TEAM UNIVERSITY

FACULTY OF EDUCATION

CHILD GROWTH AND DEVELOPMENT

CERTIFICATE IN EARLY CHILDHOOD

EDUCATION

COURSE CODE: DEC 1101

STUDY MATERIALS

© TU

COURSE NAME : CHILD GROWTH AND DEVELOPMENT

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COURSE CODE :
Learning Outlines: Trainee who demonstrates a deeper understanding of child growth and
development in caring or young children
Course Outline:
Unit 1: Explain different developmental needs of young children
 Characteristics of young children
 Development domains
 Development needs of young children
 Attachment and bonding
Unit 2: Explain different stages of child growth and development
 Stages of child growth and development
 Role of caregiver in promoting child growth and development
 Child rearing and child care practices in the community

Unit 3: Explain different ways in which children learn

 Early Learning and Stimulation
 Ways in which children learn
 Activities at stimulate children to learn
 Role of sensory stimulation in children’s learning
Unit 4: make appropriate learning /Play material for children
 Concept and importance of play
 Common games children play and their benefits to children
 Different play material
 Criteria of good play material
 Designing different play materials
 Role of children and parents in collecting and making play materials

Unit 5: Set appropriate play environment for children

 Different play areas for children
 Setting and equipping children play area

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  Safe handling and Storage of play material

Resources /Materials
- Pictures of children at different stages of development
- Flip charts and markers
- Different storage material
- Charts showing different materials ,equipment’s and games for children

MODE OF DELIVERY

 Lectures
 Reading assignments
 Practical assignments
 Field trips
 Documentaries

COURSE ASSESSMENT

 Continuous assessments tests 20%

 Group and individual project (course work) 10%
 End of Semester Examination 70%

READING LIST
Colker, L. .2014. “The word gap: the early years make a difference.” Teaching Young Children,
(7)3, 26-28 February/March. Retrieved from https://www.naeyc.org/tyc/article/the-word-
gap/
Diesen, D. 2008. The Pout-Pout Fish.  New York: Farrar, Straus, and Giroux.
Forrester, M. &K. Albrecht, 2014. Social Emotional Tools For Life: An early childhood teacher’s
guide to supporting strong emotional foundations and successful social relationships.
Houston: Innovations in ECE Press.
Gros-Louis, J., & M. West. 2014. “Maternal responsiveness and the development of directed
vocalizing in social interactions.” Infancy¸ 19(4). 385-408, May 29. doi: 10.1111/infa.12054
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Hart, B., & T.R. Risley. 2003. “The Early Catastrophe: The 30 million word gap by age 3. ”
American Educator. 27(1), 4-9.
Lowry, L. 2012. “Build your child’s vocabulary.” The Hanen Centre. Retrieved from
http://www.hanen.org/helpful-info/articles/build-your-childs-vocabulary.aspx/
Nemeth, K. 2009. Many Languages, One Classroom: Teaching dual and English language
learners. Washington DC: National Association for the Education of Young Children.
Nemeth, K. 2012. Basics of Supporting Dual Language Learners:  An introduction for educators of
children from birth through age 8. Washington DC: National Association for the Education
of Young Children.
Rowe, M. 2012. “A longitudinal investigation of the role of quantity and quality of child-directed
speech in vocabulary development.” Child Development, 85(5), 1762-1774. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3440540/
Zeigler, K., & S. Camarota. 2014. “ One in five U.S. residents speaks foreign language at home,
record 61.8 million.” Center for Immigration Studies. October. Retrieved from
http://cis.org/record-one-in-five-us-residents-speaks-language-other-than-english-at-home/

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UNIT 1: CHILD GROWTH AND DEVELOPMENT

The human being is never static. From moment he is conceived to the time of his death, he
undergoes constant changes. Growth is otherwise known as maturation. It is a natural phenomenon.
Development, by contrast, refers to those changes which are qualitative in nature. These changes
lead towards the goal of maturity. In this process also we must know what happens to a child before
he is born.

Consequently, the study of child development now encompasses that span of time which begins
with conception and extends to the period of adulthood.

Maturation as a natural process and development as an effect of environmental conditions upon the
child as he grows are the two factors basic to teaching-learning processes.

