This book is designed for the B.Ed. course, following UGC, NCTE, and NCERT syllabuses. All the same it duly takes note of the modifications done in the course by a member of Universities.
The most salient feature of the book is that it is both teacher-oriented and teacher-in waiting oiented. It covers all the topics on which uestions are normally asked. Language used is simple and easy to understand. Review Excercises include essay type, short-answer and objective type questions.
This third revised edition is divided into six units:
Unit I: Nature of Psychology and Learners
Unit II: Learning and Motivation
Unit III: Intelligence
Unit IV: Personality
Unit V: Exceptional Children
Unit VI: Educational Statistics
J.C. Aggarwal was a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Admin. He worked at the grassroot level as a post-graduate teacher, principal, plan evaluation officer and educational supervisior and administrator. He also tought in a Postraduate Teacher Training College.
Unit I: Psychology and Educational Psychology (Nature of Psychology and Learners)
1. Psychology: Meaning, Nature, Methods and Scope meaning of Psychology ; Nature of Psychology; Psychology as Independent Discipline ;HistoricalDevelopment of psychology; Methods of Psychology; Scope of Psychology
2. Methods of Psychology and Educational Psychology: Need for Methods of Psychology; Classification of the Methods of chology; The Clinical Method; Differential or Survey Method Statistical Method; Psycho-Analysis or Psycho-Analytic method ; Cross Sectional vs. Longitudinal Method ; Case Study :method ; Experimentation ; Interview Method ; Introspection method ; Observation Method ; Sociometry Method
3. Meaning, Scope, Functions/Significance of Educational Pychology: Meaning of Educational Psychology; Nature and Limitations of Eucational Psychology; Scope of Educational Psychology: Several Ways of Classification; ' When to Teach', 'What to Teach', and 'How to Teach' Questions of Educational Psychology ; Importance of Educational Psychology; Functions and Significance of Educational Psychology to Teachers ; Summing up
4. Stages of Human Development: Specific Stage Characteristics and Developmental Tasks Meaning of Human Development; Characteristics and Principles of Development ; Educational Implications of the Principles of Development; Interrelationships and Interdependence of various Patterns of Development; Stages of Development; Characteristics of Each Stage of Human Growth and Development and Educational Implications ; Significance of the Knowledge of the Growth and Development Process to the Teachers; Developmental Tasks at Various Stages; Guidelines for Parents and Teachers Relating to Developmental Tasks
Unit 2 : Understanding The Learner: Stages of Human Development
5. Human Physical Development Pattern: Significance of Physical Development of Human Beings; Meaning and Dimensions of Physical Development Pattern ; General Pattern of Physical Development; Characteristics of Physical Development Pattern and Needs of Children ; Growth and Development Rate, Growth and Development Curve: Characteristics and Stages; Common Causes of Delayed Motor and Physical Development; Factors Affecting the Pattern of Physical Growth and Development; Educational Implications of the Physical Development Pattern of the Children for the Teacher ; Organisation of Physical Development Programme ; Summary: Important Characteristics of Physical Development Pattern
6. Human Social Development Pattern : Meaning of Human Social Development Pattern ; Characteristics of Social Developm!!nt Pattern ; Social Development Pattern of the Child at Different Stages ; Factors Affecting the Social Development of the Child ; Hindrances in the Social Development of the Child ; Role of the School in the Social Development of the Child ; Teacher's Role in the Social Development of the Child ; Concluding Observations
7. Human Emotional Development Pattern: Significance of Emotional Development Pattern ; Meaning of Emotions ; Chief Characteristics of Emotions ; Positive and Negative Effects of Emotions ; Unaerstanding Emotions of Anger, Fear, Love and Jealousy ; Emotional Behaviour Pattern at Different Stages ; Classification of Emotional Pattern ; Comparison Between the Emotional Pattern of Childhood and Adulthood ; Factors at Home and at School which Disturb the Emotional Development of Children ; Training, Sublimating and Modifying Emotions ; Role of the School and the Teacher in the Emotional Development of the Child
