TET Paper 1 Child Development and Pedagogy

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JAI HIND IAS ACADEMY

“March To Delhi” TET Syllabus

Teachers Eligibility Test - Paper 1

(i) Child Development and Pedagogy


(Relevant to Age Group 6 - 11)

Part (A): Child Development


Unit-I: The Children’s Profile at the Beginning of Primary Education—
Physical and Cognitive.
Trends in physical growth—Hormonal influences on physical growth—
Development of neurons Symbolic thinking and limits of logic—
Sensory motor stage-Pre operational stage-Language Development—
Influence of home environment, attitude of family members on
cognitive development of the child-Identity status and psychological well
being.

Unit-II: The Children’s Profile at the Beginning of Primary


Education—Social and Emotional.
Self concept and Social Awareness—Sibling relationships—Peer
relationship and play—Self awareness—Cultural influence on self-
concept- corresponding stages of Erickson’s Psycho-social development
Emotional development in a Social context affection- sympathy-
laughter-anger, sadness, fear-Parent-child relationship-Emotional well
being emotion and health.

Unit-III: Physical & Intellectual Development during Primary School


Years (6 to 10 Years)
Physical growth cycles-Body proportions-Muscles and fat-Capacity for
attention and concentration-Selective attention-Memory strategies-
processing speed and capacity-Thinking skills. Cognitive development.
Concrete operational stage-Piaget’s tasks-concept of intelligence as a
mental ability. Development of mental/intellectual abilities.
Intelligence tests-Creativity in primary school Children.
JAI HIND IAS ACADEMY
“March To Delhi” TET Syllabus

Unit-IV: Social and Emotional Development during Primary School


Years (6 to 10 Years)
Meaning of social development-social expectations-Children’s
Friendships- factors in friendship and choices of companions social
acceptance-the desire to belong-peer grouping-Effects of schooling on
social, emotional, and cultural spheres-Pattern of emotional
development-common emotional patterns-the role of maturation and-
learning in emotional development how children develop likes and
dislikes to subjects, teachers, school, other students-emotional balance
impact of media on emotional development.

Unit-V: Moral Development during Primary School Years (6 to 10


Years)
Meaning of moral development-factors in moral training of children-
Honesty-Generosity-Children’s heroes and ideals-Meaning of
discipline- essentials of discipline-media and their influences on moral
development.

Part (B): Learning.


Unit-I: Learning.
Dynamic internal process-connecting old knowledge to new
information- language learning-acquiring learning habits-learning to
adapt to diverse situations in life-Nature of learning-learning through
interactions.

Unit-II: Types, levels and approaches to Learning.

Types of learning-Learning Hierarchy-signal learning stimulus-


response learning-Motor and verbal chain learning-Multiple
discriminations concept learning-Learning rules and problem-solving.
Learning Levels from imprint to intuition- examples of learning at
different levels. Approaches- Behaviourist-cognitivist and constructivist.

Unit-III: Concepts and constructs.


Concepts and constructs-concept-formation-Use of materials
activities, scheme pictures, real life experiences-construct mental
representations of
JAI HIND IAS ACADEMY
“March To Delhi” TET Syllabus

external reality-connecting ideas generated by students due to


exposure to peers, media and community-concept mapping.

Unit-IV: Factors Contributing to Learning.


Personal psychological, social, emotional factors and school related
factors, Learning style; teaching strategies; media; technology;
1. Teaching Learning Process
2. Teacher’s personality traits.

Unit-V: Constructivist Approach to Learning.


Learners construct knowledge for themselves-constructing meaning is
learning-focus on the learner not on the lesson taught- Personal and
social construction of meaning-Learning to Learn making meaning
Learning, a social activity-ZPD.

Unit-VI: Learning and Knowledge


Active learner-Nurturing learners’ active and creative activities
children’s voices and experiences-integrating their experiences with
School Knowledge-Right to learn-Physical and emotional security for
learning. Conceptual development-continous process-All children
capable of learning-important aspects of learning-various ways of
learning-Cognitive readiness for learning-Learning in and outside the
school-knowledge and understanding-recreating knowledge-manifesto
for learning.

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