1) Compare and comment any two kids of different age and describe any five examples

of growth and development in each of them.

Ans)

The age group which I have taken to elaborate the difference between the growth and
development between the two are 2 year & 7 years

Difference in Growth:

2 years Old (Early Childhood) 13 Years Old (Childhood)

Body weight is less Will have more body weight

Milk Teeth Milk teeth replaced by permanent except

for the permanent one
 Height will be less as compared to the Height is more as compared to the other
other one one

Less developed limbs Almost developed limbs

No Growth in external reproductive Growth started
organs

rapid mental growth with a greater ability Mental growth

to talk situations through and focus on the
environment around them instead of
being self-centered
● show off their budding motor skills Perfectly developed motor skills

Difference in Development
2 years Old (Early Childhood) 13 Years Old (Childhood)

Development of intuitive reasoning (Pre Develop abstract thinking (Formal

operational stage) operational stage)

Develop the sense of Autonomy if proper Develop the sense of identity if directed
toilet training given at this age positively

Development in cognitive level through Development of cognitive level more

observation through experience

Gross motor skills: As your child’s Fully developed Gross motor skills
muscles develop, so will their climbing
skills. Most 2-year-olds can climb over
furniture, kick a ball, and run short
distances

Fine motor skills: Most 2-year-olds can Fully developed Fine motor skills
scribble, paint, stack at least four blocks,
and put round or square pegs into holes

Development in speech Fully developed speech

Social development ( Egocentric by nature) Developed the sense of society
and
Give more imp. To peer
group
Think of themselves first This is the time your child starts
to develop a stronger individual set of values and morals.

OR
The ages between 2 and 5 are often called the preschool years. During these years,
children change from clumsy toddlers into lively explorers of their world. A child
develops in these main areas:

● Physical development. In these years, a child becomes stronger and starts to

look longer and leaner.
● Cognitive development. A child this age makes great strides in being able to
think and reason. In these years, children learn their letters, counting, and
colours.
● Emotional and social development. Between the ages of 2 and 5, children
gradually learn how to manage their feelings. By age 5, friends become
important.
● Language. By age 2, most children can say at least 50 words. By age 5, a child
may know thousands of words and be able to carry on conversations and tell
stories.
● Sensory and motor development. By age 2, most children can walk up stairs
one at a time, kick a ball, and draw simple strokes with a pencil. By age 5, most
can dress and undress themselves and write some lowercase and capital letters.

Each child grows and gains skills at his or her own pace. It is common for a child to be
ahead in one area, such as language, but a little behind in another.

Learning what is normal for children this age can help you spot problems early or feel
better about how your child is doing.

Growth and development is one of the important studies for the teachers and parents.
Growth is different from development. But both are correlated and one is dependent on
other. We can say that growth is a part of development, which is limited in physical
changes.

