Personality is dynamic and not
static Personality of each individual
is unique
“personality” is derived from
the Latin word “Persona
physical, emotional, mental, social, ethical and spiritual
make-up. personality means the
individual as seen by others.
CHARACTERISTICS OF PERSONALITY
1-Personality traits are developed
in each individual upto a stage
in life 2-Personality of each
individual is 3-uniquePersonality is dynamic and not static 4-Personality functions as a unified whole
5-Personality is the product of both heredity and environment 6-Personality is
through and through social 7-Personality is continually adjusting itself to
environment 8-In rare cases personality influences the environment 9-Personality
is always striving for certain ends: 10-Personality is self-consciousness
TRAIT THEORY OF PERSONALITY
G.W. Allport, R.B. Cattell and H.J. Eysenck are the chief
exponents of the trait
theory of personality.
Twelve Basic Traits
Sigmund’s Theory of Personality
Sigmund
Freud (1856-1939) was the founder of psychoanalysis His theory of
Psychoanalysis
Personality
is a three-tier system of Id, Ego and Super ego. The Id is totally
unconscious; Ego is partly conscious; and Super Ego
is totally conscious
Carl Jung (1875-1961)
Jung considered personality in terms of introversion and
extroversion concepts
which have become part of our
everyday speech.
DEVELOPMENT OF PERSONALITY
personality
could be developed.
These aspects include
self-concept,
motivation,
- Attractive
Physical and Environmental Conditions
2.
Sublimation of Innate Impulses
3.
Stimulus Variation by the Teacher
Some
of the common teacher behaviours in the classroom
which
fall under variation are:
(i)
Teacher movement
(ii)
Teacher gestures
(iii)
Changes in speech pattern
(iv)
Changes in sensory focus
(v)
Changes in postures.
4.
Reinforcement: Praise and Blame
pupil’s
response by the
use
of words like ‘Good’, ‘Fair’, ‘Excellent’, ‘Correct’, etc.
5.
Extrinsic Learning Rewards and Punishment
6.
Pleasure and Pain
7.
Attainable Goal
8.
Experience of Success
9.
Competition and Co-operation
10.
Knowledge of Progress
11.
Novelty
12.
Individual Differences of the Children
13.
Teaching Skills
motivating
students in
the
class. Commonly identified skills in the teaching-learning process may
be
listed as under:
(i)
Skill in introducing the topic.
(ii)
Skill in putting questions.
(iii)
Skill in dealing with pupil’s answers
(iv)
Skill in stimulus variations.
(v)
Skill in the use of blackboard or the chalkboard
(vi)
Skill in handling teaching aids and other equipments
(vii)
Skill in non-verbal cues
(viii)
Skill in reinforcement.
(ix)
Skill in the use of illustrations and examples.
(x)
Skill in the exposition of sub-matter.
(xi) Skill in explanation
(xii)
Skill in encouraging group discussion
(xiii)
Skill in planned repetition.
(xiv)
Skill in thawing out conclusions from students
(xv)
Skill in teacher liveliness
(xvi)
Skill in the closure of the lesson
(xvii)
Skill in using appropriate methods of teaching
14.
Teacher’s own Motivation and Interest in Teaching
new
approaches and methods of
teaching even the same subject-matter.
attitudes,
values
List of Values
1.
Truth
2.
Beauty
3.
Goodness
4.
Co-operation
Ways and Means of Inculcating of Values (Role of Education
These
means or mediums are as
given
below:
1.
Morning Assembly
2.
Compulsory Subject
view
the social moral, cultural and national values. It is possible through
the
subjects like History, Geography, Social Studies, Languages, Literature,
Art
and Music etc.
3.
Extension Lectures
4.
Declamation Contests
5.
Skits and Dramas
6.
Celebration of Birthdays
7.
Celebration of International Days
8.
Use of Mass-Media
9.
National Service Scheme
10.
Value Oriented Magazines
11.
