Second – Third Year hdfs

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  Normal growth in infancy and toddler hood: Height, Weight, growth of the brain, skeletal and muscular system
  
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  Nutrition and Health Needs
  

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  Supplementary Nutrition: Need, principles, ways to give supplementary foods, problems and their management
  
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  Common illnesses: Their prevention and management
  

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  Respiratory illnesses
  
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  Immunisable diseases – infections
  
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  Acute diarrhea and its management
  

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  Importance of programmes for health for children
  

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  Growth Monitoring and Growth Promotion
  

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  Assessment of physical growth: Height, Weight, Mid-arm circumference, etc. Maintenance of Road-to-health charts
  
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  The need and process of growth monitoring in India context
  
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  Problems related to growth: Identification, causes and intervention for restoring normal growth
  

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  Growth, Nutrition and Health care needs of the preschool child
  

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  Physical and physiological changes
  
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  Nutritional needs and ways of meeting them
  
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  Safety & Accident prevention
  
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  Care during illness; e.g. Fever, infection, digestive and respiratory problems
  

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  Physical and physiological changes
  
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  Health and Nutrition needs: promoting and maintaining health
  
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  School health – Role of school for child health, aspects of school health School health programmes and school health education
  
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  Role of hormones in growth and development process; The Biology of adolescence
  
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  Physical and physiological changes of adolescence – skeletal muscular system, Respiratory and neural system, reproductive system (a brief overview)
  
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  Problems affecting normal growth and health
  

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  Problems of menstruation – dysmenorrhea, amenorrhea; causes and treatment; care during menstruation
  
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  Nutrition related disorders – Anemia, obesity, metabolic imbalance
  
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  Other problems: Drug addiction, Teenage pregnancy etc.; their causes, prevention and management
  

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  A brief overview
  

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  Stress and its effects on health
  
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  Consequences of stress; its effect on health and diet
  
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  Coping with stress and other remedial action
  
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  Changing health-related behavior patterns.
  

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  Breast feeding: Preparation of booklets for Infants on Breast feeding and weaning.
  

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  Conducted survey of Adolescents in Vadodara city on the “Topic – Stress level in Adolescents”.
  

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  Visit to hospitals and interact with the nursing staff to gather information about birth complications, use of measuring equipments like APGAR scale
  
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  Prepare a growth chart for a child of 0-2 years and note information related to physical measurements such as height, weight, arm circumference, head circumference etc) Photo albums from parents could also be procured to observe the changes
  
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  Interview doctors and technicians regarding prenatal diagnostic techniques and machines used for the diagnosis
  
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  A survey on pregnant mothers to identify the teratogens and their implications on child and the mother
  
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  Formulate a list of myths and misconceptions during adolescence on menstruation, hygiene and food habits
  
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  Comparisons between elderly residing in families with those in old age homes to elicit the coping strategies and challenges of the present life stage. Visit to the old age homes to observe their needs and methods of maintaining health could be made.
  
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  Provide hypothetical scenarios to the students to find out the symptoms of stress, stressors and ways of coping. Write one’s own relaxation plan to manage stress in everyday life.
  
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  Regular lectures and discussions, documentaries, first hand experiences and observation of assessment and anthropometric measurement, panel discussion with health experts
  

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  Regular tests, take home assignments, report of observations.
  

Faculty of Family & Community Sciences,

Department of Family & Community Sciences

Fatehgunj, 0265-2795522

ACADEMIC YEAR

2015-2016

CREDIT

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  Understanding the value of various activities provided to the children to enhance self-expression.
  

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  Plan developmentally and culturally appropriate program for infants and children in pre-school and primary grades.
  
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  Sensitize students to the alternate use of locally available indigenous resource material.
  
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  Understand the importance of stimulating environment and role of teacher in promoting learning in young children.
  

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  Characteristics of human childhood.
  
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  (from state of helplessness to gradual control over body and development of understanding of immediate environment).
  
  • 
    Development through interaction of maturation and stimulation from environment, exploration.
    
  • 
    Importance and ways of meeting child’s psychological needs to promote feelings of security, trust and acceptance.
    

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  Activities according to developments for various age groups.
  

