I. CHILD DEVELOPMENT AND PEDAGOGY (Marks: 30)
1. DEVELOPMENT OF CHILD Development, Growth & Maturation — Concept & Nature Principles of development and their education implication Factors influencing Development — Biological, Psychological, Sociological, emotional Dimensions of Development and their interrelationships — Physical & Motor, Cognitive, Emotional, Social, Moral, Language relating to Infancy, early Childhood, late Child hood, Adolescence. Understanding Development — Piaget, Kohlberg, Chomsky, Carl Rogers, Erikson Individual differences — Infra & Inter Individual differences in the areas of Attitudes, Aptitude, Interest, Habits, Intelligence and their Assessment Development of Personality — Concept, Factors effecting development of personality, self concept Adjustment, Behavioural problems, Mental Health, Defense mechanism Methods and Approaches of Child Development — Introspection, Observation, Interview, Case study, Experimental, Cross sectional and Longitudinal Developmental tasks and Hazards
2. UNDERSTANDING LEARNING Concept, Nature of Learning — input — process — outcome Factors of Learning — Personal and Environmental Approaches to Learning and their applicability—Behaviourism (Skinner, Pavlov, Thorndike), Constructivism (Piaget, Vygotsky), Gestalt(Kohler, Koffka) and Observational (Bandura) Dimensions of Learning — Cognitive, Affective and Performance Motivation and Sustenance —its role in learning. Memory & Forgetting Transfer of Learning
3. PEDAGOGICAL CONCERNS
Teaching and its relationship with learning and learner Learners in Contexts: Situating learner in the socio-political and cultural context - Children from diverse contexts—Children With Special Needs (CWSN), Inclusive Education Understanding of pedagogic methods — Enquiry based learning, Project based learning, Survey, Observation and Activity based learning, Cooperative and collaborative learning Individual and Group learning: Issues and concerns with respect to organizing learning in class room like Study habits, Self learning and Learning to learn skills Organizing learning in heterogeneous class room groups — Socio-economic background, Abilities and Interest Paradigms of organizing Learning-Teacher centric, Subject centric and Learner centric Theory of instruction - Bruner Teaching as Planned activity — Elements of Planning Phases of Teaching — Pre active, Interactive and Post active General and Subject related skills, competencies required in teaching and attributes of good facilitator Learning resources — Self, Home, School, Community, Technology
Class room Management:
Role of student, teacher, Leadership style of teacher, Creation of nonthreatening learning environment, Managing behaviour problems, Guidance & Counselling, Punishment and its legal implications, Rights of a child, Time Management. Distinction between Assessment for Learning & Assessment of Learning, School based Assessment, Continuous & Comprehensive Evaluation : Perspective & Practice Understanding teaching & learning in the context of NCF, 2005 & Right To Education Act, 2009.
II (a) Language - I Telugu (Content and Methodology) (Marks: 30) Marks: 24
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