The Stages of Psychosocial Development in every individual is explained by Erik H. Erickson. This theory includes 8 stages. All the 8 stages are explained here in Kannada language.
The document discusses different approaches to language teaching. It defines an approach as a view of how language is acquired and how it can be taught. Examples provided are the communicative approach and task-based teaching. The document notes that modern classrooms often use eclectic approaches that draw techniques from various methods. Teachers select techniques based on students' needs. It also discusses three levels of understanding how students learn and the teacher's role in supporting learning.
1) National integration in India aims to promote unity among people of different cultures, races, castes and religions in the country. It encourages sharing of ideas and values to strengthen emotional bonds between people.
2) India is a diverse country with many regions, languages and cultures. Maintaining unity amid this diversity is important for national integrity. However, forces like communalism, racism and religious fanaticism have led to tensions and violence between groups.
3) Measures like expanding education, encouraging migration and interaction between groups, and promoting national symbols through media can help strengthen national integration in India's multi-lingual society. Teachers and students have an important role to play as well through
Smart classrooms integrate technology like computers, software, and audiovisual equipment to enhance teaching and learning. Key features include interactive whiteboards, digital slates, document cameras, smart audio, and student tracking systems. The objectives are to advance education, improve understanding, encourage informal learning, and track student participation and progress. Smart classrooms allow for more engaging lessons, communication between teachers and students, and active learning over traditional chalkboard-based classrooms. However, maintaining the technology and training teachers can be costly, and not all schools have access to smart classroom resources.
The three-language formula is a language learning policy formulated by the Indian government in 1968. It aims to promote multilingualism and national harmony. The policy prescribes studying three languages - the regional language or mother tongue as the first language, Hindi or English as the second language, and English or another modern Indian language as the third. While the policy aims to enhance cognitive development and career opportunities, there have been issues in implementation due to lack of resources and reluctance of some states to adopt Hindi. The Indian constitution contains various provisions regarding the official use of languages and promoting linguistic diversity.
The document discusses the National Policies on Education (NPE) of 1968 and 1986 in India. The 1968 NPE aimed to equalize educational opportunities and achieve national integration. It established principles like free and compulsory education. The 1986 NPE continued the goal of equalizing opportunities and removing disparities. It focused on universal elementary education, computer literacy at secondary level, and vocationalization of education. Both policies advocated for integrated education for mildly disabled children and special schools for severely disabled children, as well as teacher training on disability and developing assessment tools.
The Kothari Education Commission report from 1964-1966 analyzed India's education system and made recommendations. It suggested a uniform 10+2+3 pattern of education across India with 10 years of general education, 2 years of higher secondary, and 3 years of undergraduate education. It emphasized vocational education, improving teacher quality, increasing literacy, and using education to promote national integration, development, and democratic values. The report helped establish many foundations of India's modern education system.
Television can effectively disseminate information through audio and visual content. Educational television (ETV) presents learning content from various subjects and can provide both formal instruction and continuing education. ETV allows the world to be brought into classrooms and classrooms into homes. It can play a major role in India's educational system by providing learning opportunities to vast and remote populations. While ETV has potentional to improve and equalize education, it also has limitations like inability to provide feedback and lack of interactivity without advanced technology. Overall, ETV can enhance teaching and learning when used as a supplement with proper instructional design, resources, and training.
Vocationalization of Secondary EducationAmit Singh
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses different approaches to language teaching. It defines an approach as a view of how language is acquired and how it can be taught. Examples provided are the communicative approach and task-based teaching. The document notes that modern classrooms often use eclectic approaches that draw techniques from various methods. Teachers select techniques based on students' needs. It also discusses three levels of understanding how students learn and the teacher's role in supporting learning.
1) National integration in India aims to promote unity among people of different cultures, races, castes and religions in the country. It encourages sharing of ideas and values to strengthen emotional bonds between people.
2) India is a diverse country with many regions, languages and cultures. Maintaining unity amid this diversity is important for national integrity. However, forces like communalism, racism and religious fanaticism have led to tensions and violence between groups.
3) Measures like expanding education, encouraging migration and interaction between groups, and promoting national symbols through media can help strengthen national integration in India's multi-lingual society. Teachers and students have an important role to play as well through
Smart classrooms integrate technology like computers, software, and audiovisual equipment to enhance teaching and learning. Key features include interactive whiteboards, digital slates, document cameras, smart audio, and student tracking systems. The objectives are to advance education, improve understanding, encourage informal learning, and track student participation and progress. Smart classrooms allow for more engaging lessons, communication between teachers and students, and active learning over traditional chalkboard-based classrooms. However, maintaining the technology and training teachers can be costly, and not all schools have access to smart classroom resources.
The three-language formula is a language learning policy formulated by the Indian government in 1968. It aims to promote multilingualism and national harmony. The policy prescribes studying three languages - the regional language or mother tongue as the first language, Hindi or English as the second language, and English or another modern Indian language as the third. While the policy aims to enhance cognitive development and career opportunities, there have been issues in implementation due to lack of resources and reluctance of some states to adopt Hindi. The Indian constitution contains various provisions regarding the official use of languages and promoting linguistic diversity.
The document discusses the National Policies on Education (NPE) of 1968 and 1986 in India. The 1968 NPE aimed to equalize educational opportunities and achieve national integration. It established principles like free and compulsory education. The 1986 NPE continued the goal of equalizing opportunities and removing disparities. It focused on universal elementary education, computer literacy at secondary level, and vocationalization of education. Both policies advocated for integrated education for mildly disabled children and special schools for severely disabled children, as well as teacher training on disability and developing assessment tools.
The Kothari Education Commission report from 1964-1966 analyzed India's education system and made recommendations. It suggested a uniform 10+2+3 pattern of education across India with 10 years of general education, 2 years of higher secondary, and 3 years of undergraduate education. It emphasized vocational education, improving teacher quality, increasing literacy, and using education to promote national integration, development, and democratic values. The report helped establish many foundations of India's modern education system.
Television can effectively disseminate information through audio and visual content. Educational television (ETV) presents learning content from various subjects and can provide both formal instruction and continuing education. ETV allows the world to be brought into classrooms and classrooms into homes. It can play a major role in India's educational system by providing learning opportunities to vast and remote populations. While ETV has potentional to improve and equalize education, it also has limitations like inability to provide feedback and lack of interactivity without advanced technology. Overall, ETV can enhance teaching and learning when used as a supplement with proper instructional design, resources, and training.
Vocationalization of Secondary EducationAmit Singh
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Role of education to curb social evils like corruption, terrorism ,anti-natio...Jincy24
This document discusses the role of education in curbing three social evils: corruption, terrorism, and anti-nationalism. It states that education plays an important role in a nation's development by building a better society and enlightening people with knowledge. For corruption, it argues that value-based education and character education can help reduce corruption by teaching honesty, kindness, and respect. For terrorism, it claims that providing accessible education can reduce extremism and that teaching diversity and mutual respect impacts students. For anti-nationalism, it suggests teachers should help students develop international understanding, self-discipline, and the right attitudes and values.
This document discusses several ethical issues related to e-learning, including:
- Ethical issues for e-learners such as inappropriate assistance on exams, plagiarism, and lack of adherence to copyright.
- Ethical issues for e-teachers such as privacy, intellectual property, network security, and the digital divide.
- Broader ethical issues concerning e-learning itself, such as criticisms that it cannot substitute for face-to-face learning and questions around how it can help achieve learning outcomes.
The document also discusses potential future developments and ethical issues related to enhanced learning technologies and the potential for e-learning to help educate people to be more ethical.
Unit i understanding disciplines and subjectsHILDA
This document discusses the relationship between academic disciplines and school subjects. It defines academic disciplines as branches of knowledge taught in higher education that focus on expanding knowledge through specialized methods and professions. School subjects are also branches of knowledge but are tailored for educational goals and placed under institutional control. The document outlines the main academic disciplines and aims of schooling, and discusses how school subjects are formed from the societal curriculum and relate continuously or discontinuously to academic disciplines. Key differences between academic subjects and disciplines are their aims, content complexity, and skills focused on. The need for studying school subjects is to develop basic skills, understand the self and world, think independently, and promote lifelong learning and growth.
