afndgf]lj1fg / l;sfO

jfO{=kL= cfrfo{
dgf]lj1fg

 मनोविज्ञानको जननी - दर्शन हो । - के लर

 दर्शनशास्त्रका पिता सुकरात ।

अबधारणाः
१. आत्माको विज्ञानः
 अरस्तु , प्लेटो, डेस्कार्ट
 मानिसको अध्ययन गर्न आत्माको अध्ययन गर्नु पर्छ - अरस्तु
 यतिबेला मनोविज्ञान शब्दको प्रयोग गरिएको थिएन । अन्तकरण

(Introspection) को विज्ञानको रुपमा

YP
 सन् १५९० मा Rodulf Guikil पहिलो पटक Psychology
शब्दको प्रयोग गरेका, उनले Psychology नामक पुस्तक लेखेका । यहिनै
मनोविज्ञानको प्रथम ग्रन्थ हो ।
 Psychology शब्द Greek भाषाको Psyche र logos यसको

अर्थ Science of soul- गेरिट

 १६ औ शताब्दिमा यो अस्वीकार गरियो । कारण आत्माको के हि रुप प्रकार हुँदैन,

प्रयोग गर्न सकिदैन त्यसैले यो विज्ञान होईन

YP
 २ . Science of Mind-
 Pamponaji (Itali), Kant, John Locke, Thomos

Ride
 तर्कः पाँच ज्ञानेन्द्रिय बाट सूचना मस्तिष्कमा जान्छ आत्मामा होईन
 E.B. Tichener divided mind into three

elements-sensation, image and affection

 मन (psyche) को अर्थ आत्मा नभएर मस्तिष्क हो भनियो ।
 १८ औ शताब्दिमा यो अस्वीकार भयो ।

YP
 ३ . Science of Consciousness:
 Wilhm Wundt - 1832-1920 (Germany): आधुनिक

मनोविज्ञानका पिता । विलियम जेम्स (अमेरिका)- अमेरिकामा मनोविज्ञानका पिता

मानिन्छ ।
 भावना , अनुभूति, संवेदन = चेतना
 Wundt ले चेतना मूर्त हुन्छ र चेतना माथि प्रयोग गर्न सकिन्छ भनेका छन् ।

१८७९ मा मनोविज्ञानको प्रयोगशाला स्थापना गरेका । Father of

Experimental Psychology- Wundt

YP
 सन् १८८० मा मनोविज्ञानलाई दर्शबाट अलग गरी स्वतन्त्र विद्या बनाए -
Wundt ले ।
 It is related to immediate experiences and

wakeful reaction
 km|fo8 n] r]tgfnfO{ tLg -conscious,

subconscious and unconscious) dfafF8] kl5

Wundt sf] ljrf/nfO{ r'gf}lt lbof] .
 १९ औ शताब्दिमा यो पनि अस्वीकार भयो ।

YP
 ४. Science of Behavior:
 JB Watson, BF Skinner, Pavlov, Hull,

Woodworth, William Mec Dugall,

 व्यवहार भनेको मानसिक स्थितिको बाह्यरुप हो ।
 शारीरिक, मानसिक, चेतना= व्यबहार ।
 व्यवहार शब्दको सबैभन्दा पहिले William Mec Dugall ले गरेका । सन्

१९०५ मा Outline of Psychology पुस्तक लेखेका यसमा व्यबहार

शब्दको प्रयोग गरेका ।
 व्यवहारबादका पिता Watson

YP
Con..
 Psychology as the science of consciousness-
William Wundt (1832-1920),
◦ It is related to immediate experiences and wakeful
reaction
 km|fo8 n] r]tgfnfO{ tLg -conscious,
subconscious and unconscious) df afF8] kl5
Wundt sf] ljrf/nfO{ r'gf}lt lbof]
 Psychology as the science of behaviour- J.B.

