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Development of Learning and Teaching Learning Process Psychology of Learning and Development 3rd Edition,8175413166,9788175413160

Development of Learning and Teaching Learning Process Psychology of Learning and Development 3rd Edition

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Book Information

Publisher:Shipra Publications
Published In:2006
ISBN-10:8175413166
ISBN-13:9788175413160
Binding Type:Paperback
Pages:pp. 358

The Title "Development of Learning and Teaching Learning Process Psychology of Learning and Development 3rd Edition" is written by J.C. Aggarwal. This book was published in the year 2006. The ISBN number 8175413166|9788175413160 is assigned to the Paperback version of this title. This book also comes in Hardback . The book displayed here is a 3rd Edition edition. This book has total of pp. 358 (Pages). The publisher of this title is Shipra Publications. We have about 747 other great books from this publisher. Development of Learning and Teaching Learning Process Psychology of Learning and Development 3rd Edition is currently Available with us.

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About the Book

The focus of the Book is on the development and education of the adolescents, especially Indian adolescents their anxieties, inspirations, issues and problems. Accordingly it highlights the imperative need to provide a stimulating educational Environment and also offers workable suggestions to channelize their energies in such A Manner that would contribute to their optimum all round development.

The book responds to the needs and interest of a wide range of potential readers and may find it useful.

About the Author

J.C. Aggarwal, a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Admin., has written extensively on Education, History and contemporary affairs. Before joining Delhi Administration, he taught in a Post-graduate Teacher Training College.

Mr. Aggarwal is a prolific writer and has written extensively on education and history.

Contents

Unit I : Psychology AND EDUCATIONAL PSYCHOLOGY (NATURE OF PSYCHOLOGY AND LEARNERS) :
1. Psychology :
i. Meaning
ii. Nature
iii. Methods and Scope meaning of Psychology
iv. Nature of Psychology
v. Psychology as Independent Discipline
vi. Historical Development of psychology
vii. Methods of Psychology
viii. Scope of Psychology

2. Methods of Psychology and Educational Psychology Need for Methods of Psychology
i. Classification of the Methods of chology
ii. The Clinical Method
iii. Differential or Survey Method Statistical Method
iv. Psycho-Analysis or Psycho-Analytic method
v. Cross Sectional vs. Longitudinal Method
vi. Case Study :method
vii. Experimentation
viii. Interview Method
ix. Introspection method
x. Observation Method
xi. Sociometry Method

3. Meaning
i. Scope
ii. Functions Significance of Educational Pychology M’eaning of Educational Psychology
iii. Nature and Limitations of Eucational Psychology
iv. Scope of Educational Psychology : Several Ways of Classification
v. ‘When to Teach
vi. What to Teach
vii. And 'How to Teach’ Questions of Educational Psychology
viii. Importance of Educational Psychology
ix. Functions and Significance of Educational Psychology to Teachers
x. Summing up

4. Stages of Human Development :
i. Specific Stage Characteristics and Developmental Tasks Meaning of Human Development
ii. Characteristics and Principles of Development
iii. Educational Implications of the Principles of Development
iv. Interrelationships and Interdependence of various Patterns of Development
v. Stages of Development
vi. Characteristics of Each Stage of Human Growth and Development and Educational Implications
vii. Significance of the Knowledge of the Growth and Development Process to the Teachers
viii. Developmental Tasks at Various Stages
ix. Guidelines for Parents and Teachers Relating to Developmental Tasks

Unit II : UNDERSTANDING THE LEARNER : STAGES OF HUMAN DEVELOPMENT :
5. Human Physical Development Pattern :
i. Significance of Physical Development of Human Beings
ii. Meaning and Dimensions of Physical Development Pattern
iii. General Pattern of Physical Development
iv. Characteristics of Physical Development Pattern and Needs of Children
v. Growth and Development Rate
vi. Growth and Development Curve
vii. Characteristics and Stages
viii. Common Causes of Delayed Motor and Physical Development
ix. Factors Affecting the Pattern of Physical Growth and Development
x. Educational Implications of the Physical Development Pattern of the Children for the Teacher
xi. Organisation of Physical Development Programme
xii. Summary : Important Characteristics of Physical Development Pattern

6. Human Social Development Pattern :
i. Meaning of Human Social Development Pattern
ii. Characteristics of Social Developm!!nt Pattern
iii. Social Development Pattern of the Child at Different Stages
iv. Factors Affecting the Social Development of the Child
vii. Hindrances in the Social Development of the Child
viii. Role of the School in the Social Development of the Child
ix. Teacher’s Role in the Social Development of the Child
x. Concluding Observations

