CTET - Child Development & Pedagogy

150 marks -150 minutes 

Three things you need

• Syllabus 
• Previous year questions 10 year
• Books/Youtube Playlist marathon 

Paper 1 (1st to 5th )

•  5 Subjects 30 marks each
• Child Development and pedagogy 
• English 
• Hindi
• EVS 3rd to 5th (summary)
• Maths

Paper 2 -  4 Subjects

• CDP
• ENGLISH 
• HINDI
• SUBJECT SPECIFIC -Sst (ncert 6 to 8th)- 20 pedagogy + 40 content

CHILD DEVELOPMENT & PEDAGOGY

Ch 1 Growth and development 

Human beings are not static entities, they keep on changing. Let's understand this change in terms of growth and development.

Development refers to systematic changes which leads an individual from dependency to autonomy throughout his lifetime i.e. going from womb to tomb.

Havighurst first gave the concept of developmental tasks .

PSRN in development - Problem Solving, reasoning and Numeracy

Types of development 

• Physical Development 
• Gross motor skills- which involves the development of the large muscles in the child's body. The muscles allow us to sit, stand, walk and run and other such activities.
• Fine motor skills- which involves the small muscles of the body especially in the hand. These muscles help us in activities like writing, drawing, throwing, grasping etc.
• Cognitive/Intellectual development - language development 
• Language Development - prof. Smith - 1 year kid - 3 words, 2 years kid-272 words and 5 years kid - 2072 words (vocabulary)

( STAGES OF LANGUAGE DEVELOPMENT )

• Cooing- 6 weeks

• Babbling - 6 months

• One word stage - 1 year

• 2 words stage - 18 months) 

• Problem solving

• Imagination

• Perception

• Reasoning

• Mental skills

• SOCIAL development 
• Moral development. 
• Emotional development 
• Emotional intelligence book by Daniel Goleman 
• Watson - 3 emotions - fear, anger, love

Growth vs development 

• Growth stop at certain period of time
• Development contains till death. 

• Growth can be measured
• Development can only be assessed. 

• Growth is quantitative 
• Development is both qualitative And quantitative in nature. 

• Growth refers to physical aspects or structural changes
• Development refers to all aspects of structural and functional changes such as physical, cognitive, language, emotional, social etc.

Relation of development and learning 

• Learning is the development that comes from effort and practice.
• We know that interaction of maturation and learning is important for development 
• Development takes place in all aspects.
• Maturation sets limits to development 
• Therefore, maturation and learning work together promote the development of an individual ( opposite said by piaget)

Stages of child development 

• Prenatal period 40 weeks
• Germinal 0-2 weeks
• Embryonic 3-8 weeks
• Fetal 9 weeks - birth
• Infancy 0- 2 years- Play age
• Childhood( 2- 12 )
• Early/Pre gang age/ Preschool age/questioning age/ Imp language development 2-6
• Later/ Gang age/ school age/ Troublesome 7-11 - developed the concept of mass, number and area. (CONSERVATION-concrete operational stage) 
• Adolescence (12-19 years)
• Transition period childhood to adulthood 
• Stanley quotation -"Adolescence is a age of stress and storm."

1. PreNatal 

• 9 months 10 days 

• Fastest growth

2. Infancy

• (0-2 years)

• Physical growth is highest after birth / Motor actions

• Senses 

• Toy age 

• Separation anxiety (around 6 months)

3. Childhood

• XX chromosome in girls & XY in boy. 23 pairs of chromosomes in total.

• Identical twins and fraternal twins 

• 2-12 years

• Early 2-6 years

• Play age by Erikson 

• Pre gang age

• Questioning age

• Toy age

• Sensitive/critical/ fastest language development  & physical development 

• Later 7-11 years

• Gang age

• Industry vs inferiority by erikson

• Latency period by sigmund freud

• School age

• Pseudo maturity

• Motor development 

• Troublesome

4. Adolescence

• 12-18 years

• Transitional period/ Golden period

• Leadership skills

• Lack emotional stability 

• Identity crisis by erikson

• Spring season

• Stanley Hall's book - adolescence said that adolescence is an age of stress and storm

Factors influencing growth and development 

• Hereditary
• Social
• Emotional
• Intelligence 
• Biological or constitutional

Hereditary and Environment (Dynamic)

Hereditary(Static fixed)

23 pair chromosomes total 46

• 22 autosomes
• 1 sex  chromosomes (M-XY , F- XX)

Twins

• Identical twins( Monozygotic)
• Fraternal Twins(Dizygotic)

• Nature vs. NURTURE
• NATURE- Hereditary
• Nurture- Environment 
• Development =H×E ( Heredity and Environment)

Heredity explains our growth pattern and determines how we grow.

