Psychology refers to the study of animal behavior, and education is defined as the process of animal development. Psychology has special importance in every field of life. Childhood and Development-UP All the work done by humans from an intellectual, physical, emotional, and social point of view is known as “human behaviors” in the terminology of psychology. This behaviors of humans is the main basis for the proper development of a person or the continuous and best nature of society.
According to Watson, “psychology is the positive science of behavior.”
According to Skinner, “psychology is the science of behavior and experience.”
According to Goodworth, “psychology is the scientific study of the activities of the individual in relation to the environment.”
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Meaning of education psychology
Education is defined as a process through which desired changes are brought about in an individual’s behavior. That is, the purpose of education is to bring about expected changes in behavior related to the mental, emotional, and physical aspects of the individual. On the other hand, it is clear from the definitions of psychology that psychology is a branch of knowledge that is helpful in studying human behavior. Various types of changes are possible in the behavior of the creature through the process of education on the basis of the principles related to human behavior in psychology.
Psychology refers to the study of animal behavior, and education is defined as the process of animal development. Based on the sum of both of these words, we can say that the science that studies the behavior of creatures, which is helpful in the process of their development, is known as education psychology. Various problems related to education are solved through this science. And it is such an important subject related to human behavior in which facts based on discovery and observation are compiled, and by using them practically in the field of education, the process of animal development is made smooth, easy, and dynamic.
Definitions of education psychology
According to Kalasnik, “educational psychology is the use of psychological theory and findings in the field of education.”
According to Skinner, under educational psychology, they are used to find findings that are specifically related to the behaviour and experiences of human beings in educational situations.
Areas of educational psychology
1: heredity and environment
Under education psychology, the heredity and environment of the child are studied, and from this study, an attempt is made to know whether heredity has had more effect on him or the environment, after which efforts are made to improve it.
2; child development
In education psychology, different stages of a child’s development—the characteristics of infancy, childhood, and adolescence—and the physical, mental, and social changes occurring in them and the education provided accordingly are studied.
3: Individual differences
No person in the world is respected; there are definitely some differences, and each person has his own characteristics that separate him from others. This diversity found in children is of great importance in education, and on the basis of these individual differences, a scientific approach helps in their development.
4; learning
The field of education psychology is the knowledge and techniques related to the process of learning to be properly understood and directed more efficiently. Learning is the most important concept in educational psychology. Under this, the theory of learning, types of learning, factors affecting learning, etc. are studied.
5; curriculum development
Curriculum design is also studied in education psychology. Through psychology, efforts are made to design the curriculum on the basis of such principles that are useful for the children, meet their needs, and are easy for them to accept.
6; psychological experiment
In education psychology, it is attempted that psychological experiments should be done on the students during learning so that proper coordination can be established between the students during learning.
7: Teaching Methods
Developing and validating new methods of teaching falls under education psychology. Education psychology studies the utility and uselessness of teaching methods and states that the method of education should be of such a type that it is paramount for the development of children.
8: mental health
It is necessary for a person to have good mental health to lead a balanced life, to establish balance in family life, to have a healthy social life, to progress in the academic world, and to achieve professional efficiency. In education psychology, topics related to mental health are studied so that teachers and students have good mental health and stay away from mental diseases, stress, and conflicts.
9: personality and adjustment
Today, the aim of education is the all-round development of the child’s personality. So that a person can live his life in a high ideal and glorious form.
10: Measurement and Evaluation
Under education psychology, the activities of the person are evaluated from time to time. Under which the study of training used for measurement and evaluation of educational achievements and mental abilities is also done under education psychology.
Importance of education psychology
1; child development information
Children develop continuously in different stages in which they pass through infancy, childhood, adolescence, and finally adulthood, respectively. In each of these stages, different types of changes take place in the child—physically, mentally, socially, etc. Keeping these changes in mind, the development of any child cannot be imagined. Under education psychology, the developmental changes taking place during these different stages of the child are known, and it is determined at what age the learners should be provided with the kind of knowledge that is suitable for them.
2: information on individual differences
Knowledge of individual differences has special significance in the process of teaching and learning. Various types of methods have been developed in education psychology through which reliable information can be obtained regarding the abilities inherent in students. On the basis of this information, the teacher gets to know what kind of teaching arrangements should be made for which student.
3; helpful in achieving educational objectives
Whatever education is provided to the student, it has its own objectives. Those educational objectives can be achieved very easily through educational psychology.
4: Development of methods of measurement and evaluation
In the absence of measurement and evaluation of children’s abilities, it is difficult to know where to start their development. Especially in today’s time, due to the continuous increase in the number of students, it has become all the more necessary that the most reliable information regarding their qualifications and achievements be obtained in the shortest possible time. Many methods of evaluation and measurement have been developed in education psychology. It is now possible to assess and measure the abilities of the students through various types of objective, observational, and interview training.
5: The Rise of Child-Centred Education
Before the development of psychology, more importance was given to the teacher and the curriculum than the child in the educational process. But through the discovery of psychology, it has become clear that the centre point of education is the child, and the entire system of education should be focused accordingly. As a result, changes have been made on a large scale in the whole process of teaching and learning.
6: Curriculum based on psychological principles
Various theories related to curriculum determination and business have been rendered under education psychology. On the basis of all these principles, the interests, levels, and abilities of the children are determined. There are some principles in this: the principle of interest, the principle of coordination, the principle of utility, etc.
7: Importance of co-curricular activities
On the basis of the conclusions contained in the psychology of education, it has been proven that only through the coordinated development of all aspects of the child’s life can his life be made balanced. Under today’s education system, along with the cognitive development of the students, their physical and emotional development are also equally emphasized. This is the result of organizing various types of cultural programmers for the development of various social qualities, the development of the spirit of national unity, and encouraging sports competitions and exercises for physical development.
8: improving the school climate
The school environment has a deep connection with the students’ learning. The arrangement of furniture, light, air, and temperature available in the school, necessary accessories, etc. affect the learning of the students. Along with the physical environment, an environment based on cooperation and sympathy between various respected organs also helps in the desired development of the students.
9: Solving problems related to discipline
Until the development of psychology, the only remedy for the students’ indiscipline was punishment. The teachers were of the view that without punishment, the development of the students was impossible. It was common for children to be severely punished for small crimes. As a result of the increase in the number of students, it is now very difficult to impart knowledge through harsh punishments. Through psychology, it has become clear that the development of students is impossible due to fear. Instead, the reasons for the indiscipline of the students should be discovered, and necessary improvements should be made in the teaching system and teacher behavior itself.
10: growth in research
Based on the discoveries made in educational psychology, there was a tremendous increase in the field of educational research, through which the learning process was made more interesting, which directly benefited the students.
The role of family in children’s education
1; center of affection
Every house is the centre of affection, especially for the children, but the head or elders of the family are the source of affection for others. They show their love and affection towards the little one, but now the situation has changed due to the disintegration of the family. Some children carry feelings of hatred towards their elders. As a result, the development of affectionate relationships has been blocked. It is only through the education system that ancient customs such as respect for elders can be kept alive and safe.
2; development of social
Every home wants to socialize its children as much as possible. When the members of the house work with each other and with the people of the mountain in a sense of sociality, then the children also imitate these actions, due to which this action gradually starts developing in the children, and they live with the values of sociality with their friends. Seems like
3: imparting moral education
Provides moral education to the family members; the child learns the importance of truth and honesty from the family itself. The child observes and listens very carefully to the activities happening in the family, so he learns a sense of morality from his parents and elders.
4: Fulfilment of Needs
fulfils the financial and many other needs of the family members. The child needs money for various activities, and money is needed to give him proper nutrition. All these facilities are provided to him by his parents. A good parent informs him about the real value of money so that the child earns money in a proper way and uses it properly.
5; Entertainment
Recreation is very important for the development of a child’s personality. If the child needs different types of entertainment at different stages, then the family fulfils that need very well.
6; aids in physical development
Parents are always conscious of the health of their children. They try to provide them with proper food and develop cleanliness and hygiene habits in them. They make them habitual of playing while playing and reading while playing; thus, parents play a vital role in the proper physical development of kids.
7; aids in mental development
Special care is taken for the mental development of children. Here, mental development refers to the development of mental powers like thinking, language development, etc. Parents help children pronounce and express their mother tongue correctly; at this stage, intellectual development plays an important role in their education later on.
8: aids in emotional development
Emotional development is very important for the proper development of a child. In this context, parents again play an important role. At home, the child learns emotional stability and healthy and appropriate feelings like kindness, courage, affection, etc.
9: help in religious development
Religion and religious beliefs improve the personality of the child. Home is the fundamental basis of religious and moral belief. Religion is the basis of a moral family, which is taken care of by wise parents. That’s why the family should also pay special attention to the religious development of the child. The child must be motivated to establish himself with something ultimate. Religious training will show qualities like purity of thought, humility, kindness, and a feeling of brotherhood.