8. Human Cognitive Development Pattern: Meaning of Human Cognitive Development Pattern ; Process of Cognitive development Pattern ; Various Areas or Aspects of Cognitive or Mental Development Pattern ; Factors Affecting Cognitive Development Pattern ; Cognitive Development Curve ; Jean Piaget's Theory of Cognitive Development Pattern ; Educational Implications of Piaget's Theory of Cognitive Development and the Role of the School and Teacher
9. Characteristics, Needs and Problems of Adolescents: Meaning and Definition of Adolescence ; General Characteristics of the Period of Adolescence ; Specific Needs of Adolescence with Special Reference to Indian Adolescents ; Physical Needs of the Adolescents and their Satisfaction ; Emotional and Psychological Development Needs and their Satisfaction ; IntellectualMental Needs of the Adolescents and their Satisfaction ; Moral Development or Satisfaction of the Moral Needs of the Adole-scents ; Social Development Needs of the Adolescents and their Satisfaction
10. Adolescents, Sex Education: Problems, Worries, Fears and Development Tasks: Interrelatedness of Needs and Various Aspects of Development of Adolescents ; Classification of Problems of Adolescents ; Specific Problems and Worries of Adolescence ; Developmental Tasks for Adolescents and their Implications ; Pedagogic Practices for Developmental Tasks of Adolescents ; Developmental Tasks and Class and School Organisation ; Needs and Developmental Tasks of Indian Adolescent ; School Programme and Adjustment of Adolescents: Developmental Tasks and Needs. Role of Teachers ; Adolescent and Sex Education
11. Indian Adolescents: Needs, Aspirations, Interests, Attitudes and Self-Concepts Situational Analysis of Adolescents in India ; Changes in the Society Affecting Adolescence DevelopmenU ; Major Needs, Interests and Attitudes of Indian Adolescents ; Important Problems and Issues Involved in the Proper Development of Indian Adolescents ; Directions Helpful to Find Suitable Solutions to Adolescent's Problems ; Self-Concept and Educational Implications
12. Guidance and Counselling for Adolescents: Meaning and Need for Educational Vocational Guidance and Counselling Meaning of Guidance ; Nature and Characteristics of Guidance ; Aims, Functions and Kinds of Guidance ; Brief History of Guidance ; Educational Guidance: Meaning and Need ; Vocational Guidance: Meaning and Need ; Counselling and its Types: Role of the Counsellor
13. Organisation of Guidance and Counselling Services for Adolescents in Schools: Need for Guidance Services ; Scope of Educational, Vocational Guidance and Counselling for Adolescents ;, Aims, Purposes and Functions of Educational Guidance at the Secondary and Senior Secondary Stage of Schooling (Adolescence Stage) ; Aims, Purpose and Objectives of Vocational Guidance for the Adolescents ; Why Special Emphasis on Guidance at the HigherSenior Secondary Stage ; Guidance Programme in School: Scope ; Educational Vocational Guidance Process and Counselling ; Organisation of Guidance Services in a Senior Secondary School: Special Considerations ; Guidance Personnel; Functions of the Counsellor and Guidance Programme ; Methods of Educational and Vocational Guidance ; Facilities Required for Guidance ; Career Guidance: Need and Significance of Career Planning
Unit Ill: Learning and Motivation
14. Concept of Learning: Meaning, Nature and Process Meaning and Definitions of the Term Learning ; Nature and Characteristics of Learning ; Broad Aims, Objectives and Outcomes of Learning ; Types of Learning ; Major Domains and Main Areas of Learning ; Educational Implications of Domains of Learning ; Learning Process and Its Aspects
15. Factors of Learning: Personal and Environmental: Classification of Factors of Learning ; The Child as a Learner and Personal Factors Affecting Learning ; Subject Matter and its Presentations as a factor in learning ; Environment as a Factor in Learning ; Teacher as the Inductor of Change and a Factor in Learning ; Some Problems in the Field of Learning ; Making Learning Effective: Role of the School and the Teachers ; Learning and Maturation ; Heredity (Genetic) and Environment (Nurture) on Learning ; General Principles of effective Learning ; Summary
