7• fi;kts] dksgsycxZ ,oa O;xksV~Ldh dk cky&fodkl lECkU/kh fl)kar % Jean Piaget | Cognitive Theory | Lawrence Kohlberg - Moral Development Lev Vygotsky's Theory of Child Development

1-thu fi;kts dk fl)karJean Piaget | Cognitive Theory |

1- fLoVtjyS.M ds euksoSKkfud thu fi;kts }kjk izfrikfnr bl fl)kar dks cPpksa ds ckSf)d fodkl@ekufld @laKkukRed fodkl@ vfHkKkukRed@ izKkukRed dk fl)kar dgk tkrk gSA

2- ckyd dh cqf) dk fodkl mlds tUe ds lkFk tqM+k gSA izR;sd ckyd vius tUe ds le; dqNtUetkr izofRRk;ka ysdj vkrk gS tks lgt fdz;k,a djus ls lECkfU/kr gksrh gSa& tSls pwluk] ns[kuk]oLrqvksa dks idM+us dk iz;kl] oLrqvksa rd igqapuk vkfn dks ysdj og iSnk gksrk gSA

3- fi;kts os izFke euksoSKkfud gSa ftUgksaus O;fDRk dks tUe ls fdz;k”khy rFkk lwpuk izdzef.kr izk.khLohdkj fd;kA

4- fi;kts ds vuqlkj laKkukREkd dk;Zfof/k esa ckyd }kjk vuqdwyu dh nks izeq[k fo”ks’krk,agSa&vkRelkr~dj.k rFkk lekfo’Vhdj.k A Assimilation/Adaptation andaccommodation

5- vkREklkr~dj.k@lkRehdj.k adaptation % adapt to new information. It is theprocess of fitting new information into pre-existing cognitive schemas.Assimilation occurs when humans are facing with new or unfamiliarinformation and refer to previously learned information in order to makesense of it.

vFkkZRk & ckyd uohu vuqHko dks igys ls fo|eku ckSf)d lajpuk esa [kikrk gSArkfd og uohu dks le> ldsvkSj O;ofLFkr j[k ldsA fdlh cPPks ds fopkjksa esa u;s fopkjksa ds lekos”k gks tkus dks lkRehdj.k@vkRelkr~dj.k dgrs gSaA

blhfy, fi;kts us cqf) dks HkkSfrd o lkekftd i;kZoj.k ds izfr lek;kstu ;ksX;rk ds :i esa ifjHkkf’kr fd;kgSA

6-lekfo’Vhdj.k@lekos”ku % accommodation is the process of taking new information inone's environment and altering pre-existing schemas in order to fit in the newinformation. This happens when the existing schema (knowledge) does not work,and needs to be changed to deal with a new object or situation.

vFkkZr & uohu vuqHko tc laKku esa vkrs gSa rks iwoZorhZ ckSf)d lajpukvksa esa lq/kkj] foLrkj oifjorZu dh xqtkab”k fudy vkrh gSA ftls ckyd dk efLr’d tc djrk gS tks ;g lekfo’Vhdj.k gksrk gSAvFkkZr lekos”ku og izfdz;k gS ftlds }kjk laKkukREkd lajpuk dks la”kksf/kr fd;k tk ldrk gSA

7-thu fi;kts ds laKkukRed fodkl ds fo”o&izfl) fl)kar esa ckSf)d fodkl dh pkj voLFkk;sa eq[;r% gSa&Cognitive development is Jean Piaget's famous theory. Through a series ofstages, Piaget proposes four stages of cognitive development: the sensorimotor,pre-operational, concrete-operational and formal- operational period.

,d&laosnukRed&xked&voLFkk@laosnhxked Sensorimotor stage . A bfUnz;xked vkxzg.k voLFkkAbfUnz;tfur xked vax Sensori motor Orgen dh gjdrksa ls bl voLFkk dk fodkl gksrk gSA tUe lsizkjafHkd Hkk’kk&vtZu rd gksrh gSA vFkkZRk nks o’kZ dh voLFkk rd gksrh gSA blds vanj 6 mi&voLFkk;sa gksrh gSaAbu voLFkkvksa esa ckyd ns[kuk] idM+uk] pwluk vkfn Lor% lgt fdz;kvksa ls O;ofLFkr iz;kl vk/kr fdz;kvksa dhvksj vxzlj gksrk gSA 2 o’kZ rd cPpk fofHkUUk oLrqvksa ds chp la;kstu djuk lh[krk gSA rks vkjafHkdizR;;¼izk;ejh dUlIV½ dk fodkl gksrk gSA ;g vuqdj.k] Le`fr] vkSj ekufld fu:i.k dh voLFkk Hkh dghtkrh gSA fi;kts dgrk gS fd laKkukRed fodkl dh bl igyh voLFkk esa cPpk bfUnz;ksa ds iz;ksx }kjk lclscsgrj rjhds ls lh[krk gSA

