UGC NET Paper 2 Education Mock Test - 2 - UGC NET MCQ

A module is a portion of a curriculum. As it is based on a limited number of objectives that the learner is expected to achieve and the school is expected to be able to assess and certify. It is an autonomous portion of the curriculum.

Some essential features of a module are:

• A module aims at developing a clearly identifiable and certifiable portion of the curriculum, expressed in terms of competence objectives.
• The module is decided according to the interest of the learner.
• The module should permit students to work independently of a teacher. so, promote Self-learning.
• The module should connect to the knowledge and interest of the teacher.
• The module is self-sufficient as it has materials and facilities that are easy to obtain.
• It is Self-evaluating. It follows the formative evaluation. In a module, there are questions at the end of each topic.
• It includes statements of learning outcomes, Learning outcomes are statements of what skills, knowledge, or learning a student will have once they have completed the module.

​​Therefore, the essential features of the module are:

• It is self-sufficient
• Self-learning
• Self-evaluation
• Statements of learning outcomes

Meaning and nature of ET (Educational Technology)

• ET is defined as the application of technology to education in order to further the cause of the latter.
• ET helps in providing efficiency to the task of teaching and learning.
• ET provides technical guidance and solution to the problems of education.
• Teaching is communication and education technology can play an effective role in the communication between teacher and students.
• ET is not limited to the use of audio-visual aids and does not symbolize merely educational hardware such as the sophisticated gadgets in education. It employs a combination of all possible human and non-human resources to achieve the desired educational objectives.

Characteristics of Educational Technology

• It is based on scientific and technological advancements.
• It is the application of scientific principles in education.
• It is more a practical discipline and less a theoretical one.
• It is a fast-growing modern discipline.
• It makes use of the research findings of psychology, sociology, engineering, sciences, and social psychology, etc., and applies the same to the field of education.
• It brings pupils, teachers, and technical means together in an effective way.
• It is the science of techniques and methods. It locates the problems in the field of education, remedies them, and ultimately aims at improving the education system.
• It is bound to improve the teacher, the learner, and the teaching-learning process.

Hence, Both the given statements are correct.

I. Educational Technology accepts education as both science and an art.

II. Educational Technology studies the impact of science and techniques on education process.

Divergent Thinking: It is the process of thinking that explores multiple possible solutions to generate creative ideas. It is known as creative thinking. Unlike convergent thinking, divergent thinking relates to figuring out new procedures to solve a problem despite existing solutions.

Key Points 

Characteristics of Divergent Thinking: 

Additional Information

Gifted students have the capability to perform at higher levels compared to others of the same age, experience, and environment. Gifted children have a high degree of general mental ability or extraordinary ability in the specific activity.

Characteristics of Gifted Child:

• Enjoys learning, rapid learner and problem solver
• Ability to think diversely
• High level of intensity
• Adaptability

Hence, it becomes clear that fluency, elaboration, originality, and flexibility are the factors associated with divergent thinking.

The passage explicitly states that NLM participants are encouraged to learn about family planning, conservation of the environment, and the relevance of science.

Key Points

• The passage emphasizes that NLM aims to go beyond basic literacy and numeracy skills and equip individuals with the knowledge and understanding to make informed decisions and contribute positively to society.
• Therefore, the NLM encourages participants to broaden their knowledge and understanding beyond basic literacy and numeracy, encompassing crucial areas.

Hence, the correct answer is all of the above.

Therefore the correct matching is (a) - (iv), (b) - (iii), (c) - (i), (d) - (ii).

Kolb's Learning Styles:

 There are different models of learning styles. One most accepted model is that of David Kolb’s which is based on experiential learning. According to Kolb’s model, there are four major types of learning styles depending on the two approaches toward grasping experience viz. Concrete Experience(CE) and Abstract Conceptualization(AC), as well as two related approaches toward transforming experience viz. Reflective Observation(RO) and Active Experimentation(AO). These four learning styles are: 

Diverging (feeling and watching - CE/RO): 

• Learners with the diverging style is sensitive and are able to look at things from different (divergent) perspectives.
• They prefer to watch rather than do, tending to gather information and use imagination to solve problems.
• They choose to work in groups, to listen with an open mind, and to receive personal feedback.

