Transcription
Hello friends, welcome to all of you in Study Fighters. Friends, the CDP series has started on the Study Fighters channel. Friends, what you need to do in this series is to complete all the theory, practice MCQs. After this, by joining the Study Fighters app, you will have to take mock tests there and do the most expected questions. So friends, we are going to start the theory, okay. First of all, keep one thing in mind, whether it is Paper 1 or Paper 2, the syllabus of CDP is the same, okay. You should never ask this question, is it for Paper 1 or for Paper 2? It is for both papers, the syllabus is the same, the questions are just asked in different ways. The syllabus is the same, so friends, you need to develop understanding in CDP. Your understanding should be that what is growth, what is development, okay. So, you should understand other concepts as well, do not memorize them, understand the concepts and when the concepts are perfectly fit in your mind, you will be able to solve the questions, okay. We expect this much. So friends, we are going to start Child Development and Pedagogy. Now we only have to talk about the child, we are not going to develop any elder. We have to become teachers. Right? So, to become a teacher, we need to have knowledge about the child. How can the child develop? How can the child's growth and development happen? Understand that. So, for the growth and development of the child, it might be that it has to be done socially, okay, or we have to make him, let's say, physically fit, okay, mentally fit. For that, some rules have been made. We are calling these rules pedagogy, okay. It is a science, it is a knowledge. When you understand this knowledge, you will become a teacher, okay. So, some rules have been made for the development of the child. We will understand these rules. If any question comes in front of you, imagine a child in your mind and think according to that child, what is right for that child, that will be your correct answer, okay. So, in this way, friends, for the development of the child, we will study some rules of science further, okay. All these rules are pedagogy. So, friends, a word comes from pedagogy, which is 'scology', okay. Now, in scology, we will understand the mind of the child, only then can we benefit the child, right? So, we will know how the child's mind works, how the child thinks, what are the stages of the child, how the child develops. If we know these things, then we will be able to do the questions, okay. Just keep one thing in mind, the child should benefit. The only foolproof trick to solve CDP questions is to choose the option in which the child benefits, okay. Even if the teacher suffers a loss, the child should benefit. So, keeping the child in mind, you have to answer all the questions. This is our number, okay. You can connect on WhatsApp. There are various platforms, you can connect on them. So, friends, on the first day, we are going to start. Growth and Development. Growth and Development. Whatever you say in Punjabi, understand growth and development differently in English. So, friends, we are going to understand what growth is, what is growth? Growth means change in height, weight, etc. That is, the size of the body has increased, weight has increased, it has increased. These changes are growth. These are numerical changes, meaning they can be counted, measured, okay. These are numerical changes that occur through an increase in size. That is, what can we say is that these are physical changes that happen in the body, okay. Like height increased, weight increased, size increased, okay. This is related to quantity, remember this, it is related to quantity, related to number. If we have to measure it, we can say that the child's height has increased by two feet, okay. The child's height has increased by one foot. The child's weight has increased by so many kilos. So, this is growth, this is growth, okay. Now, another word comes which can confuse you. This word is friends, development, meaning vikas. Now, development is such a big concept in itself that it will include all the qualities of growth. All the qualities of growth are in development, okay. But what is the difference? The difference is that different aspects of a person, okay. These can be physical, mental, social, emotional. So, the changes that have occurred socially, emotionally, physically, these are based on quality, okay. Changes based on quality are called development. That is, a change in functional capacity, okay. A functional change is called development. I know these words might sound heavy to you, but don't worry, I will give you a very simple example later, okay. So, for this simple example, let's go to Jaila. Let's hear what Jaila says. So, Jaila says, if my hands become bigger, okay. Let's assume these are his hands, these are his arms, okay. So, its size has increased, okay. If the size of his hands increases, his hands become bigger, then this is growth, meaning this is growth. If Jaila learns to write with those hands, learns to draw, meaning if the capacity to do work with hands increases, then this is friends, development. Understand, right? If the size of the hand increases, the hands become bigger, then this is growth. If he learns to write with those hands, learns to draw, meaning the strength of the hands to work has