B.Sc. (F.C.Sc.) Programme Second – Third Year HDFS

B.Sc. (F.C.Sc.) Programme

Second – Third Year

HDFS

COURSE PLANS

Year 2015-2016

DEPARTMENT OF HUMAN DEVELOPMENT AND FAMILY STUDIES

FACULTY OF FAMILY AND COMMUNITY SCIENCES

THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

VADODARA-390 002

B. Sc. (F. C. Sc.) Degree Program

Department of Human Development and Family Studies

SEMESTERWISE DISTRIBUTION OF CREDITS FOR HDFS COURSES- 90 credits

Course No. Course Name

SEMESTER III

HDF 1301

Understanding One’s Own Self

Core

Type of Course

Foundation

Comp.

4(3+ 1)

Allied Comp/Gen Elec.

HDF 1302

HDF 1303

HDF 1305

HDF 1306

Childhood Education

Family and Child Welfare

HDF 1304 Physical Growth and Health

Activities and Resources for Child

Development I

Fundamentals of Human Development

Application

Total Credits = 23

HDF 1401

SEMESTER IV

Adulthood and Interpersonal

Relationships

HDF 1402 Child Psychology – I

HDF 1403

Guiding Child’s Growth, Behavior and

Development

HDF 1404 Organization of ECCE Centers

HDF 1405 Introduction to Fieldwork

HDF 1406

Activities and Resources for Child

Development II


SEMESTER V

HDF 1501 Child Psychology - II

HDF 1502 Introduction to Research Methods

HDF 1503

Introduction to Children with Special

Needs

HDF 1504 Field Work – I

HDF 1505 Parent and Community Involvement


SEMESTER VI

HDF 1601 Family Dynamics

HDF 1602 Application of Research Methods

HDFS 1603 Educational Psychology

4(4+0)

4(3+1)

5(4+1)

3(3+0)

4(4+0)

3(3+0)

4(3+1)

4(3+1)

4(4+0)

3(0+3)

3(3+0)

4(3+1)

4(3+1)

2(0+2)

6(0+6)

5(3+2)

4(2+2)

2(2+0)

5(2+3)

HDF 1604 Field Work II

HDF 1605 Orientation to Rural Life: Placement

HDF 1606 Late Adulthood

HDF 1607 Family and Law


5(0+5)

3(0+3)

2(2+0)

3(3+0)

The Maharaja Sayajirao University of Baroda

Faculty of Family and Community Sciences

Department of Human Development and Family Studies

University Road, Vadodara – 390 002, INDIA.

Ph : C/o. (+91-0265) 2793984 Telegram : HOMSCIENCE

B.Sc. (F. C. Sc.)

Year-II

Semester- III

Foundational

HDF 1301

Understanding One’s Own Self

OBJECTIVES Understand and critically evaluate self developmental needs and characteristics, interests and goals.

Establish a realistic self concept; equipped with information on domains of development during adolescence.

Identify and work on their own potential with reference to their strengths and weaknesses and develop positive selfconcept.

COURSE CONTENT/SYLLABUS

UNIT-I Introduction

Characteristics, needs and developmental tasks of

Adolescents

Significance of the stage of adolescence with focus on

(a) Historical perspective (b) Life span perspective (c)

Cross cultural perspective (d) Contemporary Indian

Society

Understanding Key concepts: Puberty, Teenage, early to late adolescent, youth, mature adult.

UNIT-II Growth and Development during Adolescence

A. Physical Development Biological changes . Sexual changes and maturation , Coping up with the changes , Need and importance of sex education.

B. Cognitive

Development

Formal Operations Stage (Jean Piaget’s theory) – does everyone reaches to formal operational stage.

Social Cognitive Development – Kohlberg’s theory of stages of moral development.

Psycho social development.

Understanding of self – Erikson theory

Academic

Year

2015-2016

Credits-4 (3+1)

Hours-75

(15%)

(10%)

UNIT-III

UNIT-IV

UNIT-V

Developing self within the social context

A. Self in the social context Self 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.

Types of deviant behaviours and its management

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

Guidance and Counselling

Importance of Guidance and counselling, Area of help available: for Educational, vocational, social and personal guidance, Type of help available: promotive, preventive and curative.

(15%)

(10%)

(20%)

PRACTICAL

UNIT-I

UNIT-II

UNIT-III

UNIT-IV

UNIT-V

Knowing your own self, talked about self esteem, their strengths, weaknesses and other aspects of their personality

Communication skills, few exercises on that-written and verbal.

Stress management, what are the causes and how different strategies work..

Problem solving skills, what is their importance, how when to solve problem individually and when to ask others and whom..

Creativity—no matter in which field a person is, creative skills are always required and a person can develop creative skills—exercises and interaction..

REFERENCES

1. Driggers, J. (1999). Life Management – skills, N.Y. Delmar.

2. McCandless, B.R. (1970). Adolescents behaviour and development.

Illinois : The Dryden press

3.

4.

5.

Mussen, P.H. Conger, J.J., Kagan, J. & Huston, A.C. (1984). Child development and personality (VI ed.) N.Y. : Harper and

Row.

Pestonjee, D.M. (1999). Stress and Coping (lied). New Delhi : Sage.

Sharma, N. (1999). Understanding Adolescence New Delhi : N.B.T.

(8%)

(7%)

(6%)

(4%)

(5%)




Academic Year

2015-2016

B.Sc. (F. C. Sc.)

Year-II CORE/Elective/Foundation1:

Semester- III HDFS 1302

Childhood Education

Credits- 4 (

OBJECTIVES 1.

Know the importance of early childhood years and significance of intervention programs for early child development.

2.

Develop insight into historical developments – global and Indian including the current programs and policies in ECCE.

3.

Understand meaning of curriculum and develop insights about its components.

4.

Recognize role of play in children’s development and learning.

4 +0)

Hours- 60 hrs


UNIT-I 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.

20%

UNIT-II

UNIT-III

UNIT-IV

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.

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

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



Programe Models

- Montessori

- Bereiter Engleman

10%

30%

20%

- Weikart / High scope / Cognitive Oriented

- Reggio Emmelia

- Bank street



Indian Models / Programmes

- Gram Bal Shikshan Kendra Programme

- Kosbad

- Lok Zumbesh Programme

- Tilonia



Pre school Curriculum areas including readiness.

Curriculum prescribed by Government for primary schools.

UNIT V

Play



Play as means of development and learning.



Overview of theory of play.



Classical theories: surplus energy theory, relaxation theory, preexercise 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.

LEARNING EXPERIENCES



Observation of early childhood programs



Exercises on basics of ECCE program planning

 Observation of free play situations and classifying children’s play

REFERENCES

1.

Bamahas, A.S., Anandlakshmy, S., Chandra, A., Bose, A. (1988). Profile of the child in

India. New Delhi : Ministry of Social Welfare.

20%

2.

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.

3.

Boegehold, B., Harriet, K., Hook, U., Klopf, G. (1977). Education before five. New York :

Bank street college of education.