Assimilating (watching and thinking - AC/RO): 

• Learners with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts.
• They are more attracted to logically sound theories than approaches based on practical value.
• They prefer readings, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking - AC/AE): 

• Learners with a converging learning style can solve problems and will use their learning to find solutions to practical issues.
• They prefer technical tasks and are less concerned with people and interpersonal aspects.
• They can solve problems and make decisions by finding solutions to questions and problems.
• They like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling - CE/AE): 

• The accommodating learning style is ‘hands-on’ and relies on intuition rather than logic.
• These learners use other people’s analysis and prefer to take a practical, experiential approach.
• They are attracted to new challenges and experiences, and to carrying out plans.
• They prefer to work in teams to complete tasks.
• They set targets and actively work in the field trying different ways to achieve an objective.
• Learning style is influenced by learning situations, experiences, and motivation and may be regarded as a link between the personality and cognitive behaviour of the learner.

Hence, we conclude that According to Kolb’s model,following are there in four major types of learning styles:

1. Diverging
2. Assimilating
3. Accommodating

Additional Information

According to David Kolb, experiential learning is based on human experiences and is mostly observed among adult learners. In this type of learning, the experience becomes the learning source, and knowledge is developed from it. Kolb developed a learning model based on the four stages - concrete experience, reflective observation, abstract conceptualism, and active experimentation. The experience is complete when it follows these four stages. 

Continuous and Comprehensive Evaluation, commonly know as 'CCE' has been introduced as a school-based system of evaluation by the CBSE in 2009 with the enactment of the Right to Education Act. Continuous and Comprehensive Evaluation (CCE) aims to evaluate the 'All aspects of the development of the child' as it ensures all-round development of students including cognitive, psychomotor, and affective domains.

Important Points

Objectives of CCE:

• Emphasizing continuity and regularity of assessment.

• Assessing both scholastic and co-scholastic aspects of a child's growth.
• laying emphasis on the thought process and de-emphasize memorization.
• Recording the methods of learning in order to make the required improvements.

• Making evaluations an integral part of learning through diagnostic and remedial teaching.

As per the objectives of CCE, Cumulative Record, Assignments, and Anecdotal Record can be the part of CCE as:

• Cumulative Record records factual information regarding children's achievement, progress, health, etc.
• Anecdotal record is an observation that is written in the form of a story to provide information regarding a student's development over the period.
• Assignment refers to a piece of work allocated to students as part of the course of study. It significantly enhances the learning capabilities of students.
• As per CCE guidelines, some schools have no Parents-Teachers Meeting at all or where it is convened, it remains a few and far between event.

The theory of classical conditioning was proposed by Ivan Pavlov. According to classical conditioning, we learn by making associations and relationships among various stimuli. Baron (2001), has described classical conditioning as “A basic form of learning in which one stimulus comes to serve as a signal for the occurrence of a second stimulus. During classical conditioning, organisms acquire information about the relations between various stimuli, not simple associations between them.” The subjects of learning in this theory are always some kind of automatic, involuntary, or reflexive responses such as heart rate, salivation, vomiting, pupil dilatation, etc.