Role of the Teacher
3.7 ROLE OF THE TEACHER IN THE PERSONALITY
• Attention: Following points deserve
mention:
• Discipline :
• Example :
• Fun :
• Inspiration :
• Love :
• Patience :
• Praise :
THINKING SKILLS
PIAGET’S THEORY
Two
basic components of adaptation are assimilation and accommodation.
• Sensory
motor stage: infants gradually learn that there is a
relationship
between
their actions and the external world. They discover that they can
manipulate
objects and produce effects.
• Preoperational
stage: In this stage infants acquire the ability to forms mental
images
of objects and events.
• Concrete
operations stage: The mastery of conservation marks the
beginning
of the stage of concrete operations.
• Formal
operations stage: In this stage children can think abstractly. They
become
capable of hypothetico-deductive reasoning-involves formulating
a
general theory and deducing specific hypotheses from it.
BRUNER’S THEORY
According
to Bruner one’s thought processes evolve as a result of maturation,
• Enactive
representation stage is characterized by the child’s representation
of
things and events in terms of motor responses and activities. His thought
processes
are represented through non verbal activities.
• Iconic
representation stage is characterized by the child’s representation of
things
and events in terms of sensory images or mental pictures.
• Symbolic
representation stage is characterized by the child’s representation
of
things and events in terms of words, symbols and other abstract
phenomena.
4.4.2. TYPES OF THINKING
This
session throws light on different types of thinking.
Convergent
thinking
Divergent
thinking
Abstract
thinking
Concrete
thinking
Reflective
Inductive
thinking .
Deductive
thinking
Logical
thinking
TOOLS OF THINKING
1. QUESTIONING
CONCEPTS
The
structure of Concepts involves:
• Sign
- word/symbol that names the concept
• Referents
- examples of the concept
• Properties
- qualities that all examples of the concept share in common.
MIND MAPS
the
seven principles of Super Memory:
Visualization,
Association, Making Things Outstanding, Imagination, Colour,
Rhythm,
and Holism. Mind maps are useful for note taking (listening), oral
presentation
(speaking) as well as writing
The
steps involved in mind mapping
• Draw
the topic at the centre.
• Add
the Sub-Headings.
• For
each Sub-Heading, Add the Main Points and Supporting Details.
• Use
your Imagination (pictures/images) to make it outstanding and
memorable.
DEVELOPMENT OF CRITICAL,
CONVERGENT, AND DIVERGENT THINKING
In
this era of technological advancement we are bombarded with different genres
of
information. To face global challenges and crises individuals must that have
the
capability
• to
think independently,
• to
relate,
• to
evaluate,
• to
question,
• to
analyse, and
• to
think creatively
4.5.1 CRITICAL THINKING
• Recognise
problems
• Find
workable means to meet those problems
• Gather
and marshal pertinent information
• Recognise
unstated assumptions and values
• Comprehend
and use language with accuracy, clarity and discrimination
• Interpret
data
• Appraise
evidence and evaluate statements
• Recognize
logical connections between statements
• Draw
warranted conclusions and generalizations
• Test
the conclusions and generalizations arrived at.
STAGES OF DEVELOPMENT OF CRITICAL
THINKING
The
6 stages involved in the development of critical thinking are as follows:
• Stage
One: The Unreflective Thinker (Individual is unaware of significant
problems
in thinking)
• Stage
Two: The Challenged Thinker (Individual is aware of problems in
thinking)
• Stage
Three: The Beginning Thinker (Individual try to improve but without
regular
practice)
• Stage
Four: The Practicing Thinker (Individual recognize the necessity of
regular
practice)
• Stage
Five: The Advanced Thinker (Individual advance in accordance with
practice)
• Stage
Six: The Master Thinker (skilled & insightful thinking becomes second
nature)
Development
of critical thinking takes place when one:
1)
accept the fact that there are serious problems in thinking and
2)
begin regular practice.
4.5.1.2. CHARACTERISTICS OF CRITICAL THINKERS
Sir
Francis Burton has noticed that the individuals who are regarded as critical
thinkers
are
• Inquisitive
• See
relationships as well as distinctions among things
• Ask
questions
• Reflect
• Consider
multiple points of view
• Support
their viewpoints and argues on the basis of evidence and reasons
• Capable
to judge the credibility of sources and make independent decisions
about
information
• Alert
to all deception.