7. Human Emotional Development Pattern :
i. Significance of Emotional Development Pattern
ii. Meaning of Emotions
iii. Chief Characteristics of Emotions
iv. Positive and Negative Effects of Emotions
v. Unaerstanding Emotions of Anger, Fear, Love and Jealousy
vi. Emotional Behaviour Pattern at Different Stages
vii. Classification of Emotional Pattern
viii. Comparison Between the Emotional Pattern of Childhood and Adulthood
ix. Factors at Home and at School which Disturb the Emotional Development of Children
x. Training, Sublimating and Modifying Emotions
xi. Role of the School and the Teacher in the Emotional Development of the Child

8. Human Cognitive Development Pattern :
i. Meaning of Human Cognitive Development Pattern
ii. Process of Cognitive Development Pattern
iii. Various Areas or Aspects of Cognitive or Mental Development Pattern
iv. Factors Affecting Cognitive Development Pattern
v. Cognitive Development Curve
vi. Jean Piaget’s Theory of Cognitive Development Pattern
vii. Educational Implications of Piaget’s Theory of Cognitive Development and the Role of the School and Teacher

9. Characteristics, Needs and Problems of Adolescents :
i. Meaning and Definition of Adolescence
ii. General Characteristics of the Period of Adolescence
iii. Specific Needs of Adolescence with Special Reference to Indian Adolescents
iv. Physical Needs of the Adolescents and their Satisfaction
v. Emotional and Psychological Development Needs and Their Satisfaction
vi. Intellectual Mental Needs of the Adolescents and their Satisfaction
vii. Moral Development or Satisfaction of the Moral Needs of the Adole - Scents
viii. Social Development Needs of the Adolescents and their Satisfaction

10. Adolescents, Sex Education :
i. Problems, Worries, Fears and Development Tasks : Interrelatedness of Needs and Various Aspects of Development of Adolescents
ii. Classification of Problems of Adolescents
iii. Specific Problems and Worries of Adolescence
iv. Developmental Tasks for Adolescents and Their Implications
v. Pedagogic Practices for Developmental Tasks of Adolescents
vi. Developmental Tasks and Class and School Organisation
vii. Needs and Developmental Tasks of Indian Adolescent
viii. School Programme and Adjustment of Adolescents : Developmental Tasks and Needs. Role of Teachers
ix. Adolescent and Sex Education

11. Indian Adolescents :
I. Needs, Aspirations, Interests, Attitudes and Self - Concepts Situational Analysis of Adolescents in India
ii. Changes in the Society Affecting Adolescence DevelopmenU
iii. Major Needs, Interests and Attitudes of Indian Adolescents
iv. Important Problems and Issues Involved in the Proper Development of Indian Adolescents
v. Directions Helpful to Find Suitable Solutions to Adolescent’s Problems
vi. Self-Concept and Educational Implications

12. Guidance and Counselling for Adolescents :
i. Meaning and Need for Educational Vocational Guidance and Counselling Meaning of Guidance
ii. Nature and Characteristics of Guidance
iii. Aims, Functions and Kinds of Guidance
iv. Brief History of Guidance
v. Educational Guidance : Meaning and Need
vi. Vocational Guidance : Meaning and Need
vii. Counselling and its Types : Role of the Counsellor

13. Organisation of Guidance and Counselling Services for Adolescents in Schools :
i. Need for Guidance Services
ii. Scope of Educational, Vocational Guidance and Counselling for Adolescents
iii. Aims, Purposes and Functions of Educational Guidance at the Secondary and Senior Secondary Stage of Schooling (Adolescence Stage)
iv. Aims, Purpose and Objectives of Vocational Guidance for the Adolescents
v. Why Special Emphasis on Guidance at the Higher Senior Secondary Stage
vi. Guidance Programme in School : Scope
vii. Educational Vocational Guidance Process and Counselling
viii. Organisation of Guidance Services in a Senior Secondary School : Special Considerations
ix. Guidance Personnel
x. Functions of the Counsellor and Guidance Programme
xi. Methods of Educational and Vocational Guidance
xii. Facilities Required for Guidance
xiii. Career Guidance : Need and Significance of Career Planning

Unit Ill : LEARNING AND MOTIVATION :
14. Concept of Learning :
i. Meaning, Nature and Process Meaning and Definitions of the Term Learning
ii. Nature and Characteristics of Learning
iii. Broad Aims, Objectives and Outcomes of Learning
iv. Types of Learning
v. Major Domains and Main Areas of Learning
vi. Educational Implications of Domains of Learning
v. Learning Process and Its Aspects

15. Factors of Learning :
i. Personal and Environmental : Classification of Factors of Learning
ii. The Child as a Learner and Personal Factors Affecting Learning
iii. Subject Matter and Its Presentations as a Factor in Learning
iv. Environment as a Factor in Learning
v. Teacher as the Inductor of Change and a Factor in Learning
vi. Some Problems in the Field of Learning
vii. Making Learning Effective : Role of the School and the Teachers
viii. Learning and Maturation
ix. Heredity (Genetic) and Environment (Nurture) on Learning
x. General Principles of Effective Learning
xi. Summary

