Tet-1& Tet-2 Exam Material વિભાગ -૧ બાળ મનોવિજ્ઞાન

 Tet-1& Tet-2 Exam Material વિભાગ -૧ બાળ મનોવિજ્ઞાન 

Child psychology

The science that studies the sequential development of infant and child behavior from the prenatal stage to the early stages of puberty (ages 13–14). It started in the early twentieth century. Psychology is the science of behavior. The entire behavior covering human existence. Now the study of human behavior as a whole means the study of behavior from conception to birth and from birth to death. The roots of behavior depend on heredity and environment. There are many effects on the baby in the long term from conception to birth. Like the genes inherited from the parents, the biological traits inherited by it, which the child develops according to the environment in the mother's womb.

Child psychology is a branch of psychology but is also somewhat independent. In general psychology, sexual feeling or sexual feeling (sex) is given a lot of importance in human development and attitudes. Sexuality is usually of little importance to a young child. If he sucks his thumb, it means that he feels insecure about weaning, he obeys the command of the elders because he understands that it is in his best interest.

The creation of a child is a gift of nature, but society plays a major role in its development. So pediatrics is a kind of bio-social science or a kind of natural science. Experts in biology, sociology and anthropology have contributed to its development. It is a kind of both theoretical and practical science. So it not only explains how the child's behavior develops but also shows the solution to his problems. Educationists have made a significant contribution to the development of pediatrics.

The importance of a child in society is great. It was also in earlier times. But in earlier times he had more importance as an heir. Now apart from that it has more importance as a fundamental aspect of a person's personality. By the time a child reaches the age of six years, the personality traits of an adult have developed in him and therefore the understanding of the child's behavior predicts and regulates his behavior accordingly, the child develops properly. That is why, showing the importance of a healthy child, it has been said that 'child is the father of man'.

Earlier there were many misconceptions about children. The study of paediatrics has removed the misconceptions about children. As if a child does not understand anything, he can be brought up as he wants. Watson also said 'Give me any ten children and I will make them what you want' - but this has been proved hollow from the point of view of child psychology. The latent powers which the child inherits are developed by the environment. Some Westerners and experts among them believed that a child is the fruit of male-female sin. Some also believed that the child was a small human being. It develops only in accordance with the inheritance it receives. It was also believed that different children develop in the same way so every child should be brought up in the same way. There was a tendency to treat an older person and a young child as equals. We used to have the concept of 'Soti Vage Chamcham and Vidya Avae Ghamgham'. At present there is a great difference in the beliefs about him. Now the child is considered the first stage of development of the future adult. He is accepted as an independent person. Now it is also understood that apart from genetic inheritance, the surrounding environment also plays an important role in its development. Genes can be preserved from being distorted. But it is not possible to change the inheritance of genes. So it is understood that creating the right environment can lead to the proper formation of a child. It is also now accepted that each child has his own unique characteristics. For their development, it is suggested to decide the subjects to be taught and its method based on their different patterns. Thus every child has individual differences and hence individual attention is required in their development.

Tet-1& Tet-2 Exam Material વિભાગ -૧ બાળ મનોવિજ્ઞાન મટેરિયલ ડાઉનલોડ કરવા માટે                👉અહીં ક્લિક કરો.

Tet-1& Tet-2 Exam Material વિભાગ -૧ બાળ મનોવિજ્ઞાન MCQ મટેરિયલ ડાઉનલોડ કરવા માટે                👉અહીં ક્લિક કરો.

(1) Study of Paediatrics : The study of paediatrics covers various subjects. It studies how the child grows, develops and inherits (heredity). How was the health of the mother before the birth of the child, what medicines she was taking, how was her diet all affect the mental development of the child. It is considered necessary for the proper development of the fetus. A child's health and adequate nutrition after birth are important factors in their mental development. Enlargement of body parts is called growth, while increase in its efficiency is called development. Proper and timely development of his height, weight, body organs and bodily functions is considered essential. Development of child's motor skills, development of speech and development of social behavior are also important. The levels and stages of growth and development normally seen at different ages have been identified. They are called milestones of growth and development. Apart from this, illnesses and physical defects that arise in a child also have psychological effects on it.

Tet-1& Tet-2 Exam Material વિભાગ -૧ બાળ મનોવિજ્ઞાન નવું મટેરિયલ ડાઉનલોડ કરવા માટે             👉અહીં ક્લિક કરો.

The place and importance of motivations in a child's behavior is great. Various types of motivations such as hunger, thirst, curiosity, achievement, social respect, self-respect etc. shape his behavior. Impulses of various kinds also act as a kind of powerful motivator, eg, love, anger, fear, etc. They are a kind of psychosomatic agitation states. Different impulses are active at different ages.

Their development and their expression have a special place in the field of study of child psychology. Not all of a child's wishes are fulfilled. Sometimes they are mutually antagonistic and sometimes they find it difficult to choose between the two likes. The resulting depression and deprivation tendencies and their manifestations are also studied. As a result of depression, the child either loses his adaptation and expresses dissatisfaction or tolerates it. Various such psychological matters are covered in the study of child psychology. It also covers various aspects like child's language development, child's emotional development, child's intellectual development, child's social development, child's personality development etc. A child acts on impulse. So mother, father or other elders stop him from doing such an act. Such authority of his is in his interest. But it imposes a kind of discipline on the child. A school-going child is also disciplined by his teacher. Self-discipline is also inculcated in him through the educational process. Child psychology also understands the importance of discipline in a child's life, the control of authority he experiences and his response to it. A naughty, stubborn and aggressive child creates problems and thus stunts his development. By preventing this from happening, child psychology aims to maintain the mental health of the child and to establish a condition in which his development continues in a smooth and appropriate manner.

