EDUWORLD CENTRE Psycho-Pedagogy - I (B.Ed I)

EDUWORLD CENTRE ‐ Psycho-Pedagogy – I (B.Ed‐ I)

INDEX
2 • Psycho-Pedagogy
• Nature and scope
• Teacher and educational psychology
• Methods of educational psychology
• Determination of Behaviours
• Heredity and environment
• Growth and Development
Psycho‐Pedagogy
Definitions:
3 • Psychology----Science of soul, science of mind, science of consciousness, science

of behaviour.
• According to Woodworth: “ Psychology deals with the activities of an individual
in relation to his environment.”
• According to Skinner: “ Psychology is science of behaviour and experience.”
• Education---- Modification of behaviour.( Gandhi ji ‘s definition).
• Educational Psychology:
• According to Skinner: “ Educational psychology is branch of of psychology
which deals with teaching and learning.
• According to Stephen: “ Educational psychology is the systematic study of the
educational growth and development.
Nature of Educational Psychology
• Educational psychology is a science
4
• Educational psychology is an applied science
• Educational psychology is a positive science
1


• Educational psychology is a factual science
• Educational psychology is growing science
• Educational psychology studies learner behaviour
• Educational psychology uses scientific methods
• Educational psychology is universal in nature
Scope of Educational psychology
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1. To study the learner.
2. To study the learning process.
3. To study the learning environment.
4. To study the learning experience.
5. To study problem of behaviour.
6. To study problem of individual differences,
7. To study personality and intelligence.
8. To study developmental stages.
9. To study guidance and counseling.
10.To study the exceptional children.
11.To study group dynamics and group behavior
12.To study motivation and interest
2


13.To study mental health
14.To frame curriculum
15.To improve teacher‐taught relationship
Teacher and educational psychology
6
• “Teaching is stimulation, guidance, direction and encouragement of learning”‐‐
‐Burton
Important characteristics of teacher:
1. Physical and mental health of teacher.
2. Teacher knowledge and mastery over content.
3. Teacher attitude and aptitude towards teaching profession.
4. Adjustment of teacher with self and with environment.
5. Teacher communication skills.
6. Patience, tolerance, co‐operation, affection, empathy, honesty etc.
7. Ability to diagnose problem and to provide remedial solution.
8. The essential knowledge about using different teaching methods and
techniques.
9. Job satisfaction.
10.Teacher personality and behaviour essential for acting, inspiring and
influencing.
3


Methods of Educational Psychology

7
Observation Method:
Looking keenly at something with a specific purpose is observation.
A teacher can know much about his pupils by observing them carefully.
1. Controlled observation
2. Uncontrolled observation
Limitations :
1.Only overt behaviour is observed.
2. Subjectivity of observer.
3. Sampling error and observer error may occur.
Uses:
1. This is basis of all scientific methods.
2. This is useful in guidance and counseling.
3. This is useful in clinical psychology.
4


Experimental Method
8
• Any scientific experiment should involve the following steps:
• 1.Identification of problem 2. Formulation of Hypothesis 3.
choosing suitable experimental design 4. conducting experiment and
collecting data 5.Analysis the data 6.interpretation of data and
drawing conclusion.
• Types of experimental design:
• One group design
• Two group design
• Merits of Experimental Method :
• The experimental method has the following merits :
• It is the most systematic method and the conditions can be
completely controlled.
• The data collected can be analysed in an objective manner and so it is
reliable.
• A cause‐effect relationship of individual’s behaviour can be
established.
• Hypothesis can be formulated and the result of the experiment can
be tested keeping this in consideration.
5