increased, okay. So, when the capacity to work increases, okay, when the functional capacity increases, then it is called development, okay. So, this is what is written in English here, okay. If the size of the hand increases, the same thing comes, right? If physical changes occur, okay. Meaning height increases, size increases, okay, weight increases, okay. Then this is growth. If the capacity to work with it increases, okay, this is development, okay. You should keep this in mind, friends. We will do more simple examples later, okay. There, all things will become clear to you. Here, I would like to give you one more example. Okay. Let's assume the child's height was initially three feet, okay. The child's height was three feet, and that child could lift, let's say, five kilograms of weight, okay. Now the child's height has become five feet, okay. So, the child's height has become five feet. This is visible to us, right? The child's height was initially three feet, now his height has become five feet. So, this is something visible to us. What is visible is growth, okay. It is growth. And it can be easily measured. We can say that his height has increased by two feet, okay. So, in this way, what can be easily measured is what, friends, it is growth. Okay. But listen to me. Now, the child's initial height was three feet, and he could lift five kilograms of weight, okay. Now his height has become five feet, and he can lift twenty kilograms of weight. Now, he could lift five kilograms of weight, and now he can lift twenty kilograms of weight. This is development, this is development, okay. Understand this. And now tell me one thing. The child is standing in front of you. He was three feet tall earlier, now he is five feet tall. You can tell by looking, without measuring, that the child has grown, okay. But earlier, the child could lift five kilograms of weight. Now, how many kilograms of weight can he lift? His capacity cannot be easily measured, okay. It can only be observed. There will be two points about this. One is that his quality has improved. His quality has improved. What has improved? His quantity. Okay. Height has increased, quantity has increased. This will be his quality, okay. In this way, you will keep this in mind, friends. That development is about quality. What is it, friends? It works on quality, it works on work, okay. It involves qualitative changes. And one more thing I want to tell you is that growth is included in development, okay. This means we can call it a change in both quantity and quality, okay. So, for now, keep this in mind that when the capacity to work increases, when functions change, okay. Then it is a qualitative change, okay. It is about quality, so it is development. When it is only about number, about quantity, then it is growth, okay. You should keep this in mind, friends. Now look at this. Understand this. The diagram made in color in front of you is friends, growth, okay. This larger diagram is friends, development. The concept of development is so big in itself that it includes growth within it. Okay. For example, I want to give an example here. Okay. Jaila, okay. Let's call Jaila. Let's see what he says. So, Jaila says, he says, I live in Punjab, okay. Jaila says, I live in India. Both statements are correct because Punjab is also in India, right? Okay. In this way, both his statements are correct. If he says I live in Punjab, if he says I live in India. Meaning, Punjab is a state within India. Okay. In this way, friends, development is such a big thing in itself that growth is a small concept within it. Okay. Now, when I say this, keep one thing in mind. See what I told you. That growth, okay, can be counted, okay. It can be seen directly. And it can be easily measured. Now, when I am saying that growth, growth, what is it, friends? We are talking about it being based on quantity, okay. It is based on counting. This is about quality. This is about quantity. This is about counting. This is about quality. Now, when we understood them separately, it was fine. But what am I telling you here? That this whole circle is of development, okay. This means when something specific is said about growth, then what will you say? It is a mixture of both quantity and quality. Meaning, development is such a big concept, it involves both quantity and quality. You should keep this in mind, friends. That's why I had written the word, showing it again here. See, development includes both quantity and quality changes. That is, your skill increases in it, okay. The size of something increases in it, okay. So, you should keep this in mind, friends. Otherwise, we will look at the differences, what are the differences, we will check them. Between growth and development. A question will be directly formed here from this. Okay. Now look, the first thing we need to talk about, friends, is growth, okay. What is growth? Growth is change in weight, height, size, age. That is, changes in weight, height, size, age are called growth, okay. Physical changes are called growth, friends, okay. But changes in cognitive, social, and emotional aspects are called development. See, you will understand here yourself that physical changes, okay, are also included in this. Meaning, there will be types of development further, and physical development is also one type of it, okay. What it means is that when