|
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
|
ACADEMIC YEAR
2015-2016
|
B.Sc. (F. C. Sc.)
|
YEAR
|
II
|
Core Compulsory:
HDF 1403
Guiding Children’s Growth, Behavior and Development
|
CREDIT
|
4 (4+0)
|
Semester
|
IV
|
|
HOURS
|
60
|
OBJECTIVES
|
Understanding the core concepts and processes of development in the contemporary context.
Understanding the need and importance of guiding growth, behavior and development.
Know the major approaches and techniques of guidance for supporting the processes of development and learning.
Develop sensitivity to the role of self and environment in the socio-cultural context and with life span and gender perspectives.
|
COURSE CONTENT
|
UNIT-I
|
Guidance in the cultural context
|
(20%)
|
Reflections on the past, present and future considerations in guiding children.
What is Guidance - “Taking children to a level which is accepted by the society, societal norms”.
Linking socialization and guidance – focus on parenting styles (Affectionate, firm, power oriented) and parental values.
Guidance for a child operates at different levels.
Universal standards of guidance i.e. principles that are universally accepted all over.
Society / culture vis-à-vis guidance.
Family vis-à-vis guidance i.e. each family has its own rules of behavior.
Note: Linkages between topics 2 & 3 to be established.
How are guidance and discipline different
Need and importance of guidance.
Goals of guidance – as emerging from universal, societal and family goals.
Need and scope of referral in guidance.
Note: Gender perspective should be woven into this unit.
|
UNIT-II
|
Parenthood: It’s importance in child rearing
|
(15%)
|
Importance of parenthood and understanding parents as people.
Understanding parental concerns in relation to
child rearing practices
needs of parents
Issues emerging from the complexities of modern life.
|
UNIT-III
|
Guiding Physical and Motor development (0 to 8/10 years)
|
(15%)
|
|
Life course perspective on physical – motor development.
Gender perspective.
Role of environment
Role of adults i.e. Teachers and parents
Physical and Health problems
Quality and quantity of stimulation at all ages.
|
|
UNIT-IV
|
Social and Emotional Development (0 to 8/10 years)
|
(25%)
|
Life course perspective on social – emotional development (eco-cultural model of D. Sinha).
Gender perspective.
Role of socializing agents such as family, parents, siblings, peers, teachers, community, media and play (specific focus on role of father and siblings).
Understanding aggressive behavior, fostering altruism and empathy.
Holistic Personality development
|
UNIT-V
|
Language and Cognitive Development
|
(25%)
|
A. Language Development
Life course perspective on language development.
Factors influencing language development.
Multilingualism
Speech disorders
Various forms of children’s communication and role of adult.
B. Cognitive Development
Life course perspective on cognitive development
Factors influencing cognitive development
Developmental stages of cognitive development and role of environment.
Recent research in the area of cognitive development.
|
|
REFERENCES
|
|
Miller D. F. (2013). Positive child guidance. (7th Ed). Belmont: Wadsworth, Cengage Learning
|
|
Burns, R. (2013). Child, Family, School, Community, Socializing and Support. (9th ed.). USA: Wadsworth, Cengage Learning
|
|
Bidell, T., Dailey, A., Dixon, B., Miller, P., & Modell, J. (Eds.). (2009). The Child: An Encyclopaedic Companion. Chicago: University of Chicago Press.
|
|
Lightfoot, C., Cole, M., & Cole, S. (2009). The development of children (6th ed.). New York: Worth Publishers.
|
|
Levine, R., & New, R., (Eds.).(2008).Anthropology and Child Development: A Cross-Cultural Reader. Victoria: Blackwell Publishing.
|
|
Saraswathi, T. S. (1999). (Ed.). Culture, socialization and human development. New Delhi: Sage.
|
|
Hoghughi, M., & Long, N. (Eds.).(2004). Handbook of Parenting: Theory & Research for Practice. New Delhi: Sage.
