Question 1:

Describe in detail the Erick Erickson

Theory of Psychosocial Development?

Answer:

ERICK ERICKSON THEORY

Erikson’s (1959) theory of psychosocial development has eight distinct

stages, taking in five stages up to the age of 18 years and three further stages

beyond, well into adulthood. Erikson suggests that there is still plenty of room for

continued growth and development throughout one’s life. Erikson puts a great

deal of emphasis on the adolescent period, feeling it was a crucial stage for

developing a person’s identity.

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ERIKSON’S STAGES OF DEVELOPMENT:

An eight (08) stage theory of identity and psychosocial development.

Erik Erikson, a German psychoanalyst heavily influenced by Sigmund Freud,

explored three aspects of identity: the ego identity (self), personal identity (the
personal idiosyncrasies that distinguish a person from another, social/cultural
identity (the collection of social roles a person might play).

CONTRIBUTORS:

 Erik Erikson (1902 -1994)

KEY CONCEPTS:
Erikson’s psychosocial theory of development considers the impact of
external factors, parents and society on personality development from childhood
to adulthood. According to Erikson’s theory, every person must pass through a
series of eight interrelated stages over the entire life cycle.

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ERIKSON’S STAGES OF DEVELOPMENT

Approximate Psychosocial Significant

Virtues Examples[4] Outcome
Age crisis[3] relationship

Children develop a sense

Infancy of trust when caregivers
Basic trust vs. Feeding,
Hope Mother provide reliability, care,
mistrust abandonment
0-23 months and affection. A lack of
this will lead to mistrust.
Children need to develop a
sense of personal control
Early over physical skills and a
Autonomy vs. Toilet training,
childhood sense of independence.
Will shame and Parents clothing
2–4 years doubt themselves
Success leads to feelings of
autonomy, failure results in
feelings of shame and
doubt.
Children need to begin
asserting control and power
over the environment.
Preschool Success in this stage leads to
Exploring,
age Initiative vs.
Purpose Family using tools or a sense of purpose. Children
guilt
4–5 years making art who try to exert too much
power experience
disapproval, resulting in a
sense of guilt

Children need to cope with

new social and academic
School age demands. Success leads to a
Industry vs. Neighbors,
Competence School, sports
5–12 years inferiority school sense of competence, while
failure results in feelings of
inferiority.

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 Teens needs to develop a
sense of self and personal
Adolescence identity. Success leads to an
Identity vs. Peers, role Social
Fidelity ability to stay true to
13–19 years role confusion model relationships
yourself, while failure leads
to role confusion and a weak
sense of self.
Young adults need to form
intimate, loving
Early relationships with other
adulthood Intimacy vs. Friends, Romantic
Love people. Success leads to
isolation partners relationships
20–39 years strong relationships, while
failure results in loneliness
and isolation.
Adults need to create or
nurture things that will
outlast them, often by
having children or creating a
Adulthood positive change that
Generativity Household, Work,
Care benefits other people.
40–64 years vs. stagnation workmates parenthood
Success leads to feelings of
usefulness and
accomplishment, while
failure results in shallow
involvement in the world.
Older adults need to look
back on life and feel a sense
of fulfillment. Success at this
stage leads to feelings of
wisdom, while failure results
Maturity
Ego integrity Mankind, my Reflection on in regret, bitterness, and
Wisdom despair.
65-death vs. despair kind life

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1. INFANCY
(BIRTH TO 18 MONTHS OLD):
(Basic Trust vs. Mistrust – Hope)

During the first or second year of life, the major emphasis is on the mother
and father’s nurturing ability and care for a child, especially in terms of visual
contact and touch. The child will develop optimism, trust, confidence, and
security if properly cared for and handled. If a child does not experience trust, he
or she may develop insecurity, worthlessness, and general mistrust to the world.

2. TODDLER / EARLY CHILDHOOD

YEARS (18 MONTHS TO 3 YEARS):
(Autonomy vs. Shame – Will)

The second stage occurs between 18 months and 3 years. At this point, the
child has an opportunity to build self-esteem and autonomy as he or she learns
new skills and right from wrong. The well-cared for child is sure of himself,
carrying himself or herself with pride rather than shame. During this time of the
“terrible twos”, defiance, temper tantrums, and stubbornness can also appear.

