Course Code : 8610

Submitted By : Waqas Ali

Roll No : BY672154

Semester : 3rd

Program : B.Ed (1.5 years)

Cell No : 0311-9441156
Q.No.1: Discuss the factors which contribute to growth and development. How
can a school enhance physical and intellectual development of the students?

Ans: Factors Contribute to Growth and Development:

A variety of factors affect child growth at different levels. They range from personal and biological
factors to wider influences such as economic and environmental features; social norms, culture
etc. Each factor may support or inhibit a child's development. They can be generally grouped into
four categories.

1. Biological factors
Biological factors can play a particularly important role in early development. These factors
influence a child in both positive and negative ways. They can affect children throughout their
development, particularly during critical times such as the prenatal period and early childhood.
Biological factors incorporate hereditary impacts, mind science, chemical levels, sustenance, and
sexual orientation. As talked about before, organic components allude to the hereditary highlights
that people get from their folks. These incorporate sex, just as broad, physical and emotional well-
being, acquired qualities and so forth Young men and young ladies will in general grow in an
unexpected way. Essentially, general soundness of the youngster, for instance, birth weight, and
ailment impact his/her improvement over the long haul. Moreover, maternal age, wellbeing, stress,
and nourishment are probably going to impact a youngster's turn of events.
2. Environmental factors
An improving and animating home climate encourages solid development and mental health by
giving a youngster love, passionate help, and openings for learning and investigation. In families
where just one parent is available, there are frequently less monetary and passionate assets. Natural
impacts including nurturing, sustenance, lodging, training, culture, pay, business, wellbeing
administrations, security and so on influence a kid's turn of events. It is significant that kids are
raised in a protected, sound and sustaining climate to emphatically impact their turn of events.
3. Interpersonal relationships
Relations are predominantly significant as children learn primarily through their relationship with
others. Smiles, Eye contact and imitation set the stage for more sustained communication and
meaningful exchanges and engagement with parents and other caregivers, and a growing world of
relationships. Relational connections are basic for a youngster' learning and prosperity. Sound
relational connections are portrayed by connection, positive nurturing style and parental
collaborations with kids, and strong informal communities
4. Early environment and experiences
The most important early environment for an infant is provided by his/her primary caregiver. A
child's relationship with his/her caregiver, and mutual effects on each other, lay the foundation for
development. Consequently, a child's development of social, physical, emotional, language, and
cognitive skills is largely influenced by the early environment and experiences gained through
reciprocal social interactions with adults and caregivers. These have already been mentioned in
the examples given. The most important early environment for an infant is her primary caregiver.
How the primary caregiver responds to the child shapes the early brain pathways and builds the
foundation for future learning. Early experiences involve all senses through:
 Touch - e.g., skin-to-skin holding
 Smell - e.g., smell of mother’s skin and breast milk
 Taste - e.g., taste of breast milk
 Sight - e.g., eye contact, gazing at face
 Hearing - e.g., hearing a familiar voice

A kid needs encounters like these to foster her social, enthusiastic, language, intellectual, and
actual abilities Over time these encounters become increasingly more mind boggling until she has
arrived at the capacity to think emblematically, fabricate spans between thoughts, interface
sentiments and foster a comprehension of how the world functions.

School Enhancing Physical and Intellectual Development of the Students:

Physical Development

Physical advancement is the cycle wherein your kid's body develops and procures development,
which incorporates net engine abilities, fine engine abilities, and deftness. Net engine abilities
allude to controlling enormous pieces of the body like arms and legs. Fine engine abilities allude
to planning little body parts, hands and fingers.

 Healthy Food
  Exercise

 Physical Sports

Intellectual Development

Intellectual improvement in youngsters is typically described by how different mental cycles like
capacity to focus, getting data, and thinking, picking up, recollecting, critical thinking and
thinking—create from birth until adulthood. Understanding this area of development gives you the
insight about your kids’ ability of logical reasoning at different age levels.

 Develop problem-solving skills

 Improve attention spans

 Improve memory skills

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Q.No.2: A teacher has a dynamic role in the overall development of a child.

Discuss it with special reference to socio-emotional and moral development.

Ans: Role of a Teacher in Child Development:

Teacher is the first person from whom child learns his social skills in school. Teachers played a
vide role in society and in the development of children mental growth in society. Teachers make
him comfortable and guide him the early concepts and developmental skills of life. Open minded,
well balanced and a planned teacher has a great power to bring a positive change in the child's
development. The dynamic role provides teachers with the opportunity to identify their
improvement needs and makes use of the available knowledge base in order to develop their
action plans for the purpose of improving their teaching skills.

Teaching in a preschool or kindergarten homeroom is difficult. It is physically demanding because

there is rarely a moment to sit down. It is intellectually and sincerely requesting in light of the fact
that it necessitates that you be continually ready and continually looking for approaches to expand
the kids' revelations and improve their learning. Training small kids can be more troublesome and
requesting than showing more established youngsters! It is likewise immensely remunerating when
you see little youngsters form into free and self-assured scholars, practitioners, and issue solvers.
Instructors give structure through direction, backing and openings for imaginative critical thinking.
Instructors notice and adjust learning encounters to help a kid's scholarly and social development.

Teachers provide structure through guidance, support and opportunities for creative problem-
solving. Teachers observe and adapt learning experiences to support a child's intellectual and social
growth.

