Individual Differences : Meaning, = od re, Areas, Causes, Influence on Learning and Educational Implications Meaning and Nature of Individual Differences All persons in the world are not equal though the physical constitution of almost similar. All persons have two hands, two legs, two eyes, two etc, But the similarity of body organs does not make ail persons Every person is different from another. Even the twins of same lar; there is difference in their behaviour, intelligence, etc. Thus s which distinguish him from others, Thi individual differences. This difference can social or emotional vie points In the modem. — fferences has so influenced education that education has become almost impossible without it. It is not agreed that every child should be educated according to his needs, characteristics and feelings. Some of the important definitions of individual differences are as follows : “A knowledge of the nature of individual differences is essential, if the teacher is to improve the education that all children receive regardless of their ability. —Skinner gil persons i ays and a nos similar OF equal. parents are not simi every person has his own characteri difference found in a person 1s Cal te from physical, mental, motor, times, the theory of individual di of the group, with respect 0 idual member of the group. . —James Drever the variations of deviations: among characteristics. —C.V. Go “Variations or deviations from the average ¢ in the indivi the mental or physical characters, occuring in “Individual differences stand for “i i non “viduals in regard t0 a single characteristic or @ number Ol physical size and nent an —T) shown to exist in ; achieve! ryler shay, “Measurable differences have been SION" gence, dpe, physi 7 . o¢ ities, intelligence Physiological functions, motor capactte® MOwledos acne” 'wledge, interest, attitude and personality 1 ails.86 ment Childhood and Growing y Ip Characteristics of Individual Differences ~Poychologists. aller their profound study of individual differences, hy syehe a have v1 acterisics + San the foopte are uniform in the world, ; fe traits are uniform In any (wo individuals. / ‘All individuals vary in physical strength and rate of maturation, _ All traits are related to each other in some manner. ~The capability to learn varies in children ce same age even, "individual differences are a multidimensional concept, and are influenoeg by both heredity and environment. : 7, Individual differences can be expkained on the basis of those traits which can be measured. Different traits of an individual influence others. . There is variation in the amount of different traits in the same individual, ‘An individual can be near the average score from the view of a particular trait, while he can be lower or higher in respect of other traits. 10. The curve of a trait in individuals of a group is towards its mean, 11. Individual differences form the basis of different types of development of an individual. ‘The basis of individual differences can help to bring about adequate development of an individual. i Areas of Individual Differences Personality of an individual is the mixture of several traits. He inherits Auewy wn 5 several traits from his forefathers; he also acquires several traits from his envi and the his jronment. In fact, personality of an individual is the product of his heredity social heritage. It is on the basis of these traits that we can find differences in personality of different individuals. These personality traits are related with physical, mental, emotional and social domains, and he undergoes varied ratio of development in these domains. Therefore, these domains are accepted as fields of ii individual differences, which can be delineated as under : 1. Domain of Physical Differences : It comprises the following fields: (a) Physical differences. (b) Motor ability differences. 2. Donan of Mental or Intellectual Differences : It comprises the follovi"s ‘elds : (a) Intelligence differences, (b) Achievement differences, (c) Aptitude difterenc (d) Special abili differences. 3. Domain of Emotional Di ing fields * mn al Differences : paee fiel (a) Emotional differences. ces # Tt comprises the folotNBdivi Differences « Meaning, Nature, Areas, Causes, Influence on 87 —“(h) Aptitude differe (c) Attitude differences, 4, Domain of Social Differences (a) Differences in social traits (b) Differences in cultural tr: (c) Differences in ideals, values and morality. (d) Differences in racial and national field, Types of Individual rey, 'y. People possess + It comprises the following fields : There are no two uniform or equal individuals in the societ giverse differences, as : 1. Differences related to physical growth and development. 2. Differences related to mental development. 3. Differences related to motor development. 4. Differences related to emotional development. 5. Differences related to social development. 6. Differences related to linguistic development. 7 8. Differences related to moral and character development. Differences related to aesthetics and aesthetic development. 9. Differences related to interests and hobbies. 