2. Maisha is a 16 year old girl and at this age girls are in the phase of puberty. As the
age is marked with gaining maturity and physical development. Earlier she used to play
with all the
kids in her neighbourhood, but now her social circle has reduced to girls only while
attraction towards the opposite gender is observed. Explain what type of changes she is
undergoing which has affected her social and emotional behaviour.
Ans) Manisha is experiencing physical as well as emotional changes simultaneously.
She is in her age of puberty and at this phase, you will start to notice changes both
physically and emotionally. At times you may feel overwhelmed by these changes, also
this age is marked with rapid physical as well as emotional development.
So, she is also undergoing strong feelings and intense emotions because of the
hormonal changes happening inside her body. Apart from that the psychological change
and the physical change is affecting her behaviour. So, this is the most probable reason
for her secluded behaviour and development of attraction towards the opposite sex.
The teenage years are a transitional phase between childhood and adulthood and is
one of the most rapid phases of human development. Both the characteristics of an
individual (e.g. sex) and external factors (e.g.inadequate nutrition, an abusive
environment) may influence or can influence these changes.
The adolescence period is categorized under 3 different phase and Manisha falls under
Late adolescence (16-19years): At this stage, adolescents have fully developed
physical
characteristics (similar to adults), and have formed a distinct identity and have well
formed
opinions and ideas.
Following are types of changes (Manisha) at this age and this also influence one’s
physical, social, cognitive and emotional growth and development:
Rapid Physical Development
● Adolescence is first of all a period of physical changes and development.
Physiological
● They develop sexual awareness that increases as secondary sex characteristics
begin to appear. (That’s why Manisha is also conscious about her body)
● development primarily converts the “boy into a man” and the “girl into a woman”
and provides the basis for emotional, social, intellectual and economic maturity.
● All these changes often lead to confusion, feeling of inadequacy, insecurity and in
some cases abnormal behavior. (As in the case of Manisha she distances herself
from the opposite sex, which was very normal earlier.)
● They develop sexual awareness that increases as secondary sex characteristics
begin
● to appear.
● Experience rapid, irregular physical growth. (For example these changes include
a growth spurt in height, growth of pubic and underarm hair, and skin changes
● Teenage brain development affects a child's behaviour and social skills. At this
age a child will begin to develop improved self-control and skills in planning,
problem-solving and decision-making. This process will continue into your child’s
mid-20s.
Emotional Development:
Adolescence is a period of storm and stress. Psychologists have regarded it as a period
of heightened emotionality.
● They seek to become increasingly independent, searching for adult identity and
acceptance.
● They tend to be self-conscious, lacking in self-esteem, and highly sensitive to
personal criticism.
● They exhibit intense concern about physical growth and maturity as profound
physical changes occur.
● They increasingly behave in ways associated with their sex as sex role
identification strengthens. (They become more aware about their body)
So, adolescence is an age of opportunity for children, and a pivotal time to build on their
development in the first decade of life, to help them navigate risks and vulnerabilities,
and to set them on the path to fulfilling their potential.
Social Consciousness: The most important social development during this period is
the increased influence of the peer group. The type of peer group shapes the behavior
of the adolescent to a great extent.

● Strong need to belong to a group, with peer approval becoming more important.
(During adolescence, most often between the ages of 14 to 16, there is a gradual
shift from parents to peer group (same agemates).
● They exhibit immature behavior because their social skills frequently lag behind
their mental and physical maturity.
● Dependent on parental beliefs and values but seek to make their own decisions.
● Desire recognition for their efforts and achievements.
● They often overreact to ridicule, embarrassment, and rejection.
That is the reason why Manisha in her transitional phase from childhood to adulthood
experiencing these changes results from isolating herself to the girl gand and
developing the emotion of attraction towards opposite sex, because of hormonal flush
and rapid spurt in physical development.

3. Suppose you got an opportunity to teach students of class XI, to whom you have
earlier taught in class X. Which methods and strategies of teaching you will use on the
basis of the Principle of Individual Differences.
Ans) As the students are moving from Higher secondary to the Senior Secondary and
have selected particular streams of their choice. So, the method of teaching should
match their mental maturity as well as to cater their educational needs. Prior to selecting
the method and strategies we need to keep these points in mind.
To cater the principle of Individual Differences we should keep two things in mind
i)It should be inclusive
ii) We should check the cognitive readiness of the child
We should focus on the aspect that in class XI their cognitive level has developed more
as compared to earlier one, so before designing the activities or task we should
consider this.
Methods and Strategies:
It should cater to higher order thinking skills and promote logical and lateral thinking in
the students.
● Activities for logical thinking
● Experiential Method
● Divergent Thinking
● Deductive Method
● Project Method
● Connectivism
● Constructivism
● Grouping of Learners
● Differentiate instruction

Activities for logical thinking: Logical Puzzles can be food to the brain as they help in
improving intellectual and logical thinking. Children should be encouraged to solve
these puzzles more and more so that they can develop problem-solving &
decision-making skills. Solving Puzzles needs a combination of creative thinking, out of
the box and Lateral Thinking, Logical Abilities.

Experiential method: Experiential learning is an engaged learning process whereby

students “learn by doing” and by reflecting on the experience. Experiential learning
activities can include, but are not limited to, hands-on laboratory experiments,
practicums, field exercises, and studio performances.
Experiential learning focuses on learning for the individual. As an example, imagine if a
learner was expected to learn a software tool by reading a book. The learner must rely
on others’ understanding of the topic and use the abstract medium of a book to learn it.
In contrast, with experiential learning, you place the learners behind computers that
have the software and get them to experience the tool first-hand. This way the learner
can observe, experience, discover and reflect on what is happening. The process helps
the learners to acquire hands-on experience directly through interaction and problem
solving.
It will also cater to the need of individual differences as they experience in the way they
could accommodate things faster for example by seeing a video, by doing an activity,
field trips etc.