Knowledge of these processes is fundamental to the setting up educational objectives, to the

planning of curriculum and to the devising of teaching techniques for all learners at their various
stages of development. The bases upon which educational theory and practice are built include a
pattern of physical, social, emotional and intellectual growth and development as well as the general
psychological principles fundamental in these four areas.

Thus for teachers of today and tomorrow, knowledge of the growth and development of children is
essential to understand their behavior.

Meaning of Growth
Growth usually indicates physical changes in height, weight and other limbs of the body. It means
the increase and enlargement of the body or different parts of the body making it heavier and larger.
To make it more clear, growth is change in the body which can be observed and measured in
quantitative terms.

In short, the biological growth in height, weight, increasing of the muscle- size and the deepening of
voice which are easily observable is called maturation or growth. Then alone, as a grown-up person,
the child is called a man or woman.

Growth is a gradual and continuous process from the beginning of a new life onwards. So common
is the phenomenon that teachers as well as parents may take the growth of a child for granted. A
human child does not start standing, walking and climbing stairs all at once. He has to do it in quite
a period of time.

Each individual has his own rate of growth and this he maintains throughout his or her life. Too
often parents and teachers feel that one child does not learn as quickly as others of his age or class
are doing. There are large differences among individuals in their rates of growth, development and
learning and these differences continue throughout their lives.

Thus bright children continue to be bright and the slow children continue to be slow. So generally
growth is not random, but orderly. All human children sit before they crawl, crawl before they walk
and walk before they run. In the growth process, the person moves from the dependence of infancy
to the maturity and responsibility of adult life.
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Meaning of Development
All living creatures develop, many people use the terms “growth” and “development”
interchangeably, one for the other. In reality, they are different. They are inseparable and neither
can take place alone. Growth, as you know, refers to quantitative changes, increase in size and
structure.

Not only, does the child become larger physically, but there is also increase in the size and structure
of internal organs and of the brain. The child has a greater capacity for learning, for remembering
and for reasoning. He grows physically as well as mentally. The sense organs are ready to function
at the time of birth, but the sex organs do not reach maturity until adolescence. This aspect of
growth in a particular period of time is known as development.

Development also means the whole sequence of life from conception to death. It is not merely what
happens, but how it happens, the order of its unfolding. The more complex the creature, the more of
development it has to go through to achieve its evolutionary potential.

For example, mammals develop more slowly than other animals. Again, human beings develop
more slowly than other mammals. Human infants among all animals have the longest period of
development before they are capable of adult behavior.

What is Growth and Development

Growth and development in education has specific meanings and both are relates to each other.
The following comparison will clarify the differences between growth and development.

What is Growth
1. It is indicative i.e. increase in body, size, weight etc.
2. It is quantitative progress
3. It is physical change
4. It is external in nature
5. stops at certain stage
6. It is physical progress

What is Development
1. It is not indicative
2. It qualitative progress
3. It is psychological change
4. It is internal in nature
5. It is continuous process
6. It is cognitive progress

STAGES OF GROWTH AND DEVELOPMENT IN CHILDREN

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Growth and development goes side by side, and both have profound effects upon each other.
When a child is born, passes through various stages and ultimately a whole picture of a person
emerges. The following are the stages of growth and development through which every children
passes:

1. Infancy: (From Birth to 2 Years)

Common features of infancy are
1. A child jumps, walk and learn to talk.
2. A child starts learning about simple, social concepts.
3. The body growth is accelerated.

2. Early Childhood (2-6 Years)

The common features of this stage are:
1. Infancy features are strengthened.
2. Physical growth occurs like, expansion of muscles, speed in body actions, changes occur in
respiration, blood pressure develops etc.
3. Language skill is developed and learns new words.
4. New concepts about social relations develop.
5. Memory increases.
6. They ask questions about the environment.
7. Socially he/she develops new friends, and wants social approval of his/her actions.
8. Emotional development starts to develop.

3. Adolescence (12-19 Years)

This is the period of adulthood and to some extend of maturity, physically and socially. This is
called the spring, romantic, and the period of “storm & stress”. The development and growth vary
from culture to culture and environment factors that influence a person at this stage.

Some basic characteristics of this stage are as follows:

1. Physical Growth
Here children are active, and sharp. They are keen observers. They give more attention to body –
beauty and strength. Boys love strength and play the games, where power is shown.