only physical change occurs, it is growth. When physical, okay, cognitive, social, and emotional changes occur, then what is it, friends, it is development. It can be counted, it is quantitative, it is based on quantity. This is, friends, it is based on quality. And the qualities of growth are also in it, okay. Meaning, it can be both quantitative and qualitative. Meaning, it can be based on both quantity and quality. Now, how can a question be formed? If it is only about quantity, then it is growth. If it is only about quality, then it is development. If it is about both quantity and quality, then it is also development, okay. You should clarify this in your mind. After this, friends, we understand that growth, it can be measured, it is measurable. Meaning, if someone's height increases, you will tell by looking. Earlier the height was three feet, now it is five feet. If someone's weight increases, we can easily measure it. But development, okay, cannot be easily measured. Okay. It cannot be measured in an easy way. Meaning, it is a quality. Qualitative changes, okay. Meaning, changes in quality cannot be easily measured. A person could lift five kilograms of weight, now he can lift ten kilograms of weight. How to measure his capacity? It is possible that science develops so much that it brings techniques to measure quality, but still, it cannot be easily measured, it cannot be easily measured. We will say this here. Okay. And besides this, we talk about it. It's all a play of words. This is a change in structure. It is a structural change. It is a systematic change. Or here a word can come, it is a functional change. Okay. This is a functional change. Okay. This is a change in structure. Meaning, if someone's weight increases, then we will see the whole system. That his weight has increased, his stomach must be growing. Right? Similarly, if someone's capacity to work increases. The system inside him has changed. Okay. Inside, earlier, let's say, he could lift so much weight, now he can lift more weight. So, the strength that increased inside him, that strength cannot be easily seen. So, a change has occurred in the system. Okay. A change has occurred in the function. Here you can add a word on the development side. It is a functional change. Okay. This is a change in structure. Okay. Whatever is written in Punjabi, okay. Do not go by Punjabi, look at the English words. After this, friends, we talk about it continuing until maturity, okay. Meaning, let's say I want to give you a simple example here. There is a child, okay. It is possible that the child's age is, let's say, 15 years, and his height is, let's say, five feet, okay. Meaning, in the first 15 years. Now, for the next 15 years, until the age of 30, he will not become 10 feet tall. Because earlier, see, in the first 15 years, he became five feet tall, okay. In the next 15 years, he will grow another five feet, it doesn't happen like that. Meaning, it stops almost at maturity, okay. Meaning, we can say that at the age of 18-19 years, height, okay. These things, meaning, the physical changes that were supposed to happen, have almost happened, okay. So, we will understand it like this. Growth stops. But development, okay, starts from the womb. The child has not even been born yet. It goes from womb to tomb. Meaning, it continues until his death. This is, friends, a lifelong process, okay. The child has not even been born yet. He is still in the womb, okay. Even in the embryonic stage, his development has started, okay. You should keep this in mind. Growth, okay, this is a small concept. Okay. It is a narrow concept. It is a small concept in itself. Just physical changes, that's the concept. But development, this is a very big, broad concept in itself. Okay. It includes growth, maturity, learning. It encompasses all these things within itself. Okay. You should keep this in mind. In Punjabi, words like 'sankochit', 'tang', 'chhota sankalpen' can be used for you. In English, 'narrow concept', okay, 'small concept', okay, 'small respect' can be said, meaning, right? For the child, and we will call development a broad concept. You should keep this in mind, okay. See, growth, maturity, learning. All these things are included in development, okay. You should keep this in mind, friends. And after this, friends, we have to discuss some more points of development, which can be asked directly. Okay. A question can be formed here for you, that, meaning, how is development? It proceeds from dependence to independence. The child is still dependent. The child is still in the womb, okay. He cannot eat by himself, cannot breathe by himself. Still in the embryonic stage, the child, okay. He is developing through the mother, okay. The food his mother is eating, in what kind of environment his mother is living, okay. The child is getting nutrition from there. This means the child is still dependent on his mother. Yet his development, yet his development has started. Okay. You should keep this in mind. It proceeds from dependence to independence. It is progressive and relatively permanent. This means, friends, progressive means that it keeps moving forward, okay. It continues to move forward. It can be more sometimes, less sometimes. I am not saying it always goes up. Sometimes more, sometimes less, sometimes more, sometimes less, okay. It continues like this. After