Sng aca auects Mental, social, moral and spiritual development. + Importance of child environment Environmental factors play an important || role ifrthe development of a'child. Some || psychologists and thinkers consider environment } 35 the main reason for human development Behavioral psychologist Watson had leven said that "Give me a new-born } child and | Gan.make him a doctor, a lawyer a thief or whatever he wants. °°" John Locke ‘says that at the time of birth, the child's brain is like a blank slate on which anything can be written, that is, after birth, the child develops according to the kind of environment he | is kept in. Ina ‘Society where thiére is 2 good system of education, good progress is achieved. X é 4 || interaction of heredity and environment Sietctenecenettoncses cee ype te a Ey The childs environment has a mulifaceted | ts oar om the above dacusson preset? «impact on the child's development. brn { eee and environment that nana betore End an The bind the cH | In the a éBment off husband, both ReomIR sere” ‘Theretiastror toroutyans onehaor a oeaee, o tole: ! environment on child development can | infact, heredity and ge be seen 3 levee be understood as On each other. teres tn Hee, ‘oows: 1) Ect on physical varatons. -~ provides capabil ities to develop, ; 80 ie opin tte easontor piysea | Wher Fthesshvironment provides, «ferences among difereeispecies isnot heredity &BpmRUunities for these capabilities ie develop, | but environment only. i[** Woodworth has explained he importance (2) Charge on superiority of species:~ Sfheredity and environment-with ‘Ch’ opinion is that somne species of intelectual! ie example of seeds and soil and said 1. The reason for poverty is not heredity but: thet for good yield, both good seeds and environment. good soil are required, in the absence 3) Effect on mental development: — }Of good seeds, good soil and in the Gatton is ofthe Spidionthat if proper aeaenoaer aed Sole good seeds, S081 ard culPayenvicoriientissnt proved,” DeSpite this, the chances of a good- epee ve) rental development sidtstaiir/ } harvest bécome bleak. Sipiilarly, Effect on intelligence:- | Crowe and Ko expressed the idea Candol's opinion is Di_ Budi. + Maver 3 “= % [Pi o3 Fe tnttin ce erin heredity | that humans play an important Nese "en sp Cree 09 REPRE PAT I dovoeqmen ofpersonaty || OFF” isdrttemrin Bi individdarereation fnvronment rather than heredity “ar | Not only by inheritance and not only Has greater. impact) According to | by inheritance, but sce i himyaven a persorved'raecome greai by | integration of biological endowment living in @ suitable environment and building and s social int@rtance, andenwormert Cather pact on thw chic. Re MDOT TET Se nab ae eg covlomenundhacenen a sonnet physical human, so GSR All tne | SPEFT donee ne dscaraams beers. parts of the child, ‘ ineceae Should be dofe. _ Far According to Budwoith, the development 7 of sand is the product of heredity * | F ; ‘human behavior and environment. Lf, interaction of heredty and environment. \Therearetwo | ° venius trom 1140 to 200 factors — (1) canal Factor {21120 to 14003 | Very-Suppie- Factor (11) Speciti IgE actor 3110 24 120% Superior intelligence SFact2) {4)10 10 110 level] Normal @fs(Averag: a | 580 to 900g |Dull (3) Multi- Factor Theory * The _ froadee level |Feeblemin- of this theory was Bernard Byer | - | (7) 50 to 603] Moron. + Recording to this theory, the intellect is” (8) 25 to 500 Imbecile actually made up‘ independent factors. | 1) Idiot below 18 \ jp 4 (4) Group-Factor “Theor = This theory is based on Proust's theory. He discovered6 - factors which are as follows- (1) NumericalFactor-N I Types of Sow Tests J Intelligence testing methods aides MSS pes: (1) Individual Verbal intelligence Test - ~w8rB52- a3by zezfey_ (@) Wynne - Simon Budi Scale We afta ft cha | | (0) Stanford-Wine Budi Stele oon ‘ as 8< Only | \2) Vaiyamtir Ashandir Intelligence Test - (2) Group intelligence test ~ (7) Drawing test - This test is taken on several (b) Chitrapurti test individuals at oné time. It started | (c) Maze Test er in America during the First Shape Filler Test-A (3) 22 World War (1814- 18). , [Groeevee Verbal | Observation — Two forms of purifications of | army alpha ptt Snes and collective attack | millio} ns of ' po er rs, durin a Fit WOKE WA W Shandir (Bhashatyar). a 1) Ashandir (active) 40) Pee, Test Unit (1) Verbal (Linguistic) - This exam’ Rare manner aol. fil Language is used in this and “| Gepartmente. Abstract intelligence is tested through it. Its main dbjective | eee lneeled equipment, is to know how.much | (a) Army Beta Cat Testing knowledge a person has about | First World War II Depot at writing and dressing (2) | Amerimel for Army Recruits Functional (Ashandir):- ° This test is used for those | People who have less knowledge | language or who do not know how to read , ® and write. In this test,’ concrete iteligence isttested, used for, e candidates. | a isked te goinplets the probler 1 awith their me ~Me ai @ (1) Rule of.transmission of acquired (6) Schrend''s law: - Father of genetics qualities? According to this rule; was:Gregor John Mandl who the qualities acquired by he paren *_ propounded pone nis by experimenting uring their, lifetime are inherited on pea plants, which is called y their children, ‘Mandalism'. These rules are- 1. -In today’s era, the theory of Law of dominance (1) Law of single: evéllition oFtransmissiorroVacquired” cell or zygotic unit (1) Independent characteristics is not accepted. Law of drainage. « (3) Law of Resemblance: (Résembian))' AccSrding terthisrule, if » » Ageording te thisstul ie-withttwo. plats tke parents hybridization 1s% ‘They are lke that, so aré‘their children. - | Having opposite charadcteristigs, then Children of intelligent parents, children of | the rane ‘appearing in the frst parents are of ordinary’ iftelligent parents, Generation are called domingint traits and children of dull-witted parents are | 2d the traits that do not appear dul-witted, similarly, childfen-are similar 6° are called recessive traits. Each their parents from the point of view |, Senelic trait represents a genetic unit of physical structure also. |, (gene). genetic unit in be invited * The rule is also incomplete filtpasses generation to second because itis often seeithat the children, ““*"™™"™"_ generation, The of black parents are fairzthe:childjei ballad on the dawn of Vanshanukam oftgtdrded?parents Fé ** Inheritance hasan inipact-on-every> i y sepect of Balar’s persondlity’in the following manner - } (1) Effect on basic power should not be exacty simiarto the parents. |, Thorndyke is of thé-epinion LOLA LEONE amuaromeciaenot | Rete” VS original powers the same parents and father, they are dtferent{(2) Effect on superiority of rac in intelligence, complexion and ||} Klinenberg is of the opinion that race nature. Sometimes there is considerable iStie"reason for superiority of inteligence, BhYsical and mental‘aiversity among them.) i thatisswhyaRe"white.racerof America 5) Lawof Regression:- j -suberioc Re Newo een) According to this law, the4 (3) Etteefaneptysital symptoms:= child has the opposite qualities, Black Pearsonris-of the7opinion that if of his parents. If the height of the parents is short or + It has been observed that the | seen the height of their child is also ¢ ol talon = arhngart 2 tat lowe its aE aFe-VEY'| Ge Sl se vaio gfowth and development, guch as Baba J tReveBiiOn that the uous as 7 Dae oer ETO Tot re ir load © give vay lw me ) parents attain prestig’. 4) Law of variation: - (Variation) a- __Environment Cy Efterkon character: Dugdale | MEP TG Se ig Of the opinion that the children of | is made up-ofstwo words = "pari + \itDDUS' parents are virtuous and the childréhy.- , ‘eOver's ug in ‘arti ane wer! of characieiss paren are chaactross, | means 'eovering Pru Srctsege ‘ the . 16) Effect on professional ability:- | Fes covered with ay Karel is of the opinion that | bere. Therefore, we can say that whatever is {fiemaineeason for professional : Sidineni&ire being melded iene ability is heredity. iste jwhichsflectne ie and behavior ofa person, opinion thatthe children of slow-witted | Stay finanted, Blrents to tobe inteligent andthe chien of | DEMIS BS: high-witted parents tend to be sharp-witted. {According to Budvarsha, all those | orton | elemenisscome ita fe etvronteent ahd (3) Opinion on greatness:- Galton |, have infuenced the person since the time he believes that the reason for a person's ! ae ee. ind at vontyess ir hisinnee ‘According to Ross:- "Environment - greatness is his inheritance. isthe Be nt cioee - 1 us." From the above definitions It is clear that the environment is made {up of many things and includes «wall those things which affect the child - "physical, monial, socal, moral and spit [Praise np spc, poral and spirtualindividual ltferencerindividual diference Individual Differences a Dilterences) _ {tis a natural gift of nature to have mutual differences among different Zople. No two people in the world are Completely alike; there dre'denmntahe Soni differences between individuals: - Characteristics which make him different from other people. Sir Francis Galton presented a scientific an of individual differences in his book titled Hereditary Genius, written in 1869. In hee twentieth century, Psychologists like Pimerson, Kettle Terman etc, ‘Studied . individual differences Systematically. In modern times, individual differences are given very important Place in the field = of education. t alysis Meaning and types of individual