|
|
Miller D. F. (2013). Positive child guidance. (7th Ed). Belmont: Wadsworth, Cengage Learning
|
|
Berk, L. (2007). Child Development. (7th ed.). New Delhi: Prentice-Hall.
|
|
Sinha, D. (1994). Indigenization of psychology in India. Indian Psychological Abstracts and Reviews, 182- 186.
|
|
Kostelnik , S., & Whiren. S. (1998). Guiding children’s social development. (3rd ed.). USA: Delmar.
|
|
Langford, L. (1960). Guidance of the young child. New York: Wiley & Sons.
|
|
Seefeldt C. & Barbour N. (1990). Relating with parents and other adults in school and community. (Ch.7) in Early childhood education – An introduction. Columbus, Ohio: Merrill Publishing Company.
|
|
Dan G. (2004). The power of guidance: Teaching socio- emotional skills in early childhood classrooms. Canada: Delmar Publishers.
|
|
Suvannathat, C., Bhanthumnian, D., Bhuapiram. L.A. & Keats, D.M. (Eds.) (1985). Handbook of Asian child development and child rearing practices. Bangkok: Behavioural Science Research Institute. Ch.4 (pp.57 – 74).
|
|
Maxim. G. W (1989). The very young: Guiding children from infancy through the early years. Columbus, Ohio: Merrill Publishing Company.
|
|
Learning Experiences
Observation of a child in the home context and the preschool context
Sharing articles regarding guiding child rearing practices and socialization
Role Plays, case analysis and suggesting guidance strategies
|
|
Evaluations
Take Home Assignments and Exams
|
|
The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family Studies
|
Academic Year
2015-2016
|
Bachelor’s Degree: Second Year B.Sc (FFCSc) Major: HDFS
|
Year- II
|
CORE/Elective/Foundation1:
HDF 1404: Organization and Management of ECCE Centers
|
Credits- 4 (3 +1)
|
Semester- IV
|
Hours-75 hrs
|
|
OBJECTIVES
|
Understand the concept of management and need for organization and management.
Develop on understanding regarding the major consideration in planning the program, personnel and infrastructure for ECD programs.
Develop an understanding regarding assessment of children and programs.
Develop awareness regarding the current trends and issues in ECD at global and national level.
Become aware of the concept of and need for management
Gain insight regarding program planning for young children and the learning environment
Know developmentally appropriate ways of assessment
Understand current issues and trends in ECD at both global and national level
|
|
COURSE CONTENT/SYLLABUS
|
UNIT-I
|
|
(20%)
|
Management of ECCE Centers
A.Need and Concept of Management
Need – effective and efficient utilization of resources.
Concept – Goal orientation, resource identification/generation, organization, co-ordination of activities, record keeping, supervision, monitoring and evaluation, reporting.
B. Programme Planning
Approaches to learning : incidental and planned learning.
Principles of programe planning :
- from know to unknown, simple to complex, concrete to abstract.
Balance between individual and group activity, indoor and outdoor play, quiet and active play, guided and free activities.
Factors influencing programme planning.
Formal versus non-formal approach in education : advantages and disadvantages.
Integrated learning approach or project method that is covering various components of curriculum that is focusing on one topic / theme at a time.
Short and long term planning.
Organisation, structure and function of programme.
Programme’s goals and objectives.
|
UNIT-II
|
|
(20%)
|
Infrastructure
Place / Building / Space – indoor and outdoor, amenities and facilities for indoors and outdoors, garden, play ground, storage requirements, maintenance aspects.
Furnitures / Fixtures / Equipment – criteria for selection, functional utility, maintenance, low cost alternatives.
Learning centres and materials for each centre – Manipulative, Block, Art, Science, Language, House Keeping.
|
UNIT-III
|
|
(20%)
|
ECCE Centers: Training and Assessment
A.Training of Personnel
Types of personnel (Grassroots level workers, middle level functionaries, Administrators etc.).
Recruitment including educational qualification for different types of programs.
Competencies (knowledge, skills, qualities personal and professional).
