolescents?

19. Boys vs Girls

20. Differences in the Physical developments B/n
male and female adolescents
 The body mass of boys greatly increased during
adolescence due to the rising levels of male hormones,
such as testosterone, that cause an increase in
muscle mass.
 Boys' straight-lined, square bodies become broader
at the shoulders and more tapered at the waist,
forming the familiar triangular shape of adult males.
 Heredity, nutrition, and muscle-building
exercise can influence muscular development
of the children which ultimately lead the
differences in body development among male
children.
 For example, adolescents that play sports, lift weights, or
routinely workout in other ways are likely to gain muscle
mass.

21. Differences in the Physical developments
B/n male and female adolescents
 Like what the male counter parts, teen girls
continue to develop muscle mass while also
adding body fat.
 During adolescence, it is consistently confirmed
that girls' percentage of body fat will
increase, relative to muscle mass.
 This additional fat is deposited in their body's
midsection (hips, buttocks, and chest).
 Girls' straight-lined, square bodies become
wider and broader at the hips, buttocks, and
chest, forming the familiar hour-glass shape of
adult females.

22. Differences in the Physical developments….
The emergence of such manifestations in the female
body has many implications.
 Teen girls feel uncomfortable or upset during
this growth phase because of the increase in
body fat.
 Girls should be encouraged to view this change
to their body composition in a positive light: as
yet another indication they are becoming
young women.
 While girls may feel "fat" during this maturation
process, it may be helpful for them to understand
that some additional body fat is necessary
for women to have healthy pregnancies and
in order to nurse babies.

24. Some manifestations of physical
developments in the Adolescent period
 The manifestations of physical
development in the period include :
Improved motor skills
Primary sexual characteristics
Secondary sexual characteristics
Perspiration

25. Improved motor skills
 Better able to move their bodies with greater skill (have
improved motor skills).
 The gross motor skills show skills in large muscle
movements of the body (e.g. muscles used while running),
 The fine motor skills show development in the tiny and
precise muscle movements (e.g. muscles used while
keyboarding or texting).
 Adolescent girls, relative to boys ,
 Make only modest gains in their gross and fine motor skills until
approximately 14 years of age.
 Generally do not experience any additional improvement in their
motor skills unless they are specifically training for a sport or
hobby which requires these skills.
 Adolescent boys , in contrast to girls,
 experience a continue improvement in their the motor skills ,
particularly in gross motor skills.
 rapidly gain physical speed, jumping strength, throwing strength,
and endurance throughout the entire period of adolescence, even
into their early 20's.

26. Primary sexual characteristics
 Primary sexual characteristics refer
to the reproductive organs
themselves; e.g., the ovaries and
testes.
 Young teens develop both primary and
secondary sexual characteristics that are
brought about by hormonal changes.
 The development of primary sexual
characteristics indicates youth have become
capable of adult reproductive functioning (i.e.,
the ability to make babies).
 However, it is important to remember that youth
experience these changes at different rates
and times.

27. Primary….
 For females, the most significant primary sexual characteristic is
the first menarche, or first menstrual period.
 The first menarche indicates girls have begun to ovulate; i.e., to
release mature eggs that can become fertilized by male sperm
through sexual intercourse.
 The average age for the first menstrual period is 12 years, but
girls can reach menarche at any age from 10 to 15 years old and
still be considered "normal.―
 For males, the primary sexual characteristics include an
enlargement of the penis and testes, and the first
spermarche; i.e., the first ejaculation of mature sperm capable
of fertilizing female eggs through sexual intercourse.
 The average age of first spermarche is 13 years, but it can occur
anytime between the ages of 12 and 16 years.
 On average, the testes will begin to enlarge at about 11 years of
age, but this growth can occur anytime between 9 and 13 years.
 On average, the penis begins to enlarge around age 12, but this
growth can begin at any age between 10 and 14 years. The penis
reaches its adult size at about age 14, but this can occur anytime
between the ages 12 and 16.

