2. SEQUENCE
Character
Child Development
Developmental Psychology
(Fundamental Issues)
Sequence Of Development
Parental Attetude
Socialization in the Nursery School
Teacher’s Role
2
3. CHARACTER
Chambers 21st Century Dictionary
•The combination of qualities that
makes up a person’s nature or
personality
•The combination of qualities that
typifies anything
•Strong admirable qualities such as
determination, courage honesty etc.
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4. CURRENT SCENARIO
Low Literacy Rate
Efforts To Raise Literacy Rate
Considered To Be The Responsibility Of
Parents
Child- Bent Under Weight Of ever
Increasing Books-Left Open To Other
Influences-Peer Groups, Dish Antenae-
Pernicious Literature.
Prime Aim Of Education Lost Sight Of
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5. CHARACTER BUILDING
Character-building should be the most
important component of any effective
system of education, for without character
training, academic excellence and
competencies in skills, more often than not,
turn out to be counter productive and
eventually do more harm than good both to
the individual and the society at large.
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6. CHARACTER IS NOT A
MATTER OF KNOWLEDGE
Itis mostly an out-put of
motivation, of inspiration,
which comes from role models,
from environment and the
cultural norms
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7. CHARACTER IS CAUGHT
NOT TAUGHT
To foster Character-Building, the
greatest role is played by the role
models and especially for the school
going children the teacher is a most
effective role model whose own
character directly, though
unconsciously, affects the children
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8. CHILD DEVELOPMENT
The teacher needs to have an understanding of
The fundamental and general principles of
child development
How to apply this knowledge to the
individual child and so make appropriate
decisions about teaching strategies in order
to meet the child’s needs.
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9. DEVELOPMENTAL
PSYCHOLOGY
FUNDAMENTAL ISSUES
Environmental (Nurture) Vs Biological (Nature)
Passive Vs Active nature of the child
Continuity Vs Discontinuity of development
Stability of change of behavior over a period of
time
Consistent or inconsistent behavior in different
situation
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10. ENVRONMETNAL
VS BIOLOGICAL
Whether environmental conditions or
genetic inheritance have the most influence
on development
Born with a genetic inheritance which is a
mixture of our parents’ genes-which is
called a genotype.
What we become is due entirely to
environmental conditions
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11. ENVRONMETNAL
VS BIOLOGICAL
Both extremes can be challenged
Both variables contribute to
development
The behavior is the product of both
biological and environmental
determinants and what we actually
become is called a phenotype
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12. The Phenotype is
the product of
The genotype
Environmental influences,
and
The interaction between
the genotype and the
environment
12
13. Montessori is in line with modern
psychologists who acknowledge
the influence of both nature and
nurture. She writes about the
“inherited characteristics” and
“pre-determined patterns of
behavior”, but she also advocates
the very strong influence of
environmental conditions
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14. PASSIVE VS ACTIVE
NATURE OF THE CHILD
CHILD AS PASSIVE- advocate
that children enter the world ready
to absorb whatever knowledge they
encounter in the environment. The
resulting teaching method is a
carefully structured learning
environment
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15. PASSIVE VS ACTIVE
NATURE OF THE CHILD
CHILD AS ACTIVE- assume
that they learn best if they are
permitted to explore and select
their own activities. The resulting
teaching approach is a relatively
unstructured learning environment
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16. Montessori recognize the passive
nature of the child and maintain they
pass through a period of absorbing
from the environment and so she
attaches great importance to the
prepared environment. At the same
time she recognizes the strong active
nature of the child., allowing children
the freedom to select their own
activities spontaneously.
16
17. CONTINUITY VS
DISCONTINUITY
Development as continuous
Development as discontinuous or
happening in stages
All psychologists agree that some changes
occur continuously
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18. Maria Montessori says children go
through the following stages
A- Absorbent Mind
B-Childhood
C-Adolescence
Montessori is more in line with the
discontinuous school of thought in that
she describes the above, qualitatively
different, stages of development
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19. STABILITY OF
CHILDREN BEHAVIOUR
Montessori held the view that children were
born with either a strong or a weak will and ,
depending on the quality of early handling
and environmental conditions, characteristics
such as aggression, appeared. She maintained
that it was possible to normalize children
between the ages of 3 and 6 years and bring
about changes in their behavior.
Continue
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20. If this was achieved by the age of six for
example, a child became less aggressive
and this would be maintained between the
stable periods from 6 to 12. However at 12
years, she believed, there is a kind of rebirth
and the former behavior could reappear if
the environmental conditions became
unsatisfactory again. Thus, Montessori saw
behavior in children as being relatively
stable in that characteristics could reappear,
but these were very much related to
environmental interaction.
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21. CONSISTENT OR
INCONSISTENT BEHAVIOUR
IN DIFFERENT SITUATION
Those psychologists that favor the ‘nature’
interpretation of child development tend to
believe behavior is consistent and those
that favor the ‘nurture’ interpretation tend
th say that environmental conditions have
an influence on behavior and that it can be
inconsistent
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22. SEQUENCES OF
DEVELOPMENT
In 18 Months
Month 12 Months
s 9 Months
6 Months
3 Months
4-6 Weeks
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24. 2 YEARS STAGE
Runs On Whole Foot: Walks up and downstairs
two feet to step.
