UNIT-III
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Developing self within the social context
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(15%)
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A. Self in the social contextSelf with parents / family / sibling, Self with peers, Self in school / institutions Influence of media B. Empowering the self Establishing realistic self concept and self esteem., Stress management and working on conflicts, Gender issues and concerns, Value judgment and attitude building. C. Management of resources. Importance of physical and mental well being., Constructive utilization of resources (Time, Money & Energy), Skills required for effective functioning for example – decision making, communication etc.
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UNIT-IV
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Types of deviant behaviours and its management
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(10%)
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Drinking, Smoking, drug addiction, Social causes, effects treatment and intervention.
Note: Teacher is expected to teach this unit interweaving the societal and cultural aspects i.e. expectations, values and demands
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UNIT-V
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Guidance and Counselling
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(20%)
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Importance of Guidance and counselling, Area of help available: for Educational, vocational, social and personal guidance, Type of help available: promotive, preventive and curative.
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PRACTICAL
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UNIT-I
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Knowing your own self, talked about self esteem, their strengths, weaknesses and other aspects of their personality
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(8%)
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UNIT-II
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Communication skills, few exercises on that-written and verbal.
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(7%)
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UNIT-III
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Stress management, what are the causes and how different strategies work..
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(6%)
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UNIT-IV
|
Problem solving skills, what is their importance, how when to solve problem individually and when to ask others and whom..
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(4%)
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UNIT-V
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Creativity—no matter in which field a person is, creative skills are always required and a person can develop creative skills—exercises and interaction..
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(5%)
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REFERENCES
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1.
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Driggers, J. (1999). Life Management – skills, N.Y. Delmar.
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2.
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McCandless, B.R. (1970). Adolescents behaviour and development. Illinois : The Dryden press
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3.
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Mussen, P.H. Conger, J.J., Kagan, J. & Huston, A.C. (1984). Child development and personality (VI ed.) N.Y. : Harper and Row.
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4.
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Pestonjee, D.M. (1999). Stress and Coping (lied). New Delhi : Sage.
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5.
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Sharma, N. (1999). Understanding Adolescence New Delhi : N.B.T.
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The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family Studies
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Academic Year
2015-2016
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B.Sc. (F. C. Sc.)
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Year-II
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CORE/Elective/Foundation1:
HDFS 1302
Childhood Education
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Credits- 4 (4 +0)
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Semester- III
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Hours- 60 hrs
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OBJECTIVES
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Know the importance of early childhood years and significance of intervention programs for early child development.
Develop insight into historical developments – global and Indian including the current programs and policies in ECCE.
Understand meaning of curriculum and develop insights about its components.
Recognize role of play in children’s development and learning.
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COURSE CONTENT/SYLLABUS
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UNIT-I
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20%
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Significance and Goals of ECCE
Present status of young children in India.
Significance of early childhood years in individual’s development.
Meaning and need for early childhood care and development programmes.
Expansion from ECE to ECCE to ECD.
Goals of ECDE
Complimentary approaches to programming for early childhood care and development.
Guidelines for programming.
Different types of programmes currently offered. Objectives of the programmes. Routine and target group covered by each of the following.
ECE programme : Balwadi, Anganwadi, Nursery school, Kindergarten
ECCE programme : ICDS and Mobile crèche.
Play Group
Care programme : family day care, crèche, day care centres, familial care in the Indian context.
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UNIT-II
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10%
|
Historical Overview of ECCE
ECE in India: Overview of pre and post independence period.
Preschool education in the pre-independence era (very brief). How the international trends have influenced the national trends.
Preschool education in the post-independence era – the changing perspectives over the decades.
Focus of ECE in 1960’s 1970’s, including the recommendations of Kothari Commission, establishment of ICDS, role of central and state Social Welfare Boards, NIPCCD, NCERT, Government Departments and Non-government Organizations.
Changing focus in the 1980s the New Education Policy and its basic text. Reports of Kothari Commission, Ram Murthy Committee Report, Yashpal Committee Report etc.
The period of 1990s including the global events such as Education for All Conference, Convention on Children’s Rights, World Summit for Children and Yashpal Committee recommendations etc.
Organizations supporting research and development activities in ECCE.
To relate as to how this international and national movement / issue influence the day-to-day programs.
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UNIT-III
|
|
30%
|
Early Childhood Education: Philosophical Perspectives
Global perspective, views of educationists and philosophers, Comenius, Rousseau, Pestalozzi, Froebel, Robert Owen, McMillan Sisters, Dewey and Montessori.
International trends.
Indian philosophies/philosophers – their view on education
Whether it has influenced / why / how
Vedas (gurukuls)
Sri Aurobindo
Tagore
Gijubhai Badheka
Gandhiji
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UNIT-IV
|
|
20%
|
Curriculum
What is curriculum. (Differentiate between curriculum and syllabi).
Sources of curriculum.
Developmentally and culturally appropriate curriculum,.
