rrwtw developmnd manun

dknc
inatie, con eep,
a . Stag Groso th e velpun
.
Aspect
Cym- Bevelouu
estan
4. Factottt ain dK
72ve

Ovally
 Physical
Development
Social Cognitive
Development Development

Language Emotional
Development Development
Moral
Development
 VartousAspecti Of Chrowh.&Devlopmant

n3 Phuital lopmht
dlaa ptnLLA dhat stards to human atancuA-
ortioues dillsosblestootPhyatreil oAclaned: inv6lves
coottaloveihihoclyLmuksttau
toke to e devalaprment of a childs bants

Mapr Deelapment
Grrss mtaielemat Fatmitor duelepmeat
eoolueA t#hoalueloment df tko.cosvea dhesnall uacde
atep muaclenio chid - i a f ebootap 2Aproiallysin
Th mukclajlve uato satinikei band
Slan alk' A uLN

DELTA/a Na
Date
ool oL Cognitve of Deuoprisotihia
t lacludes a dulopmea E 0gbiHNe4
ottual poDLK liki1ka2prinL L22aning
heoking inanlna tcem yConceottadtein,Creaai
eostien pon cepidon,mumomiis cKfminnten
qpneal2attene

Mbral DiwelapmiLn t k dh ptaA dhauedo

hch childun dwnlsp prabert attituoA Ahhauiaura
haarHerpLnpiziosariu
D Emartona Dewelabmeot L ifado ah childls
ablite o toolotz Conkt-otena
vii)Lgngunop Tevtopmeot=l t dockuees o lsanoins,
DAht lanuaap briitommunicatene
 ENERAL-PRTNC1PLER. UEstADah_2 DS/ELORHENIT
Prdorlple, of Communz, Devzlapmet ds a cootënuatua
praLAAA 4 continuza trom conceptten uoft| tu
mdiuth 4 tnku plare. ata slU OX a tapid rat
happeng oroqulan beuatsi
Rt DF_aroDHh & Muelopmot-i oA On~foxn
The tat ofqtadihr 2dwelepneot a mt_uniorm
i all ttmea t_ptaceeds moru apédLu tntu
Raxdupariolike but:islaw. lelos laturasiag
Pihrlplus
oETodëvisua Diffuxe0Le
P&gicla: haue ditficond-dtnelaf mant Tani
 DELTA/Ppe No.
Date L

9 Unisoumdy oF Patero mannetS

DNpment occuA ig0Lderc
Enompl +All childton firuAtiltaren o sti upntihut supm

elatoLnt ProLtds fiom Gquntsal Ho Secitic Reapanses

Guoetal aclisctiouoan prgcedspecikca actvidp
Prtineipl DAzamaiian
Dwn lotment prarerolsiArom e t a l n cperikc ar
from nshale to portts

Pnineinln oft Ratrmrelatten CThissalzkidbad tka thtt

Hupts of davlanorndsi Suh aa S0efals mindal2 emmii
bonaai2 htL1-wltr Aoncu xiet Ditxu odher
Dexelop meot sAredteia bl ri
wwwwso0 predctdenekotanot b obsirvadton a Pycholo-
gical,tb:
a PraLenl of delopmuntalsdrackten, Thez sleslapec
ofmoto i cobcplssdantesikron Jarai2dandamntal
Girib4Dulapmantis a Taintfroducirof EothHzedita2
Enulronmeati tto rooliky g nvironmi plaa a impor=
due endividuialea
(DDevlepment is Sp~ca&odi Lineor Thhile
dota napKaLegstraith-on dkpohiof dledEtopmtat
oosiarde Dstasu pacerz
Thepiehapmi nt of ari child ots nmt olloua
sahpaihuItinmaits likoassp?Kal
Factors influencing the Development:
1. Hereditary factors

5. Soclal nature
2. Biologicalor
constitutional factors
4. Emotional
factors
3.
Intelligence

Stages of Development:

A ch i ld's de velopment is general ly classifi ed in five st ages:

1. Prena ta I Pe ri o d: 9 Mon t hs b efore Birth.

2. Infancy ( birth to 2 Years) -

Senses are
teachers
3. E arly Childhoo d (2-6 Ye ars)- Pre- s ch o ol Age
4.
Later Childhoo d (7-11 Ye ars)-Gang Age.
5. Adole s cence ( 12-19Ye ars) - Iden t ity Cr isis.

1. Infancy (birth to 2 Years):

The development of language starts from this stage.
Duringt his s t age, t he ch i ldt ransi t ions f rom a de p
endent t o dd ler to an active child.
He or she is now able to crawl and walk.
 2. Early Childhood (2-6 Years):

In this stage children spend a lot of time playing with toys.

Atthis st age ch i ldren do not attend t he t radi t ion a l system

of e duca t ion but they start going to pre-school or play school.

Chi ldren are s elf-centr ic(eg o centr ic) at t his s t age.

It is as ensit ive p eriod for language de velopment.

3. Later Childhood (7-11 years):

Here, a child joins the traditional system of education that is why

this stage is known as elementary school age.

This stage is also known as troublesome age.

Children de vote more t ime wi t ht heir pe er g roup.

De velopment of ch i ldren's cr e at ive p oten t i albegins.

Experiences oft hisperiodinfluence t he ch i ld throu g
hout his life.

4. Adolescence or Puberty (13-19 Years):

"Adole s cence is t hestage ofs tress and sto r m" - StanleyHal

.

This is t he most crit ic a lstage ofa p er s on's life.

Als o known as t he s t age ofIden t ity cr isis.

At t his st age, adole s cents face many so ci a l, biolo g ic

al and p er s on a l change.