Childhood is an important period of life. If there is any interruption in the development process at that time, its effect remains throughout life. It can be known through the study of pediatric psychology whether the development of the child has taken place according to recognized and standardized standards or not. With the help of it, the mental aspect of the physical and social needs of the child is also known. It also helps in removing the mental imbalance of problematic children by going deep into the causes of their behavior. Thus, the study of pediatric psychology is useful in many ways.

A variety of approaches have been used to study pediatrics. Psychologist Paul Musen has identified two main approaches: the descriptive approach and the explanatory approach. Descriptive approach describes stages of development, whereas explanatory approach studies function and cause to understand if there is any anomaly in child's development or behavior. Another psychologist, Horace B. According to English, by making pediatric psychology useful in everyday practice, mothers, fathers and teachers should have received useful information and approaches on how to make a healthy minded and beautifully learning child. In addition, two other approaches to psychological measurement are in use. The study of different children of the same age group is called cross sectional approach. The study of psychological changes that occur with age is called a longitudinal approach.

(2) Methods : Different methods are used to study child development and behavior. Some of the more commonly used methods include informal observation method, controlled observation method, behavioral description method, case report method, questionnaire method, interview method, comparison or evaluation method, reflection method, experimental method, psychometric studies method and clinical case study method. Intuitive observation of a child's day-to-day behavior is called informal observation. This method has little value as it is messy and somewhat unscientific. Sometimes important things are left out of it. Controlled observation is done consciously and selectively. It is planned in advance. So it also has accuracy. Also it is done by trained observers. Hence its results are considered standard. In the method of behavioral description, the child is described by his parent or guardian. If the information is provided by the parents in a neutral manner, then the information is of great value. Informal observation of a child's behavior in which a record of a particular event is prepared and conclusions are drawn based on it is called the method of incidental report. A casual record of a child's behavior is actually a record of events in his life. Based on that, the child is helped to understand completely. Questionnaire method asks three types of questions. Poll questions that ask for the belief of multiple individuals, open-ended questions that do not have pre-prepared answers and have to be answered by self-determination, or multiple-choice questions that have predetermined answers and have to choose from among them. In the check list method, specific types of behavior are described rather than questions. Any correct information contained in it has to be ticked. The usefulness of this method depends on the honesty of the respondents. In the face-to-face interview method, the skills of the interviewer are important. Also it is expensive and time consuming method. This method is good for individual cases. But it does not lead to general conclusions. In the method of comparison or evaluation, the category or level of the child is determined by evaluating the behavioral traits and personality traits. Projection involves the act of attributing one's thoughts and feelings to others.By giving the child a piece of ink-stained paper and asking him to describe what he sees on it, he will give an explanation to the accuser of his thoughts in a picture of uncertain meaning. The task of interpreting the ideas he expressed is difficult. This test is called the Rorschach ink pad test. In this way, interpretations are made from the picture drawn by the child, from the colors he fills, from a description he makes, from his vocabulary, from the footwork he makes, from the work he does or from the psychodrama he plays. These survey tests are called reasoning tests. This method can only be used by trained psychologists. Psychological experiments conducted in a controlled environment produce reliable results. The study of mental and physical development of a child is called psychophysical study. With it, proper guidance can be given in the upbringing of the child. A clinical case study test is a psychological study of that child. It accurately studies many factors affecting the development of the child.

Methods of Study: Any science has methods of obtaining information about its subject matter. Likewise, there are various methods of studying pediatric psychology. E.g., observation method, questionnaire method, interview method, personal history method,Projection method, experiment method etc. Different age groups and different intelligences make use of different methods. Not all learning methods are equally useful to all children. Because different methods have to be used for different ages and levels as well as different languages, cultures. Sometimes all three methods have to be used together. For example, when a child is unable to speak or has low intelligence, only observation and experimentation work. Questionnaire method does not seem to work. Observation is also important when there are children with different languages ​​and cultures. Monitoring also takes place in many ways. Simple Inspection, Controlled Inspection, Field Inspection, Vs. A child can be kept in a specific environment and monitored by a foster home. A child's mind can also be known through projection and free association.

3) Child's Process towards Discipline and Authority : Controls placed on the child's behavior is called discipline. Control is of two types: legislative and prohibitive. Authority is needed to control one's behavior. In the case of a child this authority first rests with his parents. They provide all his needs, love him and also give him security. So the child loves them and accepts their authority. A growing child becomes less dependent on its parents for various needs and security. Sometimes due to family or other reasons the love relationship between parent and child is not intimate enough. At that time the child does not like the restrictions on him, he resists them. Thus, antagonism to parents arises in his mind. Children's view of authority is shaped by how parents exercise their authority in the family. Children from families that insist on strict discipline have developed an aversion to authority. On the contrary, in families where the bond of love is high, the child is subject to authority. But where there is power without love, it has trouble. There is love of the right kind and in the right proportion, and control in the right proportion and kind. The attitude of the children there towards authority also becomes appropriate. How children function in autocratic leadership, democratic leadership, and non-leadership environments is studied. Democratic leadership is best known in it. Power creates functional and prohibitive conditions. Feelings of guilt sometimes arise when authority is not obeyed. This gives the child a chance to improve but sometimes a strong feeling of guilt can spoil the child. The elders in the family teach the child the concept of social etiquette and morality. Thus, they become carriers of social culture. In a democratic family, the elders maintain proper control over the child's behavior by keeping in mind the interest of the child and getting his support. Discipline is imposed from outside, while self-discipline originates from within. It is a legislative virtue. The right kind of discipline results in self-discipline. Children learn to control their behavior through self-discipline if the parent shows appropriate leadership and can create such a social environment. Thus the child can be taught self-discipline. Good discipline gradually fades and the child learns self-discipline.