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 Children tend to be vulnerable during this stage, sometimes feeling shame
and low self-esteem during an inability to learn certain skills.

3. PRESCHOOLER (3 TO 5 YEARS):
(Initiative vs. Guilt – Purpose)

During this period we experience a desire to copy the adults around us and

take initiative in creating play situations. We make up stories with Barbie’s and

Ken’s, toy phones and miniature cars, playing out roles in a trial universe,

experimenting with the blueprint for what we believe it means to be an adult. We

also begin to use that wonderful word for exploring the world—”WHY?”

While Erikson was influenced by Freud, he downplays biological sexuality in

favor of the psychosocial features of conflict between child and parents.

Nevertheless, he said that at this stage we usually become involved in the classic

“Oedipal struggle” and resolve this struggle through “social role identification.” If

we’re frustrated over natural desires and goals, we may easily experience guilt.

The most significant relationship is with the basic family.

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4. SCHOOL AGE CHILD (6 TO 12 YEARS):
(Industry vs. Inferiority – Competence)

During this stage, often called the Latency, we are capable of learning,
creating and accomplishing numerous new skills and knowledge, thus developing
a sense of industry. This is also a very social stage of development and if we
experience unresolved feelings of inadequacy and inferiority among our peers, we
can have serious problems in terms of competence and self-esteem.

As the world expands a bit, our most significant relationship is with the
school and neighborhood. Parents are no longer the complete authorities they
once were, although they are still important.

5. ADOLESCENT (12 TO 18 YEARS):

(Identity vs. Role Confusion – Fidelity)

Up until this fifth stage, development depends on what is done to a person.

At this point, development now depends primarily upon what a person does. An
adolescent must struggle to discover and find his or her own identity, while
negotiating and struggling with social interactions and “fitting in”, and developing
a sense of morality and right from wrong.

Some attempt to delay entrance to adulthood and withdraw from

responsibilities (moratorium). Those unsuccessful with this stage tend to

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experience role confusion and upheaval. Adolescents begin to develop a strong
affiliation and devotion to ideals, causes, and friends.

6. YOUNG ADULT (18 TO 35 YEARS):

(Intimacy and Solidarity vs. Isolation – Love)

At the young adult stage, people tend to seek companionship and love.

Some also begin to “settle down” and start families, although seems to have been

pushed back farther in recent years.

Young adults seek deep intimacy and satisfying relationships, but if

unsuccessful, isolation may occur. Significant relationships at this stage are with

marital partners and friends.

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7. MIDDLE-AGED ADULT
(35 TO 55 OR 65 YEARS):
(Generativity vs. Self absorption or Stagnation –
Care)

Career and work are the most important things at this stage, along with

family. Middle adulthood is also the time when people can take on greater

responsibilities and control.

For this stage, working to establish stability and Erikson’s idea of

generativity – attempting to produce something that makes a difference to

society. Inactivity and meaninglessness are common fears during this stage.

Major life shifts can occur during this stage. For example, children leave the

household; careers can change, and so on. Some may struggle with finding

purpose. Significant relationships are those within the family, workplace, local

church and other communities.

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8. LATE ADULT: 55 OR 65 TO DEATH
(Integrity vs. Despair – Wisdom)

Erikson believed that much of life is preparing for the middle adulthood
stage and the last stage involves much reflection. As older adults, some can look
back with a feeling of integrity — that is, contentment and fulfillment, having led
a meaningful life and valuable contribution to society. Others may have a sense of
despair during this stage, reflecting upon their experiences and failures. They may
fear death as they struggle to find a purpose to their lives, wondering “What was
the point of life? Was it worth it?”

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Question 2:
Discuss in detail the Types of Emotions &
Factors Affecting Emotions?

Answer:

TYPES OF EMOTIONS & FACTORS

AFFECTING EMOTIONS

There are five (05) types of Emotion:

1) Conceptions.

2) Sensations.

3) Reflexes.

4) Involuntary expressions.

5) Voluntary expressions.

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 Conceptions, sensations, reflexes and involuntary expressions are biological
adaptations. They are transmitted to the next generation through reproduction.
They are universal to the species.

