NAME- ANUPAM DIYALI

PEDAGOGOY IN LANGUGAE (ENGLISH)

1)-

Once an individual is born, they have the chance of living a good life in time to

come learn throughout their life through the process of so called Growth

Development. Every child right from the infancy are passed to grow develop and

mature through several stages and mature. This is the most crucial phase of a child

and is shaped by most of the important domains for human being’s cycle.

Moreover, it covers from concepts too characteristics, stages, sequences and social

factors that affect growth and development. Primarily growth is regarded as the

quantitively in nature because anything that can be measure, be numbered and can be counted

under some value and therefore some of the examples could be age, height, weight, etc. But

vice versa to development, it is more qualitative in terms of skills, cognitive development,

motor skills and development, and sensory motors of the child..

Now as I come to a contrast of brining up theories by different psychologists who bought

their experiments and writings and techniques on how a child can be shaped with ways of

planned stags of developmental processes. Starting with naming the skills of the strategies of

fostering a child of a primary level teaching as per concerned starts up with the “Theories of

Language Teaching”, which are – Behaviourist, Cognitivist, Interactionist & Constructivist.

We can start with stating a practical example stating Behaviourist Theory as, that the theory

believes in the process of how a child learns maybe a language from other people, parents,

models like even through a process of practice, rewards, imitation. In a basic sense of

understanding an environment providing stimuli and vice versa back in rewards. Meaning for

example, if a child has been asked such as in forms of question asking how much is 5+5

equals to, immediately one child comes with first with the correct answer and the teacher

rewards the child with a chocolate. Hence it can further be monitored as how students in the

classroom are stimulated to be attentive and be motivated through the mode of learning

through a stimuli or rewards. The most regarded theory is by B.F skinner who was an

American Psychologist and was a pioneered one who believed, I quote, ‘that learning

involves shift in overt behaviour’. He was the one who classified the tern operant

conditioning, where he had the term calling as reinforcement and punishment as study of

human beings is all going through practices.

Second, we can now come for the second most important domain that is Cognitivist theory.

Normally it is an approach in mode to learning focuses on information process in the way to

contribute knowledge. Here, the most respectful theory can be is of Jean Piaget’s four stages

but according to the primary level the age of the child can fall in the category of “concrete

operational stage” as per when children of this age are respectfully concrete to learn anything

they can and thinking about is development all to be better at some situations. They can think

more logical concepts by the modes of understanding is conservation. Othe ways of theories

be of Vygotsky’s “zone of proximal development” stating what can a student can do by

themselves and through the help of some mentor who is more experiences and qualified for it.

Like teachers helping students in the process of learning answers for a question or any stories

or any maths problems as such, etc.

Coming onto the third domain or the factor that build and shapes as a form of strategy for the

teachers which helps them for the students is Interactionist theory which was suggested by

Jerome Bruner came up with a though, I quote, “although children do an innate ability to

learn language, they also require plenty of direct contact and interaction with others to

achieve full language fluency”. Meaning that just by learning is not enough but moving up

with social interactions and talking and applying often makes it easier and more fluent. For

example, In India, English is basically a foreign language as been taught in the school

because by the time of birth every individual is a native of some state and no one has the

dialect of English language. So, in the school the teachers can generally makes the students

have conversation in English and learn and speak more fluently.

Lastly, coming to and end we come to a theory of learners for building up their own

understanding. I quote, “Constructivism is an approach to learning that hold people actively

construct or make their own knowledge and the reality is determined by the experiences of

the learner” (Elliott et al., 2000. p.256).

