AP TET Paper - 2A Child Development and Pedagogy Syllabus

Sakshi Education

AP TET Paper-2A consists of 150 questions for 150 marks. Below is the complete syllabus for Child Development and Pedagogy.

AP TET Paper - 2A Child Development and Pedagogy Syllabus Theories of Learning Stages of Child Development Principles of Child Development — AP TET Paper - 2A Child Development and Pedagogy Syllabus

1.   DEVELOPMENT, GROWTH & MATURATION SYLLABUS (30 Marks)
⦁   Concept& Nature, Differences between Growth and Development
⦁   Principles of development and their educational implication
⦁   Factors influencing Development — Biological, Psychological, Sociological, emotional.
⦁   Dimensions of Development and their interrelationships — Physical & Motor, Cognitive,
⦁   Emotional, Social, Moral, Language relating to Infancy, early Childhood, late Childhood, adolescence.
⦁   Understanding Development — Piaget, Kohlberg, Chomsky, Carl Rogers, Erikson
⦁   Theory of emotional Intelligence – Danial Goleman
⦁   Individual differences — Concept, Types of individual differences (intra & inter) Factors of individual differences (heredity& environment).
⦁   Factors influencing individual differences in the areas of Attitudes, Aptitude, interest, Habit,
intelligence, creativity, Values, level of aspiration, self concept, achievement, Learning styles.
A) Intelligence: Concept and meaning of intelligence, Definitions, Types of intelligence, Theories of Intelligence, Measurement of intelligence, IQ, Classification of IQ, Types of Intelligence tests and Uses.
B) Aptitude: Concept and meaning of aptitude, Definitions, Characteristics of aptitude. Types of aptitude, Measurement of aptitude, Uses of aptitude test.
C) Interest: Concept and meaning of interest, Definitions, Characteristics of interest
Measurement of interests. How to develop interest among students – role of teacher.
D) Attitude: Concept and meaning of attitude, Definitions, Characteristics of attitude, Types of attitude Measurement of attitudes. How to develop positive attitudes among children-role of
teacher. Learning Styles: Meaning Types and assessment of learning styles.
E) Creativity: Meaning of creativity, concept and definitions, Characteristics and stages of creativity, Assessment of Creativity, Fostering Creativity among children- Role of Teacher.

F)Thinking: Concept, Meaning,   Definition, types of thinking, characteristics of thinking,
factors of thinking, classroom implication.
G) Reasoning: Concept, Meaning, Definition, Characteristics, Reasoning process, types of reasoning classroom implication.
⦁   Development of Personality - Meaning and concept of personality, definitions, characteristics, elements and factors of personality, theories of personality, assessment of personality (Projective and Non Projective)
⦁   Theories of personality – Type theory, Trait Theory, Psycho Analytic
⦁   Mental health, adjustment & behavioral problems, conflicts, frustration, tension, anxiety, maladjustment, defense mechanisms.
⦁   Conflicts - Types
⦁   Methods and Approaches of Child Development — Introspection, Observation, Interview, Case study, Experimental, Cross sectional and Longitudinal Developmental tasks and Hazards

1.   UNDERSTANDING LEARNING
⦁   Learning – Meaning, Concept, Definitions, Characteristics of Learning, Types of Learning, determinants of learning, Readiness, Maturity, needs and Motivation, Learning curves.
⦁   Factors of Learning— Personal and Environmental
⦁   Dimensions of Learning— Cognitive, Affective and Psycho - Motor.
⦁   Motivation — its role in learning, Maslov’s theory of hierarchy of needs
⦁   Concept: meaning, Definition, Formation of concept, Classification of concepts, Types of concepts, Development of concepts, Role of teacher in conceptual development.
⦁   Perception: Concept, Meaning, Definitions, process of perception, Characteristics, Laws of perceptual organization, factors influencing perception.
⦁   Memory& Forgetting
⦁   Transfer of Learning – meaning, types and theories of transfer of learning
⦁   Approaches to Learning and their applicability (Theories).
i.   Behaviorism (Skinner, Pavlov, Thorndike)
ii.   Gestalt (Kohler, Koffka)
iii.   Observational (Bandura),
iv.   Constructivism (Piaget, Vygotsky),
v.   Bruner's theory of instruction, Experiential learning

2.   PEDAGOGICAL CONCERNS
⦁   Teaching and its relationship with learning and learner.
⦁   Learners in Contexts: Situating learner in the socio-political and cultural context
⦁   Children from diverse contexts—Children with Special Needs (CWSN), Inclusive Education.
⦁   Understanding of pedagogic methods — Enquiry based learning, Project based learning, Survey,
⦁   Observation and Activity based learning, Cooperative and collaborative learning, Individual and Group learning
⦁   Issues and concerns with respect to organizing learning in class room like Study habits, Self learning and Learning to learn skills.
⦁   Organizing learning in heterogeneous class room groups — Socio-economic background,
⦁   Abilities and Interests.
⦁   Paradigms of organizing Learning-Teachercentric, Subject centric and Learner centric.
⦁   Teaching as Planned activity — Elements of Planning
⦁   Phases of Teaching— Pre active, Interactive and Post active
⦁   General and Subject related skills, competencies required in teaching and attributes of good facilitator.
⦁   Learningresources — Self, Home, School, Community, Technology.
⦁   Class room Management: Role of student, teacher, Leadership style of teacher, Creation of non- threatening learning environment, Managing behaviour problems, Guidance & Counselling,
Punishment and its legal implications, Rights of a child, Time Management.
⦁   Distinction between Assessment for Learning& Assessment of Learning.
ICT – A
⦁   The Concept of ICT, Tools
⦁   Computer Hardware, Internet, Text Documents, Spread Sheets, Presentations.
⦁   Open Education Resources, Handheld devices, Netiquettes(Etiquette in the use of Internet)
⦁   ICT– National and State Policies
⦁   ICT based learning process –Creation of learning Environment, Educational games.
ICT – B
⦁   Exploring for ICT resource (Hardware, Software) evaluate and adoption of ICT resources.
⦁   Pedagogy – Analysis: integrating with ICT and teaching
⦁   Cyber law and protection free software's
⦁   Integrating ICT in Assessment of port folios, rubrics and data management.
⦁   Preparation of multimedia lessons in subjects and planning
⦁   Activities to be conducted in multimedia lessons, the role of the teacher before, during and after multimedia lessons, social media and their role in learning.
⦁   Online learning courses for teacher’s professional development
⦁   Open education resources, ICT platforms and MOOC.
⦁   Assessment, Continuous Comprehensive Evaluation: Perspective & Practice.
⦁   Understanding teaching & learning in the context of NCF, 2005 & Right to Education Act, 2009.
⦁   NEP – 2020 – Introduction, ECCE, Teacher Education.
⦁   New Policies and Programmes implemented by A.P., Government.