Contents (fo"k;&lwph)

o`f¼ ,oa fodkl Growth and Development .......................................................................................... 1

o`f¼ (Growth) ........................................................................................................................................... 3
cky fodkl ,oa f'k{k.k 'kkL=k
fodkl (Development) .............................................................................................................................. 3 vvv Free Notes by Himanshi Singh vvv
Stages of Development .............................................................................................................................. 4
Principles of Development ....................................................................................................................... 6
Principles of Direction .............................................................................................................................. 6 o`f¼ ,oa fodkl
O;fDrxr fofHkUurk,¡ (Individual Differences) ....................................................................................... 6 Growth and Development
O;fDrxr fofHkUurkvksa dk vk/kj (Basis of Individual Differences) .................................................... 6
Motivation ................................................................................................................................................. 7 fodkl ,d ,slh izfØ;k gS tks lrr~ pyrh gS rFkk ftlesa xq.kkRed ifjorZu ,oa ifjek.kkRed (ek=kkRed)
Abraham Maslow's Need's Hierarchy ( eSLyks dks vko';drk vuqØe fl¼kar ) .................................... 8 ifjorZu nksuksa lfEefyr gksrs gSaA
Concept of IQ ............................................................................................................................................ 9

' s ' s
l`tukRedrk vkSj cqf¼ (Creativity and Intelligence)............................................................................. 9

et et
Gifted Children (izfrHkk'kkyh cPps) ( 3 izdkj )................................................................................. 10
Emotional Intelligence ( lkaosfxd cqf¼ ) .............................................................................................. 10

L L
Cognition and Emotion ( laKku ,oa laosx ) .......................................................................................... 11
xq.kkRed ifjorZu (Qualitative change) % dk;Z'kSyh (Way of doing something)] dk;Z{kerk (Ability to
cgq&cqf¼ dk fl¼kar (Theory of Multiple Intelligence) ...................................................................... 12 do something, emotional understanding etc.)
f=k&cqf¼ fl¼kar (Triarchic Theory of Intelligence) ............................................................................. 14
ifjek.kkRed ifjorZu (Quantitative change) % Height, Weight, Shape.
I;kts dk laKkukRed fl¼kar (Piaget’s Cognitive Theory) ................................................................... 15
The developmental changes are Progressive, Orderly, Sequential. (POS)

! !
4 Elements (MESE) ................................................................................................................................ 15
Process of Equilibration ( larqyu ) ........................................................................................................ 15 lrr~ % lrr~ dk vFkZ gS yxkrkj pyuk vFkkZr~ ihNs dh voLFkk ij iqu% è;ku ugha nsukA (Not reversible put

N N
modifiable)
Process of Adaptation ( vuqowQyu dh izfØ;k ) ..................................................................................... 16

R R
dksgycxZ dk uSfrd fodkl dk fl¼kar (Theory of Kohlberg’s Moral Development) .................... 20 fodkl% ekufld i{k] lkekftd i{k] lkaosf{kd i{k bR;kfn esaA

A A
lekos'kh f'k{kk (Inclusive Education) ................................................................................................... 25 fodkl

E E
v{kerk ds izdkj (Type of Disability) ................................................................................................... 25
'kkjhfjd fodkl

L L
Ø
vf/xe v{kerk ds izdkj (Types of Learning Disabilities) ................................................................ 25
izfrHkk'kkyh cPps (Gifted Children) ...................................................................................................... 27 Ø Kku laca/h @ ekufld fodkl @ laKkukRed
RTE Act, 2009 ......................................................................................................................................... 29 Ø lkekftd fodkl
lkekthdj.k (Socialization) ................................................................................................................... 30 Ø lkaosfxd fodkl
ckyosaQfnzr f'k{kk (Child Centered Education) ..................................................................................... 31
Broad Domains of Development
Hkk"kk (Language) ..................................................................................................................................... 32
Gender ( fyax ) ....................................................................................................................................... 33 Ø Physical Development P
Bloom's Taxonomy .................................................................................................................................. 34 Ø Cognitive Development C
Thorndike (Trial and Error Theory) .................................................................................................... 34 Ø Social Development S
National Education Policy 2020............................................................................................................. 35 Ø Emotional Development E
21st Century Skills .................................................................................................................................. 39
Metacognition ( ijklaKku ) .................................................................................................................... 41
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Physical Development Social Development
Height, Weight, Size, Shape ... etc. Ø lekt ds varxrZ fufgr fu;eksa dk vuqikyu djukA Moral Development
blh ls lacaf/r gSA
Ø (The Process of learning, adapting and instilling (Internalising) the
Motor Development (Speed, Accuracy and Precision) Values, Norms and Socially approved ways of behaviour is known
as Socialisation)
xfr lacaf/r i{k tks 'kkjhfjd fodkl ls lacaf/r gksrk gSA
Ø Socialisation is a lifelong process starting from infancy to death
Ø Gross Motor Skills
Ø Fine Motor Skills Emotional Development

Gross Motor (LFkwy xfrd dkS'ky) Ø jSFkl ds vuqlkj laosx @ Hkkouk gS tks gekjs vanj jax Hkjrh gSA (Emotions
colour our lives.)
• cM+h Muscles Ø Emotional development is about knowing and managing your
• Arm dh Muscles emotions.

s s
• Legs dh Muscles Ø Emotions and Cognition are interrelated.

et ' et '
Fine Motor (lw{e xfrd dkS'ky) o`f¼ (Growth)
• NksVh&NksVh Muscles, vk¡[kksa dh eklisf'k;k¡ Ø ;g fodkl dk gh NksVk fgLlk gSA

L L
• gkFk dh Muscles Ø ifjiDork (Maturity) Hkh fodkl dk gh fgLlk vFkkZr~ Domain gSA
Gross to fine → development gksrk gSA Ø ifjiDork vuqokaf'kdrk ls lacaf/r gSA
Ø ifjiDork (Maturity), Highly related to Heredity (vkuqoaf'kdrk)A
Gross Motor Skills (LFkwy xfrd dkS'ky)
Ø Growth (o`f¼) esa Quantitive changes (ek=kkRed ifjorZu) gksrk gSA
• ?kqVuksa ds cy pyuk
• [kM+s gksdj pyuk Quantitive / Structure Changes: eksVk gksuk] iryk gksuk] yEck gksuk] vkdkj esa o`f¼] NksVk gksuk vkfnA

! !
• nkSM+uk vkSj dwnuk Ø Quantitive dk vFkZ gksrk gS ftls ge x.kuk @ Measure dj ldsaA

N N
• Walking, Running, Jumping Ø fodkl esa ge lHkh fgLlksa dks eki ugha ldrs gSaA

R R
Ø o`f¼ (Growth), ,d le; ij #d tkrh gSA tcfd fodkl (Development), ^^xHkZ ls dcz** (womb to

A A
tomb) rd pyus okyh izfØ;k gSA
Fine Motor Skills (lw{e xfrd dkS'ky)
Ø o`f¼ dks ,d Unit, (kg, inches, cm) vkfn ds rgr ekik (Measurement) tkrk gS tcfd fodkl ds gj

E E
• maxyh vkSj vaxwBs ds tfj;s dqN mBkuk
igyw dks ughaA

L L
• jsr esa iSjksa dh maxfy;ka ?kqekukA
Ø fodkl dk dsoy vkdyu (Assessment) fd;k tk ldrk gSA
• Drawing, Painting, Writing, dkty yxkuk
Ø Chess (psl)] [ksyuk fodkl dk fgLlk gSA ogha yEckbZ c<+uk o`f¼ dk!

