Classroom is a workshop in which the students are cultivated in studies and discipline. Classroom may be spoiled due to the misbehaviors of some students.
Classroom situation in schools is spoiled due to the following reasons.
1. Mischievous students laugh unnecessarily in the classroom.
2. Makes the students sitting around them to laugh.
3. Not doing the home assignment.
4. Often absent for school.
5. Teasing the peer group.
6. Fighting with peer group in the play ground.
The problematic children are identified by their activities. They do not behave as other students. The teacher has to identify such a child and should find the reasons for their activities and find solution.
The reasons for the indiscipline activities of a mischievous child are
1. Lack of parental love.
2. Remarriage of their father or mother.
3. Irresponsibility of their parents
4. Parents quarrel with one another at home.
5. Finance problems in home.
6. Family circumstances
7. Watching unwante d films in television and internet.
Possible solutions for the above problems are
1. Counseling for their parents.
2. Explaining the students about the importance of discipline.
3. Giving moral education.
4. Explaining the advantages and disadvantaged of watching television and internet.
5. Giving the leadership place for the mischievous students.
6. pointing out their individual skill and giving opportunities to experience their skill,
7. Explaining the consequences of misbehaviors.
8. Enforcing the classroom rules from the very first day of school.
9. Giving students feedback and reinforcement regarding their behaviors.
The solutions which give confidence to them are
1. When the student is given leadership, he will respect first himself. He tried to maintain it with others. He gets self confidence. So, he avoids indiscipline in the classroom.
2. When the student is pointed out his individual talent, he gets confidence with himself. He will be relieved from the family problems.
Result:
The classroom situation will be changed successfully due to the above solutions.
Friday, November 14, 2008
LANGUAGE DEVELOPMENT
Learning a language
Every normal human being learns one or more languages. The first to learn is the mother tongue. Then he gets opportunity to learn many languages. It is through his direct experiences gained in the community to which he belongs. The way a person learns a language is the same with every individual. At first, the person listens, then learns to recognize the sounds and then reproduction of the same is made. The best source for listening is the native speaker of the language. The language can be easily learnt if a scientific approach is followed.
If a person wants to learn the language there is need of normal intelligence. As far as the process is concerned, learning a foreign language or the mother tongue is the same. By and by, through continuous practice language is learnt as a whole. Learning a language is a skill. Later, it becomes a habit for the learner. In the words of Palmer, ``Language learning is a habit forming process’’ It gives a link between a word and meaning. Later it is a means of social control. During early childhood, the improvement in speech and comprehension is an important matter. Skills in building up a vocabulary, mastering pronunciation and combining words into sentences are in rapid growth. Development of language skill is the product of the society.
Functions of language:
Any language has three functions in development. They are:
i) Informative function (Communication or conversation)
ii) Expressive function (Expressing feelings, ideas and thoughts)
iii) Directive function (Giving direction to others)
iv) Interaction function (Sharing ideas & discussing)
v) Creative function (Creating new ideas)
IMPROVED VERSION:
Learning a language
Every normal human being learns one or more languages. The first to learn is the mother tongue. Then he gets opportunity to learn many languages. It is through his direct experiences gained in the community to which he belongs. The way a person learns a language is the same with every individual. At first, the person listens, then learns to recognize the sounds and then reproduction of the same is made. The best source for listening is the native speaker of the language. The language can be easily learnt if a scientific approach is followed.
If a person wants to learn the language there is need of normal intelligence. As far as the process is concerned, learning a foreign language or the mother tongue is the same. By and by, through continuous practice language is learnt as a whole. Learning a language is a skill. Later, it becomes a habit for the learner. In the words of Palmer, ``Language learning is a habit forming process’’ It gives a link between a word and meaning. Later it is a means of social control. During early childhood, the improvement in speech and comprehension is an important matter. Skills in building up a vocabulary, mastering pronunciation and combining words into sentences are in rapid growth. Development of language skill is the product of the society.
Functions of language:
Any language has three functions in development. They are:
i) Informative function (Communication or conversation)
ii) Expressive function (Expressing feelings, ideas and thoughts)
iii) Directive function (Giving direction to others)
iv) Interaction function (Sharing ideas & discussing)
v) Creative function (Creating new ideas)
Every normal human being learns one or more languages. The first to learn is the mother tongue. Then he gets opportunity to learn many languages. It is through his direct experiences gained in the community to which he belongs. The way a person learns a language is the same with every individual. At first, the person listens, then learns to recognize the sounds and then reproduction of the same is made. The best source for listening is the native speaker of the language. The language can be easily learnt if a scientific approach is followed.