Voluntary expressions are cultural adaptations. They are transmitted to the

next generation through interaction. They vary by culture.

1) Conceptions:

Conceptions direct your behavior.

Conceptions are positive or negative mental effects that are triggered by

conclusions.

Maternal love is a positive effect triggered by the conclusion “my child is

happy”. Maternal grief is a negative effect triggered by the conclusion “my child
is dead”.

Conceptions can also be triggered by imagining a conclusion. Maternal

grief can be triggered by imagining the conclusion “my child is dead”.

Conceptions do not trigger physical effects. Conceptions do not need to

trigger physical effects to direct your behavior.

A few conceptions do trigger involuntary expressions, which have a

different purpose.

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 2) Sensations:

Sensations direct your behavior.

Sensations are positive or negative mental effects that are triggered by the
presence or absence of sensory stimuli.

Pleasing taste is a positive effect triggered by the taste of food. Hunger is a

negative effect triggered by the absence of food. Disgust is a negative effect
triggered by the smell of toxins, such as fecal matter.

Sensations can be triggered by stimuli that is real, recorded, remembered

or imagined. Men feel sexual pleasure when they see a naked woman whether
she is real, recorded, remembered or imagined.

Sensations trigger almost no physical effects. A few sensations do trigger

minor physical effects, like salivation. However, sensations do not trigger any
major physical effects, like increased heart rate. Sensations do not need to trigger
physical effects to direct your behavior.

A few sensations do trigger involuntary expressions, which have a different

purpose.

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 3) Reflexes:

Reflexes help you avoid threats.

Reflexes are triggered by conclusions or sensory stimuli. Fear can be

triggered by the conclusion “a man is pointing a loaded gun at me”. Fear can also
be triggered by the sight of a snake.

Reflexes trigger a mental effect that suppresses conceptions and

sensations. When you are frightened, you cannot feel sexual pleasure or
humiliation. Suppression helps you concentrate on avoiding a threat by
eliminating distractions.

Reflexes trigger defensive physical effects. Startle involuntarily tenses neck

muscles, which prevents tearing by a predator’s claws or talons. Fear releases
adrenalin to increase heart rate, which helps fight or flight.

Reflexes are the only emotions that trigger major physical effects.

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 4) Involuntary:

Involuntary expressions direct the behavior of others.

Involuntary expressions are triggered by a conception, sensation or reflex.

The reflex of fear triggers the involuntary expression of horror.

Involuntary expressions have a different purpose than their trigger

emotion. Fear helps you avoid threats. The expression of horror on your face
helps others avoid threats.

5) Voluntary:-

Voluntary expressions direct the behavior of others.

Voluntary expressions are triggered by habitual decision. Anger is a

habitual response to feeling revenge. Laughter is a habitual response to feeling
humor. These expressions seem involuntary because they are deeply ingrained
habits, like walking or talking.

Voluntary expressions are better than speech. Anger is more credible than
calmly stating “I am being coerced by revenge to harm you”. Laughter can be
understood more easily than an audience of people simultaneously saying “I feel
humor”.

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Question 3:
Describe in detail the Types of Individual
Differences?

Answer:

INDIVIDUAL DIFFERENCES

Definition:

According to the dictionary of education:

1) Individual differences stand for the variation or deviations among

individuals in regard to a single characteristic or number of characteristics.

2) It is stand for those differences which in their totality distinguish one

individual from another. So, we can say that individual differences is the

differences among humans that distinguish or separate them from one

another and makes one as a single unique individual.

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TYPES OF INDIVIDUAL DIFFERENCES

The factors which are commonly designated as causative of individual

differences are as follows:

1) Average Intelligence:

The following brief description may serve to make individual differences a

simple concept that can easily be grasped. Individuals are seen differing in
considerable measure in respect of their general intelligence. It is not possible to
send to schools children with an intelligence quotient of below 50.

Children with intelligence quotients between 50 and 70 can learn only the
very simplest tasks. Even the small schools trouble children whose intelligence
quotient varies between 70 and 80.

Children between 75 and 90 I.Q. are considered morons and they have
considerable difficulty in progressing along with other children in their learning.

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 Generally, 40 to 60 per cent of the children in schools have I.Q.s. varying
between 95 and 105, being the children with average intelligence who form the
basis for the formulation of the syllabus and curriculum as well as the method of
teaching.

