This document outlines the syllabus for the Teachers Eligibility Test - Paper 1, which covers child development and pedagogy relevant to ages 6-11. It is divided into two parts: Part A discusses child development, covering physical, cognitive, social, emotional, moral, and intellectual development from ages 6-10. Part B covers learning, including types of learning, factors that contribute to learning, and constructivist approaches to learning. The syllabus provides details on various units to be covered within each part.
This document outlines the syllabus for the Teachers Eligibility Test - Paper 1, which covers child development and pedagogy relevant to ages 6-11. It is divided into two parts: Part A discusses child development, covering physical, cognitive, social, emotional, moral, and intellectual development from ages 6-10. Part B covers learning, including types of learning, factors that contribute to learning, and constructivist approaches to learning. The syllabus provides details on various units to be covered within each part.
This document outlines the syllabus for the Teachers Eligibility Test - Paper 1, which covers child development and pedagogy relevant to ages 6-11. It is divided into two parts: Part A discusses child development, covering physical, cognitive, social, emotional, moral, and intellectual development from ages 6-10. Part B covers learning, including types of learning, factors that contribute to learning, and constructivist approaches to learning. The syllabus provides details on various units to be covered within each part.
This document outlines the syllabus for the Teachers Eligibility Test - Paper 1, which covers child development and pedagogy relevant to ages 6-11. It is divided into two parts: Part A discusses child development, covering physical, cognitive, social, emotional, moral, and intellectual development from ages 6-10. Part B covers learning, including types of learning, factors that contribute to learning, and constructivist approaches to learning. The syllabus provides details on various units to be covered within each part.
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.