4.5.3.1. METHODS THAT STIMULATE DIVERGENT
THINKING
• Brainstorming:
• Keeping
a Journal:
• Free
writing:
• Mind
or Subject Mapping
• Six
Thinking Hats:
4.5.3.2. STAGES OF CREATIVE THINKING
Graham
Wallas found Creative thinking proceeds
in
five stages.
• Stage
1-Preparation:
• Stage
2- Incubation:
• Stage
3-Illumination
• Stage
4-Evaluation:
• Stage
5-Revision:
4.5.3.3. CHARACTERISTICS OF CREATIVE THINKER
Individuals
who think creatively seem to have some personality features in
common.
Evidence obtained from objective and subjective tests indicates that
creative
people tend to have the following traits:
• They
prefer complexity and some degree of imbalance in phenomena
• They
are more complex psychodynamically and have greater personal scope
• They
are more independent in their judgements
• The
are more self assertive and dominant
• They
reject suppression as a mechanism for the control of impulse
4.6.3. SIX STEPS DECISION MAKING PROCESS
The
six step decision making process is a rational decision making process. It is
based
upon thinking about, comparing and evaluating various alternatives. The
steps
are as follows:
• define
the situation and the desired outcome
• research
and identify options
• compare
and contrast each alternative and its consequences
• make
a decision or choose an alternative
• design
and implement an action plan
• evaluate
results
5.2.2. FACTORS AFFECTING THE SELF CONCEPT
There
are many factors that affect the development of self concept. They are the
following:
1.
Physical condition:
2.
Body build:.
3.
Names and nicknames:
4.
School environment
5.
Social acceptance:
6.
Success or failures:
7.
Gender:
8.
Intelligence:
9.
Other factors:
5.3 DEVELOPMENT OF VALUES IN CHILDREN
A
German Philosopher Friedrich Nietzsche first used the term ‘Values’ in 1880
to
denote moral beliefs and attitudes that were personal and subjectiveThese
values
are made up of “do’s” and “don’ts” or “right” and “wrongs.” There are
many
categories of values. They are the following:
_ Personal
values
_ Social
values
_ Moral
values
_ Spiritual
values
_ Cultural
values
_ Universal
values.
5.4.2 COMPONENT OF ATTITUDE
Components
are reflected in behaviour. Behaviour has three components, that is
the
cognitive component or element that consists of knowledge and beliefs. 1.
Our
attitude depends on knowledge, which is logical and rational. 2. Second
component
of attitude is the feeling element. 3. Behaviour or act is the third component
of attitude.
This
enables others to infer the feelings and understanding of others.
5.4.3 DEVELOPMENT OF ATTITUDE IN CHILDREN
Attitude
of children develop at home first and then from school and the peer
group
to which they belong. Children are also associated with groups such as a family
group,
the peer group, religious, ethnic, cultural and class groups. The primary
5.4.5 FIVE EFFECTIVE TEACHER ATTITUDE
First
Attitude: Demonstrating Caring and Kindness
Second
Attitude: Sharing Responsibility
Third
Attitude: Sensitively Accepting Diversity
Fourth
Attitude: Fostering Individualized Instruction
Fifth
Attitude: Encouraging Creativity
5.5.2 IMPORTANCE OF PERCEPTION IN A
DEVELOPING CHILD
Perception
has been recognized as highly important for a wide range of factors
important
for the developing child include
the
following:
_ Socialization
_ Acquisition
of knowledge
_ Acquisition
of language
_ Emotional
response
_ Memory
_ Self-preservation
_ Hand-eye
co-ordination
_ Sense
of self-awareness
6.2 CONCEPT AND NATURE OF CREATIVITY
When
Gauss was
asked
to find the sum of 1 to 100, the teacher thought he would take lot of time,
but
Gauss the young boy stood up after sometime with the answer. The teacher
was
surprised. The answer was like this. Keep out 50 and 100 separately, 1&99
becomes
100, 2&98 becomes 100 like this he found the pairs of numbers which
makes
100 and multiplied no. of such pains with 100 and then added 50& 100 to
obtained
product to find sum of 1 to 100.