16. Nature, Types and Techniques of Enhancing Motivation: Meaning, Definition and Nature of Motivation ; Definition, Sources, Types and Nature and Characteristics of Motivation ; Process and Importance of Motivation ; Maslow's Need Hierarchy ; Merits .and Criticism of Maslow's Theory as Applied to Learning ; Techniques of Enhancing Learner's Motivation
17. Theories of Learning and their Educational Implications: Meaning, Significance and Classification of Theories of Learning ; Behaviourist Theories of Learning ; Thorndike's Theory of Learning ; Skinner's Theory of Operant Conditioning ; Gestalt Theory of Learning or Theory of Insight Learning ; Comparison of Thorndike's Theory and gestalt Theory ; Information Processing Theory of Learning by Gagne and Others ; Rogers and Maslow's Humanistic Theories of Learning
Unit IV: Intelligence
18. Intelligence: Meaning, Nature, Characteristics and Development: Meaning and Definition of Intelligence ; Intelligence and Scholars of Ancient India ; Operational Definition and Meaning of Intelligence ; Kinds of Intelligence and a Few Generali-sations ; Development of Intelligence and Mental Testing ; Measurement of Intelligence ; Basic Concepts Involved in intelligence and Intelligence Testing ; Classification of Individual on the Basis of I.Q..; Important Uses of Intelligence Tests in evaluation
19. Classification of Intelligence Tests and Theories of Intelligence: Classification of Intelligence Tests ; Intelligence Testing in India ; Description of Some Tests ; Theories of Intelligence ; Spearman's Two-Factor Theory f ; Thomdike's Multi factor Theory ; Thurstone's Group-Factor Theory ; Guilford's Theory of Structure of Intellect () or SI Theory of Intelligence ; Evaluation of the Theories of Intelligence Including S.I. Model and their Educational Implications
Unit V: Personality
20. Personality: Meaning, Nature, Development of Integrated Personality: Meaning, Definition and Nature of Personality ; Complex Nature of Personality and Definitions of Personality ; Characteristics and Nature of Personality ; Behavioural Patterns of Personality ; Marks of Balanced Development of Personality ; Classification or Types of Personality ; Development of Personality: Biological and Socio-cultural Determinants ; Barriers in the Development of Integrated Personality ; Integration of Personality and the Role of the School
21. Theories of Personality and Their Educational Implications: Need for Theories of Personality ; Classification of Theories of Personality ; Allport's Trait Approach Theory ; Raymond B. Cattell's Factor Analysis :Theory ; Psychoanalytic Theory of Sigmund Freud (-)
22. Exceptional Children, Their Education and Development: Meaning, Definition and Classification of Exceptional Children ; Broad Classification of Exceptional Children ; Need for the Education of Children with Special Needs or Exceptional Children ; Special Education ; Integration or Mainstreaming Approach.to the Education of the Exceptional Children ; Role of the Regular Teacher when Integrated System comes into Operation ; Necessary Equipment Needed for the Resource Room ; Comparative Study of Two Types of Programmes: Special and Integrated for the Education of the Handicapped ; Projects of Integrated Education for DisabledPhysically Handicapped Children
23. Children with Learning Disability (Dyslexia) and Other Problems: Children with Learning Disability ; Education of the under Achiever Children ; Education of the Backward Children ; Cognitive Differences and Cognitive Development
24. Individual Differences and Accommodating them in the Classroom Significance of Individual Differences in Teaching-learning ; Types of individual Differences ; Indivldua Dmerent_S: Readiness I .; Educational Implications of Individual Differences ; Meeting Needs of Individual Differences: Teaching Strategies and Class-room Measures ;General Guidelines for Meeting Individual Differences; Integrating Handicapped Children, Backward Children and Children with other Differences with the Mainstream
25.Learner Centred Techniques for Exceptional Children Introduction ; The Gifted Children ; Physically Handicapped Children ; Education of the Blind ; Children with Visual Impairments or Disability ; Children with Hearing and Speech Impairment ; Children with Orthopaedic and Locomotor ImpairmentDisability ; The Mentally Retarded Children and their Education