If a person wants to learn the language there is need of normal intelligence. As far as the process is concerned, learning a foreign language or the mother tongue is the same. By and by, through continuous practice language is learnt as a whole. Learning a language is a skill. Later, it becomes a habit for the learner. In the words of Palmer, ``Language learning is a habit forming process’’ It gives a link between a word and meaning. Later it is a means of social control. During early childhood, the improvement in speech and comprehension is an important matter. Skills in building up a vocabulary, mastering pronunciation and combining words into sentences are in rapid growth. Development of language skill is the product of the society.
Functions of language:
Any language has three functions in development. They are:
i) Informative function (Communication or conversation)
ii) Expressive function (Expressing feelings, ideas and thoughts)
iii) Directive function (Giving direction to others)
iv) Interaction function (Sharing ideas & discussing)
v) Creative function (Creating new ideas)
IMPROVED VERSION:
Learning a language
Every normal human being learns one or more languages. The first to learn is the mother tongue. Then he gets opportunity to learn many languages. It is through his direct experiences gained in the community to which he belongs. The way a person learns a language is the same with every individual. At first, the person listens, then learns to recognize the sounds and then reproduction of the same is made. The best source for listening is the native speaker of the language. The language can be easily learnt if a scientific approach is followed.
If a person wants to learn the language there is need of normal intelligence. As far as the process is concerned, learning a foreign language or the mother tongue is the same. By and by, through continuous practice language is learnt as a whole. Learning a language is a skill. Later, it becomes a habit for the learner. In the words of Palmer, ``Language learning is a habit forming process’’ It gives a link between a word and meaning. Later it is a means of social control. During early childhood, the improvement in speech and comprehension is an important matter. Skills in building up a vocabulary, mastering pronunciation and combining words into sentences are in rapid growth. Development of language skill is the product of the society.
Functions of language:
Any language has three functions in development. They are:
i) Informative function (Communication or conversation)
ii) Expressive function (Expressing feelings, ideas and thoughts)
iii) Directive function (Giving direction to others)
iv) Interaction function (Sharing ideas & discussing)
v) Creative function (Creating new ideas)
MEMORY
Meaning and definition of Memory:
Learning is a mental process which is experienced throughout one’s life. It is a continuous process with any individual. What is learnt once should be utilized. Utilization is possible only when the experiences learnt by someway or other is in mind. The ability to store the past experiences of learning and utilizing later is called `Memory’. In the words of Ryburn, ``The power to store our experiences and to bring them into the field of consciousness some time after the experiences have occurred is termed as Memory.” The reproduction or revival is judged in terms of quality.
Factors of memory:.
Memory is not simply a reproduction but it comprises four factors as follows:
i) Learning: Only after learning something we can think of the matter to gain for memory.
ii) Retention: It is necessary to retain the matter learnt in mind leading to memory.
iii) Recalling: This means bringing back to the consciousness which precedes reproduction.
iv) Recognition: The mind should be able to recognize the matter we want when recalled.
Types of memory:
a) Immediate memory: That memory which helps to recall something in a fraction of a second after perceiving the object or receiving the impulse from a stimulus. The time of retention is very short by a fraction to a few seconds. Old sense impressions disappear in a few seconds. Past
Impressions are erased and replaced by new ones. Such type of memory is needed very often.
E-g: Remembering the ticket number and a casual phone number.
b) Short term memory: This is also temporary but a little more than (a) in time factor. The time for such type of memory is up to 30 seconds. By rehearsal, the time of memory can be extended to a few more seconds.
c) Long term memory: A special capacity is required to store the experiences. No rehearsal is needed and there is no decay of memory. Coding arrangement is done in mind by the brain for permanent memory. Bringing back for use is at ease.
d) Rote memory: The case of memorizing a matter without understanding is called rote memory. Memorizing a rhyme or some Vedic slogans without understanding is an example for rote memory.