Build Tower Of 6 Cubes: Imitates circular
scribble
Gives First Name: Talk continuously to self at
play
Put Two or More Words Together To Form
Simple Sentences: But much of speech
unintelligible even to familiar as
Enjoys Picture Books: Naming objects on
request
Turns Pages Singly:
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25. 3 YEARS STAGE
Stands on one (preferred) foot momentarily
Goes upstairs with alternating feet. Downstairs
two feet too
Build tower of 9 cubes
Imitates (3 years) and copies (3 and half years)
Bridge of 3 cubes from models
Copies circle
Give full name and sex
Large Vocabulary
Can undress when fastening undone and take self
to toilet
Eats with fork and spoon
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26. 4 YEARS STAGE
Stands on one foot 3 to 5 seconds.
Hops on one foot
Goes up and down stairs one foot ot step
Builds 3 steps with 6 cubes after demonstration or
sometime from model.
Copies cross. Names three primary colors
Knows full name, age, sex and (usually) address.
Speech wholly intelligible, shows only a few
infantile substitutions.
Can dress and undress alone except for back
fastenings and laces.
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27. 5 YEARS STAGE
Stands on one foot with arms folded 3 to 5
seconds
Skips on alternative feet
Builds 3 steps with 6 cubes from model
(sometimes 4 steps with 10 cubes)
Copies square (5 years) and triangle (5 and half
years)
Counts five fingers on one hand (touching)
Knows full name, age address and (usually
birthday)
Dresses without assistance. Washes and dries
hands and face
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28. PARENTAL ATTITUDES
AND CHILD BEARING
PRACTICES
OVER-POSSESSIVEPARENTS
REJECTING PARENTS
AUTHORITARIAN PARENTS
THE OVER-PERMISSIVE
PARENTS
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29. SOCIALIZATION IN THE
NURSERY SCHOOL
A limited degree of social competence developed
an important milestone in a young child’s social
development
The new social experiences and educational
stimulation has to consider the wishes, needs and
demands of other children and adults
The “rules” learnt during the first formative years
can be tried out
Acceptable behavior is rewarded and unacceptable
behavior ignored or punished
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31. Stage-1, Unconscious Mind
(0-3 months)
Absorbs impressions from the environment
without awareness of the process.
Completely dependent on the adults
The faculties of thinking, willing,
imagination and memory are being created
The child is in a kind of Spiritual Embryo---
a period of transformation
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32. Stage-2 Conscious Mind
(3-6 years)
Still absorbs from the environment but by
approximately three years the memory is formed
and the child gradually becomes conscious
Become susceptible to adult influence
A strong desire to master his environment
He develops the power of concentration
Language continues to develop great powers of
imagination
The hand becomes the instrument of the brain
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33. Stage-3 Childhood
(6-12 years)
This is the period of stability
This is a suitable period to teach the child many
new skills
He is keen and interested in many areas
It is a period of consolidation rather than
transformation
The child’s horizons open geographically, socially
and intellectually
Montessori wrote that a visitor from another
planet seeing a child of this age would think
they were observing an adult
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34. Stage-4 Puberty
(12-15 years)
The child goes through a period of rapid
bodily change
There are psychological changes as well as
physical
Montessori compares this period with the
first period from birth to 3 years
Montessori felt the child should not be
subjected to too much academic pressure at
this stage and should be given plenty of rest
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35. Stage-5 Adolescence
(15-18 years)
This is period of
consolidation of
interest
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40. A LESSON FROM LIFE
A child that A child that
lives with ridicule Lives with antagonism
Leans to be timid Learns o be hostile
A child that A child that
Lives with criticism Lives with affection
Learns to condemn Learns to love
A child that A child that
Lives with distrust Lives with sharing
Learns to be deceitful Learns to be considerate
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41. LESSON FROM LIFE
A child that
Lives with knowledge
Learns wisdom
A child that
Lives with patience
Learns to be tolerant
A child that
Lives with happiness
Learns love and beauty
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42. TAKE TIME
Take time to laugh
It is the music of the soul
Take time to think
It is the source of perpetual youth
Take time to read
It is the foundation of wisdom
Take time to pray
It is the greatest power on earth
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43. TAKE TIME
Take time to love and be loved
It is a God given privilege
Take time to be friendly
It is the road to happiness
Take time to give
It is too short a day to be selfish
Take time to work hard
It is the price of success
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44. THE UNKNOWN TEACHER
Sing the praise of the unknown teacher.
Great general win campaign, but it is the
unknown soldier who wins the war. Famous
educators plan new systems of pedagogy,
but it is unknown teacher who directs and
guides the young. He lives in obscurity and
contends with hardship. For him no
trumpets blare, no chariots wait, no golden
decorations are decorated. Continue
44
45. He keeps the watch along the borders
of darkness and makes the attack on
the trenches of ignorance and folly.
Patient in his daily duty, he strives to
conquer the evil powers which are the
enemies of youth. He awakes sleeping
spirits. He quickens the indolent,
encourages the eager, and steadies the
unstable. Continue
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46. He communicates his own joy in learning
and shares with boys and girls the best
treasures of his mind. He lights many candles
which, in later years, will shine back to cheer
him. This is his reward. Knowledge may be
gained from books; but the love of
knowledge is transmitted only by personal
contact. No one has never deserved better of
the republic than the unknown teacher. No
one is more worthy to be enrolled in a
democratic aristocracy, “king of himself and
servant of mankind”. 46
