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Psychology Of Development And Learning

By Prof. (Dr.) A. Hameed   |   Department of Education, University of Calicut
Learners enrolled: 496
This course is designed to orient the teacher students about the child development, personality and the process of Teaching and Learning. This course offers an overview of the study of childhood and adolescence. In the course, the concept of adolescence is situated in realistic and contextual frames.  The course is organized around student-teachers developing capacities to look at, understand, interpret the universal notions about children and childhood, about growing up in realistic contexts and arriving at a critique of the notions of childhood and children and adolescents. The course can be taken by anybody at any level of teacher education and it can help the students to master all the basic ideas of Educational Psychology. The course components detail various aspects of Child Development, Individual Differences, learning process and ways to facilitate learning, Personality of the Learner and Various theories on Personality, Adjustment and Maladjustment, Mental Health, Exceptional Children and the importnce of Guidance and Counselling to help the needy children. This course will enable student teachers to have a wider outlook on the realities of Classroom learning and Instruction. Once a student completes this course, he/ she can surely master in the Psychology of child development and Learning process.
Indicative Program Alignments :
B.Ed.
Summary
Course Status : Upcoming
Course Type : Core
Language for course content : English
Duration : 15 weeks
Category :
  • Teacher Education
Credit Points : 5
Level : Undergraduate
Start Date : 05 Jan 2026
End Date : 30 Apr 2026
Exam Date :
Translation Languages : English
NCrF Level   : 4.5

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Course layout



1 Day 1 Module 1 : Introducing Educational Psychology
Day 2 Module 2 : Introduction to Development and Principles of Development
Day 3 Module 3 : Biological Aspects of Development
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and submitting Subjective Assignments.

2 Day 1 Module 4: Cognitive Development: Theories of Piaget and Bruner 
        Day 2  Module 5: Social development and Erikson's Theory of Psycho-social  Development
        Day 3  Module 6: Moral and Ethical Development and Kohlberg's Theory of Moral Development 
        Day 4        Interaction based on the three Modules covered
Day 5  Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

3 Day 1 Module 7: Language Development: Theories of Chomsky and Vygotsky
Day 2 Module 8 : An Introduction to the Concept of Developmental Tasks and Developmental
                                           Hazards.
Day 3 Module 9 : Adolescence
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and submitting Subjective Assignments.

4 Day 1 Module 10: Problems and Complexities of Adolescence 
Day 2 Module 11 : Personality: Concept and Definition
Day 3 Module 12: Gordon Allport:  A Trait Theory of Personality
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and submitting Subjective Assignments.

5 Day 1 Module 13: Personality Theories of Cattell and Eysenck
Day 2 Module 14: Sigmund Freud's Psychoanalytic Theory
Day 3 Module 15: Carl Jung’s Analytic Theory of Personality
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

6 Day 1 Module 16: Humanistic Approach to Personality – Abraham Maslow and Carl Rogers 
Day 2 Module 17: Measurement of Personality and Projective Techniques
Day 3 Module 18: Transactional Analysis and NLP 
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

7 Day 1 Module 19: The Psychology Of Adjustment and Maladjustment 
Day 2 Module 20: Mental Health and Mental Hygiene
Day 3 Module 21: Characteristics of integrated personality
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

8 Day 1 Module 22: Theories of Intelligence
Day 2 Module 23: Gardners’ Theory of Multiple Intelligences
Day 3 Module 24: Theory of Emotional Intelligence
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

9 Day 1 Module 25 : Creativity
Day 2 Module 26: Aptitude
Day 3 Module 27 : Exceptional Children
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

10 Day 1 Module 28 : Gifted and Mentally Retarded Children
Day 2 Module 29 : Learning Disability
Day 3 Module 30 : Types of Learning Disabilities
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

11 Day 1 Module 31: Educational Provisions for Learner Diversities 
Day 2 Module 32: Introduction to Learning and Factors Affecting Learning
Day 3 Module 33: Motivation
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

 12 Day 1 Module 34: Abraham Maslow’s Hierarchical Theory of Motivation
Day 2 Module 35: Behaviourist Theories of Learning – Pavlov And Thorndike
Day 3 Module 36: Behaviourist Theories of Learning – Skinner
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and Submitting Subjective Assignments.

13 Day 1 Module 37: Cognitive Theories of Learning - Gestalt Theory, Lewin’s Field Theory
Day 2 Module 38: Jean Piaget’s Cognitive Learning Theory
Day 3 Module 39: Learning Theories of Bruner, Ausubel and Gagne
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and submitting Subjective Assignments.

