Emai l

:omokest eve@gmail.
com
MASINDEMULIROUNI VERSI TYOFSCI ENCEANDTECHNOLOGY.
DEPARTMENTOFEDUCATI ONALPSYCHOLOGY
PSY310:HUMANGROWTHANDDEVELOPMENT
Thi
scoursei
sofferedt o3rd yearB.Edstudent
sduri
ngt
hef
ir
st
semest
eroft
heacademi cyear.Iti
staughti
n14weeks.
Humangrowt
handOffi
celay
out
Economi
cresour
ces

5.St
atefourfeaturesofi ndi
rectproducti
on.(4mar ks)
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6.out
li
nef ourdut i
esofdepar t
ment almanager.(4mar ks)
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7.
stat
efouradvant
agesofusi
ngi
nkdupl
i
cat
ingasmet
hodofr
epr
oduct
ion
ofdocument
s.(4marks)

521devel
opmentcoursefocuseson:
-
i) Thepr inci
plesofhumangr owt
handdev
elopment
i
i
) Main st
ages of physi
cal
,social
,mor al
,language,
per
sonal
it
y,cogni
ti
veandemot
ionaldev
elopment.

1
 i
i
i) Educat
ionali
mpl
icati
ons of t
he abov
e ment
ioned
st
agesofhumandevel
opment.
i
v) Devel
opmentand Ev
aluati
on oft
heor
ies ofhuman
gr
owthanddevel
opment.

COURSEOUTLI
NE

Int
roduct ion………………………………………………………………………….
Pri
nci plesofGr owthandDevelopment………………………………………………
Prenat al Dev elopment………………………………………………………………….
Phy sical developmentofani ndivi
dual……………………………….………………..
Soci aldev elopment……………………………………………………………………
Emot i
onal development……………………………………………………………….
Mor aldev elopment…………. …………………………………………………………
Personal i
ty…………………………………………………………………………….
Language………………………………………………………………………………
Cogni ti
v e/ ment al………………………………………………………………………
Except ional dev el
opment…………………………………. …………………………..
Adol escence…………………………………………………………………………. .
.
Int
el l
igence……………………………………………………………………………
Thei mpl ication oftheabov et o educat
eAdult
hood/
death and
dying………………. .

Whati spsy chol ogy ?

 The sci ence t hatst udies behav iourand causes oft hose
behav i
or s.
 Focusonobser vablebehav i
ourandment alprocess.
Whati shumangr owthanddev elopment ?
 Thesci entifi
cst udyofhumanbehav iourfrom concepti
ont o
adulthood.
Whatmakest hest udyasci ence?
1.The st udyi s a sy stematici .
e.bodyofi nformati
on can be
classif
iedi nanor der l
yandconsi stentmanner .
2.Itisempi r
ical:Thei nfor
mat ioncanbegat heredbymeansof
obser v
at ionandexper imentations.
3.Itstermsandt ermi nologiesarecl earanddef i
nable.
4.Itattempt st obeaccur at
eandr el
iablei
ni t
smeasur ement.

I
Q=M.AX100i
.ement
alagex100
C.
A chr
onologi
cal
age

2
HUMANGROWTH
Refertothei ncr
easeinthesizeoft hepar t
soft hebodyoroft he
i
ndivi
dualasawhol eandismeasur edint ermsofphy sicalunit:
CM, M, Ge.t
.c.
Iti
ncludeschangesinheight
,weightandst ructure.
HUMANDEVELOPMENT
Developmenti schangesinthef unctionaldiffer
entialcapabili
ti
es
ofbodilypar
ts.
Developmenti stheimmergi
ngandexpandi ngoft hecapacitiesof
theindivi
duali nordertoprovidegr eaterf acil
i
tyinf unctioni
ng.
Thisdev el
opmentcanbeenhancedt hr
oughr einf
orcementand
exposuretoreachadherentexperi
ence.

PRI
NCI
PLESOFHUMANGROWTHANDDEVELOPMENT

a)Pr
inci
pleofcont
inui
ty
Thei
ndivi
duall
if
eisneverendi
ngpr
ocess.

b)Pr i
ncipleoflackofuni formit
yindev elopment alrace.
Ther e are spur ts dur ing dev elopment e. g st agnancy aft
er
adolescence.
c)Pr i
ncipleofindividualdi f
fer
ences
Humanbei ngsar euni que.Whent eachingwehav etov ar
ythe
met hods.
d)Pr i
ncipleofuni f
or mityofpattern
Fori nstance,dev elopmentofl anguagenor mal l
yf oll
owssome
definedsequence,e. gachi ldwoul dstarttosit,crown,st andwi
th
suppor tofobjects,st ar
tstowalkt henfinall
yrun.
e)Pr i
ncipleofintegr ati
on
Involvesmov ementf rom wholet opartse. gdevelopmentofwhol e
bodyt opar t
slikefingers.
f)Pr i
ncipl
eofi nter
r elat
ion
e.gAheal thybodyt endst odevel
opaheal thymindt hatleadstoan
emot ional
lystableindi v
iduals.

g)Pri
nci
pleofinteract
ion
Humandev elopmenti saproductoftheforcesofnur
tur
eand
nat
urei.
einheri
tanceandenv
ironment
alfor
ces.

h)Pri
nci
pleofCephaloCaudalt
endency
Heredev
elopmentproceedsinthedir
ect
ionofl
ongi
tudi
nalaxi
si.
e
headtof
eet.
3
i
)Pr incipleofproximodistalt
endency
Dev elopmentpr oceedsf r
om t hecent
re(nearthetrunk)towards
otherpar tsofthebody .
J)Pr incipl
eofpr edi
ctabil
it
y.
Thest r
uctureoftheindivi
dualcanbepredi
cted.
The dev elopmentoft he bones ofthe chil
d pr
edicts hi
s old
st
r ucture.

EDUCATI ONALI MPLI CATI ONSOFTHEPRI NCIPLESOFHUMAN

GROWTHANDDEVELOMENT
1.Ithelpsunder st
andsi ndividual
sdi ffer
encest hatariseto al
l
peri
odsofhumangr owthanddev el
opment .
2.Helpsteacherstounder standwhatcanbeexpect edinter
msof
propergrowthanddev elopment .
3.The teacheri s ablet o pl an learni
ng process and ar r
ange
suit
ablel ear
ning exper ience int erms oft eaching ai
ds and
methodology.
4.Helpsusunder standhumanbehav i
our,soast obeabl eto
pr
edi
cti
t.Thi
sisinli
newi hs
t i
gmundFr eud.Hecameup
wi
tht
hestagesofpsychoanal
yti
cdev
elopment
.

a)Or alst
age0- 2year s
Thechi l
dderivespleasurebyplayingwit
hthemout h.Thechildhas
at endencyofputtingobjectsinthemouth.Iftheindiv
idualf
ixat
es
att hi
sstage,hedisplaysthefol
lowingchar
acteri
sticsi
nadulthood.
 Pessimism
 Excessivedrinkingandsmoki ng
 Abusive
 Excessivekissing
Indivi
dualswhodidnotf i
xat
ear e
 Opt i
misti
c
 Trustworthy

b)Analst age2- 3years

Theanalr egi
onbecomesasour ceofpl easureespecial
lywhent he
tr
ainingempt iest hebowel .Toilettr
ainingi sint
roducedatt his
stage.Ift oi
l
ett raini
ngi sst ri
ct,duri
ngadul t
hoodt hei ndi
vi
dual
becomesami ser.
 Obsessedwi thorderl
inessandneat ness
 Perfecti
onisttendencies
 Verystingy
Wher etherewasnot rai
ning,theindiv
idual becomesov ergener
ous

4
c)Phall
icst age4- 6y ear
s
Duri
ngt hi
sst ageaboydev elopsunconsci oussexualdesi reforhi
s
motherunt i
lhei magi nest hatt hefathermi ghtcast ratehi
m hence
devel
opsaconf lictcalled Oedi puscompl ex.Thegi rldevel
ops
unconsciousdesi ref orherf ather.Sheimagi nest hatsheisar i
val
ofthemot herov erherf athers.Thisleadst oel ectracomplexor
confl
ict
.Theboyt hatfixatesatt hi
sst agei slikelyt obecomea
homosexual whereasagi rlbecomesl esbian.

d)Lat
encystage6-
8years
Boysi
denti
fywit
hthei
rfat
herasgi
rl
sident
if
ywi
tht
hei
rmot
her
.

e)Genit
alstage8y ear
s
Theindi
vidualdev
elopsheter
osexual
.Sucht
hatboy
sst
art
stopl
ay
wit
hotherboy swhil
egirl
swit
hothergir
ls

5.Thest
udyhel
psust
ocont
rolhumanorl
ear
ner
’sbehav
ior
s
accor
di oMa
ngt sl
owshi
erar
chy ofneeds
of1968.

Sel
f
Act
ual
i
zat
ion

Est
eem and

Bel
ongi
ngsandl
ove

Saf
etyandsecur
it
y

Phy
siol
ogi
cal

 Physi
ologi
calneeds oughtt
o be sat
isf
ied bef
ore
psy
chol
ogicalneedsar
emet.

5
 Int heschoolenv ironmentphy si
ologicalneedsmay
i
nclude;adequat enutri
ti
on, waterandproperv enti
lat
ion.
 Secur it
y may i nclude;wel l(str
ucture)constructed
bui
lding,fencing.
 Phy siologi
calsecur i
tyisnecessaryi.elearnershould
notbeembar rassedbyteacher .
 Thet eacheraughtt omast erl
earnersnamesi norder
toi
nst i
ll
asenseofl oveandbel ongi
ng.

Esteem needs
At eachershoul
dhav eev
endi
str
ibut
ionofquest
ionsi
ncl
ass
basedon‘ bl
oomstaxonomy”
.

Selfactuali
zat i
on
Studentsshoul d behel ped to devel
op t hei
rpotent
ial
sf ull
yby
encouragingt hem t oengagei nco-curri
cularacti
vi
ti
es.
6.Thest udyenabl espeoplet o under st
andt hemechanism of
cogniti
onasout linedbyJean Pi aget.Hecameupwi thv ar
ious
stagesofcogni tivedev elopment.
 Sensor ymot or
 Pre-operational
 Concr ete–oper at
ional
 Formal –oper ati
onal
The stages ar ei nnovative si
nce higherdepend on l owerf or
development .

FACTORSI NFLUENCI NGHUMANGROWTH

Theyar edi vi
dedi nt o3cat egor i
es
1.Inter nalFact ors
Theyi ncl ude
a)Her editar y/heredi ty
Heredi tyi nvolves whati st ransferr
ed t ot he of f
spring fr
om it
i
mmedi ate par ente. g.Hei ght,Wei ght,Col our of ey es,Skin
charact eristics,X- ti
cs oft he hai r
,Phy sicalst ructure,Nervous
system.
b)Bi ologi calf actor s
Ani ndi vi
dualconst ituti
onalmakeupst r
ucture,Phy si
queandbody
chemi strydoi nfluencehi s/hergr owthanddept ht hroughouthis
l
ifetime.
c)Intel l
igence
Thei ndi vidualabi li
tytolearnadj ustandt aker ightdecisionshasa
si
gni ficant r ole i n hi s gr owth and dev el
opment . Theref
ore
i
ntelligence cont rols the i ndi
viduals’ emot ional, social and
l
anguagedev elopment
6
d)Emot ional
Thei ndividual
semot i
onaladj
ustment/adj
ustabi
li
tyandmat ur
it
y
affectshisgr owt
handdev el
opmente.g.negati
veemotionsli
ke
fear,anxietydoaffectthei
ndivi
dual
sphysical
,psychosoci
aland
ment aldev el
opment

e)Soci
al nat
ure
Anindi
vidual
’ssoci
ali
zati
onhelpshi
m/heri
nachi
evi
ngadj
ust
ment
andadvancementinotheraspect
sofhi
sgrowt
handdevel
opment
.

2Ext ernalf act or s

a)Theev ent si nt hewombofanexpect antmot her
b)Theev entav ailabl eaf terbi r
th
Condi ti
onswi thint hewomboft hemot hert hatmaj oraf fectt he
chil
dar e
c)Mat ernalEmot ionalst atee. g.wor r
ies,st r ess.Excessi vest ress
t
h
i
nt he7 mont hofpr egnancymayr esul tt ocl eftpalate( l
ip).
d)Theageoft hemot her sundert heageof18y rsandov er40y r
s
tendt ohav ehi ghpr opor tionofment all
yr etar dedchi l
dr en.
e)Dr ugs t aken by expect antmot her s e. g.Ant i
human dr ugs
diabeticdr ugsandot herdr ugsar elikelyt ohar mt hefetus
 Nar cot icse. g.Her oinecocai nemayl eadt obabywi thdr aw
premat ur ebi rthmi scar r i
ages
 Excessi veal coholl eadst ofetalal cohol icsy ndromet hati sx-
terisedbyf acialabnor nomalities,l imbsdef ectsandaf fects
ment al dev elopmentofachi l
d
 Thal idomi de( tr
eat smor ningsi ckness)i nexcessaf f
ect st he
l
imbsoft hef oet us.
f)Poornut ri
tionespeci allyf orthemot herl eadst ost il
lbir thand
l
owbi rthwei ght .
g)Casesofmat ernal diseases
 Ger man measl es can cause ment al,v i
sualand hear t
abnor mal i
t i
es
 Mat ernalsy phi l
is and gonor rhea af fect s nervous sy stem
causi nggeni tal weaknessst i
l
l birthbl indness.
h)Exposur et or adi at i
one. g.x-raysdamagest hegenesi nt hecel l
oft hef et ushencel eadi ngt oment alr et ardat i
on,hear tdiseases,
l
eukemi a, mal for mat i
onofey esandabor ti
on.
i
)I ncompat i
bleRhesusf actorbet weent hef atherandmot her ’
s
bloodmaycauseasecondorchi ldbor nbabyt oJaundi ce( blue
babies)e. g.when a r hesus negat iv
e woman mar ri
es r hesus
positi
v emant hebabyi sl i
kelyt ober hesusposi t
iv ehencehi s
bloodandt hatoft hemot heri sli
kelyt obei ncompat ible

7
 Themot her’
sleadingbloodproducesanti
bodi
esthatfi
ghtt
he
baby’
swhi t
ecell
sleadingtoprematurebi
rt
horsti
ll
bir
th
Insi
tuati
onswher efi
rstbornarenotaff
ect
edthenser
um cal
l
ed
Rhogencanbei nducedintheother
b)
.Envi
ronmentduringbirt
h
i
)met
hodofdel
i
ver
y-somemet
hodsmaket
hebabyexper
ience
pr
obl
emsi
nmaki
ngi
tsf
ir
stbr
eadt
h.Thi
smaycausebr
aindamage
due t
o shor
tage ofoxy
gen (
anoxi
a).The v
ari
ous met
hods of
del
i
ver
yincl
ude
 Br
each-Baby
’sl
egsorbut
tocksemer
gef
ir
st.
 Tr
ansv
erse-Baby
’sbodyl
i
esacr
osst
heut
erus
I
nst
rument
ati
on(
for
ceps)
-Babyi
stool
arget
opasst
hrough
t
henor
malbi
rt
hcanal
.Inst
rument
smustbeusedt
owi
den
t
hepassage.
 Caesar
iansect
ion-Babyi
sremov
edt
hroughani
nci
si
oni
n
t
hemot
her
sabdomenandut
erus.Themaxi
mum numberof
chi
l
drenamot
hercanhav
ethr
oughcaesar
iani
s4.
 Pr
eci
pit
ate-Wher
ethebi
rt
hpr
ocessi
sver
yfast
.Ther
eisno
needofi
nst
rument
sorhospi
tal
i
zat
ion.
 Nor
malorspont
aneousdel
i
ver
yiswher
ethebaby
’shead
emer
gesf
ir
stbef
oret
her
estoft
hebody
.
i
i
)Lengt
hofl
abour
.
Pr
olongedl
abourmaycausesuf
focat
ionordamaget
obr
ain
t
issueswhi
char
est
il
lver
ydel
i
cat
e.
i
i
i)I
nducedl
abour
Thi
shappenswhent
hebabygoesbey
ond40weeksorwhen
t
hemot
her
’sl
i
fei
satr
isk.
i
v) Qual
i
tyoft
hephy
sicalenv
ironmentwher
ethechi
l
dis
bor
neghy
gieni
cst
andar
dsofbot
hthemot
herandt
he
heal
thf
aci
l
ity
.

8
 c)Env
ironmentaf
terBi
rt
h
 Foodandnut
ri
ti
on-poordi
etespeci
all
yint
hef
ir
st5y
ear
s
af
fectt
he cent
ralner
vous sy
stem.Thi
sint
urn af
fect
s
phy
sical
andment
aldev
elopment
.
 Chi
l
dhood Di
seases such as pol
i
o, measl
es and
Tuber
cul
osi
saf
fectchi
l
drenandmayper
manent
lydef
orm
t
hem.
 Acci
dent
s-andt
raumat
icexper
iences-Acci
dent
scani
mpact
ont
hechi
l
dphy
sical
l
y.chi
l
drenmaybei
nvol
vedi
nacci
dent
s
ast
heypl
ayandcanaf
fectt
hei
rgr
owt
handdev
elopment
 Medi
calcar
eandpr
otect
ionagai
nstext
remet
emper
atur
es
andot
herdanger
s.
 Env
ironment
alf
act
ors-
eg space,exer
cise and bondi
ng.
Chi
l
dren pr
efer spaci
ous pl
aces wher
ethey can pl
ay
compar
edt
osmal
lar
eas.
 Chi
l
drear
ingpr
act
ices-Thi
sincl
udesemot
ionalst
ressand
t
he degr
ee of af
fect
ion.Lack of af
fect
ion r
esul
tsi
n
depr
ivat
iondwar
fi
sm orFai
l
uret
othr
ivesy
ndr
ome.
 Fami
l
ysoci
oeconomi
cst
atus
 Cul
tur
alandr
eli
giousbel
i
efs
 Heal
thoft
hechi
l
d.Si
ckl
ychi
l
drengr
owupsl
owl
ycompar
ed
t
oheal
thychi
l
dren.
 Qual
i
tyofpeergr
oupr
elat
ionshi
p.

