\n| \n \u0935\u093f\u0937\u092f<\/strong> \u0935\u0938\u094d\u0924\u0941<\/strong><\/p>\n<\/td>\n| \n Topic<\/strong><\/p>\n<\/td>\n<\/tr>\n\n| \n \u0935\u094d\u092f\u093e\u0915\u0930\u0923<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u0917\u0926\u094d\u092f\u093e\u0902\u0936<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u092a\u0926\u094d\u092f\u093e\u0902\u0936<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u0936\u093f\u0915\u094d\u0937\u093e\u0936\u093e\u0938\u094d\u0924\u094d\u0930<\/strong><\/p>\n<\/td>\n| \n \u0905\u0927\u093f\u0917\u092e \u0914\u0930 \u0905\u0930\u094d\u091c\u0928<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u092d\u093e\u0937\u093e \u0936\u093f\u0915\u094d\u0937\u0923 \u0915\u0947 \u0938\u093f\u0926\u094d\u0927\u093e\u0902\u0924<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u092d\u093e\u0937\u093e \u0915\u094c\u0936\u0932<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u0935\u094d\u092f\u093e\u0915\u0930\u0923 \u0915\u0940 \u092d\u0942\u092e\u093f\u0915\u093e<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u092d\u093e\u0937\u093e\u092f\u0940 \u0935\u093f\u0935\u093f\u0927\u0924\u093e<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u0938\u0939\u093e\u092f\u0915 \u0938\u093e\u092e\u0917\u094d\u0930\u0940<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u0909\u092a\u091a\u093e\u0930\u093e\u0924\u094d\u092e\u0915 \u0936\u093f\u0915\u094d\u0937\u0923<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u092e\u0942\u0932\u094d\u092f\u093e\u0902\u0915\u0928<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Also, go through the syllabus that is asked in Hindi:<\/p>\n \n- Child Development (Primary School Child)<\/strong><\/li>\n<\/ol>\n
\n- Content<\/strong><\/li>\n<\/ul>\n
\n- The concept of development and its relationship with learning<\/li>\n
- Principles of the Development of children<\/li>\n
- Critical Perspective of the Construct of Intelligence<\/li>\n
- Multi-Dimensional Intelligence<\/li>\n
- Influence of Heredity & Environment<\/li>\n
- Socialization processes: Social world & children (Teacher, Parents, Peers)<\/li>\n
- Piaget, Kohlberg, and Vygotsky: constructs and critical perspectives<\/li>\n
- Concepts of child-centered and progressive education<\/li>\n
- Language & Thought<\/li>\n
- Gender as a social construct<\/li>\n<\/ul>\n
\n- \n
\n- gender roles<\/li>\n
- gender-bias and educational practice<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc.<\/li>\n
- Formulating appropriate questions for assessing the readiness levels of learners; enhancing learning and critical thinking in the classroom and assessing learner achievement.<\/li>\n
- The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice<\/li>\n<\/ul>\n
(b) The concept of Inclusive education and understanding children with special needs<\/strong><\/p>\n\n- Addressing learners from diverse backgrounds including disadvantaged and deprived<\/li>\n
- Addressing the needs of children with learning difficulties, \u2018impairment\u2019 etc.<\/li>\n
- Addressing the Talented, Creative, Specially abled Learners<\/li>\n<\/ul>\n
(c) Learning and Pedagogy<\/strong><\/p>\n\n- How children think and learn; how and why children \u2018fail\u2019 to achieve success in school performance.<\/li>\n
- Basic processes of teaching and learning<\/li>\n
- children\u2019s strategies for learning<\/li>\n
- Learning as a social activity<\/li>\n
- The social context of learning.<\/li>\n
- Child as a problem solver and a \u2018scientific investigator\u2019<\/li>\n
- Alternative conceptions of learning in children, understanding children\u2019s \u2018errors\u2019 as significant steps in the learning process.<\/li>\n
- Cognition & Emotions<\/li>\n
- Motivation and learning<\/li>\n
- Factors contributing to learning \u2013 personal & environmental<\/li>\n<\/ul>\n
\n- Hindi Grammar <\/strong><\/li>\n<\/ol>\n
CTET Hindi Grammar consists of unseen passages and comprehension to test your reading and analytical skills. Additionally, the question paper focuses on the CTET Hindi pedagogy syllabus and pedagogy of language development. The subject includes:<\/p>\n (a) Language Comprehension<\/strong><\/p>\nReading unseen passages \u2013 two passages one prose or drama and one the poem with questions on comprehension, inference, grammar, and verbal ability (Prose passage may be literary, scientific, narrative, or discursive)<\/p>\n (b) Pedagogy of Language Development<\/strong><\/p>\n\n- Learning and acquisition.<\/li>\n
- Principles of Language Teaching.<\/li>\n
- Role of listening and speaking; the function of language and how children use it as a tool.<\/li>\n
- A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form.<\/li>\n
- Challenges of teaching language in a diverse classroom<\/li>\n<\/ul>\n
\n- \n
\n- language difficulties, errors, and disorders.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- Language Skills.<\/li>\n
- Evaluating language comprehension and proficiency<\/li>\n<\/ul>\n
\n- \n
\n- speaking<\/li>\n
- listening<\/li>\n
- reading and writing.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- Teaching-learning materials<\/li>\n<\/ul>\n
\n- \n
\n- Textbook<\/li>\n
- multi-media materials<\/li>\n
- multilingual resources of the classroom.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- Remedial Teaching.<\/li>\n<\/ul>\n
\n- Math <\/strong><\/li>\n<\/ol>\n
\n- Geometry<\/li>\n
- Shapes & Spatial Understanding<\/li>\n
- Solids around Us<\/li>\n
- Numbers<\/li>\n
- Addition and Subtraction<\/li>\n
- Multiplication<\/li>\n
- Division<\/li>\n
- Measurement<\/li>\n
- Weight<\/li>\n
- Time<\/li>\n
- Volume<\/li>\n
- Data Handling<\/li>\n
- Patterns<\/li>\n<\/ul>\n
\n- Environmental Studies<\/strong><\/li>\n<\/ol>\n
Content<\/strong><\/p>\n\n- Family and Friends<\/li>\n<\/ol>\n
\n- Relationships<\/li>\n
- Work and Play<\/li>\n
- Animals<\/li>\n
- Plants<\/li>\n<\/ul>\n
2. Food<\/p>\n 3. Shelter<\/p>\n \n- Water<\/li>\n
- Travel<\/li>\n
- Things We Make and Do<\/li>\n<\/ul>\n
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![\"CTET](\"https:\/\/www.kopykitab.com\/blog\/wp-content\/uploads\/2021\/04\/Hindi.png\")
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