Cognitive Development o`f¼ (Growth)

laKkukRed i{k esa fodkl ls vFkZ ekufld {kerkvksa ds fodflr gksus ls gS] laKku dk vFkZ fnekx] ckSf¼d (i) ek=kkRed ;k ifjek.kkRed ifjorZu gksrk gSA (Structural and Quantitative Changes)
{kerkvksa dk fodkl (ii) o`f¼ lkekU;r% 'kkjhfjd ifjorZuksa ls lacaf/r gSA (Related to Physical changes)
(iii) o`f¼ dk ekiu lgh ls fd;k tk ldrk gS D;ksafd ;g ladqfpr (Narrow domain) gksrk gSA
e.g. lkspuk] rdZ] dYiuk] eseksjh] Hkk"kk fodkl
(iv) o`f¼ esa lajpukRed ifjorZu 'kkfey gS] vkSj ,d le; ds ckn ;s #d tkrh gSA
Brain = Left Brain + Right Brain fodkl (Development)
Logical Creativity
(i) ifjek.kkRed ds lkFk&lkFk xq.kkRed ifjorZu Hkh gksrk gSA(Structural + functional changes/Qualtitative Changes)
(Science, Math, Language) (Drawing, Music, Dance)
(ii) fodkl dk vk'k; 'kjhj ds fofHkUu 'kkjhfjd] ekufld rFkk O;kogkfjd laxBu ls gSA

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(iii) fodkl dks ekiuk dfBu gS bldk voyksdu djrs gSa D;ksfd fodkl dk :i O;kid (Broad) gSA mÙkj ckY;koLFkk (Later Childhood)
(iv) fodkl esa izd;kZRed (Functional) ifjorZu 'kkfey gS vkSj ;g fujarj pyrk jgrk gSA Ø 6 ls 12 o"kZ rd
Ø Vksyh voLFkk Gang age
Note: laiRz ;ks
dk fodkl] laKkukRed fodkl (Cognitive Development) ds varxrZ gksrk gSA laiRz ;ks dk vFkZ
Ø Game age / Sports
gksrk gS fd fdlh pht ds izfr Concepts cuukA vkSj ge yksx dks irk gS fd Concepts fnekx esa curs gSA
Ø Elementary school age
o`f¼ (Growth) O;kid (Development) Ø Long term friendship age
Ø Physical Development → Slow
1- ek=kkRed ;k ifjek.kkRed ifjorZuA ifjek.kkRed ds lkFk&lkFk xq.kRed ifjorZu ls gSA
Ø Pseudo Maturity (feF;k ifjiDork)
2- o`f¼ lkekU;r% 'kkjhfjd ifjorZuksa tcfd fodkl ls vk'k; 'kjhj ds fofHkUu Ø Motor Development → Fast
ls lEcaf/r gSA 'kkjhfjd] ekufld rFkk O;kogkfjd laxBu gSA Ø Latency Stage (lq"irk voLFkk) → Freud (izQkW;M)
3- o`f¼ dk ekiu lgh ls fd;k ysfdu fodkl dks ekiuk dfBu gS] mldk Ø Industry vs Inferiority → Erikson
tk ldrk gSA (laoqQfpr) voyksdu djrs gSaA (O;kid) Ø Concrete operational → Piaget

s s
4- blesa lajpukRed ifjorZu 'kkfey gSa] blesa izd;kZRed ifjorZu 'kkfey gSa]

' '
fd'kksjkoLFkk (Adolescence)

et et
vkSj ,d le; ds ckn ;s #d tkrh gSA vkSj ;g fujarj pyrk jgrk gSA
Ø Transitional Period (ifjorZu dk dky) (laØe.k dky)
Stages of Development
Ø Golden Period (Lof.kZe dky)

L L
1. Infancy ('kS'okoLFkk) 0-2 o"kZ
Ø Stress and Storm (ruko vkSj rwiQku) dh voLFkk Stanley Hall ds }kjkA
2. Early Childhood (iwoZ ckY;koLFkk) 2-6 o"kZ
Ø Leadership Skills
3. Later Childhood (mÙkj ckY;koLFkk) 6-12 o"kZ
Ø Lacks Emotional Stability
4. Adolescence (fd'kksjkoLFkk) 12-18 o"kZ
Ø Identity Crisis dk vFkZ gS fd cPpk ;g <wa< jgk gS ^^eSa gw¡] dkSu\** ,fjd bfjDlu ds vuqlkj
Note: W.H.O. dk ekuuk gS fd 10-19 o"kZ dk vk;q oxZ fd'kksjkoLFkk ds varxrZ vkrk gSA Ø Bridge Period

! !
Ø Adolescent Egocentrism
Note: 'kS'okoLFkk ds igys Hkh ,d voLFkk gksrh gS ftls Prenatal Stage (izloiwoZ voLFkk) dgrs gSAa Ø Spring Season (clar ½rq)

N N
bl voLFkk esa cPpk xHkZ (ek¡ ds isV) esa gh gksrk gSA bldk le; varjky xHkkZ/ku ls tUe vFkkZr~ 9 eghuk 10

R R
fnu @ 280 fnu @ 40 lIrkg rd dk gksrk gSA bl voLFkk dk iw.kZ fodkl xHkZorh ek¡ ij fuHkZj djrk gSA

A A
'kS'okoLFkk (Infancy)

E E
Ø tUe (0) ls nks (2) o"kZ rd

L L
Ø KkusfUnz;ksa (Senses) ls lh[krk gSA
Ø Motor Action (xfr fØ;k) djds lh[ksxk] I;kts dk Hkh dguk gSA
Ø Sensitive Period ([krjk Hkjk gksrk gSA)
Ø Physical Development / Mental Development, fast gksrh gSA

iwoZ ckY;koLFkk (Early Childhood) Ø Additive ugha gksrs gSaA

Ø 2 ls 6 o"kZ rd Heredity + Environment (×)
Ø Toy age (f[kykSuk vk;q) → Play age → ,fjd bfjDlu (Erikson) Ø Heredity × Environment gksrs gSaA vFkkZr~ vuqokaf'kdrk vkSj okrkoj.k fodkl esa cjkcj ds gdnkj gksrs gSaA
Ø Fastest Language Development Ø Heredity : Fixed / Static (LFkk;h) gSA

Ø Imitative age (udy djds lh[kuk) Ø Environment: Dynamic / Changeable (ifjorZu'khy) gSaA

Ø Hkk"kk fodkl ds fy, iwoZ ckY;koLFkk Sensitive / Critical / Fastest Language Development (laosnu'khy) Heredity can best be viewed as something that sets a range basis within which an individual’s development
is actually shaped by the support and opportunities of the environment.
Ø Physical Development → Fastest (After birth) → Socialization is also rapid.

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Principles of Development
Note: fo|ky; esa uniform vko';d gS ijarq ,d f'k{kd ds fy, teaching technique esa uniform vFkkZr~
Ø Development is continuous (lrr~)A
Ø Development is sequential / orderly. (Øfed)A
,dleku gksuk vko';d ugha gSA D;ksafd izR;sd cPpksa ds ikl viuh vyx&vyx vfHk#fp gksrh gSaA
Ø Rate of Development, Varies person to person. (fodkl dh nj fHkUu gksrh gSA) blhfy, cPpksa dh vfHk#fp ds vk/kj ij ,d f'k{kd dks teaching technique follow djuk pkfg,A ;s
Ø Development proceeds from general to specific (lkekU; ls fof'k"V)A ugha fd ,d gh technique }kjk lkjs cPpksa dks Kku iznku @ Kku dk lk>k djsaA
Ø Growth and development is a product of both Heredity and Environment. (D = H × E)
Ø Development is predictable (iwokZuqeku)A
f'k{kd ds fy,
Ø Uniform instructions. (×) ,d:i vuqns'ku
Ø There is a constant interaction Between All factors of development.
Ø All types of development are interrelated (PCSE). Ø Differentiated instruction. (ü) foHksnh vuqns'ku
Principles of Direction ;fn cPpksa dk Group cuk, rks foHksnh vuqns'ku dk iz;ksx gksuk pkfg,A
Homo → geneous ugha] Hetero - geneous cuk,¡A

s s
Homo → means → Same.

' '
vr% Same ability okys dks ,d Group esa (×)

Ø L et
tUe ds le; cPpksa dk flj 'kjhj dk 1/4 (25%) gksrk gSA L et
! !
O;fDrxr fofHkUurk,¡ (Individual Differences)

N N
Ø Individual differences nqfu;k dh izR;sd iztkfr;ksa esa ikbZ tkrh gSaA dksbZ Hkh iztkfr;k¡ leku ugha gksrh gSaA

R R
mnkgj.k ds fy, nks canj Hkh ,d tSls ugha fn[krs gSaA muesa fdlh u fdlh Lrj ij fofHkUurk,¡ vo'; gh

A A
ikbZ tkrh gSaA

E E
Ø Individual differences / Variations are common within and across all species.

L L
Ø Variations add colour and beauty to Nature.
Ø Variability is a fact of Nature, and individuals are no Exception to this.
Motivation
Ø Motivation is a process that influences the direction, persistence and vigor of goal directed behaviour.
Note: Respect individuals differences and don’t laugh at others.
Ø They vary in terms of physical characteristic, such as height, weight, strength, hair colour, etc.
Ø They may be intelligent or dull, dominant or submissive, creative or not so creative, outgoing or
withdrawn.
Ø This list of variations can be Endless.