Contribution of Mahatma Gandhi towards education presentationDivyaSS7
Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
Michael_Moore_distance_education
Historical perspective.
International Council for Correspondence Education (ICCE) 1972.
.. the universe of instruction consists of two families of teaching behaviors, … "contiguous teaching" and "distance teaching."
distance teaching:
"instructional methods in which the teaching behaviors are executed apart from the learning behaviors,.. so that communication …must be facilitated by print, electronic, mechanical, or other devices."
“… we should direct resources to the macro-factors: describing and defining the field; discriminating between the various components of this field; … building a theoretical framework...”
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
The 1948 Radhakrishnan Commission made several recommendations on curriculum and education in India. It recommended a 12-year school course followed by a 3-year undergraduate degree. It also suggested increasing the number of scholarships for postgraduate studies and establishing professional programs. The commission believed in using regional languages in higher education and objective and class-based testing methods over essay exams and viva voce.
Functions, Need, Importance and application of ICT in EducationPoojaWalia6
ICT plays an important role in education by improving the quality and effectiveness of teaching and learning. It allows students to access information anytime from anywhere through various online resources. ICT makes learning more interactive and engaging by facilitating the use of multimedia in teaching complex topics. It also helps reduce the cost of education by increasing access through open educational resources. The application of ICT tools in education nurtures student creativity, promotes independent learning, and prepares students for an increasingly digital world.
The document discusses techniques for modifying teacher behavior, including interaction analysis, transactional analysis, action research, and microteaching. It specifically focuses on Flanders' system of interaction analysis, which involves encoding 10 categories of classroom interactions between teachers and students to analyze teaching styles. The categories are coded into a matrix that can be interpreted to determine the proportion of teacher/student talk, levels of direct/indirect teacher influence, and participation ratios. The matrix provides insights to help modify problematic teacher behaviors.
This document discusses different sources of knowledge and methods of acquiring knowledge. It outlines several ways that humans gain knowledge, including common sense, intuition, beliefs, tradition, personal experience, authority, reason/logic, and scientific methods. The document also summarizes Charles Peirce's four methods of "fixing belief" or determining what is true - tenacity, authority, a priori reasoning, and the scientific method. The scientific method is described as a way to satisfy doubts and reach the same conclusions, where conclusions are determined by external factors instead of human thinking.
History method unit 4- Understanding Discipline and Pedagogy of School SubjectSohail Zakiuddin
Unit (IV) Method and Techniques of Teaching History:
1) Story Telling
2) SOURCE METHOD
3) Project Method
4) Dramatization and Role Play Method
5) Lecture Method
6) Discussion Method
What are the advantages and disadvantages of using films in teachingJorge Rengifo
Using movies in the English classroom can be an engaging activity for students that exposes them to real-life language usage, but it requires preparation and organization. Movies help improve listening and speaking skills while also teaching other topics. However, teachers must carefully select films that are at the appropriate level for students and plan accompanying activities to keep students engaged, otherwise the activity could waste time. Overall, movies can be excellent for language learning if implemented correctly.
This document discusses the structure of teacher education programs in India. It outlines the different types of pre-service teacher education programs, including general teacher education, physical teacher education, and programs for pre-primary, elementary, secondary, higher, and vocational education. It also describes in-service teacher education programs for developing practicing teachers, such as induction programs, refresher courses, workshops, seminars, and conferences. The structure of teacher education in India has been revised many times and includes both pre-service and in-service components, though there is a lack of uniformity and quality issues across programs.
The document discusses the provisions in the Indian Constitution relating to education. It outlines how the Preamble promotes education by ensuring equal access to educational institutions and facilities regardless of social status. It describes how secularism, equality of opportunities, and fundamental rights enshrine educational principles. Finally, it analyzes specific articles that aim to provide free and compulsory education, promote minority rights, prohibit religious instruction in state schools, and establish other educational policies and objectives in India.
The Herbartian approach outlines six steps for effective lesson planning: 1) Preparation where the teacher prepares students for new knowledge through questions or activities related to prior learning; 2) Presentation where new ideas and knowledge are introduced through active participation; 3) Comparison and association where students link new knowledge to existing understanding through examples and experiences; 4) Generalization where ideas are abstracted into principles or definitions; 5) Application where students practice using new knowledge in new situations; and 6) Recapitulation where the teacher reviews and the students' understanding through questions. These steps are based on Herbart's theory that the mind assimilates new knowledge by linking it to prior experiences.
Resource Centers for Educational Technology - CIET, SIET, AVRC, EMRC, SITE, CEC, EDUSAT, IT@SCHOOL- their role in the improvement of teaching and learning.
Nature & function of education psychologySarfraz Ahmad
Educational psychology is defined as:
1. The scientific study of human behavior in educational settings.
2. It draws from various fields like developmental psychology, clinical psychology, and social psychology to understand learning.
3. Educational psychology both contributes to and is informed by related fields like cognitive science, instructional design, and educational technology to improve teaching and learning outcomes.
This document discusses the Malcom Adisheshiah Committee formed in 1977 by the Government of India to review the curriculum of class 12. The committee was chaired by Dr. Malcom Adisheshiah and had 26 members who were tasked with submitting their report within 3 months. Key recommendations of the committee included introducing vocational education at the higher secondary stage to make students more employable and provide technological knowledge. It also recommended dividing the learning components into general education and vocational education.
The document discusses the concept of a virtual classroom. A virtual classroom allows students and teachers to participate in live classes and interact through online means like video conferencing instead of meeting in person. It provides flexibility in terms of time, location, and cost savings compared to traditional in-person classes. While virtual classrooms provide more accessibility and convenience, they also have limitations like lack of in-person interaction and risks of students misusing self-paced flexibility.
Role of education to curb social evils like corruption, terrorism ,anti-natio...Jincy24
This document discusses the role of education in curbing three social evils: corruption, terrorism, and anti-nationalism. It states that education plays an important role in a nation's development by building a better society and enlightening people with knowledge. For corruption, it argues that value-based education and character education can help reduce corruption by teaching honesty, kindness, and respect. For terrorism, it claims that providing accessible education can reduce extremism and that teaching diversity and mutual respect impacts students. For anti-nationalism, it suggests teachers should help students develop international understanding, self-discipline, and the right attitudes and values.
This document discusses several ethical issues related to e-learning, including:
- Ethical issues for e-learners such as inappropriate assistance on exams, plagiarism, and lack of adherence to copyright.
- Ethical issues for e-teachers such as privacy, intellectual property, network security, and the digital divide.
- Broader ethical issues concerning e-learning itself, such as criticisms that it cannot substitute for face-to-face learning and questions around how it can help achieve learning outcomes.
The document also discusses potential future developments and ethical issues related to enhanced learning technologies and the potential for e-learning to help educate people to be more ethical.
Unit i understanding disciplines and subjectsHILDA
This document discusses the relationship between academic disciplines and school subjects. It defines academic disciplines as branches of knowledge taught in higher education that focus on expanding knowledge through specialized methods and professions. School subjects are also branches of knowledge but are tailored for educational goals and placed under institutional control. The document outlines the main academic disciplines and aims of schooling, and discusses how school subjects are formed from the societal curriculum and relate continuously or discontinuously to academic disciplines. Key differences between academic subjects and disciplines are their aims, content complexity, and skills focused on. The need for studying school subjects is to develop basic skills, understand the self and world, think independently, and promote lifelong learning and growth.
Contribution of Mahatma Gandhi towards education presentationDivyaSS7
Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
Michael_Moore_distance_education
Historical perspective.
International Council for Correspondence Education (ICCE) 1972.
.. the universe of instruction consists of two families of teaching behaviors, … "contiguous teaching" and "distance teaching."
distance teaching:
"instructional methods in which the teaching behaviors are executed apart from the learning behaviors,.. so that communication …must be facilitated by print, electronic, mechanical, or other devices."