Approaches to curriculum
Child Development
Verbal Cognitive
Verbal Didactic
Sensory Cognitive
Montessori
Bereiter Engleman
Weikart / High scope / Cognitive Oriented
Reggio Emmelia
Bank street
Indian Models / Programmes
Pre school Curriculum areas including readiness.
Curriculum prescribed by Government for primary schools.
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UNIT V
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Play
Play as means of development and learning.
Overview of theory of play.
Classical theories: surplus energy theory, relaxation theory, pre-exercise theory, and recapitulation theory.
Dynamic theories: psychoanalytical and Piaget.
Developmental stages of play.
Social dimension of play, unoccupied behaviour, onlooker behaviour, solitary play, parallel play, associative play, and co-operative play, Content dimension.
Content dimension of play.
Sensory motor play and simple muscular activity from 0 – 2 years;
a) symbolic play : Increased skill in using plays materials, substation and dramatic play from 2-5 years.
b) Games with rules : co-operation and planning toward group oriented goals from 5 years onwards.
Function of play in language and cognitive development, adaptive and social behaviour.
Play as a means of assessing children’s development.
Teacher’s role in creating environment and promoting play.
Organising games for fostering development.
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20%
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LEARNING EXPERIENCES
Observation of early childhood programs
Exercises on basics of ECCE program planning
Observation of free play situations and classifying children’s play
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REFERENCES
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Bamahas, A.S., Anandlakshmy, S., Chandra, A., Bose, A. (1988). Profile of the child in India. New Delhi : Ministry of Social Welfare.
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Bredkamp, S. (ed.) (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age and Washington, D.C. : National Association for the Educators of Young Children.
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Boegehold, B., Harriet, K., Hook, U., Klopf, G. (1977). Education before five. New York : Bank street college of education.
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Bose, A. (ed.) (1987). Encyclopaedia of social work in India. Vol. Two. New Delhi. Ministry of Welfare, Government of India.
Canning, N. (2010) Play and practice in the early years: Foundation stage. Sage Publication. New Delhi
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Cole, Luella. (1987). A history of education. New York. Holt, Rinehart and Winston.
|
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Dutta, Vrinda (1995). Home away from home. Madras : M.S. Swaminathan Foundation.
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Dass, J.R. and Carg, V.C. (1985). Impact of pre-primary education : dropout stagnation and academic performance. New Delhi, Education Department, Municipal Corporation.
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Decker, C.A. and Decker, J.R. (1984).Planning and administering early childhood programs. Columbus : Charles E. Merrill.
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Government of India (1991). Yashpal Committee Report, New Delhi.
|
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Gill, S. (1993). Child Care Programs in India : Changing trends. In Saraswathi, S.S. and Kaur, B., New Delhi : Sage Publication.
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Indian Association for Preschool Education (1975). New approaches to child education : Children in rural and tribal settings. Twelfth annual conference of IAPE.
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Joosten, A.M. (1976). The Montessori Movement, Bombay : Messrs. Bhardas Cursondas and Co. Post Box 764.
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Katz, L. (1993). A developmental approach to the education of young children : Basic principles.
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Kaul, V. (1991). Early Childhood Education Programme. New Delhi : National Council for Educational Research and Training.
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Khalakdina, M. (1995). Insight-onsight, Madras : M.S. Saminathan Research Foundation.
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Lawton, J.T., (1988). Introduction to child care and early childhood education, London : Scott, Foresman and Company.
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Myers, R. & Hertenberg R. (1987). The eleven who survive : Toward a re-examination of early childhood development program options and costs. Discussion paper : Education and training series. The world Bank.
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Naik, Chitra (1978). Growing up at Kosbad Hill, Kosbad Hill, Taluka Dahanu Dist. Thane, Gram Bal Shikshan Kendra.
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National Policy on Education (1986). New Delhi, Ministry of Human Resource Development.
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Nutbrown, C. (2011) Key concepts in early childhood education and care. Sage Publications. New Delhi
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Pandit, H. (1995). Children of the union. Madras. M.S. Swaminathan Foundation.
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Raza, Moonis and Nangia, S. (1985). Atlas of the Child India. New Delhi. Concept publishing company.
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Seefeldt C. (1980). A curriculum for preschool. Columbus Ohio. Bell and Howell.
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Sengupta, M. (2009) Early childhood care and education. PHI Learning. New Delhi.
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Sharma, A. and Sood, N. (1989). Current trends in infant care : An Indian experience. Early child development and care.
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Spodak, Bernard (1972). Early Childhood Education. Englewood Cliffs, New Jersey : Prentice Hall.
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Spodak, Bernard (ed.) (1982). Handbook of research in early childhood education. New York : The Free Press.
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Singh, B. (1997). Preschool Education, New Delhi : APH (pp.3–38).
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Ved Prakash (1993). Towards an open learning environment for the young child : some principles, practices and issues in curriculum planning. Paris : UNICEF/UNESCO.
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