Types of creativity
In
general, creativity is of two types:
(a)
Verbal creativity, and (b) Non- verbal
creativity.
Writing poems, stories, novels,etc come under verbal creativity. Even
cutting
jokes and writing HyKupoems are of this type. Painting, sketching
sculpture
work , caricature, collage, rangoli can be expressions of creativity.
Creating
animal forms out of vegetables, using a gadget in an altogether different
place
come under non-verbal category.
Verbal
creativity- Expressing ideas, thoughts in spoken languages, in different
languages
& in different intonation, singing, composing music, playing
instruments,
narrating stories in different form, advertising film, documentary,
can
be put in verbal creativity category while expressing ideas, thoughts in 2
& 3
dimensional
form like, sculpture, painting, gardening, Bonsai, Neck Chand’s
rock
garden, abstract sculpture, statue, drama, dance, monologue, folk dance,
folk
lore, architectural activity like Effil Tower, KutubMinar, TajMahal, Lotus
Temple.
Various types of designing like fashion and furniture, car, machinery,
computer,
mobile etc. can be put in non-verbal category.
Check
Your Progress 1
6.3 STEPS IN CREATIVE THINKING
Creativity
is not an inborn ability. All creative products have seen the light of the
day,
because people have thought systematically and worked on them. They
Most
of us have heard aboutArchimedes’s crying out Eureka, Eureka and
running
out in the streets of Athenes.
The
steps involved in the creative thinking are the following:
(a)
Preparation:
(b)
Concentrated attention:
(c)
Withdrawal from the problem (
(d)
Flash
(e)
Verification:
Edison
was dismissed from the school Einstein was lagging behind in
Science
and Mathematics; Keats, Shelley, Edgar Rice Burroughs were
committing
spelling mistakes; James Watt was called “Lazy Bugger”. But
these
people have made our life livable. Thank those people in your heart
silently,
who have struggled against the society or system, like Marie Curie,
Henry
Cavendish, Rabindranath Tagore and many more.
Four
important factors have been identified by psychologists that influence
creativity.
They are called 4 P’s
a.
Creative product approach.
b.
Creative process approach
c.
Creative person approach
d.
Creative situational approach or press.
Check
Your Progress 2
6.4.1 BRAIN STORMING
This
technique was developed by Alex Osborn. As a psychologist, he had studied
the
way people think. Most of us evaluate our thinking immediately much before
the
idea is born. We abort them, thinking about what would others say on this
point,
may be your mother, father, brothers, sisters, colleagues or the boss, etc.
Hence,
Osborn divided the thinking into two stages : a) Ideation stage and b)
Evaluation
stage.
6.4.3 INSTRUCTIONAL MATERIALS TO FOSTER
CREATIVITY
Many
researchers and creativity psychologists have developed a number of
instructional
materials. Covington, Crutch field, Torrance, In India Nirpharake, Deshmukh,
SubramaniaPillai, Bhaskara,
Jerial
and others have worked to foster the creative thinking abilities of students.
a.
Puzzle solving: Edison according to his son Charles was very fond
of solving
puzzlesPeter
Pauper and others
have
written books on puzzles. “Amar Leelavathi” by Bhaskaracharya is a
collection
of a number of puzzles in Indian situation. You may recall Isac
Asimov’s
page in “Illustrated weekly of India” here.
b.
Riddle solving: Alexander, the great, invited Indian Rishie to the contest of
riddle
construction and riddle solving
c.
Divergent thinking questions:
d.
Mystery plots:
e.
Consequences situations:
f.
Story writing:
g.
Poem writing:
h.
Riddle construction
6.4.5 QUESTIONING
Teachers
and researchers have developed a number of types of questions, which
can
be used to foster the creativity.
1.
Redefining Questions: In this type of question, children are asked to redefine
an
object, animal, person or event.
2.
Consequences questions
3.
Hypothetical questions:-
4.