nks& iwoZ lafdz;kRed voLFkk Pre-operational stage- cksyuk lh[kus ls ysdj vFkkZRk 2 ls 7 o’kZ rdAbl voLFkk esa ladsrkRed dk;Z o Hkk’kk dk iz;ksx izkjaHk gksrk gSA fi;kts ds vuqlkj bl voLFkk esa ckyd^oLrq&LFkkf;Ro*(object stability) izkIr djrk gSAbl voLFkk dks nks miHkkxksa esa ckaVk x;k gS&

2 A-Symbolic function substage &Lakkdsfrd ;k iwoZizR;;h fopkjksa dh voLFkkA iwoZizR;;kRed dky &2 ls 4 o’kZ rdA ifjorZu ;k [kkst dh voLFkkAbl voLFkk esa cPps ds efLr’d esa fopkj vkus yxrs gSaA pkSFks o’kZ ds var rd og ladsrksa dk iz;ksx djus yxrkgSA

B-Intuitive thought substagevar%izkK dky & 4 ls 7 lky dh mez rdA Lotfur fopkjksa dh voLFkkA ckyd fofHkUu ladYiukvksa dks fofHkUUkifjfLFkfr;ksa esa iz;ksx dj ldrk gSA mlds vanj lkekU;hdj.k dh {kerk vk tkrh gSA

rhu 3-Concrete operational stage ewrZlafdz;kREkd voLFkk@ ewrZfdz;k voLFkk % & 7 ls yxHkx 11&12o’kZ rd (pre-adolescense)years.&vc iwoZ dh voLFkk dk vrkfdZd fparu lafdz;kRed fopkjksa dk LFkku ys ysrk gSA ckyd NksVs&NksVs inksa dhrkfdZd lafdz;kvksa dh J`a[kyk }kjk fopkj djus yxrk gSA eki] rkSy] fxuus cks/k mls gks tkrk gSA ;fn izkIrlwpuk;sa ewrZ gksa rks og Bhd rjg ls rqyuk Hkh dj ysrk gSA vFkkZr og xf.krh; rkfdZd gks tkrk gSA bl voLFkkesa ckydksa dh lksp vewrZrk dh vis{kk ewrZ vuqHkoksa ,oa izR;;ksa ls gksrh gSA vFkkZr bl voLFkk esa ckyd rkfdZd:Ik ls oLrqvksa o ?kVukvksa ds fo’k; esa fparu vkjEHk djrk gSA

Pkkj&4 Formal operational stage vkSipkfjd lafdz;k voLFkk %& laKkukRed fodkl dk pkSFkk ovafre pj.kA 11 ls 15 o’kZA vewrZ ckrksa ds lEcU/k esa rkfdZd fparuA oLrqvksa vkSj lkefxz;ksa ds LFkku ij “kkfCndrFkk lakdsfrd vfHkO;fDRk esa l{ke gks tkrk gSA mldk leL;k&lek/kku O;ogkj vf/kd O;ofLFkr gks tkrk gSAAbstract thought and Problem-solving A fu’d’kZ ] O;k[;k vkSj ifjdYiuk cukukA vkSipkfjdlafdz;kRed fopkj okLrfodrk ls ckgj tkdj laHkkoukvksa ij fopkj esa l{ke cukrs gSaA vFkkZr & fi;kts dsvuqlkj ;g ,d ,slh voLFkk gS tc ckyd vewrZ ladYiukvksa ds fo’k; esa rkfdZd fparu vkjEHk djrk gSAuksV & 1-fi;kts }kjk crkbZ xbZ ;g pkjks voLFkk;s adze”k% tfVy gksrh tkrh gSaA ,d voLFkk ls nwljh voLFkk esatkus dh xfr mudh “kkjhfjd ifjiDork rFkk okrkoj.kh; vuqHkoksa ij vk/kkfjr gksrh gSA&2-fi;kts }kjk cPPkksa ds ckSf)d fodkl ds pkj Li’V Lrjksa dh igpku dh xbZ gSA&3-fi;kts ds fl)kar dk ewy ;g Hkh gS fd fofHkUu fodkl voLFkkvksa dks le>us ds fy, laKkukRed cnyko dsckjs esa tkuk tk;sA&4--^^cPps nqfu;k ds ckjs esa viuh le> dk Lo;a l`tu djrs gSa** ;g Kkr djus dk Js; fi;kts dks tkrk gSA&5-fi;kts ds vuqlkj yXkHkx 6 o’kZ dh vk;q ls igys cPps esa laKkukRed ifjiDork dk vHkko ik;k tkrk gSAbl vk;q ij og lkekU;hd`r gksrk gSA