discrimination Individual difference means the. difference of one person from another in Qualities like appearance, physical Structure, intelligence, interest, nature, - Corey ee: Individual diferences play'a very inponers role in the- development of children. The child's intelligence, interests, abilities, Only when he gets opportunities for development in - 1 accordance with etc., he can achieve his best level of development. On the basis of things fotind common among individuals, there Can be the following three subtle typea cr individual differences: . \ (2) Mental Differences - Different people also have differences in mental qualities. Differences are found among individualSsin mental qUalities like externality, interest, memory — etc. Some people are geniuses; while some, people are fools. Some children are fast in studies, while some children are fast in playing. Some children learn new things quickly, while some children experience difficulty in learning new things. Some: children remember what they hear-once for a long time, while others forget, things-quickly. (3) Personality Differences — Personality of different due to individual differences in persons or children oet due to individual differences Many factors are considered i indivi alferences individuals ortchldren: Some of hee sea ‘actors thatvdifferentiate peopl at i - mentally, socially etc. tre fe bela other Physically, (1) Heredity - Ls main reason for individual variation is heredity. Through their studies, psychologi: like Galton, Pearson, Terman etc. have a oats realized that heredity is responsible to a great-extent for many physical, mental and personality related _ differences. What qualities a person will-inherit - from his parents depends only ‘on chance. - Due to the unbalanced mix of chromosomes received __ from the-parents, cross-mixing is found in the a children-of the same-parents, (2) Environment ~ Environment also has an impact on individual behavior. Environments can be of many types. Such as gedgraphical environment, social environment and cultural environment etc. According to,the kind of environment in which @ person lives, his physical, mental, emotional and character - /elopment takes place. Physical differences are visible in des ot cold and hot unten. thoes n atierence ein conduct, thoughts and lifestyle of children from limited and uneducated families. Adequate mix is visible in the - ature of rural and urban people. (3) Intelligence- Intelligence is a very important factor of personal intelligence. The subtlety of intelligence makes a difference between people. Due to differences in intelligence, there is a considerable difference in the educational and professional achievements of a Person, (4) Sex-Difference — Due to gender difference, there- is difference in physical, mental and emotional aspects between boys and girls. There are differences in the Z Peel , Siaeiire, wrattire argrBersonality traits of boys aia girls. Boys are usually tough an Bourage US, WI ie ait is are usually soft, kind and gentle. ® Health - There are differences among individuals due to physical and mental health also, Some people are strong and | _ healthy, while’some peoplé-are weak. Froiii the point of view of | Tiental health, itis also found in different people. There is litle difference visible between healthy and unhealthy people. 6) Maturity- Maturity is usually related. to mango. There are differences between children of different ages in physical, mental and other aspects. Maturity — puso, nes through environmental influence and - : | \@ (7) Background- cultural backgroun: \ Social, economic, educational and ¢ plays an important role in the development of a person. When children are brought Lup in different types of backgrounds, different qualities develop to a lesser extent, | 8) Caste and Race - Caste and race are also one of the i main reasons for individual differences. It is often seen that people of Min-Mis caste or Mis-Different ecies are quite simil yi lar to'each other. For example, Brahmins are’ usually studiou: 7 , Satriyas are Usually Fmseees.and Vaishyas aré usually skilled in business~ Similan, children of American breed are fourid td be me) intelligent, intelligent and skilled than childyen of Zito breed. : ‘measurement of individual diferences idl liferences ~ 7 itis necessary for them to differences. The - Study individual- qualities which cause individual differences- should be known. Some of the major techniques Used to measure individual differences are ‘as follows: (1) Observation - Observatior nis'a very ancient way of measuring - . js the uation Cfpeople describes” to “SHA waetet 1 behavior of other peephehavior of othe Measure the personal a berformar of Hallchildren; patien: risabled eople smplichilar