28. 1.1.2.3.Secondary sexual characteristics
 Secondary sexual characteristics refer to other characteristic
indicators of adult male and female bodies (e.g., body hair).
 Secondary sexual characteristics are brought about by the
hormonal changes associated with the maturing
reproductive system and include changes in body hair and
changes in voice quality.
 Young adolescents will notice hair growing in new places on
their bodies, such as their underarms and groins.
 Teen guys also notice their voices begin to deepen between
ages 12 to 15 years.This happens as their vocal cords grow
longer, and their larynxes, or voice boxes, grow larger.The
enlarged voice organs cause deeper voice tones.
 Adolescent guys will notice their "Adam's apples," grows
larger during this period. This change can be unnerving for
many guys because at the beginning of this change, their voices
may crack, or unexpectedly squeak during speech.This can
cause unwanted attention and can be embarrassing.
 Male adolescent voices can continue to gradually deepen well
into late adolescence.

29. Perspiration
Perspiration: Sweat
Most teens will notice that their perspiration becomes
more odoriferous which can be quite unpleasant. While
most people believe that the perspiration itself is the cause
of this unpleasant odor, it's actually bacteria feeding on the
perspiration that create the unpleasant odor.
 Perspiration arises from two different types of glands: the
eccrine glands and the apocrine glands.
 When most people think of perspiration, they typically
think of a hot summer day, or a strenuous workout. This
type of perspiration is caused by the body becoming too
warm. To correct for this, the body begins to perspire
to cool down.

30. Perspiration….
 Perspiration coats the skin with moisture and
creates a cooling effect.This enables the body to
maintain a safe, core body temperature
(approximately 98.6 degree Fahrenheit).This type of
perspiration is produced by the eccrine glands.
 These sweat glands are found all over the body and
open directly onto the skin's surface.The sweat that
is produced from these glands is composed of
mostly water and salts. Bacteria don't grow very
well in this type of sweat because salt inhibits the
growth of bacteria.
 Therefore the sweat that comes from these glands
is odorless. Since this protective cooling function is
essential regardless of size or age, both children and
adults produce this type of odor-free perspiration.

31. Perspiration….
 However, during puberty teens also begin to perspire from the
apocrine glands.
 Unlike the eccrine glands which are found all over the body,
these glands are found within hair follicles, so there are
more of these sweat glands in places like the scalp, underarms,
and groin, where hair follicles are grouped more closely
together.These glands become activated during emotional
responses such as excitement, happiness, fear, worry, and
anger.
 The sweat produced by the apocrine glands is milky in
appearance, and is loaded with many different substances that
provide food for bacteria to grow.
 In addition to food, bacteria need a dark, moist climate in order
to survive.Therefore, the underarms, groin, and scalp where hair
is concentrated, provide the ideal climate for the growth of
bacteria. It is these bacteria that put off the offensive odor that
people associate with perspiration. Daily bathing removes both
the bacteria and its food source.

32. 1.1.3. Implications forTeaching
What do you think are the implications of
physical development of the adolescents to
the teaching and learning?
 _______________________________
_______________________________
_______________________________
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_______________________________

33. implications ---
 The rate of physical development is so
varied during adolescence, it often
becomes a source of difficulty and
discomfort for youth.
 There could be children whose physical
development is delayed due to some
reasons.This is usually the source of
frustrations for the children.

34. 1.2.Cogtitive Development
 What do you think is cognitive
development?
________________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
______________________________

35. 2. Cognitive development
Cognitive development mainly emphasis on:
Thinking, reasoning, language and
other cognitive processes;
 How individuals actively construct
their thinking.
How thinking changes from one point
in development to another.

36. Cognitive development….
There are many theoreticians that explain
the cognitive development of human
beings.
 Jean Piaget stages of cognitive
development
 Moral Development (Lawrence
Kohlberg )…

37. 1.2.1.Jean Piaget stages of cognitive
development
Piaget's identified five characteristic
indicators of adolescent cognitive
development.
1) Formal operations,
2) Hypothetico-deductive reasoning,
3) Propositional thought,
4) The imaginary audience, and
5) The personal fable.