“… we should direct resources to the macro-factors: describing and defining the field; discriminating between the various components of this field; … building a theoretical framework...”
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
The 1948 Radhakrishnan Commission made several recommendations on curriculum and education in India. It recommended a 12-year school course followed by a 3-year undergraduate degree. It also suggested increasing the number of scholarships for postgraduate studies and establishing professional programs. The commission believed in using regional languages in higher education and objective and class-based testing methods over essay exams and viva voce.
Functions, Need, Importance and application of ICT in EducationPoojaWalia6
ICT plays an important role in education by improving the quality and effectiveness of teaching and learning. It allows students to access information anytime from anywhere through various online resources. ICT makes learning more interactive and engaging by facilitating the use of multimedia in teaching complex topics. It also helps reduce the cost of education by increasing access through open educational resources. The application of ICT tools in education nurtures student creativity, promotes independent learning, and prepares students for an increasingly digital world.
The document discusses techniques for modifying teacher behavior, including interaction analysis, transactional analysis, action research, and microteaching. It specifically focuses on Flanders' system of interaction analysis, which involves encoding 10 categories of classroom interactions between teachers and students to analyze teaching styles. The categories are coded into a matrix that can be interpreted to determine the proportion of teacher/student talk, levels of direct/indirect teacher influence, and participation ratios. The matrix provides insights to help modify problematic teacher behaviors.
This document discusses different sources of knowledge and methods of acquiring knowledge. It outlines several ways that humans gain knowledge, including common sense, intuition, beliefs, tradition, personal experience, authority, reason/logic, and scientific methods. The document also summarizes Charles Peirce's four methods of "fixing belief" or determining what is true - tenacity, authority, a priori reasoning, and the scientific method. The scientific method is described as a way to satisfy doubts and reach the same conclusions, where conclusions are determined by external factors instead of human thinking.
History method unit 4- Understanding Discipline and Pedagogy of School SubjectSohail Zakiuddin
Unit (IV) Method and Techniques of Teaching History:
1) Story Telling
2) SOURCE METHOD
3) Project Method
4) Dramatization and Role Play Method
5) Lecture Method
6) Discussion Method
What are the advantages and disadvantages of using films in teachingJorge Rengifo
Using movies in the English classroom can be an engaging activity for students that exposes them to real-life language usage, but it requires preparation and organization. Movies help improve listening and speaking skills while also teaching other topics. However, teachers must carefully select films that are at the appropriate level for students and plan accompanying activities to keep students engaged, otherwise the activity could waste time. Overall, movies can be excellent for language learning if implemented correctly.
This document discusses the structure of teacher education programs in India. It outlines the different types of pre-service teacher education programs, including general teacher education, physical teacher education, and programs for pre-primary, elementary, secondary, higher, and vocational education. It also describes in-service teacher education programs for developing practicing teachers, such as induction programs, refresher courses, workshops, seminars, and conferences. The structure of teacher education in India has been revised many times and includes both pre-service and in-service components, though there is a lack of uniformity and quality issues across programs.
The document discusses the provisions in the Indian Constitution relating to education. It outlines how the Preamble promotes education by ensuring equal access to educational institutions and facilities regardless of social status. It describes how secularism, equality of opportunities, and fundamental rights enshrine educational principles. Finally, it analyzes specific articles that aim to provide free and compulsory education, promote minority rights, prohibit religious instruction in state schools, and establish other educational policies and objectives in India.
The Herbartian approach outlines six steps for effective lesson planning: 1) Preparation where the teacher prepares students for new knowledge through questions or activities related to prior learning; 2) Presentation where new ideas and knowledge are introduced through active participation; 3) Comparison and association where students link new knowledge to existing understanding through examples and experiences; 4) Generalization where ideas are abstracted into principles or definitions; 5) Application where students practice using new knowledge in new situations; and 6) Recapitulation where the teacher reviews and the students' understanding through questions. These steps are based on Herbart's theory that the mind assimilates new knowledge by linking it to prior experiences.
Resource Centers for Educational Technology - CIET, SIET, AVRC, EMRC, SITE, CEC, EDUSAT, IT@SCHOOL- their role in the improvement of teaching and learning.
Nature & function of education psychologySarfraz Ahmad
Educational psychology is defined as:
1. The scientific study of human behavior in educational settings.
2. It draws from various fields like developmental psychology, clinical psychology, and social psychology to understand learning.
3. Educational psychology both contributes to and is informed by related fields like cognitive science, instructional design, and educational technology to improve teaching and learning outcomes.
This document discusses the Malcom Adisheshiah Committee formed in 1977 by the Government of India to review the curriculum of class 12. The committee was chaired by Dr. Malcom Adisheshiah and had 26 members who were tasked with submitting their report within 3 months. Key recommendations of the committee included introducing vocational education at the higher secondary stage to make students more employable and provide technological knowledge. It also recommended dividing the learning components into general education and vocational education.
The document discusses the concept of a virtual classroom. A virtual classroom allows students and teachers to participate in live classes and interact through online means like video conferencing instead of meeting in person. It provides flexibility in terms of time, location, and cost savings compared to traditional in-person classes. While virtual classrooms provide more accessibility and convenience, they also have limitations like lack of in-person interaction and risks of students misusing self-paced flexibility.
ಎರಿಕ್ಸನ್ ರವರ ಮನೋಸಾಮಾಜಿಕ ವಿಕಾಸ ಸಿದ್ಧಾಂತ . Erickson's Psychosocial Stages of Development
1.
2. ABOUT US
ಎರಿಕ್ಸನ್ ರವರ
ಮನೋಸಾಮಾಜಿಕ ವಿಕಾಸ
ಸಿದ್ಧಾಂತ
ಪ್ರಶಿಕ್ಷಣಾರ್ಥಿಗಳು
50. ಅರುಣ್ ಬಿ.
51. ಶ್ವೇತಾ ಕೆ. ಬಿ.
52. ಸರೋಜಾ ಯು.
53. ಎಮ್. ಎಸ್. ವೀರೇಶ್
54. ವಿಶ್ವನಾಥ ಜಿ. ಕೆ.
55. ಶಾಹೀನಬಿ ಎಮ್.
56. ವೀರೇಶ್ ಕೆ.
ಮಾರ್ಗದರ್ಶಕರು
ಶ್ರೀ. ಎಸ್. ಪಿ. ಗೌಳಿ
ಪ್ರಾಚಾರ್ಯರು,
ಡಾ. ಡಿ. ಸಿ. ಪಾವಟೆ ಶಿಕ್ಷಣ
ಮಹಾವಿದ್ಯಾಲಯ, ಗದಗ.
3. ಪರಿವಿಡಿ
ಎರಿಕ್ ಎಚ್. ಎರಿಕ್ಸನ್ ರವರ ಪರಿಚಯ.
1.
2. ಮನೋ ಸಾಮಾಜಿಕ ವಿಕಾಸ ಸಿದ್ಧಾಂತ.
3. ಎರಿಕ್ಸನ್ನರ ವಾದ.
4. ಮನೋ ಸಾಮಾಜಿಕ ವಿಕಾಸ ಸಿದ್ಧಾಂತದ ಹಂತಗಳು
i. ನಂಬಿಕೆ vs ಅಪನಂಬಿಕೆ.
ii. ಸ್ವಾಯತ್ತತೆ vs ನಾಚಿಕೆ ಮತ್ತು ಸಂಶಯ.
iii. ಉಪಕ್ರಮಿಸುವಿಕೆ vs ಅಪರಾಧ ಮನೋಭಾವ.
iv. ಕಾರ್ಯಶೀಲತೆ vs ಕೀಳರಿಮೆ.
v. ಅನನ್ಯತೆ ಪಾತ್ರ vs ನಿರ್ವಹಣೆಯ ಗೊಂದಲ.
vi. ಆತ್ಮೀಯತೆ vs ಏಕಾಂತತೆ.
vii. ಸೃಷ್ಟಿಶೀಲತೆ vs ನಿಲುಗಡೆ.
viii. ಸಮಗ್ರತೆ vs ಹತಾಶೆ.