(4) Child Misbehavior and Punishment: According to one study, in 36 out of 50 different occasions, the parent wrongly restrained or ordered the child to do the expected thing. While only 14 times it was found necessary to restrain the child's will. Thus, not every time an elder says it is right. Such false selfishness of parents makes the child rebellious. It does not mean that no bond should be placed on the child. It is believed that elders should exercise power, but they should use it for their own benefit or with the intention of not harming others. It is suggested that the elder does not impose his beliefs and goals on the child. A proper bond of authority directs the child's abilities and energies in the right direction. However, no matter how much is preserved, there are occasions of conflict with authority in matters of discipline. So at that time, the right type and the right amount of punishment is needed. The effect of punishment is limited and negative. It works to stop the action immediately. Therefore, it is believed that punishment should be done only if it does not have a bad effect on the child and does not cause wrong reactions in him. Punishment is deterrent because it deters action. It does not create any legislative function or effect. Other measures have to be taken to produce legislative effect. For that reason it is suggested to use punishment as little as possible. However, due to punishment, the child learns self-control. Whether punishment is verbal or physical, its main effect is psychological. Shiksha is an interaction between two persons. A young child often does not understand the purpose of punishment, but the pain it causes makes him averse to authority. Parents give affection and security to the child so most of the time there is no antagonism but in the case of teacher this is not the case and hence the child becomes antagonism. However, sometimes punishment becomes a procedural act that gives immediate results if a wrongdoing is to be stopped on an immediate basis. However, there is a possibility of impulsive exaggeration or error in immediate punishment. No specific suggestions are possible regarding the amount and type of punishment. Also, the more severe the punishment, the more effective it is. It has to be based on the severity and prevailing circumstances of the child's fault or crime and must be compatible with the child's mental state and mental constitution. It is also important to be aware of the collateral effects of punishment. Punishing does not mean rejecting the child. So he should never feel that his love for her has diminished. Care should be taken that the child does not become counter-aggressive in opposition to punishment. It is important to keep in mind the limitation that punishment is only a deterrent process and not a legislative process. So it is suggested that after disciplining a child to stop him from doing something, a suitable imitation should be done to motivate him to do the right thing. It is not possible to immediately explain why the punishment was done because at that time there is a feeling of resentment in the child. So he is first allowed to lie still and then engaged in activities that make him happy or satisfied. Sometimes the reason for a child's misbehavior is also justified, so even if his behavior is punished, it is also necessary to accept his reasonable protest and make necessary corrections. It is useful to take steps that build self-discipline rather than requiring punishment.

(5) Form of physical growth and development : Increase in the size of the body or its organs and organs is called growth, while improvement in their function is called development. Children are constantly growing. There are individual differences. But it happens in certain ways and is also affected by external factors. From the time of conception, a child receives a pair of 23 chromosomes from its parents as its biological inheritance. Crowe and Crowe presented theories of biological inheritance. He states that the maturation gradient is generally the same for each sex. In addition to heredity, environment also affects their development. Certain types of physical and mental traits arise due to biological inheritance. It also increases the risk of some diseases or protects against some diseases. A nurturing environment for physical and mental health and a high level of emotional stability also protects against many diseases. Factors affecting prenatal development include maternal health and diseases, maternal nutrition, parental age, exposure to harmful drugs and X-rays, impulsive experiences, consumption of caffeinated substances, adverse environmental conditions, etc. A list of indicators of growth and development of the child has been prepared through which it can be known whether the growth and development of the child has taken place properly and on time or not. A child's growth and development happens almost in a certain order. Some children come back badly in one order or another. But almost all children have the same developmental sequence. For example, a child first learns to sit, then to walk. The first development of the head is followed by the development of the legs. It does not mean that when one side develops, the other side stops developing. But it is slow. Child development from head to feet, from inside to outside, whole body behavior to specific appendage etc.

(6) Heredity and environment: Both inheritance and environment are important in the life of an individual. Both have equal importance. It is the axis of a child's life. Both exist simultaneously. At conception, a child inherits twenty-three chromosomes from its parents. Growth, color, height, body build, eye and hair color, diseases are inherited. Inheritance also takes place in an environment. The effects of inheritance vary according to the trait of inheritance. Inheritance does not increase during life. When there are many changes in the atmosphere.

No two people or children are exactly alike. The reason is the chromosomes. Each chromosome contains about 300 genes. Also the environment the child gets is very important. Even twins are not exactly alike. Because the heritage is the same but the environment is not the same. Its location in the mother's womb is also different. After birth, many types of environment affect. So no two persons on creation are alike.

(7) Psychological Effects of Physical Diseases and Defects : Physical diseases and defects hinder the development of the child. Due to this, the child lags behind in studies and sports and sometimes his social interaction also decreases. He gets separated from his friends. Due to the malformation, he feels shortness of breath. It also happens that other children treat him with disdain. One should also show them too much kindness. So the child feels helpless and his self-esteem is hurt. It is believed that parents and their teachers should pay special attention to them. They are more prone to accidents and diseases. Accidents, illness, malnutrition, injury to the nervous system, visual or hearing impairment etc. can hinder their development. If a child is clumsy, he has difficulty in social adaptation. Children with limb deformities may have stunted physical development but may develop in other areas. So giving them extra facilities, and showing them loving behavior keeps their development going.