Role of a Teacher Reference to Socio-emotional and Moral Development of a Child:

There are several methods to specifically promote students’ socio-emotional skills in the
classroom, which include, but are not limited to, using socio-emotional language, providing
warmth and support, promoting cooperative learning, helping students make responsible choices,
encouraging classroom discussions, putting in practice balanced instruction, implementing
student-centered discipline, and modeling and coaching, among others. Regardless of the method,
the goal is to improve the quality of teacher-student interactions, classroom management, students’
competencies, and teachers’ capacity to respond to students’ (emotional) needs.

The socio-emotional development of teachers can have a direct influence over the socio-emotional
status and development of their students, either in a positive or a negative sense. Socio-emotionally
competent teachers have higher levels of self-awareness; know how to manage their emotions,
behavior, and relationships; are more likely to carry out more effective classroom management;
and, therefore, influence their students’ socio-emotional and academic development. In turn, when
teachers lack socio-emotional skills, access to training, resources, or techniques to foster the socio-
emotional and/or academic development of their students, their behaviors and actions can also
produce negative outcomes in their students. Teachers can naturally develop, or learn to develop,
students’ socio-emotional skills by adopting certain attitudes and behaviors, implementing specific
practices to improve their students’ wellbeing and classroom climate, learning new information on
the importance of socio-emotional skills, using a socio-emotional language in the classroom while
they teach, following a specific curriculum and/or syllabus that promotes socio-emotional learning,
receiving training on socio-emotional learning practices, using coaching or supervision techniques,
among other resources.
 Fig: Teacher’s Influence of their student’s Socio-emotional development

The characteristics of good teaching include the responsibilities of a teacher. Besides being a
source of knowledge and truth and facilitator of learning, a good teacher works endlessly to foster
the desirable characteristics of students. The duties and responsibilities of a teacher are to ensure
that all students develop the following desirable characteristics or moral values:

 Honesty
 Enthusiasm or Avidity for Learning
 Ambition and Hard Work
 Curiosity and Asking Questions
 Being Responsible
 Etiquette and Manners
 Self-Esteem
 Being Kind and Helpful

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Q.No.3: Keeping in view the laws of learning and students individual
differences, discuss the importance of multi-dimensional activities a teacher
should design.

Ans: Laws of Learning:

(i) Law of Readiness: This law emphasizes the importance of readiness to learn. “When a person
feels ready to learn or to act, he learns or acts, more effectively and with greater satisfaction than
when not ready”. This implies that the learner must be mentally prepared to learn. This emphasizes
the importance of motivation in learning. The learner must be brought in the proper frame of mind,
and his curiosity must be increased for bringing about effective learning.
(ii) Law of Exercise: Broadly speaking, this law implies that learning takes place by exercising,
i.e. by doing or by actively participating in the performance. We learn what we do, and we do not
learn what we do not do.
(iii) Law of Effect: This law implies that if our efforts are accompanied by a feeling of
achievement or satisfaction, we are further inspired to learn, and therefore, effective learning takes
place, if our efforts are not accompanied by a feeling of satisfaction, not much of real learning will
take place. In other words we may say that a response, which gives achievement of the goal and
thus provides satisfaction, will be stamped in, while those, which are accompanied by
dissatisfaction, will be stamped out.
Individual Differences:
Individual differences refer to enduring characteristics that distinguish one organism from another
and that are stable over time and across situations. Traditionally, these characteristics have
included cognitive, affective, behavioral, and/or genetic traits ascribed to persons or animals.
Individuals differ almost in every respect. They differ in physical as well as psychological
characteristics. Some of the major areas in which they differ and which affect their personality
growth to a large extent are age, height weight, sensory and motor powers, intelligence aptitudes
or specific abilities, interest attitudes, appreciations and educational attainments. They also differ
in their hereditary, family background and environmental influences.
Importance of Multi-Dimensional Activities Design by Teacher:
Whatever may be the causes, children differ in their learning abilities. It is the duty and
responsibility of any school system to provide for these differences so that every child is helped to
rise to a height quite commensuration with his own abilities.
Because all students are capable learners, you as a teacher must demonstrate that all students are
expected to fully participate in all activities. Sometimes you will want to offer options for students
to choose from, but everyone should be involved in learning.

 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.
 Incorporate multiple intelligences into curriculum Students often have areas of learning
in which they are particularly strong. These learning strengths can be engaged to help
students succeed in the classroom and reach their full potential.
 Capitalize on student interests One of the best ways to motivate students is to incorporate
their interests into the curriculum. As much as possible, allow students to choose the topics
they’ll report on in a paper or project.
 Involve students in educational goals Students perform best when they feel they are
active participants, as opposed to passive subjects, in learning. Try to involve students in
creating goals related to learning activities.
 Use computerized instruction Most students enjoy working with computers, which can
stimulate their interest in schoolwork. A wide assortment of available programs from
reading instruction to voice recognition software makes computerized instruction very
relevant in helping students with special needs.
 Group students effectively 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.
 Consider outside placement options Some children may have needs you simply cannot
meet in the regular classroom. At these times, work with your school’s specialists to ensure
skills are developed in other settings.

Effective professional development enables educators to develop the knowledge and skills
they need to address students' learning challenges. Professional development is not
effective unless it causes teachers to improve their instruction or causes administrators to
become better school leaders. The multidimensional approach involves the approach of the
cognitive, emotional, and social dimensions to learning. The Three Dimensions of
Learning: Contemporary Learning Theory in the Tension Field between the Cognitive, the
Emotional, and the Social. For teachers, it is quite necessary to design a course that can
address the individual differences of the students.
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