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1. Notes on Child Development
Concept of Development
Development describes the growth of humans throughout the lifespan, from conception to death. The
scientific study of human development seeks to understand and explain how and why people change
throughout life. This includes all aspects of human growth, including physical, emotional, intellectual,
social, perceptual and personality development.
Development does not just involve the biological and physical aspects of growth, but also the cognitive
and social aspects associated with development throughout life.
Development is the process of quantitative and qualitative growth of the child and the emergence and
differentiation of capabilities over time. It is the function of maturity as well as interaction with the
environment.
Growth Development
Growth is a process of expanding or becoming
large over a certain period. It specifically has
nothing to do as far as qualitative expansion is
concerned or in other words it is a term which
depicts quantitative enlargement of a particular
thing.
Development is a wider term and includes growth
i.e. it is more of a comprehensive concept which
not only includes quantitative enlargement but
also includes qualitative expansion.
It is independent It is dependent of growth
It is a quantitative and qualitative change It is a qualitative change.
The growth in physical size is measurable. It can be observed by matured behaviour.
Growth comprises of height, weight, size and
shape of body organs like brain, etc.
In this with the physical changes cognitive social
and emotional change are also included.
It is due to cell division. It happen due to motor and adjust mental
processes and their interplay
Growth is for limited period Development takes place till death
Growth is a part of development Development also includes growth
What is Child Development?
The field of child development involves the scientific study of the patterns of growth, change and stability
that occurs from conception through adolescence. It gives an understanding of how a child is able to do
complex things as he gets older.
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2. Areas in Child Development
Physical development (physical strength); examining the ways in which the body’s makeup—the
brain, the nervous system, muscles and senses and the need for food, drink and sleep-helps determine
behaviour.
Cognitive development (mental readiness) seeking to understand how growth and change in
intellectual capabilities influence a person’s behaviour. Cognitive developmentalists examine learning,
memory, problem solving and intelligence.
Personality development is the study of stability and change in the enduring characteristics that
differentiate one person from another.
While social development is the way in which individual interactions with others and their social
relationships grow, change and remain stable over the course of life.
Nomenclature of human at different ages
Name Ages Important events
infancy and toddlerhood (birth to 24 months) Feeding
Early Childhood (2 to 3 years) Toilet trainning
the pre-school period (3 to 5 years) Exploration
School Age (6-11 years) School
adolescence (12-18 years). Social relationship
Early Adulthood (19 to 40 years) Relationship
Middle Adulthood (40 to 65 years) Work and Parenthood
Maturity (65 to death) Reflection on Life
Principles of Child Development
Growth and development is one of the important subject of psychology. It is essential for every teacher
and parents know the fundamentals of growth and development. Good, effective teaching and guidance
depend on the study of growth and development. Effective learning takes place when learning situations
are arranged in accordance with the growth and development.
At birth, the child is helpless. Gradually he develops and becomes independent. A teacher before
preparing the curriculum must have a basis idea of the anticipated changes of the behaviour undergoing
at various stages.

3. (i) Development follows a pattern: Development occurs in orderly manner and follows a certain
sequence. For example, the human baby can stand before he walks and can draw a circle before he can
draw a square. He babbles before he talks, he is dependent on others before he becomes self-dependent.
(ii) Development proceeds from general to specific responses: This is called the Cephalocaudle
principle. It moves from a generalized to localized behaviour. The new-born infant moves its whole body
at one time instead of moving only one part of it. It makes random kicking with its legs before it can
coordinate the leg muscles well enough to crawl or to walk.
(iii) Development is a continuous process: Development does not occur in spurts. Growth continues
from the moments of conception until the individual reaches maturity. It takes place at slow regular pace
rather than by ‘leaps and bounds’. Although development is a continuous process, yet the tempo of
growth is not even during infancy and early years, growth moves swiftly. Later on, it slackens.
(iv) Different aspects of growth develop at different rates: Neither all parts of the body grow at the
same rate nor do all aspects of mental growth proceed equally. They reach maturity at different times.
(v) Most traits are correlated in development: Generally, it is seen that the child whose intellectual
development is above average is so in health size, sociability and special aptitudes.
(vi) Growth is complex: All of its aspects are closely interrelated. The child’s mental development is
intimately related to his physical growth and its needs.
(vii) Growth is a product of the interaction of the organism and environment: Among the
environmental factors one can mention nutrition, climate the conditions in the home, the type of social
organization in which individual moves and lives.
(viii) There are wide individual differences in growth: Individual differences in growth are caused by
differences in heredity and environment.
(ix) Growth is both quantitative and qualitative: These two aspects are inseparable. The child not only
grows in ‘size’; he grows up or matures in structure and function too.
(x) Development is predictable: It is possible for us to predict at an early age the range within which
the mature development of the child is likely to fall. But mental development cannot be predicted with the
same degree of accuracy.
Aims of Child Development
1) To make us aware that the child is developing normally..