Ivan Pavlov: -

• Pavlov, a physiologist by profession, was working on the process of digestion on dogs around 1889.
• While measuring the salivation rate of dogs, he observed that his dogs often began to salivate when they smell the food or even at the sight of their empty food pan.
• That is, they start salivating before they actually tasted the food.
• To understand this interesting observation he conducted a study.
• He conducted his study in two trials.
• He called his first trial a conditioning trial.
• During this trial, he presented a neutral stimulus-a bell-that did not affect the dog’s salivation.
• The ringing of a bell was immediately followed by an unconditioned stimulus (UCS)-food-that can produce a dog’s salivation.
• The response that the dog gave after getting food (unconditional stimulus) in the form of salivation was termed as an unconditioned response (UCR) because it did not depend on previous learning.
• This pairing of the ringing of a bell followed by food was done several times.
• After this repetitive pairing, neutral stimulus i.e., bell acquired the characteristics of UCS i.e., food.
• Finally, Pavlov’s dog started giving a conditioned response (CR), i.e., it started salivating in the response to the sound of the bell only.
• The neutral stimulus used by Pavlov in his experiment, i.e., the bell was termed by him as a conditioned stimulus (CS), because initially, the bell had no characteristics of producing salivation in the dog but later under the certain condition it acquired the ability to produce salivation in the dog.

Other Concepts related to classical conditioning:

• Unconditioned stimulus (UCS): The natural stimulus that elicits a natural response. In Pavlov’s experiment, the meat powder was the UCS
  • Unconditioned Stimulus (UCS): A stimulus that can produce response unconditionally and naturally, whenever it is presented. For example, cutting up an onion can make you cry or pollen from a flower can make you sneeze. Here, onion and pollen are two examples of UCS.
• Unconditioned response (UCR): The natural response elicited to the natural stimulus. In Pavlov’s experiment, the salivation was the UCR.
  • Unconditioned Response (UCR): Response for which we do not need any previous learning i.e., which occurs automatically without any condition. As discussed already, ‘crying’ while cutting an onion and ‘sneezing’ are examples of UCR.
• Conditioned stimulus (CS): The neutral stimulus that does not naturally elicit the target response, but may do so after being associated with the UCS a number of times. In Pavlov’s experiment, the sound of the bell was the CS.
  • Conditioned Stimulus (CS): Learning A stimulus that was initially neutral in nature i.e., was not capable of producing any response. Later, with repeated pairing with UCS, it becomes able of predicting a UCS and thus could elicit the response originally meant for UCS only.  
• Conditioned Response (CR): The response we give to a conditioned stimulus because of some experience is known as CR.
  • Conditioned response (CR): The target response similar to the UCR that originally occurred to the UCS only, but after conditioning occurred to CS, even in the absence of the UCS. In Pavlov’s experiment, the salivation that occurred in response to the bell was the CR. Here in the given example, Fear of loud noises is a conditioned response in a child. 

Hence, Fear of loud noises is an unlearned response in a child. It is not surprising therefore, the lightning should build up the same fear. It is an example of Conditioned Response​.

Key Points

Learner:

• Someone who is engaged in learning is called a learner.
• based on different characteristics, learners can be categorized as follows,
  • Age and maturity level
  • Field or context
  • Reflectivity or learning response
  • Learning style
  • Thinking style

Important Points

Characteristics of adolescent learning:

Evaluation is integral to the teaching-learning process as it helps in facilitating student learning and improving instruction. It is a systematic way of collecting information to make a judgment about student learning. It is conducted during different stages of a teaching-learning process, i.e. at the beginning, during, and at the end.

Norm-Referenced Test is one of the approaches to evaluate in the educational setting:

Norm-Referenced Test:

• Norm-Referenced is the traditional class-based assignment of numerals to the attribute being measured. 
• It is an attempt to interpret the test results in terms of the performance of a certain group. This group is a norms group because it serves as a referent of the norm for making the judgment. 
• It is conducted to know the relative position rank of the students in a well-defined population or group.
• It is conducted at the end of a term, naturally school board examinations.
• It is used to ascertain an individual’s status with respect to the performance of other individuals on that test.
• There is no fixed instructional objective.
• The importance is given to the course objectives.
• The measurement is made in terms of a class or any other norm group as the function is to relate the individual to some norm group (class).
• The purpose is to produce response variance, i.e., to see the extent to which an individual varies or differs from the performance of the group to which she/he belongs or does not belong.
• Almost all our classroom tests, standardized tests, and public examinations are NRT as they are interpreted in terms of a particular class, and judgments are formed with reference to the class which is considered as a type.​

Hence, Covering a large domain of learning tasks with just a few items measuring specific tasks,  Emphasizing discrimination among individuals in terms of the relative level of learning, and Interpretation requires a clearly defined group; are the statements which are related to Norm-referenced test.