DEVELOPMENTALTASKSAMONGCHI LDREN
Thesear
etaskst
hatar
iseasar
esul
tofphysi
cal
mat
urat
ione.
g.
9
Learni
ngt owalk
a)Taskduet oculturalinfl
uencesorpr essur
ese.g.lear
ningto
readandwr i
te
b)Tasksduet oper sonalvaluesandaspi r
ati
onsegchoosi nga
career.
Purposes
Theyhelppar ents’t
eacherandsoci alworkerstoknowwhatachi l
d
shouldlearnatagi venage.
Theymot ivat
echi l
drent olear
n, whatsocialworker
stoknowwhat
achildshouldlearnatagi venage.
Theymot ivat
echi l
drentolearnwhatsoci algapsexpectf
rom them.

PARENTAL ATTI TUDES TOWARDS PARENTHOOD AND

CHI LDREN
Mostat ti
tudes t owar ds chi ldren par enthood or iginatei nt he
childhoodexper i
encesoft hepar entst obeandar ecr y
st al
li
zed
whenpr egnancyi sconf i
rmed
Ther ear ev ariousf act orst hati nf l
uencepar entalat
titudest owards
childrenandpar enthood.
a)Thedesi r
et ohav echi ldren.
Somepar entsmaywant( t
oMar y)manychi ldrenot hersfeelthat
childrenar eanobst aclet ov ocat ional successorupl oadmobi l
it
y
b)Emot ionalst atedur i
ngpr egnancy
Formanywomenpr egnancyi st i
meofdepr essionandanxi ety
Forot her sit’
sat i
meofj oy fullyant i
cipation
c)Phy sicalst atedur ingpr egnancy
Ifthemot hersant i
cipat edi scomf or tduringpr egnancyshei sbland
todev elopnegat i
veat titudet owar dspar enthood
d)Ear lyexper i
encewi thchi ldren
Par entst obewhot ookt her esponsi bili
tyofcar ingt heiry oung
siblingsdur i
ngt heirf aitht odev elopnegat iveatti
tudest owards
parent hoodorchi n
e)Theconceptofadr eam chi ld
Ifpar ent shav eahi ghl yr omant i
ci zedconceptofchi ldtobet hey
tendt odev elopaposi t i
veat ti
tudet owardshav i
ngchi l
dren.
Otherf actors;
 Themot hers’chi ldbirthexper ience
 Themot hers’phy sical condi ti
onsaf t
erbi r
th
 Pr eparationexpect ati
ondesi r eofthegenderofchi l
d
 Concer nsaboutnor mal it
yoft hechi l
d

10
Allorganismsar e composed ofor ganst hatper f orm di f
ferent
duti
esandt hoseor gansar ecomposedoft issue.A t issuei sa
groupofcel lsthatper form speci fi
cdut yint heor gane. g.int he
brai
nt hereisSensor yAr eawhi chhasat issuet hati nterpr
ett he
envir
onment alstimulate
 Themessagei st hent akent ot heassoci ationar ewher et he
messagei sassoci atedwi ththepastexper ienced
 Themessagei st henpassedont ot hemot orar eawher et he
mov eofappr opriat emuscl esoror gan.
 Humanbei ngshav e23pai rsofchr omosomeespeci all
yi n
thenucleus
 Bodycel l
sar enor mal lyextractedf rom bodyor ganswher eas
sperm cell
sar ef oundi nthet est es.
 The22pai rofchr omosomesi sr eferredt oasaut oscoresor
r
d
bodycel l
swher east he23 pai raresexchr omosomesi na
womant hesexchr omosomesar edesi gnatedasXXandi n
menXY
 During sexuali nt ercourse f atherand mot hercont r
ibutes
cell
st hat f use t of orm a new cr eaturet hat has 46
chromosomes.
 Thecel l
sf rom eachpar entar ehal vedt hr oughapr ocess
call
edMei osis.

PRE–NATALDEVELOPMENT
Iti
st hedev elopmentoft hebabyi nthemot her’swombf r
om
concept i
ont obi rt
h.Pr e-nat aldevelopmentst artswi t
hf erti
lizati
on.
Forf er t
il
izat i
ont ooccur -
:
 ov ul
at i
onhast ot akepl acewher ebyt heov um i sr eleased
from t heov aryofaf emal e
 Theov um hast obedeposi t
edi ntheov i
duct
 Thef irstsper mt ohi ttheov um penet ratesandi tsnucl eaus
fusewi t hthatoft heov um.
 Af terfusi onpenet rationofot hersper m cel l
sisi nhabi ted.
 Thef usi onofsper m andov um cel lresultsint oacompound
cell r
ef erredt oasaZy gotewhi chdev elopst oahumanbei ng.
 TheZy got egr owsi ntosi zethr oughbmul ti
plicati
onofcel l
s
throughapr ocessr eferredtoasMi tosis.
 Ot heror gansdev elopegumbi li
calcor d,pl acent a,andt he
amni oticf l
uid.
 Af tert hreeweeksofconcept i
on,t heZy gotedev elopsi nto
theembr yo.
I nt het hirdmont h,theembr yodev elopsi ntoaf oetus.
 Theor ganwi t
ht hest artsfunctions.Thechi l
dengagesi nthe
11
 mot orbehav i
our.
I nt hef i
rt
hmont htherei sappear anceofhai randsweat
glands.
I nt hesi xthmont htheey esar ewel ldevelopedandr ef l
ex
act ionseggr asping,bli
nkingar eatwor k.
I fbor npr emat urel
yt hechi l
dcansur vive.At8mont hst he
foet usi s4cm andov er2kg.Ar ound9mont hst hefoetusi s
3.5kgsandabov e.
SI
GNSOFPREGNACY
 Discont inuati
onofmont hlyper i
od
 Mor ni ngsi ckness
 Enlar gementoft hebreast
 Releasi ngoft hebladdermor efrequently
 Enlar gementoft hestomach
 Mov ementoft hefoetus
THEPROCESSOFTWI NFORMATI ON
Ift het woov aar eferti
li
zedbydi fferentsperm celltheydev elop
i
ndependent l
yt oformf r
aternaltwins.
Ift heov um thathasbeenf er
tili
zedspl i
tsintot wocel lt hen
dev elopi ndependent l
ytheresultingoffspringareidenti
caltwi ns.

Typesofdel ivery
 Vagi naldel ivery
 Caesar ean
THEBI RTHPROCESS
I
tcompr isesof3si gns.
 Occasi onal cont r
act ionofthewomb
 Dischar geofbl oodymucus
 Dischar geoft heamni oti
cfluid
LABOUR
Comprisesoft hef ollowi ngstages-:
 Themot herexper i
encesl i
ghtingast hef oet
ust urnsupside
downt of acet hebi rthcanal.
 Therei s expul sion oft he bodyf rom t he womb wher ethe
motheri st opush.Ther eisexpul sionoft heplacentaumbi l
ical
cordandamni oticmembr aneaf t
erbi r
th.Thenewbor niscal
led
amenat ef ort hef irst7day sshoul dbe3- 5kgs.Resear ch
indi
cat est hatmor eboy sthangi rl
sar edel i
veredbuttheboy s
havemor eabnor mal i
tiesthangi rl
shencemanyoft hem tendto
nd
diebef ore2 bi rthday .
 Theneonat esi nfant sdi splayv ari
ousr ef
lexi
ngbehav i
orse. g.
bli
nking, kneej erks, sucking.

12
 Thebabyisabl
et ofi
ghtvari
ousdi
seasest hr
ought
hef
oll
owi
ng
ways:
1.Bynatur
emeans
2.Throughimmunityfr
om themotherbreast
s.
3.Throughart
if
ici
alsourceofi
mmuni zat
ion

TOPIC2
PHYSICALDEVELOPMENTI NCHI LDREN
Arebiologicalchangesi nthephy sicalstructuresandsi zesoft he
body?Nor malgr owt hi nheighti sgov ernedbyt hesecr eti
onofa
growthhor monef rom t het hyroidgl and.Whent hesecr eti
oni s
normal t
henanor mal persondev elops, butwhent hesecr et
ionisin
excess,thenagi antdev elops.Changesi nbonemuscl esandf at
,
l
eadst oagai ninhei ght.Accordingt oShelton,therear
et hreebody
ty
pes.
1.Endomor phs(shor toralroundf ellows)
2.Ect omor phs(slender ,bony,t
al lfell
ows)
3.Mesomor phs(heav ytall
)author i
tativeandf eeli
nmi l
itant

GENETI CDI SORDER( CONGENI TALDI SORDERS)

Ther ear edef ormi ties,di seases,def ect sthatar eeitherpr esentat
birthori nher it
edf rom par entsormani fest,div
idedi nto-
:
1. GENETI CDI SORDER
Aresexl inkedgenesdi sor derorr ecessiveanddomi nantgenes
disorder segpheny l
ektonur i
a(PKL) .I tisamet abolicdisordert hat
resultsi ntoment al r
etardat ionitiscausedby :
-
 Recessi ve gene t hati sr esponsi blef orbr eaking down of
chemi cal lreferredt oaspheny lalanine.
 Thi sr esul tst o accumul at
ion oft he chemi cali nt he blood
leadingt osev er ebr aindamage.
I t af fects t he mot or-
coordinat ion, leads mi crocephal y
,
hydr ocephal y
,i taf f
ect st hev ision,wi desetey es,pr otruding
tonguee. t
.c. Othergenet icdi sorders
are;haemophol i
a( bl
ooddoesntcl ot)
2.CHROMOSOMALABBRERATI ONS.
a)Dawn’ ssy ndrome( trysomy21)
Itresultsf rom anext r
a2chr omosomewhi chleadst oat otalof47
chr omosomesi nst eadof46.
Char act eristi
cs
Heav y bui ltbody and hear tpr oblems,f ol
ded ey e,
led my opic
condi t
ions, protrudi ngt ongue, smal landi r
regulardisqui eti
ngey es,
i
nf erti
l
ity .
b)Tr ysomy18
Resul t
s when t he 18t h chr omosome pai rsr esult
ing i nto3
13
chromosomesdur i
ngmeosi s.
Characteristi
cs
Ment alretardati
on,l ow I Q,hear tdisease,f aci
alabnor mali
ties
deformedf inger
sandt eeth.
c)Tur nerssy ndrome38XO l ackmi ssi
ngoneX chr omosome,
commoni n
femalesandchar acteri
zedbyshor tstatur
eM.r etardatoryv i
sual
and
perceptual,i
mpai r
ment ,
non- devel
opmentofbr east
d)Kl i
nefelter
’ssy ndromei nmal es,hav eextraX chr omosomes
XXY,l at
espeed,XXY del ayedlow v erbalI
Q.Ment alretardati
on,
l
ow I Q,delayed speech dv l
p.ent,
non f unct
ioning testi
s,enlar
ged
breasts.
.

MOTORDEVELOPMENT
Abi l
i
tyofi ndividualto exercise propercontroloverhis bodil
y
mov ementst hroughtheco- ordinat
ionactiv
ityofthener
vescentre
andt hemuscl es.
Itinvol
vesa)locomot i
on-Ref erstobodymov ementandcontrol
b)pretensi
on-i
nv olv
esreachingoutf orsomeactiv
iti
eseggraspi
ng,
pickingetc

FACTORSCONTRI BUTI NGTOVARI ATI ONI NMOTOR

DEVELOPMENT
1)Her edity-Thi sincludet her ateofphy sicalmat ur
ati
onandt he
bodyt ype
2)Nut rit
ion( level)-wellfedbabi esst artmov i
ngear l
y
3)Cul tur
alpat ternsofi nfantcar e-Rur albabi escompar edt o
urbanchi ldren
4)Thegenderdi ff
erence-gi rl
swal kf astert hanboy s
5)St ateofheal thofthebaby
6)Lear ningt hroughexer ci
ses
Resear ch indicat es thatAf ri
can chi ldren dev elop fastert han
Amer icanchi l
dr en.
CHARETERI STICSOFMOTORDEEVELOPMENT
--
Ther ei sconsi stencyi nt hesequencei nwhi cht heskilldevelop
e.g.achi l
dwhowal kedear l
ierisl i
kelyt or unf ast .
-Stagesofdev elopmentar esequent ial andobser vable
-Can be enhanced t hrough encour agementofspeci fi
c body
exercises,pr ov i
sion ofadequat er est ,pr ov i
si on ofunr estr
icted
mov ementi nt hehouses,t hroughl ear ningandi mpr ovedmedi cal
care.
PLAY
Iti s a sy mpont enous act iv
ityi n whi ch i ndi
v i
duals engage
14
themselvest othelif
epleasure.
STAGESOFPLAY
1.Simpl emotoract iv
iti
es.-
Thechi ldexpl
orestheenvi
ronment
e.g.feeli
ng,sucki
ngandt ouching.
2.Independent /sol
i
tary-Chi
ldplay sal
onewithtoy
s
3)Parall
elplay-Theindiv
idualstartstoaccommodateothere.g.
ski
pping, hi
deandseek.
4soci al
izedplay
Play becomes compl ex wi t
hr ul
es thathavet o be f
oll
owed,
theref
oret he content of play inv ol
ves fi
cti
on,funct
ion and
recepti
on.

IMPORTANCEOFPLAY I N PROMOTING CHILD GROWTH AND

DEVELOPMENT.
Playhasaweal thofval
ueforyoungchi
ldr
en.Aschil
drenpl
aythey
l
earn new thingsand also devel
op t
hei
r,soci
al,l
anguage and
physi
calabil
i
ties.
Playther
efor
ehel psi
n

i
. I
ntel
lect
ual
/ment
alDev
elopment
 Play helps children to concent rate,explorer eason and
organizetheirthinking.Childrenlear ntosolvepr oblemsand
makedeci sionsast heyplay.Chi l
drenacquiremor econcepts
andi deasaboutspace,obj ects,relat
ionshipsandt i
meas
theyplay.Ithelpst hem toacqui r
enewknowl edgeandski ll
s
oftheenv ir
onment .Ithelpst hem t ounderstandt hemselves
andtheenv ironmentbet ter.Playenhancesl ear ni
ngski l
l
s
i
i. Soci
aldev
elopment
 Playprovidesexcellentoppor t
unitiesforchi l
drentol earnto
l
ivehar moniouslywi thothers,andal soexper ienceasense
ofachi evementwhi ch boostst heirself-
esteem.Chi l
dren
l
ear ntoshar emat erial
s,taket urns,cooper atewithot hers,
l
isten to othersand t or espectwhatot hersdo.Chi l
dren
develop empat hy and concer nf orot hers as they pl ay.
Childr
enlear nnegotiati
onski l
l
sandhowt osol veproblems.
Leadersemer getodeci det her ole-
playtobedone.These
l
eader sassignr olet ootherchi ldren.Theyal sotellthem
whatt odo.I ti
sagoodoppor tunityfort r
ainingfort hose
beingledast heylearntoobeyr ules
Thesearever
yimportantsoci
alskil
l
s,whi
chprepar
echildr
enfora
bett
erl
if
einotherl
evelsofschool
ingandi
nlat
erli
feinsoci
ety
15
i
ii
. Emot
ionaldev
elopment
 Chil
dren dev el
op positi
ve self
-i
mage as t hey pl
ay.They
developskill
sandabi li
ti
esthatmaket hem feelgoodabout
themselves.Pl ay provi
des opport
uniti
es forchi l
dren t
o
express thei
remot i
ons ofj oy,anger,frustr
ati
ons,guil
t,
i
nsecurit
yandanxi ety.I
fyouwat chayoungchi l
dplayi
ngyou
will
beabl etoident
ifyemoti
onssheexpr esses.
 Pl
ayhelpschil
drentoacqui
reknowl
edge,ski
l
lsandposi
ti
ve
at
ti
tudesaboutadul
trol
es
 Therefor
e,iti
simport
antthatallowchil
drentoexpresst
hei
r
emot i
onsduri
ngplayasthishelpstodemonst r
atewhatt
hey
feel
.Aschildr
engrowoldertheyneedtobet r
ainedonhowto
expressthesesameemot ionsinsocial
lyacceptabl
ewayin
ordertomaintai
ngoodsocialrel
ati
ons.
i
v. phy
sicalDev
elopment
 pl
ayisimpor
tantf
ort
hedev
elopmentofst
rongandheal
thy
bodi
es
 Chi
ldr
enacquiremusclestr
engthandal
sol
ear
ntocont
rol
andco-or
dinat
ethei
rbodi
esthr
oughpl
ay.
 Chil
drenl
earnt
ousethei
rbodiestoexpr
esst
hemsel
vesand
tocommunicat
ewit
hotherst
hroughbodymovement
s
 Chi
l
drenal
sol
ear
ntouseoft
hei
rsenses
 Chil
dren l
earnto observ
e,talk about
,i nvest
igate and
experi
mentthr
oughtheuseofthei
rhands,eyes,ears,nose,
mouthandotherpar
tsoft
hebody.
 They l
earn by t
ouching,smell
ing,observi
ng,discoveri
ng,
i
mitat
ing,
ident
if
ying,
explor
ingdescri
bingandexperi
encing.
Bysodoingtheyl
ear
ntounder
standt
hingsandt
hewor
ldbet
ter
.
v. LanguageDevel
opment
 Chi
ldr
en devel
op a l ot of vocabul
ary. They lear
n to
communicat
ewithothers,t
oli
stenandexpr essthemselv
es
dur
ingpl
ay.Thi
sisbecausetheytal
kast heyplayevenwhen
al
one
v
i. Aest
het
icDev
elopment
 Chi
l
drenl
ear
ntoenj
oyandhav
efun.Dev
elopt
hei
rtal
ent
s.