this, there is a word, relatively permanent. Now, when you, okay, were studying in 10th grade, 12th grade, you must have encountered questions in the syllabus. I will give an example here, which I give every time, okay. This time also, the same example will be used. So, friends, when you were in 10th grade, you had a theorem in it, Thales' theorem, okay, or Pythagoras' theorem. Thales' theorem was there. Now, Thales' theorem, okay. When you were in 10th grade, even if you memorized it by rote, you memorized it, right? Now listen. In 10th grade, when you memorized Thales' theorem, understood it, meaning, learned to do it, then your development happened, development occurred. But after 10th grade, if you are not in touch with math, meaning, you are not related to math, you left the subject of math, okay. You neither studied math nor taught it, then today you probably don't know Thales' theorem. Does this mean that the development that happened has gone back? No, it has not reversed. It is relatively permanent. That as long as some students are there who are studying math after 10th grade, they want to become math teachers today, they are still studying math today, teaching it, they will know the theorem today. Because they had studied that thing from 10th grade, they are in touch with it, they are moving forward with it, they are using its concept somewhere, right? So, in this way, I want to say that when we stay in touch with something, we know that thing. When we are not in touch with that thing, then slowly, slowly, we start forgetting that thing. So, in this way, friends, it is relatively permanent. As long as we stay in relation to it, in touch with it, then we will keep knowing that thing. Similarly, development is. If we have developed something within ourselves, okay, developed it. After that, what will happen? If we keep staying in touch with that thing, we will keep knowing it. If we don't stay in touch, then slowly, slowly, we start forgetting things. It cannot be reversed, but it can be modified. Now, the example I gave you, that theorem. Now, you memorized that theorem once, you learned to do it. Can you reverse it? Try to forget it. Development doesn't happen like this, it doesn't reverse. Development, yes, it can be modified. Meaning, the way you learned it in 10th grade, you can do it in a different way now. Maybe you can add something new to it, understand it in a different pattern, okay. In this way, it can be modified. And here we will remember a definition by Hurlock. The progressive series of changes that occur in a systematic, predictable manner as a result of maturity and experience is called development, friends, okay. Here, a progressive, meaning, a system is running. Yes, it keeps progressing, progress keeps happening. We call such a series development. According to Hurlock, a child's first impulse is stimulation. The child gets stimulated and develops slowly, right? Meaning, if we read emotions, impulses, then a question can be formed from this, that according to Hurlock, what is the child's first impulse, stimulation? And remember its definition. All other things about development, which I have already told you. After this, friends, we talk about the principles of development, or what can be called progress. We understand them. One principle is that there is continuity in it. It keeps going on continuously. When does it start? It starts from the womb and goes to the grave, okay. Or we can say it like this, the child has not even been born yet, in the embryonic stage, okay. Even before birth, the child's development starts, and it continues until his death. It is a lifelong process, okay. You should keep this in mind, friends. And after this, friends, we talk about individual differences. We have to consider individual differences when we talk about development. Now look, now assume you are teaching in a school. You will see one thing. Assume you have taught a story. You have taught a story in the class. Some children will be such that you told the story once, and they remembered the characters and the whole story. If you give them questions, they will answer them immediately. But some children will be like me, for whom you will have to repeat that story two or four times. After repeating, they will remember the characters and the story. Maybe some questions they still won't be able to answer, okay. So, there will be some like that. Now, everyone's learning capacity is different, okay. Some learn quickly, some learn late, right? Someone has a certain quality, someone has another quality. So, in this way, friends, development follows one thing: individual differences are considered in it, okay. There are individual differences. Someone develops quickly, someone develops late. Someone takes time, someone adopts things easily, okay. You should keep this in mind. It proceeds from general to specific. Development, okay. This is a characteristic of it: it proceeds from general to specific. What it means is that first our large muscles, okay, develop, and then we develop specifically, okay. What it means is that we, meaning, our fingertips. Before learning to move them, before learning to move the fingers, we learned to move the whole arm. The arm is our general development. We learned to move our arms. After that, we learned to bend our elbow. Then we learned to bend our