O;fDrxr fofHkUurkvksa dk vk/kj (Basis of Individual Differences)

Ø Intelligence (cqf¼) Ø Aptitude (vfHk{kerk)
Ø Interest (:fp) Ø Personality (O;fDrRo)
Ø Values (ewY;)

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 Ø var%vkRek ls µ • yksHk dh n`f"V ls (External) IQ ds vk/kj ij yksxksa dk oxhZdj.k (Classification of People on the Basis of IQ)
(Internal) • Reward, Salary, Mark
Ø IQ = Intelligence Quotient (cqf¼ yfC/)
Ø vesjhdh euksoSKkfud ch-,iQ- fLduj (B.F. Skinner cqgZ izsQMfjd fLduj) dk vfHkizsj.kk ds laca/ esa ekuuk Ø Albert Einstein was a German-born theoretical physicist and philosopher of science whose estimated
gS fd Motivation, National Highway dh rjg gksrk gSaA ftruk vPNk Motivation gksxk Success rate mruk IQ score is about 160 points.
gh vPNk gksxkA Stanford Binet Intelligence Scale
Ø cPpksa esa Internal (vkarfjd) vfHkizsj.kk dks c<+kok nsuk pkfg,A Genius (Gifted) Over 140
Very Superior 120 - 139
vfHkizsj.kk dk pØ (Cycle of Motivation)
Superior 110 - 119
NDA – GAR
Average 90 - 109
Dull 80 - 89

' s ' s
Borderline Deficiency 70 - 79

et et
Moron 50 - 69
Imbecile 20 - 49

L L
Idiot Below 20

Ø Intelligence 'kCn dh mRifÙk ySfVu Hkk"kk ds Intelligere ls gqbZ gS ftldk vFkZ to understand gksrk gSA
Ø Intelligence, Heredity ls vf/d izHkkfor gksrh gSA
Ø Intelligence is the ability to reason, adapt and learn.

! !
Concept of IQ

N N
Ø eè;kg~u Hkkstu (Mid-Day Meal) dh 'kq#vkr 1995 esa gqbZ FkhA Mental Age MA

R R
Ø IQ = × 100 = × 100 ;
Chronological Age CA
Ø Physical Needs ('kkjhfjd vko';drk,¡) Survival Needs (vfLrRo dh t:jr) Food, Water, Shelter,

A A
(Biological Age)
Sleep, Mid-Day-Meal.

E E
;fn fdlh cPps dh Real age 10 o"kZ gS vkSj mldk fnekx 12 o"kZ ds cPps tSlk dke djrk gS] rks

L L
Abraham Maslow's Need's Hierarchy (eSLyks dks vko';drk vuqØe fl¼kar) 12
× 100 = 120
IQ =
10
Ø Average IQ = 90 – 110
Ø Chronological Age (CA) is the biological age from birth.

Ø In 1905– • First intelligence test

• igyk cqf¼ ijh{k.k
• Alfred Binet and Theodore Simon

Ø In 1908– • Mental Age dk Concept

• Alfred Binet ds }kjk
Ø In 1912– • IQ Concept
• William Sterm ds }kjk

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l`tukRedrk vkSj cqf¼ (Creativity and Intelligence) Ø Aristotle/vjLrw dk opu (Quote) dksbZ Hkh fdlh Hkh le; ukjkt gks ldrk gSA blesa dksbZ fnDdr ugha gSA
Ø Researchers have found that the relationship between creativity and intelligence is positive (ldkjkRed)A
vFkZ gS fd ge vius Emotion dks Control dj ik, vkSj lgh txg ij] lgh le; ij] lgh rjhds ls] lgh
ek=kk esa use dj ik, blh dks Emotional Intelligence dgrs gSaA
Ø Terman, in the 1920s, found that persons with high IQ were not necessarily creative.

Ø vFkkZr gj ,d high IQ okyk cPpk jpukRed gks_ vko';d ugha gSAA Anybody can become angry, that is easy; but to be angry with the right person, and
to the right degree, and at the right time, and for the right purpose, and in the right
Creativity ds rRo (Elements) way, that is not within everybody's power, that is not easy.” —Aristotle.

F F O E (Trick)
Ø Emotional Intelligence dh fo'ks"krk,¡
F = Fluency (/kjk&izokg)
(i) Social Skills (lkekftd dkS'ky)
F = Flexibility (yphykiu)
(ii) Self-Awareness (vkRe tkx#drk)
O = Original (ekSfydrk)

' s ' s
(iii) Motivation (vfHkizsj.kk)
E = Elaboration (foLrkj)

et et
(iv) Empathy (lekuqHkwfr) (To put yourself in somebody's shoes)
J.P. Guilford us thinking dks nks Hkkxksa esa izLrqr fd;k gSA (v) Self-Regulation (Lo fu;a=k.k)

L L
(i) Divergent thinking (ii) Convergent thinking
(vilkjh lksp) (vfHklkjh lksp)
Cognition and Emotion (laKku ,oa laosx)
• Open-Ended • Closed-Ended
• Related to creativity • related to intelligence Ø Bi-directional (f}&fn'kkRed) gksrs gSa o Interrelated (var% lacaf/r gksrs gSaA)
• MCQ, Solve djus esa

! !
• Out of the box Ø nksuksa ,d&nwljs dks izHkkfor djrs gSaA fliZQ ,d case esa izHkkfor ugha djrs gSaA (Zajonc ttksd ds)
• Multiple Solutions • Limited Solutions
Ø Zajonc ds vuqlkj Emotion and Cognition, Independent (Lora=k) gSA

R N R N
Note: vilkjh lksp okyk izR;sd O;fDr Creative ugha gksxkA ijarq gj Creative O;fDr vilkjh lksp Ø euksoSKkfudksa }kjk ;g lq>ko fn;k x;k gS fd f'k{kdksa ds n`f"Vdks.k ls Giftedness dh Hkkouk fuEufyf[kr
ds la;kstu ij fuHkZj djrh gSA

A A
(divergent thinking) vo'; j[krk gksxkA

E E
Gifted Children (izfrHkk'kkyh cPps) (3 izdkj)

L L
Ø (i) intellectually bright (140 + IQ) (ckSf¼d :i ls mTtoy) e.g. (Einstein)
(ii) talented (Sachin Tendulkar)
(iii) creative (M.F. Hussain)

Ø Gifted children dks (le`¼ ikB~;p;kZ) enriched curriculum dh vko';drk gksrh gS ftuesa muds interest
ds according challenging tasks contents gksA
Ø Intellectually bright cPpksa dks HOTS (Higher Order Thinking Skills) tSls Contents pkfg,A

Emotional Intelligence (lkaosfxd cqf¼)

Ø lkaosfxd cqf¼ dks loZizFke Salovey ,oa Mayer us introduce fd;k FkkA
Ø Emotional Intelligence uked book dks Daniel Goleman us fy[kk gSA

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cgq&cqf¼ dk fl¼kar (Theory of Multiple Intelligence) 5. Bodily-Kinaesthetic
Ø Multiple Intelligence is also known as a multiple dimensional intelligence. Ø Using whole or portions of the body flexibly and creatively.
Ø “Howard Gardner” us cgq cqf¼ dk fl¼kar fn;kA Ø Athletes, dancers, actors, sportspersons, gymnasts and surgeons are likely to
have such kind of intelligence, Pilots
Ø 8 Types (Verified by NCERT).
Note: Surgeons and Pilots common gS blfy, T;knk egRo bls Spatial esa nsaA
Ø Each of these intelligence are Lora=k@independent of each other.

Ø Intelligence is not a single entity (cqf¼ dbZ izdkj dh gksrh gS] ;g dksbZ ,d {kerk ugha gSA)
Ø So, teacher can teach in multiple ways. vFkkZr~ vf/xe Hkh dbZ izdkj ls gks ldrk gSA

1. Linguistic, Intelligence (Hkk"kkbZ cqf¼) 6. Interpersonal (varoSZ;fDrd cqf¼)

Ø Skills involved in the production and use of language. Ø Sensitivity to subtle aspects of other’s behaviours. (nwljksa ds O;ogkj o Hkkoukvksa

s s
Ø Person high on this intelligence are “Word-Smart”. dks le>uk)

et ' et '
Ø Reading, Hearing, Speaking, Writing, Debating (okn&fookn)] Discussion Ø Psychologists, counsellors, politicians, social workers and religious leaders
are likely to possess high interpersonal intelligence. e.g. M. Gandhi, Mother
Ø Rabindra Nath Tagore, Swami Vivekananda
Teresa.

L L
(e.g. poets, writers)

2. Logical Mathematical (rdZiw.kZ cqf¼)

Ø Skills in scientific thinking and problem solving.
Ø Persons high on this type of intelligence can think logically and critically.
7. Intrapersonal (var%oS;fDrd cqf¼)

! !
Ø Scientists and Nobel Prize winners are likely to be strong in this component. Ø Awareness of one’s own feelings, motives, human existence and meaning of
life, desires.