Provocative questions:
5.
Questions seeking new relationships:
6.
Divergent questions:
7.
Challenging assumptions questions:
8.
Future problem solving questions:-
6.4.6 SOME MORE ACTIVITIES
Following
activities have been takenfrom various sourcesand these can be used
to
foster creativity among children. They are the following:
1.
Sensitivity Training:
2.
Observation: 3. Classification:
4.
Alliteration:
5
Multiple uses
6.
Imaginary story telling:
7.
Invention:
Check
Your Progress 3
6.7 ASSESSMENT OF CREATIVITY
Guilford
and Torrance were the first psychologists to assess creativity. They found
that
many abilities put together form creativity. They are
1.
Fluency: The ability to think of a large number of responses.
2.
Flexibility: The ability to think of different types of responses.
3.
Originality: The ability to think in a clever and uncommon manner.
4.
Inquisitiveness: The ability to raise a number a questions out of curiosity.
5.
Persistency: The ability to continue with the problem, even though you are
failing
long.
6.
Elaboration: The ability to add details to the given situation or problem at
Testing
Techniques: Torrance tests of creative thinking have been
developed on
the
abilities given earlier. Guilford’s tests are on “Structure of the Intellect”
model.
In India Baqer Mehdi and B.K.Passi were the first to develop creativity
tests.
PassiTests of Creativity have the following sub-tests.
a.
Seeing Problems test: This test has 4 questions and students are asked to
write
the defects and problems of a postcard, chappel and the like.
b.
Unusual uses test: This test has 2 questions where students are asked to
write
usual and unusual uses of a piece of cloth, a bottle.
c.
Consequences test: In this test
e.
Persistency test
f.
Elaboration test:
Check
Your Progress 4
NEED AND IMPORTANCE OF INCLUSIVE
EDUCATION
It
is the right of every child to get education. The society needs variety of
people
for
the progress of humanity. Inclusive education becomes important to fulfill
this.
Let us observe the need for inclusive education from different angles.
Human Rights
• All
children have the right to learn together.
• No
one can discriminate children because of their learning ability and social,
economical,
cultural and family background.
Social
• All
children develop relationships with variety of people around them and
this
prepares them for life in the mainstream.
• Inclusion
has the potential to reduce fear and build friendship
• Mutual
respect, understanding and compassion increases among the fellow
individuals.
Psychological
• Development
of safe and secure feeling in the group
• Confidence
in the individual ability among the diversity
•
It encourages children to stay with their families and communities
•
The school atmosphere can improve to the benefit of all the learners
•
The practice can help overcome discrimination which is widespread in every
sphere
of society
Integration
The
term integration was used to describe the participation of children with
disabilities
in the educational programme existing for the children without
disabilities
Difference between Inclusive education and integrated education
Integration
is the process of accommodating children and young people with
disabilities
into mainstream schools. The emphasis within integration is to ‘fit’
the
child into the system.
No
doubt integration prepared us for the implementation of inclusion.
Table –Difference between integrated and inclusive education
Integrated education
Inclusive education
7.3.3 INFRASTRUCTURE
7.3.4 AVAILABILITY OF RESOURCES
Our
schools have not yet explored the availability of resources to support children
Clinical
psychologists, social workers, audiologists, speech language
pathologists,
physiotherapists, occupational therapists are required to help in the
process
of education of some of the children. But we have limited people working
in
the field. Getting expertise to schools is a remote chance especially in rural
areas.
“Alone
we do so little, together we do so much” — Helen Keller
7.3.5 EVALUATION SYSTEM
Every
one is a genius. But if you judge afish on its ability to climb the tree, it
will
live
its whole life believing that it is stupid. – Albert Einstein
Children
with disabilities
a.
Children having cognitive and / or learning disabilities –
b.
Children with social, emotional and behavioral disorders –
c.
Problem with language and communication –
d.
Sensory impairment –
e.
Physical deviations –
f.
Health problems
7.5.4 CHILDREN WHO ARE GIFTED AND CREATIVE
Children
sometimes have special talents in areas like sports, music, dance and
art.