• It discards subjective viewpoints.
• It increases the scope for further research as the result of the
experimental method can be precisely recorded.
9 Drawbacks of the Experimental Method
• The drawbacks of the experimental method are –
• As human behaviour is changeable, identical behaviour of the same
individual not occur even under identical conditions at different times.
• Mostly experiments have been conducted on animals like cats, dogs
and rats and the principles arrived at on the basis of such tests may
not explain human beings.
• It is often difficult to conduct experiments in social sciences unlike
physical sciences.
• The experimental method is costly and time consuming.
• The experimenter must have specialized skills to conduct experiments.
• The tools used in experiments may not be satisfactory and therefore
the obtained data may not be reliable.
• The experimental method can produce results of probability and not
certainly.
10 Anecdotal Records
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• It is a record of current observation of what a child said or did. It does
not include family or development history. Anecdotal records reveals
the child personality, needs and reveals problems connected with
social adjustment and growth of child.
• According to Traxler: “Anecdotal records are reports of significant
episodes in the life of students.”
Advantages:
• Minute observation of a child.
• Helpful in understanding child behaviour in diverse situations.
• Valuable when forwarding a pupil’s record from one school to another.
• Helps to diagnose problem of children.
• Anecdotes are used in parent and staff conferences for discussing child
behaviour.
Cautions during writing anecdotal records
11
• Observations should be accurate, objective, specific as well as
authentic.
• Observer should not make assumptions or use subjective and
ambigious words.
• It is done only when appropriate and not forced.
7


• Every type of student behaviour should be recorded.
Heredity and Environment
• Meaning and definitions:
12
• Heredity:
• Ruth Benedict: “ Heredity is transmission of traits from parents to off
springs”.
• Woodworth: “Herdity covers all the factors that are present in the
individual when he began life, not at birth, but at the time of
conception,about nine months before birth”.
• Aspects of Heredity:
• Physical aspect
• Psychological aspect
• LAWS OF HEREDITY :
• Law of similarity
• Law of variation
• Law of regression

8


Experiments conducted by
hereditarians
1. Kallikak family study : By Goddard:Kallikak had two wives:
13
Feeble
Normal
minded
480 descendents 496 descendents
46 normal
The others were criminals,
patients,
All normal with exception of 5
Feeble minded, sexually perverted
&
illegitimate
15
Environment
• Woodworth Marquis : All the outside factors
that have acted from the time of conception
till death.
• Types of environment:
Physical Psychological Socio cultural
• Food , water, • Home, school • Family , friends

clothing • Etc.. • Classroom,
• Shelter, climate neighbours

16
Relative importance of heredity and environment
9


• Maciver and Page, Every phenomenon in life is the product of both.
• Neither can be eliminated and neither can be isolated.
• Both are complementary to each other.
• Heredity is like a seed and environment is the soil. Hence, both are
equally important.
• Hence, growth and development are the product of heredity and
science.
Educational Implications
• Changes the attitude of the teacher
• Identification of inborn traits
• To cater individual differences
• Providing educational, vocational and personal guidance
17 • Understanding and implementing laws of heredity
• Social development‐ by helping them adjust in social environment
• Help the child in balanced growth and development
• Conducive and stimulating environment for effective development in
personality
10


• Suitable school environment‐co‐curricular activities, enrichment
classes, adequate teaching material and provide effective inclusive
education
• Understanding the influence of parental values
Growth and Development
• Definition of Growth:
18
• Crow and Crow: “The growth refers to structural and physiological
changes and development concerned with growth as well as those
changes in behaviour which results from environmental situations”.
• Definition of Development:
• Hurlock: “Development consists of progressive series of changes that
occur as result of maturation and experience”.
• Ven Den Dako: “Development implies qualitative changes”.
11


Difference between Growth and
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Development
Growth Development
• Quantitative changes in • All over qualitative functioning
physical aspects of the individual
• Non continuous, stops at • Refers to improved quality,
maturity character & composition
• Unfolds changes in any part of • Continuous process
an individual • Expresses total integrated
• Refers to increase, addition, in changes
terms of becoming larger / • Refers to advancement,
heavier progressive change &more
• Can be measured & evaluated maturity
• Has a limited meaning • Can be observed & assessed
• It is one of the part of the accordingly
developmental process • Has a comprehensive meaning
Principles of Growth and Development
1. Principle of continuity‐womb to tomb
2. The rate of growth & development is not uniform
3. Principle of individual differences
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4. Uniformity of developmental pattern
5. Development proceeds from general to specific
6. Growth is not linear but spiral
7. Development is predictable
8. Heredity & environment both are necessary
12


