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The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
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ACADEMIC YEAR
2015-2016
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B.Sc. (F. C. Sc.)
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YEAR
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II
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Core Compulsory:
HDF 1402
Child Psychology - I
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CREDIT
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3 (3+0)
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Semester
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IV
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HOURS
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45
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OBJECTIVES
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Understand major concepts and process of human behavior and development
Understand major theoretical and research contributions in the study of human development
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COURSE CONTENT
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UNIT-I
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Historical background and basic concepts of human development
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(30%)
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What is developmental science?
Description and explanation
Modification and optimization
History of the field of developmental psychology / developmental science
Medieval period, Roman and Greek empires
Early philosophers
Initial scientific study of human development
Advances in the field of developmental psychology
Field of developmental science today
History of developmental psychology in India and need for indigenization of psychology in India
Brief historical background of the Department of Human Development and Family Studies and its contribution to the field
Studying human development
Criteria of scientific description and methods to study individuals (methods of data collection; self reports; different types of observations
Variables affecting human development
Cohort, life transition, life events
Research designs
Longitudinal
Cross sectional
Micro genetic method
Alternative views of psychology
Psychological view
Developmental view
Life span view
Central questions of developmental science
Questions about continuity vs. discontinuity
Plasticity: Are there "critical" or "sensitive" periods of development?
Questions about the sources of development
Questions about individual differences
Basic perspectives of human development
Biological maturation framework
Environmental learning framework
Constructivist framework
Cultural contextual framework
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UNIT-II
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Social and emotional development
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(30%)
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A. Social development
What is social development, social behavior?
Basic concepts: personality, social self, self-concept, self-image, and self-esteem
B. Theories of social development Freud’s structure of personality: id, ego, and superego
Freud’s theory of psychosexual development
Freud’s concept of state of mind: conscious, unconscious
Anna Freud’s defense mechanisms
Critique of Freud’s theory
Erik Erikson’s theory of psychosocial development and critique
Perspectives on Attachment
Drive - reduction
Erikson’s explanation
John Bowlby’s evolutionary perspective
Harry Harlow’s animal experiments explaining attachment
Theories of moral development
What are emotions?
Types of emotions: primary, secondary, and tertiary emotions
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UNIT-III
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Cognitive development
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(20%)
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Basic concepts of memory, recall, information-processing, intelligence
Piaget’s theory of cognitive development
Vygotsky’s theory of cognitive development
Comparison between Piaget’s and Vygotsky’s theory of cognitive development
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UNIT-IV
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Language development
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(20%)
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What is language?
Early forms of language
Development of language in children- developmental milestones
Components of language
Phonemes
Morphemes
Semantics
Syntax
Pragmatics
Learning theorists’ explanation
Nativist
Interactionist
Cultural
Essentials of language acquisition
Biological prerequisites
Role of environment in language development
Relation between language and thought
Environmental-learning perspective
Nativist perspective
Piagetian interactionist perspective
Vygotsky’s cultural-contextual perspective
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REFERENCES
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Feist, J. (1985). Theories of personality. New York: Holt Rinehart & Winston.
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Keenan, T. (2001). An introduction to child development. London: Sage.
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Lerner, R. M., & Hotsch, D. F. (1983). Human development: A life-span perspective. New York: MacGraw-Hill.
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Lightfoot, C., Cole, M., & Cole, S. (2009). The development of children (6th ed.). New York: Worth Publishers.
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Mussen, P.N., Conger, J.J., Kagan, J., & Huston, A.C. (1990). Child development and personality (7th ed.). New York: Harper Collins.
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Saraswathi, T. S. (1999). (Ed.). Culture, socialization and human development. New Delhi: Sage.
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Saraswathi, T. S., & Kaur, B. (1993). Human development and family studies in India: An agenda for research and policy. New Delhi: Sage.
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Saraswathi, T.S., Verma, A.,& Kalra, D. (1988). Issues in child development: Curriculum, training and employment. New Delhi: Somaiya Publications.
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Saraswathi, T.S., & Dutta, R. (1988). Invisible boundaries. New Delhi: Northern Book Centre.
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Sinha, D. (1994). Indigenization of psychology in India. Indian Psychological Abstracts and Reviews, 182- 186.
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Learning Experiences
Lectures, discussions based on reading of select articles and research papers. Students are expected to participate actively in teacher-directed class room discussions on select topics.
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Evaluations
Regular class tests, take home assignments
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