5. ದೃಶ್ಯ ಮಾಧ್ಯಮಗಳ ಮೂಲಕ ಮನೋ ಸಾಮಾಜಿಕ ವಿಕಾಸ ಸಿದ್ಧಾಂತದ ಹಂತಗಳು.
6. ಆಧಾರ ಗ್ರಂಥಗಳು.
4. ಎರಿಕ್ ಎಚ್. ಎರಿಕ್ಸನ್ ರವರ ಪರಿಚಯ.
ಹೆಸರು: ಎರಿಕ್ ಹೋಂಬರ್ಗರ್ ಎರಿಕ್ಸನ್
ಜನನ: ಜೂನ್ 15 1902 (ಜರ್ಮನಿಯ ಫ್ರ್ಯಾಂಕ್ರಫ್ಟ್)
ತಾಯಿ: ಕಾರ್ಲಾ ಅಬ್ರಹಾಮ್ಸನ್
ತಂದೆ: ವಾಡ್ಲೆಮರ್ ಇಸಡೋರ್ ಸೋಲೋಮೆನ್ಸನ್
ರಾಷ್ಟ್ರೀಯತೆ: ಜರ್ಮನ್ ಹಾಗೂ ಅಮೆರಿಕನ್
ಪ್ರಸಿದ್ಧಿ: ಮನೋ ಸಾಮಾಜಿಕ ವಿಕಾಸ ಸಿದ್ಧಾಂತ.
ಪ್ರಶಸ್ತಿಗಳು: ಪುಲಿಟ್ಜರ್ ಅವಾರ್ಡ್ & ನ್ಯಾಷನಲ್ ಬುಕ್ ಅವಾರ್ಡ್ 1970
ವಿದ್ಯಾಭ್ಯಾಸ ಹಾಗೂ ವೃತ್ತಿ ಜೀವನ:
ಮರಿಯಾ ಮೌಂಟೇಸರಿ ಶಾಲೆ.
ಮನೋವಿಶ್ಲೇಷಣಾ ತರಬೇತಿಯನ್ನು ವಿಯೆನ್ನಾದ ಮನೋ
ವಿಶ್ಲೇಷಣಾತ್ಮಕ ಸಂಸ್ಥೆಯಲ್ಲಿ ಮುಗಿಸಿದರು.
1936 ಹೊತ್ತಿಗೆ ಇವರು ಇನ್ಸ್ಟಿಟ್ಯೂಟ್ ಆಫ್ ಹ್ಯೂಮನ್
ರಿಲೇಶನ್ಸ್ ಅನ್ನು ಸೇರಿಕೊಳ್ಳುತ್ತಾರೆ. ಅಲ್ಲಿ ಡಿಪಾರ್ಟ್ಮೆಂಟ್
ಆಫ್ ಸೈಕಿಯಾಟ್ರಿಯಲ್ಲಿ ಸೇವೆ ಸಲ್ಲಿಸುತ್ತಾರೆ (ಯಾಲೆ
ಯೂನಿವರ್ಸಿಟಿ)
ನಿಧನ: ಮೇ 12 1994 ( ಹಾರ್ವಿಚ ಯು. ಎಸ್. ಎ.)
5. ಮನೋ ಸಾಮಾಜಿಕ ವಿಕಾಸ ಸಿದ್ಧಾಂತ
ಮನುಷ್ಯನು, ತನ್ನ ಹುಟ್ಟಿನಿಂದ ಸಾಯುವವರಿಗೆ
ಸಮಾಜದ ಜೊತೆಗೇ ಜೀವನ ಮಾಡುತ್ತಾನೆ.
ಆ ಜೀವನದ ವಿವಿಧ ಹಂತಗಳಲ್ಲಿ ಕಂಡುಬರುವ
ಸಾಮಾಜಿಕ ವಿಕಾಸವನ್ನು ಕುರಿತು ತಿಳಿಸಿಕೊಡುವ
ಸಿದ್ಧಾಂತವೇ ಮನೋ ಸಾಮಾಜಿಕ ವಿಕಾಸ
ಸಿದ್ಧಾಂತವಾಗಿದೆ.
6. ಎರಿಕ್ಸನ್ನರ ವಾದ
ವ್ಯಕ್ತಿಯ ವಿಕಾಸವು ವ್ಯಕ್ತಿ ಮತ್ತು ಅವನ ಸಾಮಾಜಿಕ ಪರಿಸರದ ಅಂತರ್ ಕ್ರಿಯೆಯ
ಫಲವಾಗಿದೆ. ಮಗುವಿನ ಸಾಮಾಜಿಕ ವಿಕಾಸವು ಮಗುವಿನ ಜೀವನದ ವಿವಿಧ
ಹಂತಗಳಲ್ಲಿ ನಿರ್ದಿಷ್ಟ ಬೇಡಿಕೆಗಳಿಗೆ ಒಳಪಟ್ಟು, ಆ ಸಾಮಾಜಿಕ ಬೇಡಿಕೆಗಳನ್ನು
ಪೂರೈಸಿಕೊಳ್ಳಲು ಪ್ರಯತ್ನಿಸುತ್ತಿರುವುದರ ಫಲವಾಗಿ ಮಗುವಿನ ಸಾಮಾಜಿಕ
ವಿಕಾಸವು ನಿರ್ಮಾಣವಾಗುವುದು.
7. ಮನೋ ಸಾಮಾಜಿಕ ವಿಕಾಸ ಸಿದ್ಧಾಂತಾವು ಎಂಟು ಹಂತಗಳನ್ನು ಒಳಗೊಂಡಿದೆ.
ಅವುಗಳು ಈ ರೀತಿಯಾಗಿ ನಾವು ಕಾಣಬಹುದಾಗಿದೆ
ಮನೋ ಸಾಮಾಜಿಕ ವಿಕಾಸ ಸಿದ್ಧಾಂತದ ಹಂತಗಳು
i. ನಂಬಿಕೆ vs ಅಪನಂಬಿಕೆ.
ii. ಸ್ವಾಯತ್ತತೆ vs ನಾಚಿಕೆ ಮತ್ತು ಸಂಶಯ.
iii. ಉಪಕ್ರಮಿಸುವಿಕೆ vs ಅಪರಾಧ ಮನೋಭಾವ.
iv. ಕಾರ್ಯಶೀಲತೆ vs ಕೀಳರಿಮೆ.
v. ಅನನ್ಯತೆ ಪಾತ್ರ vs ನಿರ್ವಹಣೆಯ ಗೊಂದಲ.
vi. ಆತ್ಮೀಯತೆ vs ಏಕಾಂತತೆ.
vii. ಸೃಷ್ಟಿಶೀಲತೆ vs ನಿಲುಗಡೆ.
viii. ಸಮಗ್ರತೆ vs ಹತಾಶೆ.
8. i. ನಂಬಿಕೆ vs ಅಪನಂಬಿಕೆ..
ಕಾಲಾವಧಿ: ಮಗು ಹುಟ್ಟಿನಿಂದ ಒಂದೂವರೆ ವರ್ಷ
ಮಗು ತನ್ನ ಅಗತ್ಯತೆಗಳನ್ನು ಪೂರೈಸಿಕೊಳ್ಳಲು ತಾಯಿ ಅಥವಾ ಪೋಷಕರ ಮೇಲೆ
ಸಂಪೂರ್ಣವಾಗಿ ಅವಲಂಬಿತವಾಗಿರುತ್ತದೆ.
ಮಗುವಿಗೆ ದೊರೆಯುವ ನಂಬಿಕೆ ಮತ್ತು ಅಪನಂಬಿಕೆಯ ಭಾವನೆಯು ಆ ಮಗುವಿಗೆ
ದೊರೆಯುವ ಪ್ರೀತಿ ವಿಶ್ವಾಸ ಹಾಗೂ ರಕ್ಷಣೆಯ ಭಾವನೆಯ ಮೇಲೆ ಅವಲಂಬಿಸಿರುತ್ತದೆ.