38. Formal operations
 The adolescent years are remarkable because
youth move beyond the limitations of concrete
mental operations and develop the ability to
think in a more abstract manner.
 Piaget used the term "formal operations" to
describe this new ability-thinking in abstract
manner.
 Formal operations refer to the ability to
perform mental operations with abstract,
intangible concepts such as "justice" or
"poverty" and to be able to estimate or describe
the effect of these intangible concepts.

39. Hypothetico-deductive reasoning
and propositional thought
 Teens become more scientific and
logical in the way they approach problems.
Piaget called this methodical, scientific
approach to problem-solving,
"hypothetico-deductive reasoning."
 Youth can now consider a problem, or situation,
and can identify the many variables that may
influence or affect the outcome.

40. The imaginary audience and the personal
fable
 Adolescents become better students of
observation and interpretation.
By observing other people's behavior,
expressions, comments, and appearance
they can interpret this information and
make reasonable guesses about what
another person may be thinking, wanting,
needing, or feeling.

41. The imaginary audience…
 Unfortunately, these new cognitive abilities
appear at the same time that younger
adolescents are struggling with insecurities
about their changing appearance,
changing identity, and changing life
experiences.
 All of these factors combine to create what
Piaget called the "imaginary audience.“
 Teens may mistakenly believe that everyone
around them is watching and judging
them, scrutinizing their every move, and
can become painfully self-conscious as a
result.

42. The imaginary audience and the personal
fable…
 While the ability to use abstract thought and
keen observational skills enables youth to
become more attuned to others and more
sensitive to people's needs, it can also lead to
some new social and emotional difficulties
when youth use their new cognitive
abilities to compare themselves to others.
 Youth may feel exceptionally unique and
different from other people, including their
own peers. Piaget called this the "personal
fable."

43. The imaginary audience
 Many teens believe they have unique abilities, or
conversely, unique problems, different from
anyone else in the world. Some youth feel as though
they are better, smarter, or stronger than
others.
 This personal fable can lead to some devastating
consequences because these youth may take
dangerous risks when they over-estimate their
abilities and believe they can "handle it," or
mistakenly believe they are supreme and that
bad things cannot happen to them.
 This is why it is important for adult caregivers to
continue to monitor youths' behavior,
choices, and decisions.

44. Piaget and Education
 What are some applications of Piaget
cognitive development to education?
 _________________________________
_________________________________
_________________________________
_________________________________
_________________________________
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_________

45. Piaget and Education…
Take a constructivist approach
Facilitate rather than direct learning
Setting of explorations and discovery

46. Piaget and Education…
Some of the applications of the cognitive
development to teaching and learning.
1.Take a constructivist approach: Piaget
believed that children learn more when
they are active and seek solutions for
themselves. He opposed teaching methods
that treat children as passive receptors.
 Instead students learn better by
discovering, reflecting on them,
discussing on them, rather than blindly
imitating the teacher or doing things by
rote.

47. Piaget and Education…
2.Facilitate rather than direct learning:
effective teachers design situations that
allow students to learn by doing.These
situations promote students’ thinking and
discovery.
 Turn the classroom in to a setting of
explorations and discovery

48. 1.3. Moral Development
 Lawrence Kohlberg and Jean Piaget are
the prominent scholars.
 Lawrence Kohlberg has modified and
expanded Jean Piaget's work to form a
theory that explained the development of
moral reasoning.

49. Moral Development…
 Jean Piaget, after making an extensive study on
children aged from 4 to 12, concluded that
children go through two distinct stages of moral
development.These include:
 From 4 to 7 years of age, children display
heteronymous morality, the first stage of moral
development in Piaget’s theory.
 Children think of justices and rules as
unchangeable properties of the world,
removed from the control of the people.
 From 7 to 10 years age children are in transition,
showing some features of the first stage of moral
reasoning and some stages of the second stage.