dksgsycxZ dk uSfrd fodkl dk fl)kar %

Lawrence Kohlberg's stages of moral development

1- bUgksaus thu fi;kts ds fl)kar dks vkxs c<+k;kA bUgksaus uSfrd fodkl dk fl)kar fn;kA vFkkZrO;fDr ds vanj uSfrdrk] ewY;] vPNkbZ &cqjkbZ ds izfr lksp dSls fodflr gksrh gS] blhlekthdj.k ij fopkj fd;k gSA

2- budk fl)kar uSfrd rdZ.kk ;k uSfrd O;ogkj dh O;k[;k Hkh djrk gSA moral reasoning,the basis for ethical behavior

3- buds fl)kar dks 3 Lrjksa vkSj 6 lksiku@pj.kksa dk fl)kar Hkh dg ldrs gSaA

Level 1 (Pre-Conventional)

1. Obedience and punishment orientation(How can I avoid punishment?)2. Self-interest orientation(What's in it for me?)(Paying for a benefit)& Lrj ,d % iwoZijEijkxr Lrj % ;|fi ;g ckydksa ij ykxw gS rFkkfi dqN fd”kksjksa vkfn esa HkhA1-n.M rFkk vkKkikyu vfHkeq[krk & n.M ds izkIr vuqHko ls ;k blds Hk; ls vkKkikyu ;k uSfrdfu;eksa dk ikyu ckyd izkjaHk esa djrk gSA2- vkRedsfUnzr@Lofgr vfHkeq[krk & vius fy, ykHk] vPNh xzsM ;k ikyd ls iqjLdkj vkfn esa viusfy, dqN ikus dh yyd ls uSfrd ikyu dh fLFkfrA

Level 2 (Conventional)3. Interpersonal accord and conformity(Social norms)(The good boy/girl attitude)4. Authority and social-order maintaining orientation(Law and order morality)& Lrj nks % ijEijkxr Lrj % ;g eq[;r% fd”kksjksa vkSj o;Ldksa esa ik;k tkrk gS&3-ikjLifjd ,dtqV vfHkeq[krk % vPNk cPpk ;k vPNh cPPkh ds :Ik esa lekt ls Nfc ikus dh yyduSfrd ewY;ksa dk ikyu djokrh gSA

4- और सामािजक- बनाए रखन क /vfHkeq[krk % vFkkZRk dkuwu&O;oLFkk cuk;s j[kus ds fy, uhfr&ikyu

Level 3 (Post-Conventional)5. Social contract orientation6. Universal ethical principles(Principled conscience)rrh; Lrj % mRrj&ijaijkxr Lrj5-lkekftd&vuqca/k&vfHkeq[krk6-lkoZHkkSfed uSfrd fl)kar voLFkkuksV % lkekftd vuqca/k vfHkeq[krk esa cPps @fd”kksj yksxksa ds cgqla[;d fgrksa rFkk iztkrkaf=d rjhds dksrdZlaxr egRo nsrs gSaA tcfd lkoZf=d uhfrijd mUeq[krk esa vius uSfrdrk vakrfjd ekudksa vkSj viuhLo;a dh var%izsj.kk ls uhfrikyu djrk gSA ;g fLFkfr vR;ar mPp]vkn”kZ ,oa nqyZHk gksrh gSA

yso ok;xksV~Ldh dk lkekftd&lkaLd`frd fl)akr

1-lksfo;r :l fuoklh ok;xksV~Ldh us crk;k fd ckyd ds lHkh izdkj ds fodkl esa mlds lkekftd&ifjos”k dkfo”ks’k ;ksxnku gksrk gSA