14 Day 1 Module 40: Constructivist Learning Strategies
Day 2 Module 41: Social Learning Theory and Social Constructivism
Day 3 Module 42: Transfer of Learning
Day 4 Module 43: Remembering/ Memory
Day 5 Interaction is based on the three modules covered and the deadline for attempting
                        weekly assessments and  submitting subjective assignments.

15 Day 1 Module 44: Forgetting
Day 2 Module 45: Creating a Facilitative Learning Environment 
Day 3 Module 46: Teaching Strategies and Models to Facilitate Learning
Day 4 Module 47: Learning in Groups
Day 5 Interaction based on the three Modules covered & deadline for attempting
                        Weekly Assessments and Submitting Subjective Assignments.

16 Day 1 Module 48: Introduction to Counselling
Day 2 Module 49: Introduction To Guidance   
Day 3 Module 50: Learning in the Learner's Perspective 
Day 4 Interaction based on the three Modules covered
Day 5 Deadline for attempting Weekly Assessments and submitting Subjective Assignments.

Books and references

1. Aggarwal, J.C (1994). Essentials of Educational Psychology. New Delhi: Vikas Publishing House.
2. Bengale, M.D. (1984). Guidance and Counselling. Bombay: Sheth Publishers.
3. Chand, T (1993). Modern Child Psychology. New Delhi: Anmol Publications.
4. Chauhan, S.S (2006). Advanced Educational Psychology New Delhi: Vikas Publishing House. 
5. Ewen, R.B.(1980). An Introduction to theories of Personality. New York: Academic Press.
6. Ewen, R.B (1984). Psychology of Adolescence. New York: Prentice Hall Inc.
7. Feldman, R. S. (2004). Understanding Psychology. New Delhi: Tata McGraw-Hill.
8. Fernald LD (2004). Introduction to Psychology. New Delhi: AITBS. 
9. Gates, A.S and Jersold, A.T (1970). Educational Psychology. New York: McMillian.
10. Hurlock E.B. (1995). Development Psychology: A Life Span Approach. New Delhi:
          Tata Mc Grow Hill Publishing Co.
11. Hurlock, E.B (1955). Adolescent Development. New York: MC Graw – Hill Co Inc,
12. Kakkar S.B (1992), Advanced Educational Psychology. New Delhi: Oxford & IBH Publishing Co. 
13. Mangal, S.K. (2007). Advanced Educational Psychology. New Delhi.
14. Morgan TC, King RA, (1995). Introduction to Psychology, Mc. Graw. Hill, New Delhi. 
15. Musser, P.H, Conger, S and Kagar, P (1964). Child Development and Personality.
         New York: Harper Row.
16. Pillibury, W.B. (1990). The fundamentals of Psychology. New Delhi: Deep and Deep Publications.
17. Prentice Hall of India.
18. Rao S.N (1981): Counselling Psychology. New Delhi: Tata Mc Graw Hills. 
19. Suhail, S. and Bapat, A (1996). Developmental Psychology. Bombay: Himalaya Publishing House. 
20. Wolman, P.B (Ed) (1982). Hand Book of Developmental Psychology. New Jercy: Prentis Hall.

Instructor bio

Prof. (Dr.) A. Hameed

Department of Education, University of Calicut
Dr. A . HAMEED 
    • Assistant Professor in the Department of Education, University of Calicut. 
    • Editor of ‘INNOVATIONS AND RESEARCHES IN EDUCATION’, the research journal of Department of Education, University of Calicut. 
    • Resource person in UGC-Academic Staff Colleges, Teaching Learning Centres & Expert in Doctoral Committee Meeting. 
    • Developed, edited and presented a number e-content module for CEC.
    • Developed Two MOOCs in Education.
    • Published a number of research articles in reputed International and National Peer reviewed Journals.
    • Presented more than 100 papers in International and National Seminars. 
    • Chaired International and National Seminars. 
    • Acted as resource person and Pilot Faculty in various programmes. 
    • Academic profile include MA (History), M.Ed (Social Studies),  MA (Sociology), M. Sc. Applied Psychology, PG Diploma in Guidance and Counseling, Ph.D. (Education) and NET (Education).






Course certificate

  • Internal Assessment- Weekly assessments released in the course shall be considered for Internal Marks and will carry 30 percent for the Overall Result. Out of all weekly assignments, the best/top five scores will be considered for the final Internal Assessment marks.
  •  End-term Assessment - The final exam shall be conducted by NTA, and will carry 70 percent for the overall Result.
  •  All students who obtain 40% marks in the internal assessment and 40% marks in the end-term proctored exam separately will be eligible for the SWAYAM Credit Certificate.

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