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Learning is a comprehensive process. The success of this process depends not only upon the effective teaching, but also upon so many group factors. The factors related with the learner, the teacher, and the environment are seen responsible as a determinant of quantity, nature and speed of learning.
The main factors that affect learning are mentioned below:
Factors Belonging to the Learner:
The factors affecting learning related with the learner may be specified as under:
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1. The Child Himself:
Child is the pivot of any learning activity. All activities rotate around him. As the aim of education is all round development of child’s personality, from this point of view, the activities based and carried on account of child’s needs, interests, attitudes, aptitudes, potentialities, capabilities, individuality, intelligence etc., may be effective and of immense importance.
Child is the basis of teaching-learning process; hence, ignorance of child at any stage will make all the learning process futile and more imagination, nothing else. Hence, it is suggested that each and every activity related with the learning should be carried out in accordance with child’s interests, needs and his physical and mental capacity. This all is possible only when the teacher has a deep insight to understand his pupil thoroughly.
2. His Intelligence:
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Intelligence has been found to be one of the main factors that influence learning. The proof for this factor is very commonly found in the classrooms. The schools which are meant for children of average ability usually are not able to help a retarded child. The teacher does not have the time to speed on this child who needs more help than an average child.
Similarly, these schools are of no help to a child who is more intelligent than the average one. Cases have been found of a child indulging in delinquent acts simply because they are far above average in intelligence but the school that they attend is poor in stimulation. As a result these children satisfy their intellectual curiosity by indulging the conditions of learning constant, the level of intelligence of a child makes a difference to the amount of their learning output in the classroom.
3. His Age:
The test of learning given to subjects of a wide range of ages have shown that learning efficiency increases with age to a certain extent which it stays stationary for some time and ultimately tends to decrease. This phenomenon can be understood easily if we keep in mind the developmental curves. Maturation of the individual, experience also accounts for a difference both of which are linked up with age.
So, we find that children speedier and more efficient at learning tasks as they grow older. As we get into adulthood and old age we find the output of the subjects going down because of the fact that though their experience has increased they cannot keep up the speed. So, that when the tasks have a time limit on them, the older subjects cannot do so well as the younger subjects can. However, the experiments on learning have proved that learning is a continuous process and it spreads order the whole life with a desire in the individual to learn more and more. The only difference that exists is caused by the type of tasks given for learning.
4. His will to Learn:
The will to learn is always labelled as a factor determining the amount of learning. It is believed that in order to be able to grasp and retain a certain material the individual must have an inner urge to learn, a drive that can motivate him into learning. This motivation is determined by the interests, desires and the purpose of a particular individual.
All these three are more or less developed with the help of a teacher. An intelligent and effective teacher helps his pupils in developing wide interests and habits, desire to pursue certain activities and at large a purpose in life. If a teacher is successful in helping his pupils to develop worthwhile interests and habits and a desire to understand things, he has helped then in becoming good learners.
5. Guidance:
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Usually trial and error is considered to be the method of learning. When faced with a new task an individual attempts it, in case it is a failure, he tries again, perhaps using a different technique this time. After a few trials and errors he evolves the correct method of tackling the task. In practice we find that it allows the hit and miss method, a pupil wastes a great deal of his time and while facing failure, he goes through a certain amount of tension and frustration. A teacher, through his guidance, can save his pupils a lot of frustration and time. He can help the child in making the right trials and avoiding the ones which would not yield any fruitful results.
In the initial stages of learning, a limited amount of guidance can help the student avoid unnecessary errors. The word “limited” is mentioned here because very often teachers are found to indulge in too much of guidance as far as the learning is concerned. The usual result of excessive guidance is a failure of the purpose. Proper guidance should aim at developing initiative in the learner and discourage the tendency to seek readymade solutions.
6. Educational Background:
Educational background of the learner is an important factor that affects his learning. Student may be backward from educational point of view as a general case or specific one. Some of the students are weak in most of the subjects while some students are weak in one or two particular subjects. The first category of students is termed as general backwardness while the second category of student is known as specifically backward.
