Play is referred to as the language of children because they can communicate their thoughts and feelings in ways that they express verbally. The impulse to play is innate and its characteristics are fun, uncertainty, challenge, flexibility and non-productivity. All children have the right to play regardless of ability, ethnicity, or gender. Play can happens indoors or outdoors, with or without the oversight of adults, in everyday spaces, in environments designed for play and in places chosen by children. The right to play is child’s first claim on the society because it offers an excellent opportunity to ensure that all children in an area of all ages, gender, and abilities, participate in fun activities. This paper deals with the comprehensive overview of play, types of play and benefits from different angles. Play is focal point to the early year’s foundation stage and seen as a key way in which children learn and develop. It helps a child to develop physical skills, cognitive concepts, language and social skills. It is performed for no external goal or reward, and is a fundamental and an integral part of wholesome development not only for particular children but also for the society. The broad category of activities that are covered by the term play include swinging, chasing, climbing, sliding, running, dancing, clay modeling, building with blocks, dressing up, and role playing. Everyone has a responsibility to ensure that children are able to play every day and have quality play environments in which to play.

This paper examines the work of Alfred Binet, best known for the invention of the Intelligence Quotient (IQ) scale with respect to his ideas on the assessment of various attributes of children. This exploration is anchored in an analysis of his final work ‘Modern Ideas of Children’, published in 1911 and which was a review of thirty years of his own experimental work in this area. His understanding of ‘modernity’ in the field of pedagogical sciences was tied to a faith in the application of the scientific method (systematic observation, measurement and experimentation) to reveal the ‘real’ nature of human beings. This is reflected in his consistent engagement with the question of what aspects of a child’s being are measurable and under what conditions. In his perspective the teacher had to play a critical role in the assessment of a student’s potential and his work was an attempt to demonstrate how the teacher could use the scientific method within the context of the classroom to improve his or her pedagogy. Equipped with the right diagnostic tools and methods, he envisioned the teacher as playing an important role in ameliorating social problems such as poverty. These insights continue to be relevant a century after the first publication of Binet’s work.

Now-a-days, it is commonly observed that with the advancement of mobile phones, there is an increase in number of cell phone users, especially young adults. They are using mobile phones very frequently for day to day activities. Keeping in view this thing, it is important to study the effects of mobile phone exposure on mental health of students.The study was conducted on a sample of 100 college students of rural and urban areas of rewari district. Mobile addiction scale developed by Dr. A.Velayudhan and Dr. Srividya and Mental health scale by Pramod kumar were used for data collection. Data were analyzed using descriptive statistics such as mean, S.D, correlation and t-test. The main finding indicates that there is very low positive correlation between mental health and mobile addiction.

Advice and support from mentors are among the most important factors in determining the success of students’ doctoral education. Like any interpersonal relationship, the one between mentor and student will evolve over time, with its attendant share of adjustments. The fact that today’s students come from an increasingly diverse backgrounds may add a layer of complexity, but it’s more likely to enrich than confound the relationship. The actual role of the faculty or staff mentor is one of nurturing and providing support for a student during the difficult transition period. The mentor must also serve as a resource who will answer many questions, trivial or complex, that the student might pose. Most important, the mentor must serve as a positive role model. Mentoring is important, not only because of the knowledge and skills students can learn from mentors, but also because mentoring provides professional socialization and personal support to facilitate success in graduate school and beyond. Quality mentoring greatly enhances students’ chances for success. Research shows that students who experience good mentoring also have a greater chance of securing academic tenure-track positions, or greater career advancement potential. The present paper highlights the need of a mentor as well as the responsibilities of a teacher as a mentor.

The world today needs global citizens. Classrooms are places where such citizens could be shaped and teachers would need to shoulder this responsibility. It needs to be seen what is the level of global mindedness among teachers. The study aimed at finding out the extent of global mindedness among Arts and Science teachers. The descriptive survey method conducted, revealed that the Arts teachers showed a higher level of global mindedness than the Science teachers. However both the groups showed very low extent of Global centrism, thus indicating that the teachers would need to consider the global good over only local or national good. Hence there needs to be conscious efforts to understand and develop global conciousness among the teachers so that they in turn imbibe this attitude among the learners.

A study was conducted with the objective to explore the relationship between personality characteristics and adjustments of the pass outs of Jawahar Navodaya Vidyalayas. The sample of study was selected consisted of pass outs of different navodaya vidyalayas located in the state of Madhya Pradesh. The sample was selected by Stratified Random Sampling method. Adjustment Inventory for College Students developed by A.K.P. Sinha and R.P. Singh was used for the study of adjustment on home, health, emotional and educational areas. For the study of personality characteristics of the pass outs, Sixteen Personality Factor (16PF) questionnaire developed by S.D. Kapoor was used. Correlation coefficient has been computed in order to determine the relationship between the variables personality and Adjustments. The results revealed that the relationship between the personality and adjustment on five areas has not been found significantly for all the 16 personality factors and the areas of adjustments.