Watson (1878-1910). He is also known as

father of behaviourism. This is the modern
concept of psychology
 Father of Experimental psychology - Wundt

YP
condt..
 pgn] ;g\ !*&( df dgf]j}1flgs k|of]uzfnfsf] :yfkgf u/]sf
lyP
 ;g\ !(@) kl5 lzIff dgf]lj1fgnfO{ dgf]lj1fgsf] Pp6f 5'6\6}

zfvfsf] ?kdf k|of]u ug{ yflnPsf] xf]

 Bejamin S Bloom has classified the total behaviour of

an individual into three domains- knowledge, skill and

attitude

YP
kl/efiff / egfO{x?

 Jojxf/sf] ;sf/fTds lj1fg —Watson

 ædgf]lj1fgn] klxn] cfTdfnfO{ u'dfof], To;kl5 dl:tisnfO{

5f]8\of], To;kl5 r]tgfnfO{ 5f]8\of] / clxn] o;sf] ;DaGw

Jojxf/;+u 5Æ — RS Woodworth
 lzIf0f l;sfO{ ;DaGwL dgf]lj1fgsf] zfvf — Skinner
 dgf]j}l1lgs cfwf/df lzIffsf] ljsf; ug'{ k5{ eGg] — hgns
 a+zf0f'qmd lap xf], jftfj/0f hldg xf] — Woodworth
 System of psychology- Plato, Aristotle
 dfgj ljsf;sf] l;4fGt cg';f/ lzIffnfO{ kl/jt{g

ug'{ k5{ —?;f]

YP
kl/efiff / egfO{x?

 dgf]lj1fg eg]sf] lj:t[t?kdf hLljt k|fl0fx?sf] lqmofsnfk

cWoog ug]{ zf:q xf] —McDougall
 Modern psychology is a psychology without soul —

James
 kl/kSjtfn] l;sfOnfO{ sRrf kbfy{ k|bfg u5{ — xn{s
 lsG8uf{8{]g k4tLsf] ljsf; ug]{ JolQm —k|mf]j]n
 lzIff dgf]lj1fgsf] ;'?jft —?;f]

YP
z}lIfs dgf]lj1fg
 It is an applied branch of psychology
 It applies the principles of psychology in the field of

education
 "Educational psychology describes and explains the

learning experience of an individual from birth through

old age"- Crow and Crow
 "Educational psychology is that branch of psychology

which deals with teaching and learning"- Skinner

 Educational psychology is the systematic growth and

development of a child"- Stephen

YP
condt..
If]qM
 l;sf?sf] klxrfg -development psychology
 l;sfO k|s[of / cj:yfsf] klxrfg learning psychology
 l;sfOnfO{ k|efj kfg]{ tTjx?sf] klxrfg learning

psychology
 lzIf0f ljlw / k|s[ofsf] klxrfg pedagogy
 l;sfO pknlAwsf] d"Nofª\sg psychometric theory
 JolQmTj / ;dfof]hg clinical psychology
 dfu{lgb]{zg / ;Nnfx clinical psychology

YP
a[l4 / ljsf;
a[l4 ljsf;

!= zf/Ll/s, ef}lts, cfsf/ !=kl/kSjtf / cg'ejsf]

k|sf/sf] kl/jt{g kl/0ffd :j?k cfpg] k|ultlzn
@=lglZrt PsfO{df qmlds kl/jt{g
@=lglZrt PsfOdf
gfKg ;lsG5
gfKg ;lsb}g,
#= lg/k]If x'G5 #= ;fk]If x'G5
$= kl/df0ffTds $= u'0ffTds
%= lglZrt cjlwdf k'u]kl5 %= lg/Gt/ rln/xg] k|s[of
6'lª\uG5 ^= Always positive
^= may be positive and YP
Similarities between growth
and development
 Both process are related to change
 new features replace old features
 changes in both process can be measured
 there are predictable milestones of both

changes
 both process are determined by heredity and

environment
 Both has direct relation with maturation and

learning
 both process are directed towards a certain

end
YP
Types of Development
 Cognitive development: Thinking, reasoning,
language development
 Physical development: Motor development:

gross motor skills, fine motor skills

 Social Development: Emotional development

and moral development

YP
बृद्धि र विकासमा प्रभाव पार्ने तत्वहरू

 Internal factors
◦ Hereditary
◦ Biological
◦ Intelligence
◦ Emotional
◦ Social nature