Educational background of generally backward students is more challenging than the educational background of specifically background children. It is very common that if a particular student is weak in any subject, he will feel difficulty in learning new knowledge of that subject. On the contrary, if one possesses superior ability, beyond normally, it will be easier for him to gain new knowledge in a very comfortable and effective manner, thus, educational background contributes a lot in further learning.
7. Health Status of Child:
The health of the student should be very sound. A mal-nourished, ill or otherwise physically handicapped, cannot realize his potentialities as a learner. A pupil who is unhappy, discouraged or otherwise does not possess the balanced emotional tone is sure to be handicapped in his learning attempts. It is the rightly said that “a sound mind rests in a sound body” from this point of view a student should be physically and mentally fit, so that he may learn easily and comfortably. Child’s attention, interests, concentration etc., have direct link with the physical and mental health level of the students.
Any sort of mental illness or deficiency or abnormality, physical illness or mental tension and frustration will affect directly students learning. Students who are physically and mentally feel tired very easily. They fail to concentrate upon their studies for a long and get easily disturbed and depressed. They feel boredom and make very few efforts to get success in any activity. They feel complex and always complain of headache and other poor bodily symptoms. Thus, it is the first and foremost duty of the parents and the teachers to take note of their ward’s physical and mental health seriously.
8. Motivation:
Motivation is one of the basic principles for effective teaching, because no purposeful learning can take place apart from it. The human mind cannot absorb knowledge like a sponge. In order to learn, a person must do some activity. The urge to activity shows itself along different instinctive tendencies. Successful motivation depends on the successful use of these natural powers and tendencies to action. The teacher, who identifies and intensifies motives in learners, is able to arouse interest in them. He succeeds in setting up an excellent earning situation.
It is said that “as is the motivation, so is the learning” or “better the motivation, better the learning”, or “learning will proceed best, if motivated”. These sentences clearly depict the importance of motivation in the process of learning. Thus, it is the first and foremost duty of the teacher to create interest in the child before starting anything new. Because, in the absence of motivation all the efforts made by the teacher will go waste. Proper motivation helps in making the desire for learning strong.
9. Attitude of the Learner:
Learning has ever been the chief activity of man. Each generation after adding something new to cultural heritage hands it down to the succeeding generation. For several centuries the heritage has been so large and so important that society has given primarily to the school the task of selecting, organising and presenting to the children the most valuable situations possible. Life pattern of an individual in adulthood, his attitudes, and habits, mental, moral and physical well-being is largely determined by the forces which were prevalent in childhood.
Pope’s couplet says:
This education forms the common mind;
Just as the twig is bent the trees inclined.
Favourable or positive attitude is must to get success in any field of endeavour. Favourable attitude towards the job or work makes one more active and enthusiastic. The same is related with the student’s classroom activities. If the student has positive attitude towards any subject he will grasp the knowledge imparted by the teacher interestingly and whole heartedly and on the contrary, if he is not involved in the subject he will hate the subject, as well as the teacher of that subject.
Liking for anything is must in learning. The same view is supported by Thorndike’s law of learning namely, ‘law of use or dis-use’. If the student has negative attitude towards the subject all efforts made by the teacher will go in vain. Thus, it is the first and foremost duty of the teacher to make positive attitude of the student towards his entire academic activities.
Factors Belonging to the Teacher:
The factors affecting learning related with the teacher may be specified as under:
1. Knowledge of Subject:
Teachers knowledge related with his subject, his experience and ability has a direct bearing on the learning the students. If a teacher does not possess deep knowledge of his subject he can’t give much enough to his students. On the contrary, if a teacher has full command over his subject and has a mastery over the subject matter, he will be capable in giving new knowledge to his student with full confidence and his teaching will be effective, undoubtedly.