ಈ ಹಂತದಲ್ಲಿ ಮಗು ಬೆಳೆಸಿಕೊಳ್ಳುವ ನಂಬಿಕೆ ಅಥವಾ ಅಪನಂಬಿಕೆ ತಾಯಿ ಅಥವಾ ಇತರೆ
ಪೋಷಕರನ್ನು ಒದಗಿಸುವ ವಾತಾವರಣವನ್ನು ಅವಲಂಬಿಸಿದೆ.
ಉದಾಹರಣೆ: ತಾಯಿಯು ಮಗುವಿನ ಅಗತ್ಯತೆಗಳನ್ನು ಪೂರೈಸುವುದರಿಂದ ನಂಬಿಕೆ
ಭಾವನೆ ಬೆಳೆಯುವುದು. ಅಗತ್ಯತೆಗಳು ಪೂರೈಕೆಯಾಗದೆ ಇರುವ ಸಂದರ್ಭದಲ್ಲಿ
ಮಗುವಿನಲ್ಲಿ ಅಪನಂಬಿಕೆ ಭಾವನೆ ಬೆಳೆಯುವುದು.
10. ii. ಸ್ವಾಯತ್ತತೆ vs ನಾಚಿಕೆ ಮತ್ತು ಸಂಶಯ
ಕಾಲಾವಧಿ : ಒಂದುವರೆ ವರ್ಷದಿಂದ ಮೂರು ವರ್ಷದ
ಈ ಹಂತದಲ್ಲಿ ಕಂಡು ಬರುವ ಅಂಶಗಳು
ಸ್ವಾಯತ್ತತೆ
ಮಗು ಈ ಹಂತದಲ್ಲಿ ನಡುಗೆ ಕೌಶಲಗಳು ಅಥವಾ ದೈಹಿಕ ಕೌಶಲಗಳು ಅಥವಾ ಭಾಷಾ ಸಾಮರ್ಥ್ಯಗಳನ್ನು
ಬೆಳೆಸಿಕೊಳ್ಳುವುದರೊಂದಿಗೆ ತನ್ನ ಪರಿಸರದಲ್ಲಿ ಸ್ವಾಯತ್ತತೆ ಅಥವಾ ಸ್ವಾತಂತ್ರ್ಯವನ್ನು ಗಳಿಸಲು
ಪ್ರಯತ್ನಿಸುವುದು.
ಮಗುವಿಗೆ ಹಲವಾರು ಚಟುವಟಿಕೆಗಳಲ್ಲಿ ಭಾಗವಹಿಸಲು ಅವಕಾಶಗಳು ದೊರೆತರೆ ಮಗುವಿನಲ್ಲಿ ಸ್ವಾಯತ್ತತೆ
ಭಾವನೆ ಬೆಳೆಯುವುದು. ಉದಾಹರಣೆಗೆ: ಆಟಗಳಲ್ಲಿ ಸಕ್ರಿಯವಾಗಿ ಭಾಗವಹಿಸುವುದು.
ನಾಚಿಕೆ ಮತ್ತು ಸಂಶಯ ಭಾವನೆ
ತಂದೆ ತಾಯಿಯರ ಅಥವಾ ಪೋಷಕರ ಅತಿಯಾದ ಮಮತೆ ಅಥವಾ ಅತಿಯಾದ ನಿಯಂತ್ರಣದಿಂದ ಮಕ್ಕಳಿಗೆ
ಸಾಕಷ್ಟು ಅವಕಾಶಗಳು ದೊರೆಯದೆ ಇದ್ದ ಸಂದರ್ಭದಲ್ಲಿ ಮಕ್ಕಳು ತಮ್ಮ ಸಾಮರ್ಥ್ಯಗಳ ಬಗ್ಗೆ ಅನುಮಾನ
ಅಥವಾ ಸಂಶಯ ಭಾವನೆಯನ್ನು ಮೂಡಿಸಿಕೊಳ್ಳುತ್ತಾರೆ. ಉದಾಹರಣೆ, ಬೇರೆ ಮಕ್ಕಳೊಂದಿಗೆ
ಆಟವಾಡಲು ಹಿಂಜರಿಕೆ ಪಡುವುದು ಏಕಾಂಗಿಯಾಗಿರಲು ಮಗು ಬಯಸುವುದು.
11. ತಮ್ಮ ಸಾಮರ್ಥ್ಯಗಳ ಮೇಲೆಯೇ ನಂಬಿಕೆ ಅನುಮಾನ ಪಡೆವ ರೀತಿಯಲ್ಲಿ ವರ್ತಿಸುತ್ತಾರೆ.
ಅನುಮಾನ ಅಥವಾ ಸಂಶಯದ ಭಾವನೆಯಿಂದ ಸರಿ ಅಥವಾ ತಪ್ಪುಗಳನ್ನು ನಿರ್ಧರಿಸುವ
ಸಾಮರ್ಥ್ಯಗಳನ್ನು ಪಡೆದುಕೊಂಡಿರುವುದಿಲ್ಲ.
ಈ ಮೇಲಿನ ಎರಡು ಭಾವನೆಗಳ ಮಧ್ಯೆ ಸಮತೋಲನ ಸಾಧಿಸುವುದರಿಂದ ಮಗುವಿನಲ್ಲಿ ಸಾಮಾಜಿಕ
ವಿಕಾಸವು ನಿರ್ಮಾಣವಾಗುತ್ತದೆ ಆದ್ದರಿಂದ ನಂಬಿಕೆ ಮತ್ತು ಸಂಶಯಗಳ ಭಾವನೆಗಳ ಮಧ್ಯೆ
ಸಮತೋಲನ ಸಾಧಿಸುವ ಅಗತ್ಯತೆ ಇದೆ.
13. iii. ಉಪಕ್ರಮಿಸುವಿಕೆ vs ಅಪರಾಧ ಮನೋಭಾವ
ಕಾಲಾವಧಿ: ಮಗುವಿನ ಮೂರನೇ ವರ್ಷದಿಂದ ಆರನೇ ವರ್ಷದವರೆಗೆ
ಉಪಕ್ರಮಿಸುವಿಕೆ ಮಗುವಿನಲ್ಲಿ ತನ್ನ ಮೂರನೇ ವರ್ಷದಿಂದ ಐದನೇ ವರ್ಷದವರೆಗಿನ
ಕಾಲಾವಧಿಯಲ್ಲಿ ಎಲ್ಲಾ ಕೆಲಸಗಳನ್ನು ಮಾಡಬೇಕೆನ್ನುವ ಕಾರ್ಯ ಉತ್ಸಾಹ ಪ್ರವೃತ್ತಿ
ಉಂಟಾಗುತ್ತದೆ ಪದೇಪದೇ ಯಶಸ್ಸು ದೊರೆಯುತ್ತಿದ್ದರೆ ಪಾಲಕರು ಅವರ ಕಾರ್ಯಗಳಿಗೆ
ಪ್ರೋತ್ಸಾಹಿಸುತ್ತಿದ್ದರೆ ಅವರಲ್ಲಿ ಕಾರ್ಯ ಉತ್ಸಾಹ ಬೆಳೆಯುತ್ತದೆ.
ಉದಾಹರಣೆ: ಚಿತ್ರ ಬಿಡಿಸುತ್ತಿರುವ ಮಗುವಿಗೆ ಪ್ರೋತ್ಸಾಹ ದೊರೆತರೆ, ಅದು
ಉತ್ತಮವಾಗಿ ಕಾರ್ಯದಲ್ಲಿ ತೊಡಗುವುದು.