• We are similar to our parents, not only in terms of physical characters, but also in what we do.
• The Similarity we have with our parents depends upon the genetic makeup transmitted from the parents to the child.
• Heredity may influence many traits such as the color of eyes,height and susceptibility of specific diseases.

Environmental factors

• It influences our learning behavior and personality.
• Environment here refers to the surrounding context, interaction with people, socio- cultural context, political and historical context of the person's life and many other dimensions.
• The school has to play a significant role in a child's learning and development.
• Content pedagogy, school environment, teachers and peer group contribute to the school environment of a child.

Principles of Development 

• Principle of community changes.
• Principle of Proceeding from General to Specific ( Gross to fine/ whole to parts/ simple to complex)
• Principle of Predictability
• Principle of Individual differences - differ rate of development 
• Principle of unique pattern/Sequence
• Principle of Direction
• Cephalocandal (Head to toe)
• Proximodistal (Center to periphery)
• Interindividual differences ( between 2 or more children)
• Intraindividual differences (between ownself)
• Principle of Integration 
• Principle of interrelation (Cognitive physical moral)
• Principle of maturation and learning
• Principle of joint product of heredity and Environment.
• Principle of spiral vs linear development.

Psychology & Pedagogy Marathon notes

Psychology - Psyche (soul) + logos (study)

First psychology lost its soul, then lost its mind, then its consciousness and now some sort 3 of behavior is left.

SCHOOLS OF PSYCHOLOGY - 

• STRUCTURALISM 
• Wilhelm Wundt - Father of Psychology
• Introspection - method used
• Consciousness  
• Leipzig, Germany - !st lab of psychology (1879)
• Dr. S N Sen Gupta - 1st lab in india in 1916

• FUNCTIONALISM 
• William James - Father of Modern/American Psychology 
• Famous book by him - Principles of Psychology
• Psycho-analysis
• Sigmund Freud
• Book - Analysis of Dreams

• BEHAVIORISM 
• J B Watson

• GESTALTISM
• Wertheimer
• Kohler, Koffka, Lewin 

• COGNITIVISM -1960s

• HUMANISM 

3 FORCES OF PSYCHOLOGY 

1- Psychoanalysis

2- Humanism

3- Behaviorism

COGNITIVE DEVELOPMENT

• MENTAL skills

• Piaget 
• Vygotsky
• Bruner 

All these are CONSTRUCTIVIST - this is also in NCF 2005 and teachers as facilitators

PIAGET- Psychologist 

• Active builders of knowledge
• Little scientists
• Curious by nature

• 4 Factors/ elements 
• Activity/experience
• Maturation - heredity is important 
• Social interactions/experiences
• Equilibration - conflict to clarity
• Schema - packets of information
• Adaptation is Assimilation(+ new things) and accommodation (modify/change schema) 
• Organization 

Kind of thought is different but amount of thought is same

4 stages by Piaget 

• Sensorimotor (0-2y) 

Object permanence 

Deferred imitation

Goal directed behavior

Senses are teachers.

• Pre operational (2-7y) lacks logic

Transductive reasoning

Egocentric

irreversibly is there

Animism 

2 stages - pre conceptual (symbolic) and intuitive age (questioning)

• Concrete operational (7-11y) 

Logic - concrete

Inductive thought (from specific to general/ example to rule) 

Transitivity - A > B, B > C SO, A> C 

conservation

Decentration 

Classification - category, seriation 

• Formal Operational (11 and above) 

Hypothetico- deductive reasoning

Abstract reasoning and thought

Development occurs in stages and discontinuous

VYGOTSKY'S SOCIO- CULTURAL 

Social Constructivist- social interaction 

Language - as a tool 

• Social speech (1.5-2y)
• Private speech (egocentric speech by Piaget) 3y 
• Silent- inner speech 6y

Piaget - thought precedes language & Vygotsky - thought and Language runs parallel to each other and are independent & Lee Whorf - language affects thoughts

Scaffolding 

• Given by Jerome Bruner 
• Temporary help/ structure 
• Given by - More Knowledgeable Other