9. Growth & development is head to toe
10. Growth & development is from core to the periphery
11. Principle of anticipation
Types of Development
Physical
21
Mental Social
Emotional Moral
Physical Development
Meaning:
• “Physical growth and development implies orderly changes in size,
22
proportion and function from cradle to grave”.
• Principles of physical development:
1. Physical development is rhythmic and not regular.
13


2. Each organ and each part of body follows its own laws of
development.
3. Child develops his body specially during winter months whereas during
summer growth is not so fast.
4. Development is very rapid from birth to 2 ½ years. It declines then to
stage of puberty. It again increases at stage of adolescents and then
declines after this stage.
Characteristics of Physical Development
1. Increase in Height and weight.
2. Changes in proportions of body.
23 3. Development of nervous system.
4. Change in internal organs.
• Respiratory
• Digestive system
• Sex organs
Educational implications
1. Important for knowing individual differences.
24
2. Important for identifying abnormalities.
14


3. Important for understanding stages of development.
4. Important for harmonious development.
5. Important for future planning.
6. Important for understanding need of healthy environment.
Social Development
Sorenson: “By social growth & development we mean increasing
ability to get along well with oneself and others”.
Social development implies :
25
• Ability to tolerate the views of others
• Ability to cooperate with others
• Ability to adjust with people of various social groups
• Ability to take interest in others
• Ability to make friends
• Ability to be a leader, form groups & work with groups
Factors influencing social development
• Personal factors: Physical characteristics, Intelligence, Emotional
development.
15


• Environmental factors:
Cultural
• Religious institutions
• Customs & traditions
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• Means of entertainment
Social
• Family
• School
• Peer group
• Community
• Neighborhood
• Teacher can encourage group work for increased co‐operation.
• Teacher can help selecting proper means of entertainment.
• Transmission of culture from one generation to another generation
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can be made through co‐curricular activities.
• Healthy human relations can be encouraged .
16


• National integration and inter‐national understanding can be
developed.
• By understanding social customs, traditions, values, the teacher can
provide knowledge of rich culture.
Moral development
• “Moral Development involves the development of ability to judge right
and wrong, justice and injustice, law and order. It develops qualities
of:
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• Self‐control
• Self‐consciousness
• Reliability
• Industriousness
• Sense of responsibility
• Persistency in action
Factors influencing Moral Development
• Heredity : like begets like
• Physical factors: good health, diet etc.
• Mental factor/intelligence: truthful, tolerant, not sly, not coward
17

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• Social factors: family atmosphere, neighborhood, peer group
• Means of entertainment : exposure to TV, radio, newspaper, books
• Moral and religious factor.
• Providing high ideals
• Moral science
• Developing will power
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• Development of proper sentiments
• Providing self examples

Emotional Development
• Arthur Gersield: “Emotion is the state of being moved and stirred up
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or aroused in one way or the other. It involves feelings, impulses,
physical and psychological reactions.”
Characteristics of emotions :
• present in every individual
• present at every stage
• differ from person to person
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• tendency to rise abruptly but end slowly
• Quality of displacement‐snooty behavior from home to office
• Temporary in nature
• One emotion gives birth to likewise emotions
• Product of perception
• Core of emotion is feeling
• Emotional experience involves physical and psychological changes
• negative co‐relation b/w emotion and intelligence
Kinds of emotions
• Positive(helpful for normal development)
• Love
• Affection
• Like
32 • Amusement
• Attraction
• Happiness
• Negative( harmful for normal development)
19