ಅಪರಾಧ ಮನೋಭಾವ ಮಗು ಪದೇ ಪದೇ ಕಾರ್ಯದಲ್ಲಿ ವಿಫಲತೆ ಹೊಂದುತ್ತಾ ಹೋದರೆ
ಹಾಗೂ ಪಾಲಕರು ಮಗುವಿನ ಕಾರ್ಯಕ್ಕೆ ಪ್ರೋತ್ಸಾಹಿಸದೆ ಅವರನ್ನು ಟೀಕಿಸುವುದು ಬೈವ
ಮೂಲಕ ಶಿಕ್ಷಿಸಿದರೆ ಅದು ಮಗುವಿನಲ್ಲಿ ಅಪರಾಧಿ ಮನೋಭಾವನೆಯನ್ನು ಬೆಳೆಸುತ್ತದೆ ಇದು
ಮಗುವಿನಲ್ಲಿ ಕಾರ್ಯ ಉತ್ಸಾಹದಲ್ಲಿ ಕೊರತೆಯನ್ನು ಉಂಟುಮಾಡುತ್ತದೆ.
14. ಉದಾಹರಣೆ: ಮಗು ಚಿತ್ರ ರಚಿಸುವಾಗ ಆ ಮಗುವಿಗೆ ಚಿತ್ರ ಬರೆಯುವ ಕುರಿತು ಟಿಕಿಸಿದರೆ
ಪ್ರೋತ್ಸಾಹಿಸದಿದ್ದರೆ ಆ ಮಗುವಿಗೆ ಅಪರಾಧಿಪ್ರಜ್ಞೆ ಬೆಳೆಯುತ್ತದೆ ಮಗುವಿಗೆ ಸಣ್ಣಪುಟ್ಟ
ಕೆಲಸಗಳನ್ನು ಮಾಡಿಸಿ ಯಶಸ್ಸು ಹೊಂದುವಂತಹ ಅವಕಾಶಗಳನ್ನು ಕಲ್ಪಿಸಿಕೊಡಬೇಕು.
16. iv. ಕಾರ್ಯಶೀಲತೆ vs ಕೀಳರಿಮೆ
ಕಾರ್ಯಶೀಲತೆ ಈ ಹಂತದಲ್ಲಿ ಮಗು ಶಾಲೆ ಮನೆ ಹಾಗೂ ಇತರೆ ಸಾಮಾಜಿಕ ಸನ್ನಿವೇಶಗಳಲ್ಲಿ
ಉತ್ತಮವಾಗಿ ಕಾರ್ಯ ನಿರ್ವಹಿಸಿದರೆ ಅವರ ಬೌದ್ಧಿಕ ಸಾಮರ್ಥ್ಯಗಳಿಗೆ ಹೊಗಳಿಕೆ ಪಡೆದರೆ ಅಥವಾ
ಗತಿ ಸಾಮರ್ಥ್ಯದಲ್ಲಿ ಉತ್ತಮ ಸಾಧನೆ ತೋರಿದರೆ ಅವರಲ್ಲಿ ಕಾರ್ಯ ಶೀಲತೆಯ ಭಾವನೆ
ಮೂಡುತ್ತದೆ.
ಕೀಳರಿಮೆ ಮಕ್ಕಳ ಸಾಧನೆ ಸಮವಯಸ್ಕರಿಗಿಂತ ಕೆಳಮಟ್ಟದಲ್ಲಿದ್ದರೆ ಅಥವಾ ಅವರ ಪೋಷಕರ
ಹಾಗೂ ಶಿಕ್ಷಕರ ನಿರೀಕ್ಷಿತ ಮಟ್ಟದಲ್ಲಿರದಿದ್ದರೆ ಅವರು ತಮ್ಮಲ್ಲಿ ಕೀಳರಿಮೆಯ ಭಾವನೆ
ಬೆಳೆಸಿಕೊಳ್ಳುತ್ತಾರೆ. ಈ ಹಂತದಲ್ಲಿ ಮಕ್ಕಳಿಗೆ ಹಲವಾರು ರೀತಿಯ ಕೌಶಲ್ಯಗಳನ್ನು ಕಲಿಸಬೇಕು.
ಶಿಕ್ಷಕರು ಮತ್ತು ಶಾಲಾ ವಾತಾವರಣ ಮಕ್ಕಳ ಮೇಲೆ ಉತ್ತಮ ಕಾರ್ಯ ನಿರ್ವಹಣೆಗೆ ಒತ್ತಡ
ಹೇರುವಂದಿರಬೇಕು.
ಶಾಲೆ ಮತ್ತು ಶಿಕ್ಷಕರು ಉತ್ತಮ ವಾತಾವರಣ ಒದಗಿಸುವ ಮೂಲಕ ಮಕ್ಕಳಲ್ಲಿ ಧನಾತ್ಮಕ
ಮನೋಭಾವನೆಗಳನ್ನು ಬೆಳೆಸಬೇಕು ಹಾಗೂ ಸಮಾಜಕ್ಕೆ ಉಪಯುಕ್ತ ವ್ಯಕ್ತಿಗಳಾಗುವಂತೆ
ನೋಡಿಕೊಳ್ಳಬೇಕು.
ಕಾಲಾವಧಿ: ಆರನೇ ವರ್ಷದಿಂದ ಹನ್ನೆರಡು ವರ್ಷಗಳ ವರೆಗೆ
18. v. ಅನನ್ಯತೆ ಪಾತ್ರ vs ನಿರ್ವಹಣೆಯ ಗೊಂದಲ
ಅನನ್ಯತೆ ಹದಿಹರೆಯದವರು ಈ ಹಂತದಲ್ಲಿ ತಮ್ಮ ಅನನ್ಯತೆಯನ್ನು ಪ್ರಾರಂಭಿಸುತ್ತಾರೆ
ಪ್ರಶ್ನಿಸುವಿಕೆಯ ಮೂಲಕ ತಮ್ಮ ಮನೋ ಸಾಮಾಜಿಕ ಅನನ್ಯತೆಯನ್ನು ಪುನರ್
ವ್ಯಾಖ್ಯಾನಿಸಿಕೊಳ್ಳುತ್ತಾರೆ.
ಈ ಹಂತದಲ್ಲಿ ತರುಣರು ತಮ್ಮ ಪಾತ್ರಗಳನ್ನು ಸರಿಯಾಗಿ ಗುರುತಿಸಿಕೊಂಡು ಈ ವಯಸ್ಸಿನಲ್ಲಿ ತಾವು
ವಹಿಸಬೇಕಾದ ಪಾತ್ರಗಳಿಗೆ ತಮ್ಮನ್ನು ತಾವು ಸಿದ್ಧಗೊಳಿಸಿಕೊಳ್ಳುತ್ತಾರೆ ಉದಾಹರಣೆಗೆ, ವೃತ್ತಿಯ
ಆಯ್ಕೆಯಲ್ಲಿ ಸೂಕ್ತ ತೀರ್ಮಾನ ಕೈಗೊಂಡು ಅದನ್ನು ಪೂರೈಸಿಕೊಳ್ಳಲು ಅಭ್ಯಾಸದಲ್ಲಿ
ತೊಡಗುವುದು.
ಪಾತ್ರ ಗುರುತಿಸುವಿಕೆಯ ತರುಣರು ಸೇರುವ ಸಮೂಹ ಹಾಗೂ ಇತರ ಸಾಮಾಜಿಕ ಸಮೂಹಗಳ
ಪ್ರಭಾವದಿಂದ ಉಂಟಾಗುತ್ತದೆ.
ಪಾತ್ರ ನಿರ್ವಹಣೆಯ ಗೊಂದಲ ಹದಿಹರೆಯದವರಲ್ಲಿ ಕೆಲವೊಮ್ಮೆ ಸಮಾಜದಲ್ಲಿ ತಮ್ಮ ಪಾತ್ರವೇನು
ಎಂಬುದರ ಬಗ್ಗೆ ಅನಿಶ್ಚಿತತೆ ಉಂಟಾದಲ್ಲಿ ಪಾತ್ರ ನಿರ್ವಹಣೆಯ ಗೊಂದಲವನ್ನು ಹದಿಹರೆಯದವರು
ಅನುಭವಿಸುತ್ತಾರೆ ಈ ಅವಧಿಯಲ್ಲಿ ತಮಗೆ ಎದುರಾದ ಗೊಂದಲಗಳನ್ನು ಪರಿಹರಿಸಿಕೊಳ್ಳಲು ಅಥವಾ
ನಿವಾರಿಸಿಕೊಳ್ಳಲು ಅಸಮರ್ಥರಾದಲ್ಲಿ ಪಾತ್ರ ನಿರ್ವಹಣೆಯ ಗೊಂದಲ ಕಾರಣವಾಗುತ್ತದೆ.