2-ok;xksV~Ldh ds vuqlkj cPpksa esa laKkukRed fodkl esa lkekftd dkjdksa vkSj Hkk’kk vkfn dk Hkh egRoiw.kZ LFkkugSA

3-buds vuqlkj laKkukRed fodkl lkekftd&oS;fDrd ifjfLFkfr esa lEiUu gksrk gSA nks Lrjksa ij gh izR;sdvf/kxe ;k lh[kuk lEiUu gksrk gS & igyk nwljksa ls varlkZekftd fdz;k rFkk nwljk O;fDrxr ekufld lajpukesaA cPps dk lkaLd`frd fodkl Hkh nks Lrjksa ij izrhr gksrk gS & igyk lkekftd Lrj ij rFkk ckn esa O;fDrxrLrj ijA

4-cPps ds fodkl ds Lrj dks nks {ks=ksa dh lgk;rk ls le>k tk ldrk gSA okLrfod fodkl dk Lrj og gS tgkackyd fcuk fdlh dh lgk;rk ls dk;Z dj ldrk gSA rFkk laHkkO; fodkl dk Lrj og gS ftls og fdlhegRoiw.kZ O;fDRk dh lgk;rk ls izkIr djus esa l{ke gSA nksuksa ds chp ds varj dks lehiLFk fodkl dk {ks= ZPDdgk tkrk gSA

5-ok;xksV~ldh us laKkukREkd fodkl ds fy, [ksy dks Hkh egRoiw.kZ ekuk gSA

uksV % dqN “kCn vkSj vFkZ %

var%fØ;k varZfØ;k

bUVj] bUVª

var%fo”ofo|ky;hu varfoZ”ofo|ky;hu

2- vuqns”kd & funZs”kd & crkus okyk xkbM funsZ”k& bULVªDVj

4-fdz;k] izfrfdz;k] vuqfdz;k] ,D”ku] fj,D”ku] vkQ~VjoMZ ,D”ku Qksyksvi ,D”ku

5-mn~nhid & izsjd@ izsj.kk nsus okyk & Lo;a fdz;k esa Hkkx ugha ysrs mRizsjd

6-varuksZn & Mªkbo & t:jr eglwl djuk] Hkw[k vanj ls izsj.kk vko”;drk ftlds dkj.k dqN fdz;k gksxhA

7- Kku] cks/k] dkS”ky] vuqiz;ksx

8- lek;kstu & le&vk;kstu] ,MtLVesaV] vuqdwyu

9-voyksdu & yksd] yksdu] voyksdu & fujh{k.k ;k ns[kuk

10- vfHko`fRr] o`fRr&is”kk] dk;Z] vfHk& fo”ks’k] fo”ks’k dk;kZUo;u dk fpRr ;k VsaMsalh tendency kZdlh dk;Z dksdjus dh izo`fRr

Attitude

11- lEizs’k.k & lEk~ izs’k.k] lE;d :Ik ls Hkstuk] fof”k’V rduhd ls izlkfjr djuk] dE;wfuds”ku

12- mnkj & tks fu;eksa esa vf/kd dBksj u gksA

13-laKku & Bhd izdkj ls Kku efLr’d esa LFkkfir gSA cognition

14-ewY;ijd & oSY;wcsLMA thou ewY;kas ij tks vk/kkfjr gks A tSls lPpkbZ] bZekunkjh fouezrk vknj vkfn ijvk/kkfjr gksA

15-izfreku & ekun.M] Ldsy] iSjkehVj] ekud] ftlls phtksa ;k Hkko ;k vkpj.k dk ekiu ;k ewY;kadu fd;ktkrk gSA mnkgj.kA iSjkehVj

vxys VkWfid ds fy, vxyh Qkby ns[ksaA ohfM;ks ds fy, U Tube ij Dr.ramkumarsingh lpZ djsa] vFkokwww.ramkumarsingh.com ls fyad izkIr djsaA “kqHkdkeukvksa lfgr vkidk % MkW- jkedqekj flag