Project Method: Project work focuses on applying, not imparting, specific knowledge or
skills, and on improving student involvement and motivation in order to foster
independent thinking, self-confidence, and social responsibility. Teacher can give project
and students can make it as per their choice for example, for the same project it could
be a 3D model, or a graphical representation , video, Research etc.

Differentiate instruction. It’s important to recognize that “fairness” in education doesn’t mean
that all children are taught in the exact same way. Instead it means accounting for the needs of
individual students and adjusting the curriculum accordingly. Differentiation allows you to
provide individualized instruction by changing the pace, level, or style of teaching to engage
student strengths and interests. Students with mental health and learning disorders are not the
only children who benefit from this instructional philosophy—all children in your classroom can
achieve at higher levels when you are conscientious about providing instruction that fits how
they learn best. Differentiating instruction includes, when appropriate, reducing assignments or
extending deadlines to accommodate a child’s abilities.

Connectivism: Connectivism combines previous information with current information to

create new meanings and understandings. Learners can connect as per their learning
choices for example through videos, simulations, research papers etc. For example if
they are searching for World War II they can refer to audios, videos, research papers,
there are different simulations available on OLAB they can practice.

Grouping of Learners: Learners can also be grouped together on the basis of the
same individual differences in order to teach them in groups to save time and
resources. Group projects provide great opportunities for you to put together the talents
of students in complementary ways. A child who struggles in one aspect of a subject
may excel in another. Group students so that they can both showcase strengths and
learn from peers. Also give careful consideration to the social dynamics of groups.
Children who have mental health and learning disorders benefit from working with
students who are especially kind, patient, and empathetic.

So, we should keep in mind that the aim of education is to enable each student to attain
all-round development according to his/her own attributes. To achieve this, students
should be provided with suitable assistance and guidance in accordance with their
abilities and learning needs, so that they can develop their potential to the full.
4. Amit is studying in class XI, both his parents are busy at work and didn’t bother to
check what he is doing in their absence. One day when Amit was out with his friend his
mother checks his bag and finds a packet of drugs. Amit’s parents were completely
devastated. As a teacher how will you handle this situation?

Ans) Adolescents are particularly susceptible to substance abuse due to their level of
brain development and cognitive thinking.
As a teacher under this circumstances we should follow the following things to make the
situation normal and to make the juvenile understand aftermath of drugs:
● The teacher must inform the principal about the matter, however, irrespective of
the breach of confidence.
● It is the duty of the teacher to act positively to take reasonable care to avoid harm
to students in his/her care from risks of injury that can be reasonably foreseen.
● There should be no panic or threatening situation created by the teacher
● As this is the result of insufficient parental supervision and lack of communication
and interaction between parents and child, it is important that parents should also
be counseled and asked to pay extra care to their child.
● Also try to seek more information to know the exact reason behind the drug
abuse as in whether his parents are into drugs or alcohol or do they use these
things in front of him
● After taking all the information, the teacher should counsel the student in a
positive way.
● Teacher should engage the student with more recreational activities
● Teacher should motivate the child in positive direction and make him aware about
all the harmful consequences of drug abuse
● It is very important to keep a constant check on the student so that further
engagement should be avoided.
● The teacher and principal must maintain accurate documentation of the incident
As a preventive measure teacher should make a programme based on the guiding
principles for school-based education for drug abuse prevention and motivate students
to adopt healthy lifestyle.

5) “Your parents will be proud of you if you are honest.” Under which stage would the
given typical response of a child fall. Explain the theory.
Ans) Lawrence Kohlberg’s moral development is an adaptation of Jean Piaget’s
developmental theory. There are six stages of moral reasoning which are grouped into
three major levels for his research. Each of these levels signified a fundamental shift in
the social-moral perspective of the individual. Cognitive in nature, Kohlberg’s theory
focuses on the thinking process that occurs when one decides whether a behaviour is
right or wrong. Thus, the theoretical emphasis is on how one decides to respond to a
moral dilemma, not what one decides or what one actually does.
Under the following level and stage the response of child will fall:
Level II: Conventional/Role Conformity
Moral values reside in performing the right role, in maintaining the conventional order
and expectancies of others as a value in its own right.