4.

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

5.

Cole, Luella. (1987). A history of education. New York. Holt, Rinehart and Winston.

6.

Dutta, Vrinda (1995). Home away from home. Madras : M.S. Swaminathan Foundation.

7.

Dass, J.R. and Carg, V.C. (1985). Impact of pre-primary education : dropout stagnation and academic performance. New Delhi, Education Department, Municipal Corporation.

8.

Decker, C.A. and Decker, J.R. (1984).Planning and administering early childhood programs. Columbus : Charles E. Merrill.

9.

Government of India (1991). Yashpal Committee Report, New Delhi.

10.

Gill, S. (1993). Child Care Programs in India : Changing trends. In Saraswathi, S.S. and

Kaur, B., New Delhi : Sage Publication.

11.

Indian Association for Preschool Education (1975). New approaches to child education :

Children in rural and tribal settings. Twelfth annual conference of IAPE.

12.

Joosten, A.M. (1976). The Montessori Movement, Bombay : Messrs. Bhardas Cursondas and Co. Post Box 764.

13.

Katz, L. (1993). A developmental approach to the education of young children : Basic principles.

14.

Kaul, V. (1991). Early Childhood Education Programme. New Delhi : National Council for

Educational Research and Training.

15.

Khalakdina, M. (1995). Insight-onsight, Madras : M.S. Saminathan Research Foundation.

16.

Lawton, J.T., (1988). Introduction to child care and early childhood education, London :

Scott, Foresman and Company.

17.

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.

18.

Naik, Chitra (1978). Growing up at Kosbad Hill, Kosbad Hill, Taluka Dahanu Dist. Thane,

Gram Bal Shikshan Kendra.

19.

National Policy on Education (1986). New Delhi, Ministry of Human Resource

Development.

20.

Nutbrown, C. (2011) Key concepts in early childhood education and care.

Sage

Publications. New Delhi

21.

Pandit, H. (1995). Children of the union. Madras. M.S. Swaminathan Foundation.

22.

Raza, Moonis and Nangia, S. (1985). Atlas of the Child India. New Delhi. Concept publishing company.

23.

Seefeldt C. (1980). A curriculum for preschool. Columbus Ohio. Bell and Howell.

24.

Sengupta, M. (2009) Early childhood care and education.

PHI Learning. New Delhi.

25.

Sharma, A. and Sood, N. (1989). Current trends in infant care : An Indian experience. Early child development and care.

26.

Spodak, Bernard (1972). Early Childhood Education. Englewood Cliffs, New Jersey :

Prentice Hall.

27.

Spodak, Bernard (ed.) (1982). Handbook of research in early childhood education. New

York : The Free Press.

28.

Singh, B. (1997). Preschool Education, New Delhi : APH (pp.3–38).

29.

Ved Prakash (1993). Towards an open learning environment for the young child : some principles, practices and issues in curriculum planning. Paris : UNICEF/UNESCO.


Faculty of Family & Community Sciences,

Department of Human Development & Family Studies

Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)

YEAR II Core Compulsory:

HDF 1303 CREDIT 4 (3+1)

Family and Child Welfare (CC)

Semester III HOURS 75 hours

1.

Gain knowledge about the family with respect to contextual, socio-

OBJECTIVES cultural and economic scenario in the country.

2.

Become sensitized to the changing structural and functional patterns of the

Indian families in the existing social realities.

3.

Understand the issues faced by individuals across the life span and related needs.

COURSE CONTENT

UNIT-I Concepts of Welfare and Development and Social change

A.

Concept and importance of family and child welfare and development.



Approaches to welfare and development.



Ecological



Eco cultural / contextual



Gender



Life-span



Human rights



Development in the present socio-economic and cultural context.

B. Social realities in family



As a unit



Development and social issues (type; concept; patriarchy; needs; rights and responsibilities of family members; cultural perceptions of rights, plurality).



Empowerment of family members.



Changing patterns of family life in India.



Structural and functional changes in the joint family.



Crisis situations, exploitation within the family.

UNIT-II Needs, Issues and Problems of Families in Special Situations: An overview



Families affected by natural calamities – earthquake / flood / famine.



Families affected by war / riots / terrorism.

15%

15%



Families with chronically ill patients and/or disabilities.



Families in extreme poverty – urban slums, homeless/pavement dwellers, construction workers/migrants.



Families with marital discord.

UNIT-III Situational Analysis of Children



Demographic features of children – population, health, nutrition, education.



Issues related to children under difficult circumstances, child marriages trafficking.



The girl – child issues related to discrimination.

UNIT - IV Situational Analysis of Youth

UNIT - V



Demographic profile of youth.



Needs, issues and problems of adolescents and youth-early marriage, teenage pregnancy, substance use and abuse

(smoking, alcohol and other intoxicants), AID/HIV among youth, sexuality and reproductive health problems, unemployment, anti-social activities and crime.



Youth involved in terrorism.



Role of youth in self and community development.

Situation Analysis of Women



An overview of patriarchy and construction of gender.



Demographic profile of women in India.



Health, nutrition, reproductive health and sexuality, education, employment, political and public participation of women.



Issues related to dowry, prostitution, domestic violence, sexual harassment & rape.



Marginalization of women – widows, single, divorced and deserted women and working mothers.

 Women’s role and status in Indian family, role conflict in women today, women’s movement, women’s empowerment.

UNIT - VI Situational Analysis of Older Persons



Demographic profile of older persons in India.



Needs of the older persons – health and medical care, housing, family support, financial assistance, emotion and social needs.



Issues related to death and dying, loneliness.



Problems of older persons: living alone and growing threat is their security and freedom.



Contributing role of older persons in family and community.

15%

15%

15%

10%

PRACTICAL

UNIT-III Situational Analysis of Children

UNIT – IV,

V, VI



Presentation on Organizations working with Children in different contexts within the city.

Situational Analysis of Youth, Women and Older persons



Group presentations on different topics related to these life stages. (Including visits to Old age homes).

REFERENCES

5%

10%

1.

Bronfrenbrenner, U. (1979). The ecology of human development. Experiment by nature and design. Cambridge : Harvard University Press.

2.

Dreze, J., & Sen, A. (1995). India : Economic, development and social opportunity. New

Delhi : OUP.

3.

Gopalan, S. & Shiva, M. (Eds.) (2000). National profile on women, health and development, Voluntary Health Association of India and World Health Organisation.

4.

Ministry of Social Justice and Empowerment (ND ). National policy on older persons.

GOI : Author.

5.

UNICEF (1995). The progress of Indian states. UNICEF.

6.

UNICEF (1995). Child prostitution : The ultimate abuse. Report on the National

Consultation on Child prostitution.

7.

UNFPA. (2000). Adolescents in India : A profile for UN system in India. UNFPA.

8.

UNHRD. (2000). India report on the world summit of children.

9.

Veeraraghavan, V., Singh, S.P., & Khandelwat, K.A. (2002). The child in the new millennium. ND : Mosaic.