The special ability could also be in academic areas like science, maths or
language.
They feel dull inside a classroom as our education system does not
facilitate
talent in any way
UNIT 8 CONCEPT OF CWSN
Definition
ofDisability: According to WHO the term disability should be
changed
to
difficulties –difficulty in seeing, listening, communication, moving, learning,
Impairment,
Disability
8.2.1 COGNITIVE DISABILITY
a)
Meaning: Currently Cognitive disability is used to replace
the old terms
mental
retardation , mentally handicapped ., The change in terminology is
to
remove the effect of labeling or stigma associated with words such as
‘handicapped’
or ‘disabled’ .
A
mentally challenged child’s IQ is also less than average.
b)
Causes :Someof the important and known causes of cognitive
disabilities
can
be
a.
Infections and intoxication (For ex rubella, syphilis, encephalitis,
meningitis)
b.
Trauma and physical agent (for ex accidents, before during and after
birth,
anoxia)
c.
Metabolism and nutrition (for ex phenyl ketoneuria )
d.
Gross brain disease ( such as tumours)
e.
Prenatal influence ( for ex hydrodphalus, micro cephalus)
f.
Chromosomal abnormality ( such as Down’s Syndrome)
g.
Psychiatric disorders (seldom cited as a cause till today)
c)
Factors that are Influenced due to Cognitive Impairment:A
child with
a
cognitive disability may have memory problems, awareness problems,
difficulty
in problem solving, language difficulties which cause difficulties
in
understanding and/or expression of written and /or spoken language.
8.2.2 HEARING AND SPEECH IMPAIRMENT
a)
Meaning: Hearing impairment means any degree and type of
auditory
disorder,
while deafness means an extreme inability to discriminate
conversational
speech through the ear.
cochlea
b)
Causes:
The
main causes of deafness are heredity, accident and illness. In about
50%
of all cases of deafness, genetic factors/heredity are probable cause of
deafness.
Environmental factors (accidents, illness, auto toxic drugs, etc.)
c)
Factors that are Influenced due to Hearing Impairment:
A
Hearing Impaired child (mainly who suffers from severe to
profoundhearing
loss) needs to spend considerable time on learning
languageand
speech as communication skills that will help him to
gaineducation
and develop social skills.
8.2.3 SPEECH IMPAIRMENT
a)
Meaning : Speech Impairment may range from problems with
expression
or
voice strength to complete voicelessness, chronic hoarseness, stuttering
or
stammering.
b)
Causes :
Delayed
Speech: A number of conditions- Mental Retardation hearing
Impairment
and behavioral disorders may cause delayed speech.Cleft Palate:
c)
Factors that are Influenced due to Hearing Impairment:Suffering
from
a
speech disorder can have negative social effects, especially among young
children.
8.2.4 VISUAL IMPAIRMENT
a)
Meaning: Visual impairment for children with poor vision,
to children who
can
see light but no shapes, to children who have no perception of light at
all
b)
Causes :Major causes of visual impairment are:
1.
Vitamin A deficiency
2.
during pregnancy
3.
Pre maturity
4.
surgery.
5.
Glaucoma-
8.2.5 LOCOMOTOR
IMPAIRMENT
a) Meaning
Locomotor
Impaired children are one of the categories of special needs children
and
essentially members of society, like others.
b) Causes :
Arthritis.
Cerebral
Palsy (CP).
Spinal
Cord Injury.
Head
Injury (cerebral trauma).
Muscular
Dystrophy (MD). Muscular dystrophy is a group of hereditary
diseases
causing
progressive muscular weakness, loss of muscular control, contractions
and
difficulty in walking, breathing, reaching, and use of hands involving strength.
8.2.6 MULTIPLE IMPAIRMENTS
a)
Meaning : It is common to find that whatever caused a single
type of
impairment
also caused others.
b)
Causes There are many social, environmental and physical
causes of
multiple
disorders, although for some a definitive cause may never be
determined.