paope. ts. _ tg People: In modern times, tests are-uised to measure qualiti Intelligence.tests are-used to measure intelligence, achievement toste 2, tessa measure tional achi nt, Personality tests are founeneuce personality and aptitude tes Is aré‘used.to measure aptitude. t / 6 (3) Scale - The scale presents a quantitative assessment of a person's qualities. Scales are also used to measure individual differences. To measure attitude, attitude scales are used, @ Case History Method — Through this method, knowledge of " onality traits is - obtained by knowing his life history. Help of parents. feephers, friends etc. is tak 18 chil © Cumulative Records — Cumulative records Provide information related to the educational Progress of children: ¢ cumulative record actually represents the academic history of the students. Importance of knowledge of individual diferences in education, Modem psychologists consider indhvidual Uiferences in the education of children, Give great importance to. gaif knowledge. of individual differences- Qnce this is done, the teacher eae do more good to his students 28. common in almost eve a. lg : = a eT,childrénrare not able to because everyone is generally taught th iStio benefit in giving theisame method and. Sf education'to all the Students, therefore, kee ics;of t @ children, iti “YPay attention to the following thin er ecco eae \gs in their education - { -Imited size of the class — Keeping in mind the indivi 1 indi ’ 8 iffererices pf the children, the number of students ms q 8s shOuld‘hot be more. Psychologists are of the pinion that Kasha should not have i Waste SAP uReTINGEeRE an ARPS dents, Since establish personal contact: with them. ° ~ (2) Classification of the students - Children in the class should be divided into homogeneous groups on the basis of their individual similarities. Keeping in mind mental 208 y USL gaat y anwemotional maturity, students shoul (3) Diversification of curriculum - According to Vaimagrira diversity, curriculum should be created keeping in mind the interest, mental level, aptitude, attitude and needs of boys and girls. The courses cover a wie variety of Subjects. The curriculum should be (4) Methods of Teaching- It is not appropriate-to teach-all the Students with the-same method on individual basis. Keeping in mind théfindividual différerices, ‘mixed teaching methods have been propounded to’provide some education to the-students of different abilities. The methods like Project method, Dalton method, Vyabhriga method, cost-free school teaching, remedial education etc. have been +—ffopounded ‘only-inithe-name’of personal preferences: @© Educational and vocational guidance — It is very important’ta providgrediicational’and vocationalrgliidance to ihe siden het basisspf nalvidual meeting. Depending which type ofcourse {ant:profession a student‘is interested in, we will give him advice that can pave the way for success in his future life. © Home Work — While giving horri work to the students, their ingividdal greféreness should bex¥pt if mind. Students with sharp inteligence should be Given’dificull:homeworkdnd those with weak-intelligence should — be given only easy homework sm! eos. reat__INTELLIGENCE | 20 the word intligenee in common __ | coogi Hanguage like this: oe, ntoligeAee is such BrTieHtar Teh due to erin wits ne thle 8 re taught in the same way, there Is diterace'isne leetangsare sic | Na inthe Fre power of wo pe, Bhibhuta is aes34) hy tWo-peopl ‘demonstrate a different ee ables i Solving the same problem. asad 4 seen GE 2194 Sfias the ability to os According to Budder, intelligence is a method of working, According to Styne. The general cons ous ability toradjusttdsthe e f SiObiems of life is the power off arming ssimilar to the school of intelligence. Agcording to Harman - “intelligence is the ability to think about ‘abstract ideas.”, Freeman analyzed all the. psychological: inition bacligenceatgimade iret ree | Rank in Bagou, which is as follows = (1) Intelligence is the ability to adjust - Stem, Cruise, Colvin, Cyril Baran. {2) Inteligence is the abiity tolearn - Buckingham, Dearborn, Thorndier. 3) Inteligence i the abilty to think abstractly - Terman, Spearman, Binet. (1) Heredity (2) Environment 8B OEED 4) Uni-ki to the theory of Prattéd* * Wynne, Terman and Stem, matter and matter are indivisible particles whose Alemental activities are controlled - Degradation of1Q of by (2) Two-Factor Principle + Spearman's version of naira, + According to this theory, there are two factors in intelligence, “General Factor (LG- 'ypes of intoligence | Thomdike the following neatees three types of intelligence: 1) Concrete Intelligence’ nce is called Motor or ‘Mechanical Intelligence. It is related >/ to mantras and machines. The child or person whg'has this intellect is not related to mantras and machines. 