Learning Experiences / Learning Outcomes

Teacher should select one organization from each of the above section for children, women, youth and older persons. Brief mention of objectives and functions of each agency should highlight the role of agency to promote quality of life of family members.

Evaluations



Regular Test for basic concepts



Group Presentations on Themes (students must gather information on topics chosen from reliable sources and varied techniques and methods to present the same)



Take-home Assignments individual or in groups of two to enable reflective thinking, encourage innovative ideas and to provide opportunities for enhancing writing skills.




Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)


HDF 1304 CREDIT 4 (3+1)

Semester III

Physical Growth and Health

OBJECTIVES

HOURS 75 hours



Understand the relationship between growth, nutrition and health with special focus on the Indian context



Understand basic principles and processes of physical growth from conception to old age



Know methods of assessing physical growth, from conception to old age especially those used in India, and their applicability to various sub-cultural contexts



Identify deviations in growth, their causes, remedial measures and their effects



Know the nutrition and health care needs from life cycle perspective.



Be familiar with programs and strategies developed in the Indian context to support child survival, promote growth and health of children

COURSE CONTENT

UNIT-I Physical Growth and Health: Basic Concepts and Influences



Definition and meaning of terms



Basic principles of physical growth: the rate and pace of growth, pattern of changes, individual differences



Characteristics of good health: their relative application across the stages of life cycle



Relationship between growth, health and nutrition – the vicious cycle



Relationship between growth, health and nutrition: the vicious cycle



Genetic, Environmental influences on growth including socio cultural factors (regional, familial, SES etc.)

UNIT-II Life in the Womb, Birth and Neonatal Period



Conception and fetal development.



Prenatal assessment: basic physical and physiological tests;

Sonography, Amniocentesis, Abdominal electro cardiography, Chronic Ville sampling, Fetoscopy and other

15%

15%

UNIT-III technical advances; problems and issues associated with these methods



Risk factors in pregnancy: Maternal illnesses, drugs/alcohol, stress, other environmental factors



Protective factors: Health care and nutrition



Health problems of the mother during pregnancy



Labor and birth process : Normal birth; Medically aided births; induced labor; forceps; vacuum suction; cesarean; reasons for these and their effects



Birth complication and their effects – Examples: Birth injuries, Asphyxia, Anoxia, Meconium aspiration, Placental abruption, Placenta previa, Post partum hemorrhage etc.



Assessing normally of the neonatal / Indicators of maturity:



Pre/post mature infants, large for date, small for date, babies characteristics of such newborns



The Apgar Scoring System



Reflexive behaviors



Care of the New Born: Adjustments to extra uterine conditions and problems there in; care of premature infants, at hospital, home and community settings



Breast feeding : The process of lactation, importance for baby and mother, antenatal preparation, beliefs related to breast feeding, support for effective breast feeding; problems in breast feeding; and solutions to them



The Baby Friendly Hospital Initiative and other measures to support breast feeding

Physical Growth and Health Care in Early Childhood



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



Nutrition and Health Needs



Supplementary Nutrition: Need, principles, ways to give supplementary foods, problems and their management



Common illnesses: Their prevention and management



Respiratory illnesses



Immunisable diseases – infections



Acute diarrhea and its management



Importance of programmes for health for children



Growth Monitoring and Growth Promotion



Assessment of physical growth: Height, Weight, Midarm circumference, etc. Maintenance of Road-to-health charts



The need and process of growth monitoring in India context



Problems related to growth: Identification, causes and

25%

intervention for restoring normal growth



Growth, Nutrition and Health care needs of the preschool child



Physical and physiological changes



Nutritional needs and ways of meeting them



Safety & Accident prevention



Care during illness; e.g. Fever, infection, digestive and respiratory problems

UNIT - IV Physical Growth, Nutrition and Health Care for School Age

Child and Adolescence



Physical and physiological changes



Health and Nutrition needs: promoting and maintaining health



School health – Role of school for child health, aspects of school health School health programmes and school health education



Role of hormones in growth and development process; The

Biology of adolescence



Physical and physiological changes of adolescence – skeletal muscular system, Respiratory and neural system, reproductive system (a brief overview)



Problems affecting normal growth and health



Problems of menstruation – dysmenorrhea, amenorrhea; causes and treatment; care during menstruation



Nutrition related disorders – Anemia, obesity, metabolic imbalance



Other problems: Drug addiction, Teenage pregnancy etc.; their causes, prevention and management

UNIT - V Physical Growth, Health and its Relationship to Mental

Functions



A brief overview



Stress and its effects on health



Consequences of stress; its effect on health and diet



Coping with stress and other remedial action



Changing health-related behavior patterns.

PRACTICAL

UNIT-II Life in the Womb, Birth and Neonatal Period



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

UNIT - IV Physical Growth, Nutrition and Health Care for School Age

Child and Adolescence



Conducted survey of Adolescents in Vadodara city on the

“Topic – Stress level in Adolescents”.

15%

15%

5%

10%

REFERENCES

1.

Arya, S.C. (1999). Infant and Child Care – Revad. Vikas Publishing House Pvt. Ltd:

New Delhi, India.

2.

Beckett, C and Taylor, H. (2010) Human Growth and Development, Sage Publications

Lts.

3.

Berk, L.E. (1996). Child Development 3 rd

ed. Prentice Hall of India Pvt. Ltd. New

Delhi.

4.

Bourne, G. (1989). Pregnancy Rev. ed. Pan books : London, UK.

5.

Craig, G.J. (1997). Human Development 7 th

ed. Prentice – Hall Inc : NJ.

6.

D.B. Jellite (ed.) (1985). Child Health in the Tropics : A PRACTICAL handbook for health personnel. 5 th

edn. Edward Arnold; Victoria, Austrialia.

7.

Ghosh, S. (1989). You and Your Child, New Delhi : Voluntary Health Association of

India.

8.

Haris, A.C. (1986). Child Development. New York : West Publishing.

9.

Helsing, G. (1982). Breast feeding in practice. New Delhi : Oxford, Chapter-3 pp.24-34,

(other chapters for teachers reading).

10.

Orlandi, M. and Prue, D. (1988) Encylopedia of good health. Michael Friedman

Publishing Group, New York, USA

11.

Park, K. (1995). Park’s Textbook of preventive and social medicine. 14 th ed. Ms.

Banarsidas Bhanot, Jabalpur, India.

12.

Schickedanz, J.A.; Schickedanz, D.I.; Forsyth, P.D. & Forsyth, G.A. (1998).

Understanding children and Adolescents 3 rd

ed. Allyn & Bacon : Boston.

13.

Strand, R. (2002) What your doctor doesn’t know about nutritional medicine may be killing you. Manjul Publishing House, Bhopal, India.

14.

UNICEF(2002): Facts for life : A communication challenge, New York

15.

