Page 100 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes 10.2.3 Development and Learning

The period from infancy to adolescence is one of rapid growth and change. The curriculum
must have a holistic approach to learning and development that is able to see the interconnections
and transcend divisions between physical and mental development, and between individual
development and interaction with others. The precondition for all development is healthy
physical growth of all children. This requires that the basic needs in terms of adequate nutrition,
physical exercise and other psycho-social needs are addressed. Participation of all children in
free play, informal and formal games, yoga and sports activities is essential for their physical
and psycho-social development.The range of abilities as a result of games, sports and yoga will
improve stamina, fine and gross motor skills and dexterities, self-awareness and control, and
coordination in team games. Simple adaptation of playgrounds, equipment and rules can make
activities and games accessible to all children in the school.
Cognition involves the capacity to make sense of the self and the world, through action and
language. Meaningful learning is a generative process of representing and manipulating concrete
things and mental representations, rather than storage and retrieval of information. Thinking,
language (verbal or sign) and doing things are thus intimately inter-twined. This is a process
that begins in infancy, and develops through independent and mediated activities. Initially,
children are cognitively oriented to the here and now, able to reason and act logically on
concrete experiences.
10.2.4 Adolescence
Adolescence is a critical period for the development of self-identity. The process of acquiring a
sense of self is linked to physiological changes, and also learning to negotiate the social and
psychological demands of being young adults. Responsible handling of issues like independence,
intimacy, and peer group dependence are concerns that need to be recognised, and appropriate
support be given to cope with them.
It is important to create an inclusive environment in the classroom for all students, especially
those who are at risk of marginalisation, for instance, students with disabilities. Labelling an
individual student or a group of students as learning disabled etc. creates a sense of helplessness,
inferiority and stigmatisation. It tends to overshadow difficulties that children may be facing in
schools due to diverse socio-cultural backgrounds and inappropriate pedagogical approaches
being used in the classroom. A student with a disability has an equal right to membership of
the same group as all other students. Differences between students must be viewed as resources
for supporting learning rather than as a problem. Inclusion in education is one of the components
of inclusion in society.
Self Assessment
1. Fill in the blanks
(i) The ............. of India guarantees equality of status and opportunity to all citizens.
(ii) The private schools have .................... treats examination results as the sole criterion for
judging quality.
(iii) The aims of education serve as broad ..................... to align educational processes to
chosen ideals and accepted principles.
(iv) ........................ are a craft skills or discipline.

10.3 Implications for Curriculum and Practice

Teaching for Construction of Knowledge In the constructivist perspective, learning is a process
of the construction of knowledge. Learners actively construct their own knowledge by connecting
new ideas to existing ideas on the basis of materials/activities presented to them (experience).
For example, using a text or a set of pictures/visuals on a transport system coupled with

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