• Anger
• Hate
• Tension
• anxiety
• Fear
• Jealousy
Factors influencing emotional development
• Physical development: physical deficiencies, illness and weak health
33 cause emotional imbalances
• Mental development: intelligence helps in better adjustment
• Family atmosphere :congenial, motivating ,supporting family
members
• Teachers and social environment
• Neighborhood
Methods of training emotions
• Repression: negative method, for undesirable behavior, punishment
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• Expression: provide opportunity to be able to express
• Mental occupation: provide activity, positive method
• Redirection and sublimation: primitive emotion is redirected and
substituted into healthier & socially desirable one
• Catharsis: opportunity for outlet of emotions
• Switch over from punishment to problem solving attitude
Mental Development
• Cognitive development is the growth and development of cognitive
abilities.
“ Construction of thought processes including remembering, problem
solving and decision making from childhood through adolescence to
adulthood”.
Characteristics of mental development:
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• Sensation and perception
• Concept formation
• Memory
• Language
• Problem solving
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Factors affecting mental development
• Heredity and Environment
35
• Maturation and learning
• Learning
ADOLESCENCE (13‐19 years )
• The term adolescence comes from the Latin word adolescere, which
means to grow to maturity. It includes mental, emotional, physical and
36 social maturity.
• A.T. Jersild termed adolescent as “that span of years during which
boys and girls move from childhood to adulthood, mentally,
emotionally, socially and physically”.
• Stanley regarded adolescence as a “period of stress, strain, storm and
strife”.
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Characteristics of adolescent
period
Physical development characteristics: Cognitive development characteristics:
37 • Increase in height and weight ‐Sensation and perception
• Change in body proportions ‐Concept formation
• Harmonal changes ‐Development of language and memory
• Change in voice ‐Imagination
• Sweat glands ‐Problem solving
• Maturity rate ‐Interest
• Hair growth ‐Active learning
• Breast problem
• Increase in pulse rate and blood pressure
• Endocrine glnds
• Pimples
Social development characteristics
• Social insight
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• Social status and prestige
• Group loyality
• Social intolerance
• Social service
• Sex conscious
• Social consciousness
• Prejudice
23


• Vocational interest
• Social and religious interest
Emotional development:
• It is the period of emotional upheavals. Some of the emotional
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characteristics of adolescents are as under:
• Heightened emotionality: tension, conflicts, and quarrels with
parents, siblings and classmates are evident during this period.
• Variations in emotional moods: frequent fluctuation occurs. There is
a constant alteration between intense excitement and deep
depression.
• Feeling of uncertainity: there is a need of love, care ,respect, freedom,
independence and someone to understand, unconditional support
without thrusting on them. They feel uncertain about new aspects of
life as in career, livelihood, marriage etc.
• Emotional maturity incomplete
• capacity of sharing emotions
• Development of abstract emotions
• Examples of emotional behaviours
• Emotional instability
24


40 • Realism in emotional experiences
• Need of self support
• Need for success
• Need for security
• Need for social approval and acceptance
• Need for philosophy of life
• Need for better food
• Need to have new experiences
• Need for activities of interest
Problems
• Adjustment with physical changes
• Adjustment to mental curiosity
• Problem of emotional variations and disturbances
• Social adjustment and acceptance
• Problem of sex adjustment
25


Role of teachers and the school in the optimum development
of adolescents
41
• Understanding the nature of adolescents: must understand the
influences that change the behavior of the students.
• Avoiding sarcasm: passing cutting remarks and calling names
sarcastically lowers the self‐concept of the child.
• Avoiding labeling: instead of labeling, teachers must try to understand
why the child creates problems.
• Improving scholastic achievement: good mental health practices, use
of positive reinforcement, individualized learning, opportunity for
success and achievement etc. can help students develop a positive
attitude towards self and academics.
• Recognizing and respecting individual differences
• Maintaining democratic setup in the classroom
Moral education
• Providing sex education
42 • Development of scientific attitude: the students should be trained to
apply information, to judge, to be able to see the consequences of
action and to think creatively.
26