16
 Adult
scanusethisopport
unitytonurt
uret
alent
sofchi
ldr
en.
Chi
ldrenal
sodevel
opleadershipski
l
lsandabil
it
ytol
ead
v
ii
. Under
standi
ngadul
trol
es
 Role-
playi
ng is one oft he mostf requentplay sfory oung
chil
dren.Theyliketoplayadul
troles.Theyact‘mot her
’‘f
ather
’
etc.Astheyengagei ntheirr
ole-
playstheydowhatt heperson
theyar eimitati
ng does.Engaging int hese r
ole-
play
s helps
chil
drentostarttounderst
andandappr eciat
eadultrol
esbetter
.
v
ii
i. Knowl
edgeandappr
eci
ati
onofsel
f
 Aschildrenplay,theyl
earnwhattheyareabletodoandwhat
theycannotdo.Theyal socompar ethemselveswit
hother
s
whichhel psthem tounderst
andt hei
rpotenti
alsev
enbett
er.
Understandingofsel fi
si mport
antfordev el
opmentofself
i
denti
ty,self-
esteem andconfi
dence
i
x. Knowl
edgeandappr
eci
ateofcul
tur
e
 Thr
oughi ndi
genousandt radi
ti
onaltoy
s,otherTheyacqui
re
val
ues,beli
efsandatti
tudesthatareassociat
edwit
hcult
ure
andwayofl i
feofthei
rpeople.

TYPESOFGAMES
1)Gameofst r
ategye.
g.chessemphasi
sonobedi
ence
2)Gamesofchancee. g.danceemphasisonachiev
ement
amongindivi
dual
s.
3)Phy
sicalski
ll
se.g.
4)
5)Athl
eti
cs,r
unni
ng,
swimmi ng
6)Test
inggames-
eghideandseek,
musi
cal
change

PHYSICALI MPAI RMENT/DI SABILI

TIES.
Thisreferst oinabil
it
yt o mov enor mallyand exerci
se
properbodil
ymov ement .Theyareclassi
fiedi
nto:
a) Or t
hopedic di sabi
lit
ies-
may r esul
t due t o/i
t includes
amputati
onsoft heli
mbs, Clubfootanddislocati
onofthehips
b)Neurologi
caldisabil
it
iese.gspina-bifi
da-lackofsensationsin
thelowerpartoft hebody ,Cer ebralpal
sy–abnor mali
ti
esi nthe
brai
n

Causeofphy
sicali
mpair
edness
Di
seasesegpoli
o,measl
es,
ricket
set
c
Acci
dent
s
17
Braindamage. eg.trauma
Problemst hataf fectphy sicall
yimpai redpeople
 Unabl et omani pulat eobjectsordr aw
 Ment allyr etarded
 Addi tional handi capped
 Exper iencepsy cho-soci almal adj
ustment .
Howt oi dent ifyt hem
 Phy sical exami nationaf t
erbirth.
 Thr oughconst antobser v
ationbyt hei
rcar egi versast hey
grow
 Dev elopment alscreeni ngf oreachdel opment alstage
Int
erv ent i
onmeasur es
Thi sincl udes
1.Medi cali nt er vent i
on whi chi ncludei mmuni zationofchi l
dr en,
Pri
mar yheal thcar eandI mpr ovednut r
iti
on
2. Phy sio- t her apy –Thi si nvolves goi ng thr ough exer cises
designedt or educepai nandal somi ni
mizemuscul ardef ormi t
ies
3.Occupat ionalt herapy–Thi sensur espr opermov ementoft he
hand, legsorhead.
4.Speecht her apy-I mpr ov eonhi sorhercommuni cationabi l
iti
es
eguseofgest ur es,wr iti
ngdownwhatt heywant
5.Sel fcar eski l
ls-Thi si swher echi l
drenar ehel pedt ol ivean
i
ndependentl ifel ateronegabi li
tyt ofeedt hemsel ves,washi ng,
bathinget c
6.Bar rierfreeaccess–Thebui l
dingsshoul dbeaccessi bletot he
physical l
ychal lenged. egConst ructrampsonst oriedbui l
dings
7.Adapt i
v e and assi sti
v e ser vi
ces e.g specialsci ssor s,book
tur
ner s, brails, wheel chai rset c

VISUALLYI MPAI RED

I
ndividualthatisal lincl
usiveandembr acest hetotal
lybli
ndand
parti
all
ysighted.
Identi
fi
cation.
 Appear anceoft heireyesisswolen,
red,orwateryey
es.
 Casesofr ubbingoft heeyes
 Blindingoft heeyes
 Hol di
ngbookscl osertothei
reyes
 Ey eachingori t
chingcomplaint
s
 Doubl evision.
TYPES
1.Totall
ybl i
nd
I
ndividual
swhoar eunabl etoidenti
fyt
hesour ceofli
ght.

18
  Unabl et or ead
 Mayusebr ails
2.Par tial l
ybl ind
I ndi vidual shav i
ngl owv isi
on.
Visuali mpai rementi scausedby :-
 Her edi tarye, gcat ar
act soral bini sm
I nf ect iousdi seasese. gGermanmeasl es
 Acci dent s/i njur i
es
 Tumor si nt heey e
 Ot herpr enat al i
nf l
uencese. gexpect antmot herssmoking
 Vener eal di seasesl ikegonor rheaandsy phil
is
 Poi soni ng
Exampl esofvi suali mpar ement s
1.Col obama
 Associ at ed wi thi ncompl etef or mat i
on oft he per
ipher al
ar easoft her etina.
2.Gl aucoma
 Excesspr essur eespeci all
yint heey ebal l
s.
3Al bi
nism-Thi si saher editarycondi t i
oncausedbyabsenceof
pigment at ionoft hei r
is
4.Ref ract iveer ror segmy opia(shor tsi ghtedpeopl e)
5.Cat ar act s-pr esenceofcr ystal
linel ens
Effectsofvi suali mpai rment
1.Rest rict edconceptdev elopmente. gl anguage.
2.Af f
ect smot ordev elopmentoft hei ndi vidual
3.Behav i
ourpr obl emse. gbl i
ndism
4.Lowi nt elligencel ev el.
5.Educat i
onal adapt ationt hatar eputi npl ace
Intervent i
ons
1.Lear ni ngmat er i
alsgi vene. gbrailsi .ecomput ersandpri
nters.
2.At t
endspeci alschool ssot hatt heyar eexposet ospecialized
serv ices.
3.At t
endr egul arschool
4.Taughtbyexper iencedandqual if
iedt eacherwhohav eskill
si n
sensor yst imul ationandsensor yski l
ls.
5.Theyshoul dbet aughtr ightfrom inf ancyi nordertodevel
opsel f
conf idence.
6.Use of / Present ed wi th concr et e obj ect
s t hat can be
mani pul at ed/ touched.

HEARI
NGIMPAIRMENT
Indi
vi
dual
sthatar
edeaforhar
dofhear
ing.wemeasur
e

19
 hear ing i nt ensi tyand sensi tivityt hrough uni ts whi ch are
refer r
edt oasdeci bel s
 Adeafper soni sonet hati sunabl et osuccessf ull
ypr ocess
any si ngl estick f or mat ion buta har d ofhear i
ng per son
gener allyusesahear i
ngai dt oenabl ehi mi nt helinguisti
c
format ion
I dent ificat i
onofhear i
ng
 Pai nful achi ng
 Di scomf ortinear sr i
ngingear sdi schar ge
 Requestf orr epetit i
on
 Poorar ti
cul ationofsoundse. g.t alkcol dly
 Rel uct ancet opar ticipatei nal ldiscussi on
Causesofhear ingi mpai rment
a.Her edi ty20– 50% duet oher edityst emswi thsexl inked
genesr esponsi bl
ef orthatmaj orityar emen
b.Di seases e. g. meni ngitis,mat ernal r ubella pr emat urel
y
damagest heear
c.Rhesusi ncompat i
bi li
ty
d.At ticsmedi a– acondi t
ionassoci atedwi thi nfecti
ont hat
causeaccumul ationoft heflui dsi nt hemi ddleoft heear
e.Acci dent speal ingoft heexpect antmot hercauseshear i
ng
i
mpai r ment
Typesofhear i
ngi mpai rment
1)Conduct ivebear i
ngl oss–t heout erandmi ddl eearr egion
arei nter feredwi t
hwaxest hataf fectsoundpassage.
2)Sensor y neur on hear ing l oss i nnerearaf fected hence
i
nt er f
er edwi tht heconduct i
onofsound
3)Mi xedhear i
ngl oss-occur swhenbot hmi ddl
eandi nnerear
areaf fect edsi mul taneousl y
I
nterv
ent iont ost rategi es
- Emphasi saudi toryt raining
- Hear i
ngai dpr ancedt ohear ingi mpai redpeopl e
- Emphasi si nspeechr eadingorl ipr eachi ng
-I ntroducet osi gnl anguage/f i
ngerspel lings
- Takent ospeci alschool sori nt egr atedschool set–up.

EMOTI ONALDEVELOPMENT
Emotionsareoutwar dexpressi
onsoft heinnerfeeli
ngse.ganger ,
Joy,Pleasur
eAudi ence,Fear,Jealousy,Confidence,Selfimage,
Exci
tementet c.Iti saf eeli
ng abouta per son oran ev ent
.
According t
o Mour ns (1979)emot ions are compl ex ef
fecti
ve
experi
encesthatinvolv
esdi ff
usepsy chol
ogicalchangesandcan

20
beexpr essedover
tl
yincharacteri
sti
cbehav iorpatt
erns.
Thei ssueofemot i
onsexistsfrom birt
ht ool dage.Emotionsare
physiologi
caland behav i
oralr esponses caused by hor monal
secreti
ons;theycanbeposi ti
veornegat ive.Thisisbecausethey
areapr oductofpercept
ione.gwheny ouper cei
veadanger ous
animal/person,
youcandev el
opf earandr unaway .

Funct
ionsofEmoti
ons.
 They perf
orm an adapti
vefunct
ion i
.e emot
ions ensur
e
survi
valoforgani
sms.Ifachi
ldsport
sawi lddog,shewill
runaway.
I
tal
soactsasameansofcommunicati
onegaper
sonwho
i
sunhappywi
l
lcr
yorbecomeabusi
ve.
I
t promot
es social rel
ati
onshi
ps. Emoti
ons such as
l
ove/
aff
ect
ionenhancesoci
albondsandat
tachment
.
 Emotionsoff
era moti
vat
ing f
unct
ion.Student
swho fear
examsaremot i
vat
edbyanxi
etytor
eadfrequent
lyi
nfearof
fai
li
ngexams.

Therearev ari
ouscomponent sofemotions
1.Feeli
ngs-negat i
veorposit
ive
2.Behaviouralresponsese.
gamongchi l
drentempercryi
ng.
3.Phy siol
ogicalar ousal–sweating shiver
ing ortrembli
ng of
muscles
4.Env i
ronment alsti
mulus-
studentori ndi
vidualencount
ersa
thr
eateningstimuluslikea l
ionwillt
rembleandr unaway.

physi
ologicalandbodychangest hataccompanyemot i
ons.
Theinternalstruct
ureandf unct
ioni
ngofourbodyi sinf
luenced
andaffectedbyemot i
onalexperi
ences.Thi
smayi ncl
ude
I ncreaseinheartbeatduetoagitat
ionorexcit
ement.
I
ncr
easei
nbl
oodci
rcul
ati
on.
Incr
ease i
nrespi
rat
ion and br
eat
hing due t
o f
ear or
exci
tement
.
 Di
gest
ionpr
obl
emscausedbysecr
eti
onofhor
mones.
 Changesi
nchemi
calcomposi
ti
onoft
hebl
oodegsugarl
evel
goesup.

21
  Changeswi
thi
nthemuscl
esegsomemuscl
esdohar
den.
 Mal
funct
ioni
ngoft
hebr
ainegmemor
ylapse.
I
mpli
cationsofemot i
onsoneducation
- Teacher sshouldnotpuni
shani ndiv
idual
thathasexpr
essed
pooremot i
onsbutassist
.
- Ther e’
sneedt oguideandcounselonacont i
nuousbasi
sin
ordert oexpresstheheal
thyemotions.
- Teacher sshouldberolemodelsandacompani onfor
mai ntai
ningproperemoti
onalbonds

Theoriesofemotionaldevelopment
1.W.JamesandLangeTheor y
Compounded byWi ll
iam James and Car lLange,accor
ding to
emotionsspri
ngf rom phy siologicalreact
ions.Thepercepti
onof
thestimul
uscausest heindiv i
dual ’
sbodyt oundergophysi
ological
changesandal soexper i
enceemot i
onseg whenonespor tsa
snake,thepersongetsf r
ight ehedandr unaway .i
.et
heemot ions
react
ionaccompaniesphy siologicalbehavior.

2.Wal t
erCannonandBar dTheory
Thel owerbr ai
ncentresar eresponsi blef orinsti
l
lingemot ional
react
ions.Asani ndivi
dualencount ersast i
muli,i
mpul sesreach
thethalamatic–hypothel
amat i
cr egionst hatt r
ansferinformati
on
tothecerebralcor
tex.
Oncet hei nfor
mation getstot hecel ebralcortexphy siol
ogical
changesoccur se.
gindivi
dualstar
t ssweat i
ngort rembling.

3.Schacht erSi nger

Somet i
mescal l
edt hecogni t
ivetheoryofemot ion.I tsuggest sthat
ourphy sical arousal t
ogetherwi thourper cept i
onandj udgement
ofasi tuat ionj ointl
ydet ermi neouremot ions.Si tuat ionsbasedon
previousr eact i
onsdet ermineemot ionst hust hecogni ti
veelement
ofourbehav iori sint hefor m ofourpr eviousknowl edgeand
i
nterpr etationoft hepr evioussi t
uation.Egi fat hiefst oleand
nothingwasdone, hewi llgoaheadandst eal agai n.Ther ef
ore,
i
nterpr etationofagi venst imuliinfl
uencebehav iour .
4.Wi ndsl eyAct ivationTheor y
I
tst atest hatemot i
onr epr esentsahi ghlightedar ousalwi thinthe
i
ndividual .Thedegr eeofemot i
onsdependsonr at ear ousal
Emot ionpr ov okingst imuliactivatesther et i
cularact iv
atingsystem
i
nt hebr ainar eawhi chint urnsendsi mpul sebot hupwar ds
towar dst hecor texanddownwar dst owar dst hemuscl es.
22
Char act er i
sticsofemot ions
1.I nst incte. gpar ent allov enat ur alwi thoutinbor nr easonwayof
behav iourr easonort r aininglov e, depression.
2.Per cept ion of a par t
icular st imul ie. gr eact on si t
uation
accor dingt ol awt heyper ceivedt hem.
3.Feel inge. gnegat i
v eorposi ti
v ef eelings.
4.Phy siol ogical changesi nani ndiv i
dual
5.Phy siol ogical changese. ganxi ety ,depression.
Par tsofBr ai
n
1.Ret icul arf ormat ion
Associ at edwi t
ht hecel ebr alcortext hatact ivatest heindiv
iduals
alerti
ngmechani cf orar ousal .
2.Aut onomi cner vessy st em
Selfr egul at i
ngmechani sm composedoft hesy mpat heti
csy st
em,
activat ionorar ousal inter msofhear tbeat.
3.Par asy mpat het icsy stem
Mai ntenancesy stem br ingst hebodyt onor malsy stem e.gfrom
stress.
Fact or st hati nf luenceemot i
onaldevel opment
1.Mat ur at ion
Childrendi spl ayt hei remot i
ondi fferent lyfr
om adul t
s.
2.Env ironment
Heal thyenv i
ronmentl eadst odesi rabl eemot i
ons
3.Lev eloft hinking/ stat eofmi nd, -low I Q di pl
ayl ow negative
emot i
onst hanposi ti
v e.
4.Indi v idual sl anguage/ lev elcommuni cati
onski l
l
si .
echildr
encr y
becauset heyar e
unabl et ocommuni cate.
5.Soci al izationl ev el
Soci alizat i
on cul turese. gi nsomecul tur
essomear etoldt o
keepqui eti nsomecases somer eligion.

Condi
tionscont ri
butingtoemot ionaldominance
1.I
ndi
v i
dualheal th
 Good heal th or condi ti
on encour ages dorminance of
pleasantemot i
onse. geat
inghabi t
s.
2.Homecl imat e
 Democr ati
c climate promot es posi
tiv
e emot i
on pleasant
jov i
al.Undemocr ati
cpromot esjeal
ousy
3.Rel
ationshipwi t
hpeer s
I fwel lacceptedwi thpeerdev el
opspositi
veemotions
4.Par
ent alexpectati
on
 Hi gh and unr eali
sti
c expectati
on from parentst he chi
ld
23
 becomeashamedandembarr
assedi
fthef
all
sbel
ow t
hose
expectat
ions.
6.Guidanceandcounsel
ing

Funct i
onsofemot i
ons
 Providesdi recti
onondev el
opmentofpositiveemot i
on.
1.Communi cati
one.gcryi
ngofthechil
di.elunge.
2.Sourceofpl easureorpai
ne.gifhappy,l
aughcr y
, pai
n.
3.Ensures t he sur v
ivalofan indivi
dualt akes offconcer
n
(encount eral i
on–run).
4.Mot i
vatingf uncti
on.

