Name : Kashif Ali

Student ID : 0000357315
Course ID : 8610
Subject : Human Development & Learning
Tutor : Mr. Deeno
Assignment # 2
Q.1 Elementary different aspects of emotional development with
special reference to school students.
Emotional development in students
Emotional development in students is a crucial aspect of their overall growth, encompassing the ability
to identify, understand, express, and regulate their emotions effectively. This developmental process is
foundational for building empathy, establishing positive social relationships, enhancing academic
performance, and fostering resilience against stress and adversity. Schools play a pivotal role in this
journey by integrating social and emotional learning (SEL) into the curriculum, creating supportive
environments, and encouraging open communication. Additionally, the involvement of families and the
broader community in nurturing emotional skills ensures students develop the self-awareness and
emotional intelligence needed to navigate life’s challenges successfully, contributing to their well-being
and success both inside and outside the classroom.

Emotional development in school students is a multifaceted process that involves learning how to
understand, express, and manage emotions in a healthy way. This development is crucial for students’
overall well-being, academic success, and social interactions. Various aspects of emotional development,
particularly in the context of school students, include:

Self-Awareness
 Understanding Emotions: Students learn to recognize and name their emotions. This includes
understanding the physical and mental signs of emotions such as happiness, sadness, anger, and
fear.
 Emotional Differentiation: With maturity, students start to differentiate between similar
emotions (e.g., frustration vs. Anger) and understand complex emotions (e.g., disappointment).

Self-Regulation
 Managing Emotions: Developing strategies to deal with emotions in a constructive way is a key
part of emotional development. Techniques include deep breathing, counting to ten, or finding
positive outlets for negative emotions.
 Impulse Control: Learning to think before acting and managing urges to react in harmful ways
are important for students’ social interactions and personal development.

Empathy
 Understanding Others’ Emotions: Students learn to recognize and understand emotions in
others, which is crucial for developing empathy and compassion.
  Appropriate Response: Empathy involves not just understanding what another person feels but
also responding in a supportive and appropriate manner.

Social Skills
 Communication: Effective emotional communication involves expressing one’s feelings in a clear
and respectful way, as well as listening to others.
 Relationship Building: Developing and maintaining positive relationships with peers and adults
are crucial aspects of emotional and social development. This includes learning to navigate
conflicts and cooperate with others.

Self-Esteem
 Confidence: Positive emotional development helps students feel confident in their abilities and
self-worth.
 Resilience: Building resilience is about developing the ability to bounce back from setbacks and
continue to pursue goals despite challenges.

Moral Development
 Understanding Right from Wrong: Emotional development is closely tied to the development of
moral reasoning, including understanding justice, fairness, and empathy for others.
 Ethical Decision Making: Students learn to consider the emotional and ethical implications of
their actions on themselves and others.

Educational Implications
Schools play a critical role in supporting the emotional development of students. This can be achieved
through:

 Curriculum: Integrating social and emotional learning (SEL) into the curriculum helps students
practice emotional skills in real-life scenarios.
 Environment: Creating a safe and supportive school environment where students feel valued and
understood.
 Professional Development: Training teachers and school staff to recognize and support students’
emotional needs.
 Parental Involvement: Encouraging parents to engage in their children’s emotional development
through open communication and by providing emotional support at home.

By addressing these aspects, schools can provide a comprehensive support system for students’
emotional development, preparing them not only for academic success but also for fulfilling personal
and professional lives.
Q.2 Explain Piaget’s theory relating to model development.
Piaget’s Model of Cognitive Development
Much of modern cognitive theory, including its relationship to socialization, stems from the work of the
Swiss psychologist, Jean Piaget. In the 1920s Piaget observed children reasoning and understanding
differently, depending on their age. He proposed that all children progress through a series of cognitive
stages of development, just as they progress through a series of physical stages of development.
According to Piaget, the rate at which children pass through these cognitive stages may vary, but they
eventually pass through all of them in the same order.