50. Moral Development…
 From about 10 years age and older, children show
autonomous morality, the second stage of
moral development.They become aware that
rules and laws are created by people, and
in judging an action, they consider the
actor’s intentions as well as the
consequences.
 Lawrence Kohlberg, against of the stages
mentioned by the Jean Piaget, come to outline
six stages of moral development.
 Kohlberg extended Piaget's theory, proposing
that moral development is a continual
process that occurs throughout the
lifespan.

51. Moral Development…
Kohlberg states that human beings progress
from a
 Preconvention Level of moral development
(in which they refer to rules imposed by
others) to a Post conventional Level of
moral development (in which they refer to
rules imposed from within them).

52. Focus: "The Heinz Dilemma"
 Kohlberg based his theory upon research and
interviews with groups of young children. A
series of moral dilemmas were presented to
these participants and they were also
interviewed to determine the reasoning
behind their judgments of each scenario.
The following is one example of the dilemmas
Kohlberg presented"

53.  Heinz Steals the Drug: "In Europe, a woman was
near death from a special kind of cancer.There was
one drug that the doctors thought might save her. It
was a form of radium that a druggist in the same
town had recently discovered.The drug was
expensive to make, but the druggist was charging
ten times what the drug cost him to make. He paid
$200 for the radium and charged $2,000 for a small
dose of the drug.The sick woman's husband, Heinz,
went to everyone he knew to borrow the money,
but he could only get together about $ 1,000 which
is half of what it cost. He told the druggist that his
wife was dying and asked him to sell it cheaper or
let him pay later. But the druggist said: "No, I
discovered the drug and I'm going to make money
from it." So Heinz got desperate and broke into the
man's store to steal the drug-for his wife.
 Should the husband have done that?" (Kohlberg,
1963)

54. Moral Development
 Kohlberg was not interested so much in
the answer to the question of whether
Heinz was wrong or right, but in the
reasoning for each participant's
decision.
 The responses were then classified into
various stages of reasoning in his theory
of moral development.

55. Moral Development..
 Kohlberg’s theory holds that moral
reasoning, which is the basis for ethical
behavior, has six identifiable
developmental constructive stages -
each more adequate at responding to
moral dilemmas than the last
 He determined that the process of moral
development was principally concerned
with Justice and that its development
continued throughout the life Span.

56. 1.3.2. Levels and Stages of moral
development
Level1. Pre-conventional Morality
Stage 1 - Obedience and Punishment
Stage 2 - Individualism and Exchange
Level 2. Conventional Morality
Stage 3 - Interpersonal Relationships
Stage 4 - Maintaining Social Order
Level 3.Postconventional Morality
Stage 5 - Social Contract and Individual Rights
Stage 6 - Universal Principles

57. Level1. Pre-conventional Morality
Child’s level. (However, some adults act out of this
level.)
People at this level judge the morality of an
action by its direct consequences.
Solely concerned with the self in an egocentric
manner.
Person has not yet adopted or internalized
society's conventions regarding what is right
or wrong, but instead focuses largely on external
consequences that certain actions may bring
Ex. Heinz should not steal the drug because it is the
disobedience of law

58. Level 1. Pre-conventional Morality…
Stage 1 - Obedience and Punishment
(How can I avoid punishment?)
 At this stage, children see rules as fixed and
absolute.
 Obeying the rules is important because it
is a means to avoid punishment.
Ex. Heinz should NOT steal the drug
because he would be put to prison for
his crime.

59. Level 1. Pre-conventional Morality…
Stage 2 - Individualism and Exchange
 Children account for individual points of
view and judge actions based on how they
serve individual needs.
 What's in it for me? Paying for a benefit
Reciprocity is possible at this point in moral
development, but only if it serves one's own
interests.
Heinz should steal the drug because he
would feel gratified and happier.
The best course of action was the choice that
best-served Heinz’s needs.