10; cultural development
Cultural development is an essential part of a child’s overall education. Home, or family, is a means of preserving the cultural heritage of the caste for the next generation. The family introduces the children to its traditions and conduct, due to which the child gets acquainted with the cultural values and sees himself connected with society.
The role of society in the education of children
1: shared natural environment
There is a socially shared natural environment; this type of environment includes many things, including all the plains, mountains, rivers, etc. He is related to all the people living in a society in such a way that all the people living in a certain society have a lot in common with him. Children use this shared natural environment for the development of their personalities.
2; education finance
The society itself has a very important contribution to make in spreading education; the society manages the finances for education-related expenses, in which the society plays a paramount role. In this way, there is a huge role in the education of children in relation to the finances of society.
3: organized population
A well-organized population is an essential feature of society. The population of a society includes those people who live together and work together for the existence of that society. In fact, all the people living in the society act as dynamic forces leading to the failure of the society. The feeling of being organised by society is awakened in the children.
4: mutual support
Mutual cooperation is a very important quality in societies. No society can run without the mutual cooperation of its members. The progress of society also depends on the mutual cooperation of its members. This mutual cooperation first starts with the members of the family, then it becomes more and more increasing, and mutual cooperation is presented among all the members of the youth country in the region and then to all the members of the world nation. This process is also followed by the child in society after coming out of the family, due to which a feeling of mutual cooperation arises in the child.
5; natural resources
There are many natural resources in society that are its hidden treasures. There are many examples of non-renewable resources, such as minerals, plants, forests, animals, etc. Natural resources contribute a lot to the development of society; they fulfil many of the needs of the people living in it. Society uses these resources with great responsibility so that they are not misused. The child also learns these qualities from society in childhood.
6: A sense of equality
The spirit of equality is an important element of society. Friendship arises from this type of feeling. It expresses the state of friendship among the members of society. It belongs to the child’s society to learn how to live together and equally with each other, and this feeling has been awakened in the child’s mind since childhood.
The importance of school in children’s education
1: medium of intellectual education
School is basically a medium of intellectual education. This education is imparted in classrooms, laboratories, libraries, study groups, workshops, seminars, etc. Why school policy and practise should always be shaped in such a way that adequate opportunities are provided to enhance intellectual learning Intellectual education itself has a very important role in the development of children.
2; medium of physical education
Along with intellectual education, physical education is also provided in schools, due to which the physical development of children starts. Through various types of physical activities in schools, continuous efforts are made to increase the power of concentration in children so that they can remain physically healthy.
3; medium of moral education
Adequate efforts are made to promote moral education in schools, in which efforts are made on the part of the school to select such elements that are causing moral harm to the students so that the students can be saved from them. In today’s time, there are many unethical activities, such as the consumption of alcohol, gambling, etc. Because of all these unethical activities, it is the priority of the schools to develop students’ attitudes towards ethical activities.
4: inculcate patriotism
In order to inculcate the feeling of patriotism in the children, the schools organise programmes related to it from time to time, in which the student takes part and inculcates the feeling of patriotism in himself. In this way, the school is also a centre for awakening patriotism.
5: Preservation and Promotion of Culture
The child gets acquainted with the context of his culture through the school curriculum as well as with the cultures of others. He is aware of the preservation and dissemination of culture.
The role of teachers in the education of children
1: Children as guides
The teacher works to guide the children so that it is convenient for them to go on the right path. The teacher acts as a guide for the students. The teacher acts as a guide for the children at all times.
2: To inspire children
The student gets frustrated many times while achieving his goal; he feels that now it is very difficult to do it continuously. In such a situation, the teacher has an important contribution to make. The teacher works to motivate the children in a situation of frustration.
3: development of confidence
Whenever a lack of self-confidence is seen in the students, the teacher helps develop self-confidence in the children.
The role of NGOs in the education of children
1: getting out of child labour
It is seen in many places where small children are put to work. They are made to do child labour, which is a criminal act. Child labour is a way of playing with the future of children. When it is time for children to get education and physical development, they are made to work. Many steps are also taken by the government to stop this situation, but the government is not able to reach these children. In such a situation, NGOs play an important role. NGOs try their best to get the children out of the gang of child labourers so that their future is bright.
2: spread education
Even today, in India, a large section of the population is deprived of education. This class is not able to get an education due to financial constraints, due to which it is not able to get an education. In such a situation, NGOs try their best to provide education to the children of poor sections so that these children are not deprived of education. Efforts are also made by NGOs to connect the children of lower classes with the mainstream.
3: Getting children out of the problem of malnutrition
A large population of our country is still a victim of malnutrition because they do not get proper nutritious food, due to which they suffer from many diseases. In such a situation, NGOs come forward and distribute proper, nutritious food to the people living in the slums, thereby getting the children out of the problem of malnutrition.
The role of media in children’s education
1: aware of daily happenings
The student is aware of the daily events through the media, so he knows what is happening in the country and in society. Explains his point of view on the basis of those events.
2; awakening from natural phenomena
When information about natural events reaches the student through the media, the student coordinates himself with nature through natural events. The student starts knowing the importance of natural resources, and misuse of natural resources makes him well aware of its consequences.
3: knowledge of cultural values
The student gets information about cultural values through the media. Our country is a country of cultural diversity, in which many different cultures are found. The student is exposed to these cultural diversities through the media.
4; national information
Through the media, the student is aware of international information. What events are happening at the international level? All the information reaches the students through the media.
5; aware of the economy
What events are happening in the country’s economy and the world’s economy, and what important decisions are related to the economy, the students come to know through the media.
Meaning of growth and development
Both the words growth and development are used in the same sense, but according to psychologists there is some difference in it. The term growth is generally used for increase in the size and weight of the body and its parts. This growth can be measured and weighed. Development is definitely related to growth, but it specifically expresses the changes in the body parts.
Meaning and definition of growth
From infancy to adulthood, along with changes in the size of various body parts, the height, width and weight of the body also keep on changing. The main reason for changes in the body composition of a person is due to interaction with the external environment. The formation and disintegration of the cells of a person’s body takes place as a result of social environment, food and climate etc. Physical growth of a person can be measured and this growth is related to the body of the person.
According to Sorensen – “The word growth is generally used for the increase in the size and weight of the body and its parts. This growth can be measured and weighed. Growth is definitely related to growth but it is in the body parts specifically describes the changes taking place.
According to Munro – “Growth refers to the increase found in the body, size and weight, that is, the increase in the body length, width and weight of the child.”
(1) Growth is a natural process.
(2) Growth is concerned only with living or corporeal organisms or vegetation.
(3) Growth also affects development.
(4) There is a definite limit to growth.
(5) The process of growth continues from pregnancy till the age of 18-20 years.
(6) In growth, there is an increase in the size, weight and efficiency of the human body, which generally becomes almost complete by the age of 18-20 years.
(7) All organs do not grow equally.
(8) The speed of growth is different at different age levels.
(9) Growth is quantitative, it can be measured by mathematical methods.
(10) Growth depends on both heredity and environment of the child.
Meaning and definition of development
The various changes taking place in a person all the time are called development. Under development, the changes that take place in a person from mental, social and physical point of view are included, that is, all the changes that take place in a person are called development. Individual differences have an effect on the change that occurs in a person. There is a definite direction in the development of a person or the change takes place in the direction of a certain sequence.
According to Gesell – development is more than effort. It can be observed, probed and measured to some extent in three major directions – body numerology, body knowledge and behavioral… Of all this, behavioral signs are the medium to express the most developmental level and developmental power.
According to Boring– “By development we mean change in frequency or form. Growth is the cause of change in physical structure or structure.”
(1) Development is a natural and social process.
(2) Development is a continuous process.
(3) Development takes place in a particular sequence and the pace of development is different at different age levels.
(4) All aspects of personality (emotional, social etc.) do not develop at the same pace.
(5) There is no limit to development.
(6) Development consists of both quantitative growth and qualitative upgradation.
(7) Qualitative upgradation of development cannot be measured by mathematical methods.
(8) Development cannot be measured, but it is observed. It is measured indirectly through behavior.
(9) Development is integrated and multidimensional.
(10) Development depends on both heredity and environment.
Often it is also seen that there is no progress in the efficiency of the child in proportion to his physical growth. In such a situation, it can be said that the child has grown but has not developed.
Difference between growth and development
| Growth |
Development |
| 1. Growth is related to the external appearance of the body.
2. Growth stops after a point. 3. Growth is used in a narrow sense. 4. There is no fixed order in growth. 5. Growth has no fixed direction. 6. Growth has no target. 7. Growth can be easily measured. The measurements of rise are height and out. |
1. Development is related to the internal form of the body.
2. Development life effort goes on. 3. The word development is used in a broad sense. 4. There is a definite sequence in development. 5. Development has a definite direction. 6. Development has one goal or the other. 7. It is not possible to measure development very easily, because intelligence cannot be measured. |
principles of growth and development
1- Principle of sustainable development
The sequence of human development continues continuously from pregnancy to adulthood. The pace of development can sometimes be fast or sometimes slow. Human development goes on slowly and continuously. To confirm this theory, the example of children’s teeth can be taken. It is experienced when the baby’s milk teeth erupt at about 6 months of age. The development of these teeth starts from 5 months of fetal stage, but they start coming out of the gums at the age of 6 months after birth.
