Category: Child Development and Pedagogy

Child Development and Pedagogy

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Child Development and Pedagogy

Maslow’s Hierarchy of Human Needs – for CTET other TET

Maslow’s Hierarchy of Human Needs also known as Maslow’s Theory of Motivation states that man’s behaviour is controlled by both internal and external motivational factors which he calls ‘needs’. He described that some needs are more basic or more powerful than other and as the needs are satisfied, other higher needs emerge. Maslow classified needs into two categories:-

  1. Basic Needs
  2. Growth Needs

Read – Piaget Theory of Cognitive Development

Basic Needs

As per Maslow’s Hierarchy of Human Needs, Basic Needs are as following:-

  • Physiological: The needs for body as sleep and rest, food, sex, shelter, drink and oxygen.
  • Safety: The needs for safety, sense of stability and security.

Growth Needs

Maslow's Hierarchy of Human Needs
Maslow’s Hierarchy of Human Needs

As per Maslow’s Hierarchy of Human Needs, Growth Needs are as following:-

  • Love and belonging: The need for love, affection, relationship, and care.
  • Esteem: The need for self-respect, confidence, mastery, achievement, competence, respect from others, acceptance, reputation, recognition, status and prestige.
  • Understanding and Knowledge: The need for exploring, discover, finding solution, meaning, satisfying curiosity, seek intellectual challenges.
  • Aesthetics: The need for beauty in the surroundings.
  • Self-Actualization: The need for growth and development, achieving desires, self fulfillment, utilization of potential.

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Child Development and Pedagogy

Learning Disabilities – for CTET and other TET Exams

Learning Disabilities - for CTET and all other State TETs Exam Preparation
Learning Disabilities - for CTET and all other State TETs Exam Preparation

Learning disabilities is an important topic for CTET and other state TET Exams preparation. Learning disabilities are neuro-biological disability that affect one’s ability to listen, speak, think, write, read, problem solving. Few types of such disabilities are Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia and Dysphasia/ Aphasia.

1. Dyslexia

Dyslexia is the disability with reading. Children face difficulty in recognition of word, letters and other symbols.

Read – Riverside Cities in India in Hindi

2. Dysgraphia

Dysgraphia is the disability with writing. Children face difficulties with spelling. They have poor handwriting and they will also face difficulties in organizing ideas. 

3. Dyscalculia

Dyscalculia is the disability with Mathematics. Children with Dyscalculia face difficulty in problem solving, recalling number sequences. They have poor sense of direction, computing problem and problem with numbers.

Read – Divisibility Rules of 2, 3, 4, 5 and 6

4. Dyspraxia

Dyspraxia is a development disorder. Children affected with Dyspraxia face problems with motor coordination.

5. Dysphasia/Aphasia

Dysphasia or Aphasia is difficulty with language.

Symptoms of Learning Disabilities

  • Poor Memory
  • Poor Reading/Writing
  • Difficulty in understanding the alphabets
  • Poor Coordination
  • Difficulty in following direction
  • Problems with mathematics
  • Difficulty in understanding the numbers or calculation

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Child Development and Pedagogy

10 Important Questions on Motivation for CTET and other TET Exams

Dear aspirants, following are the 10 Important Questions on Motivation for CTET and other TET Exams. Practice them for your CTET or any other

1. To encourage children to put in efforts in their studies, teacher need to……….?
a) Control the child
b) Scold the child
c) Compare the child with others
d) Motivate the child

2. …………word is also often used for motivation.
a) Feeling
b) Need
c) Emotion
d) Perception

Read – CTET Syllabus 2019 for Paper-II (Elememtary Stage)

3. Making students members of a cleanliness community to motivate them for the same, reflects?
a) Behaviouristic approach to motivation
b) Socio-cultural approach to motivation
c) Humanistic approach to motivation
d) Cognitive approach to motivation

4. ………motives deal with the need to reach satisfying feeling states and to obtain personal goals.
a) Safety-oriented
b) Affection
c) Effective
d) Preservation-oriented