• Connecting school life closely with life outside: they should be led to
understand the relationship in community, country and the world at
large.
• Freedom for self‐ development
• Friendly relations with adolescents
• Personal, educational and vocational guidance helps in creating aims,
definiteness and rest.
• Training of emotions and satisfaction of emotional needs: students
necessity of recognition, acceptance and freedom and affection should
be provided.
• Take care of special interests of adolescents so as to provide varied
learning experiences and opportunities for participation in co‐
curricular activities
Learning
1. “Learning is a process that results in modification of behaviour”—
J.F.Travers
43
2. “Learning is modification of behaviour through experience and
training”‐‐‐Gates and others
3. Characteristics of learning:
27


4. Learning is a gradual process.
5. Learning is never ending growth.
6. Learning is adjustment.
7. Learning is a continuous process.
8. All learning is purposeful.
9. Learning is the result of environment.
10. Changes or modifications are relatively permanent.
11. Improvement in performance with practice or experience.
Factors affecting learning
• Physiological Factors
44
1. Physical Health
2. Atmospheric conditions
3. Readiness
4. Fatigue
5. Age
6. Poor sense of perception
• Social Factors
28


1. Family
2. Neighborhood
3. Teacher
4. School
5. Social class
Factors affecting Learning
• Psychological Factors
1. Goal /purpose
45
2.Motivation
3.Sound mental health
4.Interest
5.Attention
6.Aptitude
7.Attitude
8.Ego‐ involvement
• Others
1. Methods of teaching
29


2. Subject matter
46 ‘S’ Shaped Learning Curve
• ‘a’‐initial lag ‐ period of no gain. Learner
gets ready for the task.
• ‘b’‐positive aspect of the curve – learner
is interested and motivated – gains
increase with practice.
• ‘c’‐negative aspect of the curve – task is
difficult – learner may have lost
motivation.
• ‘d’‐ plateau – period of no gain due to
difficult nature of task, loss of attention
and motivation, lack of maturity in
relation to the complexity of the task,
inefficient teacher, poor methods, fatigue.
• Plateau can be reduced/removed by
improving upon these lacunas/drawbacks.
• ‘e’‐end spurt – revival of lg after plateau

stage.
• ‘f’‐theoretical limit to learning

IMAGINATION
• Woodworth: “Imagination is mental manipulation leading to
47 invention”.
• Murphy: “ Imagination is novel and original association of ideas”.

30


Classification of Imagination
48 • Active • Creative
imagination imagination
• Passive • Receptive
imagination imagination
will originality
Purpose Belief
• Intellectual • Unreliable
• Aesthetic • Reliable
• Practical
• Creative imagination: Involves creation of novel identity or manipulation
of existing idea to create something new.
49
• Receptive imagination: When an image comes to our mind from outside
or from others ideas
• Active imagination: Mental process works actively, selection and
rejection is done.
• Passive imagination: Mind is inactive; building castles in air
• Reliable imagination: Based on evidences‐historical, scientific
• Unreliable imagination: Fancy & free imagination
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• Intellectual imagination: Mind is busy in intellectual work and is busy in
pursuit of knowledge
• Aesthetic imagination: Mind is busy in understanding beauty
• Practical imagination: Mind is engaged in the achievement of practical
purpose
Educational implications of imaginations
50
• Development of thinking: arousal of curiosity, opportunity of
expression
• Development of reasoning: project method, debate, seminar, lg by
doing
• Development of problem solving attitude
• Development of creativity
• Development of moral character: stories by language & history
teacher
• Development of artistic sense: engaging in activities like‐music,
poetry, drama, novel, stories
• Development of humanitarian values: sympathy, kindness
32


• Development of self: helps in effective adjustment, as ideals,
ambitions, hopes are entertained
• Useful for guidance
• Provides foundations for future inventions
• Cultivation for pragmatic imagination: “learning by doing”, doing itself
is thinking and thinking is the base of all imagination
INDIVIDUAL DIFFERENCES
• Meaning: Variability in abilities and characteristics among students at
51 a particular age.
• Teachers face all students with difference such as age, class, culture,
disabilities, ethnicity, gender, background, levels of preparation,
learning styles, interests, and abilities.
• Each individual has distinctive needs and talents, different levels of
motivation, attention, knowledge, time to devote to your class,
temperament, preferences, and personality and maturity.
• Many of the mysteries of behavior can be summed up in one short
sentence:
Children are unique!