Forgetting:
Forgetting is a part of our day to day experience. As we say that memory is a gift for somebody so to say with forgetting also. In the words of N.L.Nunn, ``Forgetting is the loss, permanent or temporary, of the ability to recall or recognize something learned earlier.” The factors of forgetting are as follows:
i) Lapse of time
ii) Repression and not willing to recall.
iii) Psychological factors like stress, anxiety, lack of interest, aversion, & psychic problems
iv) Biological factors like old age, diseases, mal-functioning of brain, and nervous system,
accidents, consumption of liquor, using of intoxicating materials, etc.
Learning is a mental process which is experienced throughout one’s life. It is a continuous process with any individual. What is learnt once should be utilized. Utilization is possible only when the experiences learnt by someway or other is in mind. The ability to store the past experiences of learning and utilizing later is called `Memory’. In the words of Ryburn, ``The power to store our experiences and to bring them into the field of consciousness some time after the experiences have occurred is termed as Memory.” The reproduction or revival is judged in terms of quality.
Factors of memory:.
Memory is not simply a reproduction but it comprises four factors as follows:
i) Learning: Only after learning something we can think of the matter to gain for memory.
ii) Retention: It is necessary to retain the matter learnt in mind leading to memory.
iii) Recalling: This means bringing back to the consciousness which precedes reproduction.
iv) Recognition: The mind should be able to recognize the matter we want when recalled.
Types of memory:
a) Immediate memory: That memory which helps to recall something in a fraction of a second after perceiving the object or receiving the impulse from a stimulus. The time of retention is very short by a fraction to a few seconds. Old sense impressions disappear in a few seconds. Past
Impressions are erased and replaced by new ones. Such type of memory is needed very often.
E-g: Remembering the ticket number and a casual phone number.
b) Short term memory: This is also temporary but a little more than (a) in time factor. The time for such type of memory is up to 30 seconds. By rehearsal, the time of memory can be extended to a few more seconds.
c) Long term memory: A special capacity is required to store the experiences. No rehearsal is needed and there is no decay of memory. Coding arrangement is done in mind by the brain for permanent memory. Bringing back for use is at ease.
d) Rote memory: The case of memorizing a matter without understanding is called rote memory. Memorizing a rhyme or some Vedic slogans without understanding is an example for rote memory.
Forgetting:
Forgetting is a part of our day to day experience. As we say that memory is a gift for somebody so to say with forgetting also. In the words of N.L.Nunn, ``Forgetting is the loss, permanent or temporary, of the ability to recall or recognize something learned earlier.” The factors of forgetting are as follows:
i) Lapse of time
ii) Repression and not willing to recall.
iii) Psychological factors like stress, anxiety, lack of interest, aversion, & psychic problems
iv) Biological factors like old age, diseases, mal-functioning of brain, and nervous system,
accidents, consumption of liquor, using of intoxicating materials, etc.
INTELLIGENCE
Meaning and definition of Intelligence:
It is very difficult to define Intelligence in exact words. Different definitions have been given by different persons. It is defined as `an innate all-round development of efficiency’. According to Wagnon, ``Intelligence is the capacity to learn and adjust to new or changing conditions or situations”. It is a general ability to new problems and conditions of life’’.
Wordsworth says,’` Intelligence means Intellect put to use to gain abilities for handling a situation or accomplishing a task”. In short ``It is the capacity to acquire and apply knowledge”. For example, an intelligent student masters his subjects and scores higher marks. Similarly, an intelligent nurse staff in the operation theatre shows her extra talent in assisting the doctor as needed.
Freeman’s classification of Intelligence:
i) Ability to learn (easily, quickly, at high level)
ii) Ability to adjust (with the environment to new problems and situations in life)
iii) Ability for abstract thinking Effective use of symbols and concepts in problem
Solving situations)
Features or characteristics of Intelligence:
i) It is an inborn mental ability which grows further with environment.
ii) It is the right perception of a situation at right time to achieve the goal.
iii) It gives a capacity to adapt to new situations quickly and correctly.
iv) It enhances the higher mental processes like reasoning, application and judgment.
v) It develops the capacity to learn difficult tasks and difficult problems.
vi) It assures a capacity to observe relationships between different problems.
vii) It promotes the capacity for abstract thinking.
viii) It increases the power of making appropriate responses to stimuli.
Measuring Intelligence:
Intelligence can’t be directly measured but only in terms of behaviors as follows:
i) Easy adjustments to new situations.
ii) Fast improvement in learning.
iii) Quick understanding and grasping.
iv) Showing originality and resourcefulness.
v) Concentration of mind.
vi) Application of principles and rules.
vii) Making wise judgments.
viii) Solving problems quickly.