This is the transitional stage; where a person transits from a

child to an adult.

Adole s cents face adjus t ment problems.

They become aggressive at times.

In this stage thought becomes more abstract and logical.

 DELTA/Page No.
Date L

Ea ccorsntluencing Gitasih &Develmen

- qtoihn 2welopmeatEoÉefe huma bein
iofuzncootaartioiaofifacdotA: ie=

A tiinal facbt A acludts

tluraeliksfactoics
Bio Lpgi cal
Iodeilleenc
Ematonalan
Soria latuiu
Heridikfacdor
THs apincAio shich Hkiphysicala dorial
chararaeisti.sansmttduron parat to_child
The huaht wieiokr Lolnur. of hu Lye colaur oLE
Hhe skiotdieidad kp dhuu hasttdliphfluend

oltalL factbr
ralogzealfacso affirksioskhhaviceof ar oganism
factorscan_bephysicnkphyaíalagicoljchumicol
ntuoloqkcal otqpnetc. 2tsa naio-factor to
utitndne burman behaszionct
heenchilditaA hho ao phusteorlla Dnk can n
-ii
ntaaen co,
Haki tke tta dintslan at tu.tton tmg
haimptladtanalhip Adhrtü qroth &daunlrpat
affLck thuit Sxra leahavíaut .metad uelarmea
aattonal mak uh
 Ena-inoah fattora
Ahaa aqatakluancsz ao aathselapnt.ad
Th chilkenm atuffeaiftoo nsatve mosiens
Bika fe anqtjaloa at ar badue atfeedsldin
Sac2albt i
Spcrali2adom hlps hiio ochitseqopih 2 delerea

ExTERNAL Focdoita lin

Th facbtayinatside henduidualsinovinonment
a said to be exhnal faclata
Govironmunt awdlablo io the Woma oftu atn
Th AAviltaamiot ofHAedomh of ttemothenintluen
TDh_Aulepinte of tkechildten. Tht follauai
factara ata tospansiblz for HeqdadBh-2 dwlatrmeod-of
sthu chilo
fhu phualcal&mataL htalHh_of He roodkur ducep
ptAnan
staala child a multple childten qihionau2shmeat
n i omb
The 94nliks & 4uandiduaf nutistie0 oceivea b4 the
Huk odhin omh of-lke mathex
nanalabootmaldlienn
2ant elamag ot accolootp echild cake aomb

Lenveromunt Availnbu Aften Ctrth

Envitanmat auailabl afkua birstb plas an inpaxkano
Ml£o hunan life. These a.to diffueot dapas torton
mentsuch o phsaical paviifonment wualeovimmen
&paehologicak eovltonrmgo
 T13C DELTAa Na
Dale

2Phaacal rnvtrtonmLat conscsts of olli fod clothia

ghizxgL0qraphical candickon si eat. hich ha
mct on iindiviclual chileb
orzdnvfronmtnt is itonsíss of sostal Vams 2
cuanmsnhith influnnco. his qmaih2 duelstmen
1|Psunhotoaicel sndnomand 2s osAÁcia ch lete
fkectienA fulinq douarda 0achathes
709rodh AJLNlapokaaEALKagulalidte
niroioent pé as todividualoiohetuhu:livzi
 Influence of Heredity & Environment:

First he
makes advances
in this way
But moves
back for
consolidation

Individual starts
his growth &.
development
from this point
Fig. 5.1 Development is spiral.

Heredity: Heredity provides the basis for the development of

human personality. Heredity is what a person is born with.

All the qualities that a child has inheritedfrom the parents is

called heredity

Att he t ime of C oncep t ion the un i on of m al e and fem al e

germ ce l Is causes fertilization of the ovum. The fertilized egg
is known as zygote.

Zygote has 46 chromosomes; i.e 23 pairs of chromosomes are

there in a zygote.

Environment:

Environment includes al l t he as pec ts of our sur roundings

except one's genes.

These factors influence the development of an individual.

 SIGNIFICANCE OF HEREDITY AND ENVIRONMENT

Heredity(nature) is defined as the totality of biologically

acquired factors and is n important factor in the life of an
individual.

Environment(nu r ture) ist he to ta lity of condi t ions

w hich play an important role in bringing the modification
of our behaviour.

According to W oo dwo rth, b oth are e qu al ly es s en tial

in t he g rowth and development ofthe child.
Individu a l is t he res u lt of m ultiplica t ion(pr o du c t) b etw
e en her e dity and environment.
De velopment=Her e dity x Environment

Educational Implication
The knowledge of both the factors will help the teacher in
finding out the individual differences among his students in

learning different subjects.

Hence teacher must provide a congenial atmosphere for the
students and treat them equally.
The children should be taught to adapt to the environment.
 o knot
Grrod&Aevafotaua
eveloepuut aw indivienal
ww.an eenq
To chack 3HM

3. v l o F tegut personalluty
ndi
ev1epdant 5. uRg UT
onl letap
s. Pkaracfart 4 6 3a 1 aTarlza dad ETATAT
6

Principlei Tmpetufand OT ETTET

rincipla s nni -
netEs
C r p l t a huuan bcing

Cel Cerw-polue unaw laaeng

. Rede Rofsprst velp

wwetu
Far
I3
74- 6 -16 1 -aoeve
Urlortue patfert
Penatl 9nane anstshn afe chela
hrt Aolas 20 4o bov
4: Principle of evelatpmn rackom 4 taah RT At T

Thr Ceplato eaudal T Preyime olieta uatais a feir

pranap prtenerplr
Brnin
Pertuptun Sauna-
Cunr

5. HHUTa eal
5.Prinaipte o Iítegr
Ma ed T
nei
uneons