10. Differences related to attitudes. Il. Differences related to aptitude. 12. Differences related to thinking and assumptions. 13. Differences related to specific abilities. 14, Differences related to values and ideals. 15. Differences related to aspiration levels. 16. Differences related to learning capability. 17. Differences related to achievement. 18, Differences related to 1.Q. 19. Differences related to study habits. 20. Differences related to personality. / In addition to the above differences, some more differences are found in children; the more important of individual differences are as follows : ; 1. Differences at Intellectual Level : All persons do not have similar 'nlellect, some are gifted and others backward. On the basis of intelligence tests Wecan find out whether a child is genius, very superior, normal, dull or idiot. 2. Differences in Physical Development : Physical development i a sons is not uniform. Some persons are fat, some thin, some tall, some iat Some fair, some dark, some attractive, some ugly, some strong, some weak am Petsons have difference from physical viewpoint. Physical differences a from birth itself, for example, having six fingers, flat or long nose, large lips, otChildhood and Growing U, Ip Betting uired 100, Sometimes mouth defor 3. Em types of emotions. med, ete otional Diffel pme pe es ¢ Different persons or children develop differen ons are always happy. some dejected, some invitabie , some emotional, some emotional}, y come peaceful, some some angry. some peaceful, : poral fame have normal behaviour, etc, They may have tense behaviour ang restlessness. Ability : We can differences 1n different person as 4. Differences in Motor-. as their motor a bility is concern ask immediately and s| ed. Some develop it fast and some late. Some killfully while other children of their age can’t far children do at do it 5, Differences in Interest : Generally the interests of all persons are different from one another, some have interest in reading, some in playing. Some have interest in good clothes, some in good clothes, some in music, some in films. The factors such as family background and level of development influence the interests of children. 6. Differences it difference is seen not only among childre1 same age groups. Some children are very sl same thing belatedly. 7. Differences in Speci the field of specific abilities mathematics or Hindi. Some c! persons do not have specific abilitie: example, all players don’t have the same standard. 8. Social Differences : Differences are found in boys and girls in their social development. Some children become socially mature soon and some late. There is difference in the children from social traits viewpoint too. Some children have leadership qualities while some children like to follow. Some are extrovert and some are introvert. Some are skillful at quarrelling while others at befriending. ~ Causes of Individual Differences 1 The following are the chief causes of individual differences : aan Influence of Heredity : According to psychologists McDougall, Pearsot. an i eredity is the chief cause of individual differences. A person gets his not SE xion, etc. from heredity. The parental seed has its influe reais are sharp + but also-on his mental traits, Often, the children of SU begin fe pea of dul Parents, dull. According to Munn, the life of all peop. ; h ne dity, Heredi a en What is the cause of it being different? It is due to iffere eredity. Heredity has its influence on the person, but it would be @ fallacy !° in Learning : Differences can be seen in their learning. This n of different age groups but also of the killful at learning while others leam the fic Abilities : Differences can be seen in persons in Some children are good at English, some in Idren are good at reading, some in writing. All s and there is difference in the amount, forr pavidual Differences Meaning, Nature, Areas, Causes, Influence on... __ 89 ef] only heredity is the se of individual differences. If it were so, the children of the same parents would not be different. o Influence of Environment + Environment also has influence on individual differences Environment is of two types : (a) natur: gnvironment, THE people in the warm climate aré dark, Ta aie in the cold climate are fair, a laborious and gqvironment also has its influence. A person has his lifestyle, conduct and behaviour according tO the st ciety that he lives in, If a child from Hindi belt goes to live Smnong Sindhis, Tamils or Bengalis, his lifestyle, language too changes accordingly. Thus, the neighbourhood brings individual differences in the child. 3. Influence of Race and Nationality : Individual differences depend on racial and national basis also. A person has the characteristics of the race and nation in which is he born. A child born in a Brahman or Kshatriya family has inclination for studies and martial activities. The traits that a Hindu child begets, are different from those of a Muslim or Christian child. In the same way, difference found in the conduct, nature, interest, physical and mental condition and personality is due to the difference in the country. 4, Influence of Economic Condition and Education : Individual differences ‘are also found due to economic condition. and education. Parents’ economic condition, lifestyle, occupation and education has deep impact on the children. The personality development of the rich, high lifestyle and educational families is good, while those of poor, illiterate families is not and they are unable to learn good habits. As a result, differences in found them though intelligence is same in them. 5, Influence of Sex : Physical and mental differences are found in boys and. girls, Girls attain maturity one or two years prior to boys. The girls are soft, kind, affectionate, shy and peaceful, while the boys are harsh, courageot ery, clever, brave and skillful. The boys have more capacity for physical work, arithmetical ~ ability and intensity of imaginations, while the girls are better in memory, art abilities and domestic tasks. 2 influence of Individual Differences on Learning Learning is a continuous, extensive and lifelong process. Learning is not a mechanical, but a rational process. A thing can be learnt quickly and easily which 's understood by the use of intelligence. It is necessary for an individual to be active to leam, An individual can learn something when he takes part in the learning Process actively, Learning is influenced by several factors, and from the viewpoint Of these factors, children are different from one another, The differences received from heredity and environment certainly influence a child's learning. The different fields of individual differences that influence learning are as follows : _ dudiffluence of Physical Differences on Learning : No two children are alike in physical abilities. A child whose senses of perception and action does notQa Childhood and Gr Owing y, Ip a normal A rn, nor does hep,” at a slower rate a compareg Sess With, 90 york well oF Hates work jly or physically unhe Inhy ce ae Hi Tear; as a consequence y 0 \ z = cap. pormal children. 2m 7 comprise inte abilities Comp! Higenees children are different from each oth talented, while others are normal or jateltigence, they learn more quickly neces of Mental A ‘ asoning, thinking, logic, problem-solvin er from mental viewpoint. Some chi on Learning ; + Menta Bete, 4) i dren kward. Talented children possess a yh an normal or backward children, ang q"? e of Differe! Hligence, re san retain it for a longer duration too. A child of normal intelligence leams uicke, see gne higher are the mental abilities like thinking, learning ge imagination, problem-solving etc. in a child, the quicker he learns. Interest, aptitude and motivation too influence learning. Psychologists have explained that interest and aptitude are related See eee Pager and are helpful in each other's development. A child learns those subjects and activites quickly in which he has interest, and can retain it for a longer duration. Lack of interest even negatively influences the learning of a talented child. Aptitude is an innate ability, which is cultivated by environment, teaching and training. A chilg can succeed in a field in which he has aptitude. Even a sharp child cannot be made a doctor, engineer, scientist or poet or artist if he does not possess aptitude in it, Motivation too influences learning greatly. If two children possess equal amount of interest, aptitude and intelligence, of them a motivated child will perform better in learning, because motivation makes him active by developing his emotional and motor abilities. _3Ainfluence of Emotional Differences on Learning : The third field of individual differences pertains to emotional differences: Different children cultivate different emotions differently. Some children peeve in no time while others are patient. Some children grow anxious and sad in no time, while others are courageous and remain happy all the time. All this has influence on their learning. There are some emotions which always contribute to a child’s learning, as creative tendency, entertainment, light-heartedness, sense of command, self-pride etc.; and there are some emotions which hinder learning, as anger, hunger, suffering, hatred and the like. There are some emotions which are helpful in learning in one situation, but not in other, as fear and surprise. Thus, we can see that emotional differences influence a child’s learning. , ax Influence of Social Differences on Learning : Social environment 10° introduces differences in learning. When children study in the same environment they are able to adjust with one another; and take part in the learning proce Joyfully; however, when children coming from diverse environments study together they face difficulty in adjustment, which negatively influences their learning. ____ Inaddition to the above differences, there are differences in achievem™ attitude, personality, specific abilities, self-concepts, ideals, values, principles: (Fumpeveetnesasreeeyesnsenstetenpensctimnstienpsgeciseesssuyenssieasenpietianafbateapemasingatneceetalaeasaeney apn .ve in others. There sitive hildren @ . . Therefore, a teacher is duty- por gto keeP children away from negative influences and motive eran! tive influences as much as can be possible. otivate them to apply gducetional Implications of Individual Differences _/- The individual differences of the chidren have i ace i gusto Modern panels has proved that every child eee eee cs is capacities, abilities, powers and interes, So thei education uty ne conducted Keeping in view their abilities. The following factors should aavocin view while aanging education for children: : {, Classification : Different students of a class have physical, mental ena an socal differences besides differences in age. So, iis not proper to savy them according to traditional method. They should be classified on the of mental differences into homogeneous groups. Each class ean be divided wey vee groups : superior, normal and dull children. Besides intelligence, polosical age, emotional attitude, social maturity and interest should also be sudattention while classifying. : "A, Size of the Class t If the number of students is more in the class, t becomes difficult for the teacher to manage their educational needs according to their inlnidual differences. So, the size of the class should be stall According to Ross, the number of children under each teacher should be so small as he can individually leow them, without it he may ask such children for such activities which are impossible for them to do. 3 Curriculum : Curriculum should be constructed according to individual differences, Prescribing common curriculum for all children would amount to discouraging dull children who will lag behind further, while a genius child would not get his mental satisfaction. So the curriculum should be flexible which can be changed ac to the interests of the children, and it should comprise of such subjects from which a child can choose according to his desire. — 4 Teaching Methods : Teaching methods should be used according to individual differences. A superior child Jearns faster than a dull child, so there should be a difference in the teaching method utilised for them, In the present tins, several individual teaching methods have been propounded. The Dalton ae fe method, Winnetka plan, ete. are the teaching methods which keep individua ferences in view while teaching. wing Home Assignment : The children should be given homework ar ing ‘ individual differences. It is not justified to give assignment ea com om ating spare time for the superior children while the dull childre : i st in view ce children, Besides, the family circumstances should also be kept!” le giving homework.occupations on the basis of the occupation that they are worth for. Childhood and Growing y, Ip Education should be arranged on the basis o Differences an. The audio-viswally impaired children sh nces of the chile iy weak children should not be given ra eat in the front, The phy * ea nd a endicapped children should be treated sympathetically. work and f 7. Sex Differences + There are differences in boys and girls from physica, Se Tere onal viewpoints. They are different in interest, tasks ang ation should be arranged according to sex difference. The scholar, of them can be taught the similar subjects, but there termediate cl al Differences mental, social needs. So, educ: say in this regard that both should be a difference in i . 8. Vocational Guidance + Individual differences have special significance in vocational selection. Different occupations require different physical, mental tis the duty of the teacher to help the students choose f their individual differences. The students should get and personality traits. So if Thus, we can see that the teacher can benefit the students by knowing about their individual differences. Teaching Techniques based on Individual Differences The teaching provided in the school should be based on individual differences due to its emphasis in educational field. The following methods and techniques can be used while imparting individual teaching = . Decroley plan 2. Contract plan 3. Activity method 4. Winnetka plan 5. 6, . Dalton plan . Project method 7. Programmed instruction 1. Decroley Plan : This plan was propounded by Dr. Ovel Decroley. This method provides the child an opportunity to do concrete and abstract works (0 Soe self-illumination. This plan is based on the educational maxim ‘for their ea td huer this plan, the students of the class are divided according © peieey i on capacity and ability, and a natural environment is created in the els and emphasis given on informa conduct. The student i provided a y for expression according to his capacity in the natural environment Mayer has mentioned the follow (a) Children have different intere: (b) The child is a living being, It is () The child can be educated for fj (d) As the child grows, he changes. (¢) Differences are found in the children of the same age ing principles of the Decroley plan: in different age groups. necessary to prepare him for soci fe, by life. al life.3, Cont act Plan : In the contract pla plan the conte: 5 ml ontent is specified, The children fier