Tests of Intelligence:
Intelligence varies with persons. It varies in quality and quantity also. The measuring should be unbiased, accurate, systematic and scientific. The tests are as follows:
i) Verbal (language) tests for individuals Ii) Verbal tests for individuals
iii) Non-Verbal (Performance) tests for group iv) Non-Verbal tests for group.
Uses of Intelligence tests:
i) To select students for various courses
ii) To classify students according to mental age
iii) To identify superior, average and dull.
iv) To provide vocational guidance.
v) To give remedial treatment.
It is very difficult to define Intelligence in exact words. Different definitions have been given by different persons. It is defined as `an innate all-round development of efficiency’. According to Wagnon, ``Intelligence is the capacity to learn and adjust to new or changing conditions or situations”. It is a general ability to new problems and conditions of life’’.
Wordsworth says,’` Intelligence means Intellect put to use to gain abilities for handling a situation or accomplishing a task”. In short ``It is the capacity to acquire and apply knowledge”. For example, an intelligent student masters his subjects and scores higher marks. Similarly, an intelligent nurse staff in the operation theatre shows her extra talent in assisting the doctor as needed.
Freeman’s classification of Intelligence:
i) Ability to learn (easily, quickly, at high level)
ii) Ability to adjust (with the environment to new problems and situations in life)
iii) Ability for abstract thinking Effective use of symbols and concepts in problem
Solving situations)
Features or characteristics of Intelligence:
i) It is an inborn mental ability which grows further with environment.
ii) It is the right perception of a situation at right time to achieve the goal.
iii) It gives a capacity to adapt to new situations quickly and correctly.
iv) It enhances the higher mental processes like reasoning, application and judgment.
v) It develops the capacity to learn difficult tasks and difficult problems.
vi) It assures a capacity to observe relationships between different problems.
vii) It promotes the capacity for abstract thinking.
viii) It increases the power of making appropriate responses to stimuli.
Measuring Intelligence:
Intelligence can’t be directly measured but only in terms of behaviors as follows:
i) Easy adjustments to new situations.
ii) Fast improvement in learning.
iii) Quick understanding and grasping.
iv) Showing originality and resourcefulness.
v) Concentration of mind.
vi) Application of principles and rules.
vii) Making wise judgments.
viii) Solving problems quickly.
Tests of Intelligence:
Intelligence varies with persons. It varies in quality and quantity also. The measuring should be unbiased, accurate, systematic and scientific. The tests are as follows:
i) Verbal (language) tests for individuals Ii) Verbal tests for individuals
iii) Non-Verbal (Performance) tests for group iv) Non-Verbal tests for group.
Uses of Intelligence tests:
i) To select students for various courses
ii) To classify students according to mental age
iii) To identify superior, average and dull.
iv) To provide vocational guidance.
v) To give remedial treatment.
Thursday, November 13, 2008
LATE CHILDHOOD
Characteristics of late childhood:
Late childhood extends from 6 years to 12 years. By 12, the child becomes sexually mature. For most young children, there is a major change in the pattern of their lives. While adjusting to the new demands and expectations, most children are in a state of disequilibrium. They are emotionally disturbed. Many changes take place in attitudes, values and behavior. During the last year or two, marked physical changes take place. The physical changes at the end of this stage create a disequilibrium resulting in the disturbance of accustomed life style..
It is a troublesome age by which the children are no longer willing to do what they are told to do. Older children, especially boys, are careless about their clothes and other material possessions. Such an age is called as the sloppy age. Again it is regarded as a quarrelsome age because we can see the boy child and girl child often indulged in mini quarrels.
It is at this stage that the children acquire the rudiments of knowledge that are considered as essential for successful adjustment to adult life.
Again there is a gang spirit in which the major concern is the acceptance by the age-mates in a gang. There is a team spirit in play activities and creative works.
Physical growth gives a predictable future in body structure with reference to weight and height. Physical growth in sex matters, become more pronounced. Puberty growth spurt a little later for boys than girls.