‘A recent survey of five rural schools and five urban schools by the author revealed a startling fact regarding the new challenges for teacher education in India. It was found in the survey that despite the greater flow of funds and availability of better technology, the teachers who bring excellent results are the ones who had the burning desire to help children learn better, which the author calls the software of excellence in teaching learning. The commitment to put in sustained efforts needed for improving the performance of learners at all levels was found missing among a majority of the teachers surveyed, who for one reason or the other were found busy in compiling reports and distributing funds at the expense of the vital teaching learning interactions. This paper discusses the related challenges of public education in India and tries to present an alternative plan of action in order to meet the challenges of global economic exploitation of the masses in the guise of welfare measures. It concludes with asserting the crucial need for reform from within the system of teacher education to rejuvenate the system for making it self-sufficient and self-sustained in terms of quality input-output for the educational resurgence of the country. The author is of the opinion that simply by providing funds and recruiting teachers somehow is not going to help achieve the goals of quality education for all; rather a meaningful and alert mechanism of supervision, with active partnership of local bodies is the need of the hour to make the system work. Citing from the work of Dr. James Tooley (2009), the author points out that the way to meet the challenge is a systemic reform, at the centre of which is a paradigm shift in the training of teachers and re-orientation of educational administrators for their new and more complicated roles as sincere facilitators for lifelong learning of their students.’

This study attempts to map two of the most vital social processes among children in the contexts of Slum. The two social processes being working and Learning; without violating the legislative frameworks on child labour, children working inside the household as domestic labour or in the household enterprise is a dominant phenomenon in the urban centers observed among those whose household income is derived from the informal sector and have lower income levels. The working forms and time vary from context to context. Due to the enormity of the informal sector in India and efforts to curb the exploitation of children due to labour, focus inlaid on making and implementation of social policy addressing child labour. In this light, this study tries to study the nature and forms of work undertaken by children in the slum, which inhabits a significant percentage of urban population. These working processes, although well in legal bounds, are yet observed to affect the education of the child, thereby highlighting the graveness of the problem even in legitimized forms. Educational outcomes are chosen as a tangible indicator to make sense of the learning process occurring in the child. This study highlights how various components that constitute educational outcomes are affected by the work undertaken by the child.

Education is relevant only if we take care of our learners. Teachers must therefore be sensitive not to the covering of the curriculum but to the learning that has taken place in the transaction. Teachers cannot ignore the students who do not keep pace with the teaching-learning process. Some students do feel neglected and unwanted in the whole transaction of the school system. This category of students need to be taken utmost care and tackled in a manner that will produce better output from them. In the process, they will tend to realize themselves in a better way and develop positive attitudes towards themselves. The study thus has focused its attention on teachers in particular, their attitude towards slow learners and the efforts taken for them for their overall development.

In the past, Indian educational system depends on didactic approach in teaching and learning that based on teachers’ instructions. However, in the era of globalization, educational system nowadays are progressing with regards to approach of teaching and learning at every level towards a more active and constructive education. This article examines traditional teaching approach paradigm which is teacher-centered and a new paradigm which is student-centered, in the context of Indian educational system, viewing from an Indian educational perspective. It finds that this new paradigm could develop more active learners who have acquired the skills of problem-solving, independent thinking, and autonomous learning.

Due to the extensive use of technology in every walk of life, the educational institutes are also supposed to prepare their students to be technology literate (Kalanada, 2005). It is due to this reason the use of technology in schools in general and in classrooms, in particular, has been increasing day by day. To reap full benefits from the use of technology in education the policy planners must give due consideration to all the necessary conditions and environments, directly or indirectly, related to the technology use. Many researchers in the field of education have explore the various factors that influence the technology use in education in one way or the other. The most prominent factors amongst the factors that affect the successful use of computers in the classroom is the teachers’ attitudes towards computers. The present study was, therefore, undertaken to examine the attitude of teachers towards use of technology in teaching. For the present research a sample of 100 school teachers was drawn from 10 schools of Nurpur and Jawali Blocks of Distt Kangra by using convenient sampling technique. A self developed questionnaire was used by the researcher for the purpose of data collection. The study found that about 25% of the teachers had only favourable attitude towards use of technology in teaching. No significant difference was found between attitude of teachers towards use of technology in teaching in relation to their gender and teaching experience.

Elementary Education (EE) in India is the only compulsory level of education extended as a right to all children in the age group 6-14years, and it is very likely that a huge proportion of the population gets opportunity of education upto this level only. When universalizing elementary education is still a challenge and learning outcomes in our schools are also concerning, it is necessary for education policies to emphasize ‘Skills for Life and Livelihood’ at elementary level of education. It is essential to necessitate the quality of learning in our schools for enabling a better material, human and spiritual life, and also for the sustainable development of the country withal.