Wason, A. (2010) Body Talk. Harper Collins Publisher, Noida, India




Visit to hospitals and interact with the nursing staff to gather information about birth complications, use of measuring equipments like APGAR scale



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



Interview doctors and technicians regarding prenatal diagnostic techniques and machines used for the diagnosis



A survey on pregnant mothers to identify the teratogens and their implications on child and the mother



Formulate a list of myths and misconceptions during adolescence on

menstruation, hygiene and food habits



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.



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.



Regular lectures and discussions, documentaries, first hand experiences and observation of assessment and anthropometric measurement, panel discussion with health experts

Evaluations



Regular tests, take home assignments, report of observations.



Department of Family & Community Sciences

Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)

YEAR II Fundamental course:

HDF 1305

Activities and Resources for Child Development – I

CREDIT 5 (3+2)

Semester III HOURS 96



Understanding the value of various activities provided to the children to

OBJECTIVES enhance self-expression.



Plan developmentally and culturally appropriate program for infants and children in pre-school and primary grades.



Sensitize students to the alternate use of locally available indigenous resource material.



Understand the importance of stimulating environment and role of teacher in promoting learning in young children.

COURSE CONTENT

UNIT-I Infancy and Toddlerhood

Introduction



Characteristics of human childhood.



(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.



Activities according to developments for various age groups.



0 – 6 months



Activities for stimulation and sensory motor experiences with emphasis on seeing, hearing, touching, feeing sensation and movements.



7 – 12 months



Integration of experiences involving more than one sense to deepen sensory – motor experiences. Promote manipulation, concept formation, communication and perceptual discrimination.



13 – 24 months



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.

(15%)

UNIT-II

UNIT-III



25 – 36 months



Improvement in body movement and communication skills, social skills and concept formation.

Creativity



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



Creativity and development; divergent thinking in children, methods to foster creativity



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.



Creative expressions, Meaning and definition of creativity expressions.



Role of teacher in planning and fostering creative expressions.



Creative expressions through a variety of media i.e. painting, printings, modeling, cutting, pasting, blocks puppetry, music movement, drama and language.

Art Activities



Painting and graphics



Painting with brush, drawing with crayons, chalk, rangoli on floor, finger painting. (Some special characteristics of this medium).



Values, materials required, use of substitutes from indigenous materials.

 Teacher’s role in conducting activities.



Stages in child art.



Tearing, cutting, pasting and collage, mural

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



Development stages.



Modelling



Values, special characteristics or this medium.



Techniques used, rolling, pressing, pinching, pasting, folding.



Materials required i.e. clay, dough, plasticine, thick paper folding, stocking paper on hollow objects i.e. balloon cardboard cartoons, paper machine, wire, rope.

 Teacher’s role.



Printing



Types of printing i.e. block, string, leaf stencils, spray, crumpled paper, different textured surfaces.



Values, materials required techniques.

 Teacher’s role stages in printing.



Blocks



Some special features of this medium.

(10%)

(25%)

UNIT-IV



Types of blocks: hollow large blocks, unit blocks and small blocks.



Stages in block play.



Values, materials and accessories for block play.

 Teacher’s role.

Other materials



Sand



Characteristics of the medium.

 Values, materials required and teacher’ role.



Water



Characteristics of the medium.

 Values, materials required and teacher’ role

Music and Rhythm

UNIT- V

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



Criteria for selection of songs.



Creating environment for musical growth.



Developmental stages in musical activities.



Rhythmic movements body and with simple musical instruments.



Folk music and its relevance in rural life



Importance and use of music with children with special needs

UNIT- VI

Puppetry and Creative Drama



Puppetry



Characteristics of puppetry as a medium.



Values of puppetry



Kinds of puppets : finger, glove, stick, and string puppets etc.



Basic staging techniques, use of lights, and simple sound affects in puppetry.



Creative Drama



Meaning and values.



Techniques involved in creative drama e.g. rhythmic movements, pantomine, characterization, improvisation story building.



Theatre as a medium of creative communication and expression



Process of scripting for puppet plays and creative drama.

PRACTICALS

UNIT I

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



Developing a developmental appropriate and age specific Art

UNIT II

Manual using ingenious resources (Age 3- 8 years)

(5%)

(5%)

(15%)

5%

10%

UNIT III



Sharing of documentaries and videos on Indian folk music and

Traditional Indian puppetry

10%

REFERENCES

10.

Beaty, J.J. (1996). Preschool Appropriate Practices. London : Harcourt Brace College

Publishers.

11.

Carol, S. & Barbour, N. (1990). Early Childhood Education : An Introduction : IInd

Edition.

12.

Contractor, M. (1984). Creative drama and puppetry in education, Delhi : National Book trust of India.

13.

Johnson, A.P. (1998). How to use creative dramatics in the classroom. Childhood

Education, 2 – 6.

14.

Kaul, V. (1991). Early Childhood Education Programme. New Delhi : NCERT.

15.

Lasky, L. & Mukerjee, R. (1980). Art Basic for Young Children, Washington, D.C.,

NAEYC.

16.

Moomaw, S. (1984). Discovering Music in Early Childhood. Bostom : Allyn and Bacon,

Inc.

17.

Swaminathan, M. (1984). Play activities for young children, New Delhi : UNICEF.

18.

Swaminathan, M. (1991). Play Activities for Young Children . UNICEF.

19.

Taylor, B.J. (1985). A Child Goes Forth Minneapolis : Burgess Publishing Co. (6 th

Ed.).

Learning Experiences



Infancy and Toddlerhood

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.

Students be encouraged to observe materials available in the locality.

Develop play materials suitable for each age group.

List activities, which can be used for working with different age groups :



0 – 6 months

Prepare materials and design activities for seeing, hearing touching and feeling.

Sensation and movement for soothing movements and exercises.



7 – 12 months

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



13 – 14 months

Identify activities for gross motor development and prepare play materials available in the locality.

Prepare play materials and list activities promote manipulation sensory experiences, concepts and language.

Art Activities



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.



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.



Difficulty level of each activity be considered and decide its suitability for different age groups.



Painting and graphics :



Prepare a variety of brushes from different types of brooms, cotton, wool, strips of cloth, feather etc.



Where necessary demonstration of preparation of materials required for conducting activity be included, i.e. paint with starch, paste etc.



Painting with different brushes, crayon design given a paint wash, etching, blow painting, block painting, finger painting, Painting on wet paper, painting masks.



Drawing with crayons, dry and wet chalk.



6 to 8 years.



Wet paints, painting masks brush music.

Tearing cutting and pasting



3 – 5 years

Tearing with all fingers, tearing with thump and two fingers and used in holding pencil, tearing on straight line, curved line.



6 – 8 years

Tearing circular rings starting from one corner of the page till center of page,

Making designs.



3 – 5 cutting and pasting

Cutting a design, pasting, please of paper, cloth, sticks leaves college, mosaic.



6 – 8 years

Tearing and cutting designs, creating designs. Pasting mosaic, paper balls, glass pieces etc.

Modeling



3 – 5 years

Modeling with clay, dough, plastacine, saw dust, providing accessories.