4. 2) To enable us to build up a picture of a child’s progress for a particular period of time.
3) To enable us to look forward to respond to age-related behaviour which is an individual source
of guidance is providing for your child’s developmental needs.
4) To help us to consider the fact that every child is different from each-other in quite normal ways.
5) To make us aware that every child follows the same sequence of growth and development as
other children but the speed varies.
6) To help us to be concerned about the developmental stages of a child, such as sitting up, crawling
and walking or so on.
7) To help us to understand what should be expected from a child at each development stage.
8) To provide the right environment and age appropriate resources to the children.
9) To help in understanding the needs of a child and fulfilling them and allow them to reach his full
potential.
Influence of Heredity and Environment on Child Development
Nature Vs Nurture: the development of child is depend on nature. In this, the interference of family
members or others take place. As per Nurture is concerned, the children is grown under controlled
condition.
Heredity vs Environment: Here the heredity involves the past record of parents or forefather in term
of their intellectuals. Other hand, the influence of environment on children become the deciding
factors for child development.
Genetic influence vs Situational influence: the intelligence level of children involves the genetic
material such as DNA. If child is abnormal or muted then it causes the decrease or increase of
intelligence level. The situation of parents in term of income, bank balance etc. is concerned, also
influence the child development.
Factors Affecting Growth and Development
Fetal Growth Post Natal Period
 Genetic potential
 Sex
 Fetal hormones
 Fetal growth factors
 Placental factors
 Maternal factors
• Sex
IUGR
• Genetic factors
• Hormonal influences
• Nutrition
• Infections

5. • Chemical agents
Social Factors Others (home work for you)
• Socioeconomic level
• Poverty
• Natural resources
• Climate
• Emotional factors
• Cultural factors
• Parental education
Erruption of Teeth
Erruption of Primary Teeth
Name of teeth Upper Arch Lower Arch
Central Incisors 10 Months 8 Months
Lateral Incisors 11 Months 13 Months
Canine 19 Months 20 Months
First Molar 16 Years 16 Years
Second Molar 29 Years 27 Years
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6. Classic Stage Theories
Categories Freud’s Psycho Sexual Theory Psycho Social Theory
Infancy Oral Basic trust vs mistrust
Toddler Anal Autonomy vs shame and doubt
Pre School Phallic Initiative vs guilt
School Age Latency Industry vs inferiority
Adolescence Genital Identity vs role diffusion
Piaget 4 stages of Development
 Sensorimotor (0-2 years )
 Pre-operations (2-7 years )
 Concrete operations (7-12
years)
 Formal operations (12 and up)
In sensory motor phase includes 3
events
 Separation
 Object performance
 Mental presentation
In Pre-operative phase
 Think about things not present
 Fantasy play
Pre-operative phase

7.  Thinking egocentric dominated by perception
Kohlberg theory
Three level of moral development
1. Pre-conventional morality 2. Conventional morality 3. Post- conventional morality
Pre-conventional morality Conventional morality
Stage I Stage II Stage I Stage II
Child is obedient Child confirm the social
expectation
Good boy morality Avoid social
disapproval
Punishment oriented To gain reward
Post- Conventional morality
Stage I Stage II
Morality should be modifiable Social standards and internalized ideas to avoid self-
censure
Toddler Pre-conventional
Pre school Conventional
School age
Adolescence Post-conventional
Theory of interpersonal development
 Proposed by Sullivan
 First interaction with mothers
 Extend interaction to others members by the age of 2 years.