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Factors Causing individual differences:
1.Heredity factors
52
2.Environmental factors
“Heredity consists of all structures, physical traits, functions or capacities
derived from parents or
ancestors”.
LAWS OF HEREDITY: Law of similarity (like begets like)
Law of variation
Law of regression (natural tendency of moving towards mean average
“Environment includes all the outside factors that have acted from the
time of conception till death”.
Types of environment: Physical, Socio‐cultural, psychological
Areas of individual differences:
1. Psychological differences
2. Physical differences
53
3. Measures to meet individual differences
34


Accepting and respecting individual differences
Development of broader view towards the fact that ‘variance is the law
of nature’
Development of flexible and adjustable curriculum to allow the
individuals to develop in accordance to their natural tendencies
4. Differentiate instructions: i)Knowing your Class, ii)flexible grouping
(different readiness and different learning capabilities, iii)encourage
the students to use their preferred intelligences and complete their
assignments and be a learner.
5. Get to know your students
Nothing undermines stereotypes or misconceptions quicker than simple
knowing your students. Learn something about their strengths, talents,
and interests and draw upon those in your interactions with them.
Students who feel connected to you work harder.
6. Make sure your students know why the material is worth learning.
Students who are engaged and motivated will put more effort.
7. Vary your presentation style.
35


Because students have diverse learning styles, consider using a variety of
instructional approaches: lectures, discussion, PowerPoint presentations,
audio (including music), video, charts and graphs, simulations, and images.
8. Approach the material interactively.
54
Inquiry‐based instruction, hands‐on experiments, project and problem‐
based learning.
9. Don’t get locked into “lock‐step” teaching.
All students don’t need to be doing exactly the same thing at the same time.
You might adopt “differentiated instruction,” where one group pursues one
activity while you work closely with another group on particular skills or
concepts.
10. Create a support system.
Some students need additional help if they are to succeed. You can refer
them to student support services, but also consider holding special sessions
or creating online tutorials to address struggling students’ special needs.
11. Importance to multiple forms of intelligence
Instruction and assessment should be done keeping multiple forms of
intelligence in mind.
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Concept Formation
• Concept: Ordered information about the properties of a thing its
relation with others or sum total of all attributes of an object.
Before concept formation, sensation and perception is must.
• Sensation: reception of information through ones senses and its
impression on our mind is called sensation.
55 • Perception: Interpretation of the sensation and giving it a definite
meaning is called perception. The percepts may be treasured in mind
and recalled later to develop concepts.
Concepts are based on previous experiences
Concept: An understanding retained in the mind, from experience,
reasoning and/or imagination; a generalization (generic, basic form), or
abstraction (mental impression), of a particular set of instances or
occurrences (specific, though different, recorded manifestations of the
concept). An understanding retained in the mind, from experience,
reasoning and/or imagination; a generalization, or abstraction (mental
impression), of a particular set of instances or occurrences.
Errors in perception
• Poor sensation
37


• Selective perception
• Gullibility and skepticism
56
• Bias towards minority/ majority
• Pretending to know‐believing what we have pretended
• Too conservative or too liberal outlook
• Prejudice
• Halo effect
• Discrepancy of thoughts, culture and beliefs
• Over generalizing or stereotyping
• Hasty conclusions
• Unwarranted assumptions‐ ideas taken for granted without
appropriate basis
• Failure to make decisions
Types of concepts
• Concrete concept
57
• Abstract concept
38


• Concept may be of object(table), quality(honesty), relation(big, deep)
• Process of concept formation
• Abstraction: It is an analytical process, in which analysis are done
regarding the information which needs to be kept or dropped;
considering only essential attributes. (similarities and differences are
taken into consideration)
• Generalization: It is the process by which a quality or qualities so
abstracted are referred to a number of similar objects or situation.
DIFFERENCE BETWEEN ILLUSION AND HALLUCINATION
ILLUSION
1. Illusion is a kind of wrong perception.
2. In illusion, an external stimulus is always present. In other words, illusions
58
are caused by external stimulations.
3. Illusion is almost universal.
4. Normal persons suffer from illusions.
5. The same situation arouses the same type of illusion in most people.
HALLUCINATION
1. Hallucination is a false perception.
39