(8) Impulse and Emotions in Children : If a reaction to an object or situation prompts a response, it is called an impulse. This reaction includes the triggering event, the mental experience of the impulse, changes in the body and outward signs. Impulse is an excited state of mind and body. At birth the infant shows only signs of normal physical agitation. But then sorrow, happiness, fear, disgust, anger, affection, hatred, joy, shame, anxiety, despair, indifference, hope and other impulses arise. With age, experience, and environment, the events that trigger impulses change, and the expression of impulses also varies. The impulse of love between mother and child is natural. Fear is also a natural impulse. Thus some types of impulses arise naturally or internally. But many impulses are acquired through the learning process. A child's impulses change a lot because of the learning process. In addition to education, cultural perspectives are also related to the emergence of impulsivity. In addition to cultural and educational factors, social, economic etc. factors also have an impact in impulse-creation. Social customs and traditions, concepts of morality, social etiquette etc. play an important role in creating impulses. Thus, the child also learns impulses.

As the stimulus changes, so does its expression. A small child may speak loudly or lash out when angry, but an older child may go away with a mouthful. Thus, as maturity comes, the educational level changes, the expression of impulses also changes. There are several factors that create different types of impulses in a child and affect their expression; For example, conditioning or association, environment, a strong life event, imitation, language skills, impulse control training, sports and dramatic activities etc. If exposure to an event, object or person continuously produces a painful or pleasant experience, then a mental association of an experience with that event, object or person is formed. It is called Abhisandhana. For example, making frequent mistakes in class, being humiliated by misidentifying an area from a school map, or being repeatedly beaten up by the Hindi teacher if a mistake is made, etc., are situations that create a tragic experience through a kind of ambivalence that suggests or inner opposition to the subject. creates When the subject is again exposed, the child's behavior is impulsive due to this impregnation. On the contrary, if pre-exposure does not occur, the generation of the right impulse sometimes stops. As noted in a study by Murphy and Horace English, Indian children receive a lot of family warmth and love. So they have fewer adverse or aggressive events in their early life. That is why they cannot learn to control their impulses on such occasions. Thus, the stimulating environment also plays an important role. As the child knows that addiction is wrong, he hides it, but when he finds suitable companionship, he becomes addicted. The same is true of imitation. An angry child learns to throw utensils by imitating an adult. Sensations evoked by words create impulses more strongly than objects in physical contact, such as objects, events, or individuals. So if the haunted house is not seen but heard in the story then it becomes scary for him if he is alone in some dark deserted place. Thus, words have a far greater impact. As words are arousing, they are also very useful and effective in reducing their impact. Two words of courage also dispel a child's fear. A well-known example is that Ram Naam gave Gandhi the power to overcome darkness. Similarly repeated patriotic words (like 'Vande Mataram', 'Jaihind' etc.) inspire patriotism. In the high-rope walking experiment, fear is reduced by training to walk at progressively increasing heights to control the fear impulse. A child who participates in Ratgamamat learns to control his impulses in various situations such as victory, defeat, injury, aggression etc. A child who is raised to speak at a school assembly at a young age is not afraid to give a speech at an older age. Fear of an unknown object can be prevented by making it aware through play. Play therapy is also done to control the impulses using this matter. Thus, in various ways a child can be taught to mature in the expression of impulses.

Impulse is an intense experience that upsets the whole. In the presence of impulses, all bodily functions become disordered. However, a child's impulses are fleeting. A person and a child have both positive and negative impulses. Positive emotions have a major place in life. But negative impulses are also necessary to some extent. Eg, jealousy, hatred, anger, sorrow etc. etc. Many times a child moves forward out of jealousy, hatred. It develops. For example, if his classmate gets the first number, he will also try for it. Will try to do what others can do. Thus his latent powers flourish. But care should be taken that the price does not stabilize. It is necessary that its level or quantity does not increase. Feelings and impulses give life. A person without it is considered a robot. However, no child is without impulses and emotions. Management of life is based on such values. Impulses are associated with motivation. There is only a difference of degree between emotion and impulse. The general effect of any price is that it takes the form of emotion and impulse as it increases in magnitude.

Some individuals behave childishly or immaturely as an expression of impulsiveness. E.g., a big man cries when he is hungry. If the impulses are expressed in a manner appropriate to the age of a person, it is called impulsive maturity. Expressing impulses through symbolic rather than physical reactions, dominance of thought over impulses, and proper restraint over impulses are the hallmarks of impulsive maturity. A man's emotional immaturity is immediately apparent due to some behavioral faults. Such as hypocrisy or false pretenses, defending one's inappropriate behavior, concealing one's faults, finding fault with others, indulging in fantasies and daydreams, getting angry frequently, having a habit of slandering, holding grudges, behaving inappropriately, etc. Behavioral faults indicate immaturity. is Sometimes the adult controls his impulses but the child expresses his impulses without remorse and with mental openness. Impulse is also necessary. It makes life interesting. Sometimes it even protects them and improves their expression. Therefore, it is also considered necessary to develop legislative or useful impulses in the child. In everyday situations the child should be allowed to individualize his impulses in his own way. Parents or teachers should not impose their likes and dislikes on children. Like freedom of thought, freedom of expression is also important. It is enough to see that the child expresses his feelings in a way that does not hurt the feelings of others.