YP
 External Factors
◦ Parental care
◦ Socio-economic status
◦ Surrounding environment
◦ Quality of schooling
◦ Peer group
◦ Facilities

YP
 dfgj a[l4 / ljsf;sf lgwf{/sx?
◦ a+zfg0f'qmd
◦ jftfj/0f
 x/]s JolQm j+zf0f'qmd / jftfj/0fsf] pkh xf] -The
individual is a product of heredity and
environment)- Woodworth

YP
a+zf0f'qmd
 dflg;df @# hf]8f u'0f;'q x'G5g\
 oL u'0f;'qx?n] k|ltlglwTj ug]{ u'0fnfO{ @ efudf af8\

g ;lsG5
◦ k|ToIf u'0f — cUnf], uf]/f] cflb
◦ n'Kt u'0f — k'8\sf], sfnf]
 k|ToIf -uf]/f]_ ± k|ToIf -uf]/f]_Ö k|ToIf -uf]/f]_ —
Genotype
 k|ToIf -uf]/f]_ ±n'Kt -sfnf]_ Ök|ToIf -cUnf]_—

Phenotype
 n'Kt -sfnf]_ ± n'Kt -sfnf]_ Ö n'Kt -sfnf]_ — Genotype
 -b'a} u'0f;'qL k|ToIf jf n'Kt eP — Genotype, Pp6f k|ToIf

csf]{ n'Kt eP —Phenotype

YP
Con..
 h'DNofxf @ k|sf/sf
◦ eft[ h'DNofxf -faternal_M b'O{ km/s km/s lgif]lrt l8Dasf]ifaf6
ag]sf
◦ :jzSn h'DNofxf -Identical_M ;dfg lgif]lrt l8Dasf]ifsf] cfsl:ds
ljefhgaf6 ag]sf

YP
dfgj ljsf;sf ljif]ztfx?
!= ljsf; kl/jt{g;+u ;DalGwt x'G5 -development involves
changes)
◦ cfs[ltdf kl/jt{g change is size
◦ cfsf/df kl/jt{g change in size
◦ k'/fgf u'0fx? nf]k x'g] h:t} b'w] bfFt emg'{ disappearance of old
features
◦ gofF u'0fx? k|fKt ug'{ h:t} tf]t] af]lnsf] ;6\6f kl/kSj af]lnsf] ljsf;
x'g' acquisition of new features
@= ljsf;sf] k|f/lDes cj:yf kl5Nnf] cj:yf eGbf a9L hl6n x'G5
early foundations are critical: foundation stage, children
double their weight in first five months and treble it in one
year's age. Height increases 66 per cent up to two years.

YP
#= ljsf;df JolQmut leGgtf x'G5 all individuals are
different
$= ljsf; kl/kSjtf / l;sfOsf] k|ltkmn xf] development as the
outcome of maturation and learning
a. Phylogenic functions: ;a}df Pp6} x'G5 . h:t} s/fpg',
lx8'g', a:g' M oL kl/kSjtfsf] sf/0fn] x'G5g\
b. Ontogenic functions M JolQm ljif]zdf km/s kg{ ;S5 .
h:t} ;fOsn rnfpg', v]ns'b v]Ng' M of] l;sfO jf jftfj/0fdf e/
k5{g\ . 
 %= ljsf;df ;x;DjGw x'G5 there is a correlation between

developements -l56f] zf/Ll/s kl/kSjtf cfpg]sf] l56f]

lqmofTds ljsf;

YP
Con..
^= x/]s cj:yfdf ;fdflhs cfsFfIff x'G5g\
&= ljsf; ;fdfGoaf6 ljlzi6 k|lqmof tkm{ pGd'v x'G5
*= ljsf; lg/Gt/ k|lqmof xf]
(= ljsf;sf] eljZojf0fL ug{ ;lsG5 development follows a
definite and predictable pattern
◦ lzif{kfb lgod -Cephalocaudal law_ —lz/af6 kfp lt/
◦ lgs6 b'?:t lgod -proximodistal law_ —lgs6 jf s]Gb|af6 aflx/ lt/,
due to this sequence, the body shape of the young children is
conical shape with broad base. At adult stage, they acquire V
shaped body, heart begins to function at first and the sensitivity
of skin is developed at last.
◦ oL juL{s/0f Drever Gassel n] u/]sf x'g

YP
!)= x/]s ljsf;fTds cj:yfdf ;+s6 x'G5=
!!= development is affected by cultural changes
!@= development is affected by cultural
changes  
१३ समान प्रतिमानको नियमः मानिस र हात्ति
१४ चक्राकार प्रगतिको सिद्दान्त मानिसको जीवन घण्टिको आकार समान हुन्छ -
हर्लक  

YP
dfgj ljsf;sf r/0fx?

Elizabeth B Hurlock sf !) j6f r/0fx?

!=hGdk"j{sf] cj:yf -Prenatal period_– ue{wf/0f b]lv
ghGd'gh]n
◦ Period of zygote- conception to 2 weeks- Implantation, floating
stage. Size=pinhead remains unchanged throughout this period.
◦ Period of embryo- 2 weeks of conception to 2 months –a miniature
human being
◦ Period of fetus- 2 months to birth- between 2-4 th month the
nervous system develops. About 35 grams. About 38mm length
@= gjhft cj:yf -Infancy period_M hGd b]lv @ xKtf
◦ partunate period- birth to 15-30 minutes
◦ Neonate period- 15-30 minutes- 2 weeks

YP
dfgj ljsf;sf r/0fx?

#= z}za cj:yf -period of babyhood_M hGd]sf] @ xKtf b]lv

@ aif{ ;Ddsf] cj:yf
$= k"j{afNofj:yf -Early childhood_M @ aif{ b]lv ^ aif{
%= pQ/afNofj:yf -Late childhood_ M ^ aif{ b]lv !) ÷!@ aif{
^= jo;GwL jf of}jg cj:yf -Puberty_M !) ÷!@ b]lv !# ÷!$ aif{
&=lszf]/fj:yf -Adolescence): !# ÷!$ b]lv !*÷!( aif{
*= ao:s jf o'jf cj:yf -Adulthood_M !* ÷!( b]lv $) aif{M
commitment, setting down
(= dWo cj:yf -Middle age_M $) b]lv ^) aif{
!)= a[4f cj:yf -Old age) ^) aif{ dfly

YP
!= hGdk"j{sf] cj:yf

ljif]ztfx?
◦ a+zf0f'qmdsf] k|;f/0fsf] ;do
◦ of}g jf lnË lgwf{/0fsf] ;do
◦ lta| a[l4 / ljsf;sf] ;do
◦ k"0ftM cfdf dfly cfl>t ;do
◦ ;d:of u|:t ;do

YP
@= gjhft cj:yf

ljif]ztfx?
◦ ;a}eGbf 5f]6f]
◦ ;dfof]hgsf] ;do
◦ ljsf;df k7f/ cj:yf
◦ ;+s6k"0f{ cj:yf
◦ c;xfokgsf] cj:yf
d'Vo ;dfof]hg
◦ :jf;k|Zjf;
◦ kf]if0f, r':g] lgNg]
◦ tfkqmd
◦ pT;h{g

YP
#=z}za cj:yf

 uef{j:yf kl5 cg'kflts lx;fjn] ;a}eGbf lta| a[l4sf] cj:yf

 ! aif{ kl5 dfgl;s ljsf;
 !* dlxgf kl5 ;+j]ufTds ljsf;M klxn] ljsf; x'g] ;+j]u —8/
 !( dlxgf kl5 ;fdflhs ljsf;
 /x/nfUbf] pd]/
 ;a}eGbf ;'lv cj:yf
 cfTds]lGb|t x'g] ;do 

