CHILD DEVELOPMENT AND PEDAGOGY SYLLABUS FOR TET PAPER 1 & 2:-

I. CHILD DEVELOPMENT AND PEDAGOGY (Marks: 30)
1. DEVELOPMENT OF CHILD
– Development, Growth & Maturation – Concept & Nature
– Principles of development & their implications
– Factors influencing Development – Biological, Psychological, Sociological
– Dimensions of Development and their interrelationships – Physical & Motor, Cognitive, Emotional, Social,
Moral, Language relating to Infancy, early Childhood, late Child hood, Adolescence.
– Understanding Development – Piaget, Kohlberg, Chomsky, Carl Rogers and Erikson
– Individual differences – Intra & Inter Individual differences in the areas of Attitudes, Aptitude, Interest,
Habits, Thinking (Divergent & Convergent), Intelligence and their Assessment
– Development of Personality – Concept, Factors effecting development of Personality, Child Rearing
Practices,
Self-Concept
– Adjustment, Behavioural problems, Defense Mechanisms, Mental Health
– Methods and Approaches of Child Development – Introspection, Observation, Interview, Case study,
Experimental. Anecdotal Records, Questionnaire, Rating Scales, Cross sectional and Longitudinal
– Developmental tasks and Hazards
2. UNDERSTANDING LEARNING
– Concept, Nature of Learning – input – process – outcome
– Factors of Learning – Personal and Environmental
– Approaches to Learning and their applicability-Behaviourism (Skinner, Pavlov, Thorndike), Constructivism
(Piaget, Vygotsky), Gestalt(Kohler, Koffka) and Observational (Bandura)
– Dimensions of Learning – Cognitive, Affective and Performance
– Motivation and Sustenance -its role in learning.
– Memory & Forgetting
– Transfer of Learning
3. PEDAGOGICAL CONCERNS
– Teaching and its relationship with learning and learner
– Learners in Contexts: Situating learner in the socio-political and cultural context
– Children from diverse contexts-Children With Special Needs (CWSN), Inclusive Education
– Understanding of pedagogic methods – Inquiry based learning, Project based learning, Survey, Observation
and Activity based learning, Co-operative & Collaborative Learning
– Individual and Group learning: Issues and concerns with respect to organizing learning in class room like
Study habits, Self learning and Learning to learn skills
– Organizing learning in heterogeneous class room groups – Socio-economic background, Abilities and
Interest
– Paradigms of organizing Learning-Teacher centric, Subject centric and Learner centric
– Theory of Instruction – Burner
– Teaching as Planned activity – Elements of Planning
– Phases of Teaching – Pre active, Interactive and Post active
– General and Subject related skills, competencies required in teaching and attributes of good facilitator
– Learning resources – Self, Home, School, Play,Community, Technology
– Class room Management: Role of student, teacher, Leadership style of teacher, Creation of non-threatening
learning environment, Managing behavior problems, Guidance & Counselling, Child abuse, Punishment
and its legal implications, Rights of a child, Time Management.
– Distinction between Assessment for Learning & Assessment of Learning, School based Assessment,
Continuous & Comprehensive Evaluation : Perspective & Practice
– Understanding teaching & learning in the context of NCF, 2005 & Right To Education Act, 2009.