(9) Language Development of Child : The medium through which human beings carry mutual thoughts and express desires and feelings is called language. Through mouth gestures, body gestures and words spoken, heard, written and read, thoughts, feelings and desires, information are exchanged (pratyayana). All of them are covered in the concept of language. Pronunciation by a deaf and dumb person is also a form of language. A child's physical, mental and social development is very important in language development. So its language development is indicative of its overall development. There are different stages of language development. At birth, the newborn makes his first contact with the world by crying first. Around the end of the third week, the baby begins to cry differently. So, in different situations like hunger, stomachache, urination etc., his cry starts to change. The development of verbal language requires physical development, such as the development of the larynx, lungs, tongue, and teeth. By the second or third month, due to the development of these organs, he begins to articulate and makes accidental utterances like 'a, aa'. First he pronounces with the breath coming out of the lungs with the mouth open so the vowels are pronounced. Sometimes he utters sound consonants like 'ppp, mm, bb' with a closed mouth. Between the third and eighth months, the baby starts babbling. In it he makes pronunciations like Dada from 'Da-Da', Ma or Mom from 'M-Ma', Ba from 'Ba-Ba', Papa from 'Pa-Pa' which have been incorporated as words in the language. At this point he also uses sign language; For example, turning your face towards mother's breast or bottle, raising your hand to mother and asking her to drink, turning away when a stranger calls, etc. As verbal language develops, the use of sign language decreases. A nine-month-old baby understands the meaning of 'come' and on May 12th he understands it and speaks it. He speaks his first words at the age of nine to 14 months. During this period he understands the meanings of new words and starts building his vocabulary. Babies who speak their first word at twenty months or later are more likely to be mentally retarded. At first he generalizes the words and uses the same word for another similar thing or person. But over time it came to use different words for different things or persons. First he learns nouns and later he learns verbs. Then comes the sequence of adjectives. At the end of the second year joins the verb in the sentence. At that time he understands the meaning of pronouns such as 'my' and 'your', but usually in the third year he starts using pronouns himself in sentences. Thus, the child learns syntax.

There are 4 aspects of language use. First the child understands what others are saying. He then builds up his vocabulary by listening to others' words. He then learns the pronunciation of the words himself through his experiments and thus, he begins to speak the words. Finally he learns syntax and speaks sentences. Vocabulary varies greatly from child to child. But usually in the first year he knows 3 words, in one and a half years 20 words, in two years 250, in three years 900, in six years 2500 words. At twelve years he mastered 30,000 words to understand and 10,000 words to use. The child first speaks one or two word sentences. He also asks small questions the second year. He speaks 3 word sentences and is also beginning to make several types of sentences. E.g., subjunctive sentences. At three years he uses the plural, uses the past tense and enters the conversational stage. At that time he speaks continuously. By four years his grammar has improved and at that time he is able to speak clearly enough to go to school. Between the ages of 6 and 12, he experiences a new environment at school that increases his vocabulary, lengthens his sentences, and shortens a familiar object, event, or person. A 12-year-old child can speak like an adult.

Before a child learns to speak, he understands the meaning of things, their uses, etc. Communication with a child plays a major role in language development. Talk to the child from the time he is small. Even if you don't understand, small stories should be told. All this forms part of language learning. It is essential to teach correct pronunciations. Constantly talking to the child in his black and white language does not change his pronunciation. Teach a second language only after the child has mastered his mother tongue. By not doing so, the child feels confused in the language. Language development is based on mental development.

Language develops gradually. Factors affecting it include the normal rate of growth of the child, its intelligence, the gender of the child (girls start talking earlier), the socio-economic level of the child's family and several other factors. Children with twins, bilingual families, or children living in rural areas tend to have slower language development. Hereditary factors and school environment, the language spoken in the neighborhood and the language spoken by friends also have an effect on language development. Some faults are sometimes found in the act of speaking; Such as, manipulation of letter, manipulation of syllables, slurred speech caused by blending of one word into another, stuttering etc. Its reasons include different factors such as the body mechanics of speaking (mouth, jaw, teeth, tongue, respiratory tract etc.) are not right, there is an atmosphere of fear in the family or school, there is a defect in the child's impulse development, the child does not consider himself safe. Sometimes clefts are hereditary. At that time it is difficult to cure.

Another aspect of development is related to the development of readability. It has a lot of effect on home and school environment. A teacher's classroom reading style has an impact on a student's reading style and effectiveness. Reading aloud in class and elsewhere improves readability and pronunciation. Thus, students can read very effectively if they are given systematic practice of oral work. For that, it is believed that it should be specially seen that the child uses the books with beautiful printing and the subject and presentation that interests the child. A child's impulses affect his reading. Similarly, if there is any impairment in his vision, hearing or pronunciation, it also adversely affects his readability. At the eighteenth month, the baby recognizes the picture. 2 years he recognizes pictures of familiar person or object. During 4 to 5 years he recognizes many letters. A five-year-old child can read words without syllables if given proper practice. Proper reading training, suitable printed books that touch the child's interest and experience at home and school, impulsive tendencies of the child etc. play a role in reading development. Writing skills include the whole system of writing. Knowledge of letters, ability to write them, vocabulary, spelling of words, knowledge of word meaning, syntax etc. are essential for writing.