wrist. Then we learned to bend our fingers. Then we learned to hold a pen like this. Then we learned to write something. Then we learned to think something. In this way, first, the development of a large thing happened. Okay. What it means is that a large thing developed. Then we took ourselves towards small, specific things within it, and kept developing. Okay. So, you should keep this in mind. General to specific is a principle of it, a characteristic of it. After this, friends, we talk about the universal pattern. In the universal pattern, it is that it is universal. Development happens in the same way for everyone, everywhere, and in all conditions. What it means is that you are sitting in any country, in any state, whatever your religion, whatever your culture. The pattern of development will be the same. This pattern is universal, okay. Like all children, what do they do first? Okay. Meaning, they learn to crawl, learn to sit, then learn to walk, then learn to run. This will happen in the same way for everyone. Every child is a child first, then becomes young, then goes to adulthood, okay. The pattern of every human is like this, it is universal. You will keep this pattern in mind. After this, friends, we talk about the rate of development is not uniform. Keep in mind, the pattern is universal, but if you say that its rate of development is uniform, that is not correct. The rate of development is not uniform. If I told you earlier, that some learn quickly, some learn late, okay. Now, if I tell you, let's assume you want to learn three languages: Language 1, 2, and 3. Some children will be such that they touch upon all three languages in their early childhood and learn them. Some will be such that they learn them in later childhood. Some will be such that they reach adulthood and still don't know the second language. Meaning, someone learned something fast, someone learned something slow, okay. In this way, meaning, development, it is not uniform. The pattern is universal, but it happens more or less. More in some, less in others. Meaning, the rate of development is not uniform. It is slow or fast. Okay. It is not uniform. You should keep this in mind. After this, friends, we talk about it being predictable. It is predictable. We can predict its possibility. We can say a child is in the infant stage. Okay. You can say, I predict by looking at the child that this child will then go into the childhood stage. Then I predict that this child will go into the adolescent stage. Then this child will become an adult. Okay. In this way, you can predict. So, it's an easy thing, right? So, in this way, friends, it can be predicted. But it cannot be predicted how fast it will be, right? How easily a child will learn it, how fast. Some will learn fast, some will learn slow, okay. It can be predicted, but its rate is not uniform. Some learn fast, some learn late, okay. After this, we talk about it is not linear. It is spiral. Okay. More in some, less in others. Okay. It goes like this, right? Understand, right? So, sometimes up, sometimes down. More in some, less in others. Sometimes we develop suddenly, then suddenly our stop comes, okay. Due to some tensions, we stopped learning. Then suddenly we learned something new, okay. So, it continues like this. It is not that it is linear, that development has started, and it is going like this, like a highway. It is not like that. These are village roads. Some go this way, some go that way, okay. So, in this way, it is not linear. It is spiral. You should keep this in mind. And development, okay, is a combined form of maturity and learning. Meaning, maturity and learning. It is a product of these things, okay. When a child matures and learning continues, then he develops, okay. In this way, friends, we can say, okay. After this, one more thing. We will study its types later, so you will be able to understand it easily there. That the child, meaning, physical development, okay. Physical development. After this, emotional development, social development, okay. Cognitive development. All these things are related to each other, right? If a child's intellect is very sharp, or let's say, a child is very physically fit, then there is a possibility that the physically fit person will easily catch something else, intellectual or that too easily. A child who is physically, meaning, down, remains sick, remains tense, maybe he cannot remember things quickly, his memory might be less, his imagination might be less. Meaning, there is a possibility. What I mean to say is that all its aspects, right, are related to each other, right? They are integrated. You should keep these in mind, okay. Meaning, they are interrelated, connected to each other, okay. We will call them interrelated, integrative, okay. So, you should keep these in mind. Its different aspects, we will understand them later. Otherwise, you will understand this thing even more clearly there. And one more thing I will explain later when we do the stages. Okay. So, in this, the early childhood stage, development happens the most. Okay. Meaning, in the early childhood stage, development is the most. Or we can say it is a sensitive period, a critical period for development. If a child learns something in this stage. Then he can go very high. What he learned in this stage. Okay. He can develop it further. If in this stage