TNTET Child Development and Pedagogy Syllabus Paper 1 2014
Teachers Eligibility Test 2014 Syllabus – Paper 1
TNTET Paper I 2014 Child Development and Pedagogy Syllabus ( Relevant to Age Group 6 – 11 )
Part ( A ) : Child Development
Unit I : The Children’s Profile at the Beginning of Primary Education – Physical and Cognitive
Trends in physical growth – Hormonal influences on physical growth – Development of neurons Symbolic thinking and limits of logic – Sensory motor stage – Pre operational stage – Language Development – Influence of home environment, attitude of family members on cognitive development of the child – Identity status and psychological well being.
Unit II : The Children’s Profile at the Beginning of Primary Education – Social and Emotional
Self concept and Social Awareness – Sibling relationships – Peer relationship and play – Self awareness – Cultural influence on self – concept corresponding stages of Erickson’s Psycho – social development Emotional development in a Social context affection – sympathy – laughter – anger, sadness, fear – Parent – child relationship – Emotional well being emotion and health.
Unit – III : Physical & Intellectual Development during Primary School Years ( 6 to 10 Years )
Physical growth cycles – Body proportions – Muscles and fat – Capacity for attention and concentration – Selective attention – Memory strategies processing speed and capacity – Thinking skills. Cognitive development. Concrete operational stage – Piaget’s tasks – concept of intelligence as a mental ability. Development of mental / intellectual abilities. Intelligence tests – Creativity in primary school Children.
Unit IV : Social and Emotional Development during Primary School Years ( 6 to 10 Years )
Meaning of social development – social expectations – Children’s Friendships factors in friendship and choices of companions social acceptance – the desire to belong – peer grouping – Effects of schooling on social, emotional, and cultural spheres – Pattern of emotional development – common emotional patterns – the role of maturation and – learning in emotional development how children develop likes and dislikes to subjects, teachers, school, other students – emotional balance impact of media on emotional development.
Unit V : Moral Development during Primary School Years ( 6 to 10 Years )
Meaning of moral development – factors in moral training of children – Honesty – Generosity – Children’s heroes and ideals – Meaning of discipline – essentials of discipline – media and their influences on moral development.
Part ( B ) : Learning
Unit I : Learning
Dynamic internal process – connecting old knowledge to new information language learning – acquiring learning habits – learning to adapt to diverse situations in life – Nature of learning – learning through interactions.
Unit II : Types, levels and approaches to Learning
Types of learning – Learning Hierarchy – signal learning stimulus – response learning – Motor and verbal chain learning – Multiple discriminations concept learning – Learning rules and problem – solving. Learning Levels from imprint to intuition – examples of learning at different levels. Approaches – Behaviorist – cognitivist and constructivist.
Unit III : Concepts and Constructs
Concepts and constructs – concept – formation – Use of materials activities, scheme pictures, real life experiences – construct mental representations of external reality – connecting ideas generated by students due to exposure to peers, media and community – concept mapping.
Unit IV : Factors Contributing to Learning
Personal psychological, social, emotional factors and school related factors, Learning style; teaching strategies; media; technology;
- Teaching Learning Process.
- Teacher’s personality traits.
Unit V : Constructivist Approach to Learning
Learners construct knowledge for themselves – constructing meaning is learning – focus on the learner not on the lesson taught – Personal and social construction of meaning – Learning to Learn making meaning Learning, a social activity – ZPD.
Unit VI : Learning and Knowledge
Active learner – Nurturing learners’ active and creative activities children’s voices and experiences – integrating their experiences with School Knowledge – Right to learn – Physical and emotional security for learning. Conceptual development – continuous process – All children capable of learning – important aspects of learning – various ways of learning – Cognitive readiness for learning – Learning in and outside the school – knowledge and understanding – recreating knowledge – manifesto for learning.