Children who are either above or below this level of intelligences require
special educational methods and conditions. Children with intelligence quotients
varying between 115 and 120 are considered brilliant or intelligent.

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 2) Heredity:
By heredity is meant the influence of factors inherent in the child himself
from the time he is conceived. Research has shown that heredity proceeds
according to certain laws. The first laws of heredity were formulated by Galton
who made the direct investigation on heredity.

Gregory Mendel also formulated some well-known laws of heredity.

Heredity influences are intrinsic or innate. Individual differences in mental and
physical traits are due to heredity and to environmental factors. Heredity as a

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cause of individual differences may be due either to remote or immediate
ancestry. G. R. Conklin has affirmed that although we inherit approximately
equally from our parents, we also inherit unequally from our grandparents.

3) Race:

The ethnologists have explained many of the supposed differences, and

have been inclined to place the various races upon a more equal footing with
respect to inborn capacity. There may be some difference in behavior among
different races, but there is little scientific evidence that favors the theory of
native differences in mental traits.

The superiority of the Nordic stock in mental ability has been asserted by
many, but recent and more accurate investigations tend to show that this so-
called superiority is largely the result of environmental conditions.

In America the question of racial superiority has usually narrowed down to

the rivalry between the white race and the Negro race. That the white race is
much superior to the Negro race cannot be considered absolutely final. Such
conclusion must be tempered by a consideration of the superior intellectual
opportunities available to the white Americans.

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 Differences in mentality, reflecting influence of country and city life, is
shown by the study of Negro mentality in relation to time lived in the city.
Kleinberg’s study shows a distinct improvement in the test performance with
increasing length of residence of Negroes in cities. This study suggests that the
superiority of city children over rural children is a direct consequence of better
cultural opportunities. In causing differences in physical traits this factor is
prominent.

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 4) Maturity:
Differences in maturity of individuals have always been observed. The
pupils in any grade present a considerable range of maturity. The maturity of
pupils varies along three lines of development, namely: chronological, anatomical,
and organic.

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 The chronological aspect of maturity is that which is presented by
differences in mental development considered in terms of actual number of
years. Anatomical growth is shown by different degrees of development of the
bones of the skeleton.

Studies made in this line have revealed differences of from two to three
years in the anatomical development of the vital organs of circulation and of
reproduction. The organs most affected are the organs of the circulatory system
and those of reproduction.

Psychological studies reveal that girls mature earlier than boys. It is an

accepted fact that the development of an individual is determined by a long inter-
play of heredity and environment on him.

5) Social and economic status:

On the basis of data supplied by the Army Alpha Test, people living in large
centers of population are more intelligent than those living in rural areas; higher
intelligence is found along with better educational facilities.

Higher intelligence likewise exists in those states which rank high in their
economic condition. There exists a close relationship between occupational socio-
economic condition and the general level of intelligence.

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 Parents found in high occupational levels usually provide good physical and
intellectual environments, which favors the speedy cultural development of their
children. A considerable body of evidence is available to show that children
belonging to the so-called higher social classes are superior in intelligence to
those of the lower classes.

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 6) Sex:
The general results of all studies made point to the fact that the differences

between sexes are quite insignificant. In detail, the exact measurements of

intellectual abilities show a relatively slight superiority of the women in

receptivity of memory, and relatively slight superiority of men in control of

movement and in grasp of concrete mechanical situation.

Investigations also show an apparent superiority of girls in language and a

somewhat better showing of boys in logical processes. In interests, which cannot

be definitely measured, the difference would seem to be that women are more

interested in people while men are more interested in things.

Difference in instinctive equipment is shown by the fact that women excel

in the nursing impulses and men in the fighting impulses. As to physical

equipment, men are much taller, stronger, and bigger than women. However,

girls grow more rapidly than boys, especially before adolescence. The girls reach

physiological maturity earlier.

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 7) Special Abilities:
During the junior high school as well as the college stage, the individual’s
differences in respect of special abilities, in addition to the general intelligence,
are also important since special professions and specialized fields of vocation all
need certain specific abilities. Abilities of this kind are concerned with mental,
artistic, personality or motor ability.