2. In hallucination, no external stimulus is present. Hallucinations are caused
by internal stimulations.
3. Hallucination is a personal experience.
4. Hallucinations are mostly confined to mentally ill persons and to those
people under the influence of drugs. The character of hallucination is
determined by the individual's present and previous experiences.
5. The same situation may not arouse hallucination in all. There are
individual differences with regard to hallucination. The same individual may
experience different hallucinations are different occasions also.
HUMAN NERVOUS SYSTEM
59
• The nervous system allows us to perceive, comprehend, and respond to
the world around us. The nervous system also operates the body’s
essential functions, such as breathing and digestion.
• The nervous system has two major parts: the central nervous
system (CNS) and the peripheral nervous system (PNS). The central
system is the primary control center for the body and is composed of
the brain and spinal cord. The peripheral system consists of a network of
nerves that connects the rest of the body to the CNS.

40


The Central Nervous System
The Central Nervous System comprises the Brain
and the Spinal Cord (connects the brain to the
rest of the nervous system)
60
‐ the parts enclosed and protected by bone.
Parts of The Brain
Cerebrum (Forebrain) ‐ the largest section
of the brain, which lets us think, interpret
sensory messages, carry out voluntary
muscle movements, remember and
have consciousness
Cerebellum (Midbrain) ‐ helps us to keep
our balance, and have repetitive muscle
control
Medulla Oblongata (Hindbrain) – control the
vital function of heartbeat, breathing and
blood pressure
•The Peripheral Nervous System
This is the part of the nervous system that does not
include the brain and the spinal cord.
61 Peripheral system nerves branch from either the
brain stem or the spinal cord. Each nerve is
connected to a particular area of the torso or limbs
and is responsible for communication to and from
those regions.
The PNS can also be divided into smaller pieces: the
somatic and autonomic systems. The somatic
involves parts of the body a person can command at
will, and the autonomic helps run
involuntary functions such as pumping blood.
Information conveyed through the nervous system
moves along networks of cells called neurons. These
neurons can only send information one way. Those
transmitting to the brain are sensory neurons; those
that transmit from the brain are known as motor
neurons.

41


The two types of nerves –
Sensory and Motor nerves.

Sensory Nerves carry information about the surroundings from the sense
62
receptors in the skin, eyes, ears, nose and tongue, along the spinal cord to
the brain to be interpreted.

Motor Nerves carry messages from the brain through the spinal cord to the
muscles and other organs to produce an action.
Some of the nerves of the peripheral nervous system are under voluntary
control (e.g. controlling motor nerves and muscles when writing). Other
nerves are involuntary or uncontrolled (e.g. regulating heartbeat).
• The two systems(PNS and CNS) work together to collect information from
inside the body and from the environment outside it. The systems
process the collected information and then dispatch instructions to the
63
rest of the body, making it respond.
• In most cases, the brain is the destination for information gathered by
the rest of the nervous system. Once data arrives, the brain sorts and files
it before sending out any necessary commands.
42


• The brain is divided into many different sections, including the cerebrum
and brain stem. These parts handle pieces of the brain’s overall workload,
including storing and retrieving memory and making body movements
smooth.
• Although the brain is the control center, its job would not be possible
without the spinal cord, which is the major conduit for information
traveling between brain and body.
• FUNCTIONS OF NERVOUS SYSTEM
• First, the nervous system collects sensory input from the body and
external environment.
64 • Second, the nervous system then processes and interprets the sensory
input.
• And finally, the third main function of the nervous system is to respond
appropriately to the sensory input.
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43

EDUWORLD CENTRE Psycho-Pedagogy - I (B.Ed I)

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