3. Takes ‘special interest jin Ram. In this way the child wil | become a skille | engineerin fuerevorrer and (2) Abstract Intelligence - In this intellect, ihe krowedse from obtained from the ~ the relsionsip between bosi.ob84 the individual and thers When onahas typ eliganes, ho, 1 takes special inteost in aéquiring knowledge and-hence; asva child, he ecRaneT EET yer, "a teacher, a iterateur, a painterrands Philosopher. (3) Social Intelligence igence). - This Buddhist contribution is made through social work. Ifa person has this intelligence, he- is sociable, interested in-socia Work | and-is full-of knowledge — of human relations, such a child will | go on-to become a-good ' businessman and social worker. - And become politicians. Rican 1 (11) Verbal Factor-V Sit), Spatial Factor-s (11) jJuency- -W (1) Factor (1) as | Memory-Factor-M Intelligence(s) | B=N+ Vest | WeReM, 10. test or measurement of nteligence | (1) Mental age — Binet (1905) | (11) Intelligence quotient SThentalag en We Terman has categorized 1Q in the following way. ma! 'Geniou 2120 {140 Zz 'Very-Suppie-Meaning and Nature of Creativity ny er's dictionary, the word ‘Creativity’ is fagoeaWhigh means to'Comerinto existence, to grow. it ‘What is creativity? Not all scholars are unanimous regarding the meaning of the word creativity. In simple words, creativity means ability related to creation or composition. Thus, creativity is related to production or new creation in some form or the other. Can this production be in any form, ghostly or intangible? ls. Inthe fields of sciénceTatt; WHNOIBGY etc, the frm of creative prdductior*is tangible, whereas in the-field'of literary works etc. its form is intangible. Pan Initially, creativity was considered to be related only to. creative creations. But its scope in modern psychology is wide. Now Creativity is considered to be related not only;to.< ifferent | schools but.to.every area:of life. This Praga. Ci ity is Possible in thinking:Style,-in study, in-any group, in sports‘ social interaction. (Almost all the'tasks that we havé to-do) 7, > : -* a \ ay When we do this, we can provide new arrangements and - the dig Vents'to. _ relationships going on in a particular ~ situation.In our study, creativity'also lies in remembering. When we find a solution to a problemi” we remain creative. In fact, without a creative approach, the Ratwe problem cannot be. solved. Therefore, when old rules, habits; working methods do not prove useful, we have to adopt a new way or path, creativityslies in this. Creating something new, giving new ideas, bold thinking, Rew experiences, originality, and doing latest research is creativityr. other words, when anféinxious child does something that deviates, ° from the conventional path, he is called a creative being. Definitions- _ “Terrence - "Creativity-is the process of being sensitive to problems, : difficulties, gaps in knowledge, missing elements and - incompatibilities etc.’ = (2) Crowe and Ko "Creativity is a mental process of expressing original results." @ Bhaijnek - "A creative child has the ability to generate extraordinary ideas by ‘moving away from the traditional pattems of thinking, which originates from the knowledge of new relationships." Itis clear from the analysis of appropriate definitions. That creativity is mainly related to originality or novelty. Creativity is reflected in the ability to think about | Groblem in’anew wayrand find’a solution. In othr words, it can be Said that creativity is the ability that enables a paison to think and think in a new way to find a paradoxical solution toa _ problem. Enables one to think. Creativity is the ability to think | and work in a,new way that is different fromthe =~ prevalent method.zy * “Itis clear from the views of psychologists that the concept of 2 creativity includes the following things - 1. Creative Power (2) Originality (3) Production 4 and productivity © Imaginativeness (5) Moving away from conventions (6) Acceptance of novelty and usefulness by the group. areas of creativity According to various thinkers,the main aspects of creativity are as follows: (1) Science - This includes all types of inventions and research related to Physics, chemistryrmedicine manufacturing etc. (2) Art-Skill~ Music, dance, painting, architecture and skills related {o metal, leather, paper ete. also come under creativity, (3) Technical - This especially includes the field of manufacturing of | ‘machines, ther mantras and worship ot. (4) Literature — This includes poetry, story, drama, novel, essay Adi's composition and oratory and writing skills are included. (5). Social field - Under this, creativit religious, cultural, philosophical, ity in carrying out social, Political