N N
Ø Albert Einstein, A.P.J. Abdul Kalam.
Ø Persons high on this ability have finer sensibilities regarding their identity,

R R
human existence and meaning of life.

A A
3. Spatial Intelligence (LFkkfud cqf¼) Ø Sandeep Maheshwari, Aristotle, Sadhguru, Philosophers, Buddha

E E
Ø Skills in forming visual images and patterns.

L L
Ø Sailors (ukfod)] Sculptors (ewfrZdkj)] Painters, Architects (okLrqd)] Interior
decorators (vkarfjd lTtkdkj)] Cartographers (ekufp=kdkj)] Pilots,
8. Naturalistic (izkÑfrd cqf¼)
Surgeons etc.
Ø Sensitivity to the features of the Natural World.
Ø Hunters, farmers, tourists, botanists, zoologists and bird watchers possess
4. Musical Intelligence (laxhfr cqf¼) more of naturalistic intelligence.
Ø Sensitivity to musical rhythms and patterns.

Ø It is the capacity to produce (mRikn)] create (l`tu djuk) and manipulate

(ifjorZu djuk) musical patterns esa
e.g. (A.R. Rehman, Sonu Nigam, Lata Mangeshkar)

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f=k&cqf¼ fl¼kar (Triarchic Theory of Intelligence) I;kts dk laKkukRed fl¼kar (Piaget’s Cognitive Theory)
Ø William Sternberg ds }kjk ^^f=k&cqf¼ fl¼kar** dk izfriknu fd;k x;kA Ø Cognitive Development (laKkukRed fodkl)
Ø P C A Ø Intellectual Development (ckSf¼d fodkl)

Practical Creative Analytical Ø Piaget was a Swiss psychologist.

Ø bUgksaus cPpksa dks lfØ; fuekZrk (Active Constructor), dgk gSA
Ø Active Constructor / Builder of knowledge. (Kku ds lfØ; fuekZrk)
Ø cPps uUgsa oSKkfud (Little Scientist) gSA
Ø Schema = Mental Structures. (Existing / Previous knowledge)
Ø cPps Activity }kjk vius laKku dk fuekZ.k tkjh j[krs gSaA
Ø I;kts jpukoknh (Radical Constructivist) gSA

s s
Ø I;kts dk fl¼kar gesa crkrk gS fd cPpk ,d ekufld @ laKkukRed lajpuk ds lkFk iSnk gqvk gS] tks 14

' '
;k 15 lky dh mez esa vf/dre fodkl izkIr djrk gSA

et et
Ø I;kts us laKkukRed @ ckSf¼d fodkl dks 4 Stages esa ck¡Vk gSA

L L
Componential (fo'kys"k.kkRed) Ø Collective Monologue (lkewfgd ,dkyki) fn;kA (3&5 o"kZ)

Ø Think abstractly and process information effectively. Ø I;kts ds vuqlkj fodkl ,d vlrr~ izfØ;k gS (Development is Discontinuous)

Experiential (jpukRed) 4 Elements (MESE)

Ø Formulate new ideas, to combine seemingly unrelated facts.
1. M—Maturation (ifjiDork) @ Genetics / Heredity

! !
Contextual (izk;kSfxd)
2. E—Experience (vuqHko) @ Activity

N N
Ø Shape the environment to maximize one’s strength and compensate one’s weakness.
3. S—Social Interaction (lkekftd var%fØ;k)

R R
(Street Smarts)
4. E—Equilibration (larqyu)

A A
Louis Thurstone- SPNV-WMR (Trick)
Process of Equilibration (larqyu)

E E
Ø PMA = 7-Primary Mental Ability

L L
– Group factor theory.
Equilibration (lary
q u)
– The Seven factors (7) are independent of each other.
S = Spatial Ability (LFkkfud {kerk)
P = Perceptual Ability (vo/kj.kkRed {kerk) Adaptation Organisation
N = Numerical Ability (la[;kRed {kerk) (vuqowQyu) (laxBu)
V = Verbal Comprehension (Hkk"kk le>us ls lacaf/r)
W = Word fluency (Hkk"kk cksyus ls lacaf/r) Assimilation Accommodation
M = Memory (Le`fr) (vkRelkr) (lek;kstu)
R = Reasoning (rdZ'kfDr)

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Process of Adaptation (vuqowQyu dh izfØ;k) 2. Pre-Operational Stage (2 ls 7 o"kZ)

Ø iwoZ lafØ;kRed voLFkk

Ø Lacks logic (rdZ'kfDr esa deh)
Ø Lacks reversibility (ikuh ciQZ cu ldrk gS vkSj ciQZ ikuh dh
ukle>)
Ø Animism (futhZo&ltho ukle>)
Ø Ecocentrism (bl voLFkk esa cPps dks yxrk gS fd tSlk eSa lksprk gw¡ oSlk
gh iwjh nqfu;k lksprh gSA
Ø Symbolic thought (language Kku / ABCD, d [k x ---
Ø Lack of conservation (laj{k.k) cPps dks ,slk ,sglkl gksxk fd fodV A esa T;knk ikuh gSA tcfd nksuksa
esa leku gSaA (In picture)

s s
Ø Centration (dsUnzhdj.k)

et ' et '
3. Concrete Operational (7 ls 11 o"kZ)
Ø ewrZ lafØ;kRed voLFkk
Assimilation: Information dks Existing Scheme esa Add djukA

L L
Ø ewrZ (concrete) phtksa ds izfr Logic (rdZ'kfDr) dk Kku gksuk
Accommodation: vius information esa Adjust, Manipulate, Modify djukA Ø oLrqvksa dk oxhZdj.k (classification) (∆, □, ○) colour, shape, size ds vk/kj ij
Ø I;kts ds vuqlkj laKkukRed fodkl dh pkj voLFkk,¡ gSa (SPCF) Ø oLrqvksa dk laj{k.k (Achieves conservation)

S (i) laosnh is'kh; voLFkk (Sensori Motor Stage) 0-2 o"kZ Ø Reversibility dk Kku gksuk
Ø oLrqvksa dks ltkuk (c<+rs&?kVrs Øe esa)
iwoZ&lafØ;kRed voLFkk (Pre-Operational Stage) 2-7 o"kZ

! !
P (ii)
Ø Decentration (fodsaUnzhdj.k)
ewrZ&lfØ; voLFkk (Concrete Operation Stage) 7-11 o"kZ

N N
C (iii)
vkSipkfjd lfØ; voLFkk (Formal Operation Stage) 11-15 o"kZ CCS (Trick)

R R
F (iv)
Ø C – Conservation

A A
1. Sensorimotor Stage (0 ls 2 o"kZ) ØC – Classification

E E
Ø xR;kRed voLFkk Ø S – Seriation

L L
Ø bfUnz;xked voLFkk
4. Formal Operational Stage (11&15 o"kZ)
Ø laosnh is'kh; voLFkk
Ø Abstract (vewrZfparu) logic; Concept dks le>ukA
Ø tUe ls 2 o"kZ dh vk;q
Ø Hypothetico-deductive Reasoning (ifjdYiukRed&fuxeukRed rdZ)
Ø oLrq LFkkf;Ro (Object Permanence) (Out of sight, Out of mind)
Ø Deductive Reasoning (fuxeukRed fparu)
Ø foyafcr vuqdj.k (Deferred Imitation)
Ø y{; funsZf'kr O;ogkj (Goal directed behaviour) yso ok;xksRldh dk lkekftdµlkaLo`Qfrd izfjis{; (Vygotsky's Socio-cultural approach)
Ø cPps dh bfUnz;k gh f'k{kd gksrs gSa] bl voLFkk esaA (Senses are teachers) Ø ,d :lh euksoSKkfud
Ø bl voLFkk esa cPpk gkFkksa o vk¡[kksa ls lksprk gS] vFkkZr~ viuh KkusfUnz;k ls nqfu;k dh le> fodflr djrk Ø ;g ,d lkekftd jpukoknh Fks (Social constructivist)
gSA (Thinks with eyes, hands and ears). Ø lkekftd lkaLÑfrd igyqvksa ij è;ku dsfUnzr

