PART-I: CHILD DEVELOPMENT AND PEDAGOGY-(30 MCQs)


(A). CHILD DEVELOPMENT (ELEMENTARY SCHOOL CHILD): 

 Concept of development and its relation with learning. 

 Growth and development, stages of development, infancy, childhood and adolescence. 

 Principles of development of childhood.  Influence of heredity and environment on the development of child, role of the teachers. 

 Socialization process, social world and children, role of parents, peers and teachers in the process of socialization. 

 Piaget, Kohlberg, Vygotsky: constructs and critical perspectives, cognitive development theory of Piaget, moral development theory of Kohlberg, social constructivism theory of Vygotsky and their educational implications. 

 Concept of child-centred and progressive education, methods of teaching and learning, concept of progressive education, role of teachers.

  Critical perspective of the construct of intelligence, multidimensional intelligence, Sternberg's information processing theory, intelligence tests, concept of IQ. 

 Language and thought, different stages of language development, role of teacher in the process of language development. 

 Gender as a social construct, gender roles, gender-bias and educational practices, gender equality, teachers’ role. 

 Individual differences among learners, understanding differences based on diversity of language, caste, gender, community and religion etc.

  Distinction between assessment for learning and assessment of learning, school based assessment, continuous and comprehensive evaluation, perspectives and procedures. 

 Formulating appropriate questions for assessing readiness levels of learners for enhancing learning and critical thinking in the classroom and for assessing learners’ achievement.

(B). CONCEPT OF INCLUSIVE EDUCATION AND UNDERSTANDING CHILDREN WITH SPECIAL NEEDS: 

 Addressing learners from diverse back grounds, including disadvantaged and deprived, educational implications. 

 Addressing the needs of children with learning difficulties, impairment etc., mentally retarded, physically challenged socially and culturally deprived, identification and remedial measures. 

 Addressing the needs of exceptional children, talented, creative, specially abled learners.


(C). LEARNING AND PEDAGOGY: 

 Basic process of teaching and learning, children’s strategies of learning, learning as a social activity, social context of learning. 

 Creative learning situations, criteria of learning experiences, different modes of learning, social learning, co-operative and collaborative learning, group discussion, role of teachers. 

 Child as a problem solver and a scientific investigator.

  Alternative conceptions of learning in children, understanding children’s errors as significant steps in the learning process.

  Cognition: its process, perception, concept formation, thinking, imagination, reasoning-inductive and deductive, problem solving, memory. 

 Emotion: characteristics, emotional maturity, emotional intelligence, emotional quotient (EQ). 

 Motivation: concept, types and importance, theories of motivation. 

 Motivation and learning: factors effecting learning, theories of learning-Pavlov, Thorndike, Skinner, Piaget and Vygotsky. 

 Factors contributing to learning: personal and environmental. 

 Personality and adjustment: concepts, approaches, types and traits, measurement of personality, projective and non projective techniques and adjustment mechanisms.