8. Cognitive View (theory ) of Lev Vygotsky (Proximal Development)
Lev Vygotsky’s sociocultural theory relates to both cognitive and social development .While this Russian
theorist died in 1934, his work only found a broader audience in the 1990s. Vygotsky developed his
theories around the same time as Jean Piaget yet he emphasised the importance of relationships and
interactions between children and more knowledgeable peers and adults.
Scaffolding: He believed that children’s cognitive understanding were ‘ scaffolded’ by parents, teachers
or peers (Berk, 1996). Unlike Piaget, Vygotsky did not see the child as a solitary discoverer of knowledge,
but as learning within social interactions that involve communicating. Vygotsky therefore also emphasised
the role of language in the development of thinking processes. Like Piaget, he saw children as active
partners in their own learning, and increasingly so as their ability to interact with others develops. He
therefore emphasised the importance of language development, learning and teaching to the child’ s
cognitive development.
It was Vygotsky’s view that thinking in concepts was not possible without verbal thinking. While thought
and language initially develop independently, they are merged once language is developed to create
verbal thought. Speech and thought change over time and become more internalised. Vygotsky saw the
adult as vital to the process of ‘scaffolding’ the child’s behaviour. When you scaffold a building, you
support it structurally while internal developments occur. It is a common sight on building sites. We
scaffold children’s development almost without thinking.
Vygotsky also saw the child s ability to think logically as developing in stages. He outlined four different
stages of conceptual development, as in Table below.
Stage Characteristics
1. Thinking in unordered heaps  Preschool stage of development
 Beginnings of conceptual thought·
 Children use trial and error
 Children use problem solving techniques
 Three sub phases
2.Thinking in complex stage  Children begin to make connections between
objects, but not in a consistent manner
 Five sub-phases
3. Thinking in concepts stage  Children are able to think in more abstract

9.  Concepts and make associations Cannot see two
 associations simultaneously
4. Thinking in true concepts stage  Mature thinking
 Children can manipulate a number of abstract
concepts
While Piaget felt there was no use in presenting materials and problems to children beyond their
developmental capacity, Vygotsky saw an important role for adults in extending children s learning
beyond areas in which they are independently capable. Vygotsky used the term Zone of Proximal
Development to describe the extension of skills a child is capable of with adult help.
Socialization Process
Socialization is a process of social growth whereby the biological individual is slowly transformed into a
social being. They learn to how to eat, how to dress-up, how to talk and behave with others etc. in the
same manner as other members of their community
Major Determinants of Socialization Process
 Family
 Peer group
 Schools
 Social norms
 Games and sports
What is “Pedagogy”?
It the art, science or profession of teaching children. Also may be defined as the exploration of effective
teaching and learning strategies. Pedagogy originated from Greek word paidagogos, paid=child,
agogos= leader, literally the meaning of pedagogy is child leading. However the Children are problem
centred.
What is “Andragogy?”
Derived from the Greek, literally means “adult-leading”. The art, science, profession of teaching adults.
Adult are self-directed, experienced, and motivated.
Education
Education is derived from Latin word “Educare” meaning “to Bringing up”. Education is also derived from
“Educere” meaning “to lead out”. Education is the process of bringing desirable changes in human
behaviour such as Knowledge (things known), Attitude (things felt) and Skills (technique of doing things).

10. Education does not mean teaching people to know what they don’t know rather it is mean teaching them
to behave as they do not behave.
Psychology
The term psychology was derived from Greek; 'psyche' meaning is soul or Atman and 'logus' means
Science. Hence about 2500 years back it was referred to a 'science of soul'. In olden days, it was believed
that soul was responsible for various activities of man such as thinking, imagining, reasoning etc.
In the middle ages psychology became a 'science of mind'. Then after sometime, it became the 'science
of conscience'. This definition was criticised from 'abnormal psychology' which brought the study of
unconscious part of the mind. Then in 20th century psychology assumed scientific look and it became
the 'science of mental behaviour'. By observing one's behaviour we can have a knowledge of one's
conscious and unconscious minds.
Meaning of Educational Psychology?
Educational psychology is the systematic study of development of individual within the educational
setting. Human behaviour can be understood, predicted, and directed towards desired goals by applying
the principles of educational psychology. Educational psychology studies the individual through the life
stages as he acquires new knowledge. As educational psychology is concerned with educational process
from birth to death of an individual to scope is very wide concerned in the areas of the learner's
developmental characteristics, individual differences, intelligence, personality and mental health.
Learning
Learning is a change in behavior as a result of experience or practice. In simple way, The acquisition of
knowledge.
Learning is a process
1. Learning involves the individual
o Brain
o Body
2. Learning involves others
o Dyads
o Groups
o Organizations
o Communities
o Society
3. Learning takes place somewhere
Learning is a product
o Learning is about ideas and concepts
o Learning is about behaviours and skills
o Learning is about attitudes and values
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11.  In physical environment
 With things and tools
 Learning occurs over time
Theories
Trial And Error Learning Theory
According to him learning takes place by trial and error. In learning the learner selects a correct response
out of a large number of possible ones and connects it with the appropriate stimulus. Learning by this
method is called trial and error learning theory.
Edward Lee Thorndike, an American psychologist formulated his theory, based on his experiments
conducted on his cat in the puzzle box. The door of the box could be opened by pulling the strings inside
the box. A fish was kept outside. The cat was tried to come out of the box by squeezing, jumping, biting
etc. As the experiment was repeated for several times the wrong movements decreased and in the end
the cat was able to open the door in a single trial.