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 Ø lkekftd l`tuokn dk tudA
Ø cPps }kjk Kku dk l`tu fd;k tkrk gSA
Ø ok;xksRldh ds vuqlkj fdlh Hkh cPps dk fodkl lkekftd ifjfLFkfr esa gh laHko gSA
Ø cPpksa dk laKkukRed fodkl ^^lkewfgd** izfØ;k }kjk laHko gks ikrk gSA (Group learning)
Ø cPps lkekftd var%fØ;k }kjk gh lh[krs gSaA (Social Interaction)
Ø ok;xksRldh ds vuqlkj fodkl ,d lrr~ izfØ;k gS tks thoui;±r pyrh gSA (Development is continuous)
Ø fodkl ,d lkekftd izfØ;k gS tks lkekftd var%fØ;k ij fuHkZj djrk gSA rFkk bl lkekftd vf/xe
ds iQyLo:i laKkukRed fodkl laHko gksrk gSA (Cognitive Developmentn through Social interaction)
Ø Process of Internalisation (vkarfjddj.k dh izfØ;k) Ø ZPD is the difference between what a child can do with or without support.

s s
Ø ok;xksRldh ds rhu egRoiw.kZ igyw

et ' et '
L L
N ! MKO – Father, Scaffolding Cycle dks idM+uk

N!
ZPD– ckyd dks enn feyus ij lh[kus dk nk;jk

R R
Ø ok;xksRldh dk ekuuk gS fd Hkk"kk dk fodkl lkekftd var%fØ;k ls gksrk gSA Hkk"kk ds rhu :i

A A
Ø
Hkk"kk O;fDr ds fy, lcls cM+k ;a=k gSA blds }kjk ge ,d&nwljs ds lkFk ckrphr dj ikrs gSa o Kku dk (i) Social Speech (lkekftd okd~) 2 + o"kZ @ mez (mnkgj.k&nqfu;k esa ckr djuk)

E E
Ø
l`tu djrs gSaA (Language is a tool).

L L
(ii) Private Speech (fut okd~) 3 + o"kZ @ mez (cksy&cksydj [kqn ls ckr djuk)
(iii) Silent Inner Speech (ekSu vkarfjd okd~) 7 + o"kZ @ mez (eu esa ckr djuk)
Ø Some other important terms.

(i) Zone of Proximal Development (ZPD)

ftl nk;js esa fdlh dh enn ls cPps dk laHkkfor fodkl gksrk gSA
(ii) More Knowledgeable Other (MKO) dksbZ NksVk ;k cM+k }kjk Kku xzg.k djukA
(iii) Scaffolding (Temporary help)
{kf.kd enn gSA ;g rc rd tkjh jgsxh tc rd ge [kqn oks dke u djus yxsA (;g ,d izfØ;k gSA)

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 Stage (i) vkKkdkfjrk vkSj naM vfHkfoU;kl (Punishment & obedience)

et ' s
dksgycxZ dk uSfrd fodkl dk fl¼kar (Theory of Kohlberg’s Moral Development)

et ' s
L L
Stage (ii) O;fDrokn] midj.kokn vkSj fofue;A uSfefr vfHkfoU;kl tit-for-tat (tSls dks rSlk)
Ø bUgksaus vius iz;ksx esa iw.kZ :i ls iq#"kksa dks fy;kA blfy, bl fl¼kar dks Gender biased theory Hkh dgrs
dh izo`fÙkA (Mutual Exchange)
gSaA Carol Gilligan, Kohlberg’s dh gh Nk=kk Fkh bldk ekuuk Fkk fd ;g theory feministic perspective
(ukjhoknh uSfrdrk) dk è;ku ugha j[krh gSA
Ø lgh @ xyr dks igpkuuk] uSfrdrk dgykrh gSA

! !
Ø uSfrd rdZ = Moral decision ysus ds fy, tks thinking dk iz;ksx djrs gSa mls Moral reasoning dgrs gSaA

N N
Ø uSfrd roZQ = nqfo/k okys Situation esa iSQlyk ysus ds fy, tks rdZ 'kfDr dk mi;ksx djrs gSa] uSfrd roZQ

R R
dgykrk gSA (Moral reasoning)

A A
Ø dksgycxZ dk uSfrd fodkl dk fl¼kar] thu I;kts ds laKkukRed fodkl fl¼kar ls inspired gSA

E E
Ø dksgycxZ us fofHkUu iz;ksxksa ds ckn ;g crk;k fd O;fDr esa uSfrd fodkl eq[; Lrjksa ls gksdj xqtjrk gSA

L L
izR;sd Lrj dh nks&nks voLFkk gksrh gSaA
1. iwoZ&ijaijkxr (Pre-Conventional Level)
w 4 µ 10 lky

w 2 pj.k gksrs gSaA 2. ikjaifjd (Conventional Level)

w 10 ls 13 lky dh vk;q
w 2 pj.k gksrs gSaA

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 Stage (iii) vPNk yM+dk] vPNh yM+dh vfHkfoU;kl (Good-boy/nice Girl Orientation) Stage (v) lkekftd vuqca/ vfHkfoU;klA (Social Contract Orientation and Individual fights)

' s ' s
Stage (vi) lS¼kafrd var%psruk@lkoZHkkSfed uSfrd izeq[k vfHkfoU;klA (Universal ethical principle)

Stage (iv) dkuwu

L et
vkSj O;oLFkk vfHkfoU;kl@izkf/dj.k vkSj lkekftd O;oLFkkA (Law and order)
(Rules are rules they can't be broken) L et
N ! N!
AR Ø gsat nqfo/k iz;ksx dk lkjka'k (Heinz Dilemma)

A R
E E
Ø fgat dk ifRu dh tku cpkus ds fy, pksjh djukA

L L
lgh @ xyr \

3. mÙkj&ikjaifjd (Post-Conventional Level)

w mPprj vk;q&lhek ds cPps (13 and Above)
w 2 pj.k gksrs gSaA

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vkykspuk (Criticism) lekos'kh f'k{kk (Inclusive Education)
Ø lekos'kh f'k{kk ds varxrZ cPpksa dh t:jr ds vk/kj ij f'k{kk nsuh pkfg,A
Ø i`Fkd~dj.k] izÑfr ds fu;eksa ds fo#¼ gSaA (Segregation is against the law of nature)
Ø la;qDr jk"Vªla?k] 1993 esa] lHkh dks leku volj ds }kjk lHkh oafprksa dh f'k{kk djkus dk lHkh jkT;ksa dks
vko';d nkf;Ro lkSaik x;k gSA ftlds varxrZ lHkh oafpr oxZ] 'kkjhfjd :i ls v{ke] va/Ro] cf/j]
fodykax] ckSf¼d Lrj ij oafpr laosnh] ekalis'kh; vfLFk ;k vU; fodykax] Hkk"kk] cksyh] dkexkj] tkfrxr
lewg] /kfeZd vYila[;d] L=kh&iq#"k HksnHkko dks nwj djds loZtu ds laiw.kZ fodkl gsrq f'k{kk dk izkoèkku
gSA
Ø lafo/ku ds 86 osa la'kks/u ds vuqlkj] Hkkjr esa 6 ls 14 o"kZ dh vk;q ds ckydksa dks fu%'kqYd f'k{kk dk
vf/dkj izkIr gSA (for disabled children it's 6 to 18 years.)

s s
v{kerk ds izdkj

et ' et '
1. n`f"V v{kerk (Visual Disability)
2. Jo.k v{kerk (Auditory Disability)

L L
3. ekufld v{kerk (Intellectual Disability)
4. xked v{kerk (Locomotor Disability)
5. vf/xe v{kerk (Learning Disability)

vf/xe v{kerk ds izdkj

! !
(i) fMLysfDl;k (Dyslexia)

N N
(a) fMLysfDl;k ,d O;kid 'kCn gS ftldk laca/ iBu fodkj ls gSA

R R
(b) i<+us esa dfBukbZ gksrh gSA

A A
(c) ^^b** ,oa ^^d** esa foHksn ugha dj ikrk gSA

E E
(d) Saw vkSj Was, Nuclear vkSj Unclear esa varj ugha le> ikrs gSaA

L L
(e) Letters Reverse dj nsuk i<+uk bR;kfnA
(f) tc i<+us esa dfBukbZ gksrh gS rks fy[kus esa Hkh =kqfV gks ldrh gSA
(ii) vizsfDl;k (Apraxia)
(a) ;g ,d ,slk 'kkjhfjd fodkj gS ftlds dkj.k O;fDr ekalisf'k;ksa ds lapkyu ls laca/ lw{e xfrd
dkS'ky tSlsµfy[kus] pyus] Vgyus] cksyus esa fuiq.k ugha gksrs gSaA
(b) ;g efLr"d ds lsjscze esa {kfr ds dkj.k mRiUu fodkj gSA
(iii) fMLizsfDl;k (Dyspraxia)
(a) viszfDl;k dk izdkj gSA
(b) efLr"d esa {kfr ds dkj.k gksrk gSA

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 (c) gkFk ,oa vka[kksa ds chp leUo; ,oa larqyu LFkkfir ugha dj ikrk gSA (x) fMLeksjfiQ;k (Dysmorphia)
(d) fMLizsfDl;k raf=kdk ra=k laca/h fodkj gSA ftls lsaljh baVhxzs'ku fMlvkWMZj dgrs gSaA Hkze gks tkrk gS dh 'kjhj ds dqN vax cgqr NksVs ;k viw.kZ gSaA
(a)

(iv) visQfl;k (Aphasia) (b) 'kjhj ds fofHkUu vaxksa dh rqyuk nwljs yksxksa ls djus yxrk gSA bldk izfrdwy izHkko mlds vf/xe
ij iM+rk gSA
(a) Hkk"kk ,oa laizs"k.k vf/xe v{kerk
Ø lekos'kh f'k{kk ;kstuk esa cPpksa dh vko';drk @ t:jr ds vuqlkj f'k{kk nh tkrh gSA
(b) ekSf[kd :i ls lh[kus ,oa fopkjksa dks vfHkO;Dr djus esa leL;kA
Ø lekos'kh f'k{kk ds varxrZ System esa cnyko fd;k tk ldrk gS] cPps esa ughaA D;ksafd cPpk system ds
(c) efLr"d esa fdlh izdkj dh {kfr ls ;g (visQfl;k) mRiUu gksrk gSA fy, ugha] system cPps ds fy, gSA
(v) fMLisQft;k (Dysphasia) Ø Integrated Education ds Compare esa Inclusive Education csgrj gSA
(a) efLr"d esa {kfr ds dkj.k ckrphr djus esa vkaf'kd ;k iw.kZr% v{kerkA Ø B = Building
A = As
(vi) vysfDl;k (Alexia)

s s
L = Learning

' '
(a) efLrd esa {kfr ds dkj.k ^^i<+us esa v{kerk**A A = Aid

et et
(b) bls 'kCn va/rk ;k ikB va/rk ;k fotqvy visQfl;k Hkh dgk tkrk gSA
izfrHkk'kkyh cPps (Gifted Children)
(c) ;g vftZr fMLysfDl;k gSA

L L
Ø ftKklk T;knk gksrh gSA
(d) vysfDl;k ds dkj.k visQfl;k ,oa fMLxzkfiQ;k tSlh vf/xe v{kerk gksuk Hkh laHko gSA fdarq
Ø phtksa dks ;kn j[kus dh Le`fr vPNh gksrh gSA
izR;sd fLFkfr esa laHko ugha gSA
Ø l`tukRedrk ikbZ tkrh gSA
(vii) fMLxzkfiQ;k (Dysgraphia)
Ø IQ, 140 ls Åij gksrh gSA
(a) fy[kus laca/h v{kerkA

! !
Ø rdZ'kfDr vPNh gksrh gSA
(b) Bhd ls ugha fy[k ikukA

N N
Ø 'kCn Kku foLr`r gksrk gSA
(c) gkFk] gFksyh ;k vaxqfy;ksa laca/h xM+cfM+;k¡A

R R
Ø ekSfyd fparu dj ldrs gSaA
(d) efLr"d laca/h dqN xM+cfM+;k¡A

A A
Ø PWD (Physical With Disability) = 1995 = 7 disability
(viii) fMLdSYdqfy;k (Dyscalculia)

E E
Ø RPWD (Right to Person With Disability) = 2016 esa ;g PWD 1995 dks Revise fd;k x;k FkkA

L L
(a) xf.kr] vadxf.kr le>us esa dfBukbZA blesa 21 Disability dks 'kkfey fd;k x;k gSA
(b) bls U;weysfDl;k Hkh dgk tkrk gSA Ø RPWD, 15 twu 2017 ls ykxw gqvk FkkA

(c) • xzkfiQdy • vkWfM;ksXuksfVd Ø 21 Disability dk ukeµ

• ySfDldy • ocZy (i) va/kiu (xii) th.kZraf=kdk laca/h
(d) efLr"d laca/h dqN xM+cfM+;k¡A (ii) n`f"V ckf/r (xiii) fof'k"V fy[kus dh v{kerk
(ix) fMLFkhfe;k (Dysthymia) (iii) dq"Bjksx ls ihfM+r (xiv) eYVhiy Ldsysjksfll
(iv) Jo.k gkfu (xv) Hkk"k.k @ Hkk"kk fodykaxrk
(a) xaHkhj ruko dh voLFkk
(v) yksdkseksVj fodykaxrk (xvi) FkSysflfe;k
(b) O;fDr dh eu%fLFkfr ges'kk fuEu gksrh gSA (vi) ckSukiu (xvii) gheksfiQfy;k
(c) ckyd dk vf/xe izHkkfor gksrk gSA (vii) ckSf¼d fodykaxrk (xviii) fliQy lsy jksx

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 (viii)ekufld fcekjh (xix) cgjkiu @ dbZ fodykaxrk RTE Act, 2009
(ix) vkWfVTe LisVªe fodkj (xx) ,flM vVSd ihfM+r Ø f'k{kk dk vf/dkj vf/fu;e (RTE = Right to Education Act) 2009 esa rS;kj gqvk] ijarq 1 vizSy 2010 esa
(x) lsjscze ikYlh (xxi) ikfdZlal jksx ykxw gqvkA viokn (J&K)
(xi) eqLiwQyj fMLVªkWiQh Ø lafo/ku dk 86ok¡ la'kks/u 2002 esa Article 21-A ds varxrZ fu%'kqYd f'k{kk ,oa vfuok;Z f'k{kk] cPpksa dks
nsus dk izko/ku fd;k x;kA
Ø 6 ls 14 o"kZ ds cPpksa dks fu%'kqYdA vfuok;Z f'k{kk nh tk,A
Ø Disabled cPpksa ds fy, vk;q lewg 6 ls 18 o"kZ gksrk gSaA
Ø Age ds vuqlkj d{kk esa ukekadu dk izko/ku gksxkA (Age wise homogenouse class)
´ Ø (RTE) ds dqN egRoiw.kZ fu"ks/ (Prohibitions)
(i) cPpksa dks 'kkjhfjd ;k ekufld ltk ugha nsuk gSA (No Corporal punishment)

' s ' s
(ii) mez ds vuqlkj lh/k ukekadu dksbZ test ughaA

et et
(iii) No Admission Fee
(iv) Government Teachers dks Private Tution fu;e ds fo#¼ gSA

L L
(v) fcuk ekU;rk ds Ldwy pykuk euk gSA
(vi) Private Schools esa BPL (EWS) Nk=kksa dks 25% vfrfjDr NwV dk izko/ku gSA
(vii) 30:1 ^^cPpksa % f'k{kd** dk gksuk pkfg,A izkFkfed Lrj ds fy,A
(viii) izkFkfed LowQy cPps ds ?kj ls 1km ds nk;js esa o mPp izkFkfed 3km nwjh ij gksuk pkfg,A

! !
Ø d{kk 1 to 5th esa ,d o"kZ esa de ls de 200 working days fo|ky; [kqyuk @ pyuk pkfg,A

N N
Ø d{kk 6 to 8th esa ,d o"kZ esa de ls de 220 working days gksus pkfg,A

R R
Ø 1st to 5th dk teacher = PRT

A A
6th to 10th dk teacher = TGT

E E
11th to 12th dk lecturer = PGT

L L
Ø 1st to 5th = Primary School = 30 : 1 (Pupil teacher ratio)
6th to 8th = Elementary School = 35 : 1 (Pupil teacher ratio)
9th to 10th = Secondary School
11th to 12th = Senior Secondary School
Ø d{kk 1 to 5th esa ,d o"kZ esa de ls de 800 ?kaVs i<+kbZ gksuh pkfg,A
Ø d{kk 6th to 8th esa ,d o"kZ esa de ls de 1000 ?kaVs i<+kbZ gksuh pkfg,A
Ø ,d f'k{kd dks ,d lIrkg esa 45 hours dke djuk gSA ftlesa f'k{k.k lkexzh prepare dk le; Hkh
lfEefyr gSA (Including preparatory hours)
Ø Above 150 Children = 5 Teacher + 1 Head Teacher.

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jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005 (National Curriculum Framework 2005) Ø lekthdj.k dh bZdkb;k¡
Ø NCF 2005 is one of the four NCF published in 1975, 1988, 2000 and 2005 by the NCERT in India. (i) ifjokj (Family)
Ø NCF 2005 ds vuqlkj Ldwyh f'k{kk ikB`;&iqLrd osaQfnzr u gksdj ^^cky osaQfnzr** gksA (ii) fo|ky; (School)
Ø NCF 2005 dk vuqokn lafo/ku dh 8oha vuqlwph esa nh x;h (22 Hkk"kk,¡) Hkk"kkvksa esa Hkh fd;k x;k gSA (iii) vè;kid (Teacher)
Ø NCF 2005 dks ^^izksisQlj ;'kiky** dh vè;{krk esa rS;kj fd;k x;kA
(iv) ehfM;k (Media)
Ø jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005 ds eq[; mn~ns';µ
Ø cPps ds lekthdj.k ds eq[;r% nks rjg dh ,tsalh;k¡µ
(i) Kku dks Ldwy ds ckgjh thou ls tksM+k tk,A
(i) lfØ; ,tsalh (Active Agency)% tgk¡ cPpk lfØ; gksrk gSA cPps ij lh/k izHkko iM+rk gSA
(ii) i<+kbZ dks jVar iz.kkyh ls eqDr fd;k tk,A (ifjokj] nksLr] iM+kslh] fj'rsnkj] LokLF;&Dyc] Ldwy)
(iii) ikB~;p;kZ @ ikB~;iqLrd osaQfnzr u gksA (ii) fuf"Ø; ,tsalh (Passive Agency)% cPps ij lh/k izHkko ugha iM+rk gSA
fo|ky; esa nh tkuh okyh f'k{kk dks fofHkUu izdkj dh xfrfof/;ksa ls tksM+k tk,A

s s
(iv) (iqfyl LVs'ku lkoZtfud iqLrdky;] jsyos LVs'ku] ,;jiksVZ)

' '
jk"Vªh; ewY;ksa ds izfr vkLFkkoku fo|kFkhZ rS;kj fd;s tk,A

et et
(v) Ø ,d f'k{kd ds :i esa eSa Cameraman dh txg Cameraperson dk mi;ksx djuk mfpr le>saxsA
Note : fcuk Hkkj ds vf/xe ;k Learning Without Burden 1993 report based Cameraman → Camera-Person

L L
Ø NCF 2005, ik¡p fof/;ksa ij tksj nsrk gSµ Chairman → Chair-Person.
(i) djds lh[kukA (Learning by Doing) ckyosaQfnzr f'k{kk (Child Centered Education)
(ii) fujh{k.k fof/ (Inspection Method) Ø ckyosaQfnzr f'k{kk ds leFkZd ^^tkWu Mhoh** FksA
(iii) ijh{k.k fof/ (Test Method) blesa cPpksa ds Needs ds vuqlkj, Activities, Plan fd, tkrs gSaA

! !
Ø
(iv) lkewfgd fof/ (Group learning) Ø cPps ftKklq] jpukRed vkSj lh[kus dh tUetkr {kerk j[krs gSaA

N N
(v) fefJr fof/ (Mixed Method) Hkkjr esa ckyosaQfnzr f'k{kk dk Js; ^^xhtw HkkbZ c/sdk** dks fn;k tkrk gSA

R R
Ø
Ø NCF 2005 esa ^^jpukokn** dh le> izkIr gksrh gSA (Based on Constructivism) izxfr'khy fo|ky; 1896 esa [kksys x, FksA

A A
Ø
Ø NCF 2005 ds vuqlkj ,d f'k{kd dh Hkwfedk lqfo/knkrk tSlh gksuh pkfg,A (Teacher as facilitator)

E E
Ø izxfr'khy fo|ky; esa ^^djds lh[kus** ij tksj fn;k tkrk gSA
Ø NCF 2005 ds vuqlkj vaxzsth lh[kkus dk mn~ns'; ^^cgqHkk"kkokn** gksuh pkfg,A (Multilingualism)

L L
Ø izxfr'khy fo|ky; esa cPpk lek/kudÙkkZ cus vkSj egRoiw.kZ dkS'ky o fparu lh[ksA
Ø NCF 2005, ^^djds lh[kus ij** cy nsrk gSA (Learning by doing) Ø cPpk orZeku thou ds fy, lh[ksA (Learning for present life)
lkekthdj.k (Socialization) Ø lai.w kZ :i ls ikB~;iqLrd (Textbook) dks Hkxoku ekuuk xyr gSA ;g ,d ek=k lk/u dk izdkj gSA
Ø lekthdj.k ,d ,slh izfØ;k gSA ftlesa ekuo lekt }kjk lh[krk gS vkSj ;g iwjs thou rd fujarj pyrh gSA Ø izxfr'khy f'k{kk @ Ldwy esa la;qDr jkT; vesjhdk (USA) ds euksoSKkfud ^^tkWu Mhoh** dk ;ksxnku gSA
Ø lekthdj.k dh izfØ;k ls izHkkfor gksrh gS% Ø Learning is a social, active and democratic process. (vf/xe ,d lkekftd] lfØ; o yksdrkaf=kd
(i) ikyu&iks"k.k izfØ;k gksuh pkfg,)
(ii) lg;ksx Ø vf/xe izfØ;k esa =kqfV;k¡ (errors) ,d LokHkkfod fgLlk gSAa Errors ls cPps dh Thinking dk irk pyrk gSA
(iii) vuqdj.k Ø dbZ ckj cPps oqQN Hkzkafr;k¡ cuk ysrs gSa% ftUgsa xyr laizR;; (Wrong concepts) uk dg dj Alternative/
(iv) iqjLdkj ,oa n.M Naive Conceptions dgk tkrk gSA Classroom Discussion ls bUgsa Bhd fd;k tk ldrk gSA

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 Ø tkWu Mhoh us f'k{kk dks ^^f=k/zqoh;** iz.kkyh crk;kµ (Education is a Tripolar process) (vi) vFkZ (Semantics) foU;kl (Meaning Arrangement)
(i) f'k{kd (Teacher) → Lora=k pj (Independent) • okD; foU;kl dk lkFkZd vFkZ
(ii) ckyd (Student) → vkfJr pj (Dependent) • eksgu ds ikl ,d iqLrd gSA (ü)
(iii) ikB~;Øe (Curriculum) → eè;LFk pj (Interviening) • eksgu ds ikl gS ,d iqLrdA (×)
Ø CRT = Criterion Referenced Test
Hkk"kk (Language)
Ø Hkk"kk blesa fixed, % / Marks gksrk gSA
Example: 33% (12th), 60% (CTET)
(i) ekSf[kd
NRT = Norm Referenced Tests
(ii) fyf[kr
(iii) lkadsfrd blesa ,d&nwljs ls high score ykdj Selection ysuk gksrk gSA Eg. (KVS, DSSSB) - Merit Based.

s s
Portfolio

' '
Ø Hkk"kk dk LoHkko ,oa Øe
iksVZiQksfy;ks ,d izdkj dh iQkby gksrk gSA ftlesa fdlh O;fDr ;k ckyd ds thou ds lHkh {ks=kksa dk Øec¼

et et
(i) euksoSKkfud Øe tkudkjh ,df=kr djds j[kh tkrh gSA ;kuh fdlh ckyd dh D;k miyfC/;k¡ gSa D;k dfe;k¡ gSa bu lHkh tkudkjh
lquuk → cksyuk → i<+uk → fy[kuk (lqcksify) iksVZiQksfy;ksa esa lafpr jgrk gSA

L L
Listening → Speaking → Reading → Writing (LSRW) Gender (fyax)
(ii) ekaVsljh ds vuqlkj Ø Gender ,d lkekftd (Social) lajpuk gSA
lquuk → cksyuk → fy[kuk → i<+uk Ø Sex ,d tSfod (Biological) lajpuk gSA

! !
Listening → Speaking → Writing → Reading Ø Gender Stereotype fyax :f<+c¼rk

N N
Ø pkseLdh Hkk"kk dks tUetkr ekurs Fks vFkkZr~ cPps Hkk"kk lh[kus dh {kerk ds lkFk iSnk gksrs gSaA tSls ÑUnu lekt esa efgykvksa o iq#"kksa dks ysdj pyh vk jgh :f<+oknh /kj.kk,¡
(jksuk)] lkadsfrd] bR;kfnA (Chomsky – Innate ability to acquire language)

R R
tSls& efgyk,¡ xf.kr esa detksj gksrh gS]

A A
Ø Hkk"kk ds Hkkx @ :i iq#"k jksrs ugha gSA

E E
(i) Lofue (Phoneme) Ø Gender Bias (fyax i{kikr)

L L
• èofu dh lcls NksVh bdkbZA Ø ,d f'k{kd dks Girls o Boys esa Gender parity
• v] d] p] t] iQ] bR;kfnA (Ch, ph, th)
(fyax lerk j[kuh pkfg, o Gender Neutral Language)
(ii) :fie (Morpheme)
(fyax rVLFk Hkk"kk dk iz;ksx djuk pkfg,A) Gender Neutral Language tSlµ
s Cameraman (×) Cameraperson
• 'kCn dk NksVk :i (ü)
• iSu] dkWih] jke] bR;kfnA
(iii) okD; (Syntax) foU;kl (Sentence Arrangement)
• Hkk"kk ds fu;e
qqq
• dÙkkZ us] deZ dks] dj.k ls vkfnA

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Bloom's Taxonomy
Ø Bloom us Learning ds rhu i{k fn, gSa%
C – Cognitive (laKkukRed) Head

A – Affective (laosxkRed) Heart/Emotions National Education Policy 2020

P – Psychomotor (xR;kRed) Hand/Conative By Himanshi Singh

Ø Dr. K. Kasturirangan Committee Report (31 May, 2019)

Ø MHRD renamed as Education Ministry.

' s ' s
l 5+3+3+4 = New Format. 5324 Trick

et et
l Teacher Education
l Language (Hkk"kk)

L L
l Inclusivity (lekos'ku)
Ø 5 = (3-8 years) – Foundational ewyHkwr pj.kA
Ø 3 = (8-11 years) – Preparatory izkjfEHkd pj.kA
Ø 3 = (11-14 years) – Middle eè; pj.kA

! !
Ø 4 = (14-18 years) – Secondary ekè;fed pj.kA

AR
Thorndike (Trial and Error Theory)
N Q. What is the structure of school education
as recommended by the National Eduation

A R N
iz- jk"Vªh; f'k{kk uhfr 2020 }kjk vuq'kaflr LowQyh
f'k{kk dh lajpuk D;k gS\

E E
Policy 2020?
Ø Thorndike gave 3 Primary laws of learning :

L L
1. 5 + 3 + 3 + 4 1- 5 $ 3 $ 3 $ 4
2. 2 + 3 + 3 + 4 2- 2 $ 3 $ 3 $ 4
3. 2 + 5 + 3 + 2 + 2 3- 2 $ 5 $ 3 $ 2 $ 2
4. 5 + 3 + 3 + 2 + 2 4- 5 $ 3 $ 3 $ 2 $ 2
A. 1 A. 1
B. 2 B. 2
C. 3 C. 3
D. 4 D. 4
Ans. A

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 Q. In the context of assessment, what kind iz- jk"Vª f'k{kk uhfr (,u- bZ- ih-) 2020 esa]
of report card for students has been vkdyu ds lanHkZ esa fo|kfFkZ;ksa ds fy, fdl
proposed in National Education Policy
(NEP) 2020? çdkj dk çxfr i=k çLrkfor fd;k x;k gS\
A. Report cards specifying relative performance A. ,sls çxfr i=k ftl esa fo|kfFkZ;ksa ”ds çn'kZu dks
of the student in comparison to others vU;ksa dh rqyuk esa lkisf{kr fd;k gksA
B. Report cards of students performance in B. o"kZ i;ZUr isij vkSj isafly ijh{k.k esa fo|kfFkZ;ksa
paper and pencil tests through the year.
ds çn'kZu dk çxfr i=k
C. 360 degree multi-dimensional report card
C. 360 fMxzh cgqvk;keh çxfr i=k
D. summative uni-dimensional report cards
D. ;ksxkRed ,dvk;keh çxfr i=k
Ans. C

et ' s et ' s
L L
N ! N!
AR A R
L E L E

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 et ' s et ' s
L L
Ø Reduction in curriculum content to enhance essential learning and critical thinking
Ø Gender inclusion fund.
Ø KGBV up to grade 12.
Ø Reduction in the curriculum to core concepts.
Ø Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Enjoyable, and

! !
Engaging.
Ø Recognizing, identifying and fostering the unique capabilities of each student.

N N
Ø Respect for diversity and respect for the local context.
21st Century Skills

R R
Ø Full equity and inclusion.

A A
Ø gender identities 1. Critical Thinking 2. Creativity

E E
Ø socio-cultural identities 3. Collaboration 4. Communication
Ø geographical identities

L L
5. Information Literacy 6. Media Literacy
Ø Disabilities 7. Technological literacy 8. Leadership
Ø socio-economic conditions.
9. Initiative 10. Productivity
Ø Socially and Economically Disadvantaged Groups (SEDGs)
11. Social Skills 12. Flexibility
Ø On Language
l No language is being imposed. Ø Critical Thinking
l Mother tongue or regional language till grade 5. l Adla Badli (Impromptu debate)
l Sanskrit as an option at all levels. l Ask Yourself (Made Questions)
l Three language formula. l Gol Mol (Asking Riddles)
l Multi-lingual flexibility is still the basis for the new NEP 2020. l Gap Fill in
l ISL (Indian Sign Language). l Puchho to samjhe (Cross questioning)

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 Ø Innovation
Metacognition (ijklaKku)
l Project Based Learning
l Virtual Reality
l Two is Enough
l Let them Free
l Give them a Break
Ø Collaboration
l Save the last word for me
l Hands on Project ;kfu laKku ds ijs lksp ikuk] Plan dj ikuk o ewY;kadu dj ikukA
l Chain Game i.e. Thinking about thinking
l Search to Win Awareness about awareness
l Dumbcharades

s s
Ø Communication

et ' et '
l Guide for the Blindfold
l Feeling are Important
Talk-in-Paris

L L
l

l Silence-talk day
l Students Class
Ø ICT Literacy, Information Literacy, Media Literacy
l Design an app
Designing a Blog, Website, PPT

! !
l

l Know-how

N N
l Teach-Learn-Copy

R R
Ø Flexibility and Adaptability

A A
l Different uses of household items
Make up a new Game

E E
l

l Flipped Classroom Ø Awareness and Understanding of one's own thought processes.

L L
l Shuffle Ø 4 Important Points of Metacognition
l Plan & Organise
Q. The shift proposed in National Education iz- jk"Vªh; f'k{kk uhfr 2020 esa çLrkfor cnyko
Policy 2020 is from – l Monitor your own work
gS
A. standardization to flexibility l Direct your learning
A. ekudhdj.k ls yphykiu
B. formative to summative assessment l Self-reflection
C. conceptual understanding to learning for exams B. jpukRed ewY;kadu ls ;ksxkRed ewY;kadu
D. multidisciplinary to rigidity C. lajpukvksa dh le> ls ijh{kk ds fy, lh•uk
D. cgqfo"k;drk ls dBksjrk
Ans. A

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 Q. Knowledge or awareness of self as knower’ iz- Lo;a ds Kkrk gksus dk Kku ;k tkx:drk D;k
depicts: Your Key Points Here !
n'kkZrh gS\
A. Metacognition A. vf/laKku
B. Misconception B. Hkzkafr
C. Mnemonics C. Le`fr&lgk;d fof/
D. Motivation D. vfHkçsj.kk
Ans. A
Q. Critical thinking involves iz- fuEu esa ls lekykspukRed fparu esa D;k
i) metacognition 'kkfey gS\
ii) analysis (i) ijklaKku

iii) reflection (ii) fo'ys"k.k

s s
(iii) euu

' '
A. i), ii), iii)

et et
A. i, ii, iii
B. i), ii)
B. i, ii
C. ii), iii) C. ii, iii

L L
D. i), iii) D. i, iii
Ans. A

Q. __________ involves self-awareness and iz- Lotkx:drk ,oa laKkukRed {kerkvksa dk

control of cognitive abilities, e.g., planning, fu;a=k.k] tSls&;kstuk cukuk] leh{kk djuk
reviewing and revising, etc. vkSj la'kks/u djuk bR;kfn -------------- esa

! !
A. Centration varfuZfgr gSaA

N N
B. Metacognition A. dsaæhdj.k

R R
C. Cognition B. laKkucks/

A A
D. Accommodation C. laKku
D. lek;kstu

E E
Ans. B

L L
Q. Metacognition is - iz- ijklaKku@vf/laKku D;k gS\
A. intuitive theories that children construct about A. lgt fl¼kar tks cPps vius vkl&ikl dh ?kVukvksa
everyday phenomenon. ds ckjs esa x<+rs gSaA
B. the process of thinking about one’s own
thinking. B. viuh •qn dh lksp ds ckjs esa lkspus dh çfrfØ;k
C. the process of modifying existing schemes to C. ubZ tkudkjh dks lek;ksftr djus ds fy, ekStwnk
accommodate new information. Ldhek esa :ikarj.kA
D. a visual and hierarchical representation of
D. fofHkUu mi&lajpukvksa dk n`';d o oxhZÑr
various sub-concepts.
fu:i.k
Ans. B
qqq
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