2. Mental or Intellectual Development

1. They think in abstraction.
2. They can anticipate the future needs and plan for that.
3. The children ability to solve complex problems increase. They try to understand complicated
issues, and to solve the complex problems
4. They develop the communicative abilities and talk for hours.
5. Confidence is developed which make them to make decisions about future.
6. Moral concepts are developed and know that what is morally and socially good and wrong.

3. Emotional Development
Here the adolescent period is not rational but emotional. That’s why it is called the period of stress
and storm. They are entering a new stage, which therefore, want emotional adjustment. Emotional
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disturbance is produced when they don’t adjust to new situation or role for which they are suppose
to be.
Characteristics of Emotions in Adolescence
1. Complexity: They experience complexity in various issues and start adjustment. When that
adjustment doesn’t develop, storm and stress develop.
2. Development of Abstract Emotions:They develop emotions with those things which do not
exist in real situation. Wants and desires are generated by abstract emotions.
3. Widening of Emotional Feelings: Here they select a hero/heroin. Idealization and
imagination start. And get emotional attachment with that idealization.
4. Bearing Tension: They start to learn that how to bear a difficult emotional situations.
5. Sharing of Emotions: They share emotions, especially with peer groups. That develops
loyalty and emotional   confidence among peer groups.
6. Hopes & aspirations develop about the future.
7. This stage gives increase to compassion in them.

Common Emotional Patterns

The following are some emotional patterns which can be seen in students:
1. Worries/Anxieties:These can be imaginative or real. These can be the products of school
work, exam, school problems or home problems.
2. Phobias: Phobias or fears can be from material objects, meeting with people, talking to
strangers etc.
3. Anger, Love and Hate: These are some emotional patterns, which have its own causes, and
effects.

As for emotions are concerned, the fear of failure make you to work hard. Emotions can be realized
through good and positive activities. Now it is the responsibility of home, school, teachers &
parents to understand the emotional state of the children and to avoid the bad effects of emotional
disturbance. “Become emotions can make or mar one’s life”.

8 significant principles underlying in the process of growth and development

here are certain significant principles underlying in the process of growth and development. These
are as follows:

1. Development follows a pattern

The process of development is not haphazard but gradual and regular. We will find a particular
pattern or sequence of development. In the cephalo-caudal sequence i.e. development proceeds from
head to toe and proximo-distal sequence in this pattern direction of development proceeds from
centre to periphen.

2. Growth is continuous and gradual

Growth always brings about certain change in the organism. But these changes do not take place
suddenly. It is a continous process. All the parts of body continue to grow gradually until they reach
their maximum through infancy early childhood, late childhood.

3. Growth proceeds more rapidly during early years

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The rate of growth is not uniform. The child grows more rapidly during early years and slowly
during the later years. Growth during early years is so rapid that it is easily noticeable and growth
becomes slow at the later stages.

4. Development proceeds from general to specific

The child first shows general responses as a whole. Then gradually he gives specific response to
specific stimuli. The child moves his whole hand to indicate certain thing instead of one finger. In
the emotional aspect he responds through only general response like crying & smile to denote,
hunger, pain & Joy and the baby produces general babbling sounds, before he can speak words.

5. Development is a product of heredity and environment

Heredity and environment have considerable impact on the growth and development of the child.
The child is born with some genetically endowments and develops by interacting with his
environment. Neither heredity nor environment is the sole factor responsible for the development of
a child. Nutrition, home climate and school environment regulate social, emotional and intellectual
development while child inherits physical stature and different traits from his parents.

6. Most of the traits are correlated

The physical and the mental development of the child are mostly correlated to each other. A child
who has a good physical health is also above average in intelligence. A child whose intelligence is
above average is also so in health size, sociability, attitudes and aptitudes. But this may not be
always true.

7. Growth is not uniform

Different parts of body grow at different rates. All parts of body can never grow at the same rate. At
birth, head is one fourth of the body in length. Later other parts of body grow very fast till it reaches
maturation.

8. Development is predictable
In many cases it is possible to predict the type of probable development a child will follow, because
the rate of development follows a Pattern. As it is possible to predict intelligence of a person with
the help of an intelligence test given in earlier years. ‘X’-rays of the bones of different parts of the
body will tell approximately what will be the ultimate size.

WHAT ARE THE FACTORS THAT AFFECT MOTOR DEVELOPMENT IN CHILDREN?

Children get ‘genes’ for all the developments from their parents. It has been seen motor development
of a child follows the same pattern as of his parents.