8) Differences of Background:
In school the differences that the children exhibit is the outcome of their
different families and their communities. Attitudes towards education and
authority differ in each family, culture and class. Some of these attitudes are
favorable while others are unfavorable to education.

In either condition, the differences of attitudes results in differences among

children. Besides these attitudes, the child’s emotional, social, aesthetic and
moral development is influenced by his family and the neighborhood.

9) Alacrity in Learning:
Difference in the quickness or alacrity in learning is visible not only in
children of different ages but also among children in the same age group.

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 This difference is dependent upon their maturity and educational
background. Differences in the alacrity of learning result in benefits accruing from
formal education.

10) Mental Age:

Children of differing ages as well as children of the same age show
differences in their respective mental ages. Generally speaking, all students
studying in the same class differ according to their mental ages.

It has been observed that in the age of 6, differences in mental age range
up to 5 years. Mental age and education are intimately related. The child’s level of
education is determined according to his mental age

11) Motor Ability:

The individual’s movements of the hand and feet and other physical
abilities are seen to be very individual, as they do not resemble another’s to any
great extent.

Till the individual attains adulthood, his manual dexterity, rate of muscular
movement and resistance to fatigue develops continually. In this manner, the
same individual in different ages and different individuals in the same age group
manifest considerable differences in manual dexterity.

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 12) Sex Differences:
Makneimer and Terman discovered the following differences between men
and women, on the basis of some studies:

a) Women have greater skill in memory while many have greater motor
ability.
b) Female handwriting is superior while men excel in mathematical logic.
c) Women show greater skill in making sensory distinctions of taste, pain,
smell, etc., while men show greater reaction and consciousness of size-
weight illusion.
d) Possessing greater linguistic ability women are superior to men in
languages, similitude’s, word building, compositions and use of long
sentences etc. On the other hand, men are superior in physics and
chemistry.
e) Women are more susceptible to suggestion while there are three times as
many color-blind men as there are women.
f) Women are better than men in mirror drawing. Faults of speech etc., in
men were found to be three times of such faults in women.
g) Young girls take interest in stories of love, fairy tales, stories of the school
and home and day-dreaming and show various levels in their play. On the
other hand, boys take interest in stories of bravery, science, war and
scouting, stories of games and sports, scouts stories and games of
occupation and skill.

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 13) Nationality:

Many studies have led to the conclusion that individuals of different

nations differ in respect of nature, physical traits, interest and personality, etc.
Such a difference is only natural since their cultural and geographic environment
is distinctive.

14) Economic Situation:

Economic differences are seen causing differences in the children’s

interests, tendencies and character, etc.

15) Difference in Respect of

Development:

Difference in development is in evidence not only in individuals of different

age groups but also between individuals of the same age.

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 16) Differences Relating of Learning:
In respect of learning, children manifest such differences as past experience
and learning, ability in the use of various kinds of apparatus, rate of learning,
interest in learning, etc.

17) Difference of Interests:

As has been pointed out, the difference in sex leads to a difference in
interests. Similarly, factors such as family background, level of development,
differences of nationality and race, etc., cause difference of interests.

18) Personality:
Differences in respect of personality have led psychologists to much study,
and on the basis of this study individuals have been classified into many groups.

Concerning these classifications of the human personality, it should be

remembered that although one specific person may exhibit the main broad
characteristics of one class of personality, he cannot be said to belong to only that
class of personality as the differences between various personalities are so subtle
and minute that it is not scientifically feasible to divide them into classes.

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Question 4:
Describe in detail Language
Development?

Answer:

LANGUAGE DEVELOPMENT

Definition:
Language development is the process by which children come to
understand and communicate language during early childhood.

Description:
From birth up to the age of five, children develop language at a very rapid
pace. The stages of language development are universal among humans.
However, the age and the pace at which a child reaches each milestone of
language development vary greatly among children. Thus, language development
in an individual child must be compared with norms rather than with other
individual children. In general girls develop language at a faster rate than boys.
More than any other aspect of development, language development reflects the

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growth and maturation of the brain. After the age of five it becomes much more
difficult for most children to learn language.
Receptive language development (the ability to comprehend language)
usually develops faster than expressive language (the ability to communicate).
Two different styles of language development are recognized. In referential
language development, children first speak single words and then join words
together, first into two-word sentences and then into three-word sentences. In
expressive language development, children first speak in long unintelligible
babbles that mimic the cadence and rhythm of adult speech. Most children use a
combination these styles.

