Human Development and Learning (8610) B.Ed Spring & Autumn 2023 Solved Assignments

AIOU Solved Assignments 1 & 2 Code 8610 Autumn & Spring 2023

AIOU Solved Assignments 1 & 2 Code 8610 Autumn & Spring 2023

Human Development and Learning (8610) B.Ed Autumn 2021 Solved Assignments

Course Code	(8610)
Course Title	Human Development and Learning
Level	B.Ed
Semester	Autumn 2021
Last Date To Submit	November 2021

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Updates Human Development

Children’s development of social skills is affected by the nature of their family and early educational experiences (NRC, 2001). Whether in a nuclear, blended, or extended family; So, communal arrangement; But a single-parent family, the child learns social patterns and skills within this context. Children who have not fully developed strong attachments to another person may have a more difficult time adjusting to the complexity of the social system of the school. AIOU Solved Assignments 1 & 2 Code 8610 Autumn & Spring 2023.

Children find love and security and form attachments with people who protect and care for them. In the family, children become socialized through interactions with parents, siblings, relatives, and neighbors; once in a school setting, they need new ways of acting, relating, and socializing. But children who have had a strong attachment to a nurturing figure and see themselves as separate from this nurturing figure are ready for a group situation.

Learning (8610) B.Ed Spring & Autumn 2023 Solved Assignments

The child development theories vary widely in scope and content. But the psychoanalytic theory focuses on the emotional and motivational aspects of development. So, Information processing theory is concerned primarily with children’s attention, memory, and problem-solving abilities. So, the ethological theory explores the effects of evolution on children’s adaptive behavior. Learning theory is concerned generally with the effects of the environment on behavior and, more specifically, with how those who deal with children can control their behavior. So, Piaget’s theory focuses on the development of intellectual functioning: adaptive problem-solving, reasoning, and concept formation.

But the theories do not just differ in content, But they take very different positions on certain fundamental issues about the nature of development. So, is the child an active force in its own development? But Is development continuous or discontinuous? But are there critical periods in development? Is development the product of nature or nurture?

Are children an active force in their own development?

Some theories portray children as essentially passive with respect to developmental change. In this view, children do not initiate behavior or spontaneously act upon the environment; they merely react to stimuli from the environment. Thus, some developmentalists see development as the accumulation of learned associations between environmental stimuli and responses (Skinner, 1953; Bijou & Baer, 1961; Bijou, 1989).

So, Other theories portray children as active agents in their own development. But this perspective, children selectively and spontaneously involve themselves with specific aspects of the environment and alter the environment in ways that affect the nature of their experiences. So, this view promotes a sense of humility among those who seek to steer children’s development by external interventions. But promote development, we must understand what children bring to a situation, what they want and need, and whether they will spontaneously cooperate with our efforts.