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Start studying today! 1 Child development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.1 Growth and development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.2 Cognitive theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 1.3 Piaget, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 1.4 Kohlberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 1.5 Vygotsky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 1.6 Intelligence and its theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 1.7 IQ, ZPD other intelligence theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 1.8 Language Acquisition Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 1.9 Vygotsky language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 1.10 Chomsky language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 1.11 Learning Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 1.12 Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 1.13 Autism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 1.14 ADHD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 1.15 Specially abled Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 1.16 Learning Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 1.17 Laws of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 1.18 Principles of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 1.19 Behaviourist theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 1.20 Teaching methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 1.21 Maslow Hierarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 1.22 Reinforcement and Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328 1.23 Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 1.24 Cognition and Emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 1.25 Freud?s Personality Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 460 1.26 Heredity and Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490 1.27 Influencing Factors of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493 1.28 Inclusive Education- Govt norms, define, features . . . . . . . . . . . . . . . . . . . 496 1.29 School based assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 506 1.30 Curriculum-Based Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 506 1.31 summative assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507 1.32 formative assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 570 1.33 Continuous and Comprehensive Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . 602 1.34 Types of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604 1.35 NCF 2005 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 612 1.36 RTE 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 613 1.37 Classification of assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620 1.38 Tools of assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636 1.39 Assessment techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 646 1.40 Project methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 1.41 Bruner?s Cognitive Development Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . 660 1.42 Moral Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 662 1.43 Jean Piaget?s Theory of Cognitive Development . . . . . . . . . . . . . . . . . . . . 671 1.44 Progressive Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 678 1.45 Child Centred Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679 1.46 Concept of Socialisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 680 1.47 Bronfenbrenner?s Ecological Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 696 1.48 Socialisation and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699 1.49 Concept of Assessment and Evaluation Concept of Assessment and Evalua- tion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 702 1.50 Child Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 717 1.51 Development and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 738 1.52 Emotional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 752 1.53 Theory of Multiple Intelligence (Gardner) . . . . . . . . . . . . . . . . . . . . . . . . . . 779 1.54 Variations in psychological attributes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 789 1.55 Sternberg?s theory of intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 791 1.56 Measurement of Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 793 1.57 Individual difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841 1.58 Child Development and Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 850