Skills developed are as follows:
i) Play skills
ii) School skills
iii) Self help skills
iv) Social help skills
v) Hand skills
vi) Speech skills
vii) Pronunciation skills
viii) Vocabulary skills
ix) Health maintenance skills
Other notable behaviors are as follows:
i) Unpleasant emotions are socially unacceptable
ii) Expression of anger in moodiness
iii) Heightened emotional expressions
iv) Learning to curb external emotional expressions
v) Boys have more extensive peer groups than girls
vi) Not satisfied with associates
vii) Aim for socio-metric status in age-mates
viii) Desire for leadership in peers
ix) Constructive play activities
x) Exploring and collecting things
Late childhood extends from 6 years to 12 years. By 12, the child becomes sexually mature. For most young children, there is a major change in the pattern of their lives. While adjusting to the new demands and expectations, most children are in a state of disequilibrium. They are emotionally disturbed. Many changes take place in attitudes, values and behavior. During the last year or two, marked physical changes take place. The physical changes at the end of this stage create a disequilibrium resulting in the disturbance of accustomed life style..
It is a troublesome age by which the children are no longer willing to do what they are told to do. Older children, especially boys, are careless about their clothes and other material possessions. Such an age is called as the sloppy age. Again it is regarded as a quarrelsome age because we can see the boy child and girl child often indulged in mini quarrels.
It is at this stage that the children acquire the rudiments of knowledge that are considered as essential for successful adjustment to adult life.
Again there is a gang spirit in which the major concern is the acceptance by the age-mates in a gang. There is a team spirit in play activities and creative works.
Physical growth gives a predictable future in body structure with reference to weight and height. Physical growth in sex matters, become more pronounced. Puberty growth spurt a little later for boys than girls.
Skills developed are as follows:
i) Play skills
ii) School skills
iii) Self help skills
iv) Social help skills
v) Hand skills
vi) Speech skills
vii) Pronunciation skills
viii) Vocabulary skills
ix) Health maintenance skills
Other notable behaviors are as follows:
i) Unpleasant emotions are socially unacceptable
ii) Expression of anger in moodiness
iii) Heightened emotional expressions
iv) Learning to curb external emotional expressions
v) Boys have more extensive peer groups than girls
vi) Not satisfied with associates
vii) Aim for socio-metric status in age-mates
viii) Desire for leadership in peers
ix) Constructive play activities
x) Exploring and collecting things
EARLY CHILDHOOD
Characteristics of early childhood: ( 2 to 6 yrs.)
i) Babyhood is a distinctive period in the life span. It is a problem age or troublesome age for parents since most of them are centered around the baby’s physical care. In childhood, behavior problems become more frequent and more troublesome than the physical care problems in babyhood. Since the behavior problems dominate the early childhood, the young children develop distinctive personalities and aspire for independence. Also, they are very often obstinate, stubborn, disobedient, protesting and antagonistic. They are often bothered by day dreams at night and irrational fears during day times and suffer from jealousies.
ii) The dependency during babyhood changes to independence on attaining childhood age. In many occasions, they seem to reject the help offered by elders. Still, the early childhood is an age of playing with toys in most of the time. When the children enter the first standard in school, they begin to be engaged in games and modified form of sports without toys. Anyhow, when alone, the children are seen to play with toys.
iii) It is the pre gang age during which the children learn the foundations of social behavior. As a general rule, during the pre school years, children find social contacts with members of their own sex more pleasurable than those with members of the opposite sex.
iv) It is an exploratory age in the sense that they want to know what their environment is and how it works, how it feels, and how they can be a part of it.
v) It is an imitative age. Imitations of speech and actions of others are prevalent. Imitative nature develops creative talents.
vi) Early childhood is also known as an age of chatterbox. The reason for this is that once they are able to speak with ease, many children speak much and more than others. The other children, by contrast, are relatively silent who are named as `Silent Sams’
vii) It is an ideal age to learn various skills by repeated trials and adventurous attempts. The skills are learned easily and quickly.
viii) Improvement in speech and comprehension is an important matter. Skills in building up a vocabulary, mastering pronunciation and combining words into sentences are in rapid growth.
ix) Moral development is on a slow level. This is because the intellectual development has not reached the point where the children can learn or apply the abstract principles of right and wrong. They learn how to act in specific situations without knowing why they do so. Even bright children tend to be poor in learning how to behave in a socially approved way is a long and difficult process. Children may be told not to do something one day but the next day or even the day after that, they may have forgotten what they were told not to do so. Thus what may appear willful disobedience is often only a case of forgetting. They obey rules without using reason or judgment because they regard adults in authority in omni point. They judge all acts as right or wrong in terms of the consequences rather than in terms of motivation behind them. They view a matter a wrong one in punishment.