6 – 8 years

Besides above medium. Modeling with straw, match sticks rope, wire, thick paper fold and clot sculpture.



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

Printing



Printing with strings, leaf, blocks, stencil printing, thumb, finger, spray painting.



Keeping coins, leaves with veins below paper and gently colouring with crayon.



Older children to make their own stencils.



Printing on large pieces of paper (group activity).

Decorating empty plastic bottles, boxes masks etc.

Music and movements



Learning to sign rhymes songs with actions.



Folk songs.



Making simple musical instruments.



Rhythmic body movements according to different beats and sounds.



Dancing according to rhythm.



Musical instruments from waste like old pots, tins, sticks.



Older children to form an orchestra.

Puppetry and Creative Drama



Puppetry stick, singer, table top, rhythm, puppets glove puppets.



Learning basic manipulation skills.



Use of music, voice modulation and sound effects.



Making sets and backgrounds.



Scripting for short puppet play.



Creative drama



Body movements and co-ordination.



Games like mirroring, blind fold and moving etc.



Theme based dramatization



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.



Scripting simple dramatic presentation.

Evaluations



Mid term test (30%)



PRACTICAL Experiences (Graded)



Planning stimulation activities for children from 0 to 36 months.



Art File comprising samples of painting and printing activities



Making songs and stories using different techniques



Semester examination (70%)




Academic Year

2015-2016

B.Sc. (F. C. Sc.) SY HDFS

Year- II

Semester- III

CORE/Elective/Foundation1:

HDF 1306

Fundamentals of Human Development Application

OBJECTIVES



Understand the need and significance of outreach and fieldwork in HDFS



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


UNIT-1 Fieldwork: An Overview



Significance of outreach in various social science disciplines; integrating disciplinary perspectives for effective outreach



HDFS as an applied field: Theory – Research –

Practice feedback loop



Fieldwork in a variety of contexts to cover the life span – for example, preschools, old age homes, community settings, special needs centers.

UNIT-2 Fieldwork: A Developmental Perspective



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)



Self and fieldwork: Building professional attitudes



Understanding development in different contexts and circumstances



Developing contextual sensitivity and preparation for field experiences



Ethics of field based interventions



Personal and Professional issues involved in a career as HDFS professional(Identify entry level jobs, career path and job tasks/requirements)

Credits2

Hours-30 hrs

(30%)

(35%)

UNIT-3 Process/Elements of Fieldwork



Need assessment/situation analysis using various participatory research methods: Observation,

Survey, Interview, Case – study



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

-

(35%)


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

Evaluation

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

REFERENCES

1.

Aarons, A., Hawes, H. & Gayton, J. (1988). Child-to-child: An approach to learning. New

Delhi: Voluntary Health Association of India

2.

Morris, L.L. & Fitz. In Sociological investigation. New Delhi: Oxford University Press.

Gibbon, C.T (1978). How to measure program implementation. CA: Sage.

3.

Morris, L.L. & Fitz-Gibbon, C.T (1978). Evaluators’ handbook.CA: Sage.

4.

Srinivas, M. N., Shah, A. M., & Ramaswamy, E. A. (2002). The fieldworker and the field:

Problems and challenges




Bachelor’s Degree: Second Year B.Sc (FFCSc) Major: HDFS

Year-II

Semester- IV


HDF 1401

Adulthood and Interpersonal Relationships (CC)

Academic Year

2015-2016

Credits-5 (

Hours- 90hrs

OBJECTIVES 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.


UNIT-I Adulthood as a life stage



Emerging adulthood as a distinct Life stage



Markers of Adulthood – Variations based on culture, gender and class.



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.



Characteristics – variations based on gender, class and culture and so on.



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



Cognitive



Physical



Socio-emotional



Personal moral

An epilogue relating to later years.



Discussion of the above facets highlighting transitions

4 +1)

(20%)

UNIT-II

UNIT-III from emerging adulthood to adulthood.



Substantiating the distinctive features in view of available cross cultural indigenous theoretical perspectives.

Choices for life (relationships, work and career)



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.

Marriage as a facet of life



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.

(20%)

(15%)

UNIT-IV

UNIT - V

Adjustments and relationships in personal and family life

(challenges)



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.

Note: specify marital, parental, workplace, family, friends and interactions between them.

Parenthood and Parenting



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.

(10%)

(10%)

PRACTICAL

UNIT I

UNIT II



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

Workshops on



Cultural variations in relating



Interpersonal relationships



Non verbal communication



Social networking



Theatre for relating

10 %

15 %

REFERENCES

1.

Arnett, J.J. (1998). Learning to Stand Alone : The contemporary American Transition to

Adulthood in Cultural and Historical Context. Human Development , 41, 295-315.

2.

Arnett, J.J. (2005). Youth, cultures and societies in transition : The Challenge of Growing up in a Globalized World. In F. Gale & S. Fahey. (Eds.) Youth in Transition – The challenges of generational change in Asia (pp 22-35). Bangkok: Regional Unit for

Social and Human Sciences in Asia and the Pacific.

3.

Gardiner, H.W., Mutter, J.D. & Kosmitzki, C. (1998). Lives across cultures : cross-cultural human development.

Boston : Allyn and Bacon.

4.

Hugo, G. (2005). A Demographic View of Changing Youth in Asia. In F. Gale & S. Fahey.

(Eds.) Youth in Transition – The challenges off generational change in Asia (pp 59-

88), Bangkok : Regional Unit for Social and Human Sciences in Asia and the Pacific.

5.

Chandrashekhar, C.P. Ghosh, J. & Roychoudhary, A. (2006). The ‘demographic dividend’ and young India’s economic future. Economic and Political Weekly, Vol. XLI, No.49.

6.

Ganguly-Scrase, R. (2007). Victims and agents : Young people’s understanding of their social world in an urban neighbourhood in India. Young, 15, 321-341.

7.

Kapadia, S. & Bhangaokar, R. (in press). (Working title) Imageries of Youth as a life stage in

India. In G. Misra (Ed.). Psychology and Psychoanalysis.

In D.P. Chattopadhyaya

(Gen.Ed.). History of Indian Science, Philosophy and Culture. DO NOT QUOTE.

8.

Mines, M. (1998). Conceptualizing the person : Hierarchical society and Individual autonomy in India. American Anthropologist, 90(3), 568-579.

9.

National youth policy (2003). Retrieved on May 5, 2008 from http://yas.nic.in/yasroot/policies/youth_policy_03.htm




Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)


HDF 1402 CREDIT 3 (3+0)

Semester IV

OBJECTIVES

Child Psychology - I

HOURS 45

1.

Understand major concepts and process of human behavior and development

2.

Understand major theoretical and research contributions in the study of human development

COURSE CONTENT

UNIT-I Historical background and basic concepts of human development

A.

What is developmental science?



Scope and goals of 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

B.

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

(30%)

UNIT-II

UNIT-III



Psychological view



Developmental view



Life span view

C.

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

D.

