CTET Central Teacher Eligibility Test Child Development and Pedagogy 2020 Paper I & II

261 Pages·2020·7.533 MB·English

by  Sandeep Kumar

SECOND EDITION
CTET
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PA P E R I & I I
SECOND EDITION
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CTET
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This book is a part of the CTET series, which is our initiative to provide a complete solution to
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the aspiring teachers. The books are designed as per the CTET syllabus for both - Paper I,
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A01_GATE_978-93-325-7606-3_PRELIM.indd 1 6/16/2017 6:06:40 PM
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CTET
(CENTRAL TEACHER ELIGIBILITY TEST)
Child Development
and
Pedagogy
Paper I and Paper II
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CTET
(CENTRAL TEACHER ELIGIBILITY TEST)
Child Development
and
Pedagogy
Paper I and Paper II
Second Edition
Sandeep Kumar
Assistant Professor
Department of Education
University of Delhi
Editor—Acquisitions: Sharel Simon
Editor—Development: Ruchira Dash
Editor—Production: Vipin Kumar
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Contents
Preface xi Family, Socialisation and Education 22
About the Author xii Social Class, Socialisation and Education 23
Acknowledgments xiii Peer Group, Socialisation and Education 23
About the Examination xiv Gender, Socialisation and Education 24
Trend Analysis (2014–2019) xv State, Socialisation and Education 24
Supporting the Learner’s Personal and Social
Chapter 01: Concept of Development 1 Development
through the Process of Socialisation 25
Introduction 1
Objective Questions 26
Stages of Development 2
Previous Years’ Questions 28
Types of Development 3
Development and Learning 4
Chapter 03: Cognitive and Moral
Principles of Development 5
Development 30
Heredity and Environment 7
Principle of Heredity 7 Introduction 30
Role of Heredity and Environment in Piaget’s Theory of Cognitive Development 31
Development Cognitive Development 31
(A Few Case Studies) 8 Fundamentals of Learning and Cognitive
Laws of Heredity 9 Development 32
Importance of Heredity and Environment for Important Concept or Tendencies of the
Education 9 Thinking Process 32
Objective Questions 10 Four Stages of Cognitive Development 32
Previous Years’ Questions 12 Socio-Cultural Theory of Learning and
Development (Vygotsky) 37
Chapter 02: Socialisation 15 The Zone of Proximal Development 37
Introduction 15 Language Development 38
Cooley Concept of ‘Looking Glass Self’ 16 Difference Between Piaget and Vygotsky 39
“I” and “Me” by Mead 17 Educational Implications of
Theory of Mind 17 Vygotsky’s Theory 40
Types of Socialisation 17 Kohlberg’s Theory of Moral Development 40
Institution or Agents of Socialisation 18 Moral Development in Children 40
Bronfenbrenner’s Ecological System Theory What is Moral Behaviour? 41
of Individual and Social Development 18 Education for Moral Development
Socialisation and Education 21 (Role of School) 42
School as Social System 21 An Example of Kohlberg’s Theory 43
viii Contents
Critiquing Kohlberg’s Perspective of Chapter 06: Development of Language
Moral Development 46 and Thought 91
Objective Questions 49
Introduction 91
Previous Years’ Questions 51
Language Relativist Hypothesis 92
Thought Determines Language 93
Chapter 04: Progressive Education 58 Problems with Piaget’s Theory 93
Introduction 58 The Interdependence of
Jean–Jacques Rousseau 59 Language and Thought 94
John Dewey 61 Language and Thought Are Independent 94
Education and Dewey 61 Language Acquisition 95
Dewey and Curriculum and Pedagogy 62 Pre-linguistic Stage 95
Sri Aurobindo 63 One-word Stage 96
Rabindranath Tagore 65 Development of Grammar 96
Mahatma Gandhi 67 Theories of Language Acquisition 98
Objective Questions 70 Environmental Theories of
Previous Years’ Questions 72 Language Acquisition 98
Nativist Theories of Language Acquisition 99