he develops a hobby, I want to build my body, then he can work a lot on his body later. In this stage, he felt, I want to write a book, I want to develop my intellect. Then he can go very far in developing his intellect. So, in this way, it is a critical period, a sensitive period for development, okay. Early childhood, or we can say, most development of a child happens in early childhood, okay. It can be said like this. After this, friends, the topic we are going to discuss. This is the topic from which questions are definitely formed. Okay. Now, open your mind completely. You have one or two marks guaranteed here, okay. In this topic, friends, we are going to discuss development. Two main things have been said about development. Whatever psychologists have said, they have agreed on two things. They say the direction of a child's development, okay, what is it? See, like we talk to Jaila here. Jaila says, okay. What will Jaila say? His development is yet to happen. So, psychologists say, they say Jaila's development will either happen like this, meaning, longitudinally, okay. Meaning, it will go from top to bottom. First, Jaila learned to control his neck, then he learned to control his torso, learned to sit. Then he developed his legs.
And then, let's say, he learned to walk, then he learned to run. This means his development started from his head and went down towards his feet, meaning from head to toe. His development went down to the tip of his toes. So, first the head, or let's say his head developed, then he learned to support his neck, learned to support his torso, then learned to sit, learned to run, learned to jump. Nowadays, he has learned to leap high leaps, right? And learned to do stunts. In this way, his development happened from head to toe. This is what we called the cephalocaudal term. Whatever you write in Punjabi, keep the English word in mind. This is a cephalocaudal direction, a direction of development. In this, development happens from head to toe. Development proceeds from head downwards, starting from the head and moving downwards. To where? To the feet. Down to the tip of the toes. It is longitudinal, meaning it goes from top to bottom. If you keep this in mind, it proceeds vertically. These words have been used so that you can easily remember these things. Top to down, from top to bottom. So, according to the cephalocaudal principle, development starts from the head and moves towards the feet. Remember this, a question will be formed from here. Cephalocaudal. I also remember it this way: "S" for "Sase" is "Cephalocaudal," and "S" for "Sir" (head) also starts with "S." So it will start from the head. Consider this a trick. Cephalocaudal, starting from the head and moving towards the feet. Now let's hear what the child says. Before sitting or walking, a child gains control over their head and neck. See, the child hasn't learned to walk or sit yet, but they learn to control their head, learn to move their head. Their neck, let's say, gains control. They learn to control their neck, they move their neck. Slowly, control will come. In this way, that thing develops. In the early stages of childhood, the brain and head develop faster compared to the lower parts of the body. Remember these things, they might ask a question based on something like this, asking which direction it is. These things have been written here to explain them to you, so definitely understand them. The rest of the matter is settled in two things. Head to toe is cephalocaudal, and now there is another direction. The name of this direction is proximodistal direction. You can call it centripetal, or starting from the center and moving outwards. Now let's ask the child what the child says. The child says, "First, I learned to support my torso." Then, after the torso, he learned to support his arms. Then, after the arms, he learned to bend his hands. After the hands, he learned to control each and every finger. Then, with his fingers, he learned to use a pen, then learned to write. Meaning, his development started from the center. It moved towards the arms, or let's say, starting from the center, then he learned to support his head, then learned to run, learned to walk, learned to run. This could be one direction. So, the point is that when you are told that development increases in different parts starting from the center, what type is it? This is proximodistal. Keep this in mind. You can call it centripetal, or starting from the center and moving outwards. Development proceeds from the center of the body towards the extremities, arms, legs. It spreads into these. Center to periphery. Keep this in mind. According to this principle, development starts from the center of the body, from the spine, and spreads to the outer parts, legs, and arms. Development happens like this. Keep this in mind, these are important terms. Direct questions have been formed from here. I will ask you questions later, and you will see that the same thing is being repeated. I say it's for your benefit, your marks are being made here. So, keep this in mind. Now let's hear what the child says. A child learns to move their entire arm before gaining control over their fingers. See, another point has emerged here. It says that before controlling the fingers, they learn to move the arm. That is, it has become general to specific. A question