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  0 – 6 months
  
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  Activities for stimulation and sensory motor experiences with emphasis on seeing, hearing, touching, feeing sensation and movements.
  
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  7 – 12 months
  
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  Integration of experiences involving more than one sense to deepen sensory – motor experiences. Promote manipulation, concept formation, communication and perceptual discrimination.
  
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  13 – 24 months
  
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  Promotion of co-ordination and control of body movements, gross and find motor skills. Strengthening concept formation, imagination and communication through language. Promotion of problem solving, environment to explore and satisfy curiosity and develop confidence.
  
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  25 – 36 months
  
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  Improvement in body movement and communication skills, social skills and concept formation.
  

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  Concept of creativity and highlights of the role of creative expressions in overall development of children.
  

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  Creativity and development; divergent thinking in children, methods to foster creativity
  
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  With the help of resource persons from different fields, students should be enabled to think creatively. Exposure to different workshops for creative and art work may be enabled.
  
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  Creative expressions, Meaning and definition of creativity expressions.
  
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  Role of teacher in planning and fostering creative expressions.
  
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  Creative expressions through a variety of media i.e. painting, printings, modeling, cutting, pasting, blocks puppetry, music movement, drama and language.
  

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  Painting and graphics
  

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  Painting with brush, drawing with crayons, chalk, rangoli on floor, finger painting. (Some special characteristics of this medium).
  
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  Values, materials required, use of substitutes from indigenous materials.
  
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  Teacher’s role in conducting activities.
  
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  Stages in child art.
  

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  Tearing, cutting, pasting and collage, mural
  

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  Values, materials required and Teacher’s role in conducting activities.
  
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  Development stages.
  

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  Modelling
  

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  Values, special characteristics or this medium.
  
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  Techniques used, rolling, pressing, pinching, pasting, folding.
  
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  Materials required i.e. clay, dough, plasticine, thick paper folding, stocking paper on hollow objects i.e. balloon cardboard cartoons, paper machine, wire, rope.
  
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  Teacher’s role.
  

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  Printing
  

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  Types of printing i.e. block, string, leaf stencils, spray, crumpled paper, different textured surfaces.
  
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  Values, materials required techniques.
  
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  Teacher’s role stages in printing.
  

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  Blocks
  

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  Some special features of this medium.
  
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  Types of blocks: hollow large blocks, unit blocks and small blocks.
  
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  Stages in block play.
  
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  Values, materials and accessories for block play.
  
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  Teacher’s role.
  

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  Sand
  

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  Characteristics of the medium.
  
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  Values, materials required and teacher’ role.
  

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  Water
  

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  Characteristics of the medium.
  
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  Values, materials required and teacher’ role
  

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  Importance of music in child’s life and teacher’s role in providing appropriate experiences.
  

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  Criteria for selection of songs.
  
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  Creating environment for musical growth.
  
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  Developmental stages in musical activities.
  
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  Rhythmic movements body and with simple musical instruments.
  
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  Folk music and its relevance in rural life
  
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  Importance and use of music with children with special needs
  

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  Puppetry
  

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  Characteristics of puppetry as a medium.
  
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  Values of puppetry
  
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  Kinds of puppets : finger, glove, stick, and string puppets etc.
  
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  Basic staging techniques, use of lights, and simple sound affects in puppetry.
  

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  Creative Drama
  

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  Meaning and values.
  
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  Techniques involved in creative drama e.g. rhythmic movements, pantomine, characterization, improvisation story building.
  
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  Theatre as a medium of creative communication and expression
  
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  Process of scripting for puppet plays and creative drama.
  

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  Workshop on Creative expression on theme of creating “best out of waste” and display in the students corner
  

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  Developing a developmental appropriate and age specific Art Manual using ingenious resources (Age 3- 8 years)
  

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  Sharing of documentaries and videos on Indian folk music and Traditional Indian puppetry
  

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  Infancy and Toddlerhood
  

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  A file to be prepared to list activities appropriate for age groups – 0 – 6 months, 7 – 12 months, 13 to 20 months and 25 – 36 months.
  
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  Students be encouraged to observe materials available in the locality.
  
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  Develop play materials suitable for each age group.
  
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  List activities, which can be used for working with different age groups :
  

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  0 – 6 months
  

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  Prepare materials and design activities for seeing, hearing touching and feeling.
  