(2) Nutrition
Nutritious food promotes good motor development. Sensory motor development is dependent upon
nutrition that the child gets to a great extent. Children get stronger and development is good if they
get nutritious food.

(3) Immunisation
If mother and child both are immunized at a proper time it leads to good sensory motor
development.

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(4) Environment
Encouragement, love and security help the child to take risk to explore fearlessly and to know more
about environment which leads to a better sensory development.

(5) Opportunities
Children who get more opportunities to do more activities, motor development is better in them.
Opportunities to play to gain knowledge give a better chance of developing sensory motor activities.

WHAT IS THE RELATIONSHIP BETWEEN GROWTH, DEVELOPMENT AND

EDUCATION?
Growth does not continue throughout life. A person can develop even after physical growth stops
and maturity is reached. Development may be possible without any significant growth. It is a fact
that some children do not grow in size, but they do develop ability.

Growth of the child can be measured, but development can only be observed by noting changes in
activity and behavior. Any person, who is concerned with the education of an individual at whatever
age, must recognize the presence of and the rate of development of various areas of human growth.
School men and women must take cognizance of not only of the fact that the potential learner
consists of brain, but that he is complex of many phases of growth.

Rate of growth and development is different for each child for each trait. It is not unusual, for
example, for a teacher who has taught a child at 7 years of age to discover that at the age of 12 the
child displays a much greater and a much lower degree of mental alertness than was found in earlier
years. Some children develop rapidly in one or another trait during early years and then seen to
reach a plateau, which means there is no further development.

Still others appear to be retarded in early years. But they show sudden rise in development beyond
the normal lines. These possible variations in growth must be taken into consideration, if curriculum
and techniques of teaching are to be adjusted to the individual needs of learners.

The chief functions of the school are to inculcate in children certain commonly used skills: reading
writing and figuring. These areas of education are important. If education is to be functional, it must
spread out to include all-round guidance of the learner in fitting him for successful participation in
all phases of his present and future life. If we accept the premise to be successful, learning must
follow the learner’s progressive and varying ability to benefit from instruction.

It is necessary that teachers understand the developmental potentialities of each individual learner.
Taking the changes of the child in size, in proportion, of both the physical and mental development
into consideration, the teacher must adjust his teaching to the following:
(a) The effect of effort to learn depends upon the degree of growth and maturation.
(b) Rate of growth of the child is more rapid in the early years.
(c) Each individual has his own rate of growth. So the individual differences in growth and
development must be taken into consideration by the teacher.
(d) In the early childhood, fantastic imagination is the apparent mental development of the child
with little reference to reality.

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(e) Heredity and environment both are essential to any growth.

WHAT ARE THE FACTORS THAT DEPEND ON GROWTH AND DEVELOPMENT?

Growth and development depend on many factors such as:

(i) Heredity
These are the characteristics which the children receive from their parents. Their growth and
development depend on these traits.

(ii) Environment
Environment plays important role in growth and development of the children. Environment
provides opportunity to the children to develop their traits which they have received from their
parents.

(iii) Maturation
It is very necessary for the child to get matured to a certain level to learn and receive any
progressive change in him. Without that maturity level it is not possible to receive new progressive
changes in oneself.

(iv) Learning
Growth and development depend upon the learning capacity of the person. The more qualitative and
quantitative learning is, the better is the growth and development.

“Milestones are the indicators of growth and development during the process of development. They
tell us about the direction and rate of development.”

Psychologists have fixed these indicators after doing thorough studies. The development of every
child is different from each other.
These indicators decide the pattern of development and the age at which these developmental
changes take place. But the fact is that all the children develop differently though they follow the
same path. For example babies are able to hold their head first, and then sit with support and only
after 6 months, they can sit without support.

This is the pattern of development. But one child can sit a 5 ½ month of age, while other at 6 ½
months. This is due to the individual difference in them. They develop between the normal ranges,
but at different times.

PROCESS OF GROWTH AND DEVELOPMENT FOR CHILDREN

The lemur, a primitive primate, can move about on its own shortly after birth and is soon able to eat
adult food and fend for itself. The newborn monkey is dependent for several months; the infant
baboon remains with its mother for several years.

The human baby is dependent for many years. He is subjected to a long period of learning and
interaction with others before all the mammals, man is the most immature at birth and requires the

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longest period of development before he is capable of all the activities and skills characteristic of
his species. In general, the higher on the phylogenetic scale the organism, the more complex its
nervous system, and the longer the time required to reach maturity.