Generally, student like those teachers most who are master of their subjects. Such teachers on the other hand, face very few disciplinary problems. On the other side, teachers who lack competency on their parts deal students in a negative manner and indulge themselves in non-academic activities or cheap politics in the college campus. Good teachers are praised by their students like anything.
2. Teacher’s Behaviour:
Teacher’s behaviour influences the learning of students directly. A teacher should inherit all the essential qualities of a good teacher. Sympathy, co-operation, objectively, sweet tempered, polite etc., are all such traits that should reflect in teacher’s behaviour always. These traits will help in making the environment of the school congenial and praise worthy. Student will feel relaxed in the company of such teachers and face with them no difficulty in discussing their personal problems.
Apart from it, if a teacher is rough and tuff in his behaviour, the students will not like his subject, his company and will be compelled to leave the class and moreover they may turn to be truants. Also, the teacher should be objective in his dealing with his student. He must be impartial, no subjective attitude. Because, it all happens the student will start hating their teaching and may develop a hatred attitude for him permanently in the near future. Thus, the teacher should not be biased while dealing, so many activities related with school and classroom teaching.
3. Knowledge of Psychology:
Every teacher must have extensive knowledge of psychology without which he can neither know the student nor set the stage for learning. The elementary and secondary school teachers are most concerned with the psychology of childhood, psychology of adolescence and educational psychology. The latter’s deals with the application of psychological facts in such a way that the educational growth of the individual is efficiently directed and controlled.
So, it is rightly said that knowledge of educational psychology is must for a teacher. In this context, it is quite apparent that until a teacher does not acquire proper understanding of the principles in the field of education. Hence, it is quite justified that he should have a deep knowledge of most common concepts of psychology such as-process of child development, heredity, individual differences, motivation, theories of learning etc.
Making use of all these a teacher can make his teaching effective. Further, in the classroom situation he has to deal a variety of students at the same time. To gain mastery over such situations and to handle problems of individual it is unavoidable for a teacher to have a detailed knowledge of educational psychology otherwise he will be an utmost failure with regard to so many class-room complex situations. It is only knowledge of psychology that makes teacher fully competent and enthusiastic in dealing with his students.
4. Methods of Teaching:
The traditional methods of teaching were more formalized, conservative, teacher dominated as opposed to modern, more flexible pupil involved, learner centred methods. Although the more formal subject oriented procedures are not without merit, particularly for imparting information to large classes of pupils, they frequently fail to evoke a vibrant pupil participation which is conductive to a healthy learning atmosphere and desirable concomitant outcomes.
In the modern era it is now recognized that the subjects should be taught as activities. This activity principle was sponsored by Froebel and later developed by Dewey. The secondary education commission also observes-the point of departure for all reforms in method must be the realization that knowledge has to be actively acquired be every individual’ through independent efforts. The basis of teaching must, therefore bet the organization of the subject matter into units of projects which would create opportunities for self-activity on the part of students.
Teaching methods have a direct link with learning process. Consequently, each teacher has a unique method of teaching. Similarly, all the students cannot be taught by a single method. If the method of teaching is scientific in nature, it will help in making the teaching effective. Also the learning process will be easier and purposeful.
Realizing this very need of the student’s educationists has developed modern methods and techniques of teaching. To name a few are-Play way method, learning by doing, learning by observation, Project Method, Heuristic method, Discovery method, Programmed instruction, Text-Book Method, Supervised-study method, Teaching machines etc.
Apart from above methods a teacher has to adopt his unique teaching style. It is commonly seen that a teacher is academically and professionally sound, but his teaching is not effective in the classroom. There may be so many reasons behind the same but the most sensed factor is teacher’s personal problem orientation technique, in the absence of which a student does not keep pace with the teacher and hesitates in sharing his personal problem with the teacher. Hence, if personals rapport which the teacher is also needed for the success of teaching.
5. Knowledge of Individual Differences:
In early days educational practice assumed that all pupils should be put into the same “mold”. If the pupils did not fit the “mold” attempts were made to remodel them rather than change the “mold”. All students were required to pursue the same curse of study and they were taught by the same methods. Very little consideration was paid to the individual differences.