Categor iesofi ndi vidual sbasedonemot ions

1.Emot i
onal lymat ur epeopl e
Abov eadol escentst ageandar eabl et odispl ayef f
ect i
vecont rolof
theiremot ions,t heyexer ci seemot i
onsatt her ighttimeandpl ace
perceivet hingi nt hei rr ealper cept ive.Theysomet imesexer cise
highintellect ual poweri .et hinkingoract i
ng.
Theydon’ tov erusehabi tsofr ational i
zatione. gst udentf ail
ing
exam bl amehi msel f.Thesei ndi vidual sar enotant i-sociali.ethey
possesshi ghl ev elsofsel fconsci enceandsel frespect .
2.Emot i
onal lyDi st ur bedf ellows
 Unabl et o mai nt ain sat isfact or yinter personalr elati
onship
wi thot her s.
 Di spl ayaper fect ivemoodofunhappi nessordepr essionand
theyengagei nf requentdest ructivebehav iours.
 Not e:emot ionalpr obl ems ar e caused bygener al
lypoor
heal thy i r ri
tat ing condi tions, chr oni c di sturbance poor
intel l
ect ual dev el opmentanxi et ye.t.
c.
Effectsofemot ionalpr obl ems
 Pooracademi cper for manceordut y
 Ment al r
et ar dat ion
 Psy chosoci almal adj ust ment e. g depr ession,wi t
hdrawal
casesofschi zophr eni a( ment aldisturbances,hal lucinati
on-
imagi nat ionsi ll
usi ons–f alsebel iefs).
 Casesofpsy chopat h( disor deri ndi v
idualbel iefst hathei s
poorcozofot her st husengagesi nmassi veki ll
ing.Mani c
depr essi ondoi ngopposi teofwhatot her sar edoi ng.
Identi
ficat ionofemot ional lydi stur bedpeopl e
 Obser vation
 Psy chiat ri
cpsy chol ogi cal ev aluation
I nter v i
ewi nghi scl osef riends

24
 Pr
eventionofemot i
onalpr obl ems
1.Medi calintervent i
on–appl ydepr essant sf ortheaggr essi v
e,
sti
mul antsf ort hosewhoar eext remel ywi thdrawn.
2.Dietmodi fi
cation.Ar tif
icial color sandf lavorsf oundin
processedf oodst uf fandnat ural chemi cal sfoundi nsome
foodsal somakechi l
dr enhy peract i
ve. e.g.toot hpastes.
3.Behav i
ormodi fication-st rategy -Learnt or ewar dandpuni sh
childrenwhoar eunr ulyappr opr iatel
y.
4.Useofst ructuredcl assr ooms- shoul dbepr oper l
yarranged
whi leav oidingdest ruct ingst imul ibyhav i
ngsoundt reating
wal lsandcei l
ings.pr ovideapr edictiver outine.
5.Fost eranon- threateni ngenv ironmentegav oiduseof
cor poral punishment .
6.Prov idespeci al educat ionf oremot i
onal lydisturbedchildren
egappr ov edschool s.
7.Individual sshoul dal sol ear nhowt ooexpr esst heiremot ions
8.Par ti
cipat i
oni nco- cur r
icul aract iviti
es.
9.Lear ningt odev el
opsensesofhumor s
10.Lear ntoshar epr oblemswi thot hers/f riends

MORALDEVELOPMENT
Moralsar ederiv
edf r
om theterm moral
it
y.Mor al
it
yisasoci al
var
iablewhichinvol
vestheabi
l
itytodi
sti
nguishbetweengoodand
bad.(Rightf
rom Wrong)
Mor alsareacceptedbehav i
orst andardsbyagr oupofpeople
withinacertai
nsocialcontext.Behav iorst
andardsv aryf
rom gr
oup
togr oupe.g.inChristi
anlaws,v ari
ousdenomi nati
onshav et
hei
r
prescribed behavior st andar ds. Pr ot
estants f or example
di
sappr oveofsmoki nganddr inkingwhi l
eCat holi
csarenotv er
y
stri
ctonsuchbehav i
ours.Her emor alsarerel
at i
vi
sti
crathert
han
absolutei.
enotuniversal
lyaccept ed.

Component
sorconst
it
uent
sofmor
ali
ty
These incl
ude Societ
alval
ues,beli
efs,norms and customs.
I
ndivi
dualswhoadher
et ot
hesearesocial
l
yaccepted.Thosewho
devi
ate are percei
ved as social misfi
ts (not accepted)
.

25
Consequences f
or non-
conf
ormi
ng i
ncl
ude bei
ng puni
shed or
repr
imandedbysoci
ety
Det
ermi
nant
sofmor
aldev
elopment
Theyi
ncl
ude:
Inf
luenceofPeergr oup’
se.gpeer
shassamenor ms.Each
memberi ssupposedt oconf
ormtothosepeernor
ms.I
fnot
sotheindi
vi
dualisthreat
ened.
Infl
uenceofChurch–therear
esetofrulesbasedonbibl
ical
standards e.
g.Prot
estant
s consi
dertaki
ng ofalcoholas
wrong.
 Youthorgani
zat
ions-scouts,gir
lguides,CU,SDA,andCSA
havesetrul
esandregul
ationsthatguidemember’
sbehavi
or.
 Mass-mediae.
g.TV,Radi
o-i
ndi
vi
dualswoul
dliketoimit
ate
andpracti
cewhatt
heyseeonTV.Theydonotquest
ionwhat
i
sdisplay
edonTV.
 Fami l
yinfl
uencewherebymembersofthefamil
ypassv al
ues
tot he new ory oung members who joi
nt hem.( val
ue
transmissi
on).Asar esul
tofthi
s,famil
i
esandl argeruni
ts
functi
oneffecti
vel
y.
 Guil
tandShamepl ayani
mpor
tantr
olei
nthei
ndi
vi
dual
’
s
moraldev
elopment
s
Jerome korgan(1991)observed t
hatsoon bef ore 2nd bir
thday
,
chil
drenbegi
nt oacquireconceptofrightandwr onge. g.asmall
chil
dlooksatat orncurt
ainandut t
ers“broke”meaningt her
ei sa
tearonthecurtain.
(knowledgeofdisapproval
).Heretheconcept
ofr i
ghtand wrong hasdev el
oped.Parentsand Teacher suse
vari
ousmethodst oshapei ndi
vi
dual
sbehav i
or.

HOW I
SMORALI
TYLEARNT

1)Rul
esandr egulati
ons
Prescri
bed pat ter
ns for conduct and t
hey have an
educationalv al
ue and al
so preventthe r
ecur
rence of
undesirablebehavior
.InKenyanschools,t
herearerul
es
26
 andregul
ati
onswhichgover
nthelivesofl
ear
ner
s.The
rul
esshoul
dberat
ional
andcorr
ect
ive.

2)Punishment
Meanst oimposeapenal t
yonapersonforaf aul
t,of
fenceor
vi
olat
ioninrel
ati
onshi
p.Thi
sisgi
vent
opreventr
ecurr
enceofthe
unwantedbehavi
or

Funct
ionsofpuni shment
a)offersar estri
cti
vef unction e.g.inter
dicti
on,sucking or
suspensi on
b)offersaneducat i
onalvalue.
Forpuni shmentbe ef fecti
ve,i tmusthav et he fol
lowing
char acter
isti
cs:
i
)I tmustbesui t
edtot hetransgressi
on/Mi st
ake
ii
) Consi stent-ifitisupr ooting ofast ump i tshould be
unifor mtoal lwhocommi tt
hatcr i
me
ii
i)Const ructi
vesoast omot i
vatesoci
all
yappr ovedbehavior
infut ur
e.
i
v)I t must cont r
ibute towar ds buil
ding the indivi
dual
consci ence.
v)Itmustnothumi l
i
atet heindi
v i
dual
.

3)
.Rewar ds
areanyf orm ofappr eci
ationforat tai
nment :t
heyhav ean
educationv alueastheymot i
vat
et heindi
v i
dualt
opr act
iceor
repeatsoci all
yapprovedbehav iour.Theyr ei
nforcesocially
appr ov
edbehav i
ouregpr aises,
appr ovalormateri
alrewards,
Recogni ti
one. g.cal
li
ngst udent
sbyname,Gi ft
sort angi
ble
things,Soci alapprovale.g.good,excel l
entand Speci al
treatse.g.outing
4)
.Provisi
onofgui danceandcounsel i
ngser vi
ces-
Givelear
nersideasofhowtomanagethemsel
vesandrelat
ewit
h
other
swel l.I
nvit
eguestspeaker
stoaddr
essdif
fer
entissuesi
n
reall
i
fesituat
ions.
5)
.Leader
shi
prol
es.
Student
sshouldbegivenopport
unit
iestoexperi
encel
eader
shi
p
rol
es as pref
ect
s.Theyshould be al
lowed t
o el
ectt
heirown
l
eadersinschool
.
6.Par
ti
cipat
ioni
nco-
cur
ri
cul
aract
ivi
ti
es-

27
Thisai msatt appi
ngthepotent
ial
s,tal
ent
sandabili
ti
esoft
he
l
earners,pr
omot ephysi
calandmentalheal
th,andt
ouseupthe
excessenergy
.
7)
.Teachi
ngsubj
ect
s-
Theteachi
ngofsubj
ect
ssuchasr el
i
giouseducati
on,
andl
i
feski
l
ls
enabl
elear
ner
stoacqui
retheexpectedmoralval
ues.

8.Teachersandparent
sshoul
dactasi
mmedi
ater
olemodel
sfor
Chi
ldrentoemulat
e.

9. Students behavi
or and wel
far
e shoul
d be a col
l
ect
ive
responsi
bil
i
tyofbothpar
entsandt
eacher
s.

THEORI
ESOFMORALDEVELOPMENT
1.JEANPIAGET’
STHEORY.
2.LAWRENCEKOHLBERG’
STHEORY.
JEANPI AGET’STHEORYOFMORALDEVELOPMENT
JeanPi agetwasaswi sspsy chol
ogistwhopr oposedthet heoryof
mor aldev elopmentinthe1930’s.Thet heorywasbasedonst ages
thatchi l
dren pass through atcer tain approximate ages.He
concl udedt hatthemoraldevel
opmenti nchildrenisrel
atedt othei
r
i
ntellectualdev el
opment.Hesuggestedt hefollowingstages
1.Thest ageofEgocentri
cit
y(pre-moraljudgment )
Thisist hefi
rststageofmor aldevel
opmenti nchil
dren.It
l
astsf r
om birtht
oabout2y r
sofage.I nt hisst
age,chi
ldren
donotsi mplyunderst
andt heconceptofr ul
esandthei dea
ofmor alit
y.Theyseet hemsel v
esasr ightandwantt obe
favor
edi nallci
rcumstancese. gwhenpl ayi
ngwi t
hot her
chil
dren,theyref
usetogi vebackt oyst hatdon’
tbelongt o
them.

2.Mor
alReal
i
sm (
2-10y
rs)
I
nt hi
sstage,chi
ldrendevel
opthefi
rstconceptsofrightand
wrongbasedent i
rel
yonwhathi s/herparentspermi tand
f
orbid.They show gr eatconcer
n and r especttor ul
es,
r
esulti
ngfrom commandshandeddownbyaut hor
it
yf i
gures.
28
 Chil
drenobeyr ulesl argel
ybecauset heyaretoldtodoso.
Thistypeofmor ali
tyi scalled het
er onymousmor al
i
t yi .
e
morali
tyt hat is subj ect to externalcont r
ols.Children
eval
uatewr ongdoi ngi ntermsofi tsconsequencesbutnot
i
ntenti
onsoft hewr ongdoer .Atthist i
me,theybegi nt o
real
i
zet hatsomeof fencesar epunishable.Theytherefore
worktowardsdoingwhati srighttoav oidpuni
shment.
3.Thest
ageofMor
alRel
ati
vi
sm.(
10y
rsandabov
e)
It
’salsocall
edthest ageofaut onomousmor ali
tyormor al
it
y
ofcooperati
on.Itpromot esdecli
neofegocent rism.Itcomes
aboutasar esultofcogni t
ivedev el
opmentandi nteracti
on
withpeers.Thechi l
dknowst hatlawsandr ul
esar erelati
ve
and theyar e made bypeopl et of acil
it
ate harmonyand
successfuli
nteracti
on.Thi smeanst hatthelawsandr ul
es
can be changed subj ectt o ci
rcumst ances.Children get
concernedaboutt hewel far
eofot hers.Theydev elopaf i
rm
conceptoft he necessityt hatpunishmentshoul df itthe
cri
me.

LAWRENCE KOHLBERG’
S THEORY OF MORAL
DEVELOPMENT
Kohl berg studied mor alr easoni
ng and pr esented t he
dil
emmat hatpeoplegot hr
oughwhenf acedwithsituations
thatr equi
remor aljudgment s.Hedef i
nedmoqr alreasoni ng
ast hedev el
opmentofani ndivi
dual
’ssenseofj ustice.He
believedthatitismor alreasoningthatdeter
minest hest age
ofdev el
opmentt hatonei sin.Kohlbergcameupwi t
ht hree
l
ev els ofmor aldev elopmentcompr i
sing si
xst ages.The
l
ev elsare:
• Pr e-conv enti
onal l
evel
• Conv entionallev el
• Postconv entional l
evel
Lev elI:Pre-conv ent i
onal(2-7years)
Children att hi
sl evelmake deci sions based on r ewar d and
puni shment .Theyar econcer nedwi ththesati
sfactionoft hei
rown
needs. Pr e- convent i
onal chi l
dren may r efl
ect egocent ri
sm
assumi ngt hatev eryoneelseseest hi
ngsthewayt heydo.Thi s
l
ev el i
sdividedi nto2st agesasf ol
lows:
Stage1:Puni shmentandobedi enceor i
ent
ati
on
Inthi sstage, chil
dr enhav enotinternali
zedmor alvalues.Theyonly

29
obeyr ulesandst ickt omor alst oav oidpuni shment .Theyobey
adul tsbecauset heyar et ol dt odoso.Forexampl e,achi ldmaysay
oneshoul dnotst ealbecauseheorshewi l
lbepuni shedbyt he
parent sort hepar ent sf or bidst ealing.Theybel iefr ighti sr ewar ded
andwr ongi spuni shed.Mor alitypr act i
cedher ei shedoni st i
c( self
l
ov e) .Itismor ali
tyoff ear .
Stage 2: I nst r
ument al r el ativist or ient ation/ Nai ve r el
at i
vist
orient ation.
Att hisst agechi l
dr enst ar tr eal izingt hatt heyhav et opl easeot her s
i
nor dert opl easet hemsel ves.Thei rmor alt hinki ngi sbasedon
rewar dsand sel fi nterest .Theyobeyi n or dert o getr ewar ds.
Wi thoutr ewar dsori ncent ives, theydonotobeybecauset heydon’ t
seet hebenef its.Chi ldrenatt hi sst agef eelt hatgoodacti ssol d
forapr ice.I ti si mpor tantf ort hem t or esol vepeerconf l
i
ct st o
all
owt hem shar et heirr ewar ds.
Lev elI I
:Conv entionalmor alr easoni ng( 10-18y ear s)
Att hisst agechi ldr enst ar ttoconsi dert hesoci alst andar dsoft he
soci etywhi chr eflect swhati sr i
ghtandwr ong.Her e,chi ldrenar e
mat ure enough t o obey r ules and st andar ds of t he
communi ty /school .Thei rbehav iori snott oav oidpuni shmentor
recei ver ewar dsbutt heyr eal izet hatr ulesar et heirsandnotf or
otherpeopl e.
Stage3:Goodboy /Ni cegi rlor i
ent at ion
Childr enatt hisst agewantt odogoodt ohel pandt opl easeot hers.
Theywantt obeappr ov edbyot her s.Theyf eelt hatoneshoul ddo
whatheorshewoul dwantot her st odot ohi m orher .Forexampl e,
theymaysayi tiswr ongt ost eal ify oudonotwanty ourpr oper tyt o
be st olen. pre adol escent s and adol escent s adoptpar ents and
teacher smor alst andar dsi nor dert obet houghtofasgoodgi r
lor
goodboy .
Stage4:Lawandor deror i
ent ation
Peopl eatt hisst ageconf ormt osoci et alr ulesbyconsi der i
ngwhat
i
sr ightorwr ongaccor di ngt osoci et y.Mor alj udgmenti sbasedon
soci alor der ,just i
ceandl aw oft hesoci et y
.Thi sst ageconcedes
withAdol escence.Theadol escenceobser v esest abl i
shedor der.
Theyconf or mt or ulesandt akel awasf ixedegsecondar yschool
andcol l
egest udent s.
Lev el3:Postconv ent ionalst age.
Thisi st hehi ghestl ev elofkohl ber g’st heor y.Att hisl evelev ery
memberunder stands t he r eason f orbei ng mor al.Ther efor e
mor alit
y att hisl ev eli si nt ernal i
zed and notbased on ot her
peopl e’s et hi cal st andar ds of behav ior. Peopl e know t he
i
mpor tanceofuphol dingmor al values.

30
Stage5:Legal i
sticor i
entation/morali
t yiscont r
act
Atthisst age,peopl eperceivethatmor allawsandv aluescanbe
modi fi
ed.Thesest ageconcedeswi t
hy oungadul thood.They oung
adultbel i
evest hatt hereshoul dbef lexibili
tyi nmor albel iefsthat
makesi tpossi blet omodi fyandchangemor alst andar ds.The
youngadul toper atesf r
om acont r
act i
onalmor alor ientat i
one. g
onecanent eracont r
actwi thaf i
ancéewhi chcanber enewedor
notaf terthecont ractper i
od.Thecont ractdef ineshow onewi l
l
behav eandt heconsequencesoff ailingt omeett het er msof
contract.
Stage6:Uni versalEt hicalpr i
nci
ples
Peopleatt hisst ageconf ormt obot hst andar dsandt oi nter nali
zed
i
dealst o avoid sel fcondemnat ion r athert han t o av oid soci al
census.Thi smor ali
tyisbasedonsel frespectandr espectf or
othersr athert han on per sonaldesi res.The deci sions ofan
i
ndividualar ebasedonhi sconsci enceandt hebel i
efi nuni versal
pri
nciplesofr espect ,j
usticeandequal i
ty .Ani ndividualt hinksr i
ght
regardlessoflegal r
estri
ctionsortheopi nionofot hers.