(10) Child's Intelligence : Ability to perform intellectual operations is called intelligence. We know what is called intellectual action in everyday practice. So we can identify which child is intelligent and which is retarded. Based on that, let us define intelligence as such. Intelligence also increases with age. Intelligence grows from twenty to twenty-three years. But whether a child's intelligence at birth can be improved is controversial. Earlier it was believed that improvement was not possible. According to modern research, intelligence can also be improved to a certain extent. Concepts associated with intelligence include the concepts of intelligence quotients, mental age, and IQ. Tests conducted to measure intelligence are called intelligence tests. It covers intellectual abilities such as reasoning ability, memorability, the ability to understand cause-and-effect relationships, mathematical ability, and the ability to imagine. The first intelligence committee was created by Binet and Simon. Currently, different intelligence tests are created to measure that type of ability. The maximum age for which a child successfully passes a test designed for him is called his psychological or intellectual age (age of intelligence). Its concept was invented by Bin. The age that tells how much time has passed since the birth of the child is called chronological age. It may differ in mental or intellectual age. If an 8-year-old child can successfully pass a test designed for a 10-year-old child, then his mental age is said to be 10 years old. The opposite may also be the case. The score obtained by dividing mental age by temporal age, multiplied by 100 is called intelligence score. The child shown in the above example has a chronological age of 8 years and has the same intelligence as a 10 year old child, so his IQ is 10 8 100 = 125. Now, if we believe that the IQ score improves, then the intelligence can increase. Modern research shows that IQ can increase by about 20. Favorable economic and social status of the family, intellectually encouraging environment at home and school, teaching style of the teacher and physical health all play a role in improving intelligence. Giving a child intellectual tasks, games or reading material increases his intelligence. Merely giving information to a child does not increase his level of intelligence. If the teacher lacks the patience or skill required to teach the child to solve the puzzle on his own, it becomes an obstacle to the development of the child's intelligence. It has not been proven that intellectual ability has any relationship with caste (gender) or ethnicity. Horace states that an IQ score is not really a measure of intelligence but rather a measure of the development of a child's intelligence. Rather than the growth of intelligence, it is more appropriate to say the development of intelligence.

(11) Children's motivations: The inner will that motivates a person or a child to do something is called motivation. The motivations behind a child's behavior are different from those of an adult. So sometimes it becomes difficult to understand them. But it is very important to know. Knowing what his motivations are makes it easier and possible to eliminate any rawness in his behavior. McDougall has shown that there are some innate motivations behind human behavior. It is the same for all mankind, eg, hunger. McDougall originally listed 8 motivations which he gradually expanded to 18 motivations. Initially he described it as instincts. But finally he has named it as innate propensities. Basic instincts relate to the surrounding environment, available objects or emotions. The instinct of love is associated with motherland or mother tongue and patriotism becomes a kind of inspiration. Currently McDougall's theory of instinct is not accepted. Need is now considered as the main driving force of behavior. Some are innate needs, some are environmental needs, some are a combination of them. But they are not classified as such.

At first he has only physical motivations, which are actually his physical needs. Hunger, thirst, excretion, movement, sleep etc. are its physiological needs. Gradually, mental needs such as curiosity, sense of beauty, desire for independence, desire to be appreciated etc. are also developed in the child. The last 2 motivations are indicative of the child's social development. Most of a child's physiological motivations are based on their innate needs. They are called intrinsic motivations. However, most of a child's needs are environmental. The motivations created by it are called extrinsic motivations. Thus motivations are also of 2 types based on the two types of needs: intrinsic and extrinsic.

Intrinsic motivation means direct motivation. It motivates us to work directly towards our goal. For example, a child's feeling of hunger is his internal motivation that prompts him to seek food or milk. After learning whether the milk comes from the mother or in the bottle (learning process), he turns his face towards the mother or the milk bottle. This is considered his environmental and learned motivation. Extrinsic or environmental motivation that does not directly motivate work toward a goal but motivates work toward a goal through another means, e.g., a child does not like to do homework but the father says that if he finishes the homework, he will go outside. Will take for a walk. So he will be motivated to do housework due to his love of travel, but no desire or motivation to do housework. Having internal motivation to act is an ideal and desirable state but this is not always the case. Extrinsic motivation is as effective as intrinsic motivation. Sometimes external motivation also creates internal motivation. So we use extrinsic motivation. Extrinsic motivation is also called inducement or incentive. Sometimes it is also in the form of command, request or instruction. There are some common inducements or influencing factors on extrinsic motivation. They are also called reliable or common lures as they are mostly successful.

The list of temptations is long and endless. Some of the extrinsic motivations commonly seen as command, inducement or encouragement are: command, request, suggestion, learning aptitude, knowledge of progress, habit, novelty, desire or ambition to do something, reward and punishment, competition (between two people). when it occurs) and competition (when it occurs for an idea or thing), the desire to be appreciated, admired or praised, the desire for acceptance in a group (the desire to be accepted into a group, the desire to belong to a group), the desire to conform to others or to do as others do. Desire (of imitation), sympathy towards others, tendency to aggression, desire to be virtuous etc. This survey calls psychological climate the home or school environment in which a kind of group spirit develops through motivational forces. It is very beneficial for the psychological development of the child. However, there are also individual differences. Its success depends on the relationship with parents, elders or teachers and the submission of orders. Commands (requests or suggestions) that are clear, legislative or affirmative, confidence-inducing, definite forms i.e. not creating doubt, giving clear guidance, calm and friendly, are more likely to be accepted. Aptitude theory is not about teaching the child whatever he likes but it is important to make the subject interesting to him. Thus aptitude building is given importance to fulfill the goal of education. It is successful only if the knowledge of progress or failure is given immediately. Even at home, by making a schedule or doing one task daily (getting up early every day) it becomes a habit of work. It becomes beneficial in the learning process. Novelty sparks a child's curiosity. The act of outdoing another child or person is called competition. Competition is the act of trying to get something, get it early or create something better or better. So there is an opponent in competition. There is a work in front of the competition. A sense of competition develops in a child from the age of 2 years. Motivation is stronger in individual competition than in group competition. Too much rivalry creates hatred, while too much competition creates tension. Sometimes weak children tend to withdraw from competition. Some degree of competition is added along with the competition which gives better results. The process of self-competition (the sense of doing better than what one has done before) sometimes brings great results. A list of temptations created by many psychologists and educational psychologists McDougall listed 18 instincts. Freud gave more importance to the sexual (sexual) instinct. Adler considered the desire for dominance important and listed 32 temptations. Teasing, teasing, or disrespecting a child has negative consequences. Praise, guidance or a private reprimand often creates a positive effect. A child's motivations are hidden or hidden or cannot be clearly displayed so it is difficult to find out the reasons and motivation behind his behavior. Due to this, it is sometimes difficult to overcome his behavioral defects.