Stage 3: Good-boy/good-girl orientation

● Orientation to approval, to pleasing and helping others.

● Conformity to stereotypical images of majority or natural role behavior.
● Action is evaluated in terms of intentions.

"Good behavior is that which pleases or helps others and is approved by them.
There is much conformity to stereotypical images of what is majority or 'natural'
behaviour. Behavior is frequently judged by intention. 'He means well' becomes
important for the first time. One earns approval by being 'nice.'"

At this stage the concern is "What will people think of me?" and the desire is for
group approval. Right action is one that would please or impress others. This
often involves self-sacrifice but it provides the psychological pleasure of
'approval of others.' Actions are also judged in relation to their intention.

Moral development consists of the way an individual’s thoughts, behaviors,

and emotions are formed. This development plays an important role in what
the individual views as being “right” and “wrong”.

6. Which stage of development precede and follow in a successful toilet

trained pre-schools. How can you implement Erickson’s theory of
psychological development in the pre-school classroom?
Ans) Erik Erikson was an ego psychologist who developed one of the most
popular and influential theories of development. Erikson's theory of
psychosocial development describes a series of eight stages that take place
throughout the course of life.
There are 8 stages in the theory and toilet training comes under the 2 nd stage
i.e Autonomy v/s Shame.
Autonomy versus shame and doubt is the second stage of Erik Erikson’s stages
of psychosocial development. This stage occurs between the ages of 18 months
to around age 2 or 3 years. According to Erikson, children at this stage are
focused on developing a greater sense of self-control.
Before toilet training there is the first stage of development, trust versus
mistrust, is all about developing a sense of trust about the world. The next
stage, autonomy versus shame and doubt, builds upon that earlier stage and
lays the foundation for the future stages to come.
● The trust versus mistrust stage is the first stage of psychologist Erik
Erikson’s theory of psychosocial development. This stage begins at birth
and lasts until your child is around 18 months old. According to Erikson,
it is the most important period of your child's life, as it shapes their view
of the world as well as their overall personality.

This first stage of psychosocial development consists of:

​ Psychosocial Conflict: Trust versus mistrust

​ Major Question: "Can I trust the people around me?"
​ Basic Virtue: Hope
​ Important Event: Feeding

The trust versus mistrust stage serves as a foundation of development.

The outcomes of this stage can have effects that influence the rest of an
individual's life. Because of this, it is essential for parents to provide
responsive, dependable care.

The stage which is after toilet training is Initiative versus guilt is the third
stage of Erik Erikson’s theory of psychosocial development. This stage occurs
during the preschool years, between the ages of 3 and 5. During the initiative
versus guilt stage, children begin to assert their power and control over the
world through directing play and other social interaction.
Overview:
​ Psychosocial Conflict: Initiative versus Guilt
​ Major Question: “Am I good or bad?”
​ Basic Virtue: Purpose
​ Important Event(s): Exploration, Play
As you might guess, play and imagination take on an important role at this
stage. Children have their sense of initiative reinforced by being given the
freedom and encouragement to play. When efforts to engage in physical and
imaginative play are stifled by caregivers, children begin to feel that their
self-initiated efforts are a source of embarrassment.
Ways to implement Erickson’s theory of psychological development in the
pre-school classroom are:
At this stage the virtue children develop is “Purpose” so, we should design
the activity keepin this thing in mind and also allow them to explore, play,
observe, reflect and learn.
Activities in which they can adhere their choices
Ask them to wear dress of their choices as this will allow them exercise
their will and make them more independent
Allow them to turn pages while reading
More playground time and ask them to play the games according to the
choice
Observational learning so that they can learn and reflect
Story telling: Ask them to narrate their favourite story
All these activities will give child autonomy to exert their choices. Success in
this stage leads to a sense of purpose, while failure results in a sense of guilt.
Children who are over-directed by adults may struggle to develop a sense of
initiative and confidence in their own abilities.