CHALLENGES EXPERI
ENCED I N PROMOTI NG MORAL
DEVELOPMENTAMONGCHI LDREN/LEARNERS.
1.Ex
ist
enceofpoorr
olemodel
s.
Learner
s have a chal
lenge ofdoubl
e standards fr
om
someadults.Thebehav i
orofsomemoder nadult
sdoes
notmeasuretotherequir
edethi
calst
andards.Theslogan
of“doasIsaybutnotasIdo”confusesadolescent
s.
2.I
nfl
uenceofmassmedi
a.
The internet,pornogr
aphi
c mov ies,the tel
evi
sions etc
exposechi l
drentoactsofsexualabuse,cr
iminalacti
viti
es,
badl i
ter
ature,dr
ugabusecaseset c.Chil
drenperceiv
et he
actorsintheseprogramsasher oesandheroinesandt hus
i
mi tat
e and emul ate wi thout consi der
ing t he
consequences.
3.Thebr
eakdownoft
het
radi
ti
onal
soci
alf
abr
ic.
I
nt hetradi
tionalAfr
icansoci
ety
,itwastheresponsi
bili
ty
ofalladult
st oensuremoralupr
ight
nessamongchi l
dren.
Today,theindivi
duali
sti
catt
it
udehastakentollandeach
per
sonf orhi mselfandhisfamil
y.Famil
ieshavemov ed
31
 outoft
hesoci
alt
iesandl
i
vei
ndependent
ly.
4.Thehumanr
ight
smov
ement
.
Thishasmadechil
drenr ebell
iousandhavel
itt
lerespect
foraut
hori
tyandev
ent heirparent
s.Chi
l
drenoftodaycan
choosetodowhattheywanti nthenameofri
ghts.
5.Negat
ivepeeri
nfl
uence.
Student
slear
nfrom eachotherbot
hgoodandbadhabits.
I
nmostcases,t heyinfl
uenceoneanothernegat
ivel
yin
thewaytheybehavee.gdugabuse.
6.Pover
tyinsoci
etyl
eadi
ngt ocasesofsteal
i
ng/
robber
y,
pr
osti
tut
ion,
andchi
l
dlaboramongother
s.
7.Gener
ati
ongap
Manymoder nparentsfeardi scussi
ngmor alissueswith
theirchildr
en.Theadultsareper ceivedbyadolescentsto
be ol df ashi
oned and out dated.Thisis unlike i
nt he
tradit
ionalAfri
cansy st
em wher eeldersf
reelydiscussed
mor alissueswiththeadolescents.

LANGUAGEDEVELOPMENT
Language – emot i
ons,feelingsand act
ionswhi ch accompany
adherenceofspeech.
Properti
esoflanguage.
Context–Languagei sachannelofpassingmessagei talsocan
beunder stoodast ransmissionofi
deasandf eel
ingbymeansof
verbalsymbols
Properti
esofal anguage
- Semant i
cs–const i
tutesmeaningoft hesamewor di ethe
speakermustunder standwhathemeanswhenhespeaks
- Grammar s– Ev er
yl anguagehasi t
sr ul
esf oror ganizi
ng
soundsintomeani ngfuluni
t
- Phonology–componentofsound
- Mor phol
ogy– madeupofwor dsorpastofwor dscal l
ed
mor pheme.
-
Benef
its
- Leadst osatisfacti
onoft heindiv
idualneedsandwor
ds
- Enablesi ndi
vidualsgetattenti
onfrom other
s
-I tregulatesandcont rol
sbehav i
orsofotherpeopl
e
- Facili
tatesmeani ngfulhumanr el
ations
32
 -I nfl
uencest hought sandf eelingsofotherpeople
- Leadst oacademi csuccess
- Expr essi onofi ndivi
duali
tywi thintheconceptofself.
- Canbeusedt oex plai
nimagi nationse.g.stor
ies
- Helpsi npr ocessofassoci ation
Factor
sfaci li
tatingl earni
ngofl anguage
- Phy sical readinessoft hei ndivi
dual
- Ment alreadi nessoft hei
ndi v
idual
- Existenceofgoodr olemodel stobeimi t
ation
- Lev el ofmot i
vationorreinf or
cementof feredtoindi
vi
dual
- Existenceofpr operguidancebei ngofferedbyrolemodel
s.
Vari
ati
onsi nl earninghowt ospeak
Thissi
tuationcoul dbeat tri
but
edby ;

a)I ndi vi
dualheal th
Heal t
hychi l
drent alksfaster/soonertheunheal thyones
b)Lev elofint el
ligence
Low1Qar el i
kelyt oexper i
enceimpair
edspeech
c)Economi cstat us
Chi ldrenfrom hi ghersoci aleconomicgroupt al
kear li
erthant hose
from l oweconomi cgroup.
d)Gender
Boy sarebehi ndgi rl
sinlear ni
ngtospeak.
e)Fami l
ysize
Chi ldrenf r
om smal lsizespeaksear l
yandbet tert hanthosef r
om
st
l
ar georav erageor di
nalposi ti
onofani ndiv
iduali nf amily1 bor n
speechi salway ssuper ior.
f)Par ent i
ngSt y
le.
Aut hori
zationchi l
dtrainingisanobstacletolear ninglanguage.
8)I ntell
igenceofmul ti
plebi rt
hs
Childrenofmul ti
plebirthsnormall
ydel ayintheirdev elopmentof
speech
6)I ndividualper sonal i
ty.
Wel ladjustedchi l
drent endt ospeakbet tert hant hosepoor l
y
adj usted.

Speci
alv
ocabul
ari
esf
orchi
l
dren

-Colour Vocabul
ary
-Number “
-Ti
me “
-Money “
Swearing “

33
THEORI ESOFLANGUAGEDEVELOPEMENT
Biologi calt heor yby( ChomskyNaomi )t helanguageacqui siti
on
dev icepossessedbyt hechi ldenabl ehim orheranal yzedl inguisti
c
product ion/i nf ormat i
on.
LEARNI NGTHEORI ES
a)OPERANTCONDI TI ONINGTHEORY( B.F.SKI NNER)
Languagel ear ningbyi ndividualist hroughr ei
nf orcement
b)Soci al lear ningt heor y( AlbertBandur a)
Chi l
dr enl ear nl anguaget hroughl istening,obser vingi mitatingand
i
dent i
ficat i
onoft her olemodel s.
b)Funct ionalt heor ies
TYPESOFSPEECHDI SORDERS
a)Voi cedi sor der -inv olvesexper iencingadef ecti nt hequal i
tyof
v oicespeechandcani ntensity.Canbecausedbyhoar seness
andhar shness.
b)Ar ticulationdi sor der s
Includesubst itutions,omi ssionandaddi ti
onofonesspeech.I tis
thecauseofspeaki ngononesspeech.I tisduet oi nabi l
ityto
directf lowofai randt oshi f
tposi t
ionoft hetongues, jawandt eeth.
c)Ti mi ngdi sor der .
Causedbydi sabi l
i
tyt ocont r
olt hebr eathinappr opr i
atelywhi l
e
speaki ngi ncludes-gl itteri
ngandst ammer i
ng
CLASSI FICATI ONOFCHI LDRENWI THLANGUAGEDI SORDER
1)Nodev elopmentofv erballanguage.I ncl
udechi l
drenbyt heage
of3y ear snotdev elopmentl anguage.
2)I nter rupt edl anguage.
Inthi ssi tuat i
ondev elopmenti sinterferedwi t
hillnessorsi ckness
Del ayedl anguage- achi ldofar oundsi xyearsusesl anguaget hatis
appr opr iateoft hr eey ear soldchi l
d.
3)Qual i
tat i
v ei mpai redl anguage
Wher el anguageofi ndi vi
dual sdiff
er sinqual i
tyfrom t hatofnor mal
i
ndi v i
dual effect s.

EFFECTSOFLANGUAGEDI SORDERANDSPEECH
Leads t o ment al r
et ardation/ i
mpairment hence, aff
ecti
ng
i
ndivi
dual
Perf
ormanceofdut y
Onacademi cper for
mance/dut y
Leadst o psychosocialmul t
i-adj
ustmentamong indi
vidual
sas
manifestedincasesof -wi thdrawal
HOW TOI DENTIFY
Str
ategiesforlanguagedev elopment
1.Needt opr ovi
der einforcementorrewardsfornewl
yacquire
speech
34
 2.Elderonesneedt obegoodr olemodel s
3.Those i mpai r
ed shoul d be r efer
red to the language
psy chologist
sf orassi st
ancehel p.
4.Prov i
deav ari
etyofmul ti
-medi asour ces
5.Av oidintroductiont oomanyl anguaget hemasteri
ngofone
l
anguagei sacqui re.
6.Shoul dof fersuppor t,under standi ngandaccept ancehelp
thesei ndivi
dual nott obesoci al l
y
7.Tobeencour agedt opar ti
cipatei ncor ecurri
cul
aracti
vi
tiesi
n
ordert oimpr oveonspeech.
8.To be assi gned r esponsibili
t i
es i n ordertoi nsti
l
lself
conf i
denceandsel festeem int hem.
9.Accept anceandav oidanceoft olerati
on.

SOCIALDEVELOPMENT
Iti
sagr adualprocessinwhi cht hegrowi ngchil
ddev elopsfeeli
ng,
att
it
udebehav iort
owar dshi m/her sel
fandot herpeople.
SOCIALISATION
 Thi sist heprocessbywhi chpersonsacqui reknowl edge,
skil
l
s and alti
tude t hatmake t hem be integrated inthe
societ
y.Theref
orei ndividualsunder gothefoll
owingprocess
 St atus soci
ali
zation-prepar ati
on t o general
ly put int he
societ
y.

 Rolesoci ali
zation-prepar edt of i
tinapar ti
cul
arprof ession.
 Soci aldev elopmentemer gesasani ndiv
idualisbor ni .
e.t
he
significanceonot her sorpar ent.
 Earlychi ldhooddev el opmenti sent i
cef orsociall
ear ningand
dev elopment
Discusst heef f
ectsofat tachmentt ogr owthanddev elopment
amongchi ldren
 Effect sofat tachmentdur i
ngchi l
dhoodst age
 Soci alcompet ence- facil
it
at essoci alcompet ence
I nstil
ls conf idence i nt he i ndivi
dualhence boast ing his
explor ati
onandcur iositylev el
 Whenhi sobv erset hati scapabl eofdoi ngsomet hing
I nstil
lsasenseofsecur i
tyi nani ndiv i
dualhowev erdepr iv
ed
attachmentmayl eadt owi thdr awal ,despairorevenagi t
ati
on.
I nstil
lscr eativi
tyinani ndividual .
FACTORSCONTRI BUTI NG TOWARDSSOCI ALATTRACTI ON OR
AFFILIATI ON
1)Existenceofsi milarat tri
but ese. g.i fpeopl esharet hesame
genderoragear e

35
 boundt obeat tachedt oget
her
2) Phy sical att
ribute- faci
al att
ract
iveness and body buil
d
i
nfluencespeopl etobe
close.
3)Compl imentary–opposi teatt
racti
one. g.afatwomanbei ng
at
tractedt oathin
man/woman.
4)Phy sicalproximity-repeatedexposureoft hesamesti
mulate
i
ncrease
acceptabil
it
y

FOUNDATI ONSOFSOCI ALBEHAVI OURLAI DINBABYHOOD

a)Attachmentbehav ior
b)Dependencebehav ior
c)Accept anceofaut hor ity
-uniformt osi gnifi
cant
d)Briber y
e)Imitat ion
f)Soci al co- oper ation
g)Resi stantbehav iorse. g.crying
Behav i
orpat terndi spl ay eddur i
ngear lychil
dren
a.Gener osity
b.Desi redofsoci al approv alexpect ed
c.Empat hy and dependence- ant - social behav i
our e. g.
aggr essi onbul lyandt easot her s
d.Negat i
v i
sm
e.Pr ejudi cedi slikessomepeopl e
Chil
drengang-spont aneousl ocalgr ouphav i
ngt hesoci ali
zati
on
fr
om out sideandmor esoci al appr ov ed
Charact er i
st i
csofchi l
dhoodgangs
a.I dent ifyt hemsel vesbynamese. g.from streetorv i
deos
b.Usesecr etsignal topasswor dsorcommuni cati
on
c.Of tenusedecor at i
onorsi gnsf oridentifi
cationcut sbits,
pier cingofear s
d.I nitiationcer emoni esar esi gnsofendur edt othegang
e.Meet ingsecr etepl acest oav oidi nterf
erencee. g.parents
BEHAVI OURPATTERNSOFTHECHI LDHOODGANGS
a.Ov ersensi ti
veness
b.Compet it
ione. g.t eamsgoodspor tsmanshi p
c.Accept abl etosoci alappr ov alanddi sapproval
Behaviorpat t
er nsdi spl ay eddur ingpuber ty
 Ant agoni st i
c
 Ver yaggr essi ve
 Tendt oi sol atethemsel vesf rom others
 Engagei ndaydr eami ng
36
Thi
saf fectstheirheterosexual rel
ationshipwitht hei
rage–mat es
Chal
lengest oeffect
ivesoci al
dev elopment
1)Exi stenceofsoci aldepr i
vation e.g.from soci ali
zing wit
h
otherst hi
simpairsnegat i
velyesp.intermsofsoci allear
ning.
2)2) Existenceoft womuchsoci alpart
ici
pat ionwhichaf fect
s
thedev elopmentoft heindivi
dual si
nnerr esources
3)Ov erdependenceonot her si.e.contri
but estoper sonaland
psy chosocialmaladjusted
4)Ov erconformityi.e.i
ndividualloosesdi r
ect i
on

Leadst oi ndi vidual ity

- Negl ectv i
eat titude
- El ementofknownconf ormi tyf ailuretoconf ormt ogrowt h
expect ati
ons
-I tishazar doust ogoodper sonal andsoci aldev el
opment
- Pr ejudi cei ndi v i
dual sof tenbecomecr uelintolerantandrigi
d.
Conf or mi ty
A behav iori nt ended t or eflectgr oup expect ations orsoci al
expect at i
onsoci alex pect ationdef inedi ntotermsofdev el
opment
tasksandl earningexper iences
Condi tion l eadi ng t ov ariation i n soci algr oup i nfl
uences or
conf ormi tyaccept ed
1)Secur i
tyst at usoft hei ndi vi
dual whof eelsecur einagi v
en
groupar eboundt obei nf l
uencedorr emai ninthatgr oup.
2)Accept abi li
tyoft hei ndiv idualt ot hegr oupt hosewhoseet he
possi bi l
ityofgai ninggr oupaccept ancear ei nfl
uencedmor eby
thegr oup
3)Per sonal it
yoft hei ndiv i
dual joiningt hegr oup
Whosuf f erf eel i
ngofi nfernal ityort oi nadequat eonel i
kel
yt obe
i
nf l
uencedbymember soft hegr oup?
4)Af f
ili
at ionmat ur e
Strongeri ti sthehi ghert hedesi gnt obeaccept ed.
Selfconcept s
Imagespeopl ehav eoft hemsel vesbel iev einterm oft hei
rphy si
cal
social andemot ional responses.
- Sel fdi fference3- 4y ear s
- Sexr olesr ol ef orse
- Soci al cl
assdi fferences
- Soci al dev elopmentcanbei mpai r
edt hrough
1)Abi l
ityt odev el opt heunder standi ngofonesel f.
2)Mi sconcept ionsf acilityint erpretationofdi fferentsensor y
Canbeat tributedt o
a)Recei v i
ngi ncor recti nf ormat ion
b)I ndi vidual exper ienceorexposur e
37
 c)Faul tyr easoni nge. g.poorr easoning
d)Unr ealist ict hinki nge. g.const antsexposur et odev elopment
ofunr eal istict hinkingconf usion
3)Conf lict i
ngi nf ormat iont hatthei ndividualreceiv
edf rom ot hers
4)Di ffi
cul tyincor rect ing
Seriousasmi sconcept i
onsar et otheunder standingt hedi f
ficult
y
i
n changi ng i s ev en gr eat erhazar dt oi ndiv
idualorper sonal
dev elopment
Cat egor iesofsoci alaccept ance
1)St ar
Ever yonei nt hegr oup cl aimst o behi sorheri nti
mat ef r
iend
ever yonewant st opi ckhi m orher
2)Accept ance
Accept ed chi ldren ar el iked by many member s oft he gr oup
howev ert hei rst atusi slsssecur et hant hatoft hest ar
3)Isol at es
Hav enof riendsseent obel onely.Hav enotchosenany oneand
hav enotbeenchosen
4)Fr inger
Borderl i
neofaccept anceaccept edornot .
5.Cl imber s
Gainaccept ancei sonegr oupbutwantt ogainaccept ancei na
soci allynamef avour edgr oup.
6.Negl ect ees
Neitherl ikednordi slikedv eryshyandwi thdraws.
Char act er i
st icsofl eader si nsoci algr oup
1.Hi ghsenseofsecur ity
2.Bet terov er allappear anceascompar ed2ot her se.gcl othing
(cleanl iness)
3.Popul aramongt hei rpeer s
4.Mat ur ei nt ermsofage
5.Adj ust edwel li
nt ermsofageper sonal i
tyandsoci al
level.
6.Hi ghl ev el ofper sonal dr i
v e
7.Per sonal war mt h
8.Cr eat iv e

COGNI TIVEDEVELOPMENT
Cogniti
on means recei
vi
ng,percei
vi
ng producti
ve and uti
li
zi
ng
i
nformation.
I
ti nvolv
es an enormous range ofment alacti
vi
tyr easoni
ng
i
maginingandinfor
mingmaterial
sofcogni
ti
oni.e
I deas
 Concept s
38
 I mages r eferred t o schemat a ment alpi ct
uret hat an
i
ndi v
idual forms.
COMPONENTSOFCOGNI TIVEDEVELOPMENT
Theor iesofcogni ti
vedev elopment
 JeanPi aget
 Jer omebr unner
 Luvv y gosky
Qui z
Descr i
be t he st ages of Jean Pi agets’t heor y of cogni ti
ve
dev elopment
Expl ainhowast udent ’scogni ti
vedev elopmentcanbeenhanced.
JeanPi aget sTheor y
(1896- 1980)cogni t
ioni scent r
altothet hinkingofani ndivi
duali.
e
l
ear ner sshoul dbegi v enchancet odi scov ert hroughexper i
ence
and mani pul ati
on ( pract i
cals)t her
ef orei ntell
igence i s a whole
syst em oft hei ndiv i
dual scogni ti
veadapt ationt ot heenv ir
onment .
Iti
nv olvesv ar i
ouspr ocesses.
a)Assi milation ki nd ofmar ching between t heal r
eadyexi sti
ng
struct ureandenv i
ronment
needsast heyar i
se.
b)Accumul ation-changi ngament al
speedt oi ncludear eward.
c)Equi l
ibr
at ion-abal ancet hatexistsbet weenassi mi l
ati
onand
accommodat ion
i.e.adj ustment .

cogni
ti
vedev el
opmentst agesbyj eanpiaget
1)Sensori
-mor torstage0- 2years
2)Pre-
operational stage2- 7years
I
ntot wo
a)I
ntuiti
v ephase4- 7years
b)Pre-concept ual phase4-7years
3.
Concr ete-operationalstage8-11years
4)Formal operat
ionst age12-16years

3)Sensorimotorstage0-
2years
Absence oflanguage,un co-or
dinat
ion r
efl
exes e.
g.sucki
ng;
gr
aspingi
sdivi
dedintothefol
l
owings.