Basic perspectives of human development



Biological maturation framework



Environmental learning framework



Constructivist framework



Cultural contextual framework

Social and emotional development

A. Social development



What is social development, social behavior?



Basic concepts: personality, social self, self-concept, selfimage, and self-esteem

B. Theories of social development

 Freud’s theory

 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

 Piaget’s theory of moral development

 Kohlberg’s theory of moral development



Feminist critique: Carol Gilligan and Nancy Chodorow



Emotional development



What are emotions?



Types of emotions: primary, secondary, and tertiary emotions

Cognitive development

(30%)

(20%)



What is cognition?



Basic concepts of memory, recall, informationprocessing, intelligence



Theories of cognitive development

 Piaget’s theory of cognitive development

 Vygotsky’s theory of cognitive development

 Comparison between Piaget’s and Vygotsky’s theory of cognitive development

UNIT-IV Language development



What is language?



Early forms of language



Development of language in children- developmental milestones



Components of language



Phonemes



Morphemes



Semantics



Syntax



Pragmatics



Explanation of language acquisition

 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

(20%)

REFERENCES

1.

Feist, J. (1985). Theories of personality . New York: Holt Rinehart & Winston.

2.

Keenan, T. (2001). An introduction to child development. London: Sage.

3.

Lerner, R. M., & Hotsch, D. F. (1983). Human development: A life-span perspective .

New York: MacGraw-Hill.

4.

Lightfoot, C., Cole, M., & Cole, S. (2009). The development of children (6 th

ed.).

New

York: Worth Publishers.

5.

Mussen, P.N., Conger, J.J., Kagan, J., & Huston, A.C. (1990). Child development and personality (7 th

ed.) . New York: Harper Collins.

6.

Saraswathi, T. S. (1999). (Ed.). Culture, socialization and human development . New

Delhi: Sage.

7.

Saraswathi, T. S., & Kaur, B. (1993). Human development and family studies in India:

An agenda for research and policy . New Delhi: Sage.

8.

Saraswathi, T.S., Verma, A.,& Kalra, D. (1988). Issues in child development:

Curriculum, training and employment.

New Delhi: Somaiya Publications.

9.

Saraswathi, T.S., & Dutta, R. (1988). Invisible boundaries . New Delhi: Northern Book

Centre.

10.

Sinha, D. (1994). Indigenization of psychology in India. Indian Psychological Abstracts and Reviews , 182- 186.


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.

Evaluations

Regular class tests, take home assignments

B.Sc. (F. C. Sc.)

YEAR II




Fatehgunj, 0265-2795522

Core Compulsory:

HDF 1403

Guiding Children’s Growth, Behavior and

Development

ACADEMIC

YEAR

2015-2016

CREDIT 4 (4+0)

Semester IV

OBJECTIVES

HOURS 60

1.

Understanding the core concepts and processes of development in the contemporary context.

2.

Understanding the need and importance of guiding growth, behavior and development.

3.

Know the major approaches and techniques of guidance for

COURSE CONTENT supporting the processes of development and learning.

4.

Develop sensitivity to the role of self and environment in the sociocultural context and with life span and gender perspectives.

UNIT-I

UNIT-II

Guidance in the cultural context



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.

Parenthood: It’s importance in child rearing



Importance of parenthood and understanding parents as people.

(20%)

(15%)



Understanding parental concerns in relation to

- child rearing practices

- needs of parents

- Issues emerging from the complexities of modern life.

Guiding Physical and Motor development (0 to 8/10 years) UNIT-III (15%)

UNIT-IV



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.

Social and Emotional Development (0 to 8/10 years)



Life course perspective on social – emotional development (ecocultural 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

(25%)

UNIT-V Language and Cognitive Development

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.

(25%)

REFERENCES

1.

Miller D. F. (2013). Positive child guidance . (7th Ed). Belmont: Wadsworth, Cengage

Learning

2.

Burns, R. (2013). Child, Family, School, Community, Socializing and Support . (9 th

ed.).

USA: Wadsworth, Cengage Learning

3.

Bidell, T., Dailey, A., Dixon, B., Miller, P., & Modell, J. (Eds.). (2009). The Child: An

Encyclopaedic Companion . Chicago: University of Chicago Press.

4.

Lightfoot, C., Cole, M., & Cole, S. (2009). The development of children (6 th

ed.).

New

York: Worth Publishers.

5.

Levine, R., & New, R., (Eds.).(2008).

Anthropology and Child Development: A Cross-

Cultural Reader . Victoria: Blackwell Publishing.

6.

Saraswathi, T. S. (1999). (Ed.). Culture, socialization and human development . New

Delhi: Sage.

7.

Hoghughi, M., & Long, N. (Eds.).(2004). Handbook of Parenting: Theory & Research for Practice . New Delhi: Sage.

8.

Miller D. F. (2013). Positive child guidance . (7th Ed). Belmont: Wadsworth, Cengage

Learning

9.

Berk, L. (2007). Child Development. (7 th ed.). New Delhi: Prentice-Hall.

10.

Sinha, D. (1994). Indigenization of psychology in India. Indian Psychological Abstracts and Reviews , 182- 186.

11.

Kostelnik , S., & Whiren. S. (1998).

Guiding children’s social development

. (3rd ed.).

USA: Delmar.

12.

Langford, L. (1960). Guidance of the young child . New York: Wiley & Sons.

13.

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.

14.

Dan G. (2004). The power of guidance: Teaching socio- emotional skills in early childhood classrooms. Canada: Delmar Publishers.

15.

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).

16.

Maxim. G. W (1989). The very young: Guiding children from infancy through the early years. Columbus, Ohio: Merrill Publishing Company.




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




Bachelor’s Degree: Second Year B.Sc (FFCSc) Major: HDFS

Year- II

Semester- IV


HDF 1404: Organization and Management of ECCE

Centers

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


UNIT-I 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,

Academic Year

2015-2016

Credits- 4 (3 +1)

Hours-75 hrs

(20%)

UNIT-II

UNIT-III

UNIT-IV 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.

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.

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.

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

(20%)

(20%)

(20%)

advocacy of ECCE principles and practices.



Major trends in ECCE

- 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.



Advocacy in ECD context

- Meaning of the term ‘advocacy’.

- Need and importance of advocacy.

- Role of multi-media on advocacy.

PRACTICAL

UNIT-I

UNIT-II

SWOT Analysis of an ECCE Centre & Assessment of an

ECCE centre based on NAEYC guidelines

Observation of an ECCE Centre with respect to indoor space, outdoor space, equipments and materials

(10%)

(10%)

REFERENCES

1.

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.

2.

Educational Planning Group (1995). The future school strategies in the classroom.

3.

Handbook for pre-primary teachers. New Delhi : EPE Modules I, II, III.

4.

Government of India. Yashpal Committee Report, New Delhi (1991).

5.

Hilderbrand, V. (1990). Management of Child Development Centres. NY : Macmillan

Publishing Co.

6.

Katz, L. (1995). Talks with teachers of young children. A collection, New Jersey. Ablex

(ch. 9,15). (pp.137-158, 237-252).