The constructive theory’s central idea is that the students it is a learning process which can be

determined stating that a student can basically understand oneself on their own understanding

by ways of reading, learning, solving ,maths problems etc without the help of mentor

meaning actively exploring, connecting new ideas on what the students has already achieved

and create their own forms of new understanding. This can help students learn more by their

own and even the teacher will be willing learn and make the students understand new

concepts.
REFERENCES –

Stern, H.H. (19830.” Fundamental Concepts of Language Teaching”. Oxford: Oxford

University Press

Brooks, Nelson (1960). “Language and Language Learning”. New York: Harcourt, Brace and

World

Hugar SM, Kukreja P, Assudani Hg, Gokhale N. Evaluation of the relevance of Piaget;s

cognitive principles among parented and orphan children in Belagavi City, Karnataka, India:

A comparative study. Int J Clin Pediatr Dent 2017;10 (40); 346-350. Doi:10.5005/jp-journals-

10005-1463

Malik F. Cognitive Development. In:StatPearls [Internet]. StatPearls Publishing

Fischer KW, Bullock D. Cognitive Development in school-age children: conclusion and new

directions. In; Development During Middle Childhood. The years from six to twelve.

National Academics Press.

Kuhl, Ok, Tsao, F, and Liu, HM. ; Foreign-language experience in infancy; effects of short

term exposure and social interaction on phonetic learning.’ Proc. Natl. Acad. Sci. USA,

(2003)
Fox, R (2001). Constructivism examined. Oxford review of education, 27 (1). 23-25

Tam, M. (2000). Constructivism, Instructional Design and Technology: Implications for

Transforming Distance Learning. Educational Technology and Society, 3 (2).

2)- LESSON PLAN

Name of the school – XX Subject - ENGLISH

Class- 3 Lesson Unit- MY FAVOURITE VACATION

Duration - XX Sub Units-

Name of trainee teacher – Anupam Diyali

Date

COGNITIVE DOMAIN

LEARNING GOALS/ OBJECTIVES: After the attainment or culmination of the unit the

students will be able to –

Remembering - the students will be able to recall what vacations means.

The students will be able to remember their favourites places

Understanding - Students will be able to describe their dream vacation using simple

sentences

Applying - the students will learn new words in which they may even try to describe

places and destinations through grammar and learning of new vocabulary words.

Analysing - Students will be able to present their dream vacation to the class.

Evaluating- the students will be able to remember and interpret their favourite places and
the about the ones they have visited and so

Creativity – the students will be able to write a short paragraph about their dream vacation.

DEVELOPING & SELECTING LEARNING MATERIALS-

TEXTBOOK – class 3 blossoms book recommend with the vision of NCF 2005 & RTE act

2009

DICTIONARY- the use of dictionary to be taken as a help to learn meaning of new words and

vocabulary words.

CHARTS/PICTURES – the teachers can use markers, crayons, coloured pencils. Chart paper

and construction paper, glue, pictures of mountain, places, plains.

BLACKBOARD & CHALKS – the teachers can secure attention of the students by using the

black boards through modes of drawing, writing on the board for the students and such.

LEARNING STRAGTEGIES – the students will try to read the chapter silently for some
amount of time and then delve into the text gradually in the following way-

LEARNING AREAS

My Favourite Vacation ( here the main points would be discussing what is vacation and their

favourite as relevance to the topic)

RELATED STRATEGIES

TEACHING METHOD – The teacher can show pictures of different vacation destinations

and ask them to discuss with a partner where they would like to go on vacation.

INDIVIDUAL ACTIVITY- some of them will be able to think and write for themselves about

the vacation or any such places they have visited and talk about it too.

GROUP ACTIVITY – the students will be able to work in groups and maybe draw a picture

of the places together or crafts any other works using charts, colours ,markers ,etc.

INTERACTIVE QUESTION & ANSWER – here in this domain the students will be able to

question regarding the type of places they want to visit by asking such question about the

places, for eg, on where they are, how does it look or what is it famous for.

The above method is called as Bloom’s revied taxonomy, which was founded by Benjamin

Bloom in 1956. It is a method of preparing lessons for students by the teachers where it has
 been designed to make the children learn everything from smaller rigs to big aspects. The main

aim is to make students and children learn in a processed way according to the developmental

strategies. It is used mainly for cognitive, affective and psycho-motor skills.

The lesson plan is needed because teachers can’t teach at random and explain from the last

paragraph to the first. It is designed so that the students can learn step by step building skills

and patterns from each domain like from lower cognitive to the higher values of the planned

design.