2- Principle of interconnection
This principle implies that the different qualities of the child are related to each other. The way one quality is being developed, other qualities will also develop in the same proportion.
3- The principle of variation in the speed of development of different parts of the body
All parts of the body do not develop at the same pace. There is variation in the speed of its development. The same thing applies to mental development. Some parts of the body develop fast and some develop slowly.
4- Theory of the state of development
One is also called the theory of center-periphery development, in which development takes place in a direction from head to toe. The child’s head develops first and the feet later. The same applies to the control over his limbs.
5- Theory of individual differences
Individual differences also show their effect in the course of development of children, due to their influence there is a difference in the speed of development. The pace of someone’s development is fast and someone’s pace of development is slow. It is not necessary that all the children attain the maturity of a particular stage at a certain time.
The order of development may be a respect, but the pace of development is not uniform. The pace of development remains rapid during infancy and adolescence. But it slows down in childhood. Similarly, differences are also found in the speed of development of boys and girls.
Cognitive Development Theory of Piaget
Jean Piaget (1896-1980) did not give any concept of psychology and did not undertake any study, yet his name is leading among the scholars of psychological research of children. He was a zoologist from Switzerland. At the age of 22 he obtained his doctorate in zoology on Mullusks of Vlios. In 1920, he joined the Vinet Testing Laboratory in Paris. While observing, dissecting and experimenting with children, he propounded his educational theory regarding cognitive development or child perception. Piaget started his study of art development by observing his own three children. In the course of this beginning, he further explored other children.
According to Piaget, the cognitive development of children takes a new direction from adolescence. Piaget suggested that a special stage of cognitive development begins from adolescence, which is called the stage of formal operations. In solving a problem, the child in this stage examines all aspects of that problem, collects all possible solutions in the mind and also examines the relationship between all the properties of an object. In solving a problem, the child does systematic deductive thinking, which is clearly this type of scientific thinking because it contains all the possible solutions to the problem and the child reaches a final scientific conclusion by logically sorting out all the inappropriate solutions. The quality of formal operations among adolescents is influenced to a large extent by their educational level. The gradual development of psychological concepts made by him is called the theory of cognitive development.
piaget’s stages of cognitive development
Piaget traces the beginnings of human cognitive development to biologically underlying ways of interacting with the environment. He has divided the stages of cognitive development of the child into the following 4 categories-
(1) Sensory Motor Period
(2) Pre-operational Period
(3) Concrete operational period
(4) Formal operational period
(1) Sensory Motor Period
This is the stage from birth to 2 years. In this, children get primary experience through their senses. According to Piaget, the cognitive development of the child in this stage takes place in the following 6 stages-
(i) stage of instinctive actions
This stage lasts from birth to 3 days. In this state, the child does only spontaneous actions. In these activities, children do the most sucking action by taking any object in their mouth.
(ii) stage of elementary circular reactions
This stage lasts from 1 month to 4 months. In this stage, the instinctive actions of children are modified to some extent by their experiences, repeated and coordinated with each other. These responses are called primary because they are the main responses of the child’s body and they are called circular because the child repeats them again and again.
(iii) stage of secondary circular reactions
This stage lasts from 4 months to 6 months. In this stage, children respond by touching objects and moving them around. They also do some such reactions, which give them pleasure.
(iv) State of coordination of secondary schemata
This stage is from 8 months to 11 months. In this stage, children start to differentiate between the goal and the means to achieve it and start imitating the actions of their elders. In this stage, children begin to generalize the schemas they learn.
(v) State of field responses
This stage is from 11 months to 18 months. In this stage, children learn the properties of objects by trial and error.
(vi) Stage of discovery of new resources by human coincidence
This stage is from 18 months to 24 months. In this stage, the child begins to understand the existence of the object seen even in its absence.
(2) Pre-operational Period
This is the stage from 2 years to 7 years. According to Piaget, the cognitive development of the child in this stage takes place in the following 2 stages-
(i) Pre-functional functional state
This stage is from 2 years to 4 years. In this stage, children begin to establish relationships between objects and words in the objects and creatures around them. They learn all this often through imitation and play.
(ii) Insightful functional state
This stage is from 4 years to 7 years. In this stage, children start learning language and start thinking and reasoning, but there is no orderliness in their thinking and reasoning. In this stage, children learn to express in their own way what they have learned from the point of view of language. In this state, images of objects also start forming in their brain, that is, their imagination starts working.
(3) Concrete operational period
This is the stage from 7 years to 11 years. This stage is the stage of knowledge of tangible actions. Children start understanding these and the facts related to them. In this stage, children also begin to understand that even though the shape or form of an object may change, there is no reduction in its weight etc. Similarly, there is no change in the volume, number, amount, weight, quantity etc. of the object.
In this stage, children are more practical and realistic. They develop the ability to reason and solve problems. They start looking for solutions to concrete problems but cannot think about abstract problems.
(4) Formal operational period
This is the stage from the age of 11 to adulthood. In this stage, systematicity starts coming in the thinking of the children. They start doing rational activities. They start thinking, intellectual activities and problem solving at an emotional and abstract level. Now they have the ability to prove the validity of any logical argument on a formal level even after moving away from its opposite thematic context. According to Piaget, in this stage, children also understand the meaning of symbolic words, metaphors and similes and start flying high in the formation of abstract concepts.
Bruner’s Theory of Cognitive Development
According to Bruner, the child mentally describes his feelings through 3 ways which are as follows-
(i) Activeness
(ii) Iconic
(iii) Symbolic
(i) Activeness
It is a way in which the infant expresses its feelings through action; For example, by looking at the bottle of milk, mouthing by the baby, throwing hands and feet are examples of an activation method. By this he is expressing his desire to drink milk. This stage lasts from birth to 18 months.
(ii) Iconic
In this, the child expresses his feelings by creating some visual images in his mind. This stage is from one and a half years to 2 years of age.
(iii) Symbolic
In this, the child expresses his feelings through the use of language. This stage occurs from the age of 7 years.
The learning theory of Jerome Bruner (Jerome Bruner, 1960) has been placed in the category of modern organizational theory.
According to Bruner’s theory, learning is the process of actively processing information and its organization and structuring by each individual in his or her own unique way. Knowledge about the world is not poured into the individual, but rather the individual selectively attends to the process of the environment and organizes the information it receives and integrates this information into the environment in its own unique way. In the paradigms of data acquisition, facts are acquired and stored in the form of active expectations, not passive relations. Much learning happens through discovery and is fueled by curiosity during this investigation.
Perceptions are organized and actively inferred. The diagram of the new knowledge is drawn in different sections so that it is logically related to the new knowledge. Finally, when knowledge is projected into a larger structure that becomes the individual’s own model of personal reality. It includes knowledge of the external environment as well as knowledge of the self and personal experience, bringing all together into a Gestalt or holistic unit.
Bruner emphasizes autonomy in learning. This suggests that when a student is encouraged to learn by action, it will make more effort to learn. He will enjoy the autonomy and the freedom to learn will be his reward in itself. In short, this principle can be presented under the following steps-
(1) Intuitive Thinking
Bruner is of the opinion that in classroom teaching teachers pay very little attention to introspective thinking as compared to analytical thinking whereas the truth is that the importance of introspective thinking is much more in the learning of the subject matter. The immediate understanding or cognizance of a subject matter is called intuition. According to Bruner, by not encouraging inward understanding or knowledge by the teacher. Have been seen discouraging. In the words of Bruner (Bruner, 1960), insight refers to the behavior in which the structure, meaning and significance of a situation or problem is understood without showing any dependence on its analytical methods. It is often seen that teachers lay more emphasis on analytical thinking in students. They give students a problem to solve and do not encourage them to try to come up with an immediate answer, rather they think about solving the problem step by step. In other words, teachers discourage introspective thinking and encourage analytical thinking among students. This slows down the pace of classroom teaching.
(2) Structure of Particular Discipline
Bruner is of the opinion that every subject or lesson has certain concepts, rules and techniques which the students need to learn, because only then they can use those things properly. Thus Bruner was of the opinion that each subject has its own structure and it is necessary for school students to learn this structure. Teachers should lay more emphasis on teaching these structures i.e. its concepts, rules and techniques.
(3) Discovery Learning
Bruner has emphasized that the best way to learn a subject or a lesson in the classroom is through exploratory learning. In other words, the student should discover concepts and relationships related to the subject by thinking inductively on the various aspects of a problem on his own. This means that teachers should have faith in the law that knowledge is self-discovered. Knowledge that is self-discovered by students is more meaningful to them as well as they are remembered for longer. Bruner has said here that in a classroom in which there is no self-discovered learning by the students, the basic elements of the teaching process are lost, as well as the learning of the taught subject is not done properly. Is.