YP
z}za cj:yf
ljif]ztfx?
◦ jf:tljs cfwf/l;nfsf] pd]/
◦ tLa| a[l4 / ljsf;sf] pd]/
◦ 36\bf] k/lge{/tf
◦ ;dflhs u'0fx?sf] yfngL
◦ of}g e"ldsfsf] l;sfOsf] yfngL
◦ /x/ nfUbf] cj:yf

YP
$=k"j{afNofj:yfM

 o; cj:yfdf dl:tissf] () k|ltzt ljsf; x'G5

ljif]ztfx?
s=cfdfafa'sf cg';f/
◦ ;d:ofk"0f{ cj:yf
◦ v]nf}gfsf] cj:yf
◦ gsf/fTds cj:yf
v= lzIffljbsf cg'zf/ M k'j{ljBfnosf] pd]/
u= dgf]j}1flgssf cg';f/
◦ k"j{ ;d'xsf] pd]/
◦ vf]lhk"0f{ cj:yff
◦ k|Zgk"0f{ cj:yf
◦ cg's/0f ug]{ cj:yf
◦ l;h{gfTds cj:yf

YP
k"j{afNofj:yfM

ljsf;fTds sfo{x?
◦ lx8\g, bf}8\g / pkm|g ;Sg]
◦ vfg]s'/f cfkm} vfg ;Sg]
◦ s'/fsfgL ug{ ;Sg]
◦ of}g e'ldsf lgjf{x
◦ zAb e08f/0fsf] lgdf{0f

YP
% pQ/ afNofj:yfM
 s]6Lx? ^ b]lv !)
 s]6fx? ^ b]lv !@
 cfTds]lGb|otf 36\5

ljif]ztfx?
s= cfdfafa'sf cg'';f/
◦ ;d:ofk"0f{ cj:yf trouble age
◦ eb\bf kmf]xf]/L pd]/ sloppy age
◦ emu8Lof cj:yf quarrelsome age
v= lzIfssf cg';f/
◦ k|f/lDes ljBfnosf] cj:yf
◦ ;+j]bgl;n jf ;f]rgLo cj:yf critical age

YP
Con..

u= dgf]a}1flgsx?sf cg';f/
◦ afn ;d'x pd]/ gang age
◦ ;fb[Zotfsf] cj:yf age of conformity
◦ /rgfTds pd]/
◦ v]n pd]/
◦ ;'lv pd]/
of] pd]/df ljsf;x'g] ;Lkx?
◦ :jfjnDaL ;Lk
◦ ;dfh ;xof]uL ;Lk
◦ ljBfnoLo ;Lk
◦ v]n ;Lk

YP
उत्तरबाल्यावस्था

 शारीरिक विकास
◦ Slow rate of physical development
◦ के टीहरूमा बृद्धि १०- १२ बर्षामा उच्च हुन्छ भने के टाहरूमा के टीको भन्दा अल ढिला हुन्छ ।
◦ दुबै अग्ला, पताला र बलिया
◦ थकान प्रतिरोधि क्षमता बढि हुन्छ
◦

YP
उत्तरबाल्यावस्था
 मानसिक विकास
◦ बच्चाले आफ्नो र बाह्य संसारका वीच स्पष्ट भेद छु ट्टाउछ
◦ प्राकृ तिक नियम प्रति पूर्ण जानकार
◦ सूचना प्राप्त गर्ने तिब्र अभिलासा
◦ सिकाइ र स्मृति प्रभावकारी हुन्छ ।
◦ तार्कि क चिन्तनको विकास
◦ शाहस र बहादुरी बढ्छ ।
◦ काल्पनिक खेलहरू

YP
उत्तरबाल्यावस्था
 संवेगात्मक विकास
◦ संवेगको नियन्त्रण गर्न सक्ने
◦ भावनात्मा प्रतिकृ या असंगठित
◦ ठोसबस्तु विना पनि संवेग देखाउने
◦ संवेग एक अर्कामा छिटो सर्ने खालको किन कि एक अर्काको अनुसरण गर्ने
◦ जनावर वा अलौकिक शक्तिसंग डराउने
◦ अरूसंग प्रतिकु ल तुलना गर्दा चिन्ता
◦ Parental favoritism causes jealousy