Recently, it has been found that the differences among people are large in every trait which human beings possess. Ralhp Waldo Emerson said, “Nature does not rhyme her children.” Likeness may be found in a few anatomical characteristics such as-height, chest measurement, blood pressure, pulse rate etc., but it is almost impossible to be found in general appearance, intelligence, emotional nature and in the hundreds of other characteristics which every person possess. Every class in a school consists of individuals of whom no two are similar.
So, knowledge of individual differences is must for a teacher. Each students has his own interest, attitudes, aptitudes, needs, potentialities, capabilities, values etc., and on account of these some students grasp the knowledge imparted by their teachers easily while some grasp with some difficulty and some of the students totally fail to grasp anything given by the teacher, generally, a teacher has to face three types of students in his class-backward, normal and gifted children.
To plan teaching accordingly the needs of these students or to satisfy the needs of all these students at the same time is really a difficult and challenging task for the teacher. To keep pace with this problem the teacher plans his teaching strategies keeping in mind the average children. Thought, both of these categories seem to be dis-satisfied with this approach of the teacher. But, apart from it there is no proper channel for the teacher that he may try. To go through such channels only knowledge of individual differences can help him to some extent.
6. Personality:
God and appealing personality is the basis of successful and effective teaching. From this point of view the personality of the teacher must be very attractive and influencing. He must create an impression or put a stamp on his students keeping appropriate balance between his deeds and actions. Students learn so many things indirectly from the teacher. It is thus that teacher is said to be the best motivator for his students.
He forms an idol for his students. Students imitate his each and every part of his behaviour gladly. So, it is on the part of the teacher how he creates an example for others. For this, he has to be very much cautious in his behaviour and has to exhibit all those traits through his personality that are welcomed most by most of the societal members.
Personality should be viewed as the entire qualitativeness of a person or as an integrated pattern of traits. Teacher should keep in his mind that personality is shaped by and inter-woven with the social environment and culture is the ground from which personality emerges. To shape student’s personality he should always borne in his mind that personality which is just a bundle of ideas, attitudes and intelligence depends a good deal on the people with whom the individual constantly associates.
7. No Care to Foster Individuality:
The aim of education should be to develop the full of potentialities of every child in school in accord always with the general good of society. It is to develop each individual into a happy well co-ordinated personality with socially desirable qualities. It is to produce good citizens who will have sense enough to judge of public affairs, discernment enough to choose the right officers, self-control, enough to accept the decision of majority, honesty, enough to seek the general welfare rather than his own at the expense of the community, public spirit, enough to face trouble or even danger for the good of the community.
It would be no exaggeration if we can a traditional school a prison, the pupils prisoners and the teacher superintendent of the prison where everything was superintendent (teacher) centred and subject centred, where no attention was paid towards the psychology of the child. The children, in the schools were just like parrots in the cage that were made to cram certain bits of dis-organized, dis-connected facts of knowledge which had no value in their later life.
K.G. Saiyidain writes-“By their methods of teaching and’ earning and discipline, these schools actively suppress individuality and let children’s distinctive gifts die of inanition and disuse. They are responsible for heartless unwitting waste of the fine human potentialities implicit in their pupils.”
8. Lack of Personal Contact between Teacher and Taught:
The size of classes in our schools is too large to permit close pupil and teacher contacts. Therefore, teacher cannot look towards the individual’s habits, aptitudes, attitudes, personal traits, needs, potentialities etc. Secondary education commission writes, “The increase in the size of classes has considerably reduced personal contacts between the teacher and pupils. Thus, the training of character, inculcation of proper discipline has been seriously undermined.”
Teaching, in our schools had an aim of imparting only factual knowledge through certain exercises in which the teacher was an expounder, drill master, and a disciplinarian and the child a passive recipient of verbal and visual impressions. It was assumed that the natural inclination of the child were against such subject matter.