(4) Importance of Relevance
According to Bruner, the most important goal of school education is to benefit the students in the future. In other words, helping students do useful work in the future. According to Bruner, education should not only be individual but also in accordance with social objectives and goals. He was of the opinion that the teaching given in the school is related to both personal affiliation and social affiliation.
(5) Readiness
Bruner has interpreted children’s readiness to learn from a different perspective. He is of the view that it is not a healthy practice to prepare a syllabus for each class and prepare the students according to that syllabus or develop their ability according to that syllabus, rather they have emphasized that no age or class A student can be made ready to learn any subject. Therefore, according to Bruner, the main task of the teachers is to prepare the curriculum according to the students.
(6) Activeness
Bruner said that students should actively participate in the learning situation, not passively. It has two benefits, firstly, that the student understands the subject or lesson properly and secondly, he learns it quickly and remembers it for a long time. Without proactivity the student cannot be expected to do any work satisfactorily.
The process of development of a person is natural, natural and natural. The development of the child begins during pregnancy. The pace of development from birth to adolescence is very rapid. Although the speed of development does not remain that fast after adolescence, yet till death this development sequence remains dynamic in some form or the other. For the development of a person, it is necessary that proper attention is paid to his development process. Such a calm, healthy and safe environment should be provided to him in different stages of development in which the physical, mental, social and emotional development of the child can take place properly.
Knowledge of different theories and stages of development is very useful for parents and teachers. For the balanced development of the child’s personality, parents have to see that their child gets proper environment, he gets balanced food, he gets good company, he gets freedom to play, he gets proper amount of affection, he gets sympathetic treatment. His curiosity should be satisfied, he should get opportunities for self-expression, his emotions should not be suppressed and he should not develop defeatism, introspection and inferiority complex. It is the belief of psychologists that the environment of the family and society has a huge impact on the speed development, language skills and various emotional tendencies of the child. Therefore, knowledge of the child’s development process is very important for the parents, so that they can keep in mind that their child is not lagging behind in any stage of development.
The main function of education is to help in the development of the child. Therefore, the teacher should have complete knowledge of the stages of development of the child, only after having complete knowledge of the principles and stages of development, the teacher can arrange his curriculum according to the changes in the child, organize co-curricular activities and organize his teaching. method can be developed. Therefore, only a teacher familiar with the stages of development can use an appropriate teaching method. The curriculum of a child of 12 years of age will be different from the curriculum of a child of 5 years of age. That’s why only a teacher familiar with the principles of development can study the curriculum according to them. Only a teacher who is aware of the pace of child development can organize co-curricular activities suited to the physical, mental and social development of children and can arrange education according to their development level. Therefore, it is clear that the teacher’s approach can be psychological and dynamic only with the knowledge of different principles and stages of development.
According to the views of psychologists, in the development of children, physical development, intellectual development, social development, emotional development have been considered as the basis of life. By which the future life of the child is built. The analysis of all these is as follows-
The foundation of physical development is laid in the childhood itself. In this age the child learns to get up, sit and walk by himself. According to Freud, “In the first 4-5 years of life, the child lays the foundation of future life.”
In short, we can say that this time holds an important place in the life of a child. Following are the major physical development related features during this period-
- Speed in physical development – size and weight
- Change in Ratio
- development of teeth
- Development of bones and muscles
- Nadi Institute
- Digestive System
The process of intellectual development also starts developing in children in childhood itself. It includes aspects of language development, memory power, imagination, reasoning power, interests, habits, intelligence, sensing and problem solving etc. All of these aspects do not develop in childhood but continue to develop. Following are the details of intellectual development in children-
- Language Development
- quiz
- Development of knowledge-senses
- Development of interests
- Development of imagination
- emotional development
Children gradually feel themselves comfortable with the society, due to which there is a deep impact of socialization in them. The characteristics related to social development of the child are as follows-
- Familiarity with environmental values
- Development of social games
- spirit of competition
- Friendship and Cooperation
- social acceptance
Emotions have an important place in the life of a child. Psychologists are of the view that all emotions are not innate, they develop gradually. The following things are notable about the emotional development and behavior of children-
- Emotional behavior from the time of child birth, such as crying, shouting, throwing hands and legs etc.
- His emotional behavior is highly existential. Obstruction of desire leads to emotional arousal and this arousal ends as soon as the desire is fulfilled.
- There is a gradual change in emotional expression. As in small children in the beginning he only smiles when he is happy. Expresses happiness by laughing out loud slowly.
- In the beginning the emotions of children are unclear, but gradually they become clear.
Need and Importance of Child Development
If we want to understand our children well and treat them accordingly, work for their development and plan successfully for their happy future, then we need the study of child development. Only through its study, balanced physical development of children can be done, they can be taught to speak and write pure and timely language, their mental abilities and interests can be developed, healthy emotions can be developed in them and In them the ability to adjust in the society can be developed. The truth is that efficient editing of the process of child development cannot be done in the absence of its knowledge.
The need, importance and usefulness of child development can be shown in the following points-
(1) Helpful in understanding the stages of development
From the study of child development, proper knowledge of different stages of child’s development is obtained. With its knowledge, it is known that how a child develops from infancy to adulthood. What physical, language, emotional and social changes take place in these stages.
(2) Helpful in understanding the development of children
The growth and development of children takes place on the basis of certain principles and rules. Not all children develop equally and at the same pace. Individual differences are found in them. From which it can be known which specific behaviors are manifested in the child at different developmental stages and age-levels. Standards of physical and mental characteristics of children are also available at different age levels, from which the development of children of different ages can be understood.
(3) Helpful in understanding the nature of children
From the study of child development, knowledge of various physical, mental and psychological characteristics of children and their interactions is obtained. Only on the basis of this knowledge, the nature and nature of children can be understood properly.
(4) Helpful in the development of children’s personality
The personality of children can be developed very easily by the study of child development. Many qualities of their personality can be developed by proper development of physical and mental abilities, abilities and powers embedded in children, by developing innate general tendencies in the right direction, by giving right direction to intelligence and talent and by developing good habits. Is.
(5) Helpful in the educational process
The study of child development is very useful in making the educational process simple and useful. Although the process of learning in a child starts a few days after birth. As his maturity increases, his capacity to learn also increases. He also learns and practices various skills. He also learns some things due to social interactions, however, he has to be taught many characteristics and qualities. Knowledge of child development is very useful in teaching the child, in training him, in making him practice.
Meaning of Equity and Equality
The general meaning of equality is to provide equal conditions to all, it does not mean to make everyone equal, to give equal salary to all, to give equal house to all, to give equal goods to all, etc. Examples of equality Are. One word can be used for equality, that is fairness, just, equal and truthful treatment. Equity is a broad term and concept that emphasizes on creating equal conditions on the basis of justice and fairness.
Equality means to be treated equally. The real meaning of equality is to give equal conditions to all. We cannot make everyone absolutely equal but equal conditions can be given. For example, equal rights have been given to all the people of the society, regardless of caste, religion or gender, to get education. Law is also equal for all and available to all. Creating democratic conditions is also necessary for the society. Democracy is incomplete without equality, but when a particular class in the society gets special rights and starts getting special benefits, then the existence of equality gets endangered and a situation of inequality arises. For example- “Everyone should get the same quality education, this is equality.” Equal conditions of getting education should be available to all – this is equality.
Difference Between Equity and Equality
Equality means treating everyone equally so that no one can take undue advantage of their special situation. Everyone gets equal opportunities in which everyone moves forward on the basis of their respective talents. While using the word equality, it is understood that not all are equal. There are some who are more exploited or backward than others. such as a person with a disability. It will be injustice to them if they are given the same opportunities as the general public. There should be abundance of opportunities for them so that they can come on the same platform with others.
Adolescence is called ‘Adolescence’ in English. This word is derived from the Latin verb ‘Adolescere’, which means ‘to move towards maturity’.
During adolescence, a person has a feeling of doing something different. He realizes that he is no longer a child. But at the same time he also feels that he is not yet being given the status of an adult. This happens because of the experiences that are being provided to him by other members of the society and parents. In this stage, the adolescent child remains in both the stages of childhood and adulthood.
According to Stanley Hall – “Adolescence is a period of great struggle, stress, storm and opposition.”
Crow and Crow have said – “The adolescent represents the strength of the present and the hope of the future.”
developmental process in adolescence
(1) Physical Development
During adolescence, physical development happens at a very rapid pace. At the age of eleven-twelve, girls are ahead of boys in height and weight, but at the age of fourteen-fifteen, the physical growth of boys happens very fast and they grow more physically than girls. Receive. Between fifteen and nineteen years, the height and weight of boys become more than the height and weight of girls. Girls attain their full height at about sixteen years of age and boys by the end of adolescence. The average weight of a teenager at the age of fourteen is ninety-six pounds. In the sixteenth year his weight increases to one hundred and seventeen pounds. There are variations in the height and weight of children.