ಕಾಲಾವಧಿ: ಹನ್ನೆರಡು ವರ್ಷಗಳಿಂದ ಇಪ್ಪತ್ತು ವರ್ಷಗಳ ವರೆಗೆ
19. ಉದಾಹರಣೆಗೆ ವೃತ್ತಿಯ ಆಯ್ಕೆಯ ಕೋರ್ಸ್ ಗಳನ್ನು ಆಯ್ಕೆ ಮಾಡುವಲ್ಲಿ
ಗೊಂದಲಗಳನ್ನು ಸೃಷ್ಟಿಸಿ ಕೊಳ್ಳುವುದು.ಈ ಹಂತದಲ್ಲಿ ಹದಿಹರೆಯದವರು ಏನು
ಮಾಡಬೇಕು ಮತ್ತು ಹೇಗೆ ವರ್ತಿಸಬೇಕು ಎಂಬುದನ್ನು ತಿಳಿದಂತಾಗುತ್ತದೆ.
ಈ ಹಂತದಲ್ಲಿ ಹದಿಹರೆಯದವರು ಶೈಕ್ಷಣಿಕ ಹಾಗೂ ವೃತ್ತಿ ಜೀವನದ ಬಗ್ಗೆ ನಿರ್ಧಾರ
ಕೈಗೊಳ್ಳಲು ಸಾಧ್ಯವಾಗುವುದಿಲ್ಲ.
ಪೋಷಕರು ಮತ್ತು ಶಿಕ್ಷಕರು ಈ ಹಂತದಲ್ಲಿ ರಚನಾತ್ಮಕ ಪಾತ್ರ ನಿರ್ವಹಣೆಯ ಮೂಲಕ
ಹದಿಹರೆಯದವರು ತಮ್ಮ ಅನನ್ಯತೆ ಹಾಗೂ ಪಾತ್ರ ನಿರ್ವಹಣೆಯ ಗೊಂದಲವನ್ನು
ಪರಿಹರಿಸಿಕೊಳ್ಳಲು ಸಹಾಯ ಮಾಡಬೇಕು.
21. ಆತ್ಮೀಯತೆ ವ್ಯಕ್ತಿಯು ತನ್ನ 20 ವರ್ಷಗಳಿಂದ 45 ವರ್ಷಗಳ ಕಾಲಾವಧಿಯಲ್ಲಿ ತನ್ನ ಸುಖ
ದುಃಖಗಳ ಭಾವನೆಗಳನ್ನು ಹಂಚಿಕೊಳ್ಳುವಂತಹ ವ್ಯಕ್ತಿಗಳೊಡನೆ ಆತ್ಮೀಯ
ಸಂಬಂಧಗಳನ್ನು ಸ್ಥಾಪಿಸಿಕೊಳ್ಳುವ ಪ್ರಯತ್ನ ಮಾಡುತ್ತಾನೆ ಆತ್ಮೀಯ ಸಂಬಂಧ
ಸ್ಥಾಪಿತವಾದರೆ ತನ್ನ ಸಹಭಾಗಿ ಗೋಸ್ಕರ ಏನನ್ನಾದರೂ ತ್ಯಾಗ ಮಾಡಲು ಸಿದ್ಧನಾಗುತ್ತಾನೆ
ಉದಾಹರಣೆಗೆ ಗಂಡ ಹೆಂಡತಿಯ ಸಂಬಂಧಗಳು ಶಿಕ್ಷಕ ವಿದ್ಯಾರ್ಥಿಯ ಆತ್ಮೀಯ
ಸಂಬಂಧಗಳು.
ಏಕಾಂತತೆ ಆತ್ಮೀಯತೆಗೆ ವಿರುದ್ಧವಾದರೆ ಏಕಾಂತತೆ ಒಬ್ಬ ವ್ಯಕ್ತಿ ತನ್ನ ಭಾವನೆಗಳನ್ನು
ಹಂಚಿಕೊಳ್ಳಲು ಸಾಧ್ಯವಾಗುವುದಿಲ್ಲವೋ ಆಗ ಆ ವ್ಯಕ್ತಿಯಲ್ಲಿ ಏಕಾಂತತೆಯ ಭಾವನೆಯು
ಬೆಳೆಯುತ್ತದೆ ವ್ಯಕ್ತಿಯು ಆತ್ಮೀಯ ಸಾಮಾಜಿಕ ಸಂಬಂಧಗಳನ್ನು ಬೆಳೆಸಿಕೊಳ್ಳಲು
ವಿಫಲನಾದರೆ ಅವನು ಏಕಾಂಗಿ ಯಾಗುವನಲ್ಲದೆ ಒಂದು ರೀತಿಯ ಅನಾಥಪ್ರಜ್ಞೆಯಿಂದ
ಬಳಲುತ್ತಾನೆ.
ಉದಾಹರಣೆಗೆ ವ್ಯಕ್ತಿಯು ತನ್ನ ಆತ್ಮೀಯರೊಡನೆ ದೂರವಾದಾಗ ಸ್ನೇಹಿತರ ಗುಂಪಿನಿಂದ
ಹೊರ ಬಂದಾಗ ಸಮಾಜದಿಂದ ಸ್ಥಿರಕೃತನಾದಾಗ ಏಕಾಂತತೆಯ ಭಾವನೆ ಮೂಡುತ್ತದೆ.
vi. ಆತ್ಮೀಯತೆ vs ಏಕಾಂತತೆ.
ಕಾಲಾವಧಿ: ಇಪ್ಪತ್ತು ವರ್ಷಗಳಿಂದ ನಲವತ್ತೈದು ವರ್ಷಗಳ ವರೆಗೆ
23. ಈ ಹಂತವು ವಯಸ್ಕ ವ್ಯವಸ್ಥೆಯ ಪ್ರರಂಭರಂಭದಿಂದ ಮಧ್ಯಮ ವಯಸ್ಕರ ವ್ಯವಸ್ಥೆಯವರೆಗೂ
ವಿಸ್ತರಿಸುತ್ತದೆ. ಇಲ್ಲಿ ವ್ಯಕ್ತಿಯು ತನ್ನ ವೃತ್ತಿ ಜೀವನದಲ್ಲಿ ತೊಡಗಿಕೊಂಡಿರುವುದನ್ನು ಕಾಣುತ್ತೇವೆ.
ಸೃಷ್ಟಿ ಶೀಲತೆ ಈ ಹಂತದಲ್ಲಿ ವ್ಯಕ್ತಿಯಲ್ಲಿ ಉತ್ಪಾದಕತೆ ಹಾಗೂ ಸೃಜನಶೀಲತೆ ಕಂಡುಬರುತ್ತದೆ.
ಉತ್ಪಾದಕತೆಯ ಮನೋಭಾವವು ಪ್ರಯೋಜನಾತ್ಮಕ ಕಾರ್ಯಗಳಿಗೆ ಉತ್ಸಾಹ ನೀಡುತ್ತದೆ. ವ್ಯಕ್ತಿ
ಸೃಜನಶೀಲಾತ್ಮಕ ಉತ್ಪಾದಕತೆಯಲ್ಲಿ ತೊಡಗಿ ಸಮಾಜಕ್ಕೆ ಉಪಯುಕ್ತನಾಗಿರುವುದನ್ನು ಈ
ಹಂತದಲ್ಲಿ ಕಾಣುತ್ತೇವೆ. ಉದಾಹರಣೆಗೆ ಜೀವನದಲ್ಲಿ ಸಾಮಾಜಿಕ ಕಾರ್ಯದಲ್ಲಿ
ತೊಡಗಿಕೊಂಡು ಸಮಾಜಕ್ಕೆ ಕೊಡುಗೆ ನೀಡುವುದು.