The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.

It is industrial rather than other types of economy which most enhances the regard for education, because modern industry has become extremely technical, science-based, knowledge- based; and scientific and technical knowledge is gained only through education.

Both are correct as Maya creates an illusory world and contrary view to Brahman but illusory world is not correct explanation of contrary view.

Teaching-learning Process

In the teaching and learning process, communication between a teacher and a student is concerned with the transmission of a message either to increase a student's knowledge or to change his attitudes, his beliefs, or his behavior in some way. Learning can be defined as a process of acquiring knowledge or changing attitudes, behavior, or beliefs by interaction with outside events. 

Nature and objectives of Teaching and Learning

As we have already seen, teaching is a process that involves a series of actions leading to certain outcomes. Teaching, like any other concept, involves certain characteristics. Student learning depends on the quality of teaching to a great extent. Successful teachers know that students pay attention to what they teach.​

• Teaching is a social act because the teacher has to interact with many persons in his/her profession. He/she has to play diverse roles like a planner, facilitator, co-creator of knowledge, leader in the classroom and outside the classroom, manager, counselor, and apart from that, a true human being. learning as a personal act holds that every individual is responsible for his or her own learning. Every child learns at his/her own pace and constructs his/her knowledge actively.
• Teaching implies learning means "No teaching is without learning". The teaching is not to be claimed successful unless some measurable learning achievement takes place. Learning does not imply teaching because learning is a lifelong process that can take place without teaching as well, a learner can learn from other sources like online, books, self-learning material, etc.
• Teaching is an interaction and is triadic in nature because It is a product of interactions between three components of the triadic model; Teaching, subject matter, and learning. Learning is an active engagement in acquiring the knowledge and experience related to the particular subject domain.

NOTE:

• Teaching and learning may be compared to selling and buying commodities. No one sells or buys in the teaching-learning process. There is a transaction of knowledge between teacher and learner. During the teaching-learning process, both teacher and learner learn simultaneously. Therefore, both the teacher and learner deliver and receive knowledge.

Hence we conclude that the best statements that represent the nature and objective of teaching and learning are: 

• Teaching is a social act while learning is a personal act;
• Teaching implies learning whereas learning does not imply teaching;
• Teaching is an interaction and is triadic in nature whereas learning is an active engagement in a subject domain.

University Grants Commission is a statutory organization established by an Act of Parliament in 1956.

Key Points

•  Some of the important recommendations related course are mentioned below: 
  • Candidates were also required to finish this either in the first semester or by the second semester
  • Awarded MPhil or had completed their MPhil were exempted from coursework.
  • Four credits were assigned to courses on research methodology.
  • Candidates should be qualified in research coursework.
• Under Section 3 of the UGC Act, 1956 all Universities & every degree-granting autonomous College and every affiliated college. 

Thus, the correct options are All of the above.

Additional Information

•  It laid down that 60% of the total number of open PhD seats for the academic year will henceforth be filled by NET/JRF-qualified candidates.

Formative assessment is an ongoing process that teachers use to monitor student learning and provide feedback. Work in progress portfolios are an effective tool for formative assessment because they offer a number of benefits.