(2) Mental Development
In this state, restlessness ends and the ability to concentrate develops and memory power also increases. Girls have more memorization power than boys. Teenagers roam more in the world of imagination and also become victims of day dreams. Imagination is developed more in boys than in girls. The power of reasoning increases and many interests also arise. Boys take more interest in football, Kabaddi and girls take more interest in dancing, singing, drama and music. In this stage the sense of body performance also develops. Boys pay more attention to their body and girls pay more attention to their makeup. Teenagers develop interest in reading humor, stories, poetry, satire, patriotism, adventure, love stories and sex-related literature. Some become fond of cinema, hotels, radio, film songs etc. Social consciousness also develops and their area of conversation is also determined. Boys are interested in talking about girls and girls are interested in talking about boys. In this stage, teenagers also make plans for the future.
(3) Social Development
From the point of view of social development, the adolescent’s interest now shifts from the family to the outside world. He may once adopt harsh behavior towards his parents but cannot abandon his companions. He sees only his own criticism in his parents’ advice. He does not surrender easily but remains adamant to get his point across. He does not compromise with their ideologies and challenges them, at the same time religious sentiments and social consciousness also begin to emerge in him. He forms a group and finds himself more satisfied in it. That is why he spends most of his time outside the house, but some teenagers are more conscious about their future and spend most of their time in reading and writing. In this stage, the adolescent chooses an ‘ideal’ for himself, who can be a teacher, player, scholar or film artist. If his feelings do not get the right direction, his existence may be in danger.
(4) Emotional Development during Adolescence
Emotional development occurs in a strange way during adolescence. There is a considerable difference in the emotional expression of teenagers, because their knowledge area becomes wider and the circumstances giving rise to emotions also change. Oppositional moods appear in adolescence. In a particular situation he appears extremely happy and on another occasion in a similar situation he appears depressed.
In this state, the expression of each emotion is of a specific type. Adolescents express anger at foreign invasion of their motherland, evils of society, officials who exercise strict discipline and control, unjust persons, at the slightest injury to their reputation and at being interrupted in sleep, study or essential work. Is.
(5) Cognitive Development
Jean Piaget (1896-1980) did not take any test of psychology nor did any study, yet his name is at the forefront among the scholars who investigated the psychology of children. He was a zoologist from Switzerland. At the age of twenty-two he obtained his doctorate in zoology on the Mullusks of Vlios. In 1920, he became associated with the Vinet Testing Laboratory in Paris. While observing, dissecting and experimenting with children, he propounded his educational theory regarding cognitive development or child’s understanding. Piaget began his study of artistic development by observing his own three children. In continuation of this beginning, he further investigated other children also.
(6) Moral Development
In this stage, the adolescent learns his behavior and conduct according to the expectations of his group and society. He starts understanding the reasons related to right and wrong, appropriate and inappropriate behavior. He is unable to tolerate unfair and wrong things and is ready to rebel against injustice. He develops personal, social, moral and spiritual values to guide his behavior and compares his thoughts, values, beliefs, assumptions and attitudes etc. by interacting with other people. In this stage the adolescent imagines an ideal person and tries to become like him.
Characteristics of Adolescence
The characteristics of adolescence can be explained by the following points-
(I) Physical Aspect
Following are the characteristics of adolescence related to physical aspect:
(1) Height and weight
Height increases at a very rapid rate during adolescence. The height of girls becomes complete by the age of 16 years but the height of boys increases even after the age of 18 years. In this condition, the weight of boys increases more than that of girls. By the end of adolescence, boys have been found to weigh about 25 pounds more than girls.
(2) Bones and muscles
Bones also develop very rapidly during adolescence. Boys’ muscles become hard but girls’ muscles remain soft.
(3) Head and brain
During adolescence, the head and brain continue to develop continuously. Head development is almost complete at the age of 16 years.
(4) Other physical changes
Changes occur in various parts of the body during adolescence. The chest, shoulders and hips of boys become fully developed and broad. Fat starts accumulating near the hip bones of girls and they start getting heaviness and their breasts start bulging.
(II) Mental or Intellectual Aspect
Following are the characteristics of adolescence related to mental or intellectual aspect:
(1) Maximum development of intelligence
Maximum development of intelligence occurs during adolescence. It is believed that intelligence is fully developed at the age of 16, after that the child learns from experiences.
(2) Development of reasoning power and abstract thinking
In this stage any adolescent or young girl. They do not immediately agree with the matter, rather they start arguing about it and accept the matter on the basis of this. In this state, playfulness disappears and they start thinking abstractly about any object.
(3) Development of concentration and permanent memory
During adolescence, boys and girls develop the power to focus their attention on any object. In this stage, permanent memory also develops in them. They remember quickly and can remember for a longer period of time. Now instead of memorizing anything, they make its memory a permanent part of their brain.
(4) Development of ability to deliberate
In this stage, the ability to brainstorm develops in teenagers. They create their own identity on the basis of intellectual discussion and are always ready to think, discuss and debate about the patterns inherent in themselves.
(5) Conscious of future life
During adolescence, teenage boys and girls become very conscious about their future life and start making various plans related to their future life. They also become aware of their personality. They want to know what other people think about them. They want to see the impact of their personality on family, neighbourhood, school, society and other places.
(6) Development of imagination
Imagination power develops extensively during adolescence. They start thinking in detail and fantasizing about every object, event, person or subject. It is on the basis of imagination that they develop their other internal powers. It is during this stage that most of the people start becoming artists, writers, poets, philosophers and scientists.
(7) Development of expression
There is a lot of development of expression during adolescence. Adolescents and girls want to express their thoughts and feelings to others orally and in writing. For this they want to participate in competitions like debate, essay, speech, story, poetry etc.
Effect of social environment on adolescence
During adolescence, the social environment of boys and girls becomes extremely wide. Along with physical, mental and emotional changes, it is natural for there to be changes in their social behavior also. The pattern of social development in adolescence is as follows.
- Formation of Groups
During adolescence, boys and girls form their own groups. But these groups are not temporary like the groups of childhood. The main objective of these groups is to entertain. Groups are formed for tourism, dance, music picnic etc. Groups of teenagers are often different.
- Development of Friendship
Friendship develops during adolescence. In the beginning, teenagers become friends with teenagers and girls become friends with other girls, but in late adolescence, teenagers become interested in teenagers and teenagers also become interested in becoming friends with other girls. They appear before each other with their best costumes, makeup and decorations.
- Devotion to the Group
Adolescents have immense devotion towards their group. All the members of the group have almost the same morals, dressing style etc. The adolescent considers the things accepted by his group as ideal and tries to imitate them.
4 Development of social qualities
Being a member of a group, social qualities like enthusiasm, sympathy, cooperation, goodwill, leadership etc. start developing in teenagers. Their desire is to achieve a special position in the group, for which they develop various social qualities.
- Development of the Feel ings of Social Maturity
During adolescence, the desire to behave like adults becomes stronger in boys and girls. They want to gain respect in the society through their actions and behaviour. Considering themselves socially mature, they try to fulfill their responsibilities towards the society.
- Feeling of Revolt
During adolescence, there is a tendency for teenagers to have conflicts or disagreements with their parents and other family members. If parents try to conform their lives to their ideals by infringing their freedom or insist on following them by giving them examples of moral ideals, then teenagers rebel.
- Interest in Selection of Vacation
Vocational interests of teenagers start developing during adolescence. They are always worried about choosing their future profession. Often teenagers want to adopt professions with more social prestige and authority.
- Extrovert Tendency
Extroverted tendencies develop during adolescence. Adolescents get opportunities to participate in their group’s activities and various social activities, as a result of which they start developing extrovert interests. They start taking interest in works related to reading, writing, music, art, social service, public relations etc.
- Influence of Political Parties
In adolescence, the ideologies of political parties have an impact on teenagers. Teenagers often become followers of some political party after being influenced by some political ideology. To gain respect, prestige and praise from the team, teenagers work for public welfare with indomitable enthusiasm and dedication. On one hand, this helps the teenagers in their social development, on the other hand, there is also a possibility of the teenagers becoming grandfathers by following the wrong path due to the corrupt political environment. From the observation of the above mentioned main characteristics of social development taking place in adolescence, it is clear that adolescence is a very important stage from the point of view of social development.
Impact of economic environment on adolescence
Many activities of children during adolescence and their nature, social activities taking place in the economic environment influence children, which has been analyzed in the context of the following points.
(1) Economic situation
Due to difference in the socio-economic status of the child, individual differences also emerge. Many types of individual differences start becoming visible between the adolescents from a prosperous family with a prestigious economic status and the adolescents from a deprived family of low socio-economic class.
(2) Economic maturity
During adolescence, every boy and girl learns to behave in a competition to present himself like an adult man or woman. He wants that he can get prestige like other eminent people in the society. This type of feeling leads to rapid development of social and economic qualities in adolescents.
(3) Development of socio-economic interests
During adolescence, socio-economic interests develop rapidly in children. For example, they start taking interest in fun and conversation. He understands very well how much money is needed to survive in this society and tries to adjust himself according to the society.
