PDPET (DElEd Bridge Course),
NIOS,
~ Vijay Singh Rajput
Course
522 Assignment I
1. Explain
the various changes in early childhood and later childhood. Discuss the role of
family, neighbourhood, school and teacher in the all round development of a
child.
Changes
in Early Childhood:
·
Physical
development- There is change in body shape, weight, teeth, musical development
etc.
·
Language
Development: At this stage, child is eager to learn to speak.
·
Emotional
development: Some emotions like anger, fear, jealousy, curiosity, happiness,
sadness, love, affection etc.
·
Social
Development: At this stage, the child wants to establish social contacts. They
learn to befriend children of their age.
·
Mental
and Emotional Development: In early childhood, fast mental development can be seen
in children and their cognitive ability also increases.
Changes
in Later Childhood:
·
Physical
Development- The height and weight of children increases further every year.
·
Language
Development – At this stage, language development is fast. Vocabulary building occurs
at this stage.
·
Emotional
Development – Their emotional level becomes complex.
·
Social
Development –Child loves to be a part of group and this leads to socialization.
He learns many things from this group stage.
·
Mental
and Emotional Development: 90% of mental development is complete at this stage.
He can clearly distinguish between things and extract meaning in new ways.
The Role of
Family, Neighbourhood, School and Teacher:
1.
At childhood stage, the child is curious to know many things, therefore the
family members, neighbours and teachers should try to answer these questions
with patience.
2. They
should give attention to language development in childhood by speaking with
them and helping them in reading.
3.
Child should be dealt with and taught with love, affection, sympathy and
support instead of physical punishment.
4. They
should give them opportunities for group activities, game, cultural programme,
drama, art and other competitions.
5.
Childhood stage is a wonderful period of emotional development therefore family
members and neighbour should provide suitable environment and opportunity to
freely express their emotions.
6.
Teachers should teach using methods according to the interest of children; so
that they can study it with interest and concentration.
7.
From time to time, parent teacher meetings should be organized. They should
discuss the general and specific problems of their children.
8. The
family and neighbours should behave in such a manner which can inculcate social
qualities and develop them.
9.
Parents and teachers should allot work to children according to the level of
their intelligence. The child should be praised for any accomplishment or
achievement by both parents and teachers. By doing, child develops confidence.
10.
For special children, a suitable and entertaining curriculum should be
developed according to their mental level.
11.
School should arrange and invite language experts and others to volunteer for
the betterment of students.
12.
Parents should not discriminate between boy and girl and both should be given
equal opportunity in all fields.
2.
Discuss various developmental changes during adolescent stage and the problems
faced by adolescents.
Developmental
Changes during Adolescent Stage:
Cognitive
Development:
As the brain gets fully developed in them, there is rapid growth in
intellectual activities like language skills, thinking, reasoning, concepts,
analysis, synthesis etc. During the time of adolescence, child’s mental
faculties are developed and matured.
Emotional
Development:
Both feeling and emotions are affective experiences. Emotions also bring
physiological changes. Some of the changes which express themselves as overt
behaviour are easily observable. The emotional development is due to both
maturation and learning.
Social
Development:
There is a remarkable change in the way they interact and communicate with
others. Many different factors affect social development during this phase that
includes personal and environmental factors. Personal factors include bodily
structure, health, intelligence, etc and environmental factors include family
atmosphere of the child, school atmosphere, peer group and neighbourhood etc.
Problems Faced
by Adolescents:
·
Adjustment
problem because of physical, intellectual, emotional, social and moral aspects
of development.
·
At
this age boys and girls are too much concerned about their appearances.
·
Infatuation
towards opposite sex is normal but the consequences may become problem.
·
Peer
pressure and in order to accommodate oneself in a group leads to many vices and
bad habits.
·
Feeling
of anger or dissatisfaction for conservative society.
·
Too
many ethical values sometimes develop feeling of revolt.
·
Emotional
turbulence, aggression, hostility are often seen.
·
Struggle
for identity and individuality in class, home and society.
·
Adamant
to prove one’s point rational.
·
Have
egocentricism i.e. tries to be centre of attraction.
·
Delinquency
is seen wherein they show acts of vandalism
·
Emotional
turmoil like tension, frustration, impatience etc. is seen.
3.
What is the need of child rights? Describe various policies and legislations in
this context in India.
In India, the responsibility for
care and protection of children lies with the parents. The society has been
providing welfare measures to the children. It is a need based approach to care
of children and not rights based approach. Children in most sections of the
Indian society are traditionally and conventionally not consulted in matters
and decision affecting their lives. However, the intention is not to harm or
oppress or hunt them. Culturally, children’s opinions are not heard or given importance.