12. Factors Involved In Trial And Error Theory
Motive or drive Stimulus or goal Responses
Drive is a tension state
resulting from needs. Where
there is drive or motive there
is learning. In the present
experiment drive was
hunger.
It is the casual factor for
activity. In the present
experiment, food is the
stimulus. To get the food by
getting out of the box is the
goal.
The cat makes a number of varied
types of responses like scratching,
pulling etc. The responses which lead
to the goal known as satisfying
responses. The responses which do
not lead to the goal is known as
annoying responses.
Block Chance success Selection of proper movement
The cat was confined in the
box with a closed door.
As a result of random
movements, the cat, by
chance, succeeded in
opening the door.
Gradually the cat selected the proper
way of pulling the string out of its
random movements.
Conditioned Learning theory
Learning is responsible or cause for any organism to acquiring activities which were not by birth, but
later.
Behaviour
Reflex Instinctive Intended

13. Two types of conditioning
1. Classical conditioning
Educational Implications:
 For developing right habits like discipline, cleanliness, obedience, time sense
etc.,
 To deconditioned abnormal behaviour, maladjustments, bad habits etc.,
 To remove fear, anxiety, aggression, angry, jealous, etc.,
 To teach alphabets, basic skills, etc
 To help in the usage of AV aids in the class room.
2. Operant Conditioning
By Ivan Pavlov(1849-1936)
Pavlov presented four important
laws/principles
1. Law of Extinction
2. Law of Spontaneous
recovery
3. Law of Stimulus
generalisation
4. Law of Stimulus
discrimination

14. A method of learning that occurs through reinforcements and punishments for behaviour. We learn to
perform certain behaviours more often because they result in rewards, and learn to avoid other
behaviours because they result in punishment or adverse consequences.
c
Gestalt Theory
It was the initial response
of behaviorism. is
emphasized the
importance of sensory
wholes and the dynamic
nature of visual
 Given by B.F. Skinner
 Negative and positive
experiences shape our
future behaviour choices,
even if we don’t realize it is
happening.
 Reinforcement: results that
make us want to repeat a
behaviour.
 Punishment: results that
make us NOT want to
repeat a behaviour again.

15. perception. According to the Gestalt Psychologist, the way we form our perception are guided by certain
principles or laws. INSIGHT LEARNING, Wolfgang Kohler was the first psychologist who developed the
insight learning in which he described an experiments with apes could use boxes and sticks as tools to
solve problem.
in the box problem, the banana is attached to the top of a chimpanzee‟s cage. The banana is out of reach
but can be reached by climbing upon and jumping from a box. Only one of Kohler‟s apes (Sultan) could
solve this problem. A much more difficult problem was involved
the stacking of boxes was introduced by Kohler. This problem
required the ape to stack one box on another, and master
gravitational problems by building a stable stack. Kohler also
gave the apes sticks which they use to take food into the cage.
Sultan, Kohler„s very intelligent ape, was able to master a two-
stick problem by inserting one stick into the end of the other in
order to reach the food.
The important aspect of learning was not reinforcement, but the
coordination of thinking to create new organizations.
This theory has two forces 1. Inner Forces include his own motivation, attitudes and feelings.
2. Outer Forces include the attitude and behaviour of the teacher and classmates.
Personality
Definition and Types
 Personality comes from the
Latin word "persona", meaning
"mask"
 Personality is person-ality,
the science of describing and understanding persons.
 Personality development – is the improvement of behavioral traits such as communication skills,
interpersonal relationships, attitude towards life and restoring our ethics.

