Guidance services have a much wider scope and function than merely that of assisting students in making educational and vocational choices. The aims of guidance are both adjustive and developmental; it helps the student in making the best possible adjustment to the situations in the educational institution and in the home and at the same time facilities the development of all aspects of his personality. Guidance, therefore, should be regarded as an integral part of education and not a special psychological or social service which is peripheral to educational purposes. It is meant for all students’ not just for those who deviate from the norm in one direction to the other. It is also a continuous .process aimed time assisting the individual to make decisions and adjustments from time to time.
Guidance in Primary School by Montessori Teacher Training
Guidance shot Id begin from the lowest class of the primary school. It can be used in helping pupils to make a satisfactory transition from ‘home to school; in diagnosing difficulties in the learning of basic educational skills; in identifying pupils in need of special education (e.g., the gifted, the backward, the physically handicapped); in helping potential drop-outs to stay in school; in guiding to develop insight into the world of work and favourable attitudes towards work; and in assisting in plans for their further education training, “Little has been done so far in the shape of guidance sciences at the primary stage because of the large numbers of institutions involved, the poor qualifications of the teachers and the absence of resources. It would, therefore, be unrealistic for a long time to come to think of providing qualified counsellors in these schools. Some guidance functions can, however, is performed by well-trained primary school teachers. Community resources can also be mobilised to meet some one of the guidance needs of the young pupils.
There should be at least one lecturer in the training school that should be able to deal with the subject of principles of guidance and mental hygiene. Guidance services should be introduced in the training institutions and in schools attached to the institutions so that the trainees may get first-hand knowledge of the problems involved in their organization.
At the end of primary stage, children and parents should be helped in the selection of courses for further education and the selection should not be based on the examination results atone.
Guidance in Secondary Education by Early Childhood Education
One of the main functions of guidance at the secondary level is to aid in the identification and development of the abilities and interests of adolescent pupils. It helps these pupils to understand their own strengths and limitations and to do scholastic work at the level of their ability; to gain information about educational and vocational opportunities and requirements; to make realistic educational and vocational choice’s and plan based on a consideration of all relevant factors; and to Old solution to their problems of personal and social adjustments in the school and the home. Guidance services also help headmasters and teachers to understand their students as individuals an situations in which the students can learn more effectively.