Piaget introduced several other important concepts. According to Piaget, cognitive development occurs
from two processes: adaptation and equilibrium. Adaptation involves the child’s changing to meet
situational demands. Adaptation involves two sub‐processes: assimilation and accommodation.
Assimilation is the application of previous concepts to new concepts. An example is the child who refers
to a whale as a “fish.” Accommodation is the altering of previous concepts in the face of new
information. An example is the child who discovers that some creatures living in the ocean are not fish,
and then correctly refers to a whale as a “mammal.” Equilibrium is the search for “balance” between self
and the world, and involves the matching of the child’s adaptive functioning to situational demands.
Equilibrium keeps the infant moving along the developmental pathway, allowing him or her to make
increasingly effective adaptations.

How Piaget Developed His Theory

Piaget was working as an assistant to Alfred Binet and Simon Theodore, the creators of the first widely
used IQ test. Through his work on standardising the test, Piaget noticed a pattern in how children of
similar ages mostly answered the same questions incorrectly. This sparked his interest in what would go
on to become his life’s work.

In developing his theory, Piaget studied children from infants through to teenagers. He observed them
and also conducted clinical interviews with older children to gather his findings. Through his interviews
and observations, Piaget documented the different stages and components of children’s cognitive
development.

The Three Components of Piaget’s Theory of Cognitive Development

The theory formulated by Piaget is made up of three different components:

 Schemas
 The three processes of adaptation
 The four stages of cognitive development
They each help to explain children’s cognitive development and the way in which they construct their
understanding of the world.

Schemas
One way to think of a schema is as a building block. They provide a structure by which we can
understand and interpret the world and the experiences we have. We can have schemas related to
objects, people, events, social situations and even ourselves.Piaget believed that schemas are important
in the process of cognitive development. As children have an experience, they develop a schema to
explain it and organise it within their brain. The more experiences have, the more complex and
numerous their schemas become. But also, they use the new experiences to adapt and modify their
existing schemas. Because schemas are based on experiences, the schema of an infant will be vastly
different from the schema of a 10-year-old. Over time, children build connections between their
schemas, ultimately shaping how they view the world

The Process of Adaptation

Piaget argued that cognitive and intellectual development happens through a process of adaptation.
That is, children learn by adjusting to the world. They do this through assimilation, accommodation and
equilibration.

The Stages of Cognitive Development

Piaget grouped cognitive development into four stages. Piaget’s stages are like steps, each building on
the one before it, helping children to build their understanding of the world.

The four stages are:

 Sensorimotor: birth to 2 years

 Preoperational: ages 2 to 7
 Concrete operational: ages 7 to 11
 Formal operational: ages 12 and up
Q.3 Discuss language development of elementary school students.
Language Development
Language development in elementary school students is a critical aspect of their overall educational
journey, encompassing not only the acquisition of reading and writing skills but also the development of
verbal communication, listening comprehension, and increasingly sophisticated language use. This
period is marked by rapid growth and diversification in language abilities, with students refining and
expanding their vocabularies, grammatical structures, and language functions. Understanding the
nuances of this development involves looking at several key areas:

1. Vocabulary Expansion
Rapid Growth: Elementary students experience a significant increase in their vocabulary. They learn new
words rapidly through reading, schoolwork, conversations, and their environment.

Depth of Knowledge: Students begin to understand not just the meanings of words but also their
synonyms, antonyms, and multiple meanings, enhancing their ability to comprehend and use language
flexibly.

2. Grammar and Syntax

Complex Structures: As students progress through elementary school, their understanding and use of
grammatical structures become more complex. They start to use and comprehend compound and
complex sentences, varying sentence types to express different ideas and emotions.

Correct Usage: There is a growing awareness and correction of grammatical errors, with a better
understanding of tense, agreement, and proper sentence structure.

3. Reading and Writing Skills

Reading Comprehension: Students transition from learning to read to reading to learn. They develop
skills to understand more complex texts, identify main ideas, and make inferences.

Writing Proficiency: Writing abilities improve significantly, moving from simple sentences to more
structured paragraphs and essays. Students learn to organize their thoughts, use descriptive language,
and adhere to grammatical rules in their writing.