7.

Lawton, J.T. (1988). Introduction to Child Care and Early Childhood Education. Calcutta :

Oxford and IBH.

8.

Leeper, S.H. Skipper, S.D. and Witherspoon, R.L. (1979). Good Schools for Children. NY

: Macmillan Publishing House.

9.

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.

10.

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.

11.

Nutbrown, C. (2011) Key concepts in early childhood education and care.

Sage

Publications. New Delhi

12.

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.

13.

Read, K. (1966). Nursery School : A human Relations Laboratory. Calcutta : Oxford IBH.

14.

Roopnarine, J.L. and Johnson, J.E. (1993). Approaches to Early Childhood Education. NY

: Macmillan Publishing Co.

15.

Seefeldt, C. (1990). (Ed.) Continuing issues in early childhood education, Ohio : Merrill.

16.

Sengupta, M. (2009) Early childhood care and education.

PHI Learning. New Delhi.

17.

Swaminathan, M. (1993). Current issues in early childhood care and education. In T.S.

18.

Saraswathi & B. Kaur, (Ed.). Human Development and Family Studies in India. An agenda for research and policy. New Delhi : Sage.

19.

Tim et al. (1990). People at Work : Human Relations in Organizations. LA : West

Publishing Company. www.naeyc.org




Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)

YEAR II Compulsory:

HDF 1405 CREDIT (0+2)

Semester IV

OBJECTIVES

Introduction for Fieldwork

HOURS 60

1.

Become aware of some basic intervention programs that addresses needs of children, women, youth, elderly and families

2.

Building competencies to work with individuals across the life span and understand:

Philosophy and approaches to planning, implementation and evaluation of developmentally appropriate programs

The needs of the clients / age group

Effective designing and utilization of locally available resources

Effective link between theory and practice.

COURSE CONTENT

UNIT-I Preparation for field work

A.

Introduction to departments field work program: For example; video on ‘Touching Horizons’, Video on Chetan

Balwadi, lectures based on field work manual.

B.

Panel Discussion: Firsthand accounts from student field workers and supervisors from professional agencies in demystifying the myths and misconceptions related to field

UNIT-II

(25%) work.

C.

Capacity building and sensitivity exercises to understand different life stages.

D.

Ethical / legal issues and considerations

Orientation to planning interventions for different age groups (55%)

A.

Planning programs for children and children with special needs

B.

Planning programs for adolescents

C.

Planning programs for women and youth

D.

Planning programs for elderly

UNIT-III Getting ready for fieldwork experiences

A.

Liaison and rapport building

B.

Personal and professional communication: For example: procuring permissions and preparations of cover letters and applications.

REFERENCES

(20%)

1.

Amin,S. & Mohite, P. (1999) Growing and Learning :The preschool years.

Balshikshan

Samiti Trust. Vadodara

2.

Datar, S., Bawikar, R., G., Rao, N., Masdekar, U. (2010) Skill training for social workers . Sage Publications. New Delhi.

3.

Rue, L. & Byars, L. (2010) Supervision . Tata McGraw-Hill Education Private Limited.

New Delhi

4.

Sriram, R., Kapadia, S. & Joshi, A. (1999) All that you want to know about fieldwork: A fieldwork guide . The Maharaja Sayajirao University of Baroda Press (Sadhana Press).

Vadodara

5.

Vashishtha, U. Khandai, H. & Mathur, A.(2011) Educational Philosophy. APH

Publishing Corporation. New Delhi




Core readings and classroom discussions



Classroom exercises on competencies of fieldworker and program planning.



Films and documentaries.

Evaluations



Class test / Quiz



Individuals assignments ( Observation based reports)



Group Assignment and Oral presentation.

B.Sc. (F. C. Sc.)

YEAR II




Fatehgunj, 0265-2795522

Compulsory:

HDF 1406

Activities and Resources for Child Development –

II (FG)

ACADEMIC

YEAR

2015-2016

CREDIT 4(2+2)

Semester IV HOURS 90



Understand the key concepts and processes in the area of Communication,

OBJECTIVES Language and Literature, Science, Math’s and Social Studies.



Plan developmentally and culturally appropriate program for children in infancy, pre-school and primary grades



Sensitize students to the alternate use of locally available indigenous material/ resources



Understand the importance of stimulating environment to promote learning in young children

 Understand the significance of various creative activities and teacher’s role in implementing them.

COURSE CONTENT

UNIT-I Communication – Language Arts

A.

The unit emphasizes role of communication and experiences to be provided for language development

B.

Importance of communication.

C.

Promotion of language skills: listening , speaking, reading and writing.

D.

Experiences for language development

Infants and toddlers: sound games, talking picture books,

UNIT-II simple instructions, singing, finger plays and experiences.

Children from 3-8 years.

E.

Listening: Information, appreciative and critical or analytical

F.

Conversation in group

G.

Picture, object discussion.

H.

Reading and story telling

I.

Narration of stories, events in proper sequence.

J.

Describing observations.

K.

Poems, riddles.

L.

Following teacher’s instructions

M.

Opportunities for interaction with peer groups.

Literature for Children

A.

Understanding need for literature for children.

B.

History of children’s literature in India

(15%)

(20%)

UNIT-III

C.

Types of literature, appropriateness and criteria for selection.

D.

Toddlers : picture books

E.

Books for preschoolers: picture books, story books, information and concept book, number and alphabet books, poems.

F.

Books for 6-8 years: story books-fables, folk tales, fairy tales, and modern fantasy information and concept books, i.e, how it works, tell me why, encyclopedias, poems.

G.

Physical characteristics of good books

H.

Characteristics of good story

I.

Values of storytelling

J.

Techniques of storytelling: reading of story books, narrations with aids but with the help of modulations of voice and gestures, flash cards, flannel board, puppets.

K.

Criteria for selecting poems.

Mathematics

A.

Material to promote mathematical concepts:

Infancy and toddlerhood

Use of number vocabulary in informal, incidental learning situations e.g. more, less big, small, less small, many etc. singing rhymes and action songs.

3-5 years

B.

Counting: concept of cardinality, use of number rhymes, action songs and number readiness vocabulary.

C.

Concept of relative location.

D.

Concept of relative sizes.

E.

Concept of Classification: formation of sets : objects, pictures or according to other characteristics.

F.

Duplicating patter, series.

G.

Concept of Seriating- ordering objects, or any criterion, size, weight, volume etc.

H.

Comparison of sets if one vs many, more vs few or less etc. as well as equal sets

I.

Identification and description of shapes.

J.

Using ordinals to name position In a series.

K.

Introducing numbers through concrete materials, oral work activities and worksheets, 1 to 9 only.

L.

Understand additions and subtraction using manipulative and concrete objects to illustrate simple stories.

6-8 years

Recognizing and reading numerals 1-9

Place value formation of tens, hundreds using manipulative materials.

Ordinals 1 st

to 20 th

.

Operations of addition, subtraction and multiplication.