Adult behaviour and personality characteristics are shaped by events occurring during the early
years of life. The saying “the child is father of the man” reflects this continuity between childhood
and adulthood.

WHAT ARE THE ESSENTIAL PRINCIPLES OF GROWTH AND DEVELOPMENT?

Growth and development is one of the important subject of psychology. It is essential for every
teacher and parents know the fundamentals of growth and development. Good, effective teaching
and guidance depend on the study of growth and development. Effective learning takes place when
learning situations are arranged in accordance with the growth and development.
At birth, the child is helpless. Gradually he develops and becomes independent. A teacher before
preparing the curriculum must have a basis idea of the anticipated changes of the behavior
undergoing at various stages.

Growth
Growth means an increase in size, height, weight, length, etc. which can be measured.

Development
Development implies changes in shape, form or structure resulting in improved working. It implies
qualitative changes.
The principles of growth and development are described below.

(i) Development follows a pattern:

Development occurs in orderly manner and follows a certain sequence. For example, the human
baby can stand before he walks and can draw a circle before he can draw a square. He babbles
before he talks, he is dependent on others before he becomes self-dependent.

(ii) Development proceeds from general to specific responses:

It moves from a generalized to localized behavior. The newborn infant moves its whole body at one
time instead of moving only one part of it. It makes random kicking with its legs before it can
coordinate the leg muscles well enough to crawl or to walk.

(iii) Development is a continuous process:

Development does not occur in spurts. Growth continues from the moments of conception until the
individual reaches maturity. It takes place at slow regular pace rather than by ‘leaps and bounds’.

Although development is a continuous process, yet the tempo of growth is not even during infancy
and early years, growth moves swiftly. Later on, it slackens.

(iv) Different aspects of growth develop at different rates

Neither all parts of the body grow at the same rate nor do all aspects of mental growth proceed
equally. They reach maturity at different times.

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(v) Most traits are correlated in development:
Generally, it is seen that the child whose intellectual development is above average is so in health
size, sociability and special aptitudes.

(vi) Growth is complex:

All of its aspects are closely interrelated. The child’s mental development is intimately related to his
physical growth and its needs.

(vii) Growth is a product of the interaction of the organism and environment:

Among the environmental factors one can mention nutrition, climate the conditions in the home, the
type of social organization in which individual moves and lives.

(viii) There are wide individual differences in growth:

Individual differences in growth are caused by differences in heredity and environment.

(ix) Growth is both quantitative and qualitative:

These two aspects are inseparable. The child not only grows in ‘size’; he grows up or matures in
structure and function too.

(x) Development is predictable:

It is possible for us to predict at an early age the range within which the mature development of the
child is likely to fall. But mental development cannot be predicted with the same degree of
accuracy.

Educational Significance
Education is not only a process and a product of growing; it means growing. Teachers and parents
must know what children are capable of, what children are capable of, and what potentialities they
possess. By knowing this, they can provide congenial environment, which are conducive to the
maximum growth of children. Besides the teacher and parents must be helpful, sympathetic and
encouraging to the students.

Bearing in mind the individual variations in growth, the school programmes must be adjusted
accordingly. Good physical growth, through the provision of play, games and sports is conducive to
effective intellectual development. On the other hand, malnutrition retards development. Therefore,
teachers and parents help in cultivating among pupils habits of balanced eating. Because of
‘individual differences’ diversified development of specific talents, abilities and interests and varied
co-curricular activities must be introduced in school curriculum.
Moreover, teachers and parents should not demand of pupils what is beyond their stage of growth.

GROWTH AND DEVELOPMENT IN CHILDREN FROM PRE-SCHOOL TO

ELEMENTARY SCHOOL
After birth up to two years growth continues to be rapid and then starts slowing down. Within two
years the child can move, run of course falls down to getup again. This period is known as the
period of toddlerhood.
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The child tries to pronounce words and within three years utters ‘I’ ‘my’ etc. After four years there
develops sharpness of sensory organs. During this period children love to play. But as development
starts from head downwards there is debate whether the children should be allowed to participate in
big muscle activity or only fine muscle activities.

Many educators argue that during these growing years children should be engaged in big muscle
activity only because fine muscle co-ordination develops only after gaining of big muscle
coordination’s.