activities etc. Processes like imagination, thinking, Feasoning, problem- solving and expression. : Tecognition of creative children (identification of creabive $1 Aieniification of creative Stustents), Guilford has described five intellectual activities (tasks) in relation to creativity through factor analysis ~ (1) Cognition - discovery or recognition. (2) Retention power in memory | (3) Divergent thinking means going beyond the available Information and imagining new elements or different Possible solutions. cae \ 7 — 7 \ 4 f \ @ Convergent thinking means reaching a definite solution or conclusion on the basis of available information. © Evaluation - Reaching a decision regarding | goodness, correctness or adequacy. wt Any of the above mentioned ideas can bé used in ereate new ideas, bit among these, divergent thinking is most important for creativity. { Characteristics of creative child (Speclalitiea of are cyighive eh {n the findings of various psychological it ‘oloweg characlorstes are ound n eee Maen P28 Been fund thatthe (1) Creativity - A creative child is more acti is cl e active, engaged in some work all Ine tieey He is (12) Originality — A creative child has the ability to imagine and think in an original way. (3) Independent decision-making power - A “accept suggestions from others Creative child does not inm ‘ediately to solve any problem, he has the BIT lake automatic decisions regain the problem, @ ine igenée quotient — characteristic of creatiye children. asol Stee tage ie: ce ~ ‘Mastery - A creative child hi ili i it it tery dames Id has the ability to imagine and think 3) Independent decision-making power - A creative child = Goes not readily accept to solve" a problem, he has th il ates make automatic. decisions ‘regarding the me suggestions Problem. creative kids F =, 0 heh it occurs, Or=m Curiosity and interest — In this type of children, a furlosity and eagerness is seen to complete any work. They remain engaged in'sex withinterest, © Understanding: They understand any subject easily and & Ability to express emotions - They have the ability to express their thoughts and imagination in a personable. form.. 8) Sense of humor — Creative children i love jokes. They, indulge in joy and fun’ @ Having. insight - The y are wise. They take initiative at the forefront in any work, @Adjustability+ They are more tolerant to different situations, Tay are the ones who coordinate or make adjustments quickly. fe i s 1 Aesthetic development — High level aesthetic values are found in them. @ Sensitivity - This type of children are very sensitive. They think seriously about the problem of any work. Education for Creative students oo Creativity has special importance in education. Through education, creative powers of children can be developed through which a person Can achieve Success in various fields of fe. Psychologists have given many: Suggestions to eniotirage creativity, some of the major suggestions are as follows- | (1) To develop creativity in children, it is necessary that their- teachers also have creative nature. In other words, itcan be. - Said that teachers should be ablevto,encourage the orelative expression of-their students by presenting wdrious types of creative~_ works in various fields like literature, science, art etc, (2) Teachers should inculcate in their students the tendency to compile the latest information related to creative works. (3) Students should be developed in the classroom to accept new ideas and respect them as well as freedom | and tendency to react. Brain storming should - be encouraged. (4) Teachers should praise the work of students, develop a sense of healthy competition in them and provide them ample - epportunities for creative work, so that they can develop self- confidence. (5) Teachers should ask problematic questions to all the students, r their. reactions should be invited by Presenting © the-Situations. The. Original suggestions given >. by the students should be Properly evaluated.)6 (6) Forte development of creativity, students should be encouraged more * and more to parisipate in the activities of creation, improvement, discovery and invention. All possible efforts should be made to aimntase the hesitation and fear of the students. (7) Students should be encouraged to understand various problems in different areas of life like_gocial, Political, economic, technical or edueational etc. and present their rational and. Practical solutions. (8) Children should be encouraged to make pictures, sketches, scenes etc. } (5) Students should be allowed to make rag toys, flower and clay toys etc. and should be helped ‘in making them. (10) Children should be en (couraged to-create and flow stories, folk songs and rhymes. Undoubtedly, from an educational Point of view, creativity or extreme with creative tendencies should ecial arrangements- con science. To.encourage creativity among students, it is important to Provide @'free ériviroriment, ropri i Svirerime ent, appropriate material Is and adequate Personality | Paper .personality.according to mind Avpergon's behavior patterns, etialy personaly reters to a person's. igterESt, vision-eéapabilitiesy. appearance, height, height, ’| abilities‘and aspirations. thickness, slimness i.