(12) Deprivation and Depression : Unfulfillment of a desire is called a state of deprivation. It does not satisfy one's needs. When a child's needs are not met and are interrupted or hindered or the satisfaction of his needs is delayed, great frustration arises. Malnutrition begins when the developing baby does not get enough nutrients in the womb. Deprivation is a situation in which a person is deprived of having his needs met, the development of children deprived of parental affection is stunted. At that time he develops impulsivity imbalance, criminal behavior and aggression. Barker, Dembo, and Lewin conducted an experimental study of the effects of depression in children. Experiments conducted on 30 children between the ages of 3 and 4 showed that depression caused withdrawal in children. The effect was immediate. In Wright's experiment depression resulted in withdrawal as well as immaturity. But there was also an improvement in his behavior. Some children became more cooperative and behaved more closely with each other after depression emerged.

Depression leads to aggressive behavior in the child. It has been established from a number of experiments. Dollard and his associates have proposed the frustration-aggression theory. He states that aggression comes into being either directly or indirectly. According to psychological English, it is especially important that children learn to tolerate some frustration in a stressful life, because failure and dissatisfaction in life are often experienced. Therefore, it is also necessary to develop the ability to create a suitable response by enduring it; If this happens, they can respond creatively to frustration without becoming outwardly or internally aggressive due to frustration.

Children try to cope when situations of deprivation occur. Some flatter, some plead. If someone becomes aggressive, someone also resorts to intimidation. Some cry because of stress-induced depression, thumb-sucking, and toddlers fall asleep. Some children start doing some other action or engage in some other activity as a substitute. A study found that 22 out of 30 children lost their creativity and maturity (personality stability). Persistent depression can lead to psychosis in a child. In this regard, psychoanalysts say that if the basic needs of a child are not satisfied during childhood, then the resulting depression will later develop in them as some mental diseases. A problem child is a child who is a victim of chronic deprivation. Parents and teachers have to pay special attention to protect the child from the situation of depression so that its functional effects arise. A child acquires a new skill if he tries to solve a problem on his own. In this way he can be helped in his development by bringing him out of the depressing situation. The effects of long-term deprivation and depression lead to behavioral disorders or deviations. Deprivation creates adverse tendencies in the child. It has not been proved in experiments and studies that with the help of a rigid lifestyle, the child develops the ability to bear depression. It has been reported that children from lower social and economic status have lower stress tolerance. Some psycho-pedagogues have suggested how to deal with a child in a depressed state. Accordingly, it is believed that parents and their teachers should create activities and environment that increase confidence in the child, create a situation in which the child engages in some other activity as a substitute in a state of depression and make a conscious effort to make the child realize the reality.

(13) Development of personality: The ways in which a child meets his physical and mental needs lead to the formation of a specific pattern of behavior. Different situations have different types of behavior. The combination of such different types of behavior is called personality. Behavioral habits and patterns of expression of personality motivations, impulses, values, ideals and aspirations are continuous, organized and interrelated. It is an ongoing process, which shapes the personality. As a child grows older, his personality changes. It is typical behavior of his age. In Allport's definition of personality, a person's system of physical and mental characteristics is called his personality, due to which he can adapt to the situation. Personality is studied in four ways: through classification, through analysis, through the study of personality as a whole, and through the study of individual development. Differences between boys and girls begin to appear as age increases. Ambitious parents give their children more opportunities and leeway to be adventurous. Hence such children become stressed, anxious, competitive and aggressive. Impulsive pressures on the child also increase due to social, family and cultural influences. Classification according to body and temperament characteristics, there are groups in Ayurveda such as kapha pradhana, pitta pradhana and vaya pradhana. Hippocrates divided the optimists, the pessimists, the quick-tempered, and the unemotional based on physical appearance. Jung described the types as introvert and extrovert. The study of how personality is made up of traits is called personality analysis. Personality changes according to the developmental stage of the child. It is also studied that way. How the environment affects the whole personality of the child. It lays down an approach to discover the general rules of personality dynamics. Personality is both static and dynamic. Even newborns have personalities. Personality is a combination of physical and mental characteristics. No two personalities are the same. Dress, name, social level, economic aspect etc. many factors play a role on personality.

Personality Development: Personality differences are visible even from 1 to 3 years of age. At this age also certain behavior-habits take shape, which become more or less stable and the foundation of personality is laid. It also changes due to experience and environment. Stability of behavior is established mostly from the third year. In some children it occurs at the age of 12–13 years. It depends on the age at which they feel social security. A 'self-concept' (concept about oneself) is central to a child's personality. Social relationships affect personality before school age (3 to 6 years). He is more drawn to the mother. If there is any delay on the part of the mother due to the father, opposition also arises towards the father. Even at this age he comes into relationship with the people of the house, so he builds his concept of himself according to the people of the house and what they say about him. Home training also affects a child's personality. The strict discipline in the family makes him rebellious. Birth order also affects it. More attention is given to the eldest child in the family. He also has a greater sense of responsibility. Young children are happy, relaxed, calm and have more friends. Parental attitudes affect the child, personality becomes more stable at this age. However, it changes due to maturity and environment.