16. Personality Theories: Overview
 Trait theories: Personality is a collection of fundamental characteristics.
 Psychodynamic theories: Personality is the result of unconscious psychic forces that emerge
from biological or physical needs (Freud).
 Humanistic theories: Personality reflects the development of self-worth and self-actualization.
 Cognitive-social theories: Personality is shaped by personal beliefs, expectancies, and
interpretations of social situations.
 No one theory offers a full explanation of personality.
Types
 Carl Jung, Swiss psychiatrist who was a Freudian disciple, believed that we are one of two
personality types:
 Introvert: Shy, self-centered person whose attention is focused inward
 Extrovert: Bold, outgoing person whose attention is directed outward
 Somatotype introduced by Sheldon in 1920s.
 Each individual has varying degrees of three main body types.
 Called the types endomorph, mesomorph, and ectomorph.
 Endomorph: Person with rounded, soft, plump body who is friendly, personable, sociable,
relaxed with a fondness for food and comfort.
 Mesomorph: Person with a muscular, sturdy, thick-necked frame and athletic body. Thought
to be active, noisy, risk-taking, and sometimes insensitive to interpersonal relationships.
 Ectomorph: Person with tall, thin, fragile frame with a large head. Thought to be intellectual,
introverted, self-conscious and often nervous.
Endomorph (Round)
Mesomorph (muscles)
Ectomorph (Linear)

17. Another type is Type A and Type B
 Big Five Factor Theory
 5 stable and enduring factors that make up personality. Led to the development of the
NEO Personality Inventory measuring:
 Neuroticism: Degree of susceptibility to psychological stress (anxiety,
hostility, depression, self-consciousness, impulsiveness, vulnerability).
 Extroversion: Degree of sociability and energy (warmth, gregariousness,
assertiveness, activity, excitement-seeking, positive emotions).
 Openness to Experience: Degree of curiosity (fantasy, aesthetics, feelings,
actions, ideas)
 Agreeableness: degree of positive or negative orientation toward others.
 Conscientiousness: Degree of self-discipline (punctual, neat, achievement
oriented, activity level).
Type A Personality
• Always moving, walking, and eating rapidly.
• Feel impatient with the rate at which most
events take place.
• Strive to think or do two or more things at
once.
• Cannot cope with leisure time.
• Are obsessed with numbers, measuring their
success in terms of how many or how much
of everything they acquire.
Type B Personality
• Never suffer from a sense of time urgency
with its accompanying impatience.
• Feel no need to display or discuss either
their achievements or accomplishments
unless such exposure is demanded by the
situation.
• Play for fun & relaxation, instead of exhibit
their superiority at any cost.
• Can relax without guilt.

18. How Do We Determine Personality?
 Objective or Structured Measures
 MMPI (Minnesota Multiphasic Personality Inventory),
 CPI (California Personality Inventory),
 NEO Personality Inventory.
 Projective or Unstructured Measures
Well known projective instruments:
 Rorschach Inkblot Test,
 TAT (Thematic Apperception Test)
CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)
Meaning & Concept
The term ‘continuous’ implies that the regular evaluation or assessment of every students throughout the
academic session. It is more a process than an event. Such assessment would help to diagnose learning
gaps and pave the way for remedial measures.
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19. Compiled by Abul K. Azad (ASRB-NET), Ph.D. Research Scholar, ICAR-NDRI,
Karnal, Haryana
The second term 'comprehensive' acknowledges to the fact that learning can be both formal and informal;
it can occur through several facets of activities and therefore the learning profile of the learners needs to
be assessed in different contexts of learning both formal and informal. Thus it endorses the expression
of learning through a variety of activities and hence their assessments through multiple tools of
assessment. In short, it is intended to scan the entire learning map of the each student.
Therefore, The Continuous and Comprehensive Evaluation (CCE) refers to a system of school based
evaluation of the learner that covers all aspects of the learner development.
Objectives
1) To help develop cognitive, psychomotor and affective skills
2) To lay emphasis on thought process and de-emphasize memorization
3) To make evaluation an integral part of teaching-learning process
4) To use evaluation for improvement of students achievement and teaching-learning strategies on
the basis of regular diagnosis followed by remedial instructions
5) To use evaluation as a quality control device to maintain desired standard of performance
6) To determine social utility, desirability or effectiveness of a programme and take appropriate
decisions about the learner, the process of learning and the learning environment
7) To make the process of teaching and learning a learner-centered activity
Principles
1) Continuous and comprehensive evaluation throughout the academic session.
2) It is broad-based, and covers all the aspects of learner’s growth & development.
3) It is a school-based evaluation consisting of both Scholastic & Co Scholastic aspects.
4) It offers feedback to the teacher and learners.
5) It also includes Physical Education in its scope of assessment.
6) Formative Assessment (FA) and Summative Assessment (SA) used for evaluation.
Scholastic & Co-Scholastic Evaluation
The Scholastic Evaluation conceptualizes evaluation of all academic subjects as spread over the entire
span of the learning period (Term). It is institutional and formal based.
The objectives of the Scholastic domain are:-