B. Assessment and Evaluation of Teachers, Children and Programs
Developmental Assessment for
Multi sources of assessment
Guidelines for assessment
Implications / Rationale for assessment.
|
UNIT-IV
|
|
(20%)
|
Early Childhood Care and Education: Current Status and Debates
The unit highlights the contemporary trends and concerns in the field. It also includes the need for advocacy of ECCE principles and practices.
Research on children and their development.
Programs and policies concerning children and education e.g., Rights Approach.
Changing perspectives e.g. life span, gender related socio-cultural perspective.
Potential of communication technology and multi-media approach including role of computers in ECD programs.
Emerging issues and concerns
Accreditation for quality ECD program.
Pressures of various kinds.
Medium of instruction.
Interface between research, policy and practice.
Meaning of the term ‘advocacy’.
Need and importance of advocacy.
Role of multi-media on advocacy.
|
PRACTICAL
|
UNIT-I
|
SWOT Analysis of an ECCE Centre & Assessment of an ECCE centre based on NAEYC guidelines
|
(10%)
|
UNIT-II
|
Observation of an ECCE Centre with respect to indoor space, outdoor space, equipments and materials
|
(10%)
|
|
REFERENCES
|
|
Beaty, J.J. (1992). Skills for Preschool Teachers. NY : Macmillan Publishing Co.
Decker, C. and Decker, J. (1984). Planning and Administrating Early Childhood Programs. Columbus.
|
|
Educational Planning Group (1995). The future school strategies in the classroom.
|
|
Handbook for pre-primary teachers. New Delhi : EPE Modules I, II, III.
|
|
Government of India. Yashpal Committee Report, New Delhi (1991).
|
|
Hilderbrand, V. (1990). Management of Child Development Centres. NY : Macmillan Publishing Co.
|
|
Katz, L. (1995). Talks with teachers of young children. A collection, New Jersey. Ablex (ch. 9,15). (pp.137-158, 237-252).
|
|
Lawton, J.T. (1988). Introduction to Child Care and Early Childhood Education. Calcutta : Oxford and IBH.
|
|
Leeper, S.H. Skipper, S.D. and Witherspoon, R.L. (1979). Good Schools for Children. NY : Macmillan Publishing House.
|
|
Mohite, P. (1993). Early childhood care and education: Emerging issues in research. In T.S. Saraswathi, & B.Kaur, (Ed.). Human Development and Family Studies in India. An agenda for research and policy. New Delhi : Sage.
Moore, S.G. and Kilmer, S. (1973). Glenview : Scott Foxeman.
|
|
Murlidharan, R. and Kaul, V. (1993). Early childhood care and education current status
and problems. In Saraswathi, T.S. and Kaur, B. (Ed.). Human Development and Family Studies in India. An agenda for research and policy. New Delhi : Sage.
|
|
Nutbrown, C. (2011) Key concepts in early childhood education and care. Sage Publications. New Delhi
|
|
OMEP Report (1985). Dept. of HDFS, M.S. University of Baroda, Baroda.
Pareek, Udal et al. (1985). Behavioural Processes in Organizations. New Delhi : Oxford Publications.
|
|
Read, K. (1966). Nursery School : A human Relations Laboratory. Calcutta : Oxford IBH.
|
|
Roopnarine, J.L. and Johnson, J.E. (1993). Approaches to Early Childhood Education. NY : Macmillan Publishing Co.
|
|
Seefeldt, C. (1990). (Ed.) Continuing issues in early childhood education, Ohio : Merrill.
|
|
Sengupta, M. (2009) Early childhood care and education. PHI Learning. New Delhi.
|
|
Swaminathan, M. (1993). Current issues in early childhood care and education. In T.S.
|
|
Saraswathi & B. Kaur, (Ed.). Human Development and Family Studies in India. An agenda for research and policy. New Delhi : Sage.
|
|
Tim et al. (1990). People at Work : Human Relations in Organizations. LA : West Publishing Company.
www.naeyc.org
|
Share with your friends: |