16. Nature, Types and Techniques of Enhancing Motivation :
i. Meaning, Definition and Nature of Motivation
ii. Definition, Sources, Types and Nature and Characteristics of Motivation
iii. Process and Importance of Motivation
iv. Maslow’s Need Hierarchy
v. Merits . and Criticism of Maslow’s Theory as Applied to Learning
vi. Techniques of Enhancing Learner’s Motivation

17. Theories of Learning and their Educational Implications:
i. Meaning, Significance and Classification of Theories of Learning
ii. Behaviourist Theories of Learning
iii. Thorndike’s Theory of Learning
iv. Skinner’s Theory of Operant Conditioning
v. Gestalt Theory of Learning or Theory of Insight Learning
vi. Comparison of Thorndike’s Theory and Gestalt Theory
vii. Information Processing Theory of Learning by Gagne and Others
viii. Rogers and Maslow’s Humanistic Theories of Learning

Unit IV: INTELLIGENCE :
18. Intelligence :
i. Meaning, Nature, Characteristics and Development : Meaning and Definition of Intelligence
ii. Intelligence and Scholars of Ancient India
iii. Operational Definition and Meaning of Intelligence
iv. Kinds of Intelligence and A Few Generali-sations
v. Development of Intelligence and Mental Testing
vi. Measurement of Intelligence
v. Basic Concepts Involved in intelligence and Intelligence Testing
vi. Classification of Individual on the Basis of I. Q
vii. Important Uses of Intelligence Tests in evaluation

19. Classification of Intelligence Tests and Theories of Intelligence:
i. Classification of Intelligence Tests
ii. Intelligence Testing in India
iii. Description of Some Tests
iv. Theories of Intelligence
v. Spearman’s Two-Factor Theory f
vi. Thomdike’s Multi factor Theory
vii. Thurstone’s Group-Factor Theory
viii. Guilford’s Theory of Structure of Intellect () or SI Theory of Intelligence
ix. Evaluation of the Theories of Intelligence Including S. I. Model and their Educational Implications

Unit V : PERSONALITY :
20. Personality:
i. Meaning, Nature, Development of Integrated Personality : Meaning, Definition and Nature of Personality
ii. Complex Nature of Personality and Definitions of Personality
iii. Characteristics and Nature of Personality
iv. Behavioural Patterns of Personality
v. Marks of Balanced Development of Personality
vi. Classification or Types of Personality
vii. Development of Personality : Biological and Socio-cultural Determinants
viii. Barriers in the Development of Integrated Personality
ix. Integration of Personality and the Role of the School

21. Theories of Personality and Their Educational Implications :
i. Need for Theories of Personality
ii. Classification of Theories of Personality
iii. Allport’s Trait Approach Theory
iv. Raymond B. Cattell’s Factor Analysis : Theory
v. Psychoanalytic Theory of Sigmund Freud (-)

22. Exceptional Children, Their Education and Development :
i. Meaning, Definition and Classification of Exceptional Children
ii. Broad Classification of Exceptional Children
iii. Need for the Education of Children with Special Needs or Exceptional Children
iv. Special Education
v. Integration or Mainstreaming Approach. to the Education of the Exceptional Children
vi. Role of the Regular Teacher when Integrated System comes into Operation
vii. Necessary Equipment Needed for the Resource Room
viii. Comparative Study of Two Types of Programmes : Special and Integrated for the Education of the Handicapped
ix. Projects of Integrated Education for DisabledPhysically Handicapped Children

23. Children with Learning Disability (Dyslexia) and Other Problems :
i. Children with Learning Disability
ii. Education of the under Achiever Children
iii. Education of the Backward Children
iv. Cognitive Differences and Cognitive Development

24. Individual Differences and Accommodating them in the Classroom Significance of Individual Differences in Teaching-learning :
i. Types of individual Differences
ii. Indivldua Dmerent_S : Readiness I
iii. Educational Implications of Individual Differences
iv. Meeting Needs of Individual Differences : Teaching Strategies and Class-room Measures
v. General Guidelines for Meeting Individual Differences
vi. Integrating Handicapped Children, Backward Children and Children with other Differences with the Mainstream

25. Learner Centred Techniques for Exceptional Children Introduction :
i. The Gifted Children
ii. Physically Handicapped Children
iii. Education of the Blind
iv. Children with Visual Impairments or Disability
v. Children with Hearing and Speech Impairment
vi. Children with Orthopaedic and Locomotor Impairment Disability
vii. The Mentally Retarded Children and their Education

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