Part I: Developmental Psychology
Unit I: Educational Psychology for Teachers (8)
1.1 Meaning, Definitions and Nature of Psychology:
1.2 Concept, Objectives and scope of Educational Psychology
1.3 Need of Educational Psychology for Teachers:
Unit II: Human Growth and Development (22)
2.1 Concept of Developmental Psychology:
2.2 Concept of Growth and Development:
2.2.1 Factors affecting Growth and Development:
2.2.2 Similarities and Differences between Growth and Development:
2.3 Main Determinants of Development: Heredity and Environment:
2.4 Characteristics/features of human Development:
2.5 Interrelationship among Growth, maturation and learning:
2.6 Developmental issues: nature and nurture; stability and change; continuity and discontinuity:
2.7 Indigenous understanding practices of growth and development:
2.8 Methods of studying human development: concept, basic features and application (Longitudinal, cross-sectional and case study)
Unit III: Stages of Human Development (25)
3.1 Characteristics and Developmental Tasks of Different Stages of Human Development:
3.2 Puberty
3.2.1 General Introduction
3.2.2 Characteristics of Puberty
3.2.3 Criteria of Puberty
3.2.4 Causes of Puberty
3.2.5 Physical Changes During Puberty
3.2.6 Changes in social behavior
3.2.7 Effects of Puberty Change:
3.2.8 Sources of Concern
3.2.9 Unhappiness at puberty
3.2.10 Control of unhappiness
3.2.11 Hazards of puberty stage
3.3 Adolescence
3.3.1 General Introduction
3.3.2 Characteristics
3.3.3 Developmental Tasks
3.3.4 Physical changes during adolescence
3.3.5 Social change
3.3.6 Family relationship during adolescence
3.3.7 Personality change during adolescence
3.3.8 Adolescenct interests: social, personal and recreational
3.3.9 Hazards of adolescence
3.4 Characteristics and developmental tasks of the following stages: early adulthood, middle age and late adulthood
Unit IV: Child With Special Needs (6)
4.1 Concept of Child with Special Needs
4.2 Major Types of Child with Special Needs:
4.3 Major characteristics of Child with Special Needs:
Unit V: Educational Guidance and Counseling (6)
5.1 Meaning, definition and nature of guidance
5.2 Guidance services: inventory, information, counseling, placement and follow-up and research
5.3 Meaning and techniques of counseling
5.4 Differences between guidance and counseling
Part II: Psychology of Learning
Unit VI: Nature and Principles of Learning: (10)
6.1 Meaning, definition and nature of learning:
6.2 General characteristics of Learning:
6.3 Exceptions of Learning:
6.4 Factors influencing Learning:
6.4.1 Gender Factors:
6.4.2 Physiological Factors:
6.4.3 Psychological Factors:
6.4.4 Environmental Factors:
6.4.5 Instructional Factors:
Unit VII: Different Learning Theories (30)
7.1 Gagne's multiple learning theory
7.2 Classification of learning theories: Behaviorism and Cognitivism
7.3 Behaviorism: classical conditioning, operant conditioning, trial and error (process, features and educational implication)
7.4 Cognitive learning theories: Kohler's insightful learning theory (process, features and educational applications)
7.5 Piaget's cognitive development: process and stages of development and educational implications
7.6 Bandura's social learning theory: effects of modeling on behavior and educational implications
7.7 Vygotsky's social contructivism: process of learning and educational implications
Unit VIII: Motivation and Reinforcement(10)
8.1 Meaning and importance of motivation
8.2 Types of Motives: inborn and acquired
8.3 Maslow's Hierarchy of motivation
8.4 Motives utilized in the classroom: need, goal, orientation, interest, curiocity, competition, knowledge of result, reward and punishment, praise and blame
8.5 Role of the teacher in student motivating in the classroom
8.6 Concept and need of reinforcement
8.7 Types of reinforcement: positive and negative
8.8 Reinforcement schedules and their impact on behaviour
Unit IX: Practice, Retention, Memory and Forgetting:
9.1 Concept and need of practice
9.1.1 Types of practice: mass and distributed, part and whole, blind and reinforced
9.1.2 Teachers' role in managing practice in classroom teaching
9.2 Meaning and process of retention
9.3 Meaning and types of memory
9.3.1 Factors affecting memory
9.3.2 Process/stages of memory: receiving, coding, storage and retrieval
9.3.3 Techniques for improving forgetting
Unit X: Transfer of Learning (8)
10.1 Meaning and types of transfer of learning
10.2 Theories of transfer of learning (mental discipline, identical elements, generalization)
10.3 Educationa implications of transfer of learning
10.4 Factors affecting transfer of learning
10.5 Relationship among memory, forgetting and transfer of learning
Unit XI: Basic Instructional Procedures (15)
11.1 Concept of Instructional Procedure
11.2 Basic Learning Conditions: Contiguity, Practice, Reinforcement, Punishment, Generalizations and Discrimination:
11.3 Verbal Learning: nature, materials, procedures and instructional steps
11.4 Skill Learning: nature and definition of skills, phases of skill learning and instructional steps
11.5 Concept Learning: nature and types of concepts, uses in students' learning and instructional steps
11.6 Creativity learning: Concept and steps of creativity: