Techniques of Guidance

The aim of all guidance is to assist the learner to acquire sufficient understanding of himself herself of his environment to be able to utilise most intelligently the educational trained opportunity afforded by the school and community. Children come into world genetically endowed with all their human potential for growing, developing and learning. A child’s natural endowment requires a rich environment and thoughtful nurturing and guidance, if the human and but the potential contained in each child is to reach full bloom d contribute fully to improve the quality of human life. Guidance is one of the means employed by educationist to develop the human potential. The child learns from a teacher, not only mastery over a particular subject but also develops social proper values, attitudes and habits.

Techniques of Guidance: Guidance is providing help to one person in making choices and adjustment and solving problem. It aims at aiding the recipient to grow in who, independence and ability to be responsible for one. According to Montessori Courses in Mumbai it is a service that is universal not confined to the school or the family. It is found in all phases of life-in the horn; in business and industry, in government in social life wherever there are people who are the standardised techniques are tools of measuring interests,The standardised techniques are tools of measuring interests, intelligences, aptitudes and personality traits. Both the categories of techniques are used in getting primary data either it be standardised or not standardised. All the techniques are useful. The only consideration which the guidance worker should keep in mind is that the techniques employed should give reliable and objective information. Standardised tests of intelligence, interests and aptitudes provide reliable and valid information. Non-standardised techniques used in the study of human being are also useful and helpful.

Non-standardised Techniques: These techniques are commonly employed for individual analysis by counsellors in various settings. These techniques provide a broader variable and more subjective approach to data gathering and interpretation for human being is also useful and helpful.

Characteristics of Good Cumulative Record by Early Childhood Program

(a) Information gathered should be complete, comprehensive and adequate so that valid inferences may be drawn. It should be more comprehensive than the progress report.It is since the record is a permanent history of the educational growth of a student it should give all types of relevant information needed by a teacher or a guidance worker.

(b) Information recorded should be true and valid. Any information received second-head may have limited validity and reliability, before preparing a comprehensive model of it’s a cumulative record.

(c) A cumulative record should be re-evaluated from time to time.

(d) A cumulative record should be objective and free from personal opinions and d prejudices. If bias, likes and dislikes enter in the collection of data, the record will be unreliable.

(e) It should be usable. A cumulative record to be usable may be card type, folder type or booklet type. The folder type of cumulative records is more popular because they permit the inclusion of comprehensive information about the student.