The intermediary factor which was used to bridge the gap between the teacher and the taught was discipline, an external force that made the child to memories that subject matter. There was nothing that could cater the intellectual, emotional and physical growth of the child. The child could not develop into anything but a suppressed personality in the absence of proper rapport between the teacher and the taught.
9. No Emphasis on Co-Curricular Activities:
The purpose of traditional school was to import certain fragments of isolated knowledge though different subjects of the curriculum. All other activities were regarded as something for which the school was not legitimately responsible hence, were called extra-curricular activities.
But, the modern school aims at all round development of the child. Theodore Roose Velt said; “If all the work that is done or that can be done for our country, the greatest is that of educating the body, the mind and above all the character, giving spiritual and moral training to those who in a few years are themselves to decide the destinies of the nation.”
The school is responsible for the education of the whole individual, his physical, intellectual, emotional, moral and social self. To realise this aim the importance of introducing certain activities having relation to different subjects of curriculum become clear and hence named as co-curricular activities. Secondary Education Commission observes that, “The school has to formulate a scheme of hobbies, occupations and projects that will appeal to, and draw out, the powers of children of varying temperaments and aptitudes”.
The co-curricular activities satisfy the needs of young people, promote meaningful learning and develop them into good citizens.
10. Narrow Curriculum Approach:
Previously education in India was under the foreign patronage. So, it was divorced from our cultural, social and economic life. Secondary Education Commission writes- “The curriculum as formulated and as presented through the traditional methods of teaching does not give the student insight into everyday world in which they are living. When they pass out of school they feel ill-adjusted and cannot take their place confidently and competently in the community.”
K.G. Saiyidain puts about a school, “It has been treated as a place which should be effectively cut off from the wear and tear and the work and worry of everyday life. It carries on the teaching activities in an academic seclusion out of touch of the social and economic life surging around. Thus, the school which should, actually be an epitome of society was a segregated, divorced and a cut-off place from it.”
The education given in our schools is purely of academic nature. It could contribute towards the development of cognitive aspect of personality only whereas the non-cognitive aspect was altogether ignored, The Secondary Education Commission observes that, “Education given in our schools is narrow and one-sided and fails to train the whole personality of the student. For many decades it has provided only academic instructions. The non-cognitive aspects of his personality-his practical aptitudes, his emotions, and his tastes were largely ignored.”
Factors Belonging to School:
1. Democratic Nature of Schools:
India is now free from foreign alien rule. After careful consideration it has transformed itself into a secular democratic republic. Thus, we should scrap the old bureaucratic and authoritarian pattern of our schools by changing their working in conformity with the democratic ideals and processes so that each child may learn to love democratically. Thus, the nature of Indian schools should, now, be democratic so that children are able to adjust with the environment and bring out a change in them according to the changing needs and situations of society.
2. Co-Operation of Other Agencies:
The family, the community and the state together with all other agencies of education should co-operate the working of the school. Then only the Indian schools will be worthy to be known as progressive schools.
3. Emphasis on Child’s Personality:
In addition to curriculum, full attention should be paid to the development of the child in accordance with his innate endowments. That is the real purpose of education. In other words, education should be child-centred.
4. All-sided Development:
Personality has various aspects. None is to be neglected. Our school should foster all-round development of personality namely-physical, mental, emotional and social.
5. Psychological Environment:
Our schools should provide congenial and conductive environment to the children. Then only, it will be possible for our young ones to develop their inherent tendencies and capacities to the best of their efforts by their own initiative and creativity.
6. Flexible Curriculum:
Curriculum followed by our schools should be flexible suited to local needs and situations. At the same time teachers should also have the freedom to modify it according to the requirements of children and social conditions.
7. Dynamic Methods to Teaching:
No doubt curriculum is important, but equally important are the strategies, tactics, techniques and methodology of teaching which work out the curriculum. Dalton Plan, Assignments, Projects etc., are some of the important useful methods.