Social Interactionist Theories of
Chapter 05: C oncept and Theories of
Language Acquisition 99
Intelligence 74
Stage-wise Development of Language 100
Introduction 74
Early Childhood 100
The Ability to Adapt, Learn for Daily
Later Childhood 100
Life Events and Problem Solving 76
Adolescence Stage 101
The Capacity to Learn from Experiences 77
Objective Questions 102
Creativity and Interpersonal
Previous Years’ Questions 104
Skills Are Included in Intelligence 77
Intelligence Involves Ability of Judgment,
Comprehension and Reasoning 77 Chapter 07: Gender as Social
Intelligence Involves Ability to Understand Construct 106
People, Objects and Introduction 106
Symbols Like Language 77 Conceptualising Gender 107
Theories of Intelligence 77 Sexual Division of Labour 107
Factor-oriented Theories 78 Family 108
Process-oriented Theory 78 Marriage 109
Two-factor Theory (Spearman) 78 Becoming Man or Woman 110
Group Factor Theory (Thurston) 78 Gender Stereotypes 110
Multi-factor Theory (Guilford) 79 Stereotypes of Man and Woman 111
Theory of Multiple Intelligence (Gardner) 82 Problems with Gender Stereotypes 112
Sternberg’s Theory of Intelligence Gender Stereotypes and Media 112
(Triarchic Theory of Intelligence) 83 Gender in Education 112
Measurement of Intelligence 84 Gender Stereotypes in Curriculum 113
Classification of Intelligence Tests 84 Gender Stereotype in Pedagogy 113
Uses of Intelligence Test 86 Education as Further Extension of Gendered
Objective Questions 87 Society or for Gender Equality 113
Previous Years’ Questions 89 Objective Questions 115
Previous Years’ Questions 117
Contents ix
Chapter 08: C hildren with Chapter 09: Assessment and
Special Needs 119 Evaluation 138
Introduction 119 Introduction 138
Gifted Children 120 Evaluation 139
Intellectually Bright Children 121 Why We Evaluate 139
How to Evaluate 140
How to Identify Intellectually
Assessments 141
Bright Children 121
Portfolio 142
Teaching–Learning Strategies for
Assessment of Learning 143
Intellectually Bright Children 122
Assessment for Learning 143
Creative Children 123
Assessment as Learning 144
Characteristics of Creative Children 123 School-based Assessment (SBA) 145
How to Identify These Children 123 Continuous and Comprehensive Evaluation 146
How to Teach Creative Learners 123 Scholastic and Co-scholastic 148
Talented Children 124 Effective Technique of Evaluation 148
Observation 149
Characteristics of Talented Children 124
Rating Scale 149
How to Identify Talented Children 124
Cumulative Records 150
How to Teach Talented Children 125
Interview 150
Academically Dysfunctional Children 125 Sociometry 150
Slow Learners 125 Anecdotal Record 150
How to Identify Slow Learners 126 Objective Questions 152
Teaching–Learning Process of Previous Years’ Questions 154
Slow Learners 126
Underachiever Children 127 Chapter 10: How Children
Identification of the Underachiever 127 Think and Learn 156
Teaching–Learning Process of the Introduction 156
Underachiever 127 Teaching 156
Children with Learning Disability 128 Fundamentals of Teaching 157
Dyslexia 129 Principles of Teaching 157
Learning 157
Dysgraphia 129
Characteristics of Learning 157
Dyscalculia 129
Concept of Teaching–Learning 158
Dyspraxia 129
Why Teaching is Related with Learning 159
Aphasia/Dysphasia 129
How Children Think and Learn 159
Teaching–Learning Process of Active Participation (Learners as Active
Children with Learning Disability 130 Constructors of Knowledge) 160
Socially and Culturally Disadvantaged Learning as a Social Activity 160
Children 130 Useful and Meaningful Learning 161
Characteristics of Socially and Culturally Developing a Bridge between Existing
Backward Children 130 Knowledge with New Knowledge 162
Help Learners to Develop their
Teaching–learning Process of Socially and
Own Strategies to Solve Problems 162
Culturally Backward Children 131
Provide Space of Criticality and Reflection 163
Objective Questions 132
Help in Reconstruction 163
Previous Years’ Questions 133