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  Sensation and movement for soothing movements and exercises.
  

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  7 – 12 months
  

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  Prepare materials and design activities for touching and feeling sensation and movement, and manipulation.
  

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  13 – 14 months
  

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  Identify activities for gross motor development and prepare play materials available in the locality.
  
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  Prepare play materials and list activities promote manipulation sensory experiences, concepts and language.
  

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  A few suggestions are given under each category as guideline students be encouraged to explore experiment with each media and understand the characteristics of each medium.
  
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  Samples of each be included in the resource file which each student is expected to maintain along with description of values materials and technique used.
  
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  Difficulty level of each activity be considered and decide its suitability for different age groups.
  
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  Painting and graphics :
  
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  Prepare a variety of brushes from different types of brooms, cotton, wool, strips of cloth, feather etc.
  
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  Where necessary demonstration of preparation of materials required for conducting activity be included, i.e. paint with starch, paste etc.
  

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  Painting with different brushes, crayon design given a paint wash, etching, blow painting, block painting, finger painting, Painting on wet paper, painting masks.
  
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  Drawing with crayons, dry and wet chalk.
  
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  6 to 8 years.
  
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  Wet paints, painting masks brush music.
  

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  3 – 5 years
  

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  6 – 8 years
  

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  3 – 5 cutting and pasting
  

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  6 – 8 years
  

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  3 – 5 years
  

• 
  6 – 8 years
  

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  Plasting papers on a balloon, when dry remove air and colour to create accessories for clay sculpture/crumbled paper pasting designs.
  

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  Printing with strings, leaf, blocks, stencil printing, thumb, finger, spray painting.
  
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  Keeping coins, leaves with veins below paper and gently colouring with crayon.
  
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  Older children to make their own stencils.
  
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  Printing on large pieces of paper (group activity).
  

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  Learning to sign rhymes songs with actions.
  
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  Folk songs.
  
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  Making simple musical instruments.
  
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  Rhythmic body movements according to different beats and sounds.
  
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  Dancing according to rhythm.
  
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  Musical instruments from waste like old pots, tins, sticks.
  
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  Older children to form an orchestra.
  

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  Puppetry stick, singer, table top, rhythm, puppets glove puppets.
  
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  Learning basic manipulation skills.
  
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  Use of music, voice modulation and sound effects.
  
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  Making sets and backgrounds.
  
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  Scripting for short puppet play.
  
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  Creative drama
  
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  Body movements and co-ordination.
  
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  Games like mirroring, blind fold and moving etc.
  
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  Theme based dramatization
  
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  Use of simple costumes and make-up to enhance characterization e.g. use of eye make-up to show different emotions or making simple caps and paper clothes for characters.
  
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  Scripting simple dramatic presentation.
  

• 
  Mid term test (30%)
  
• 
  PRACTICAL Experiences (Graded)
  

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  Planning stimulation activities for children from 0 to 36 months.
  
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  Art File comprising samples of painting and printing activities
  
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  Making songs and stories using different techniques
  
• 
  Semester examination (70%)
  

Faculty of Family and Community Sciences

Department of Human Development and Family Studies

Academic Year

2015-2016

HDF 1306

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  Understand the need and significance of outreach and fieldwork in HDFS
  
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  Become aware of the process of fieldwork in HDFS and challenges there in
  
• 
  Become aware of strategies and methods of interventions for fieldwork in HDFS
  

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  Significance of outreach in various social science disciplines; integrating disciplinary perspectives for effective outreach
  
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  HDFS as an applied field: Theory – Research – Practice feedback loop
  
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  Fieldwork in a variety of contexts to cover the life span – for example, preschools, old age homes, community settings, special needs centers.
  

