Course Coordinator and Team:                   SES Faculty

Email of course coordinator:                       pcbabed@aud.ac.in 

Pre-requisites:                                               No

Course Description:

The course aims to enable the student teachers to understand the interplay of three different processes namely biological processes, cognitive processes, and socio-emotional processes that influence development of a child. The course will introduce development across domains – physical development, cognitive development, language development, socio-emotional development, aesthetic development, moral development. The course also aims to inform student teachers about the various theories of learning and motivational states for learning and their implications for pedagogy.

Course Objectives:

• The course seeks to provide an understanding of the developmental processes and characteristics of a child from infancy, through early, middle and late childhood to adolescence, a period of transition to early adulthood, across domains. 
• The course seeks to provide opportunities to student teachers to explore the behavioural, cognitive and constructivist approach to facilitating student learning, and the emotional and social factors that influence the learning process and motivation.

Course Outcomes:

• Describe the meaning, concept, characteristics, and factors affecting growth and development,
• Use the knowledge of Indian concept of self,
• Apply various problem solving and learning strategies in real classroom settings,
• Identify the various approaches of the process of learning,
• Explain group dynamics and apply strategies to facilitate group learning.

Brief description of the modules:

Module 1: Child Development- Foundations and Contexts

This module will focus on how children grow, learn and change from infancy through adolescence. It will familiarise students with the meaning and importance of understanding the process of child development as they learn about development across the domains of physical, cognitive, socio-emotional and moral development.

Module 2: Developmental Processes across Domains

This module will focus on the developmental processes across different domains. These development processes relate to physical, cognitive, language, socio-emotional, aesthetic, and moral development.

Module 3:  Process of Learning

Learning is a multifaceted, complex process influenced by the landscape of the learner and the contexts in which learning occurs. This module will discuss various approaches to learning. In addition to the approaches to learning, it will also focus on problem-solving and learning strategies which can enable learners to enhance their learning experiences. 

Module 4: Motivation and Classroom Management

This module will discuss the three aspects of learning which focus on student motivation, active participation and working in collaboration. It will also focus on how a positive learning environment can leverage a supportive group dynamics and create cooperative learning spaces in the classroom.

Assessment Plan

Assessment	Weightage
Assignment 1: Preparing a child observation report	30%
Assignment 2: Preparing a weekly plan	30%
Assignment 3: End-term	40%

Readings:

Berk, Laura E. (2006). Chapter 3: Biological Foundations, prenatal development and birth; Chapter 14- Contexts for Development. Child Development. Boston: Pearson, pp. 68-103; pp. 556-574

 

Misra, G., & Mohanty, A.K. (eds) (2002). Perspectives on Indigenous Psychology: Centre of  Advanced Study in Psychology (Utkal University) & New Delhi: Concept Publishing

• Misra, G, Jain, U., Singh T. -Chapter 12- Culture and Social Cognition: The Indian experience, pp. 224-248
• Jain, U. - Chapter 15- An Indian Perspective on Emotions, pp. 281-291
• Auluck, S. - Chapter 20- Self and Identity, pp. 374-398

Misra, G. (Ed) (2005). Oxford Handbook of Psychology in India. New Delhi: Oxford University Press

1.  

• Paranjpe, A. C.- The psychology of self and identity: perspectives from the Indian and Western traditions. pp. 127-138.
• Sharma, Divya- Values, families and human development: In Indian Context. Pp. 193-204

 

Gotlieb, R. J. M., Immordino-Yang, M. H., Gonzalez, E., Rhinehart, L., Mahjouri, S., Pueschel, E., & Nadaya, G. (2022). Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth. Literacy Research: Theory, Method, and Practice, 71(1), 80-132. https://doi.org/10.1177/23813377221120107

Berk, Laura E. (2006). Child Development. Boston: Pearson.