1) Infancy:

Language development begins before birth. Towards the end of pregnancy,

a fetus begins to hear sounds and speech coming from outside the mother's body.
Infants are acutely attuned to the human voice and prefer it to other sounds. In
particular they prefer the higher pitch characteristic of female voices. They also
are very attentive to the human face, especially when the face is talking. Although
crying is a child's primary means of communication at birth, language immediately
begins to develop via repetition and imitation.

Between birth and three months of age, most

infants acquire the following abilities:

 Seem to recognize their mother's voice.

 Quiet down or smile when spoken to.
 Turn toward familiar voices and sounds.

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  Make sounds indicating pleasure.
 Cry differently to express different needs.
 Grunt, chuckle, whimper, and gurgle.
 Begin to coo (repeating the same sounds frequently) in response to voices.
 Make vowel-like sounds such as "ooh" and "ah".

Between three and six months, most infants can do

the following:

 Turn their head toward a speaker.

 Watch a speaker's mouth movements.
 Respond to changes in a tone of voice.
 Make louder sounds including screeches.
 Vocalize excitement, pleasure, and displeasure.
 Cry differently out of pain or hunger.
 Laugh, squeal, and sigh.
 Sputter loudly and blow bubbles.
 Shape their mouths to change sounds.
 Vocalize different sounds for different needs.
 Communicate desires with gestures.
 Babble for attention.
 Mimic sounds, inflections, and gestures.
 Make many new sounds, including "p," "b," and "m," that may sound
almost speech-like.

The sounds and babblings of this stage of language development are identical
in babies throughout the world, even among those who are profoundly deaf. Thus
all babies are born with the capacity to learn any language. Social interaction
determines which language they eventually learn.

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Six to 12 months is a crucial age for receptive
language development. Between six and nine
months babies begin to do the following:

 Search for sources of sound.

 Listen intently to speech and other sounds.
 Take an active interest in conversation even if it is not directed at them.
 Recognize "dada," "mama," "bye-bye".
 Consistently respond to their names.
 Respond appropriately to friendly and angry tones.
 Express their moods by sound and body language.
 Play with sounds.
 Make long, more varied sounds.
 Babble random combinations of consonants and vowels.
 Babble in singsong with as many as 12 different sounds.
 Experiment with pitch, intonation, and volume.
 Use their tongues to change sounds.
 Repeat syllables.
 Imitate intonation and speech sounds.

Between nine and 12 months babies may begin to

do the following:

 Listen when spoken to.

 Recognize words for common objects and names of family members.
 Respond to simple requests.

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  Understand "no".
 Understand gestures.
 Associate voices and names with people.
 Know their own names.
 Babble both short and long groups of sounds and two-to-three-
syllable repeated sounds (The babble begins to have characteristic sounds
of their native language).
 Use sounds other than crying to get attention.
 Use "mama" and "dada" for any person.
 Shout and scream.
 Repeat sounds.
 Use most consonant and vowel sounds.
 Practice inflections.
 Engage in much vocal play.

2) Toddlerhood:

During the second year of life language development proceeds at very

different rates in different children. By the age of 12 months, most children use
"mama/dada" appropriately. They add new words each month and temporarily
lose words.

Between 12 and 15 months children begin to do

the following:

 Recognize names.
 Understand and follow one-step directions.

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  Laugh appropriately.
 Use four to six intelligible words, usually those starting with "b," "c," "d,"
and "g," although less than 20 percent of their language is comprehensible
to outsiders.
 Use partial words.
 Gesture and speak "no".
 Ask for help with gestures and sounds.

At 15 to 18 months of age children usually do the

following:

 Understand "up," "down," "hot," "off".

 Use 10 to 20 intelligible words, mostly nouns.
 Use complete words.
 Put two short words together to form sentences.
 Chatter and imitate, use some echolalia (repetitions of words and phrases).
 Have 20 to 25 percent of their speech understood by outsiders.