8. Emphasis on Individual Differences:
Keeping into consideration the principle of individual differences, our schools should try to meet individual needs and problems as far as possible. Only then, education will be effective and profitable in developing values that equip children for their future life full of stress and strain.
9. Emphasis on Character Formation and Moral Development:
Emphasis on the development of moral values is essential for the proper development of character. In a democratic country like India only those citizens who are imbued with moral qualities and firm character can lead the nation to greatness. Hence, all the policies, programmes and other activities like accounting and guiding etc., of our schools should develop moral values and strong good character in our children.
10. Provision of Vocational Education:
Our schools should make children self-reliant by training them in some craft or vocation according to their needs, interest and capacities. Vocational education shall enable them to live independently on their own labour and efforts in the capacity of socially efficient citizens.
11. Emphasis on Practical Knowledge:
Our schools should minimize imparting bookish and theoretical knowledge. They should try to give more and more creative, constructive and practical knowledge to children. For this, our curriculum should be based on life experiences as experiences gained through self-training prove useful in practical life. As a matter of fact, the motto of work experience is current these days. It should be sincerely worked out.
12. Emphasis on Constructive and Creative Activities:
Indian schools should emphasize the principle of creativity in the education of children. According to thus principle children should themselves plan and structure learning experiences. They should initiate and continue all varieties of constructive activities. Co-curricular activities, exhibitions, competitions, social and cultural programmes may also stimulate children in these directions.
13. Provision for the Training of Teachers:
Trained teachers know their job well and do it efficiently in comparison with those are not trained professionally. As the number of children increases, correspondingly provision of sufficient teaching staff should be made but the management and the government. The government should provide more and more facilities for the training of teachers. At the same time in service training schemes should also be widened in their scope and facilities. Not only this, training should be made inexpensive and working conditions, security of service, pay scales be increased to invite really intelligent and capable persons to the teaching profession.
14. Centre of Community Life:
Indian schools should serve as community centres for children. They should engage all the children in various developmental and recreational activities in such a way so that on one hand, all the desirable values namely morality, strong character, self-reliance, sense of emotional and national unity together with national discipline develop in them in a natural way and on the other hand, they actively participate in the development of the community to which they belong.
15. Emphasis of Social Values:
Indian schools should develop children in social environment. For this, they should encourage children to come in contact with social centres, social institutions and also participate actively in various social functions. It will not only establish a bond between the smaller world of school and the wider world outside but also develop children all the socially desirable values which are greatly essential for the success of democracy.
Factors Belonging to the Home/Family:
1. Provision for Physical Development:
The following elements are essential for the physical development of the child:
(a) Residence of Family:
Residence of family should be open to light and air. It should be clean and its entire environment should be peaceful and conductive to physical well-being. It has been well said that where open air and sunlight is not available, the doctor will be necessary. Thus, the locality round about the residence should be very clean and open.
(b) Food:
Good food is essential for good health. Hence, the diet given to children should be clean, wholesome and health-giving containing a balanced combination of fats, vitamins, proteins, carbohydrates, mineral salts and water.
(c) Clothes:
Tight fitted clothes lead to physical discomfort and sometimes injure the body of the child also. These days we find that fashion is playing havoc with the health. It is undesirable. Hence, clothes of children should be such which permit sufficient air circulation and free movements.
(d) Provision of Play and Rest:
Play is a form of exercise which is very essential for sound health. Hence, children should be encouraged to play in parks or open places. Parents should also play with their children to give them natural encouragement from their activities. After play or exercise, rest is equally essential to ward off fatigue. Physical development of children will be very conductive if a balance in four factors namely-exercise, rest, diet and study is established upto the mark.
(e) Personal Cleanliness:
Personal cleanliness is very necessary for personal health. Hence, good habits of personal cleanliness such as regular cleaning of teeth, cutting of nails, daily bathing, wearing clean clothes, polishing shoes and other articles should be inculcated in children from the early childhood. These good habits remain with children throughout their lives and keep them physically healthy.