the completion of the specifi insta the com of the specified cont i i ee child is leeging behind. Then attention aaa is hi Gackwattons wn be suid that this plan remedies the shortcomings of the chil ae soiled in the previous knowledge before impartin pete imparting new knowledge. o oti ethod : By activi 3 activity M 'y activity method is meat a : it arding t0 Ri ‘hard Sapharth, activity method is based aCe gccordite si eas Been proved to be the best method for teaching, Under this method, activity is considered to be the chief basis and all jsare taught on the basis of activity, The chi i cbjects are taught on y. The children enjoy freedom i orsinity. The plan is made for six mont eee after having selected the activity. Thi , s s . This scivity iS got done by the students. Under it, the students are free fro the selection af activity (0 its execution and result. When should the activity method be used? Sohoenchen has written : “The cctivity method is applied when any form of activity is undertaken by the children arher the ends of instruction in any subject.” Pestalozzi has written that this method is based on psychological principle that the activity of a child influences consciousness at three levels : thinking, decision-making and interest. 4, Winnetika Plan : This plan was propounded by Dr. Karlten Washxumn. Risk has written about it: “The Winnetka plan of indi idualised instruction is probably more widely known than any other of its kind.” According to William Byed, the following are the chief principles of the Winnetka plan : (a) Achild should live life in a natural, joyful and complete way. (b) The progress of each person depends on his development of complete capacity. (c) Every child should gain complete mastery over useful facts life. : (W) Strong social consciousness should be developed in every person for social welfare, and skills in Under this plan, the specified task is divided into small units. The aids amined at the end of each unit and bis errors art mle out, The next Wi Commences only after the previous has been Tectified. This plan encouras ‘tld to follow the principle for self-education. vl ’, S.Dalton Plan : This important plan was constructed fa Daa) ‘tkhurst. Elaborating the meaning of this plan she said : “Zhe Dal_, *hildh rowii ot Childhood and Growing yp plan is not a system or a method. It is a way of educational reorganisation Which eo twin activities of teaching and learning. ntred, so it provides opportunity to the chil es ity. ILallows him to work p accepting his individual differences. The Dalton plan is an important methog of individual teaching. The teacher functions as a guide only. The child who. completes his task before the specified time, has full opportunity to progress. 6. Project Method : The project method was constructed by Kilpatrick. This method accepts individual differences and provides opportunity to each child to work according to his capacity by which the child receives practical knowledge, Yokam and Simpson have clarified the meaning of project by saying that it is g large unit of natural and lifelike task being done in the natural environment, under which attempt is made to do a work or remedy a problem. This task is very purposeful and the completeness of the task is included. This task can be physical, mental and social or only fully mental. For example, making a house for a dol] and decorating it, a work done by hand or writing or acting in a drama, ete. it includes several types of a ies which can be completed using any type of materials. In the words of Kilpatrick : “A project is a whole-hearted purposeful activity proceeding in a social environment.” reconciles th This method is child- according to his intelligence and cap pe | The project method provides practical knowledge to the student because his own experience forms the basis of knowledge. According to Ryburn, this method provides the child a new outlook and attempts to impart education with a new method. The following steps are followed under the project method : (a) Creating the situation (b) Choosing the project (c) Planning the project (d) Carrying out the project (e) Evaluating the project (£) Recording the project __ 7. Programmed Instruction : The programmed instruction is a new method being used in the field of learning. Through this method, the children have the opportunity for learning according to their individual differences. The curriculum based on this method is divided into elements and is presented in small steps. The students have to make expected responses after studying these steps and the students themselves have to verify the responses. Thus, the child remains ready always int such study and he also comprehends his knowledge. This method is helpful ia providing new knowledge, keep them ready in the direction of learning and provide stimulus to them. Thus, it can be said that this is such a psychological method in which the child gets the opportunity to learn by himself. Elaborating the meaning of programmed instruction, Susan Markle has written : “Programmed instruction is a method of designing a reproducible