Key Points

• Work in progress portfolios involve students in the process of assessment by giving them the opportunity to collect and reflect on their own work. This can help students to develop metacognitive skills and to become more self-aware learners.
• Work in progress portfolios also offer insights about the progress of individual students. By tracking student work over time, teachers can identify areas where students are struggling and where they are excelling. This information can be used to provide targeted instruction and support.
• Finally, work-in-progress portfolios offer tangible evidence of student learning. This can be helpful for students, teachers, and parents to track student progress and identify areas where students need additional support.

Therefore, work-in-progress portfolios are an effective tool for formative assessment because they involve students in the process of assessment, offer insights about the progress of individual students, and provide tangible evidence of student learning.

Planning for the effective use of ICTs in education necessitates understanding the potential of technology to meet different educational objectives and, consequently, deciding which of these objectives to pursue.

• This decision affects the choice of technologies and the modalities of use.

Key Points

Following are the four objectives that may be enhanced by ICTs:

1. expanding access to all levels of education;
2. improving the quality of education;
3. enhancing lifelong learning; and
4. facilitating nonformal education

Hence, we can conclude that all of the above are the objectives of ICT.

Learning Disability is a neurological disorder which affects the way one receives and processes information. Learning disabilities are often identified when a child begins to attend school.

Response to Intervention (RTI):

• The RTI was introduced as a part of the reauthorization of the Individuals with Disabilities Education Act (IDEA) that encouraged the use of a child’s response to evidence-based instruction for disability identification.
• It was designed to prevent and remediate reading struggles through effective classroom instruction and intense interventions.
• It consists of multiple tiers of reading interventions designed to meet individual needs.

RTI models uses a Three-tiered Approach:

1. Tier 1 Intervention: It consists of providing students with commonly used classroom reading instruction along with assessment to determine students who are at-risk for reading difficulties.
2. Tier 2 Intervention: It is an additional intervention given to students who are considered to be at a greater risk for reading difficulties. These interventions are provided by general education teachers. After receiving training and continued coaching from an experienced teacher, paraprofessionals may also provide interventions to at-risk readers.
3. Tier 3 Intervention: It involves the delivery of reading intervention of greater intensity to students with inadequate responsiveness in Tiers 1 and 2. It is where the special education becomes an option. It is best to provide their interventions in a location outside of the regular classroom.

Hence, the educators use the Response to Intervention to identify learning disabilities.

•   The Ramamurti Review Committee was appointed by the Indian government in 1990 to review the National Policy on Education (NPE) 1986.
• The committee made a number of recommendations, including the recommendation that admission to higher education should be merit-based.
• The Ramamurti Review Committee argued that merit-based admission is necessary to ensure that only the most qualified students are admitted to higher education institutions.
• The committee also argued that merit-based admission will help to improve the quality of higher education in India.
• The Ramamurti Review Committee's recommendation on merit-based admission was accepted by the Indian government.
• The government has since implemented a number of policies to make admission to higher education more merit-based, such as entrance examinations.

Teaching-learning materials (TLMs) also known as instructional aids, facilitate a teacher in achieving the learning objectives formulated by her/him prior to teaching-learning activities start. Characteristics of Good TLM:

• The TLMs need to be attractive to the children. Size, colour (multi-colour or brilliant or appealing colour combination), movement (like moving toys) and in some cases the smell or/and taste or sound are some of the attributes of the materials which attract the attention of young learners.
• Familiarity of TLMs will help to introduce new concepts. The children can also manipulate these materials with ease for meaningful learning of new concepts.
• Novelty of the material also attracts the children. Unusual materials or novel use of the familiar materials are the attractive features of good TLMs.
• The material should have utilitarian value. No material is a good or bad TLM, it is in the proper use that makes the material good or bad. A beautiful and attractive flower increases the aesthetic sense but is not a good material to teach the properties of a square.
• Materials of multiple utility like dice, sticks, marbles, cubes and flashcards can have multiple uses in nearly all subject areas of the elementary school curriculum and are hence more in demand as TLMs in the schools.
• Ease of handling the materials which include sturdiness (strong enough for rough handling), lightweight, and safety (harmless for use by children) is an important characteristic for which such materials are preferred in the teaching-learning process.