8.2.7 LEARNING DISABILITY
a)
Meaning : Learning disability is any one of a diverse group
of conditions,
believed
to be of neurological origin, that cause significant difficulties in
perceiving
and /or processing auditory, visual or spatial information, or any
combination
of these information forms.
Check
your progress: 1
The
need for Early Childhood Care and Development is recognized by both
Impairment Symptoms
• equality before the law without discrimination
• right to life, liberty and security of the person
• equal recognition before the law and legal capacity
• freedom from torture
• freedom from exploitation, violence and abuse
• right to respect physical and mental integrity
• freedom of movement and nationality
• right to live in the community
• freedom of expression and opinion
• respect for privacy
• respect for home and the family
• right to education
• right to health
• right to work
• right to an adequate standard of living
• right to participate in political and public life
• right to participate in cultural life
8.6 ANSWER TO CHECK YOUR PROGRESS
Check
your progress 1
Check
your Progress 2
1)
UNCRPD United Nations Convention on the Rights of Persons with
Disabilities
2)
PWD Act Persons with Disability Act
3)
Central Defense
4)
Concurrent : Health
5)
State : Disability
UNIT 10 DEVELOPMENT OF ADOPTIVE
Structure
These
include Reading, writing
and
arithmetic (3 Rs).
Cerebral
palsy is caused due to malfunctioning of brain. As age
advances the
person
might have motor and spasticity( tightness of muscle) problem.
• Special educator
• Physiotherapist
• Occupational therapist
• Psychologists
• Social workers
• Family members
• Teacher should choose a learning task
• It has to be stated in behavioral terms
• Teaching a skill by cutting down the main task into
simpler ones
• Teaching step by step
• Other name for this ‘shaping’
• Each step is reinforced
• Acquiring first step will motivate the pupil to
acquire second one
• Structural lesson presentation
11.2 CONCEPT OF GENDER
SEX
GENDER
Biological
construct Socio-cultural construct
Nature
made Society made
Gender
exclusive word Gender inclusive word
Congressman
Manpower
Landlord Housewife
Postman
Sportsman
Chairman
Man
made
Cleaning
lady
Working
men
National
Policy on Education (NPE) formulated in 1986 and revised with Plan
of
Action in 1992..
The
National Policy for Empowerment of Women formulated in 2001
defined
some
of key areas for action in women’s education such as Equal access, special
measures
to eliminate discrimination,. The programme launched in 2003 as a component
of
SarvashikshaAbiyaan (SSA) mainly in educationally backward blocks, where
the
level of rural female literacy is less than the national average and the gender
gap
is above the national average. The programme covered 3272 blocks in 24
states.
-
Gender sensitization of teachers
-
Developing gender sensitive learning materials
-
Provision for need based incentives like escorts, stationary…. So on
-
Provision for additional classrooms
-
Remedial teaching for slow learners
-
Vocational trainings to girls
-
ECCE (child care centers) as support structure
-
Building community support and cooperation for the women’s education
by
organizing monthly coordination meeting in Village level School
Development
and Monitoring Committees (SDMC), parent teachers
association
(PTA) meeting and mother’s teacher association (MTA)
meetings.
Kasturbha Gandhi BalikaVidyalaya.(KGBV)
This
is another intervention of Government of India in bridging the gender gap
in
primary education. The programme launched in 2004 under SSA in
educationally
backward blocks where female literacy rate is less than national
average
and gender gap is more than national average.KGBVs are residential
schools
with the capacity of 100 girls especially SC/ST and minority groups..
MahilaSamakhya (MS):
NPE,
1986 is a land mark in the field of women’s and girl’s education. It
recognized
that enhancing infrastructure alone will not redress the gender disparity.
The
removal of women’s illiteracy and constraints inhibiting their access to
elementary
education is also very important. Government has made several
provisions
for girl’s education with special support services. NPEGEL and KGBVs in
its
working area.
Ten
core areas are
identified
to develop life skills. They are as follows
• Problem
solving
• Critical
thinking
• Effective
communication skills
• Decision
making
• Creative
thinking
• Interpersonal
relationship skills
• Self
awareness building skills
• Empathy
&
• Coping
with stress and emotions