ನಿಲುಗಡೆ ಸೃಷ್ಟಿ ಶೀಲತೆಯ ಭಾವನೆಗೆ ವಿರುದ್ಧವಾಗಿ ವ್ಯಕ್ತಿಯಲ್ಲಿ ಅಹಂ ಪ್ರವೃತ್ತಿ ಅಥವಾ ಸ್ವಾರ್ಥತೆ
ಕಂಡುಬರುವುದು. ನಿಲುಗಡೆಯ ಮನೋಭಾವ ಏಕತಾನತೆ ಉತ್ಸಾಹ ಹೀನತೆ ಕಾರ್ಯದಲ್ಲಿ
ತಲ್ಲೀನದಲ್ಲಿರುವಿಕೆಯನ್ನು ಉಂಟುಮಾಡುತ್ತದೆ.
ಉದಾಹರಣೆ: ವ್ಯಕ್ತಿ ಜೀವನದಲ್ಲಿ ಸಾಮಾಜಿಕ ಕಾರ್ಯದಲ್ಲಿ ತೊಡಗದೆ ಸ್ಥಗಿತವಾಗುವುದು.
vii. ಸೃಷ್ಟಿಶೀಲತೆ vs ನಿಲುಗಡೆ.
ಕಾಲಾವಧಿ: ನಲವತ್ತೈದು ವರ್ಷಗಳಿಂದ ಅರವತ್ತೈದು ವರ್ಷಗಳ ವರೆಗೆ
24. ಉತ್ಪಾದಕತೆ ಮತ್ತು ನಿಲುಗಡೆ ಎರಡು ಭಾವನೆಗಳ ಮಧ್ಯೆ ಸಮತೋಲನ ಸಾಧಿಸುವ ವ್ಯಕ್ತಿ
ನಿಷ್ಕ್ರಿಯನಾದ ಸಂದರ್ಭದಲ್ಲಿ ಅವನಲ್ಲಿ ಪ್ರೇರಣೆ ತುಂಬುವ ಮೂಲಕ ಸಮಾಜಕ್ಕೆ ತನ್ನಿಂದಾದ
ಸೇವೆಯನ್ನು ಸಲ್ಲಿಸುವಂತೆ ಪ್ರೋತ್ಸಾಹಿಸಬೇಕು.
26. ಎರಿಕ್ಸನ್ ರವರ ಪ್ರಕಾರ ಈ ಹಂತವು ಮನು ಸಾಮಾಜಿಕ ವಿಕಾಸದ ಅಂತಿಮ ಹಂತವಾಗಿದೆ.
ಸಮಗ್ರತೆ ಸಮಗ್ರತೆಯ ಭಾವನೆಯು ವ್ಯಕ್ತಿಯ ಜೀವನದ ವಿವಿಧ ಹಂತಗಳಲ್ಲಿ ಎದುರಾದ
ಗೊಂದಲಗಳನ್ನು ಯಶಸ್ವಿಯಾಗಿ ಪರಿಹರಿಸಿಕೊಂಡಿರುವುದನ್ನು ಸೂಚಿಸುತ್ತದೆ. ವ್ಯಕ್ತಿ ತಾನು
ಅಂದುಕೊಂಡಂತೆ ಜೀವನವನ್ನು ಸಾಗಿಸಿ ಆತ್ಮ ತೃಪ್ತಿ ಹಾಗೂ ಸಂತೃಪ್ತಿಯ ಭಾವನೆಯನ್ನು
ಬೆಳೆಸಿಕೊಂಡಿರುತ್ತಾನೆ. ಇದು ವ್ಯಕ್ತಿಯ ಸಮಗ್ರತೆಯನ್ನು ಸೂಚಿಸುತ್ತದೆ.
ಉದಾಹರಣೆ: ತನ್ನ ಮಕ್ಕಳಿಗೆ ಒಳ್ಳೆಯ ಜೀವನ ರೂಪಿಸುವುದು.
ಹತಾಶೆ ವ್ಯಕ್ತಿಯು ಹಿಂದಿನ ಹಂತಗಳಲ್ಲಿ ಗೊಂದಲಗಳನ್ನು ಯಶಸ್ವಿಯಾಗಿ ಪರಿಹರಿಸಿಕೊಳ್ಳಲು
ವಿಫಲನಾಗಿದ್ದರೆ ಅವರಿಗೆ ಈ ಹಂತದಲ್ಲಿ ಹತಾಶೆ ಅಥವಾ ವೈರಾಗ್ಯ ಮನೋಭಾವನೆ
ಮೂಡುತ್ತದೆ ಉದಾಹರಣೆ: ವ್ಯಕ್ತಿಯು ಹಿಂದೆ ನಡೆಸಿದ ಜೀವನದ ಬಗ್ಗೆ
ಜಿಗುಪ್ಸೆಗೊಳ್ಳಲಾಗುತ್ತಾನೆ.
viii. ಸಮಗ್ರತೆ vs ಹತಾಶೆ.
ಕಾಲಾವಧಿ: ಅರವತ್ತೈದು ವರ್ಷಗಳ ಮೇಲ್ಪಟ್ಟು
27. ಸಮಗ್ರತೆಯನ್ನು ಸಾಧಿಸಲು ವ್ಯಕ್ತಿಯು ಜೀವನದಲ್ಲಿ ನಿರಾಶೀಯ ಮನೋಭಾವನೆಯನ್ನು
ತಾಳುತ್ತಾನೆ. ಆದ್ದರಿಂದ ಈ ಹಂತದಲ್ಲಿ ಸಮಗ್ರತೆ ಮತ್ತು ಹತಾಶೀಯ ಭಾವನೆಗಳ ಮಧ್ಯೆ
ಸಮತೋಲನವನ್ನು ಉಂಟು ಮಾಡಿ ಕೇವಲ ಹಿಂದಿನ ಅತೃಪ್ತಿ ಜೀವನದ ಬಗ್ಗೆ ಚಿಂತಿಸದೆ
ಮುಂದಿನ ಜೀವನವನ್ನು ಆಶಾಭಾವನೆಯಿಂದ ಕಳೆಯುವಂತೆ ಪ್ರೋತ್ಸಾಹಿಸಬೇಕು.
29. ಆಧಾರ ಗ್ರಂಥಗಳು.
ಪ್ರಭು ಆರ್. ಜೆ. (2004-05) ಶೈಕ್ಷಣಿಕ ಮನೋವಿಜ್ಞಾನ, ಗದಗ, ವಿದ್ಯಾನಿಧಿ ಪ್ರಕಾಶನ.
ಬಸವರಾಜ್ ಎಂ. ಎಚ್. (2018) ಬಾಲ್ಯಾವಸ್ಥೆ ಮತ್ತು ತಾರುಣ್ಯಾವಸ್ಥೆ, ಗದಗ ವಿದ್ಯಾನಿಧಿ ಪ್ರಕಾಶನ.
ಚಂದ್ರಚಾರ್ ಎಚ್. ಎಂ. (2004) ಶೈಕ್ಷಣಿಕ ಮನೋವಿಜ್ಞಾನ, ರಾಣೆಬೆನ್ನೂರು, ಅಶ್ವಿನಿ ಪ್ರಕಾಶನ.
ಶಿರವಾಳಕರ್ ಆರ್., ರಾಜಶೇಖರ್ (2016) ಬಾಲ್ಯಾವಸ್ಥೆ, ಕಿಶೋರಾವಸ್ಥೆ ಮತ್ತು ಮನೋವಿಜ್ಞಾನ,
ಗುಲ್ಬರ್ಗ, ಶ್ರೀ ಸಿದ್ದಲಿಂಗೇಶ್ವರ ಪ್ರಕಾಶನ.