At 18 to 24 months of age toddlers come to understand that there are words

for everything and their language development gains momentum. About 50 of a
child's first words are universal: names of foods, animals, family members, toys,
vehicles, and clothing. Usually children first learn general nouns, such as "flower"
instead of "dandelion," and they may over generalize words, such as calling all
toys "balls." Some children learn words for social situations, greetings, and
expressions of love more readily than others.

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 At this age children usually have 20 to 50
intelligible words and can do the following:

 Follow two-step directions.

 Point to parts of the body.
 Attempt multi-syllable words.
 Speak three-word sentences.
 Ask two-word questions.
 Enjoy challenge words such as "helicopter".
 Hum and sing.
 Express pain verbally.
 Have 50 to 70 percent of their speech understood by outsiders.

After several months of slower development, children often have a "word

spurt" (an explosion of new words). Between the ages of two and 18 years, it is
estimated that children add nine new words per day.

Between two and three years of age children

acquire:

 A 400-word vocabulary including names.

 A word for most everything.
 The use of pronouns.
 Three to five-word sentences.
 The ability to describe what they just saw or experienced.
 The use of the past tense and plurals.
 Names for body parts, colors, toys, people, and objects.

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  The ability to repeat rhymes, songs, and stories.
 The ability to answer "what" questions.

Children constantly produce sentences that they have not heard before,
creating rather than imitating. This creativity is based on the general principles
and rules of language that they have mastered. By the time a child is three years
of age, most of a child's speech can be understood. However, like adults, children
vary greatly in how much they choose to talk.

3) Preschool:

Three to four-year-olds usually can do the

following:
 Understand most of what they hear.
 Converse.
 Have 900 to 1,000-word vocabularies, with verbs starting to predominate.
 Usually talk without repeating syllables or words.
 Use pronouns correctly.
 Use three to six-word sentences.
 Ask questions.
 Relate experiences and activities.
 Tell stories (Occasional stuttering and stammering is normal in
preschoolers).

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Language skills usually blossom between four and
five years of age. Children of this age can do the
following:
 Verbalize extensively.
 Communicate easily with other children and adults.
 Articulate most English sounds correctly.
 Know 1,500 to 2,500 words.
 Use detailed six to eight-word sentences.
 Can repeat four-syllable words.
 Use at least four prepositions.
 Tell stories that stay on topic.
 Can answer questions about stories.


4) School age:

At age five most children can do the following:

 Follow three consecutive commands.
 Talk constantly.
 Ask innumerable questions.
 Use descriptive words and compound and complex sentences.
 Know all the vowels and consonants.
 Use generally correct grammar.

Six-year-olds usually can correct their own grammar and mispronunciations.

Most children double their vocabularies between six and eight years of age and

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begin reading at about age seven. A major leap in reading comprehension occurs
at about nine. Ten-year-old begins to understand figurative word meanings.
Adolescents generally speak in an adult manner, gaining language maturity
throughout high school.

Question 5:
Why a Teacher should have the
knowledge of all these (Physical, Social
and Language and Emotional)
Development Discuss?

Answer:

ROLE OF A TEACHER IN FACILITATING

DEVELOPMENT OF CHILDREN

The teacher or the school has a major role in facilitating the overall
development of children once they are enrolled in the school.

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EDUCATIONAL IMPLICATIONS OF
PHYSICAL, SOCIAL, LANGUAGE &
EMOTIONAL DEVELOPMENT

Physical Development:

1) The bodily or physical health of children is indispensable for their

success and efficiency in all fields of life. The psychologists have reiterated
that this aspect of development should be paid the attention by all those
persons who deal with the education and welfare of the children.
2) For this purpose, the school must have a regular program of health
education. Adequate facilities for liberal Participation in sport and games
and other physical exercises appropriate to the level of growth should be
provided to the students.
3) We should give them practical information concerning physical
growth, personal hygiene, food habits, etc. It is hoped that a brief,
interesting and easily understandable task, introducing them to various
development stages, would certainly help them to form a correct picture in
their own minds regarding their own changing selves and their roles in life.
4) This may also serve as safeguard against the possibility of their
developing irrational worries regarding abrupt development taking place in