2. Development to Intellectual, Aesthetic and Practical, Interests:
Family should develop the intellectual, aesthetic and practical interests of the child from the early childhood.
In this connection we are suggesting some measures as under:
(a) Intellectual Development:
For the intellectual development of the child, the family environment should be intellectual. In this connection quiz games, intelligent play devices, word building games, action songs, toys and sketches etc., should be provided to children. Further, curiosity is the basis of motivation for learning and deeper understanding. Hence, the natural instinct of curiosity should never be discouraged even if it leads to some loss or expenditure and waste. Parents and elders should always encourage children to read stories and complete the home work given to them by their teachers.
(b) Aesthetic Development:
Aesthetic taste of children is developed by various kinds of hand work, sketching, drawing of sceneries and designs etc. Observation of star studded sky and other natural scenes and sights, singing, dancing and fancy dress etc., also stimulate the child’s aesthetic sense. Parents should try to develop the aesthetic sense of their children as much as possible.
(c) Provision for Practical Knowledge:
Children should be provided full opportunities to learn practical knowledge. They learn many small courtesies by observation and practice. Hence, showing courtesies to guests and receptive behaviour to strangers and other small cultural activities should be taught to children through actual work and behaviour of parents and other elder members of the family.
3. Provision of Constructive Activities:
The family should provide constructive activities to develop the constructive tendencies of child. Knowledge acquired through constructive activities remains permanent and helps in the selection of a suitable vocation also. Hence, family should provide such constructive activities before the child which may help him to develop his constructive energies as far as possible. To encourage the maximum self-expression of children, the family should arrange for newspapers, monthly magazines and other useful literature.
4. Development of Character and Training of Responsibility:
The character of a child is developed in family by inculcating in him self-confidence and training of responsibility. Hence, parents should encourage children to plan and execute small projects of home decoration, table setting and garden planting, etc. This will develop in them self-confidence and a sense of responsibility.
5. Development of Individual Needs Capacities and Interests:
Psychology has proved that each individual is not a carbon copy of another. In other words, each individual has his own individuality. Hence, members of family should provide suitable opportunities to each child to develop his individuality according to his needs, capacities and interests. The defects of teaching in school will also be supplemented and complemented by individual development at home under family environment.
6. Impartial Treatment:
Parents should behave fairly and impartially with all the children of family. There should be no sex discrimination between boys and girls as is found in some of the Indian families. Both boys and girls of today are the citizens of tomorrow. In their capacity as citizens they will not only enjoy the fundamental rights equally but also form sound national government. Hence, the family should break the old artificial walls and provide equal opportunities to boys and girls for their richer, happier and better development.
7. Religious Education:
The family should provide suitable opportunities before the child to receive religious education also. One cannot deny the fact that a child cannot understand the conflicting elements of religious tales and other religious activities. Such religious education shall inculcate in the child all the desirable values namely-love, sympathy, service, sacrifice and fellow-feeling. In a secular state like Indian, it is the sacred duty of family to provide religious education to each child so that he may grow into a responsible citizen of the state.
8. All-Round Development:
The family should ensure the all-round development to the child. In India most of the families are satisfied only with partial development of their children. They neglect the other aspects of development. A jack in his book ‘Total Education’ has classified such families into three categories. In one type of competitive families children are developed into one set direction upto set limits only. The other aspects are neglected.
In other type of families culture activities and interests are made fun of with the result that children remain deficient in emotional and cultural aspects of development. The third types of families are known as emotionally refrigerator families. In such families socially desirable qualities namely love, affection and sympathy etc., are looked down upon by their members with the result that the behaviour of children belonging to such families becomes static and undesirable.
In reality, a family should look to all sides of child’s personality—physical, mental, emotional and social. Then only, the wholesome and full development of child will be possible. For this purpose, no aspect of development is to be neglected. Parents should provide all the desirable experiences and activities to their children duly planned and structured in advance.