TEACHER ELIGIBILITY TEST - 2024

PAPER I – SYLLABUS

CHILD DEVELOPMENT AND PEDAGOGY (Marks: 30)

1. DEVELOPMENT OF CHILD 

• - Development, Growth & Maturation - Concept & Nature 
• - Principles of Development & their educational implications 
• - Factors influencing Development - Biological, Psychological, Sociological 
• - Dimensions of Development and their interrelationships - Physical & Motor, Cognitive, 
• Emotional, Social, Moral, Language relating to Infancy, early Childhood, late Child hood, Adolescence. 
• - Understanding Development - Piaget, Kohlberg, Chomsky, Carl Rogers and Erikson 
• - Individual differences - Intra & Inter Individual differences in the areas of Attitudes, Aptitude, Interest, Habits, Thinking (Divergent & Convergent), Intelligence and their Assessment 
• - Development of Personality - Concept, Factors effecting development of Personality, Child Rearing Practices, Self-Concept 
• - Adjustment, Behavioral problems, Defense Mechanisms, Mental Health 
• - Methods and Approaches of Child Development – Introspection, Observation, Interview, Case study, Experimental, Rating Scales, Anecdotal Records, Questionnaire, Cross sectional and Longitudinal 
• - Developmental tasks and Hazards 

2. UNDERSTANDING LEARNING 

• - Concept, Nature of Learning - Input - Process - Outcome 
• - Factors of Learning - Personal and Environmental 
• - Approaches to Learning and their applicability - Behaviorism (Skinner, Pavlov, Thorndike), 
• Constructivism (Piaget, Vygotsky), Gestalt (Kohler, Koffka) and Observational (Bandura) 
• - Dimensions of Learning - Cognitive, Affective and Performance 
• - Motivation and Sustenance -its role in learning. 
• - Memory & Forgetting 
• - Transfer of Learning 

3. PEDAGOGICAL CONCERNS 

• - Teaching and its relationship with learning and learner 
• - Learners in Contexts: Situating learner in the socio-political and cultural context 
• - Children from diverse contexts - Children With Special Needs (CWSN), Inclusive Education 
• - Understanding of Pedagogic methods - Enquiry based learning, Project based learning, Survey, Observation and Activity based learning, Co-operative & Collaborative learning 
• - Individual and Group learning: Issues and concerns with respect to organizing learning in class room like Study habits, Self learning and Learning to learn skills 
• - Organizing learning in heterogeneous class room groups - Socio-economic background, Abilities and Interest 
• - Paradigms of organizing Learning - Teacher centric, Subject centric and Learner centric 
• - Theory of Instruction - Bruner 
• - Teaching as Planned activity - Elements of Planning 
• - Phases of Teaching - Pre active, Interactive and Post active 
• - General and Subject related skills, competencies required in teaching and attributes of good facilitator 
• - Learning resources - Self, Home, School, Play, Community, Technology 
• - Class room Management: Role of student, teacher, Leadership style of teacher, Creation of non-threatening learning environment, Managing behavior problems, Guidance & Counseling, Child Abuse, Punishment and its legal implications, Rights of a child, Time Management. 
• - Distinction between Assessment for Learning & Assessment of Learning, School based Assessment, Continuous & Comprehensive Evaluation : Perspective & Practice 
• - Understanding teaching & learning in the context of NCF, 2005 & Right To Education Act, 2009