60. Level 2. Conventional Morality
 Typical of adolescents and adults.
 Judge the morality of actions by comparing
them to society's views and expectations.
 An individual obeys rules and follows
society's norms even when there are no
consequences for obedience or
disobedience.
 Adherence to rules and conventions is
somewhat rigid, however.
Ex. Heinz can steal the drug but should be
punished by the law

61. Level 2. Conventional Morality
Stage 3 - Interpersonal Relationships
 The "good boy-good girl" orientation, this
stage of moral development is focused on
living up to social expectations and
roles.
 There is an emphasis on conformity,
being "nice," and consideration of how
choices influence relationships.
Ex. Heinz should steal the drug because
he’s a good husband and its expected
of him to do so by his wife.

62. Level 2. Conventional Morality..
Stage 4 - Maintaining Social Order
 People begin to consider society as a
whole when making judgments.
 The focus is on maintaining law and
order by following the rules, doing
one’s duty and respecting authority.
Ex. Heinz should steal the drug but be
imprisoned because he broke the law.

63. Level 3.Postconventional Morality
Individuals are separate entities from society, and
that the individual’s own perspective may take
precedence over society’s view; they may
disobey rules inconsistent with their own
principles.
 These people live by their own abstract principles
about right and wrong—principles that typically
include such basic human rights as life, liberty, and
justice. Because of this level’s “nature of self before
others”, the behavior of post-conventional individuals,
especially those at stage six, can be confused with that
of those at the pre-conventional level.
Heinz can steal the drug and no law should punish
him: The rigidity in law should be rejected and justice
should be done on moral grounds.

64. Level 3.Postconventional Morality
Stage 5 - Social Contract and Individual
Rights
 People begin to account for the differing
values, opinions and beliefs of other
people.
 Rules of law are important for maintaining a
society, but members of the society should
agree upon these standards.
Ex. Heinz should steal the drug because saving a
life is more important than breaking the law.

65. Level 3.Postconventional Morality
Stage 6 - Universal Principles
(Principled conscience)
 Is based upon universal ethical principles and
abstract reasoning.
 People follow these internalized principles of
justice, even if they conflict with laws and
rules.
Heinz should steal the drug but NOT be
incarcerated because the law would be
unjust if it penalized an individual for
saving a life.

66. Identification with Role Models that affects
moral development of adolescents
1. Parents: The first positive role model that any
child should have is a parent.
They may try to instill certain standards of
behavior in their children, but children are more
likely to imitate the behavior they observe in a
parent than to listen to any regulations that a
parent hopes to impose.
As a child grows into adolescence, his role models
may be as diverse as musicians, friends or even
politicians.While his choice of role models may
appear to be reckless or misguided, he is likely
to seek role models who demonstrate
behavior that is consistent with the types
of behavior modeled by his parents or
caregivers.

67. Identification with Role Models that affects
moral development of adolescents
2. Peer Pressure
Peer pressure is often considered to be a negative
force in the life of a teen.
Indeed, most teens will not choose to engage in
negative behaviors such as smoking or premarital
sex unless coaxed to do so by her peers.
Still, peer pressure often exerts a positive influence
on the life of a teen.
Often, teens will provide support to one another in
times of stress. For example, if a teen is considering
committing suicide, her friends will usually be the first
to tell her that life is worth living.

68. 1.3.4. Criticisms of Kohlberg'sTheory of
Moral Development
 Does moral reasoning necessarily lead to
moral behavior?
 Kohlberg's theory is concerned with moral thinking,
but there is a big difference between knowing
what we ought to do versus our actual
actions.
 Is justice the only aspect of moral reasoning we
should consider?
 Critics have pointed out that Kohlberg's theory of moral
development overemphasizes the concept as justice
when making moral choices.
 Factors such as compassion, caring and other
interpersonal feelings may play an important part in
moral reasoning.

69. Criticisms of Kohlberg'sTheory of Moral
Development…
 Does Kohlberg's theory overemphasize
Western philosophy?
 Individualistic cultures emphasize
personal rights while collectivist cultures
stress the importance of society and
community. Eastern cultures may have
different moral outlooks that Kohlberg's
theory does not account for.

70. 1.4. Gender Development
 Gender: those characteristics and roles of
women and men that are socially constructed.
 Gender refers to socio-cultural dimension
of being female or male.
 It refers to the socio-cultural perceptions of
roles, responsibilities and rights of human
beings differentiated by sex or biological
differences.
 Such differences are determined by social,
cultural, realities, legal, moral and economic
norms on the bases of which a society
organizes itself.