é: physical According to’Vij and stiuettre, behavior and:soft Hast, "Personality refers to the spokenness. lese qualities ‘plata Tskacs are a mirror of the entire: |gomplete and the eater ot behavior of the person, Of its characteristics." * The word ‘personality’ is a | Asgerding to Allport - Anxiety is a variation of the English ! yilamic Organization of those word'BrS6nality. In English, | psycho-physical qualities within this Word originates from | &Petson, which establish a the word Persona of. the ; uniqu 1 of fe adjustment of him with Greed language which the environment, means mask or fate] a. _ ir dbdbeaerdNore Mie arses opal ena ial metas Guth affecting the personfe = bologa qaiis bac Seca sesh Oe! Pome Se AT enitiey Ae ne a sycho-analysis that the human personality should-bo, bg.an organized Jalowas 1 collection of qualities, traits, | mitistera — a s iti ae abr ue abilities, characteristics etc. sexism al school of the human being. g alo Definition: | Inheritance effect: Aned According to Guilford-"Personality is a = | Psychologists have proved on the coordinated form of | qualities," / Basis of their stuidiés that inherita ‘According to Woodworth, “Dissociation is an | of personality is essential for’ Set ic | vere 7 POST overGilf¢haracteristic of the behavior ara} 3S a ride’ Personality | Paper é Personality is.a person's behavioral Patterns according to the EerEaty, personality means a porsr's. infesne ne sell gerzaton appearance, height, height,’ ' ofinterests¥viewpoints, capabilities, thickness, thinnessti. physical | abilities and inclinations." strUttGte, behavior and soft- According to Vij and Hasht, Spokenness. All these qualities. | “Personality refers to a person's are a mirror of the entire- overall behavior, Patterns behavior of the person, and characteristics.” * The Word ‘personality: d'p ‘According to Alport - Personality is the IS a variation of the " dyigitic Srgarizaton of those psycho- English'word Personality. In! physical qualities within a person, Finalish, this word originates | which interact with the environment. sen the word PETSONA ye establish a unique - anguage, “adjustment of which means mask. | cinmadness Itincludes _ | Factors of personaity evelopment. not only the physical and 004s that affect the body!. Iméntal qualities of a human being, but also- hig social qualities, | but even this does not complete the'meaning of persohality. | Poychconyisans 5a z | ie ‘environmental near a] rai PAL eiany, social | awer fos carp | is ffee trom epidemics. a organized collection of” | meson 4 287 human qualities, traits;%bilities, "sexism oh schar characteristics, etc. ate eh ceap Definition: | 1. Effect of heredity: On Aecoring io Gullo, person's | ine hasis of hia studies, Amt - coojtinated form of qualities. | syle have proved at Acsording to Woodward, Personality is an | int rinavinal LTT, ‘oyerall characteristic ofthe individual's behavior. | will inevi itably-haveran -a wok Mandatory: fais in the form BeEn overall characteristic of | behavior.-Karas Alton testified. s. Itis due.to heredity that Physical and mental traits ofsini¢ appear to match ‘The main basis of this is his specific iduals~ interest in that work. a". j& Influence of family :- sic Cles | The formation of personality begins in 5yaleta is of the opinion that the family. If the child gets due to physical tendencies, an environment of love, ‘security chemical.changes: take- | afffreedom in his family. Som Place inside the body, 28 aresuit of |” d's elf re I fependence which a person becomes ambitousor’ [ANG SElf-re lance. 2sprrationless, active or passive. | Thérdis inheritance of qualities, '9) Effect of physical structure :- |(7) Effect of physical environment Body composition includes the | The i n ~ 2" or natural environment relative proportions of-body | leaves different impressions Parts, body length and weight, ( on the personality of the fesidents lor of eyes ‘ani ir, | Of different countries = RIg features, oft. A Fio se ) and regions. infflence théfpersonaliy in some. | (8) Effect of school: . way or the other, { E Sything the sche has a direct in the s 4) Effect of mental abiity: The . | E¥# indirect impact on the Oi mental ability: The more Mental ability a person has, | development f personality, which includes tie more successful he istier) curriculum, discipline, teaching- naking his behd¥ior compatible {student relations, studentstudent relations, With the letter; ideals and ‘ norms of the society. As ge \ Sports etc. result, he inherits the same amount? of anxiety. 