ZPD - zone of proximal development 

Internalize 

More Knowledgeable other

Group or assisted teaching

Reciprocal teaching

Culture

JEROME BRUNER

• Enactive representation - activity based - direct - concrete object based learning
• Iconic - learn from pictures
• Symbolic learning - learn from symbols 

SIGMUND FREUD 

• psycho- sexual development 
• Libido - sexual energy - drives your every energy 
• 3 types of personalities- 
• Id - unconscious , has libido 
• Ego - partly conscious
• Super ego 

MOTIVATION 

• Intrinsic
• External 

Motivation cycle 

• Need
• Drive
• Arousal 
• Goal directed 
• Achievement 
• Reduction of Arousal 

Abraham Maslow- Hierarchy of Needs

• Physiological needs- mid day meal
• Safety
• Love and belongingness
• Self esteem
• Self actualization 

IQ

• In 1905 first intelligence test
• In 1908 mental age - alfred
• In 1912 william stern

Creativity and intelligence 

• Researchers have found that the relationship between creativity and intelligence is positive.
• Terman, in the 1920s, found that persons with high IQ were not necessarily creative.

Characteristics of creativity

• Fluency
• Flexibility 
• Originality
• Elaboration 
• Divergent thinking

Gifted Children- enriched curriculum 

• Intellectually bright- hots
• Talented
• Creativity
• It has been suggested by psychologists that giftedness from the teacher's point of view depends on a combination of: 
• Three ring model

• Creativity

• Task commitment 

• Above average ability

Emotional intelligence 

• This concept was first introduced by Salovey and Mayer. Daniel goleman

• Social skills

• Motivation 

• Self awareness 

• Self regulation 

• Empathy 

Cognition and emotion

• Bi directional 
• Interrelated 

Theory of multiple intelligences

• Intelligence is not a single entity rather distinct types of intelligences
• Each of these intelligences are independent of each other.

Types of Intelligence 

• Linguistic: skills involved in the production and use of language 

• Persons high on this intelligence are 'word smart'.

• Logical mathematical: skills in scientific thinking and problem solving

• Persons high on this type of intelligence can think logically and critically.

• Scientists and Nobel Prize Winners are likely to be strong in this component.

• Spatial: skills in forming visual images and patterns

• Pilots, sailors, sculptors, painters, architecture, interior decorators and surgeons are likely to have highly developed spatial intelligence.

• Musical: sensitivity to musical rhythms and patterns.

• It is the capacity to produce, create and manipulate musical patterns .

• Bodily- kinaesthetic : using whole or portions of the body flexibly and creatively

• Athletes dancers actors sportsperson gymnasts and surgeons are likely to have such kind of intelligence 

• Interpersonal: sensitivity to subtle aspects of other behaviors

• Psychologist counselors, politicians, social workers and religious leaders are likely to possess high Interpersonal intelligence.

• Intrapersonal : awareness of one's own feelings, motives and desires.

• Persons high on this ability have finer sensibilities regarding their identity human existence and meaning of life 

• Naturalistic: sensitivity to the features of the natural world 

• Hunters farmers tourists botanists zoologists and bird watchers possess more of naturalistic intelligence. 

Triarchic theory of intelligence - william sternberg

• Componential- analytical 

• Think abstractly and process information effectively.

• Experiential - creative

• Formulate new ideas to combine seemingly unrelated facts.

• Contextual - practical

• Shape the environment to maximize one's strength and compensate one's weaknesses 

Louis Thurstone- primary mental abilities- Group factor theory

• Spatial intelligence
• Perceptual ability
• Numerical ability
• verbal
• Word fluency
• Memory
• Reasoning

Kohlberg Theory of Moral Development 

Level 1 Pre conventional

• Stage 1. Obedience and Punishment Orientation. The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong.
• Stage 2. Instrumental/ Individualism and Exchange. At this stage, children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. Tit for tat.

(What’s in it for me? aiming at a reward)

Level 2 Conventional

• Stage 3. Good Interpersonal Relationships. The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others.
• Stage 4. Maintaining the Social Order. The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt. Rules are absolute.

Level 3 Post Conventional

• Stage 5. Social Contract and Individual Rights. The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. And need to be changes.

The issues are not always clear-cut. For example, in Heinz’s dilemma, the protection of life is more important than breaking the law against stealing.

• Stage 6. Universal Principles. People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone.

E.g., human rights, justice, and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage