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Concept of development (meaning, principles and objectives).\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopment as multidimensional and plural\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e?Development through the life span (stages)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopmental ways as continuous and discontinuous.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eChildhood as modern construct (knowledge- creator) in the context of poverty, globalization and modern culture\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eCommonalities and diversities within the notion of childhood with reference to Indian context\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-2: Physical-Motor Development? ? ? ? ? ?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eGrowth and Maturation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eGross and fine motor development skills in infancy, pre-school children and elementary children\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eRole of parents and teachers in providing opportunities for physical-motor development, for example, play.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-3: Social Development\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eConcept of socialization: Family environment, Parent-child relationships, Child rearing practices\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSeparation of parents : Children in creches, orphanages etc.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSchooling: peer influences, Teacher-child relationships, out of school experiences\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopment of children through socialization process\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePersonality development? Freudian stages of development\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePsycho-social development? stages as proposed by Erikson\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSocial theories and Gender development-meaning of gender roles, influences of gender roles, stereotypes and gender in playground\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-4: Self and Moral development? ? ? ? ? ? ?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eA sense of self : Self-description, self-concept, self-esteem, social comparison, internalization and self-control\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eMoral development : perspectives of Lawrence Kohlberg\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-5: Emotional Development? ??\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopment of emotions and ability to regulate them (Love, affection, fear, anger, jealousy etc.)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopment of emotions at different stages (pre-school, late childhood and pubertal stages)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e?Development of emotions as continuous and discontinuous\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-6: Learning? ? ? ? ? ? ? ??\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eLearning : Concept of learning (meaning, principles and objectives) basic theories of learning\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eLearning : ideas of behaviorism\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eBasic architecture of the mind (working memory, long term memory, attention, encoding and retrieval)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-7: Cognition? ? ? ? ? ? ??\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eConstructivism: introduction to the concept, Piaget?s theory: what is learning, structures and processes of cognitive development, children?s thinking, and implications for teaching learning.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eVygotsky?s theory?introduction, the general genetic law, concept of zone of proximal development tools and symbols in development, implications for teaching.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eIndividual and socio-cultural differences in cognition understanding learning difficulties, terms of exclusion and inclusion and impact.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-8: Play? ? ? ?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eMeaning of Play: Characteristics, kinds and types of Play\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eFunctions of Play: Linkages with the physical, social, emotional, language, cognitive and motor development of children\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eCross Cultural \u0026amp; Socio-Economic differences in children?s play\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eGames and group dynamics, rules of games and how children learn to negotiate differences and resolve conflict.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-9: Language? ? ? ? ? ? ? ?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePerspectives in Language development (with reference to how children acquire language at early age) : Skinner, Social Learning Theory of Bandura and Walters\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eThe use of Language : Turn taking, interaction, conversations and listening\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eBilingual or Multilingual children: Implications for teachers, multilingual classrooms, storytelling as a pedagogic tool\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eUnit-10: Communication?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eHow do children communicate?\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSocio-cultural variations in Language: Accents, difference in communication for a multilingual classroom.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Rita Publications","offers":[{"title":"Default Title","offer_id":49162503520560,"sku":"RitaPublication_0317","price":187.0,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0690\/9968\/4144\/files\/rita-publications-book-default-title-cc-01-prathomik-sikshak-sikshane-sishu-siksha-38960633020720.jpg?v=1753017942"},{"product_id":"cc-01_child-studies_deled_part-1","title":"CC-01_Child Studies_DElEd_Part-1","description":"\u003cdiv\u003e\u003cb\u003eCC-01_Child Studies_DElEd_Part-1\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003e\u003cbr\u003e\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-1: Perspectives in Development\u003cspan\u003e \u003c\/span\u003e\u003cspan\u003e \u003c\/span\u003eClass-8 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eIntroduction to perspectives in development—Concept of development (meaning, principles and objectives).\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment as multidimensional and plural\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment through the life span (stages)\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopmental ways as continuous and discontinuous.\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eChildhood as modern construct (knowledge-creator) in the context of poverty, globalization and modern culture\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eCommonalities and diversities within the notion of childhood with reference to Indian context\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-2: Physical-Motor Development\u003cspan\u003e \u003c\/span\u003eClass-7 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eGrowth and Maturation\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eGross and fine motor development skills in infancy, pre-school children and elementary children\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eRole of parents and teachers in providing opportunities for physical-motor development, for example, play.\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-3: Social Development\u003cspan\u003e \u003c\/span\u003e\u003cspan\u003e \u003c\/span\u003eClass-10 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eConcept of socialization: Family environment, Parent-child relationships, Child rearing practices\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eSeparation of parents: Children in creches, orphanages etc.\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eSchooling: peer influences, Teacher-child relationships, out of school experiences\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment of children through socialization process\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003ePersonality development: Freudian stages of development\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003ePsycho-social development: Stages as proposed by Erikson\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eSocial theories and Gender development-meaning of gender roles, influences of gender roles, stereotypes and gender in playground\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-4: Self and Moral development\u003cspan\u003e \u003c\/span\u003e\u003cspan\u003e \u003c\/span\u003eClass-7 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eA sense of self: Self-description, self-concept, self-esteem, social comparison, internalization and self-control\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eMoral development: perspectives of Lawrence Kohlberg\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-5: Emotional Development\u003cspan\u003e \u003c\/span\u003eClass-8 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment of emotions and ability to regulate them (Love, affection, fear, anger, jealousy etc.)\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment of emotions at different stages (pre-school, late childhood and pubertal stages)\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment of emotions as continuous and discontinuous\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-6: Learning\u003cspan\u003e \u003c\/span\u003e\u003cspan\u003e \u003c\/span\u003eClass- 9 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eLearning: Concept of learning (meaning, principles and objectives) basic theories of learning\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eLearning: ideas of behaviorism\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eBasic architecture of the mind (working memory, long term memory, attention, encoding and retrieval)\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-7: Cognition\u003cspan\u003e \u003c\/span\u003eClass-11 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eConstructivism: introduction to the concept, Piaget’s theory: what is learning, structures and processes of cognitive development, children’s thinking, and implications for teaching learning.\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eVygotsky’s theory: introduction, the general genetic law, concept of zone of proximal development tools and symbols in development, implications for teaching.\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eIndividual and socio-cultural differences in cognition understanding learning difficulties, terms of exclusion and inclusion and impact.\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-8: Play\u003cspan\u003e \u003c\/span\u003eClass-10 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eMeaning of Play: Characteristics, kinds and types of Play\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eFunctions of Play: Linkages with the physical, social, emotional, language, cognitive and motor development of children\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eCross Cultural \u0026amp; Socio-Economic differences in children’s play\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eGames and group dynamics, rules of games and how children learn to negotiate differences and resolve conflict.\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-9: Language\u003cspan\u003e \u003c\/span\u003eClass-10 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003ePerspectives in Language development (with reference to how children acquire language at early age) : Skinner, Social Learning Theory of Bandura and Walters\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eThe use of Language: Turn taking, interaction, conversations and listening\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eBilingual or Multilingual children: Implications for teachers, multilingual classrooms, storytelling as a pedagogic tool\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-10: Communication\u003cspan\u003e \u003c\/span\u003eClass-10 Hours \u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eHow do children communicate ?\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eSocio-cultural variations in Language: Accents, difference in communication for a multilingual classroom.\u003c\/div\u003e","brand":"Rita Publications","offers":[{"title":"Default Title","offer_id":49162557587760,"sku":"RitaPublication_9789391200572","price":204.0,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0690\/9968\/4144\/files\/rita-publications-book-default-title-cc-01_child-studies_deled_part-1-38960819634480.jpg?v=1753017952"},{"product_id":"general-knowledge-2025-based-on-ncert-pattern-pcs-railway-banking-nda-cds-ssc-and-other-competitive-exams-tarun-goyal-and-tgc-team-perfect-paperback-tarun-goyal","title":"General Knowledge 2025 (Based on NCERT Pattern) | PCS | Railway | Banking | NDA |CDS | SSC and other competitive Exams Tarun Goyal and TGC Team [Perfect Paperback] Tarun Goyal","description":"\u003cp\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Tarun Goyal Classes\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eBrand:\u003c\/b\u003e Tarun Goyal Classes\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eEdition:\u003c\/b\u003e 2024\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eBinding:\u003c\/b\u003e paperback\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eNumber Of Pages:\u003c\/b\u003e 608\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRelease Date:\u003c\/b\u003e 01-12-2024\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDetails:\u003c\/b\u003e For UPSC Civil Services, PCS, State PCS Combined Defence Services (CDS), National Defence Academy (NDA), Railway Recruitment Boards (RRBs), Special Class Railway Apprentices (SCRA), Indian Forest Services (IFS), Indian Economic Services (IES), Combined Engineering Services, Bank Probationary Officers (P.O.\/T.O.\/A.0.), L.I.C., G.L.C. (A.A.O.), R.B.I. Grade 'A' and 'B', other Administrative Officers Examinations, MBA, MCA, BCA, BBA entrance tests.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eEAN:\u003c\/b\u003e 9789393862792\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePackage Dimensions:\u003c\/b\u003e 9.1 x 6.3 x 0.6 inches\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLanguages:\u003c\/b\u003e English\u003c\/p\u003e","brand":"Tarun Goyal Classes","offers":[{"title":"Default Title","offer_id":49163061788976,"sku":"9.79E+12","price":201.0,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0690\/9968\/4144\/files\/tarun-goyal-classes-book-default-title-general-knowledge-2025-based-on-ncert-pattern-pcs-railway-banking-nda-cds-ssc-and-other-competitive-exams-tarun-goyal-and-tgc-team-perfect-paperback-tarun-goyal-38962693898544.jpg?v=1753018037"},{"product_id":"how-to-read-a-book","title":"How To Read A Book","description":"\u003cp\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Adler, Mortimer J.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBrand:\u003c\/b\u003e Touchstone\u003c\/p\u003e\u003cp\u003e\u003cb\u003eColor:\u003c\/b\u003e Multicolor\u003c\/p\u003e\u003cp\u003e\u003cb\u003eEdition:\u003c\/b\u003e Revised\u003c\/p\u003e\u003cp\u003e\u003cb\u003eFeatures:\u003c\/b\u003e \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eSimon \u0026amp; Schuster\u003c\/li\u003e\n\u003cli\u003eCondition : Good\u003c\/li\u003e\n\u003cli\u003eEasy to read text\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cb\u003eBinding:\u003c\/b\u003e Paperback\u003c\/p\u003e\u003cp\u003e\u003cb\u003eNumber Of Pages:\u003c\/b\u003e 426\u003c\/p\u003e\u003cp\u003e\u003cb\u003eRelease Date:\u003c\/b\u003e 01-09-1972\u003c\/p\u003e\u003cp\u003e\u003cb\u003emodel number:\u003c\/b\u003e 0671212095\u003c\/p\u003e\u003cp\u003e\u003cb\u003ePart Number:\u003c\/b\u003e 0671212095\u003c\/p\u003e\u003cp\u003e\u003cb\u003eDetails:\u003c\/b\u003e With half a million copies in print, How to Read a Book is the best and most successful guide to reading comprehension for the general reader, completely rewritten and updated with new material. A CNN Book of the Week: “Explains not just why we should read books, but how we should read them. It's masterfully done.” –Farheed ZakariaOriginally published in 1940, this book is a rare phenomenon, a living classic that introduces and elucidates the various levels of reading and how to achieve them—from elementary reading, through systematic skimming and inspectional reading, to speed reading. Readers will learn when and how to “judge a book by its cover,” and also how to X-ray it, read critically, and extract the author’s message from the text. Also included is instruction in the different techniques that work best for reading particular genres, such as practical books, imaginative literature, plays, poetry, history, science and mathematics, philosophy and social science works. Finally, the authors offer a recommended reading list and supply reading tests you can use measure your own progress in reading skills, comprehension, and speed.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eEAN:\u003c\/b\u003e 9780671212094\u003c\/p\u003e\u003cp\u003e\u003cb\u003ePackage Dimensions:\u003c\/b\u003e 8.1 x 5.3 x 1.3 inches\u003c\/p\u003e\u003cp\u003e\u003cb\u003eLanguages:\u003c\/b\u003e English\u003c\/p\u003e","brand":"Touchstone","offers":[{"title":"Default Title","offer_id":49166257324336,"sku":"Prakash_9780671212094","price":480.0,"currency_code":"INR","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0690\/9968\/4144\/files\/touchstone-book-default-title-how-to-read-a-book-38970541179184.jpg?v=1753018094"},{"product_id":"cc-01_sishu-porjobekshon","title":"CC-01_Sishu Porjobekshon","description":"\u003cp\u003e\u003cstrong\u003eSyllabus:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-1: Perspectives in Development? ? ? ? ? ??\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eIntroduction to perspectives in development ? Concept of development (meaning, principles and objectives).\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopment as multidimensional and plural\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e?Development through the life span (stages)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopmental ways as continuous and discontinuous.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eChildhood as modern construct (knowledge- creator) in the context of poverty, globalization and modern culture\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eCommonalities and diversities within the notion of childhood with reference to Indian context\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-2: Physical-Motor Development? ? ? ? ? ?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eGrowth and Maturation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eGross and fine motor development skills in infancy, pre-school children and elementary children\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eRole of parents and teachers in providing opportunities for physical-motor development, for example, play.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-3: Social Development\u003c\/strong\u003e? ? ? ? ? ??\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eConcept of socialization: Family environment, Parent-child relationships, Child rearing practices\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSeparation of parents : Children in creches, orphanages etc.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSchooling: peer influences, Teacher-child relationships, out of school experiences\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopment of children through socialization process\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePersonality development? Freudian stages of development\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePsycho-social development? stages as proposed by Erikson\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSocial theories and Gender development-meaning of gender roles, influences of gender roles, stereotypes and gender in playground\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-4: Self and Moral development? ? ? ? ? ? ?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eA sense of self : Self-description, self-concept, self-esteem, social comparison, internalization and self-control\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eMoral development : perspectives of Lawrence Kohlberg\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-5: Emotional Development? ??\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopment of emotions and ability to regulate them (Love, affection, fear, anger, jealousy etc.)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDevelopment of emotions at different stages (pre-school, late childhood and pubertal stages)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e?Development of emotions as continuous and discontinuous\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-6: Learning? ? ? ? ? ? ? ??\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eLearning : Concept of learning (meaning, principles and objectives) basic theories of learning\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eLearning : ideas of behaviorism\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eBasic architecture of the mind (working memory, long term memory, attention, encoding and retrieval)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-7: Cognition? ? ? ? ? ? ??\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eConstructivism: introduction to the concept, Piaget?s theory: what is learning, structures and processes of cognitive development, children?s thinking, and implications for teaching learning.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eVygotsky?s theory?introduction, the general genetic law, concept of zone of proximal development tools and symbols in development, implications for teaching.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eIndividual and socio-cultural differences in cognition understanding learning difficulties, terms of exclusion and inclusion and impact.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-8: Play? ? ? ?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eMeaning of Play: Characteristics, kinds and types of Play\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eFunctions of Play: Linkages with the physical, social, emotional, language, cognitive and motor development of children\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eCross Cultural \u0026amp; Socio-Economic differences in children?s play\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eGames and group dynamics, rules of games and how children learn to negotiate differences and resolve conflict.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-9: Language? ? ? ? ? ? ? ?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePerspectives in Language development (with reference to how children acquire language at early age) : Skinner, Social Learning Theory of Bandura and Walters\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eThe use of Language : Turn taking, interaction, conversations and listening\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eBilingual or Multilingual children: Implications for teachers, multilingual classrooms, storytelling as a pedagogic tool\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnit-10: Communication?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eHow do children communicate?\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSocio-cultural variations in Language: Accents, difference in communication for a multilingual classroom.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Rita Publications","offers":[{"title":"Default Title","offer_id":49168961536304,"sku":"RitaPublication_20240","price":102.0,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0690\/9968\/4144\/files\/rita-publications-book-default-title-cc-01_sishu-porjobekshon-38980283203888.jpg?v=1753018104"}],"url":"https:\/\/www.retailmaharaj.com\/collections\/teaching-education.oembed?page=602","provider":"Retail Maharaj","version":"1.0","type":"link"}