(4) Economic maladjustment
If the teenager belongs to a wealthy family and all his needs are being fulfilled since childhood, then he will want the same in his future too, but if for some reason any of his needs are not fulfilled then it is natural for him to develop criminal tendencies. . He can make any kind of effort to complete his work. Therefore, it can be said that he becomes financially maladjusted.
(5) Revolution in technology
For improvement in manpower, revolution in communication technology, explosion in knowledge, change in the style of work and learning, challenge to education etc. are essential. From this point of view, the adolescent will have to gain proficiency in the knowledge of technology, only then he will be able to improve his standard of living. Along with this, as a result of industrial revolution, many changes are seen in adolescence which happens only because of technology.
Impact of cultural system on adolescence
There are some characteristics of adolescent development that are rooted more in culture than in human biology or numbers. Culture is learned and shared socially, and it influences all principles of a person’s life. For example, social responsibilities, sexual expression, and belief-system development are all likely to vary depending on culture. Furthermore, many distinctive characteristics of a person (such as dress, employment, entertainment, and language) are all products of culture.
Many factors shaping the development of cleanliness vary by culture. For example, the length of time a person is considered a self-reliant or independent being varies widely from person to person, as does the behavior that represents this emerging self-reliance. Any culture ranges from the depth of a teen’s character to the characteristics of those characters.
The range of viewpoints, lifestyles and beliefs that any culture takes on a particular subject influences, and can have both positive and negative effects on, its development.
Impact of urbanization on adolescence
(1) Economic Enrichment
Due to urbanization new business opportunities arose. They boosted productivity which led to economic progress. This is the reason why people in cities appear quite prosperous from the economic point of view.
(2) Tolerance and Flexibility
Urban life is the life of a large community. People from other communities live around us, whose customs, religion and language may be different, but there is a feeling of tolerance towards each other. For this reason harmony can be established.
(3) Comprehensiveness
In the city, because people of different communities come in contact with each other and harmony is established among them, hence they also keep getting influenced by each other. This is the reason why the urban person has a broad outlook.
(4) Self-dependence
Because an urban person is alone even while living in a crowd, he has to live a life of struggle. Due to this struggle and competition, the ability of self-determination develops in a person.
(5) Logical
Urban life is changeable, hence the insistence on traditions which is characteristic of rural life is no longer present in it. Due to this, rationality comes in the way of thinking of an urban person and superstitions come to an end.
(6) Improvement in Women Status
Urban life is not very traditional. Due to the complexity of life, many family and social decisions have to be taken by husband and wife on the basis of consent. In urban life, there is not much consistency in the duties and responsibilities of husband and wife.
Guidance and Counseling for Adolescents
Guidance and counseling of teenagers – Adolescence is called ‘problem period’. In this stage, due to very rapid physical, mental, emotional and social changes, a situation of instability, disorganization, ups and downs and upheaval arises in the life of adolescents. New aspirations start arising within him and he gets surrounded by many types of needs and problems. In this difficult situation, when his needs and aspirations are fulfilled, he gets satisfaction, but all his needs and aspirations are not fulfilled due to poverty, deprivation, social constraints etc. In such a situation, the behavior of the adolescent sometimes becomes abnormal, he becomes a victim of frustration and inferior glands develop in him.
To solve the problems of the adolescent living within the family, society and school, it is necessary to carefully study his needs, problems and aspirations and arrange for guidance and counseling to give proper direction to his behaviour. The role of parents and school is most prominent in this work. Due to proper guidance and counseling, the problem adolescent will get satisfaction and will prove to be capable of managing himself in times of instability. The following things are important from the point of view of providing guidance and counseling to adolescent boys and girls.
Role of guidance and counseling in adolescence
(1) Role of Parents or Guardians
The main job of the parents in this regard is to understand these students properly. They should try to understand the reason for such behavior of students. Why do students do this? They need to understand the process of high school students achieving maturity. All parents need to know well about the particular student they are trying to support. They will have to know the problem of that particular student, his objectives, his world, everything from his perspective, how he sees and understands things. In today’s time, parents with strict and authoritative approach cannot be considered successful. Successful and effective parents are those who empathize with students and try to understand them. Parents should understand that high-school students are extremely sensitive. At this time, the tide of emotions is on the rise and their sensitivity increases. There is a lot of irritability and indifference in their nature and they become quite unstable in displaying their emotional thoughts. They become very serious about knowing themselves and the desire to prove themselves great becomes stronger within them. They want to be given the status of mature line. Therefore, parents should adopt high-school level students with these characteristics or traits and try to establish relationships of sympathy, trust and understanding with them.
(2) Role of teacher
The role of the teacher is most important in guiding and counseling the teenagers. In a way, the teacher is the right guide and counselor for the teenager. Adolescents also have the most trust in their teachers, hence the teacher should perform his important role of guidance efficiently. He should be aware of the reasons behind the child’s social behavior and negative emotions in the school situation. The teacher must have the knowledge of how unwanted behaviors and emotions can be channeled or corrected when they arise. He always tried to ensure that the feelings of children were not suppressed anywhere. He should provide children the opportunity for free expression within limits and should prohibit punishment and scolding which lead to oppression. The teacher can give right opinion and advice to the teenager with his affection, love and intimacy.
(3) Role of School
Another institution that makes a significant contribution to the development of students is the school or vidyalaya. In today’s time, school is not only considered a place that provides knowledge and information, but it is also considered a place where the student gets the best facilities and opportunities for his overall development. A high school student is on the threshold of adolescence. Certain various school conditions prevent proper emotional development of the student. There are many such situations which create emotional imbalance in the student due to which the student feels disappointment, anger, fear etc. Difficulties in understanding lessons in school or failure to understand lessons, fear of being left behind or failing in sports or work, problems adjusting to school administration and strict teachers, undesired and unsympathetic company. Adjustment problems and many other similar fears and problems related to school make the student emotionally unbalanced. An adolescent child becomes increasingly frustrated and powerless due to these different types of fears and phobias. Some students become so nervous due to these classroom situations that they are unable to speak in class even after knowing the answer to the question. Sometimes even a very good student gets very nervous in the name of examination. Some students are worried about their homework given by teachers. Due to these fears and worries, school going students become emotionally unbalanced.
Need for guidance and counseling for adolescence
Adolescence is called a stage of stress and storm. This stage has been called the most difficult stage of life. This is the stage when the adolescent neither remains a child nor is able to become a complete adult. It is also called the stage of change because in this stage a lot of changes take place. Many physical and mental changes occur in adolescent boys and girls. The nature of their emotional, social and moral life changes. The characteristics of childhood start disappearing and new characteristics start emerging. This is the state in which they have indomitable enthusiasm and unmatched strength, in which they can develop to their maximum and can also lose everything. Adolescence has also been called the age of problems or the stage of problems because in this stage, where teenage boys and girls themselves struggle with problems related to their family, school, health, business, entertainment, future, sex etc., parents, They are also a problem for guardians, teachers, society and nation. The problems that adolescent boys and girls face at this stage require guidance and counseling, which are explained in detail in the following points.
(1) Problem of Independence
Self-published in adolescence. The emotion is very strong. They strongly oppose the conventions and superstitions of the society. They do not want to remain tied to their parents. If control is imposed on them, they are ready to rebel. Teenagers love to travel. They like to visit new places. They don’t like being tied to one place. Parents who inappropriately suppress this natural tendency of teenagers, their children develop restlessness and despair and they become unruly and wandering. Kolesnik has said that, “The adolescent considers adults as obstacles in his path, who prevent him from achieving the rhythm of his freedom.”
(2) Problem of Stability and Adjustment
Just as the mental state of a child is not stable, similarly there is instability in adolescent boys and girls too. Their behavior is very changeable. Ross has called adolescence a recurrence of infancy. Like babies, teenagers are playful and have the illusion that they are the center of attraction for other people. But this does not always happen. Like a child, he has to adjust to the environment around him. Difficulty in adjusting to the environment also occurs due to his physical and mental development. The problem of adjustment sometimes becomes painful for him and makes him worried. Due to problem of understanding, sometimes their behavior becomes undesirable and indecent.
(3) Problem of Contradictory Feelings
During adolescence, conflicting emotions are at their peak in teenage boys and girls; at some moments they appear very active and at other moments they appear extremely lazy and inactive. Sometimes they are indicative of self-contradiction full of excessive enthusiasm and the reason for this is lack of emotional knowledge.
(4) Problem of too much curiosity
Curiosity becomes stronger in the latter part of adolescence, when teenage boys and girls start searching for knowledge about adult life. The new changes taking place in this stage stimulate their curiosity. Their curiosity about people of the opposite sex increases because the experiences they get about them are interesting and enjoyable. Proper solution to the curiosity of teenagers is very important.
(5) Problem of Self-Respect
A sense of self-respect develops during adolescence. The main reason for this is the development of new perspectives within them. Wherever they are, they want to be respected. They want to establish their dominance in the family, school and group. They want to get some position like monitor in class, captain in sports, in literary and cultural councils and programs, which will satisfy their sense of self-pride. If this does not happen, they become bent on conflict and rebellion. To overcome this problem, teenagers need to be given proper support.
(6) Problem of Self-Support
In this stage, teenagers want to become self-reliant and self-reliant because firstly they need money to fulfill their needs and secondly, they start believing that they have grown up now and they should not be a burden on their parents. Many teenagers get involved in immoral and criminal activities to earn money. To overcome this problem, they should be given proper direction.
(7) Problem of imaginative activities
During adolescence, teenage boys and girls keep wandering in the world of imagination. They have nothing to do with the real world. They maintain their own world of imagination and remain lost in daydreams. Through imagination they try to fulfill their unsatisfied desires. Whatever things they lack, they fulfill them through imagination. Parents and teachers should use their imagination in creative work.
(8) Problem of Selection of Profession
One of the major problems of teenagers is choosing a profession. In this stage, they are extremely concerned about choosing a suitable profession for themselves, preparing for it, gaining entry into it and progressing in it. But their thinking regarding business is very unrealistic. They do not like ordinary professions but want to choose such professions which are much higher than their qualifications.
(9) Problem of Moral and Social Values
The problem of moral and social values is also very difficult for adolescent boys and girls. They feel bound by these values and consider them a hindrance to their freedom. Parents, teachers and society expect adolescents to follow these values and adolescents want to fulfill their own and their peers’ wishes and aspirations. Due to which there is difficulty in establishing harmony between these two and they get stuck in dilemma. It is the duty of parents and teachers to maintain the self-esteem of teenagers and help them in accordance with their reasonable desires and aspirations.
(10) Sex Problems
At this stage, the prevalence of lustful tendencies among adolescent girls is a big problem for them. No teenage boy or girl remains without being affected by this. Ross says, “Sex is at the core of adolescence, if not all of life. Like the overflow of a great river, it irrigates and makes fertile large parts of the land of life.”
Generally, mental health means absence of mental diseases and defects and proper functioning of mental functioning. In other words, we can say that a person is mentally healthy and is free from mental diseases, confusion, disappointments, distrust, anger etc.
Mental health includes our emotional, psychological and social well-being. It affects our ability to think, understand, feel and act.
It is noteworthy that the World Health Organization (WHO) includes mental health along with physical health in its definition of health.
According to Ledel – “Mental health means the ability to maintain adequate harmony with the environment on the ground of reality.”
According to Hadfield – “The complete and balanced functioning of the entire personality is called mental health.”
Characteristics of a mentally healthy person
Generally, a mentally healthy person is one who lives a well-behaved life in the society and follows moral standards and gets respect. In short, it can be said that a mentally healthy person is efficient, social and moral. Psychologists have described the following qualities of a mentally healthy person:
(1) Tolerance
Tolerance is a key symptom of mental health. A tolerant person faces the struggles, disappointments, failures etc. that come in life with full capacity. Even in such adverse circumstances, he does not lose his balance and makes adjustments.
(2) Self-confidence
A mentally healthy person has a sense of self-confidence. He has confidence in his abilities and capabilities. On the basis of self-confidence, he is successful in completing all his tasks successfully.
(3) Emotional Maturity
Generally, a mentally healthy person shows intellectual and emotional maturity. Such people have the ability to control their emotions like alcohol, love, body, hatred, jealousy etc. Such persons are able to express their emotions appropriately. By controlling their emotions, such people are successful in adjusting to different situations.
(4) Ability to Adjust
A mentally healthy person has the ability to adjust to his environment. He successfully adjusts to different thoughts and circumstances by making desired changes in his work and behavior.
(5) Systematic Life
Such people do every work in life in a fixed time and manner. They have a definite style of life. They have a definite philosophy of life in the field of eating habits, lifestyle, thinking process and conduct. According to this philosophy of life, these people perform their duties and responsibilities.
(6) Ability to Decide
People who are mentally healthy have the ability to take decisions. They do not have a skeptical or doubtful attitude towards the method of any work and reaching its result. Instead of falling victim to dilemma and conflicting thoughts, they take quick decisions in their work and do it successfully.
(7) Sense of Self-respect
Such persons present their behavior before others in such a way that they can gain fame and glory. Such persons include tendencies of sacrifice, morality, benevolence etc. in their behavior towards others.
(8) Capacity of Self-evaluation
Mentally healthy people have the ability to evaluate their behavior, thinking, conduct, abilities etc. With such evaluation ability, they are able to take decisions about right and wrong in their behaviour.
(9) Sense of Personal Safety
A feeling of personal security is found in such persons. He keeps himself safe in his group. He also knows what his place is in that particular group. Hence he behaves accordingly.
Factors affecting child’s mental health
(1) Causes Related to Family
Many factors related to family have adverse effects on the mental health of the child, such as-
(i) Family poverty
Due to poor financial condition of the family, children often become aggressive and harsh. Due to their needs not being fulfilled, they develop a feeling of insecurity and inferiority. He starts considering himself inferior to others, which has a bad effect on his mental health.
(ii) Strict rule of the family
Children growing up in families where children are kept under very strict rules and are reprimanded for small things develop a feeling of inferiority which keeps the child mentally unhealthy.
(ii) Prejudicial behavior of parents
If parents start loving a child less than others because of his ugliness, intelligence, ill health etc., then it has a bad effect on the mental health of the child. He becomes jealous towards other brothers and sisters and develops a feeling of quarrelsomeness and harming others.
(iv) Excessive love of parents
Many parents start pampering their child more than necessary because he is the only one or because of his wealth etc. In such a situation, the child always wants to depend on his parents. The feeling of self-reliance does not arise in him. Such children always find themselves unable to face difficulties in life.
(v) Influence of high ideals of parents
Children whose parents have high moral ideals sometimes become victims of mental illness. Such parents expect their sons and daughters to follow the same high ideals. If the child finds himself incapable of following those ideals, then those ideals become a burden for him and the child starts running away from real life. He always feels conflict between ideal and reality. As a result, emotional outbursts develop in him and he is unable to solve his problems on the real level.
(2) Causes Related to School
Apart from family, Luck’s mental health is also affected by school related reasons.
(i) School environment
If the discipline system in the school becomes strict and the child does not get time to participate in co-curricular activities etc., then it has a bad effect on the mental health of the child.
(ii) unfair course
If the curriculum of the class in the school is contrary to the interests, aptitudes and abilities of the child, then the child is not able to establish his attachment to the curriculum. He always remains worried and starts living in such a situation.
(iii) Defective teaching methods
There is variation in the level of abilities and interests among children. If the teacher ignores these individual differences and just tries to impart the subject matter to the student, then the child’s mental health is adversely affected. Due to lack of use of psychological methods by the teacher, the child faces difficulty in accepting and retaining the subject matter.
(iv) Faulty examination system
Due to many flaws in the subjective examinations prevalent nowadays, the abilities and potential of the children are not evaluated properly. The result is that incompetent and weak children pass the examination with good marks and many capable and hard-working children have to face failure. In such a situation, a dilemma arises among capable children.
(v) Effect of teacher’s personality
The personality of a teacher has a huge impact on the mental health of children. If a teacher has emotional instability, excitability, frustration etc. then his behavior towards children is harsh. He punishes children severely for small things and children become aggressive and vindictive in such situations.
(3) Causes related to society
Children growing up in a society where internal discord, conflict, jealousy, conflict, lack of mutual cooperation and independence, use of force to get work done, prejudice etc. are prevalent, develop the above mentioned diseases. In this way, a bad society has a bad effect on the mental health of children.
(4) Personal Causes
If the health of the child is not proper, that is, his physical development is not good or he is suffering from some disease, then the child starts becoming mentally unhealthy. Even if any part of his body gets deformed, an inferiority complex develops in him. These inferiority complexes hinder the child in adjusting to his environment.
What is personality? This is a controversial question. Various scholars and psychologists have tried to clarify the meaning of personality from their respective perspectives. The word ‘Personality’ is synonymous with the word “Personality” in the English language. The English word ‘Personality’ is derived from the Latin word Persona, which means outer mask or costume. Thus, the origin of Personality from the word Personal reveals that It says that a person’s personality is measured by his external qualities, but this meaning of personality is one-sided. Although external qualities have an important contribution in the personality of a person, but only external qualities cannot be called personality. Personality includes his emotions. , conduct, thoughts, principles, attitude, behavior, actions, interests, aptitudes and intelligence all are included. Thus, personality includes the organization of both internal and external activities of the person.
Morton Prince – “Personality is the collection of all the innate and acquired tendencies, desires and emotions of a person.”
Kempf – “Personality is the coordination of those systems of habits which represent the specific interaction of the individual with the environment.”
Warren – “Personality is the overall mental organization of the individual at any stage of his development.”
development of child’s personality
The development of a child’s personality starts before his birth i.e. from pregnancy itself, but the pace of development of his personality does not remain the same throughout his life. At some stage the pace of development is very fast and extraordinary changes are seen in the personality, whereas at some stage the pace of personality change is very slow.