Hence, we conclude that teaching-learning material should be attractive, of utilitarian value and novel (not conventional).

Research design:

• After the setting up of the hypothesis is done, the next step is the research design.
• It is a roadmap to carry out the research.
• It is a step-by-step approach addressing basic questions.
• Like, what is the scope of the research study?, what type of data is to be collected? or what methods should be used to collect the data and to analyse them?
• The justification is required at every step as the resources are at stake.
• In fact, many of the research methods are basically research designs or closely linked with them.
• Research design is an activity and time-based plan keeping in view the research objectives.
• It outlines the procedures.

Key PointsResearch design includes:

• Objectives of research study
• Selection of method of data collection
• Source of information - sample design
• Tools for data collection
• Data analysis - qualitative and quantitative

Important Points

Research design achieves the following purposes:

• It makes research efficient
• Optimum utilization of resources - maximum information with minimal expenditure, time and money
• Flexibility
• Minimization of bias
• Reliability and objectivity

Confusion Points

• What a research design includes and what its objectives are, are two different aspects.
• A research design includes step by step plan to achieve its designed purpose.

​Thus, the purpose of research design is optimum utilization of resources.

Teaching by small steps and frequent short assignment techniques is an instructional approach that breaks down complex tasks into smaller, more manageable steps and provides frequent opportunities for students to practice and apply what they have learned. Here are some of the merits of this approach:

• Increased engagement: Breaking down lessons into small, achievable steps can help students stay focused and engaged in the learning process.
• Improved retention: Students are more likely to retain information when it is presented in small, manageable chunks. Frequent repetition of concepts and skills also helps reinforce learning and increase retention.
• Reduced overwhelm: Large assignments or long lessons can overwhelm students, particularly those with learning differences or anxiety. Breaking down tasks into smaller steps and providing frequent opportunities for success can help students feel more confident and less overwhelmed.
• Differentiated instruction: Teaching by small steps and frequent short assignments allows for differentiation based on student's needs and abilities. Students can work at their own pace, and teachers can provide additional support or challenge as needed.

Teaching by small steps and frequent short assignment techniques are useful for

1) Slow learners: Slow learners are students who require more time and additional support to learn and understand new concepts and skills.

2) Learning disabled: A learning disability is a neurological condition that affects a person’s ability to learn and process information. Learning disabilities can impact a person's ability to read, write, do the math, understand information, and communicate effectively. Some of the most common types of learning disabilities include dyslexia (difficulty with reading), dyscalculia (difficulty with math), and dysgraphia (difficulty with writing).

3) Educationally backward children: Children who struggle to keep pace with their peers in terms of academic performance and achievement. These children may have difficulty in reading, writing, math, or other curriculum areas and may require additional support and resources to help them catch up.

4) Children of all types of disabilities: It includes all types of disabilities that children could have.

Hence option 4 is the correct answer.

Key Points

Many higher education institutions, especially those run by the public sector, suffer from

• inadequate physical facilities,
• outdated equipment, insufficient library and
• laboratory resources, and lack of internet connectivity. 

Hence Excessive regulation and interference is not factors affecting the infrastructure and resources of higher education institutions in India.

Many higher education institutions, especially those run by the public sector, suffer from inadequate physical facilities, outdated equipment, insufficient library and laboratory resources, and lack of internet connectivity. Hence Excessive regulation and interference is not factors affecting the infrastructure and resources of higher education institutions in India.

Key Points

• The passage discusses a range of challenges including low gross enrollment ratio, inadequate physical facilities, outdated equipment, insufficient library and laboratory resources, lack of qualified and competent faculty members, low research output, excessive regulation, lack of transparency and accountability, and misalignment of curriculum and pedagogy with changing needs and expectations.
• The title reflects the broad range of challenges discussed in the passage.