x) Development of consciousness is not up to expectation. They do not feel guilty or ashamed if they caught doing something. What they know is wrong Instead they may be frightened at they prospect of punishment or they may try to rationalize their acts in the hope of escaping punishment.
x) Question asking behavior is another important concern. The questions asked at beginning are concerned with physical causality and then on diverse number of categories. If they are not satisfied in the answer, they use to raise more and more questions in chain until they are satisfied. Also they feel proud of themselves asking such questions with aspirations.
i) Babyhood is a distinctive period in the life span. It is a problem age or troublesome age for parents since most of them are centered around the baby’s physical care. In childhood, behavior problems become more frequent and more troublesome than the physical care problems in babyhood. Since the behavior problems dominate the early childhood, the young children develop distinctive personalities and aspire for independence. Also, they are very often obstinate, stubborn, disobedient, protesting and antagonistic. They are often bothered by day dreams at night and irrational fears during day times and suffer from jealousies.
ii) The dependency during babyhood changes to independence on attaining childhood age. In many occasions, they seem to reject the help offered by elders. Still, the early childhood is an age of playing with toys in most of the time. When the children enter the first standard in school, they begin to be engaged in games and modified form of sports without toys. Anyhow, when alone, the children are seen to play with toys.
iii) It is the pre gang age during which the children learn the foundations of social behavior. As a general rule, during the pre school years, children find social contacts with members of their own sex more pleasurable than those with members of the opposite sex.
iv) It is an exploratory age in the sense that they want to know what their environment is and how it works, how it feels, and how they can be a part of it.
v) It is an imitative age. Imitations of speech and actions of others are prevalent. Imitative nature develops creative talents.
vi) Early childhood is also known as an age of chatterbox. The reason for this is that once they are able to speak with ease, many children speak much and more than others. The other children, by contrast, are relatively silent who are named as `Silent Sams’
vii) It is an ideal age to learn various skills by repeated trials and adventurous attempts. The skills are learned easily and quickly.
viii) Improvement in speech and comprehension is an important matter. Skills in building up a vocabulary, mastering pronunciation and combining words into sentences are in rapid growth.
ix) Moral development is on a slow level. This is because the intellectual development has not reached the point where the children can learn or apply the abstract principles of right and wrong. They learn how to act in specific situations without knowing why they do so. Even bright children tend to be poor in learning how to behave in a socially approved way is a long and difficult process. Children may be told not to do something one day but the next day or even the day after that, they may have forgotten what they were told not to do so. Thus what may appear willful disobedience is often only a case of forgetting. They obey rules without using reason or judgment because they regard adults in authority in omni point. They judge all acts as right or wrong in terms of the consequences rather than in terms of motivation behind them. They view a matter a wrong one in punishment.
x) Development of consciousness is not up to expectation. They do not feel guilty or ashamed if they caught doing something. What they know is wrong Instead they may be frightened at they prospect of punishment or they may try to rationalize their acts in the hope of escaping punishment.
x) Question asking behavior is another important concern. The questions asked at beginning are concerned with physical causality and then on diverse number of categories. If they are not satisfied in the answer, they use to raise more and more questions in chain until they are satisfied. Also they feel proud of themselves asking such questions with aspirations.
Tuesday, November 11, 2008
BABYHOOD
iCharacteristics of babyhood: (From 2 weeks to 2 years)
i) Babyhood is the true foundation age. At this time, many behavior patterns, attitudes and emotional expressions are established. It is a critical period in setting the pattern for personal and emotional adjustments.
ii) Babies grow rapidly both physically and psychologically. Changes are rapid in appearance (height and weight) and capacities. The limbs develop in better proportion to the large head. Intellectual growth and change are parallel to physical growth and change.
iii) Ability grows to recognize and respond to people and objects in the environment. The baby is able to understand many things and communicate its needs and wants.
iv) The babyhood is an age of decreasing dependency. The baby begins to do things to itself. With decrease of dependency, a rebellion against being treated as baby. A protest takes protest comes in the form of angry outbursts and crying when independence is denied.
v) It is an age of high individuality which can be realized in appearance and in patterns of behavior.
vi) Babyhood is the beginning of Creativity, sex role and socialization for adjustment in future life.
vii) Babyhood is a hazardous period. The physical hazards are illness, accidents, disabilities and death. Psychological hazards are disinterests and negative attitudes
Emotional behavior in babyhood:
i) At birth, the emotions appear in simple and undifferentiated forms. In babyhood, the emotions are differentiated and they are aroused by a number of stimuli. There are two distinct types of emotions.
ii) There is much difference with the behavior of adolescents and adults and often from those of older children.
iii) Emotions are more easily conditioned during babyhood than at latter stage. This is due to the reason that the intellectual abilities of babies are limited. They respond easily and quickly to stimuli. Anyhow there is hesitation to respond in some cases.
Development in socialization:
Early social experiences play a dominant role in determining the baby’s future social relationships and patterns of behavior towards others. Since the baby’s life is centered around home, it is here that the foundations for later behavior and attitudes are laid. There is no evidence that people are social or antisocial by inheritance but on their social experience gained during babyhood. Also, making a change in the pattern of behavior that has become habitual is never easy. Nor is there any guaranty that the change will be complete. That is why good social foundations are so important during the babyhood years.
At birth, infants are not gregarious in nature in the sense that there is no difference to them who attend to their physical needs. During the first year of the babyhood, babies are in a state of equilibrium which makes them friendly, easy to handle and pleasant to be with. Around the middle of second year, the equilibrium is tilted making the baby fussy, non cooperative, and difficult to handle. However, equilibrium is restored so that the babies begin to exhibit again pleasant and social behavior.
i) Babyhood is the true foundation age. At this time, many behavior patterns, attitudes and emotional expressions are established. It is a critical period in setting the pattern for personal and emotional adjustments.
ii) Babies grow rapidly both physically and psychologically. Changes are rapid in appearance (height and weight) and capacities. The limbs develop in better proportion to the large head. Intellectual growth and change are parallel to physical growth and change.
iii) Ability grows to recognize and respond to people and objects in the environment. The baby is able to understand many things and communicate its needs and wants.
iv) The babyhood is an age of decreasing dependency. The baby begins to do things to itself. With decrease of dependency, a rebellion against being treated as baby. A protest takes protest comes in the form of angry outbursts and crying when independence is denied.
v) It is an age of high individuality which can be realized in appearance and in patterns of behavior.
vi) Babyhood is the beginning of Creativity, sex role and socialization for adjustment in future life.
vii) Babyhood is a hazardous period. The physical hazards are illness, accidents, disabilities and death. Psychological hazards are disinterests and negative attitudes
Emotional behavior in babyhood:
i) At birth, the emotions appear in simple and undifferentiated forms. In babyhood, the emotions are differentiated and they are aroused by a number of stimuli. There are two distinct types of emotions.
ii) There is much difference with the behavior of adolescents and adults and often from those of older children.
iii) Emotions are more easily conditioned during babyhood than at latter stage. This is due to the reason that the intellectual abilities of babies are limited. They respond easily and quickly to stimuli. Anyhow there is hesitation to respond in some cases.
Development in socialization:
Early social experiences play a dominant role in determining the baby’s future social relationships and patterns of behavior towards others. Since the baby’s life is centered around home, it is here that the foundations for later behavior and attitudes are laid. There is no evidence that people are social or antisocial by inheritance but on their social experience gained during babyhood. Also, making a change in the pattern of behavior that has become habitual is never easy. Nor is there any guaranty that the change will be complete. That is why good social foundations are so important during the babyhood years.
At birth, infants are not gregarious in nature in the sense that there is no difference to them who attend to their physical needs. During the first year of the babyhood, babies are in a state of equilibrium which makes them friendly, easy to handle and pleasant to be with. Around the middle of second year, the equilibrium is tilted making the baby fussy, non cooperative, and difficult to handle. However, equilibrium is restored so that the babies begin to exhibit again pleasant and social behavior.
INFANCY STAGE
Period of partunate: (From birth to 15 to 30 minutes)
This refers to the time the baby emerges from mother’s body until the cutting and tying of the umbilical cord. Until this, the child is a parasite and makes no adjustments to the postnatal environment.
Period of neonate: (From birth to two weeks)
This refers to the period from the cutting and tying of umbilical cord to approximately the end of second week of postnatal period. The infant is now separate, independent, individual and no longer a parasite. During this period the infant begins to make adjustments to the new environment outside the mother’s body.