Personality Development in Infancy
Infancy is a very active stage for the senses of the newborn baby. He is influenced by the environment around him. At about eight months of age a baby becomes capable of sitting on his own without support. Gradually he learns to slide on his stomach. An eleven-twelve month old baby starts trying to stand and walk with support and by fifteen months he learns to walk without support. Babies who are kept in the lap too much, due to lack of freedom, the pace of development of such babies slows down and they learn to sit, sit and walk late. At the time of birth the baby can see but does not recognize anyone. At the age of two months, he first starts recognizing his mother because only his needs are fulfilled by the mother and it is with her that he comes in contact with her the most. Mother shows her love to the baby by patting, feeding, breastfeeding, kissing etc. All these things affect the personality of the child.
Personality Development in Childhood
In childhood, all the senses and physical organs of the child are fully developed and he becomes capable of having complete control over his physical movements. In this stage the pace of language development is very rapid. By the age of eight the child gets good practice in speaking. In childhood, the child becomes well acquainted with his environment, the tendency of curiosity becomes excessive in him, he does not want to remain alone. He does not take as much interest in himself as he does in his friends, neighbors or sports. His circle of relationships extends beyond his family to his neighbors and schoolmates. In this stage the child has to make his place in the group. The child is not only influenced by the good and bad qualities of the group of which he becomes a member, but the work and place he gets in the group also affects him, due to which the personality of the child is affected. By adjusting to the group, he learns the qualities of friendship, sympathy, love, sacrifice, dutifulness etc., he develops self-confidence and if the group is unable to do so, then he develops a feeling of inferiority, defeat, despair and Anti-social feelings also arise. Mischel found in his study that people expect boys to be courageous, strong-willed and ambitious whereas girls are expected to be domestic, clean character, social and with good behavior and personality. Become.
Since ancient times, personality has been classified on many grounds. Ancient theology had described three types of mental tendencies – satvik, rajasic and tamasic – and on the basis of the same, three types of people were described. Hippocrates and later Gaulin divided individuals into four types of groups based on body fluids.
(1) Phlegmatic – People in whom phlegm predominates. Such persons are slow, weak and unmotivated.
(2) Melancholic – Such people are pessimistic, in whom black bile predominates.
(3) Choleric – in which yellow bile predominates. Such people get angry very quickly.
(4) Sanguine – in which blood predominates. Such people remain happy and work quickly.
Jung has described three types of personality from the psychological point of view:
(1) Extrovert Personality
Those people have extrovert personality. Those who have special interest in the outside world and are always ready to sacrifice their interests for social welfare. People who do not like to be alone are tactful and optimistic. They are interested in acts of bravery. Their attention is always towards the external society and they do not worry about their own pain etc. They are self-admiration hungry, egoistic and uncontrolled. They adjust themselves according to the environment and circumstances. They are always happy and have a generous heart. This type of personality is mostly found in politicians, social workers and patriots.
(2) Introvert Personality
Introverted personality is of those people who love solitude and are interested in themselves. They are worried about themselves all the time. Their attention is always towards their troubles and problems. They are less talkative, shy, shy, anxious and easily nervous. Their nature is obedient. Self-reflection is predominant in them and they remain engaged in reading books and magazines. They are also not tactful and are afraid of taking any responsibility. This type of personality is mostly found in scientists, thinkers and Mahatmas.
(3) Ambivert Personality
In fact, the personality traits of both extrovert and introvert are opposite to each other. In the real world, there are very few such people who are completely extrovert or completely introvert. Most of the people have some characteristics of both extrovert and introvert. Jung has described these intermediate people as ambiverts. Therefore, ambivert personality is of those people in whom both extrovert and introvert tendencies are found.
Psychologists mean personality traits as a way of behaviour. Woodworth, while defining personality traits, has said – “Personality traits are a main type of our behaviour.” The way a person behaves reflects his qualities. It is these personality traits that differentiate one person from another. Regarding personality traits, some psychologists say that these traits are of general nature, hence they are permanent. On the contrary, some psychologists are of the opinion that the two qualities of personality are not of general nature but of specific nature, hence they are temporary and keep changing under the influence of environment. It is clear from the character study of Mein and Hartshorne that the students who demonstrated dishonesty in one situation, the same students demonstrated integrity in another situation. Some psychologists have established coordination between these two views and said that some qualities of personality are of general nature and some are of specific nature. Therefore, some personality traits may be permanent and some may be temporary. Following are the main qualities of personality:
(1) Emotional Stability
Having this quality, a person does not lose his mental balance even in very difficult and critical situations. He faces situations according to his discretion. Such a person does not indulge in daydreams, he does not run away from reality but faces it firmly. He shows balance and adjustment in his dealings with his family, business and other people in the society. People who do not have this quality are of fickle nature. They become worried just because of the fear of upcoming sorrows. They remain sad even in the absence of real reasons for sadness.
(2) Persistence
When a person possessing this quality takes up any work, he works hard to complete it. Such people keep trying to achieve their goals regardless of difficulties and obstacles. Many leaders of the world have been able to make their personality great only because of this quality of Prashakta. People who do not have this quality get frustrated after seeing difficulties and get nervous and leave their work midway.
(3) Ascendance
The person who has this quality wants to establish his dominance over other people. Such a person wants that more and more people should be under his control, follow his orders and work according to his instructions. He has confidence. On the contrary, a person who has the tendency of submission easily accepts what other people say and accepts their subordination.
(4) Honesty
The quality of integrity is essential for an ideal personality. Having this quality, a person always shows integrity and gets the trust of everyone. People who do not have this quality do not have the trust of other people and they do not have any respect in the society.
(5) Reflectiveness
A philosopher with this quality remains lost in thoughts. This quality makes a person self-centered and makes him philosophical. Thinking becomes a part of such a person’s life. On the contrary, people who do not have this quality express their thoughts clearly to others and pay special attention to what others say.
(6) Sociability
As a result of this quality, a person behaves differently towards people in the society. The attention of such a person remains constant towards the welfare of the society. They participate more in social activities. People who do not have this quality have a strong tendency to remain separate from society. Such persons are afraid to go to social institutions and participate in social functions.
Attempts to measure personality have been made since ancient times. Many tests and methods have been created to measure personality. Initially these methods were non-psychological and subjective, but as psychology started trying to become a science, the methods for measuring personality also kept improving. Many tests have been made, and are being made, to measure personality. Some of the more popular and reliable methods of personality measurement are as follows-
(1) Personal Opinion
When we come in contact with a person, we make some assumptions about him, like after seeing a boy or girl who is more fashionable, we make the assumption that he or she will be fickle at heart. Seeing a fat person, we form the opinion that this person must be an Aasi. This method is not a scientific method because our assumptions may also be wrong.
(2) Biography
According to this method, the psychologist divides the person’s personality into some headings as per requirement, on the basis of which the person writes his own life story and the psychologist draws some conclusions about the person’s personality on the basis of that life story. In this method, a person is not able to write down all the events of his life because he forgets many events. Secondly, generally a person describes his qualities and goodness but does not want to tell about his faults and evils. Due to which correct information about the person is not available.
(3) Case History
Through this method, a detailed study of a person’s family history, social status, education, behavior, physical characteristics, emotional stability, personal attitudes, interests and adjustment problems is done. This method tries to obtain information about complete facts that throw light on a person’s personality. This method is more useful for mental therapy. In this method, information is collected from many sources like the person himself, parents, neighbours, relatives, friends and teachers etc. The history of a person can be authentic only if the information obtained is true. Since this method is also based on memory, it is not accurate. The success of this method depends a lot on the impartiality and wisdom of the psychologist using it. Although the personal history method is not an exact method, it holds an important place in clinical psychology.
(4) Interview
This method is considered the most practical method for testing personality. The things about personality which cannot be known through autobiography, personal history and questionnaire can be known through face to face conversation. In this, the examiner and the candidate are face to face and the candidate answers the questions asked by the examiner. The examiner evaluates the personality of the candidate from his answers, his expressions, mannerisms, style of answers and other things.
(5) Situation Test
In this method a situation is created in front of the children. The personality of the child is measured on the basis of his reaction in this situation. May and Hartshorne have given many examples of this. In this, children had full scope to express honesty and dishonesty. He placed a box in a room and gave some coins to some children and asked them to put these coins in the box. These coins will be donated to the poor. Some honest children put all the coins found in the box and some dishonest children instead of keeping the money in the box, took out some coins from it. This method is like a construction test method. The only difference is that in construction test method the child is given some work to do whereas in this method he is kept in a situation. The scope of this method is very limited. It can be used on children but not on adults.
(6) Rating Scale
Category assessment method is an important method for evaluating and quantitatively measuring various personality traits. In this method, the specific quality of personality which is evaluated is divided into several categories and then the person’s personality is presented and its place is decided. For example, if we have to judge the beauty of a person, we will create a criterion by dividing the beauty into several categories – this criterion can be of three, five, seven, nine categories.
BY: TEAM KALYAN INSTITUTE
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