3)-

Interplay between community and environment is significant for the overall development of
toddlers in cognitive, social, emotional, and

physical terms. These external influences stretch beyond

the family unit into the trajectory of adult life. There are a few pedagogical theories that focus

on the significance of these external influences.

Community Influence:

Sociocultural Theory (Lev Vygotsky): The learning process is very social in nature. Toddlers

learn by interacting with more knowledgeable others in their community, including parents,

siblings, grandparents, teachers, and peers. Such interactions offer a child the chance to

develop language, solve problems, and pass on culture. One of the important concepts of

Vygotsky's theory is the zone of proximal development

(ZPD), which describes the difference between what a child can do alone and what he or

she can do with support from others. Through scaffolding and collaborative learning within

the community, toddlers can expand their cognitive abilities and develop essential social

skills. Bronfenbrenner's Ecological Systems Theory: This theory posits that child

development is influenced by a complex system of interconnected environments.

The microsystem, comprising the immediate family and close relationships, directly impacts

the toddler. However, the mesosystem, which consists of interactions between microsystem

elements, such as family-school relationships, and the exosystem, which consists of broader

societal influences, such as local policies and mass media, also play a significant role

in development. For example, a supportive community with accessible parks, libraries, and

early childhood education programs can help a child develop well-being and

learning. Attachment Theory (John Bowlby): Although primarily applied to parent-child

relationships, attachment theory does consider the broader social context. Secure
attachments developed within the family context lay a foundation for healthy social and

emotional development.

However, the quality of interactions with other caregivers, such as grandparents or childcare

providers, and the overall social support available to the family can also influence attachment

security. A strong, supportive community can buffer the effects of potential stressors and

promote healthy child development. Environmental Influence: Behaviorism (B.F.

Skinner): The environmental contingencies control behavior, and operant

conditioning is how a toddler learns; the

strengthening or weakening of behavior through consequences. Opportunities for

reinforcement and punishment from the environment are the forces behind the development

of all these behaviors-from learning to speak to learning social skills. A richly stimulating

environment full of sensory experience, opportunity for exploration, and positive

reinforcement fosters optimal development. Constructivism (Jean Piaget): Piaget's

theory does highlight the internal mental processes of a child but acknowledges

the influence of the environment on the child's

life. A child builds or constructs their reality through interacting with the world. The built and

natural environment at home, in school, or in communities present a source for exploration,

experimentation, and discovery. Rich availability of different materials, natural surroundings,

and attractive activities could catalyze intellectual growth and creative ability.

Early Childhood Education Philosophies: Many early childhood education philosophies, such

as Montessori, Reggio Emilia, and Waldorf, focus on the need to create nurturing and

stimulating learning environments. These approaches emphasize child-centered learning,

respect for individual differences, and the integration of play and exploration. The physical
environment is carefully designed to support children's development, providing opportunities

for sensory experiences, creative expression, and social interaction. Long-Term

Implications:

Early life experiences which are often mediated by communities, and subsequently influence

individuals have immense and enduring power.

There's a reason most children living under supportive community groups with ready, quality

educational care, healthy support,

and also social welfare experience great flourishing: they achieve educational success; remain

healthy; feel well-rounded lives.

Conversely, exposure to adversity, such as poverty, violence, or neglect, poses negative

consequences for development, having increased the risk of mental health problems,

substance abuse, and involvement in criminal activity.

In conclusion, the community and environment play a very important role in the development

of toddlers, as they influence cognitive, social, emotional, and physical

growth. Understanding the complex interplay of these factors and applying relevant

pedagogical theories can help educators, policymakers, and community members create

supportive and nurturing environments that promote optimal child development and lay the

foundation for a successful and fulfilling life.

REFERENCES -
makingeducation.edu.au, Socioculturalism - EdTech Books

edtechbooks.org , Lev Vygotsky's Theory of Child Development - Gowrie NSW

www.gowriensw.com.au, The Key Role of Community in Child Development - The Sun

Daily