4. Verbal Communication
Oral Language Skills: There is a focus on enhancing oral communication skills, including speaking clearly,
listening actively, and participating in discussions. Students learn to adjust their language based on the
context, audience, and purpose.

Social Language Use: Elementary students develop an understanding of pragmatic language skills, such
as turn-taking in conversations, interpreting non-verbal cues, and using polite forms of communication.

5. Literacy Across the Curriculum

Content Area Literacy: Students apply their reading and writing skills across different subjects, learning
to understand and produce language specific to math, science, social studies, and other areas.

Critical Thinking and Analysis: There is an emphasis on using language to analyze information, compare
and contrast ideas, and synthesize knowledge from various sources.

Challenges and Support

Diverse Needs: Students come with varying backgrounds and abilities in language development. English
language learners (ELLs) and students with language or learning disabilities may require additional
support.

Intervention and Support: Tailored interventions, such as speech therapy, reading support programs,
and differentiated instruction, are essential for addressing individual needs and ensuring all students
progress in their language development.

The Role of Environment

Home and School Collaboration: A supportive home environment, rich in language experiences and
literacy activities, complements school-based learning. Encouragement from both teachers and parents
is crucial for fostering a love for reading and writing.

Technology and Media: Appropriately used, technology and media can support language learning
through interactive and engaging content. However, it’s important to balance screen time with face-to-
face interactions and traditional reading materials.

In summary, the language development of elementary school students is a multifaceted process that
involves significant growth in vocabulary, grammar, reading and writing skills, and verbal communication.
Educators and parents play a pivotal role in supporting this development, providing a rich language
environment, and addressing individual differences to ensure all students have the foundation they need
for future academic success and personal expression.
Q.4 Explain the meaning and nature of human learning.
Meaning and Nature of Human Learning
Learning is the process by which an individual acquires knowledge, attitudes and skills that are necessary
to meet the demands of life. While touching a burning candle, a child gets burnt and he withdraws the
fingers. When he faces a similar situation again he withdraws his fingers faster. Gradually he learns to
avoid not only the burning candle but also other burning things. The behaviour of an individual is thus
changed through experiences. This change in behaviour brought about by experiences is commonly
known as learning.

Thus, Learning means change in behaviour or behaviour potential that occurs as a result of experience.
Learning can result from both vicarious and direct experiences. Vicarious means observing someone and
learning from that observation and not being directly involved in the experience. For example, a child
learns how to clap hands by seeing someone else do it. Learning also takes place through direct
experiences. For example, a child learns to write by practicing writing. A child normally learns from his
parents, teachers and the environment.

Definitions of Learning:
1. Gardener Murphy: “The term learning covers every modification in behaviour to meet
environmental requirements.”
2. Henry P. Smith: “Learning is the acquisition of new behaviour or the strengthening or weakening
of old behaviour as the result of experience.”
3. Crow & crow: “Learning is the acquisition of habits, knowledge & attitudes. It involves new ways
of doing things and it operates in individuals attempts to overcome obstacles or to adjust to new
situations. It represents progressive changes in behaviour. It enables him to satisfy interests to
attain goals.

Nature Of Learning

1. Learning is Universal. Every creature that lives learns. Man learns most. The human nervous
system is very complex, so are human reactions and so are human acquisition. Positive learning
vital for children’s growth and development.

2. Learning is through Experience. Learning always involves some kind of experience, direct or
indirect (vicarious).
3. Learning is from all Sides: Today learning is from all sides. Children learn from parents, teachers,
environment, nature, media etc.

4. Learning is Continuous. It denotes the lifelong nature of learning. Every day new situations are
faced and the individual has to bring essential changes in his style of behaviour adopted to tackle
them. Learning is birth to death.

5. It results in Change in Behaviour. It is a change of behaviour influenced by previous behaviour. It

is any activity that leaves a more or less permanent effect on later activity.

6. Learning is an Adjustment. Learning helps the individual to adjust himself adequately to the
new situations. Most learning in children consists in modifying, adapting, and developing their
original nature. In later life the individuals acquire new forms of behaviour.