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  Important aspects of a developmental perspective to intervention in comparison to other models (preventive vs. curative approach; emphasis on personal well being and negotiation, capacity building; contextual appropriateness, gender sensitivity)
  
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  Self and fieldwork: Building professional attitudes
  
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  Understanding development in different contexts and circumstances
  
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  Developing contextual sensitivity and preparation for field experiences
  
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  Ethics of field based interventions
  
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  Personal and Professional issues involved in a career as HDFS professional(Identify entry level jobs, career path and job tasks/requirements)
  

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  Need assessment/situation analysis using various participatory research methods: Observation, Survey, Interview, Case – study
  
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  Implementing the program through various strategies like: rapport building, mobilizing clients, providing referrals, projective techniques
  
• 
  Using various forms of communication for advocacy: Group vs. Individuals / couples / families
  
• 
  Professional behavior, team work and peer evaluation
  
• 
  Significance of self-reflection in the fieldwork process
  
• 
  Documentation and reporting
  

Regular lectures, opportunities for observation and reflection, case studies, films and documentaries

One regular test, one presentation (group) and one essay/ take home based on observations

Faculty of Family and Community Sciences

Department of Human Development and Family Studies

Academic Year

1. 
   Understand adulthood as a distinct phase of life across a variety of contexts.
   
2. 
   Understand developmental transitions during adulthood with reference to various theoretical perspectives.
   
3. 
   Critically reflect on their own life stage and that of other adults with respect to individual development relationships.
   

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  Emerging adulthood as a distinct Life stage
  

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  Markers of Adulthood – Variations based on culture, gender and class.
  
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  Effect of globalization (technology, post Industrial society, market forces, Changing normative standards of economy and family life….) leading to emerging adulthood as a distinct phase of life select cultures.
  
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  Characteristics – variations based on gender, class and culture and so on.
  
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  Dealing with developmental transitions – Career choices, responsible decisions and behaviour, intimate relationships within and outside the family, relationships in the larger social context.
  

• 
  Developmental goals and characteristics of adulthood
  

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  Cognitive
  
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  Physical
  
• 
  Socio-emotional
  
• 
  Personal moral
  

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  Discussion of the above facets highlighting transitions from emerging adulthood to adulthood.
  
• 
  Substantiating the distinctive features in view of available cross cultural indigenous theoretical perspectives.
  

• 
  Identifying ones own philosophy and goals of life (influenced by personal history, socialization and context --- theory)
  
• 
  Understanding Intimate, love and romantic relationships (same sex, opposite sex) within cultural context.
  
• 
  Making Choices –
  

• 
  Various life styles and its implications (e.g., marriage – open, dual career, mixed doubles, commuter marriages; single hood, cohabitation, etc…)
  
• 
  Education and career / vocational choices and their implications for life.
  

• 
  Efficient processes in decision making and problem solving.
  
• 
  Adequate engagement with life goals and conscious choices – in view of personal philosophy, and the demands of family, societal norms, of a dynamic context.
  

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  Marriage – A choice of a change – criteria, self analysis / assessment and process and methods of marriage partner selection.
  
• 
  Preparation and prelude to marriage –
  

• 
  Readiness for marriage – economic, personal and social aspects, dealing with past relationships – positive attitude to marriage and relationships,
  
• 
  Marriage education and premarital counselling – informal and formal.
  

• 
  Analysis / demystify marriage rituals and ceremonies based on gender, class, hierarchy, power (importance, gender) – Personal decisions about marriage ritual and its implications.
  
• 
  Dowry – Its origin, contemporary forms (direct and subtle), its implications and personal decisions.
  

• 
  Basic processes of adjustments: clarifying myths and misconceptions, viewing adjustment as a continuum in all relationships.
  
• 
  Factors influencing adjustments – beliefs, personal and family history, social networks and support systems, living arrangements etc.
  

• 
  Parenthood – a matter of choice – involuntary and voluntary childlessness.
  
• 
  Understanding different theoretical perspective related to parenthood – Erikson’s stage of Generativity, Parental ethno theories – variations in goals of parenting.
  
• 
  Defining types of parenthood – biological parenthood, parenthood by adoption, single parenthood, step parenthood, foster parenting.
  
• 
  Parenthood and parenting across life stages – Change in the nature of relationships, including grand parenting.
  

• 
  Discussions.
  

• 
  Group work /role play/simulations and other class exercises enabling students to reflect on relationship matters
  

• 
  Gender socialization
  
• 
  Goals of parenting family rituals and their significance
  
• 
  Women’s multiple roles
  

• 
  Cultural variations in relating
  
• 
  Interpersonal relationships
  
• 
  Non verbal communication
  
• 
  Social networking
  
• 
  Theatre for relating