• Part III: Chapters 6-7 on Cognitive development and Chapter 9 on language development, pp. 218-269 & 352-390.
• Part IV: Chapter 10- Emotional Development, Chapter 11- Self and Social Understanding, Chapter 12- Moral Development, pp. 394-517.

Dittrich, W.H., & Tutt, R. (2008). Educating Children with Complex Conditions:  Understanding overlapping and co-existing developmental disorders. New Delhi: Sage Publications

• Chapter 2- The brain, developmental disorders and their effects on learning, pp. 21-36
• Chapter 4- Dealing with different disorders in the classroom, pp. 51-72.

Woolfolk, Anita (2014). Chapter 5- Learner Differences and Learning Needs. Educational  Psychology. Pearson, pp. 129-180.

Siegel, L.S. (2003). Learning disabilities. In W. M. Reynolds, G.J. Miller, & I.B. Weiner (Eds) Handbook of Psychology: Volume 7- Educational Psychology, New Jersey: John Wiley, pp. 455-485

Woolfolk, Anita (2014).  Educational Psychology. Harlow: Pearson

• Chapter 2- Piagetian and Vygotsky’s perspectives, pp.- 70-90
• Chapters 8 to 12 (based on different approaches to learning)., pp. 265-457.

Varma, Suneet (2023). Integral Psychology: A New Science of Self, Personality, and Psychology. Mind and Society, Vol. 12 (1), pp. 08-26. https://doi.org/10.56011/mind-mri-121-20232

Sen, Indra (2020). Integral psychology: The psychological system of Sri Aurobindo. Pondicherry: Sri Aurobindo International Centre of Education.

Davidson, J. E., & Sternberg, R. J. (eds) (2003). The Psychology of Problem Solving. Cambridge: Cambridge University Press

• Pretz, J.E., Naples, A.J., & Sternberg, R. J. - Chapter 1- Recognising, defining and representing problems, pp. 3-30.
• Kotovsky, K. - Chapter 12- Problem Solving – Large/Small, Hard/Easy, Conscious/Nonconscious, Problem-Space/ Problem- Solver: The Issue of Dichotomization, pp. 373-383.

Ornstein, A. C. (1989). Problem Solving: What is it? How can We Teach it? NASSP Bulletin, 73(520), 113-121. https://doi.org/10.1177/019263658907352019

Minda, J.P. (2021). Chapter 10-problem solving. The Psychology of Thinking: Reasoning, Decision Making and Problem Solving. New Delhi: Sage, pp. 262-296.

Woolfolk, Anita (2014). Educational Psychology. Pearson.

• Chapter 13- Motivation in Learning and teaching, pp. 459-500
• Chapter 14- Creating Learning Environments, pp. 503-540.

Wigfield, A., & Eccles, J. S. (eds) (2002). Development of Achievement Motivation. New York: Academic press 

• Chapter 7- Student interest and achievement: developmental issues raised by a case study. Pp. 175-190.
• Chapter 12-Good instruction is motivating- Motivation and Instruction, pp. 310-346.  

Reynolds, W. M., Miller, G.J., Weiner, I. B. (2003). Handbook of Psychology: Volume 7- Educational Psychology, New Jersey: John Wiley.

• Slavin, R.E., Hurley, E. A., & Chamberlain, A. - Chapter 9- Cooperative learning and achievement:  Theory and Research, pp.177-197
• Pianta, R.C., Hamre, B., Stuhlman, M. - Chapter 10- Relationship between teachers and children, pp. 199-232.
• Walker, H.M., & Gresham, F. M. - Chapter 20- School related behavioural disorders, pp. 511- 532.

Baron, R. A., & Byrne, D. (2003). Chapter 12- Groups and Individuals. Social Psychology. New Delhi: Prentice Hall, pp. 472-513.

Lakey, George (2020). Facilitating Group Learning: Strategies for success with diverse learners. Oakland: PM Press 

• Part I- The learning group and the individual
• Part II- Diversity, difference and emotions in group learning.