Some psychologists also claim that during this period the child starts doing fine muscle activity like
picking up objects with thumbs and forefingers.

Other important consideration is the make up of infant’s skeleton which is formed with cartilage and
fibrous tissues and as such makes the bones soft. There is a possibility to bring some postural
deformities if activities are not carefully done.

PRE-SCHOOL YEARS
During the pre-school years the child develops many physical skills like running, jumping,
climbing, throwing, skipping, leaping etc., which help to make physical development rapid.

Through participation in these activities the child not only develops physically but also socially and
emotionally. Children during this age play together, communicate with each other, share play
materials with others and thus the process of socialization start.

Children find pleasure and enjoyment in play which affect their emotional life. The child can make
use of arms and legs in a better way which aids in skill learning leading to acquire self confidence.
Motor learning plays a very significant role in this period.

Through the development of motor skills, the children develop the feeling of independence,
intellectual capacities and thus help them to solve their problems. It has been established by a
research study that there is a close relationship between learning skills and child’s mental and
physical development.

Elementary school years

During this period the children learn fundamental skills which they use throughout their lives.
Children have the opportunity to make more social contacts through motor activities.

Emotional feelings become sharper. The child refines expression of anger or other emotion while
moving from infancy through childhood and into adolescence. Various emotional reactions are
aroused. Some traits of social behavior such as co-operation, sympathy, kindness, group activities,
interdependence start developing in this period. Social consciousness of child also develops.

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The child becomes attracted to team works, becomes loyal to the group and a self-centered mind is
replaced by social interest. The child loves to play, organize recreational and cultural programmes,
excursion, picnics etc.

ROLE OF EDUCATION IN GROWTH AND DEVELOPMENT OF A CHILD

Education is the potential instrument of a person’s mental and moral make-up. The history of
civilization bears testimony to the facts that man a wild animal, has built a glorious heritage of
culture, art, science, philosophy and religion.

Heredity and environment are the two most important factors of growth and development. Heredity
endows each individual with capacities, attitudes, and interests and it is for education to provide
scope for their expansion and expression through favorable environment.

A happy co-ordination between the twin factors leads individuals to the highest level of growth and
development. In the areas of human values, it is not capacity or ability that counts, but achievements
of success and efficiency by education and training are important. Capacity without training is blind
and may not work up to expectations.

The most important thing for the teacher is to try to study children and to know what their native
traits are. All children are born with a number of bodily and intellectual tools. Of course they differ
in degrees. It is not their possession that matters. Rather, the right or wrong use of tools is clearly
the responsibility of education.

Happily selected environment has worked miracles with many hopeless delinquents, criminals and
sinners. Tests have revealed that a large number of delinquent children are normal. And their fall
was due to harmful influences of education.

A change of environment has regenerated many of them and enabled them to develop into honest
and self-supporting citizens. And finally, the teacher must see that he himself is a very vital part of
child’s environment.

In teaching various subjects to the child, his mental maturation is to be taken into consideration for
chalking out education programmes. And mental maturation depends upon the physical growth and
development. Since the rate of growth of boys and girls differ, the same educational programme for
both boys as well as girls will not prove fruitful.

So, various individual differences as regards physical and intellectual growth and development must
be taken into consideration. Also, a too-fat child or a too thin child, a very small or a very big child
will have a feeling of inadequateness.

Teachers and parents must take care of these physical deviates. Mentally deficient children also
must be taken care of in the teaching-learning situations.
Keeping in mind the challenging characteristics of growth and development of adolescents, the
educational activities should be carefully organized. Development of sex plays a very important and
significant role in the life of an individual. So a sort of sex- education should be given to the child
as well as to an adolescent.
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Sex education aims at the development of healthy attitude among boys and girls with a view to
leading a good social life. Some teachers blame children for lowering the standard of the class and
abuse them saying, “Mangoes cannot grow out of cotton seeds.”

No doubt, heredity sets limits. Certainly, mangoes cannot grow out of cotton seeds. Only, the
quality mangoes can be improved by a careful regulation of the environment, such that mangoes can
be better mangoes and one can make cotton grow into productive plants and yield a larger harvest.
So, the appropriate education requires that inherited inclinations^ capacities and interests of every
child should be studied early and all facilities should be provided in his environment to develop all
that is best in him as an individual.

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