During primary school (6 to 12 years of age) the child's developing social horizons influence his personality. It comes in relation with teachers and peers. He makes many friends. Sexual (sexual) instinct does not arise. The social status of the house affects the development of his personality. Impulsive problems are created due to the secretion of endocrine glands in his body. Personality becomes more stable. The concept of 'ideal-self' develops. A sense of hero worship develops. He speaks the truth by imitation, does not steal, but the idea of ​​morality is not developed in him. Children of upper social class are ambitious, want dominance and responsibility. Children of lower social status become dissatisfied, repressed or aggressive-rebellious. Due to changes in the endocrine glands, children of this age are sometimes irritable, listless, anxious, impulsive and lethargic. If they have a physical defect, they are more susceptible to it. The child becomes independent and wants to do everything by himself. It needs safety and warmth. Personality becomes more stable at this age. They are influenced by teachers, historical characters and contemporaries.

In early adolescence (12 to 15 years) sexual orientation becomes intense. His ideals and dislikes change. Kumar-Kumaris have different symptoms. This is a period of feeling tension and pressure, so the mental struggle begins. Loves friends. Concepts of virtues and ideals vary. The devotion to mother and father seen in 12-13 years seems childish in 15 years. Adults want to live up to masculine or feminine ideals. He is willing to take the lead. A 12-year-old boy becomes a rebel. He becomes fearless, adventurous, active and skilled in sports. Masculine qualities are on display. Sometimes behaves irresponsibly due to stress and conflict,Shows aggression, feels insecure and daydreams. Factors affecting personality are of two types: the child's own physical and mental qualities and factors from the external environment. Body shape, appearance, body mobility, muscle strength, intelligence, aptitudes, impulsiveness etc. are internal factors. External factors such as home, school, other children in school, culture, religion, child's sports and hobbies – all these influence the child's personality. Family plays a very important role in the personality development of a child. A child's personality develops properly in a family in which the child is given proper importance, there are less fights, there is no danger to other children, there is freedom given to the child, there is harmony on the part of the parents, there is enough money and there is harmony with the neighbors.

(14) Games and Toys : Games have a special importance in a child's life. Through it physical development, language development, personality development, social development through sea sports and development of latent powers. The tendency to give and take is cultivated. So it becomes social.

(15) Maturity : Growth, development and maturity are interrelated and mutually complementary. Maturity is the condition to do that. Maturity is generally considered to be 18 to 20 years in society. But in psychology its meaning is much broader. The birth of a child is also called maturity for that work. Similarly, all the actions that he speaks, sits, walks, runs, learns are done only when he is physically and mentally prepared for that action. It is called its maturity. This maturation process also lasts a lifetime. No work can be done without physical and mental maturity.

(16) Education: How does a child learn? The act of education is also from birth to death. who learns He is the one who lives. There are also two types of education. Formal and Non-Formal – Formal education is given to a child. Literacy, lexical knowledge, functional knowledge – all these are formal. All of them are taught as the child matures. Whereas informal education is learning from day to day practice. A child can learn a lot by listening and seeing.

How a child and a person learn. Psychologists named Pavlov, Skinner, Thorndike, Kohler and Kofeka have proven it through experiments. Pavlov-given conditional theory, experimented on dogs. An animal is kept hungry to teach it. Because that is the basic motivation. A hungry dog ​​sees food, acts to get food. With that, Pavlov invented light and sound here and then the dog learns to get food with light and sound and saliva is produced. Thus the child also performs Abhishandham. E.g., when we take a child to the temple, when we tread on the Lord, he also treads and then when he comes to the temple, he does the act of treading. Skinner experimented with mice and cats to show how learning is achieved through trial and error. As effort increases, time and error rates are shown to decrease.

B.ed Course year wise Old Exam Papers ડાઉનલોડ કરવા માટે 👉અહીં ક્લિક કરો.

Kohler and Koffka performed an antiation experiment on chimpanzees. Bananas were hung in the room and a stick and a table were placed. After a few tries, the chimpanzee becomes conscious and climbs the table to get bananas with a stick.

However, there is always a learning process going on. There is no one method for one type of education. There is trial and error in assimilation, and there is also trial and error in self-realization.

(17) Mental Health and the Developing Child : A child is neither fundamentally evil nor fundamentally good-tempered. Its dispositions, behavior, habits, etc. are not entirely heritable. So it is suggested to provide proper environment in its formation and upbringing. Horace B. According to English, mental health is an ongoing personality adjustment or self-adjustment. It achieves self-perception. Karl Menninger believes that the adjustment with the world, with other persons that is more, effective and gives happiness is called mental health. Dr. Adolph Mayer founded an organization called 'Society for Mental Health' in America. He started the mental health movement. Gradually it became worldwide. It emphasized on methodology, factors and research. It includes 3 areas of guidance for parents and teachers, protection of mental health and reduction of mental disorders. It guides the child to develop favorable attitudes and improve his impulsive habits. It explains psychological and social factors. From the point of view of mental health, capriciousness, cycle, strange behavior, mild psychosis (neurosis), severe psychosis (psychosis) etc. are called deviant behavior. Its causes include adverse home conditions, unrealistic intense impulsiveness, suppression of impulses and desires, etc. Characteristics of a healthy mind include personal values ​​such as a sense of security, a sense of self-reliance, self-confidence, self-acceptance and self-acceptance, a sense of responsibility, goal orientation, a problem-solving mindset, etc.