71. Some Basic Concepts
2. Masculinity and Femininity
Masculinity is a set of qualities, characteristics
or roles generally considered typical of or
appropriate to a man.
Femininity is a set of qualities,
characteristics or roles generally
considered typical of or appropriate to a
female/women.

72. Gender Development
 Gender Identity: Being male or female.
 An individual’s perception of himself or
herself as male or female
 It is a person’s identification with the traits
regarded and masculine or feminine (ones
sense of being masculine or feminine).
 It refers to the understanding of that
gender remaining the same in spite of
superficial changes.

73. Gender Development
 Sex: Biological definition of males and
females
 It is a natural attribute that
differentiate maleness and femaleness.

74. Gender Development…
 Early adolescence is transitional point that seems
to be especially important in gender development.
 Young adolescents have to cope with the enormous
changes of puberty.
 These changes are intensified by their expanding
cognitive abilities, which make them acutely aware of
how they appear to others.
 Relations with others change extensively as dating
relationships begin and sexuality experienced.
 As female and male experiences the physical and
social changes of early adolescence, they must come
to terms with new definitions of their gender roles.
 During the early adolescence, individuals develop the
adult physical aspects of sex.

75. Gender Development…
1. Gender Stereotyping: are general
impressions and beliefs about females and males.
For example, men are powerful; women are weak. Men
are good at mechanics; women are good nurses.
Men are
 Strong, arrogant, violent,
domineering, decisive,
non-communicative
Women are:
 Weak, modest, peaceful,
submissive, indecisive,
communicative
 Policeman  police officer
 Manpower  work force
 Chairman  chair person

76. Traditional Gender Stereotypes
Male is/are Female is/are
Very aggressive Not at all aggressive
Very Independent Not at all independent
Not at all emotional Very emotional
Not at all easily
influenced
Very easily influenced
Very dominant Very Submissive

77. Not very desirous of
security
Very desirous security
Not easily hurt
emotionally
Easily hurt emotionally
Decisive Generally indecisive
Never conceited about
appearance
Very easily moved to
tears
Not at all talkative Very talkative
Very blunt Very tactful
Very taught Very gentle

78. Gender stereotypes involve
information’s about different things:
 Physical appearance,
 Attitudes and interest
 Psychological traits,
 Social relations and
 Occupations.

79. What are Gender Roles?
 Gender Roles refer to the expected duties
and responsibilities, rights and privileges of
men-women, girls/boys etc, that are specified by
the scio-religion and cultural factors.
It decides on the amount of feed necessary
for each,
They types of work they should perform,
The time and type of place they are
supposed to be at,
The type of group they can join etc.

80. What is Gender Equity?
It is considered the promotion
of personal, social cultural,
political and economic equality
for all.
What is Gender Equality?
It means, treating everyone
identically in terms of access to
and control over resources and
opportunities.

81. Gender Differences
Biological Differences
◦ Related to nature and nurture on
which the theorists concentrate
the biological disparities b/n the
sexes to explain gender difference
in behavior.

82. The Environmental Origins of Gender
Differences
The Social influences on gender
roles include :
 Parents;
 Peers;
 School and teachers;
 Media.

83. Factors Affecting Education
A. School-Related Issues
 Quality of Learning Environment;
 Distance of School;
 Teacher Attitudes;
 Relevance & Shortage of Institutional
Materials.

84. Factors Affecting Girls Education
B. Socio-Cultural Issues
 Iliteracy of Parents;
 Religious and Initiation
Ceremonies;
 Resistance to Change and Early
Marriage;
C. Socio-Economic Issues
 Family Size;
 Direct and Opportunity Costs;
 Employment Prospects.

85. Factors Affecting Girls Education
D.Political and Institutional Issues
 Low investment and inappropriate
Priorities
 The Society’s low commitment to
women education and status of
women

86. Thank you