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 their bodies. A teacher can successfully accomplish this task if he has a
sound knowledge of the physical development of children.
5) With the increased rate of physical change consequent to the
transition from one phase of development to another, their behavior and
attitudes are also bound to change. We realize the varying treatment,
suitable to the physical growth level, is needed by children.
6) It is found that the upper primary, secondary and senior secondary
students are very tender physically. This is the reason why they need
affection and tender treatment in the classroom. Developing children must
not be rashly stuffed with bookish learning.
7) Instead of it, their educational programs should include a
combination of varied activities in and out of the classroom. Adolescents
are in need of sympathetic understanding and friendliness. They are often
found clumsy, awkward, aggressive and often violent.
8) Jet must be remembered that physical health is the basis of all
development. The all-round and healthy development of children is
exceedingly dependent upon healthy physical growth. Children who have a
feeling that they are physically fit are favorably affected by this internal
picturing of themselves.
9) They are most likely to develop confidence and a will to improve
further. On the other hand, children suffering from a feeling that there is
something wrong somewhere in their bodies have less chance to approach
life confidently and to make any substantial achievement.
10) A teacher should therefore make efforts to promote a sense of well-
being in the children by developing an interest among them in the physical

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 culture programmers of the school. He should promote the development of
positive and healthy feelings in children regarding the present state of their
physical health.
11) Taking care of physical health of the children at the school leave is
the first and foremost function of the physical health instructor and the
gymnastics and sports teacher.

Social Development:

1) Social growth:
The social growth of children is a significant process.

This growth is too important to be ignored by the teacher and the parents
Children's social development affects their whole life, including their scholastic
achievement. Hence the school should try to provide adequate opportunities that
are deemed to be favorable to the social growth of the children.

It should create a healthy atmosphere in and outside the classroom. The

children will feel it convenient and desirable to develop satisfying social relations
with others.

2) Feeling of security:
A class teacher should aim at promoting a feeling o security in the minds of
children. Each student should be helped to develop healthy and desirable

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relations with classmates. He should be inspired to participate in group activities
in and out of the classroom.

3) Knowledge full of utility:

Education should develop in the student useful knowledge, skills, and
habits for successful and effective social living. It is desirable for the teacher to
import knowledge in an interesting and stimulating manner

4) Form of knowledge:
Merely bookish stuff is not enough. Instead of it, the teacher should bring
out the social and cultural implications of the various subjects taught in the
classroom.

5) Training:
In the same way the training of a student in a particular field is also socially
essential. Students must be motivated to take interest in a practical scientific
mechanical as technical subject. Consequently they will develop a taste for
mastering useful skills in a particular practical subject.

Such mastery and the allied technical skills are economically paying and
socially very helpful. It helps a student in making and maintaining desirable social
relations throughout adult life. A teacher should keep in mind this fact.

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 6) Inculcation of Habits:
In a school, a student is able to acquire socially desirable habits and
attitudes. It is observed that different children react differently to the same
classroom situation. Individual attention should be paid to guide children
effectively.

a) The aggressive children must be taught the art of submission.

b) The sky children be given opportunities for self-assertion.
c) The delinquent child should be introduced to the desirability of respecting
the law.

If the above said opportunities are forthcoming the child will have chance to
develop into a socially healthy adult.

7) Activities:
There should be adequate provision of wider socio-cu/traffic activities.
Teachers should stimulate children to develop a keen interest in hobbies and in
indoor and outdoor recreation. In this connection it is found that group play and
other organized recreational activities play a vital role in the child's development.

Through these recreational activities the child's makes contacts with other
children, student learns to abide by the rules of the game, i.e. is trained in the art
getting along with others cheerfully. The students bold be given the kinds of
cultural and recreational programs which are est. suited to their development
level.

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 8) Organizations:
The clubs, camps, group and societies should be organized) r maintaining
the social health of children. There should be provision of mall literary and social
groups, screening of educational films, drama, clubs, of scout groups, girl guide
groups, camp fires, etc. These things gave wholesome social diet for school
children.

9) Guidance:
However activities of these organizations should not be entirely it he hands
of children themselves. Instead there should be judicious guidance, advice and
direction of the programs by the teacher. However sufficient liberty and freedom
should be given to children to manage these group organizations. It will give them
great pleasure and satisfy their desire to direct their own affairs.

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