7. It comes about as a result of practice. It is the basis of drill and practice. It has been proven that
students learn best and retain information longer when they have meaningful practice and
repetition. Every time practice occurs, learning continues.

8. Learning is a relatively Permanent Change. After a rat wake up from his nap he still remembers
the path to the food. Even if you have been on a bicycle for years, in just a few minutes practice
you can be quite proficient again.

9. Learning as Growth and Development. It is never ending growth and development. At reach
stage the learner acquires new visions of his future growth and news ideals of achievement in
the direction of his effort. According to Woodworth, “All activity can be called learning so far as it
develops the individual.”

10. Learning is not directly observable. The only way to study learning is through some observable
behaviour. Actually, we cannot observe learning; we see only what precedes performance, the
performance itself, and the consequences of performance.
Q.5 What does cause individual differences among children?
Definitions of Individual Differences:
Drever James:
“Variations or deviations from the average of the group, with respect to the mental or physical
characters, occurring in the individual member of the group are individual differences.”

Good, C.V.:
“The variation or deviations among individual is regard to a single characteristics or a number of
characteristics, those differences which in their totality distinguish one individual from another.”

Skinner, C.E.:
“Today we think of individual differences as including any measurable aspect of the total personality.”

Causes of Individual Differences:

Some of the main causes of individual differences are as under:

Heredity:
One of the most significant and chief causes of individual differences is heredity. Individuals inherit
various physical traits like face with its features, colour of eyes and hair, type of skin, shape of skull and
size of hands, colour blindness, baldness, stub-finger and tendency to certain diseases like cancer and
tuberculosis, mental traits like intelligence, abstract thinking, aptitudes and prejudices. Now it is an
admitted fact that heredity differences result in the quantity and rate of physical as well as mental
development being different and different individuals.

Environment:
Environment significantly influences individual differences. Changes in child’s environment are reflected
in the changes in his personality. Psychologically speaking, a person’s environment consists of sum total
of stimulation which he receives from conception until his death. Environment consists of physical,
intellectual, social, moral, political, economic and cultural forces. All these forces cause individual
differences. Modern psychologists believe that individual differences are caused by both heredity and
environment. Personality is the outcome of mutual interaction between heredity and environment.
Influence of caste, race and nation:
Individuals of different castes and races exhibit very marked differences. It is generally seen that son of a
Kshatriya has a more of courage in him while the son of a trader has the traits of business. Similarly
individuals of different nations show differences in respect of their personality, character and mental
abilities. These are the outcome of their geographical, social and cultural environment. Many studies
have shown the existence of differences between Americans and Negroes, Chineese and Japaneese,
English and Indian individuals.

Sex differences:
Development of boys and girls exhibits differences due to difference in sex. The physical development of
the girl takes place a year or two earlier than the boys. Between the age of 11 and 14, girls are taller and
heavier than the boys. After 15, boys start winning the race. Girls are kind, affectionate, sympathetic and
tender while the boys are brave, hard, choleric, efficient and competent.

Age and intelligence:

Physical, intellectual and emotional development is caused by the growth in age. Many individuals differ
because of the differences in intelligence. Individuals who are below the average in intelligence and
mental age find much difficulty in learning and the average intelligent persons can learn quickly.

Temperament and emotional stability:

Some people are by temperament active and quick, while others are passive and slow, some humorous
and others short tempered. Emotional stability of the individual is differently affected by physical, mental
and environmental factors. Differences in emotional stability cause individual differences.

Other Causes:
Interests, aptitudes, achievements, sentiments, character, educational and home background lead to
individual differences. Individual differences are caused by economic condition of the parents and the
education of the children. It is not possible for the children of two economic classes to have a similarity
and equality.

Role of Individual Differences in Education:

One of the important objectives of modern education is the complete development of the individual.
Individuals have different goals, different interests, different emotional problems and different abilities.
We cannot afford to ignore these individual differences in imparting education to children. Since school
work is planned on group basis it presents a formidable challenge to all teachers