Classif
yobj ect
showev erthethi
nki
ngi ssti
lll
ogicalandf ullof
contradi
ctions, i
ndivi
dual has not devel
oped t he abi l
ityt o
di
stinguishbetweenproblemsofcauseandeffectr
el at
ionships.
Exposedt oexperimentati
ondramati
cstor
iessothatt osustainhis
i
nterest
3)Concr eteoperati
onalstage8-
11years
39
 Indivi
duall
earnstobuildconceptsandideasthatexistsonl
y
i
nment alt
ermsf i
guresoutdi
ffer
encesandr el
ati
onship.
 Thi
nkingisfl
exibl
eandr ever
sibl
eorlogicalandsy stemati
c,
devel
opsegocentri
cimagecompar eandcont r
astthings
 Devel
opsabili
tytoconserveintermsofqual i
tyornumber s
ofobj
ects

4)For maloper ationalst age

Dealwi th abst ractt hings thinking i sl ogical,t hinking is also
hypotheticalacqui ressci enti
ficandpr obl em sol vi
ngski l
ls
Youneedt oexer cisewi thcarewhenpr esentingabst ractconcept s
givethem conceptwi t
hint heirabilit
iesal l
owdi scussi onsexpr ess
themselvesf reely.
Makest eacherbeawar eoft henat ureoft hinking pr ocessof
chil
drenatapar ticularmat ur
at i
onl evel.
Relevanceofpi agett heor y
o Emphasi sondr iveandmot i
vationsdur i
ngl earning.
o Pr ovi
desi nformat ionr elevanttocur ri
cul um planni nge. g.should
beinlinewi t
hl ear nerment al abili
tyandmat urationlevel
o Needt oemphasi sondi scov erylearni ng
o Emphasi sshoul dbeputonchi ldcent raleducat i
on
o Enablest eacher st o defi
neand ent erprisei ntel
li
gencesi na
pr
acticalway
o Emphasi soni mpor tanceofdr iv
esandmot ivati
oni nf iel
dof
l
earni
ng.

PERSONALI TYDEVELOPMENT
Totalor gani zationoft heindivi
dualady nami cor ganizationwi thi
n
thei ndi vi
dualpsy cho-phy sicalsystem thatdet erminehi suni que
adjust mentt ot he env ironment .Ther eby the psy cho-physical
systemsar ei nfluencedby
1)I ndi vi
dual ssel fconcept -waypeopl eper ceivet hemsel vest he
wayt heyar e.
2)Thei rtrait/qual i
tyofbehav i
oure.g.aggressi
ve.
3)Indi v i
dual ity-per sonalitypat t
ernofani ndi
vidualt hati sduet o
dif
fer encei n
per sonal ityt ypes f ori nstance sangui ne (quick and act ive)-
choler ic-indiv i
dual st hat
arest rongandeasi lyaroused
o Mel anchol ic-sadandpessi misti
c
o Phl egmat ic-slowpeopl einl i
fe
oI ti sei therpubl icofpr iv
ate
o Publ i
c-thaty ouot herobser ve
40
o Pr
ivat
e-fant
asi
esthatpeopl
emaynotbet oobserv
e/see.
oItencompassesindiv
idual
sphysi
calchateri
sti
ctemperament
,
i
ntel
li
gence,
moralval
uesandint
erest

Per si
st encei nper sonal it
y
o Endur ance/r ecur renceofcer tainper sonal it
yt rai tandt hati s
whyoptobser vest hatper sonal i
tyi st hei ndi vidualr elatively.
Dur inganduni queor gani zationt hati si nfluencedby :her edi ty
e.g.i nt erest ,ispassedov erf r
om par ents.
oI ndiv i
dual st raini ngt echni quest rainingasamet hodensur et hat
thei ndi vidual remai nr elativelyst abl ei ntermsofper sonality
o Par ent alv aluesper sonal i
tyt rai tst hatar ehi ghl yr einforcedby
par entt endt obest abl eov erper i
odoft ime
o Soci al env i
ronmenti nfluencee. g.v iol ence, aggressi on.
o Rol epl aye. g.t her ol ei ndividual sl ear nt oplayi nt hehome,i t
influencet hei rsel fconcepte. g.di rectingot her sdev elopment
learni ngper sonal ity
Per sonal it ychange
Alterat i
onst hatoccuri nt hei ndi vidualper sonalitydev elopment
thesechangesar enor mal lyoccasi onedby :
a)Onephy sical change, pronouncei on
b)Mat ur atione. g.st ableemot i
ons
c)Di st ur bancei nt hebr ain
d)I njur ies
e)Dr ugsof teni nf l
uencei ndiv i
dual sper sonal i
ty
f)Env ironment al changesaf fect si ndi vi
dual s
g)Soci al stat usandhencehat es
h)Soci al pressur e, thest r
ongert hedr i
vef or
i)Soci alaccept ancet hemor et hei ndi vi
duali sl i
kel ytodev elop
per sonal ityt rai tthatconf ormt oci allyappr ov edpat t
erns
j)I ncr easei nt hei ndiv i
dual ’scompet encel evelchangesi nt he
psy chomot ormor taski llshav eaf avourabl eef f
ectona
per son
k)Sel fconceptbecauseofsoci al recogni tionthati ncreasest he
indi v idual compet ence
l)I ncr easei nt hei ndi vidualscompet ence
m) Inf l
uence ofcounsel i
ng and gui dance i nt he sense t hat
psy chot her apy hel ps i ndi vidualdev elop f av ourable sel f
conceptas t heygai ni nsi ghti nt ot he cause oft heirun
fav our abl esel fconcept
Someoft hedet ermi nantofper sonal ityhast heirgr eatereff ecton
thecor eoft heper sonal itypat tern,t hesel fconceptandsomeof
thet raitsr elat edwi t ht hecor et hesedet er minanti ncl udes:
 Per sonsear li
erex per i
encee. g.chi ldhoodexper iencespl ayv ital
41
 rolei nthei ndivi
dualsper sonali
tydev elopmentasnot ed by
Sigmundf r
iend.
 Cul t
uralinfluencesithasbeensai dt haty oucant akechil
dren
from theircul t
ureawayf rom indiv
iduals.
Inf l
uenceofphy si
queandbui l
t–indiv i
dualsmor phologywhich
hasadi rectef fect
 Endomor phs–soci al,
chickyandpr oud
 Electormor phs-bonysl enderwi t
hdrawal .
 At t
racti
veness oft he indivi
duals soci alat t
it
udes ar e more
favourablet owardspeopl e who ar e char ged attract
ivethan
thosewhoar echargedhi ghl
yorat tracti
ve.
Int el
li
genceal sodeterminesper sonality.

MENTALLYRETARDEDI NDI VIDUALS

 Tendt obedul landt her eforedev elopunf avorablesel
fconcept s.
 Phy sicalcondi tions–r esponsi blef ort heheal thandphy sical
def ects of an i ndiv idualwhi ch i nl ong r un affectst heir
per sonal i
tiest heycanbeper ceiv edi nt ermsofmal nour i
shment
fataque t ined ar ev ery quar r
el,some di sease e.g chr onic
diseasesi rritati
ngphy sical env ironment s.
 Namesgi vent oi ndiv iduals–somei ndivi
dualsper sonal i
tyis
det ermi nedbyt hei rnames.
 Emot ionsal soinf l
uenceper sonal it
y .
 Unj ustifi
edemot ionalout bur stsi nfluencesot hertwoj udgest he
individual sasi mmat ur eandhencemaki nghi mt ober udeor
uncooper ative,successorf ai l
urei nl ife.
 Theper sonsel fconcepti si nfluencedbywhet herher egards
himsel fasbei ngsuccessf ullyorf ailure.Successmayi nfluence
onet obepr oud,der ivesel fsat isfact ioni ndependentlycheer ful
andhappywher easf ai l
uresi nfluencesonet obeunsaf eofhi s
abiliti
es, feel i
ngsordepr essed.
 Soci alaccept anceofani ndi viduali nf l
uenceshi m orhert o
dev elop soci al per sonal ityt raits e. g bei ng fri
endl y sel f
conf idenceandal sol eader shi pski lls.
I nfluence oft he schoolwhi ch encompasses t he emot i
onal
climat eoft hecl asse. gi fheal thypeopl earehappyandhar d
wor king,t eacher s pl ay i
ng t hei rr ole wel l,disci
pl i
ne t hey
admi nisteri faut hont ancei ndi vi
dual sar esai dbener vousand
fearego- cent ri
cl ackofr espectf oraut hor i
ty.
 Democr atic –happi ness and cor porati
on academi c
achi evementf astl earner s.
FAMI LYI NFLUENCE
Fi
rstsoci algr oupt hatt hechi ldi si dent i
fiedwi thandther eforehis
personal i
tyt raitsar ei ndeedshapedbyt hef amilybasedon
42
a)Trainingused
Disci
plinarytechni
quesusede. gdemocr aticauthor
itar
ianorego-
centri
c.
Socialeconomi cinf
luence- i
ndiv
idualsfrom poorhomesdev el
op
positi
veselfconcept,si
zeofthefamilyindivi
dualsfr
om lager
.
Personalit
yissomet i
mesuniqueandspeci ficitr
emainsstabletoa
l
argerext end.Itisenhancedthroughl earni
ngandacqui sit
ionof
experi
ence.

CLIFFORD
The component s of per sonal
i
ty i
ncl
ude t
he i
ndi
vi
dual
s’
mor phol
ogy/bodyst r
uct
ure.
1)theendomor phs
Ectormor phs
Mesomor phs

2)Thei ndividualphy siol

ogy
Thehear tbeat
Thei mpul ses
2)Thei ndividualsinterest
Thet endencyt obeat t
ractedtoothert
hings
3)At tit
udes
Posi ti
veornegat i
v e
4)Thei ndividualsneeds
Psychol ogical needs- aff
ecti
onl ov
e.
Phy sicalneeds- food, shel
terandwat er
.
Aptitude
Tendencyt oper f
orm atacer tainlev
elofexcell
ence.

TEMPERAMENT
React
ionst
opar
ti
cul
arsi
tuat
ions,
moody
,wi
thdr
awn

THEORI ESOFPERSONALI TYDEVELOPMENT

1)Traitappr oachbyal lport
2)Social l
earni
ngt heor y/observati
onandl earning
Al
bertBandur a
3)Psy chosoci altheor ybyEr i
cERI CKSON
4)Phenomenol ogi cal approachbyMasl ow
Thepsy chosocialtheor ybyEri
cEr i
ckson.
Heobser ved,
Theindi vidual
s’per sonal i
tydevel
opmenti st ohisinter
act
ionwi
th
thesoci ety,moresot hecaregiverse.g.parents.
Hecameupwi t
hst agesofper sonali
tydevelopment .
1.BASICTRUST/MI STRUST0- 2YEARS

43
 Ift hei ndi viduali snour i
shedhandl edwel landpr ot ected,hei s
boundt odev el opasenasenseofsecur i
tyandaf eelingoft r
ust .
Ifv i
sev ersami st r
ustdev elopsst ressedt hei mpor t
anceofwar m
relat i
onshi pdependi ngonhowachi l
dget sal ongt hechi ldei ther
relaxesandf et rust edori stenseandmi strustingofot her s
2)Theper i
odofaut onomyv s.shameanddoubt2- 4y ear st he
child st ar tst o expl or et he env ironmenti fhe i s gi v en t he
oppor tuni tyt o expose t he env ir
onment st hrough democr at i
c
condi ti
ons,t hen he dev elops a sense of i ndependence or
aut onomy ,ov er pr ot ect ive,r est ri
ct i
veandhar shpar ent i
ngst yles
mayl eadt odev elopmentofshameanddoubt( indi vidualt ri
est o
becomeani ndi v idual ifsor t, ev eni fhei shelplessbutnonet hel
ess
hei sseeki ng af eel ing ofbei ng asepar ateper son i fdeni ed
dev el opsshame/doubtandi fgiv enachancedev elopaf eel i
ngof
i
ndependenceal soaut onomy .
4)I ni t
iat i
v ev s.gui lt4- 6y ear s-Dependentonpar ent st hechi l
d
get sconf idencet o under takeposi tiveact ionsonhi sown.
Takecont roloft hei renv i
ronmentwi thlimi t st heyt aket he
ini t
iativet odev el opbehav iuor sandr uleoft hepr et endwor ker
e. g.pr etendapol ice.I ft herei snooppor tuni tyt ot aket he
ini t
iativehedev elopst hef eelingsofgui ltfathermakeupt heir
ownr ulesonhow t hiswor ki sdone.I fnotal lowedt hechi l
d
begi nst of eel gui ltyf orhav ingf ailed.
5)I ndust ryv s.i nf er iority6- 11y ear si ft
hei nitiativei ssuccessf ul,
thei ndi v i
dualwi l
lpr oduceact ions,orengagei nact i
ont hat
dev elopt heat tri
but eofi ndust ry.
Dev el opsal lkindofski llsandgetr ewar df orwhatt heyhav edone
childr en shoul d be encour aged/t o do mor e hence becomi ng
i
ndust ri
ous i fmodel ed r ewar ds t o notf orthcomi ng t hey f eel
i
nadequat ei nf er i
or .
Feel ingsofi nfer ioritydev elopwhenachi ldf ear st ounder taket he
task.
5)I dent i
fyv s.Rol eConf usi on( Adol escent12- 20y ear s)
Thekeyi ssuest hataf fectt hei ndividualsandi dent i
f i
edandr ole
reality .
Ther efor er oleconf usi onhamper sasenseofi dent it
y,ast age
wher eaadol escentwantt oknow whot heycov et heycomeup
wi t
hgr oupwhi cht heyi dent ifywi thandkeept hem sel ff reef rom
adul tsorout sider swher esomebehav ioursst rai tsear chi ngf or
solut ionsl iker eligi ous,v ocat ional andper sonali ssue,f ai l
uret o
dev el opast rongsenseofsel fr esul t
si nuncer tai ntyaboutwhat
onei ssupposedt odoandbeherr oleconf usion
6) I
nt imacyv s.isol ation20- 45y ears
Youngadul t
s
44
Est ablishesani nti
mat erelat i
onshi pwi thsomeoneoft heopposi t
e
sex.Fai luret oachi eveinti
macyl eadst of eeli
ngofi sol ati
on( start
s
i
n adul thood t i
me ofper manence ofr elat
ionship whi ch are
i
nt i
mat e, usual l
ywi thamemberofopposi tesexpr ovidesf eel
ingof
truesat isfactionbecausey ouar ei mpor tantt oatleastonespeci al
per sonmut ualr el
at i
onshipexi stswi t
houti ttherei sl oneli
ness
(hencei sol ati
on) .
7)Gener at i
v i
tyvs.st agnation45- 65y ears
Stageofmi ddleadul thood
Thei ndi viduali snotpr oduct iveandcr eativeact i
vit
iese. gav ery
effect ivet eacher ’
scounsel orift hei ndividualisnotpr oductiveat
thisst agehest agnat esandmov est oego- i
ntegrit
yv sdespai r
.
At t his st age somebody shoul d cont ri
bute somet hing v ery
i
mpor tantt ot hewor l
de.gf amilyj obgener ateorheorshest ands
stil
l psy chol ogicall
yandpr oducesnot hi
ngt husst agnat ion.
8)Egoi ntegr it
yv s.despair60andabov e
An i ndiv i
dualhas a wi de v iew orper cepti
on ofhi msel fhe
under standswhathehasdoneandwhathei s,thusasenseof
i
nt egr i
tyi fher egretsi nli
fehedev elops.
Att hisst agesomebodyshoul dacceptt hatendi sdespai rcomi ng
andl ifehasbeenawor t
hwhi leev entthatsel fegoi ntegr i
tyifhe
doesn’ tfeelt hisv i
ewst hatl if
ehasbeenmeani nglesshencebei ng
despai r.Integritycompl eti
onwhi ledespai rincompletes.

PSYCHOANALYTI CTHEORYBYS.FREUD
LEVELOFPERSONALI TY
a)Consci ousLev el
 Bei ngawar eofwhati sgoingon
b)Pr e-
consci ous/ subconscious
A l ev elt hatbl ock the unconscious experi
ence from
emer gingatt heconsciouslevel.
c)TheUnconsci ousLev el
 St oreideasandexper i
encest hathavebeenrepr
essed.
STRUCTUREOFPERSONALI TY
I d
 Ego
 SuperEgo
TheI d
Itistheunsoci alisedpar t.I
tisirr
ational,i
l
logi
calandoperateson
pleasurepr i
nci ples.
TheEgo
Dev el
opt hr
ought hepr ocessofsoci ali
zati
onisgov er
nedbyt he
reali
typr i
nciples.I tdelaysonwi t
hholdstheimmedi at
egrati
fi
cati
on.
Itisabitlogical andt oler
ant.
45
TheSuperEgo
Itcont r
olsbot hIdandt heEgo.I tdevel
opsasar esultoft he
societalinfl
uence,i
tsaper fect
ioni
standbecomesinternali
zed
andf ormspar toftheindivi
dualsandphil
osophyofl
if
e.Iti sthe
j
udicialbranchofpersonal
it
y

Thepsy chosexualst agesofper sonal itydev elopment

1.Hecameupwi thf ourst ages
 Or al stage
 Anal st age
 Phal icst age
 Lat encyst age
 Geni t al stage
2.Tr aitappr oacht heor ybyAl lpor tandB.Cat tel.
 At raiti sanychar act er i
st ict hatdi ff
er sf rom aper sont o
anot heri nar el ativelyper manentaggr essivenessi ntroverts
vsext rov er t
s,st abilityv s.i nst abili
ty.
 Thesoci al l
ear ningt heor ybyAber tBandur aandR.Wal ter.
I tcompr isesont hei mpor tanceofenv ir
onmentandsoci al
det ermi nant sofhumanbehav i
our .
 Behav iouri sar esul tofi nt er actionbet weenper sonaland
env i
ronmentv ar i
abl es.
3.Phenomenol ogicalAppr oach by Car lRodgerand Abr aham
Masl ow
 Thatt heonesemphasi sont hedev elopmentofsel fconcepti n
thedev el opmentandper sonal ity.
4.I
nt er personal Theor ybySul li
v an
 Per sonal i
tyi spur elyahy pot het icalent ity.Itcannotbei solated
inter per sonal si
tuat ion/ interact ions.
ther elev anceofper sonal i
t ytoar easofspeci ali
zation
1.Takes i nto consi derat ion t he i ndi v
idualdi ff
er ences when
deal i
ngwi thpeopl e.
2.Av oi dlabel i
ngi ndiv i
dual se. gaggr essiv e,depr essionbecausei t
tendst ooper ateasasel ff ulfill
mentpr ophecyi nt heirl
ikes.
3.Rei nfor cementi sv italint hel ear ningofbehav i
ouri nthesense
thatt her ei sneedgi ver ewar ds, appr ov ale. t.
c.
4.Ther eisneedt obegoodr olemodel fori mi tati
on.
5.Each i ndi vi
dualr equir es phy si ologicalneeds bef ore he can
effect i
vel ybenef itfrom t hepsy chol ogical need.
6.I ndi vidual s shoul d be gi ven f reedom ofchoi ce i n ordert o
dev elopasenseofi nitiat i
ve.
7.I ndi vidual s shoul d be gi v en mor er esponsi bil
ities forsel f
ev aluat ion.