can be formed like this: which pattern is followed in proximodistal? So, general to specific. Meaning, their arms, the larger part, the bigger part, meaning they first learned to move the shoulder, learned to move the arms, then slowly the hands, and then gained control over the fingers. In this way, starting from the large muscles, the movement of large muscles develops before small muscles. A big question can be formed here, that it is general to specific. Keep this in mind. Now, see, we have clarified the difference here. Cephalocaudal and proximodistal. When development goes from head to toe, which direction is that? Which direction is that? Cephalocaudal. When it starts from the center and moves outwards, then it is proximodistal. That is, head to feet, head to toe can be said. Head to downward can be said. Say anything. You understand it. Center to outer. This is proximodistal. So, our topic for today is clear up to this point. Now let's discuss the things that have been asked in the exam. See, here are some questions that we have taken from previous year's papers. Which of the following is not related to the principle of growth and development? Continuity exists in development, that's correct. The option is reduced because it says "not" in the option. Read carefully. And integration, meaning all things happen in coordination with each other, they happen integrated. That's correct. Individuality exists, that's correct. As I told you, some learn quickly, some learn late. But there are classes here, there is classification. This statement is not very valid. This is not included in its principles. So, option C will be the correct answer here. Anyway, after attending the entire class, if I have to ask questions, it's fine. But if you don't know the answers to the questions, then it's a shame on you that you didn't attend the class properly. You might feel angry, but attend the class again if you don't know the answers to these questions. So, keep this in mind. So, explain the cephalocaudal principle of development. How does it proceed? How does it grow? So, this is head to toe. The same thing has come, right? Which I just explained to you, that a question will be formed from here. After this, we talk about in which concept the term proximodistal sequence is used. The term proximodistal sequence is used where? In which concept is it used? You don't know this, really? So, friends, we use this in development. What is it? It is a direction. It is a direction of development. How is it? This direction starts from the center and moves outwards. Development goes from the center outwards. What kind of changes in development are very difficult to measure? Tell me. What kind of changes are difficult to measure in development? Quality-related ones, friends. Quality-related ones. Development, as I told you, the child's height has increased, weight has increased, it's in front of us. We can measure it in kilograms or feet. We can measure the physical change. But the development that has happened, the qualities that have increased, how can we measure those qualities? Two people went for an interview at a company. They put their resumes in front. One has 85% marks. One has 60% marks. Meaning, how much is their growth? The person in front easily measured it. "Okay, you have 85%, you have 60%." They said, "This person has scored more marks, this person has scored less." The more and less were easily measured. "There is a difference of this many percent." The count was done, it was measured. But does the 85% person know how to work, or the 60% person? This cannot be easily measured by looking at it. It's possible that the 60% person has more ability to work. The 85% person might not have the ability. But how will you easily measure that thing? It cannot be easily measured because it is quality. Quality cannot be easily measured. Yes, some methods can be adopted. Maybe they will be given some other test, maybe they will be made to work. Their functions will have to be checked. So, in this way, we talked about it being difficult to measure. So, friends, this is quality. The first option will be the correct answer in this. Development proceeds from. How does development proceed? So, development, friends, proceeds from general to specific. The same thing has come, right? Which I told you about in proximodistal, we understood one thing. Development proceeds from general to specific. We also understood this in the principles earlier, that development proceeds from general to specific. After this, friends, we talk about development starting from the head and proceeding to the heel. What is this? Which type is this? Which direction is this? You will write the name of this direction in the comment box. Put six and write "Study Fighters." And write the answer to this question in the comment box. If you are not able to write the answer to this question in the comment box, then I say nothing can be done for you. You have either passed the class with your eyes closed or at speed. I will accept that. But I am sure there won't be a single student who doesn't know the answer to this question. So, friends, for this reason, you will write this answer in the comment box. Besides this, friends, thank you all very much. So, stay connected with the channel, friends. These are our various platforms, you can connect on these. Thank you.