In the twentieth century the
concept of Child Rights emerged and the focus shifted from welfare to rights
based approach and this is evolving with time and is mainly concerned with
issues of social justice, non discrimination, equity and empowerment.
National Policies
and Legislations:
(a) National
Policies:
·
National Policy of Children 2013
It aims to safeguard, inform,
include, support and empower all children within its territory and
jurisdiction, both in their individual situation and as a national asset.
·
National Policy on Education,1986
The policy covers education from
elementary education level to colleges in both rural and urban India.
·
National Policy on Child Labour, 1987
This Policy seeks to adopt a
gradual and sequential approach with a focus on rehabilitation of children working
in hazardous occupations and to eliminate child labour from India.
Some of the other policies are National
Nutrition Policy, 1993, National Policy on Health, 2002, National Charter for Children,
2004 and National Plan of Action for Children, 2005
These policies aim at ensuring
all rights to children up to the age of 18 years.
(b)
National legislations
·
Pre-natal Diagnostic Techniques (Regulation and
Prevention of Misuse) Act, 1994
This is an Act for the regulation
of the use of pre-natal diagnostic techniques for the purpose of detecting
genetic or metabolic disorders and to prevent sex determination leading to
female foeticide.
·
Juvenile Justice (Care and Protection of Children)
Act, 2000
It provides for proper care,
protection and treatment of children in conflict with law and children in need
of care and protection by catering to their development needs.
·
Child Labour (Prohibition and Regulation) Act, 1986
This Act was formulated to eliminate
child labour and provides for punishments and penalties for employing children
below the age of 14 years in various hazardous occupations and processes.
Some of
the other legislations include the Prohibition of Child Marriage Act, 2006; Commissions
for the Protection of Child Rights Act, 2005; Right of Children to Free and
Compulsory Education (RTE) Act, 2009 and the Protection of Children against
Sexual Offences Act (POCSO) Act, 2012.
These legislations also aim at
ensuring all rights to children up to the age of 18 years.
Course
522 Assignment II
What
are the religious, cultural and social dimensions of learning? As a teacher,
how will you use these for making conducive learning environment? Explain on
the basis of your own classroom experiences.
Indian society comprises of
people of different cultural and religious sects and they live together. Even
within the same religion and culture there are different practices and beliefs.
This diversity of pupils has great influence on the child learning. Every child
belongs to a certain faith and culture and has values, beliefs, notions about
acceptable and unacceptable behaviour and other socially constructed ideas. These
are part of the socialization process of the child. Learning is embedded in
culture, religion and social interactions. For example suppose a child of
tribal society is part of the classroom. He will not only help the other child
to assimilate the knowledge about the tribal world but he also will learn from
other children. Learning of this kind allows social interactions, and respects
for diversity encourage flexible thinking and social competence. In interactive
and collaborative instructional contexts, individuals have an opportunity for perspective
taking and reflective thinking that may lead to higher levels of cognitive,
social and moral development. Social-cultural theory of learning explains how
socio-culture has role to play in learning process.
Not only does
our mental activity determine the nature of our social world, but this world of
human relationships and artefacts also determines to a large extent how we
regulate our mental processes.
Learning is developed through
social interaction with more knowledgeable or more proficient others. This
social process of interaction (through language, as well as other systems and
tools such as gestures, narratives, technologies) mediates the construction of
knowledge and leads to the individual’s development of a framework for making
sense of experience that is congruent with the cultural system in which the
child and learning are located. It is through this social and cultural process
that students are socialized to act, communicate and ‘be’ in ways that are
culturally appropriate to the groups in which they participate as members, and
through which identities are formed. Focusing on the cultural dimension of
learning Gee highlighted:
Socio-cultural
approach places a premium on child’s experiences, social participation, use of
mediating devices (tools and technologies), and position within various
activity systems and communities of practice. A socio-cultural perspective amounts to an argument
that students learn new academic ‘cultures’ at school (new ways of acting,
interacting, valuing and using language, objects and tools) and, as in the case
of acquiring any new culture, the acquisition
of these new
cultures interacts formidably with child’s initial cultures.
As a teacher, I can use these for
making conducive learning environment in my classroom. For example, while
teaching a chapter which has characters and practices of certain minority
religion, for example, Muslim religion, I can discuss them with children from
Muslim families. The children themselves will also discuss them with them.
Similarly, while teaching about
hygiene and medical procedures, children of medico families can help us to
discuss about such topics since they are taught such things in their families
by their parents. Students from villages or from ordinary families can benefit
from such discussions.
In the same way, children
speaking different regional languages like Gujarati, Malayalam etc and children
following different cultures can help the other children learn more about them
in the classroom and outside.