5) Special interest | and influence: - The ‘ 8 development of a person's personality takes\plawe.in the agonySsf | that success Whicthe gets by worshiping a Ram. this success— 7 ‘ ; Paper Mental Heat. \" According to Laddell,- (Mental wealth) © ‘Menta heat mecns * he ent aie ical." Proper adjustment wit (Paycho Physi the environment on the 'sycho-| . au Geka His behavior - | 9round of reality depends on man |According to Hadfield: - In common factors, both physical language we understand t fal thé Ntal stress. Therefore, | that mentalhealth takes é health does Not mean only | coordinated functioning of the entire physical health but also | personaiity., Both physical and mental in the words of Johns, Sutton health. ‘ \ and mind réaich-REm in an effective | that’such a Woman faces. and coordinated manner, then only | '@nis rn ‘Dana dgscanas Ramin effectiverarfd pordnated manner, the person is declared - healthy. As the term mental health refers to the- te of mind of a person sta by which the Person is able to make social and personal. | ae lugtments in differerit << [Us a relative quality. This is a | Condition that is characteristic | Of 4 woman who is- aware of her ~ |strengths and limitations, On | this-basis, JeevanvietdVbhavasam aris | fulfilled." 4 Itis clear from the above definitions that mental health is © result of a person's ability to adjust. When a person establishes € Satisfactory relationship- i . pak between himself and the environment ah ; mang of z by molding it according ave given Varisuge"tss | to his desires, ambitions, definitions. Some definitions are desires, etc. and the difficulties! wen beow: of life, then he is considered to Definitions:- hgve an adjusted state of mind. ‘ofuge from the maladjusted: _ \ MALADUUSTMENT * The opposite word of! ACAUSES OF MALADJUSTMENTS ‘of maladjustment in ‘iheresaréicase: ee aor Starr xe adjustmentis Maladjustments| lw BAysicallappearance:- Kusmamonan: When a person is unable to adapt himself to his e1 | children who ar Gilberg found in his study that re physically ugly - ‘vironment, - | or handicapped often have - | aféelin rioritv, du rranendeeee” |B RISE pLltenerty, ue becomes unbalanced. (2) According to Gates and others: | | Psychological deficiency :- * Freud 80 gr leet Ferafa ‘| -Maveral lve of boys Bhava = OD Bhavana Mi") cartons ton vai Bhvre Th — Education in infancy-(1) Valentine - Ideal Throat of Learning ee ie (1) Appropriate envionment 2 Nyrurng 2) Afeconae behavior (8) Satisfaction of curiosity (5) Developrnt of social feeling (6) Opportunities for mental activities (7) Opportunities for conversation (8) Opportunities for self-display (1) ) Formation of good habits (10) Attention to individual differences (1) Importance Gites Fra ata W ALA Bra Sa SBEASIB, developmental charactors in chIShO0d yes Stability in physical and mental development Increase in mental abilities ‘Strongness of curiosity Feeling of complete sel-relance (8) Development in creative WO er eyo Stores colocet tendency (4) Development of extrovert personality Sangatah Shakt Om «¢ Reduction of lustful tendencies (11) change in companions Early childhood education: 4 1. Focus on physical development (2) Education based on child psychology (3) Education through play and activity (4) Emphasis on language ‘velopment (5) Interesting curiclum (6) Salsfacton of curiosity nature (7) Satistacton of calecive nature (8) Arrangement of creative works (7) Encouragement of creative nature ® Development of social qualities (11) Moral —--% saat ET (aa ec Sere oe are at nro ARS NINE tyrsons) Developmental charactoistics of adolescence’ @ Physical development Mental development Lack of stability and ‘adjustment ® Variations in behavior (5) Close friendship (6) Change and stability in times Maturity of sexual power (8) Importance to the group Feeling of independence and rebellion Sabha - feeling of service to one God and religion Faith (a) Feeling of hero worship, of self-respect Development of criminal tendencies Ye concem fethongar % fer: «t } . {1 Education for physical development (2) Education fr mental developnent 4 = t (3) Education for emotional development (4) Education for social evelopment (5) Edveation fr elie an gal develzment (6) Educatn aoeacn to individual differences. (7) Sex education (4) Sub-class teaching methods (1) Adult-like behavior enagers- Bones = Newborn - 270544 —ciwsi ie teen $206 " Rohannan - Prat Me 12086, Gn ps | ee ee tne Th tek § e ae 161349 138.3 0m28.5 18 Deal 7a pew — {30 2uel2s'8 157. an49- Ko