Characteristics of infancy:
i) Infancy is the shortest of all developmental periods. Infancy begins with birth and ends when it is two weeks old. It is the time that the fetus must adjust to life outside the uterine walls of the mother after approximately nine months. It requires approximately two weeks to adjusting to the new environment outside the mother’s body.
ii) Infancy is a plateau in development. The rapid growth and development which took place during the prenatal period suddenly come to stop with birth. There is a slight regression such as loss of weight, less strong and healthy than it was at the time of birth. This characteristic of plateau is due to the necessity for radical adjustments to the postnatal environment. Once the adjustments are made the infant resumes its growth and development. So no fear should be there about this characteristic.
iii) Infancy is a preview of the later development. It is not possible to predict exactly what the future development of the individual will be on the basis of the development at birth. We notice only a clue of what to expect later on.
iv) Infancy is a hazardous period both physically and psychologically. Physically the infant finds it difficult in making adjustments to the new environment. Psychologically the infant suffers a little when the attitudes of significant people towards the infant radically changes.
Major adjustments of Infancy:
i) Change in temperature requires adjustment. There is a constant temperature of 100*F
in the uterine sac and it is 60 to 70*F in the hospital or home. ii) Breathing by own starts. When the umbilical cord is cut the infant must begin to breathe
on its own.
iii) Sucking and swallowing starts. When the umbilical cord is cut off, The child gets nourishment by the reflexes of sucking and swallowing instead of receiving it from the mother
through umbilical cord.
iv) Elimination of waste products begins. Letting out urine and stools is not a matter of
adjustment. But some infants are seen to have trouble shooting with elimination matters.
Emotions of the newborn infant:
Specific and identifiable emotions cannot be seen at birth. Anyhow emotional reactions may be described by facial expressions of pleasantness and unpleasantness. These are characterized by the relaxing and tensing of the body. Whatever may be the stimulus the resultant emotion is intense and instant.
This refers to the time the baby emerges from mother’s body until the cutting and tying of the umbilical cord. Until this, the child is a parasite and makes no adjustments to the postnatal environment.
Period of neonate: (From birth to two weeks)
This refers to the period from the cutting and tying of umbilical cord to approximately the end of second week of postnatal period. The infant is now separate, independent, individual and no longer a parasite. During this period the infant begins to make adjustments to the new environment outside the mother’s body.
Characteristics of infancy:
i) Infancy is the shortest of all developmental periods. Infancy begins with birth and ends when it is two weeks old. It is the time that the fetus must adjust to life outside the uterine walls of the mother after approximately nine months. It requires approximately two weeks to adjusting to the new environment outside the mother’s body.
ii) Infancy is a plateau in development. The rapid growth and development which took place during the prenatal period suddenly come to stop with birth. There is a slight regression such as loss of weight, less strong and healthy than it was at the time of birth. This characteristic of plateau is due to the necessity for radical adjustments to the postnatal environment. Once the adjustments are made the infant resumes its growth and development. So no fear should be there about this characteristic.
iii) Infancy is a preview of the later development. It is not possible to predict exactly what the future development of the individual will be on the basis of the development at birth. We notice only a clue of what to expect later on.
iv) Infancy is a hazardous period both physically and psychologically. Physically the infant finds it difficult in making adjustments to the new environment. Psychologically the infant suffers a little when the attitudes of significant people towards the infant radically changes.
Major adjustments of Infancy:
i) Change in temperature requires adjustment. There is a constant temperature of 100*F
in the uterine sac and it is 60 to 70*F in the hospital or home. ii) Breathing by own starts. When the umbilical cord is cut the infant must begin to breathe
on its own.
iii) Sucking and swallowing starts. When the umbilical cord is cut off, The child gets nourishment by the reflexes of sucking and swallowing instead of receiving it from the mother
through umbilical cord.
iv) Elimination of waste products begins. Letting out urine and stools is not a matter of
adjustment. But some infants are seen to have trouble shooting with elimination matters.
Emotions of the newborn infant:
Specific and identifiable emotions cannot be seen at birth. Anyhow emotional reactions may be described by facial expressions of pleasantness and unpleasantness. These are characterized by the relaxing and tensing of the body. Whatever may be the stimulus the resultant emotion is intense and instant.
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