5. In order to develop motivation among students, a teacher should…
a) Reduce their level of aspiration
b) Encourage cut throat competition
c) Set an un-achievable goal before student
d) Use new technique and novel methods

Read – CTET Questions on Growth and Development

6. The inner force that stimulates and compels a behavioural, response and provide specific direction to that response is?
a) Motive
b) Emotion
c) Perseverance
d) Commitment

7. To motivate the children to learn, the teacher should promote
a) Competition
b) Talented students of the class by passing
c) Creation of appropriate situation and environment for learning
d) Reward the children who stands first in class

8. Which one of the following optimises motivation to learn?
a) Motivation to avoid failure
b) Extrinsic factor
c) Personal satisfaction in meeting target
d) Tendency to choose very easy or difficult goals

9. …………… is considered a sign of motivated teaching.
a) Questioning by students
b) Remedial work given by the teacher
c) Pin drop silence in the class
d) Maximum attendance in the class

10. For an intrinsically motivated student
a) There is no need of formal education
b) Rewards are not at all required
c) The level of motivation is lower than an extrinsically motivated student
d) External rewards are not enough to keep him/her motivated

Read Micro Teaching – for CTET and Other TETs Preparation

Answer
1(d), 2(b), 3(b), 4(b), 5(d), 6(a), 7(c), 8(c), 9(a), 10(b)

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Child Development and Pedagogy

Piaget theory of Cognitive Development

In Piaget theory of Cognitive Development, Piaget observed that children think in a different way from adults. Therefore, Piaget put an idea that “Thought not only determines language, but also precedes it”. Following are the Stages of Development as per Piaget theory of Cognitive Development :-

Read – CTET Syllabus 2019 for Paper II – Elementary Stage

Stages of Development by Piaget

  • Sensori – Motor Stage (birth – 2 years)
  • Pre-Operational Stage (2 -7 years)
  • Concrete Operational Stage (7-11 years)
  • Formal Operational Stage (11- 15 years and above)

Read – Micro Teaching for CTET and Other TET Preparation

Sensori-Motor Stage (birth – 2 years)

  • Infants and toddlers acquire knowledge through senses (i.e. through eyes, nose, ears, mouth and touch) and manipulation of object, build an understanding of the world.
  • Absence of language convey through senses and motor activity.
  • Object permanence – infants developing the understanding that objects continue to exist even when out of sight.
  • In this stage, infants show goal oriented behaviour.

Pre-operational Stage(2-7 years)

  • At this stage, child begins to use language, symbols and gestures.
  • In this stage children learn through pretend and play.
  • Children become more imaginative, good at remembering object.
  • Egocentric thinking/nature
  • In this stage, object identification start.
  • In this stage Child thinks intuitively not logically.
  • Illogical Thinking or transductive reasoning
  • Animism-inanimate objects like toys have feeling and emotion.
  • In this stage vocabulary increases from about 200 words at 2 years to about 2000 words at 7 years.
  • Absence of Reversibility and conservation.

Learn Divisibility Rules of 2, 3, 4, 5 and 6

Concrete Operational Stage (7-11 years)

  • At this stage child starts to think more logically and systematically but continue to be rigid.
  • They Start exploring and wandering
  • In the child, the concept formation begins and child starts to learn classification of objects.
  • Children become less centered on themselves i.e. no longer egocentric.
  • At this stage, Conservation-Imagination of the previous stage is replaced with actual facts.
  • Child start solving mathematical problems by using fingers, building block etc.
  • They start to share thoughts, feelings and opinions.

Formal Operational Stage (11-15 years and above)

  • At this stage of development child learns to deal with abstraction by logical thinking
  • The child becomes Creative, idealistic, and use deductive reasoning
  • Child start to think more scientifically and logically about things around them
  • At this stage child solve problem using their logical mind and hypothetical reasoning.

Read – Learning Disabilities for CTET and other TET

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