YP
उत्तरबाल्यावस्था
 सामाजिक विकास
◦ साथि समुह सामाजिकरणका महत्वपुर्ण एजेन्ट
◦ सामाजिक मान्यता वा अरूप्रति disobedient, अबज्ञागर्ने
◦ पौढको मान्यता वा आधारहरूलाई अस्वीकार
◦ लैङ्गिक फरकपनाको चरम अवस्था

YP
^= of}jg cj:yf Puberty

◦ Puberty zAb Nofl6g efiffsf] pubertus af6 cfPsf] h;sf] cy{ age
of manhood x'G5 .
◦ ;a} eGbf blv pd]/
◦ Asexual to sexual
ljif]ztfx?
◦ vlK6Psf] cj:yf
◦ 5f]6f] cj:yf
◦ ljeQm cj:yf
◦ tLa| a[l4 / kl/jt{gsf] cj:yf
◦ gsf/fTds cj:yf
◦ ljleGg pd]/df b]vf kb{5

YP
^= of}jg cj:yf Puberty

◦ Puberty zAb Nofl6g efiffsf] pubertus af6 cfPsf] h;sf] cy{ age
of manhood x'G5 .
◦ ;a} eGbf b'Mlv pd]/
◦ Asexual to sexual
ljif]ztfx?
◦ vlK6Psf] cj:yf
◦ 5f]6f] cj:yf
◦ ljeQm cj:yfM prepubescent, pubescent, post pubescent
◦ tLa| a[l4 / kl/jt{gsf] cj:yf
◦ gsf/fTds cj:yf
◦ ljleGg pd]/df b]vf kb{5

YP
Con..
 of}jg cj:yfsf cfwf/x?— s]6Lx?df /h:jnf / s]6fx?
df :jKgbf]if b]vf kg'{ . of] cj:yf cfP gcfPsf] yfxf kfFpg
lk;fjsf] /;folgs k/LIf0f / hf]lg{x?sf] PS;/] ug{ ;lsg] .
of}jg cj:yfsf zf/Ll/s kl/jt{gx?
◦ z/L/sf] cfsf/df kl/jt{g
◦ z/L/sf] cg'kftdf kl/jt{g
◦ k|fylds of}g ljif]ztfx?
◦ ;xfos of}g ljif]ztfx?

YP
Con..
 of}jg cj:yfsf b'Mv
3 As sf] sdL jf k|fKt ug{ g;Sg'
◦ Acceptance
◦ Affection
◦ Achievement
oL kfP v';L x'G5g\ .

YP
of}jg cj:yfsf lrGtfsf ;|f]tx?
 zf/Ll/s tyf of}lgs kl/jt{g ;DaGwL lrGtf / rf;f]
 of}g pko'Qmtf ;dDaGwL
 tf}n ;DaGwL
 of}g c+ux?sf] a[l4 ;DaGwL
 ;xfos of}g ljif]ztf ;DaGwL

YP
of}jg cj:yfsf vt/fx?
 zf/Ll/s vt/f jf ;+s6
◦ lj/fdLkg
◦ b'3{6gf
◦ d[To'
◦ cfTdxTof
◦ cGt/>faL u|lGysf] sfo{Ifdtfdf x|f;
dgf]j}1flgs ;+s6
◦ cfTdwf/0ff sdhf]/
◦ Go"g pknlAw
◦ of}jg cj:yfdf x'g] kl/jt{gsf] tof/Lsf] cefj
zf/Ll/s kl/jt{gaf6 ;[lht dfgl;s ;d:of
;fdflhs e"ldsfdf kl/jt{g, of}g kl/kSjtfdf leGgtf
YP
&= lszf]/fj:yf -Adolescence_

 Adolescence Nofl6g efiffsf] Adolescere af6 ag]sf] h:sf] cy{ to

grow to maturity x'G5 .
 zf/Ll/s, dfgl;s, ;fdflhs, ;+j]ufTds / of}lgs b[li6n] dxTjk"0f{ cj:yf
 xn{sn] of] cj:yfnfO{ b'O{ efudf afF8]sf 5g\
 k"j{ lszf]/fj:yfM !#÷ !$ b]lv !^ ÷ !& . xn{sn] o;nfO{ Teens elgg\