46
EXCEPTI ONALDEVELOPMENT
Onewhodev otesf rom nor malorav eragei ndividualintermsof
ment al,phy sical,emot i
onalandsoci alcharact er
isti
csdi f
fer
sfrom
othersi nt erms ofl earning abi l
it
ies,soci albehav i
our,sensory
abil
iti
esandment al charact eri
stics.
CHARACTERI STI CSOFEXCEPTI ONALCHI LDREN
Categor iesofexcept i
onal chi l
dren
1.Intell
ect ual differences- super i
orori nferi
or
2.Communi cat i
ondi f
ference–goodcommuni cati
onski l
ls
3.Sensor ydi f
f erences–i tvisual perception
4.Behav i
oraldi fferences i e sociall
ymal adjusted oremot i
onal
di
st urbed.
5.Phy sical differencesi .
emobi lit
ypr obl
ems.
6.Mul ti
pl epr oblem I .edeaf , bl
ind,deadment allyretarded.
MENTALLYEXCEPTI ONAL
1.Gi f
tedandt alented
2.Ment all
yr etarded

Giftedandt alented
One who shows consi stentlyr emar kable per
formance in any
wor thwhilelineofendeav ouri .
eissuper i
orinsomeabilit
yorgroup
ofabi l
iti
es.
 Exhi bitsuper iorper f or
mancei nareasoft hei
rgif
tedness.
 They make enor mous cont ri
butions tot he welfare ofthe
i
ndi vi
dual andt hesoci etyatlarge.
 Di splayski ll
sandt alentsi nmusi canddr ama,soci
alleader
ship,
creativesci entifi
cexper iment ati
ons.
 Di splaysuper i
or it
ysenseofl ov eandbel ongi
ngs.
 Knowl edgeandunder standing.
 Requi r
eoppor tunitiest osat isfytheneedf orselfesteem and
selfconsi deration.
 Somehav ev eryl owTQ.
CHARACTERI STI CS OF INTELLECTUALLY
GIFTED/ ACCADEMI CALLY
Talentedper son
 Lar gev ocabular yint hinking
 Or i
ginal t
hinking
 Qui teinqui siti
veaskquest i
ons
 Lear nataf asterr ate
 Per form di ffi
cul tment altaskusegr eatdealofcommonsense
andpr acti
calski l
lssuchi ndiv i
dualsar ealwaysalert
,thi
nlyand
obser vant.
 Theyar eabl etot ell whatt heyhearandr ead.
47
 Ther eisnoneedf orv ot edr il
l.
I
naschoolsetup,t heacademi cal l
ygi ftedper sonsoneonl y2-3%
howev ert heyar enor mal negl ect edbecause: -
I
nabi lityt oi dent if
yt hem
Somepeopl et hinkt hatt heydon’ tr equirespeci alat tention
Fact or st hatcont ri
but et opoorper formancei ncl assbyt hegi f
ted
andt alent edpeopl e
1)Poorand bor ing cur ricul um so manysubj ectswhi ch are
i
r r
elev ant .
2)Hav emanydi sabi l
itiese. g.deaf ,phy sical,ment al
3)Par ent s l ack knowl edge and ski l
ls t o enhance t hei
r
dev elopment .
4)Subj ect edt ounr eal i
st icgoal setbyt heirpar ent s
5)Lacksuppor tf rom t hei rpeer s
6)I nadequat ef aci l
itiesi nschool tofast ertheirt alent s.
Progr amst hosear er elev antf ort hegi ft
edper sons
1)I nsomepl aceswehav esepar ateschool
2)Needt ohav eabi litygr oupi ngorcl asses
Thepr ogr am oughtt obeenchasedt oincludet hef ollowi ng
- Speci al assi gnment sr educeby
- Encour aget heset tingupofi ndependentpr oject ssot hatthe
enhancet hem onor gan
- Encour aget hem t opr epar er eportsandpar ticipat ei npanel
discussi on.
- Encour agei ndependentl ibr aryr eading
- Or gani ze f ield t ri
ps t o hel p t hem acqui ref i
rst hand
i
nf or mat ion
- Encour agedt opar ticipat ei nt heconst ructionalmodel sin
teachi ngandl ear ningr esour ces
- Encour age exper iment at i
ons and i ndependent r esearch
adv ent urous
- Al lowt hem t oor gani zeandengagei nco- cur ri
cul aract iv
iti
es
i
nt er msofgamespor t set c
MENTALRETARDEDNESS
Ment allyr et ardedi ndi v i
dual sexper iencecondi ti
onofi ncompl ete
dev elopmentofmi nd t hatexi sts bef or et he age of18 y ears
i
mpl i
cat ionof
- Conductt estoft hef lui dssur roundi ngt hef oet usscar p
- Ev al uat i
on – col l
ect ing i nformat i
on and usi ng t he
i
nf or mat ionf ordeci si onmaki ng.
2)Det ectionatt het imeofbi r
the. g.casesofmi crocephal yand
hydr ocephal ycan
bedet ect edsoonaf terbi rth
3)Tr ussi ngt hr ee-st or yoft hecausat i
onordev elopmentoft he
48
l
abourcondi ti
onof
themot herl ong, caecev i
a, bloodgr oupincompat ibil
i
ty
4)Acci dent s
5)Exposur et osomei nfect i
onse. g.STDS
6)Assessi ngt hei nt ellectual sf unct ioningoft heindividuali.e.1Q
testshel pcl ass
them i .e.embezzl egaugi ng
Behav ior al charact er istics
- Di spl ayl owpowerofabi lityi nunder standabst ractconcept s
(imagi nat ionconcept s)
- Pooratf ollowi ngsi mpl ev erbali nst
ruct i
onse. g.t oormov e
thingswoul dnot
- Lowi ntel
lect ual label dev elopment1Q
- Ther ear easofi nterestapt itudeandchoi cesar el i
mitede. g.
(menusame)
- Cr eat ivi
tyaspecti sal mostabsent
- Low abi l
ityi nt hear easofi magi nati
onev enr easoningor
thinki ng
Categor iesofment al lyr etardedper son
1)Mi ldl yr etarded
Has1Q–58–70educabl eupt oupperpr i
mar ylev eltheycan
adjustsoci all
yandbecamei ndependenti nsoci et
y.Hav epot enti
al
forpar tial ortot al par ticipationi nt heeconomy .
2)Moder atelyr etar ded
 1Q 40- 54poi nt s10% oft het ot alpopul ationoft hement al
ly
ret
ar dedhowev erat t
ainani ntellectuallevelsi milart othatof6
yearsol dchi ld.
 Appearcl umsy , mor torinco- ordi nat i
oni.elimbs.
 Dul l canbet rainedi nsteadofbei ngeducat ed.
 Rat eofl earningi sl ow
 Requi resomeconsi stedat t
ent ion

3.Severement alretardat i
on
 Forms3. 5ofment allyr etar
dedindivi
duals,i
ntel
l
ect
uallev
elis
similartothatoff oury earsoldchil
d.
 Exper i
encesev eremot orandspeechi neffi
ci
ent
 Unabl etomast erbasi cskill
se.g.dr essi
ngthemselv
es,feed
themsel ves.
 Theyar eneithertrainabl enoreducated.
4.Profoundment alretardat i
on
 1.5%oft hement all
yret ardedpeople.
 1Qbel ow25poi nts

49
I nt ellect ual lev el i
snotbet tert hant hatoft woy earsoldchild
 Hav eot hercompl icationl i
kephy sical defor miti
ese.g.deaf .
 Def ect sofcent ral ner voussy stem, sev erespeechdi sorders.
 Somear edeafwi thpoormot or.
 Coor dinat i
on
 Needcar e/super vision
 Needt obei nst i
tut ionalized( speci al places)
 Ment al r etar dedi ndi vidual si nKeny af r
om 1. 5mi l
li
on.
Criti
calt ypesofment alret ardat ion
1.Mongol ism
Shor tinst r
uct ure, smal lroundheads
2.Mi crocephal y
3.Hy dr ocephal y–bi gheadsf ull ofwat er
4.Mi crocephal y–bi gheads
Causesofment al ret ardat ion
1)I nf ect ionse. g.STDse. g.af fectexpect antmot hers
 Excessi v esmoki nganddr inking( intoxi cation)
 Ger manandmeni ngi ti
sdi seases
 Dr ugscandamaget hebr ainannual
 Mor ningsi cknessdr ugs
 Tr immer
 Acci dent s
 Compl icat ionsdur i
ngdel iver yi .
e.pr olongedl abor(Thr omo
/phy si cal i
nj ury
 Poornut riti
oncar ob
 Gr ossbr aindamage
 Chr omosomal abnor mal i
ti
esi .et urnerssy ndromes,Downs
syndr ome
 Gest ationaldi sor der si .e.caseofpr emat urebi r
thl ow birt
h
wei ght s
 Psy chosi s / psy chi atric di sor der s mani fested in cares of
schi zophr eni a–per sonbel ieft hathei sf ail
ing
 Env ironment alinf luencese. g.hi ghpov ertyl evels
 Fai lur et o sat isfy soci aland psy chol ogicalneeds of an
i
ndi v i
dual
 Ov ercr owdi ng
 Ri gidr ul escausepr essur ewhi chr esultst ost r
ess
 Hi ghpar ent al expect at i
ons
Prev ent ionmeasur es
1)Pr opercar ef orexpect antmot her sandchi l
dren
2)Emphasi songenet i
ccounsel ingandv oluntarybirt
hcont rol
egi nov er–age
3)Publ iceducat ionr elatedt ocausesandway sofpr eventi
ng

50
 ment alretardati
on
4)Medi calassistancet othoseaf fected/pati
ents
5)Speci aleducat ion and t raini
ng t hatemphasi zes on the
fol
lowing
a)Co-cur r
icularexper iences t o exper i
ences to enhance the
studentssoci alandemot ionaldev el
opment
b)Vocat ional adaptationfort r
ainableindivi
duals
c)Qual if
iedt eachersr equiredwhoar eequippedwi t
hknowl edge
andski l
lsinspeci aleducat i
on
d)Pr opergr ouping orcl assi f
icati
on oft he mentall
yr et
arded
chil
dren

INTELLECTUALDEVELOPMENT
Isthecapaci t
ytol earnandadj ustt
or el
ativ
elynewandchanging
condit
ions?
- Abili
tyt o lear n quickly how t o solve problems and
under st
and compl ex issues and general
ly behaveina
reasonableandpur posefulmanner
-I Qi smeasur edusingt heformulabelow
IQ=MAX100:
CA
Ifalearneris15y earsold,andhisIQIS100, whatisthemental
age?

Mental Age= 15x100:

100
Thust hemental agei s15
Classifi
cat
ionofi ntell
igenceont
hebasi
sofI
Qscor
es
Abov e145isageni us
130–145i sgif
ted
100–115i sabov eav erage
85–100i saverage
65-85isbelowav er age
50-65isaslowl ear ner
20-50issevereret ardati
on
Below20i sprofound

THEORIESOFI NTELLI
GENCE
a)Unit
arytheory
b)Anarchi
ctheory(
Thorndike)
c)Groupfactort
heor
y(Turnstone)

Cogni
ti
vetheor
iesofi
ntel
li
gence
1)Car
tel
sandHor nst
heory

51
Cat tel(1965)andHor n( 1978)dev elopat heoryofi ntell
i
gence
distinguishingbet weentwot ypesofintell
igence.
a)Fl uidintell
igence
Thi sisament al capaci
tyrequir
edforlearningandpr oblem solv
ing.
Itisdependentongenet icorbiol
ogicalfactorsnormallyusedwhen
i
ndi vidualisfaci ngneworst rangesituati
onsr equir
ingadapt at
ion,
compr ehension, probl
em solvi
ngandi dentify
ingrel
ationships
Itr eachesmat urit
yatt heendofadol escencest age.I tisthe
i
nt elli
gencewear ebornwith.

b)Cr ystalli
zedi ntell
igence
Thisisi nt ell
i
gencet hati slearntanddependsoneducat i
onand
i
ndi v
idual s’cul ture.Di splayed or mani fested int he gener al
knowl edgeofcur r
entaf fai
rs,endowmentinv ocabular
y,knowledge
ofcust oms and t r
adi t
ions,knowl edge ofkeepi ng records of
account set c
Itschar act er
ized byhi gh degr ee ofsocio-cult
uralexperiences,
Educat i
on, reasoni ngandi magi nati
on
2)Theor yofment alf uncti
oningbyJensenAr thur
Accor di
ng t ot hist heor y
,t he funct
ioni
ng ofa per son’s mind
dependsupont het ypeanddegr eeofint ell
i
genceoneposses.
Intel
li
gencei scomposedoft wot y
pes.
A.Associ at
eabi l
it
ies
Involvestheabi
li
tytoremember,repr
oduce,i
denti
fy,di
scri
minate,
synthesi
ze,assimil
atetransf
erand applyt he task measured
i
nclude,freere-
cal
.Itisdependentonbiologi
calormat urat
ional
fact
or.

B.Concept
ualabi
li
ti
es
Thisi nv ol
v es one’ s abi l
ityt o carr
y outhi gh ordert hi
nking,
reasoning,anal yzing,and capaci tyt o sol v
e problems. I tis
measur ed byt asks t hatinv ol
vet he use ofconbept ualabi l
it
y,
abstract r easoni ng, anal yti
cal and di vergent 4hinking. It’
s
dependentoni ndividu`l’
seducat i
onallevelandculture.I
tsr equir
ed
aspeopl ei nter
ac4wi thot hersinschoolorwi dersociety
.
2.Campi on’sandBr ownTheor y
Itwaspr oposedbyJoeCamt ionandAnnBr own(1979)Accor di
ng
tothistheor y,ani ndividual’
sintel
li
gencei scomposedof (twopar t
s
system:-
i
) Ar chitecturalsy stem (biol
ogical
)
These are systems that f
orm the ba3e of t
he indi
vi
dual
s
i
ntel
lect
ual(
f}ncdaoni
ng&Itincl
udebasi
cmentalabi
li
ti
essuchas

52
memory capaci
ty, rat
e ofloss ofmemor y and i
nformati
on
pr
ocessi
ngabil
it
ybasedonbi
ologi
calorinnat
efactor
s(inbor
n).
i
i) Executivesyst
em(envi
ronmental
)
Thissy stem isinfl
uencedbyt heenv ir
onmentanditwor ksasa
stor
e house ofknowl edge.Iti ncludes cogni
ti
ve abi
l
iti
es e.g.
ment alschemat aandCogni t
ivelearningstrat
egi
es.I
tistheabil
ity
toplan,ev al
uate,andregulat
elearning.Iti
sdependentontrai
ning,
cult
ure,educationandexper i
ence.

4.I nformat i
on pr ocessing theory of i ntell
igence by Robert
Sternberg.
Rober tStenbergwasanAmer i
canpsy chologi stwhoobservedthat
i
nf ormati
onpr ocessingasamanneri nwhi chaper sonproceedsto
per f
orm ament altaskorsol vethepr oblem f rom thetimehe
comesacr ossi t.Infor
mat i
on processingi nvolvesthefoll
owing
steps.
a)Encodi ng–i dentif
yinformat
ionrel
ev antint hemi nd.
b)I
nfer
ri
ng–concl
udei
nter
pret
ingt
hepr
obl
em t
hewayi
tis.
c)Mappi
ng –draws some r
elat
ionshi
p bet
ween cur
rent and
pr
evi
ousevent
s.
d)Appl
i
cat
ion-appl
i
est
hei
nfer
redr
elat
ionshi
p.
e)Rat
ional
–gi
vear
ati
onal
oft
hesol
uti
onoft
hepr
obl
em
f
)Response–possi
blesol
uti
ont
othepr
obl
em.
Heal sodev elopedat richicstr
uctureoft hetheoryofintell
i
gence
basedonsomesub- theor i
es.
A.Componentsubt heor y
Decides mai nly on the f uncti
oning and t heref
oreiti ncludes
knowl edgecogni tioncomponentandper formancecomponent .
B.Exper iment alsubtheor ycomponent s
Intel
li
gencer epresentst heabil
it
yoft heper sont odealwi t
hnew
tasks, pr
oblemsandsi tuationswithli
tt
leef f
ort.
C.Cont extualsubt heor y
Indivi
dual’s ment al act i
vit
y is di r
ected t owar ds purposive
adapt ati
on t o a sel ecti
on and shapi ng of t he r
eal wor ld
env i
ronmentr el
evancet ohisownl if
e.

