I

mportantnot
esonChil
d
Dev
elopmentandPedagogy

Childpsy chol ogyi sani mpor t

ant
branchofpsy chol ogywhi chf ocuses
ont hemi ndandbehav i
ourof
childrenf rom par entaldev elopment
throughadol escence.Chi ld
psy chologydeal snotonl ywi t
hthe
growt hofchi ldrenphy sical l
y,butalso
witht heirment al, emotional and
soci aldev elopmentaswel l.Today,
psy chologi stsr ecognizet hatchild
psy chologyi suni queandcompl ex,
butmanydi fferint er
msoft heunique
perspect i
vetheyt akewhen
approachi ngdev elopment .
Devel opmenti sapr ocessofinter nal
andext ernalgrowt hofachi l
dandt he
emer genceordi fferent i
ati
onofhi s
capabi l
iti
es.Itcouldal sobe
under stoodast hef unctionof
mat urit
yandhi si nteracti
onwi t
ht he
environment .Ther emaybev arious
aspect sofdev elopmentl i
kephy sical
,
ment al,emot i
onal ,l
anguage, et
hi cal
etc.

Iti
ssuggest
edthatcandi
dat
es
shoul
dfocusonPedagogysail
thr
ough.Chi
ldDevel
opmentand
Pedagogyandpedagogyofv ar
ious
secti
onstogethercompriseof60%of
weightageofPaper1and53%of
Paper2.Therefore,
concentr
ateon
thepedagogypartwelltoscorewell
i
nCTET.

Keepi
ngt heimportanceofChild
Devel
opmentandPedagogyi nmi nd,
thepresentar
ticl
epresentssome
samplequestionsont hetopi
csand
fewimpor t
antnotesont hesame.
I
tisoneoft
heimport
antand
i
nter
est
ingt
opi
cs.Import
antpoint
wi
senotesonEducat
ionPsychology
canbesummar
izedasf
oll
ows:

1-
Theter
m,Phycol
ogywasf
ir
stused
byRudol
fGol
kayin1950

2-
RudolfGolkaywrot
ethefi
rstbook
‘
Phycologyphycol
ogi
a’on
Psychology
.

3-
Will
iumVantestabl
i
shedthe
worl
dsfi
rstphycol
ogi
call
abin
Ger
manyl ab(1879)

4-
Thef
atherofmoder
nphy
col
ogy
-
Wi
l
li
umJames

5-Fi
rstpsychol
ogistofmoder
n
psychology-Decarte

6-
Kinder
gar
tenmethodwas
pr
oposedby-Fr
obel

7-
Dalt
onmethodwaspr
oposedby
-
Hel
enPar
khurst

8-
Proponent
softheMontessor
i
method-Madam Mar
ieaMontessor
i
9-
Thefat
herofcogni
ti
vemov
ement
-
Al
ber
tBandura

10-
Var
ioustheor
iesofphycol
ogy
/
communit
yandtheirpar
ents-

Gestal
twad(
1912)-Kohl
ar,
Kof
ka,
Vrdi
mrandLevin

St
ruct
ural
i
sm (
1879)
-Wi
l
li
umVunt

Behav
iour
ism (
1912)
-J.B.Wat
son
Dev
elopment
/cogni
ti
ve-JeanPi
azz
e
Thest
ruct
ural
conceptofl
ear
ning-
Jer
omeBr
uner
Soci
all
ear
ningt
heor
y(1986)
-Al
ber
t
Bandur
a
Connecti
oni
sm t
heor
y-(
1913)
-
Thorndi
ke
Opt
imi
sedr
esponset
heor
y(1904)
-
Pav
lov
Kri
yapr
sutcont
ractt
heor
y(1938)
-
Ski
nner
Reinf
orcement
/rei
nfor
cementt
heor
y
(1915)
-Hull
I
nsight/
under
standi
ngt
heor
y(1912)
-
Kohler
11- Per
sonal
i
typroj
ect
ivemet
hods
ofmeasur
ement:
Themat
icApper
cept
ionTest(
T.A.
T)

Chi
l
dApper
cept
iont
est(
C.A.
T)

I
nkbl
ott
est
(I
BT)

Sent
encecompl
eti
ont
est
(sct
)

12-
Personal
it
yassessmentmet
hod
ofmeasurement
-
Schedul
e
Quest
ionnai
re
I
nter
view
Aut
obi
ogr
aphymet
hod
I
ndi
vi
dual
hist
orymet
hod
I
nspect
ion
Soci
omet
ry
Phy
sical
test
Dr
eam anal
ysi
s
Cr
it
eri
aev
aluat
ionmet
hod

13.Thepri
ncipl
eofi
ntel
l
igenceand
thei
rexponent–
Absol
utemonar
chi
calpr
inci
ple(
1911)
-Aver
ti
ng,Tr
amanandStern
Twobay
sTheor
y(1904)-Spear
man
Theor
yoft
hreebay
s–Spear
man
Thepri
nci
pleofmul
ti
-sect
ion–
Edwar
dThorndi
ke
Groupf
act
ort
heor
y-Thur
stonand
Cali

14. Determi
nat
ionofi
ntel
l
igence
quot
ient(I
Q)–
Int
ell
i
gencequoti
ent(I
Q)=ment
al
age(MA)X100/actual
age(
CA)
15.Intel
li
gencequot
ient(
IQ)
determinati
onwasproposedby-
Wil
liam Ster
n(1912)

16.Thelev
elofi
ntel
l
igencemaybe
i
ndicat
edasfoll
ows:
S.
No Cat
egor
y I
Q
1 I
diot 0-
25
2 I
mbeci
l
e 25-
50
3 Mor
on 50-
70
4 Bel
ow 70-
90
Nor
mal
5 Nor
mal 90-
110
6 Super
ior 110-
120
7 Very 120-
140
Superi
or

AndGeni
us-140abov
e