. o;nfO{ terrible teens klg elgG5 .

 pQ/ lszf]/fj:yfM !^ ÷!& b]lv !* ÷!( ;Dd . o;nfO{ teenagers elgg\ .
 WHO sf cg';f/ !) b]lv !( aif{
 cfw'lgs ljsf;fTds cg';Gwfg cg';f/ !@ b]lv !* aif{
 cflwa]x/L / t'kmfgk"0f{ cj:yf— G Stanley Hall

YP
Con..
ljif]ztfx?
◦ Ps dxTjk"0f{ cj:yf
◦ ;+qmd0fsf] cj:yf
◦ kl/jt{gsf] cj:yf
◦ ;d:ofk"0f{ cj:yf
◦ :j klxrfg vf]Hg] cj:yf
◦ ePlet x'g] cj:yf Dreaded age
◦ lbjf:jKg / cjf:tljstfsf] ;do
◦ jo:skgsf] ;+3f/sf] cj:yf Threshold to adulthood

YP
शारीरिक विकास

 २७ - २८ दाँत
 लम्बाई बढ्छ
 मुटुको धड्कन औषतमा ७२
 मस्तिष्कको वजन १.४ किलो
 थाईराईड ग्रन्थि सकृ य हुन्छ ।

YP
संवेगात्मक विकास

 संवेगको प्रवलता र परिवर्तन

 आधि र हुरी
 यौन उर्जा सकृ य
 उल्झन complication
 दुःखी अवस्था, भविश्यको भय
 जीवनको सबै भन्दा कठिन काल- किल पेट्रिक

YP
मानिसिक विकास

 क्रो एण्ड क्रोले १६ बर्षमा पूर्ण मानसिक विकास हुन्छ भन्छन भने वाटसनले १८ बर्षमा
 मानसिक शक्तिको तिब्र विकास
 दिवा स्वप्न
 चञ्चचल र अस्थिर

YP
सामाजिक विकास

 समूहमा घनिष्ठता
 स्वतन्त्रताको भावना र स्वाविमान
 त्याग बलिदान परोपकार
 नेतृत्व भावनाको विकास
 वीरपुँजाको भावना (role model)
 अपराधको एक नाजुक अबस्था - वेलस्टाईन

YP
Con..
lszf]/fj:yfsf ?rLx?
s= d'Vo ?rLx?
◦JolQmut ?rLx?
◦;fdflhs ?rLx?
◦dgf]/~hgfTds ?rLx?
v= cGo ?rLx?
◦wfld{s
◦z}lIfs
◦Jojxfl/s
◦of}g
;+s6x?
◦zf/Ll/s ;+s6x?M la/fddLkg, cfTdxTof, b'3{6gf, of}g, cg'ko'Qm zf/Ll/s ;+/rgf
◦dgf]a}1flgs ;+s6x?M ;fdflhs Jojxf/, of}g Jojxf/, g}lts Jojxf/, kfl/jfl/s ;DjGw
 

YP
शिक्षक अभिभावकको भूमिका
 उपयुक्त वातावरणको निर्माण गर्नु पर्छ
 उनिहरूको अनुभूति व्यक्त गर्ने अभिप्रेरित गर्नु पर्छ
 सुरक्षा र स्वतन्त्रता दिनु पर्छ
 खेल तथा सास्कृ तिक क्रियाकलापमा सहभागि हुने अवसर दिनु पर्छ
 अरूसंग तुलना नगर्ने
 व्यक्तिगत भिन्नताको स्वीकार

YP
cleefjssf] e"ldsf
 ;flysf ?kdf
 lzIfssf?kdf
 ;d:of ;dfwfgstf{
 ;xhstf{
 pTk|]/s
 dfu{lgb]{zs
 ;Nnfxsf/
 k/fdz{bftf
 cg';Gwfgstf{

YP