20. Compiled by Abul K. Azad (ASRB-NET), Ph.D. Research Scholar, ICAR-NDRI,
Karnal, Haryana
• Desirable behaviour related to the learner’s knowledge, understanding, application, evaluation, analysis
and the ability to apply it in an unfamiliar situation.
• To improve the teaching learning process.
• Assessment should be both Formative and Summative.
Formative Assessment
It is a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive
environment. It involves regular descriptive feedback, a chance for the student to reflect on the
performance, take advice and improve upon it. It involves the students’ being an essential part of
assessment from designing criteria to assessing self or peers. If used effectively, it can improve student
performance tremendously while raising the self-esteem of the child and reducing the work load of the
teacher.
Formative Assessment is carried out during a course of instruction for providing continuous feedback to
both the teachers and the learners. It is also carried out for taking decisions regarding appropriate
modifications in the transactional procedures and learning activities.
Features of Formative Assessment
• Is diagnostic and remedial
• Makes provision for effective feedback
• Provides a platform for the active involvement of students in their own learning
• Enables teachers to adjust teaching to take account of the results of assessment
• Recognizes the profound influence assessment has on the motivation and self-esteem
of students, both of which are crucial influences on learning
• Recognizes the need for students to be able to assess themselves and understand how
to improve
• Builds on students’ prior knowledge and experience in designing what is taught
• Incorporates varied learning styles to decide how and what to teach
• Encourages students to understand the criteria that will be used to judge their work
• Offers an opportunity to students to improve their work after they get the feedback
• Helps students to support their peer group and vice-versa
Summative Assessment
It is carried out at the end of a course of learning. It measures or „sums-up‟ how much a student has
learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades.
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21. Compiled by Abul K. Azad (ASRB-NET), Ph.D. Research Scholar, ICAR-NDRI,
Karnal, Haryana
Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure
of the growth and development of the student. It, at best, certifies the level of achievement only at a given
point of time. The paper pencil tests are basically a one time mode of assessment and to exclusively rely
on it to decide about the development of a student is not only unfair but also unscientific. Overemphasis
on examination marks that focus on only scholastic aspects in turn makes student assume that
assessment is different from learning, resulting in the „learn and forget‟ syndrome. Besides encouraging
unhealthy competition, the overemphasis on Summative Assessment system also produces enormous
stress and anxiety among the learners.
Features of Summative Assessment
• Assessment of learning
• Generally taken by students at the end of a unit or semester to demonstrate the “sum”
of what they have or have not learned
• Summative assessment methods are the most traditional way of evaluating student work
Physical Education
Physical Education is an integral part of Scholastic Assessment. It is assessed similar to core subjects
such as Tamil, English, Mathematics, Science and Social Science. The students are to be assessed in
physical education based on the following indicators.
 Physical fitness
 Initiative and interest
 Proficiency
 Following the rules of the game
 Sportsmanship
Co – Scholastic Evaluation
Co – Scholastic Evaluation is the assessment of many informal and formal developmental areas such as
life skills, attitude & values, wellness, service activities and work education. It is beyond the four wall of
institutional based evaluation. Simple and manageable means of assessment of Co-Scholastic aspects
of growth must be included in the comprehensive evaluation scheme.
Grading System
In grading, students are categorized into a few ability groups on the basis of their performance and
proficiency. It involves the use of a set of specialized symbols or numerals whose meaning ought to be

22. Compiled by Abul K. Azad (ASRB-NET), Ph.D. Research Scholar, ICAR-NDRI,
Karnal, Haryana
clearly defined and uniformly understood by the students, teachers, parents and all other stakeholders.
Assessment in co-scholastic areas need to be done systematically and methodologically by using specific
observable and measurable indicators and finding grade points resulting into grades.
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