Thomas Kuhn wrote “The Structure of Scientific Revolution”. Kuhn fathered, defined and popularized the concept of “paradigm shift”. According to him scientific advancement is series of peaceful interludes punctuated by intellectually violent revolutions.

India has had three to date. The first came in 1968 and the second in 1986, under Indira Gandhi and Rajiv Gandhi respectively; the NEP of 1986 was revised in 1992 when P V Narasimha Rao was Prime Minister. The third is the NEP released Wednesday under the Prime Ministership of Narendra Modi.

Specifically virtual learning uses computer software the Internet or both to deliver instruction to students. ... Instead the teacher interacts with the student via the Internet through such media as online video online forums e-mail and instant messaging.

Behaviorism:

Classical Conditioning

Learning results from the association of one stimulus with another.

Operant Conditioning

Learning results from shaping via reinforcement and punishment.

Social Learning Theory

Learning results from the observation of others and modeling.

Information Processing

Learning results from the building of mental structures and procedures.

Constructivism

Learning results from knowledge construction based experience

The laws/principles of learning of Thorndike anticipated the classical conditioning paradigm of Pavlov: Principle of associative shifting

Thorndike’s theory of learning

Learning is incremental.

Learning occurs automatically.

Law of effect

Thorndike’s law of exercise

1. Law of use- the more often an association is used the stronger it become]

2. Law of disuse- the longer an association is unused the weaker it becomes.

Law of recency- the most recent response is more likely to reoccur.

Multiple response

Set or attitude

Prepotency of elements- a subject can filter out irrelevant aspects of a problem and focus and respond only to significant elements of a problem.

Response by analogy

Identical elements theory of transfer

Associative shifting- it is possible to shift any response from occurring with one stimulus to occurring with another stimulus.

Adolescence means ‘to emerge’ to achieve ‘identity’. Personhood is what want the Adolescent to attain not only just in its physical or intellectual aspects but also in his/her whole humanhood which includes the often neglected but equally important aspects which are emotional or psychological social and spiritual.

According to A. T. Jersild “Adolescence is a span of fears during which boys and girls move from childhood to adulthood mentally emotionally socially and physically”

The time of growing up from childhood to adulthood is known as the Adolescence. It is a period of physical growth. However it is more than that. It is a time for the maturing of mind and behaviors as well. The length of time for this period of development varies.

Adolescence Stage Time period = 10 to 18 years

Types of Adolescence

Early Adolescence: Early adolescence is from 10 to 12years. The rate of growth increases starting first in the hands and feet and later in the limbs. In early Adolescence they start initiating independence from the family and desire for privacy. There may be a clash between the wish for their autonomy and parental authority.

Middle Adolescence: Is from 12 to 16 years. The peak of the height velocity curve is seen auxiliary hair and sweat glands develop. In 80 % of girls the dramatic event of menarche occurs. The timing for this is influenced by genetic factors and nutritional status. Any chronic illness can delay puberty. The eruption of the second permanent molar and menarche closely correspond in timing.

Late Adolescence: Is from 16 to19 years. The body approximates the young adult and development of secondary sex characteristics is completed. In late Adolescence career decisions are finally traced. The child gradually returns to the family on a new footing.

Characteristics of Adolescent stage:

The Adolescent strives to grow up to be big and yet also to have some of the security that goes with being little.

There is something radical about being an Adolescent yet also something conservative.

The Adolescents if able to draw upon their resources have a great capacity for flexibility yet they are rigid in many ways.

Peer group effect

Common Problems During Adolescence

Self Related

Body changes

Moodiness

Touchiness

Anger

Hypersensitivity

Daydreams

Personality

Home Related

Authoritative parenting

Poor rapport with parents

Lack of communication

Low socioeconomic background

Non conducive atmosphere

School & Society Related

Long school hours

Gender bias

Caste related problems

Generation gap

Orthodox practices

Repressive atmosphere

Over expectations

Lack of friends