5.GardnerMul
ti
plei
ntel
li
gence
Latest1983
53
Humani nt
ell
i
genceorcompet
encecanbebet
terdescr
ibedasa
setofaperson
mult
ipl
eabil
it
iest
alent
sandment
alski
l
lsr
elat
edt
oanumberof
domainsof
Knowl
edgei
napar
ti
cul
arcul
tur
alset
ti
ngt
ypesofi
ntel
l
igence.
a)Li
ngui
sti
cint
ell
i
gence
Responsiblef
orli
ngui
sti
cabil
i
tiesandt
alentr
eveal
edespeci
ali
n
teacher
s,lawy
eranddoctor
s.
b)l
ogi
cal
mat
hemat
ici
ntel
l
igence
Responsi
bleforal
lty
peofabi
l
iti
est
alent
sorevenski
ll
srel
atedto
l
ogicandmat hemati
cscommonamongmat hemati
cs,physi
ci
sts
andphil
osopher.

c)spat
ial
int
ell
i
gence
Abil
iti
esandskil
lsinvolv
ingther epr
esent
ati
onmanipul
ati
onof
specialconf
igur
ati
on and relat
ionshi
p-Ar
chi
tect
s,neur
ologi
cal
engineer
sandpaint
ers.
d)musi
cint
ell
i
gence
Abil
i
tiesandski
ll
sthatper
tai
ntomusi
cwher
ewel
ookatt
hings
l
ikerhyt
hm andpi
th.
e)i
ntr
o-per
sonal
int
ell
i
gence
Indi
vi
dual’
sabi
l
ityt
ounder
standhimintermsofcogni
ti
vest
rengt
h
andsize,
manif
esti
ngi
nthi
ngslikel
anguagemusic.
f
)int
er-
per
sonal
int
ell
i
gence
I
ndi
vidualt
ounder st
andot
herpeopl
ecommonamongt
eacher
s,
pol
i
tici
ans,
rel
i
gions.
g)Bodi
lyKi
nesthet
ic-i
ndi
vi
dual
’
sabi
l
iti
esandt
alent
sthatinvol
ve
theuseoft hebodyand it
spartcommon among dancers,
spor
tsmen.
Dev
elopmentoft
hei
ndi
vi
dual
sint
ell
i
gencecanbeat
tri
but
edt
o:
1)I
nfl
uenceofher
edi
ty-i
dent
icalt
winssi
mil
arI
Q e.
g.r
easoni
ng

54
 andcl
othi
ng.
2)Nat
ureofhomeenv
ironmentenough
3)Mul
ti
-medi
a,enoughr
esour
cest
oabl
etobeexposed.
4)Nat
ureofschool
sandassoci
atedf
aci
l
iti
es.
5)Sizeofheoft
hef
ami
l
y-l
argef
ami
l
ieshav
eat
endencyof
chil
dren.
6)Ordinalposi
ti
onsint
hefamil
y-l
aterbor
nchi
l
drenscor
elesser
I
Qt hanearli
erbor
nchi
ldr
en.
7)Educati
onbackgr
oundofthepar
ent
s-l
ow per
for
mer
swoul
d
producechi
l
drenwit
hlowI
Q.
8)Soci
aleconomic st
atus- bar
ing on heal
th condi
ti
on e.
g.
nutr
it
ional
lev
el
9)Phy
sical
andsoci
alsur
roundi
ngoft
hehome

I
NTELLI
GENCETESTS
Ar
etwocommonone
Bel
l
ebui
ntel
l
igence
Ver
balcompetence ofan indiv
idualwhi
ch i
nvolv
etest
ing on
compr
ehensi
on,vocabul
aryandarit
hmet
icr
easoni
ng.
6.StanfordBi netscal e
Wasusedt oi dent ifychi ldrent hatithasament all ev
elf or
approximat ingt heage( M. Aofani ndivi
dual)
IQ=M. A/C.AX100i tencompassest hef oll
owingareas
i
.v erbal reasoni ng
ii
.abst ractr easoni ng
iii
.shor tter m memor y
Usedt osel ectsui tabl ecandi datesf oradmi ssi
ont ospeci al
educat i
on pr ogr amsev en f orschol arshi
p and admi ssi
on t o
vocat i
onalpr ogr amsorj obs.
 Al sousedt ocl assi fyl earnersi nt er
msofav eragebel ow
average, gift
edoft al ent ed
 Assessmentf orpr omot ion
 Ar msabasi sf orgui danceandcounsel ingineducat i
onal,
vocati
onal andper sonal vi
sions.
 Usedt oenhancel ear ningpr ocessi ntermsofi denti
fyi
ng
55
 appr opr i
ate t eachi ng met hods, l ear ning act ivi
ties and
teachi ngaid.
 Appl iedint hear eaofr esearchi .
e.est ablishther elationship
bet weenment alcapaci tiesandage
 Used f ordi agnost i
cpur posesi nt ermsofi dentifyi
ng t he
gifted and ment allyr etarded i ndiv i
dual .How er e,t he
knowl edgeofi ndi
vidual lyIQcani mpactposi ti
v elyespeci all
y
ont hest udents(l iket oper form poor lyint el
li
gencet estcan
alsobemi susedbyt eacher sandpar entst hroughl abel i
ngof
student sbeadsonI Q( slowl earnertakel i
feser iously)
 Mi susedbyt hesoci etyl eadingt or acialdiscr i
minat ionor
ethni cit
yandsegr egat i
on.

CREATI VITY
Abilit
yoft heper sont ocr eatedi scov ersofpr oduceanewi deaor
object .Mayal soi nv olver e-shapi ngorr e-ar r
angementoft he
existingobj ect sbasedoni ndi vidualsonuni queski l
ls.
Ther efor eit’st hepoweroft hehumanmi ndt ocreat enewcont ents
/ideas/i nfor mat ion, hencei t’suni versal (notconf i
nedt oagi ven
i
ndi vidual inbor n/i nnat e-Godgi verornur tur ed.
I tinvolv espr oduci ngnewt hings/i deas
I tsadv ent ur ous, emphasi sondi vergentt hinking.
I tincludesego-i nvolv ement( individual t
akespr i
deinagi ve
creat i
on) .
 Cannotbesepar atedf r
om i ntelli
gence
 Cr eativi
t yandsoci abi l
ityar ev eryrel ated( maj ori
tyof
creat i
v ei ndi vidual are
 Cr eativi
t yandanxi etyar er elated( anxi etyt opusht odo
somet hing) .
THEORI ESOFCREATI VITY
TAYLOR
Dev elopedt hel ev el theor yofcr eativit
y,hencei texi stsatv ar
ious
l
ev els,inanascendi nghi erar chy ,
1)Expr essiv el ev el ofcr eativ i
ty
Ani ndi vidual doesn’ tnotr efer/maker ef erencet oor i
ginal
ity
2product ivecr eat i
v it
y
Indiv i
dual i
si nnov ativeatpr oduci ngt hings
7.i nvent ivecr eat i
v it
y
Emphasi sonnov el useofol dt hings( recy cl
ingol d)
4)I nnov ati
v e
Basedonhi ghl ydev elopedabst ractorconcept uali
zedski l
ls
i
ndi vidual cancomeupwi t
hanewi deaormodel
5)Emer gent i
v ecr eat ivi
ty

56
Rarel
yachi
eved/i
sthemostabst
ractl
evel
ofthi
nki
nginvolv
ing
devel
opi
ngassumpti
onst
hatformsthebasi
softheknowledgeof
Artandsci
ence.

PSYCHOANALYTI CTHEORYOFCREATI VITY

 Pr ofounderbySi gmund
 Per ceiv
edasameansoroppor tunityofreleasingthe
emot i
onal ener gyofkil
l
ingpeopl emaydi v
er tt
hatenergyto
beabucher man.Rapi stscomposel ovesongs.
 Cr eati
vityispr oductsofexpressionoft her epresseddesi
res
aresexual innat ure
ARI ET
Com up-t heor eti
calnoti
onsunder standingt hetheoryof
creati
v it
y.
1)Cr eativi
tyandment ali
ll
nessarepar all
eltooneanot her,
hasthe
eagert o
knowsomet hi
ng.
Iti
nvolvest r
ansf ormati
onofr eali
ty.
2)Tosayt hatacr eativeper
sonisment all
yil
l i
sgui l
tincorr
ect

CREATI VEPROCESS
Hast hef ollowingst age
1)Prepar ation
Thepr obl em isdef inedoranal y zed.
2)Incubat ion
Character i
zedbyabsenceofact ivit
y(thi
nki ngofapr obl
em
somebodydel i
ber atelytur nawayf r
om thepr oblem.
3)Il
luminat ion/inspi rati
on
Ther ei sasuddenappear anceofasol utiont oaproblem occurs
any ti
me/whent hei ndi vi
dual i
ssl eeping
8.rev i
sion/v erif
ication
Involvesdet er
mi ningt hesol utionorideat hatappearedt hr
ough
insighti sthecor rectoneornot .Theref oremodi fi
cati
onmaybe
under takent omaket hesol utionswor kabl e.Thereforecreati
ve
indivi
dual di
splayt hef oll
owi ngbehav ior al
i.Or i
gi nal i
nideasandexpr essions
i
i.Hi ghsenseofadv enture
i
i
i.Goodmemor yi .
e.gener al knowledge
i
v.Hi ghsensedegr eeofconcent rati
onand
ent husi asm.
v.I nvest igati
v eandcur i
ous
v
i.Makei ndependentdeci sions
vi
i.Fl uenti nexpr essionbasedondi vergentthought
57
 v
iii
.Takepri
deincreati
on
ix.Quit
etoler
antandrespectopi
nionsofother
.
x.Highsenseofselfr
espectandjust
ice.

TESTFORMEASURI NGCREATI VTY

Theyi nclude:
1.mi nnesot a
2.Remot eassoci ationt est
3.Gui l
for ddiv er gentt hinkingi nst r
ument
4.KoganWal lch
Tor rance-Amer icanpsy chol ogi stbasedonv er balandnon-
ver balact ivi
ties
Non- ver bal f
or msusedt ot esti ndivi
dual creativity
Figur al formsAandBpi cture/f igurecompl eti
ont est
I ndi vidual isaskedt ocompl et efi
gur esbyaddi nganew
di mensi onorl i
nesandgi vingasui tabl etitl
el i
net est.
 Useofsev eral pairofst rai
ghtl ines,wher et hei ndivi
duali
s
requi redt odr awpi ctures byuseofeachpai rand
ev ent ual l
ypr ovideat it
led.
VERBALFORM
Individual compet encei nt ermsofwor ds, thesubj ectissupposed
topr ov idewr itt
enr esponsest ot hequest ionsputt ohim.
Ex ampl es
a)Aski ngi ssupposedt of ullgapscapi tal cityofKeny ais-
--
--
--
--
--
--
--
-
---
---
b)Unusual usest y pes’ possesquest i
onst oest ablisht hediv
ergent
thinkingoft he
Subj ect s.E. g.whatar et heusesofmi cr ophoneapar tf
rom?
c)Unusual quest iont ype
Indiv i
dual issupposedt oanswer sunusual quest i
onsbasedon
apar ticul arpi cture
Orphot ogr aph.Whoamongt heseseem t obecr iminal?
iv.j ustsupposet ype
Thesubj ectisr equi redt opr edi ctoutcomesofunusual
situations: howwoul dy ou
Behav eify ouhadot herey esbackony ourhead?

STRATEGIESFORNURTURI NG/ENHANCI NGCREATI VITY

1.adequat ef
reedom toindiv
idual
/studentt
orespondto
situat
ions
2.Prov i
deopportuni
ti
esf ori
ndivi
dualt
oderi
vesati
sfact
ionby
identi
fywit
ht hoseproducts.
3.Needt oencouragethem toexpressthemsel
vesfreel
yasa
wayofr emov i
ngfear.
58
 4.instit
utionsmustsetmul ti
-mediaCent retoenhance
creat i
vi
tyi.
e.t heat re
5.Av oidconv ergentt hi
nking.
6.Av oidfrustrationl ear
ner sbysubj ect
ingthem to
aut hori
tari
anki ndof88888
 Goodr olemodel s
 Cur ri
cul um oughtt ober ef
or medbyunder standi
ng
areasoff lexibi
li
tyorigi
nali
tyanddi vergentt
hings.
 Wecan
TECHNI QUESFORPROMOTI ONe. g.brainstorming,useof
teachi
ngmodel s,rolepl ay
PSYCHOLOGI CALDI SORDERS

 Synonymousabnor
mal psychol
ogy
 Abnormal
it
yisdevi
ati
onf r
om theav
erage.

PERSPECTI VEOFABNORMALI TY
Medicalperspecti
vether outcour
seofabnormalbehavi
ouris
foundinphy si
calexaminationofapersoni
.e.hor
monal i
mbalance,
brai
ninjur
y.
PSYCHOANALYTI CPERSPECTI VE
Chil
drenconf l
i
ct/expressionsovert
heopposingwishesregar
ding
sexandaggr essi
on,
VARIOUSBEHAVI OURS

 Focusesonbehav iouri tselfasapr oblem

 Socialculturalperspect iveindividual nor
malorabnormal
behav i
ouri sshapedbyki ndoff amilygroupsoci
etyand
cult
ureinwhi chhel ives.
EXAMPLEOFABNORMALDI SORDERS
2)Anxiet
ydisor ders
Afeel
ingoftensi oninast r essful sit
uation
TYPEOFANXI ETY
a)Phobicint
ense/r ati
onal fearsofspeci f
icsit
uat
ionorobject
s
 Acr ophobia-fearofhi ghpl aces
 Gephy r
ophobi a-fearbr idges
 Ochl ophobia-f earcr owds
 Thannt ophobi a-f eardeat h
 Hy drophobia-f earwat er

b)Panicdisor
ders-anxi
etyrev
ealsit
selfi
naf
orm ofpani
cat
tack
i
.e.alotofsweat i
ng,Urgetouri
nate.
Geneticfact
orsandbehav ior
alfactor
s
SOMATOFORM DI SORDER
59
Psy chol ogi cal difficultyt hatt akesaphy sicalf
orm e.g.const ant
fearsofi l
lness.
Dissoci ativedi sor der s
Psy chol ogi cal disor derchar act erizedbysepar ati
onofcr it
ical
personal ityf acet sar enor mal lyint egr atede. g.pairofshoesand
glasses.
MOODDI SORDERS
Strongemot ional feelingt hatinter ferewi thindivi
dualsdai l
ylifee. g.
Mani ai ntensehappi ness/power .
Dipol ardi sor der -char act er i
zedbyper iodsofmani aand
depr essi on.
SCHI ZOPHRENI A
Individual ’semot i
onandper cept i
ondet riti
onschar acteri
zedby
unshakabl ebel iev er se.g.somebody .
Halluci nat ions-per ceiv enonexi stencet hingswi t
hdrawal .
PERSONALI TYDI SORDER
Ment al di sor der char act erized by i nfl
exibl
e mul ti adapt i
ve
personal ityt raitse. g.ant isoci alper sonal i
tydisorder.(Psychopat h)
i
ndi viduali sunabl et ot ol eratef rust rationscani njur
eot herpeopl e,
displaycr imi nal behav iorscausedbydeat hofpar entsorpov erty .
BORDERLI NEPERSONALI TYDI SORDER
Individual shav edi ffi
cul t
yi ndev elopi ngasecur esenseofwhot hey
are,unabl et o cont rolt heiranger ,engage i n sel fdistract i
ve
behav iors.
TREATMENTFORPSYCHOLOGI CALDI SORDERS
a)Behav ior al t
r eatmentappr oach
 Basedupont heuseofr einfor cement sorrewar dsinor dert o
cont rol a cer tain behav ior e. g. av ersive condi ti
oni ng
techni quehel ponewhoi sadr ugaddi ct
.
 Sy stemat ic desensi ti
zat i
on-i ntroduct i
on t he indivi
duali n
stepst oananxi et ypr ov okingst imul iuntilf
earisel i
minat ed.
 Oper antcondi t
ion.
b)psy cho- dy nami cappr oaches-onehasal otofconf li
ctindividual
dev elopsdef ensi v emechani sm t opr otectt i
mesel ffrom anxi et y
prov oki ngst imul ie.g.ident i
fy.

Cogniti
veappr oach
Helpt he individualt hi
nki
ng in mor e adaptiv
e way s ort
hink
rati
onall
yorlogi call
y.
Bio-medicaltreatment /t
herapy
 Drugther apye.g.useofdepressantse.g.vali
um
 Psycho-sur gery
Brainsurgerytor educesymptom ofment aldisor
ders.

60
Phy siologi caland psy chologicalneedsoft hef ood,compani on
needsoft hey out h.
ADOLESCENCE
Adol escence st ands outas a f asci nat ing int eresting and
challengi ngper i
odofhumananddev el opment .Itisaspanofy ear
between12y r
st o22y r
s
Cul t
ural ly
Iti sseen ast r
ansi tper i
od wi thi ndi vidualschangi ng f r
om
chil
dr ent oadul ts.Transi ti
oninpl i
est hef ol l
owi ng;
Ageatwhi chy oungpeopl earenol ongerchi ldr enbutar enot
yetgr ownup
i. I ndiv i
dual sar elookingt ot hef utur eofadul thoodwhi l
e
disregar dingt hepr esence
ii. Adol escencedon’ tacceptt heyar eint ransitionand
pref ertobecal l
edt eenager s
Aboutbi ol ogicalchangessi gnaltheendofchi l
dhoodandmar ks
theonsetofadol escence.Thesechangesr esul tinr apidgr owthin
being and wei ghti n bodi ly propor tions and at tainmentf r
om
adol escencet oy oungadul thoodi smar kedbysoci alandemot ion
changes.
Dev elopmentt askst hathav et obesat isfi
eddur i
ngadol escence
[Duroj ai
y e1776
At t
aini ngi ndi vi
dual it
y
Maki ngpr ogr esst owardsor gani zedper sonal i
typat t ern
Dev elopi ngaphy si
ologyofl if
e
Dev elopi ngaconceptofv aluesanddesi rablebehav ior
Achi ev i
ngapl acei nthesoci ety
Under standi ngper sonalasset sandi nabi li
ti
es
Est abl i
shi ngdeepper sonal rel
at ionshi pswi thindi vidualsof
bothsexes

61