(20%)

UNIT- IV Environmental Science and Social Studies

A.

Social structures-Family- School –Community

B.

Social relationships within family and in the community with special emphasis on gender equality and self

C.

Various communities- their traditions and festivals – significance of celebrating festivals

D.

Importance of conservation- pollution – water, food, air.

E.

Role of transport in modern living- brief history of transportations- use of animals for transport- means of transport on land ,water and air.

F.

Communication systems- from bird and messengers to post, telegraph, telephone, radios and televisions to computers.

G.

Role of teacher in sensitizing the children in becoming aware of the world around. Understand inter dependence and develop appreciation of various sections and occupations of all members and communities.

Science Activities

A.

What is science for young children?

B.

Science activities in everyday living

C.

Goals and values of science experiences.

PRACTICALS

(20%)

UNIT-I

UNIT-II

Language Arts and Communication



Making age appropriate Riddles, tongue twisters, and word puzzle game Bingo.



Work Shop on Non-Violent Communication with Children

Literature for Children

UNIT-III



Workshop on Importance of story Telling and its technique for young children

Age Appropriate Learning Kits



Age appropriate Mathematics and Story Telling Kits ( For ages 3to 4years, 4 to 5 years , 5 to 6 years )

REFERENCES

10%

5 %

10%

1.

Adler,S., Farrar,C.(1983). A Curriculum guide for developing communication skills in preschool Child, Illinois: Thomas Publications.

2.

Batra,P.(2010) Social Science Learning in School. Sage Publications.

3.

Beghetto,R.,Kaufman,J. (2010) Nurturing Creativity in Classroom. Cambridge

4.

Bruke, E.(1990). Literature for Young Child, Needham Heights: Allyn and Bacon.

5.

Carol,S. & Barbour, N.(1990). Early Childhood Education: An Introduction, IInd

Edition.

6.

Chambers,P(2008) Teaching Mathematics. Sage Publications.

7.

Dave,A. (1987). Pre Mathematics Experiences for Young Children.

8.

Deviries,R.,Kohlberg,L.(1987). Programs of Early Education, New York : Longman.

9.

Gelman, R. Gallistel, C.R.(1986). The child’s understanding of numbers, Cambridge:

Harvard University Press.

10.

Huck,C.(1971). Children’s literature in elementary school. New York: Holt, Rihehart and Winston.

11. Kaul,V. (1991). Early Childhood Education Programme, New Delhi. NCERT

12. Krishna Kumar (1986). The child’s language and the teacher, New Delhi: UNICEF.

13. Krishna, S.Menezes, J. and Jayaram, K. (1993). Set of ten books on Environment

Studies. New Delhi 110016. The schools environment studies network, C-1/4,

Safdarjung.

14. Kurien,S. (1988). Helping Children Learn mathematics, London: Penguin.

15. Lays, Pamela (1985). Teaching through environment, London: Allyn and Bacon.

16. Leeper. S. Witherspoon, R., Day B. (1984). Good Schools for young children, New

York: MacMillan.

17. Liebeck, Panmala, How Children learn mathematics, London: Penguin

18. Lloyd,I., Richardson, K. (1980). A Mathematics activity for early childhood and special education, New York: MacMillian publishing company.

19. Margelin,E.(1982). Teaching young children at school and home, New York:

MacMillian

20. Maxim,G. (1985). The very young. Belmunt, California: Wadsworth, publishing company.

21. Robinson,H.(1985). Exploring Teaching. London :Allyn and Bacon.

22. See Felett, C.(1980). A curriculum for preschools, Columbus: Charles E. Merrill publishing company.

23. Swaminathan,M. (1984). Play activities for young children, New Delhi :UNICEF.

24. Swaminathan, M. (1991). Play activities for young children: UNICEF.

25. Tarang: Ullasmay Abhyas (1995)

26. Taylor, B.J. (1988). A child goes Forth.(6 th

Ed). Minneapolis: Burgess Publishing Co.




Compile songs for finger play and lullabies suitable for infants and toddlers



Prepare picture books for infants and toddlers

Note: Micro teaching technique i.e. peer group teaching be used to develop teaching skills. One student will play role of a teacher and others as children. At the end of the activity, the peer group will evaluate. Class can be divided in groups of 5 to 6 students.



Becomes aware of key concepts and processes in the area of communications, language and literature, Science, Mathematics and Social Studies.



Plan developmentally appropriate program for children and get sensitized to alternate use of locally available resources.



Know the importance of stimulating environment and the role of a teacher in

ECCE centers.



Microteaching of conducting group conversation

Display of bulletin board for picture talk

Development of questioning skills in involving what, who, when, where, why questions as well as questions to give scope to children for imagination and creative expression.



Develop riddles for language and concepts.



Recite poems with expression and actions.



Evaluate a few stories.



Micro teaching for story telling with and without teaching aids



Teaching aids for story telling



Preparation of material and games to promote various mathematical concepts.



Plan field trips to various places , institutions, parks, zoo, dams, television stations, post office etc.



Write stories and songs reinforcing messages of hygiene and cleanliness.



Collect traditional stories – folk songs from different parts of the country and different communities.



Prepare a file of activities that can be conducted in the area of science, maths and language using materials available from nature



Games- compilation of outdoor games and games for cognitive development.

Evaluations



Two Theory Tests



Two PRACTICAL assignment




Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)

YEAR III Core Compulsory:

HDF 1501 CREDIT 3 (3+0)

Semester V

Child Psychology - II

OBJECTIVES development due to contextual factors

COURSE CONTENT

HOURS 45

1.

Develop sensitivity to the socio-cultural contexts of human behavior and development

2.

Understand universalities and cultural variations in processes of human

UNIT-I (30%)

UNIT-II

Unit 1: Culture and Development



Culture and Development in Context



Definition and concept of culture



Cultural context: Meaning, role of context in shaping development, importance of societal expectation, outcomes



Studying Human Development across Cultures



What is cultural psychology?



What is cross-cultural psychology?



Importance of culture and gender in studying human development



Importance of Evolving Indigenous Models



Need for questioning existing, universal models of human development



New, culture-inclusive perspectives in the field



Significance of interdisciplinary / multidisciplinary perspectives



Indian models

Culture and Socialization



A. Socialization and enculturation



Definitions



Difference between socialization and enculturation



Cross-cultural research evidences – Anandalakshmy’s study in Indian context, six cultures study



Theoretical approaches to understand development in a context



Developmental niche

 Brofenbrenner’s ecological systems framework



Variation in socialization across cultures



Patterns of socialization across gender and life span-

(30%)

UNIT III

UNIT IV cross-cultural researches evidences



Socialization in the Indian context



Ashram dharma theory and stages of childhood in

Ayurveda



Sudhir Kakar’s comparison of ashrama dharma and

Erikson’s stages



Gender socialization in the Indian context (traditional and contemporary)



Role of sanskaras in socialization in the Indian context



Variations in Social Behavior across Culture



Aggression, prosocial behaviour, achievement, competence (Definition, types, perspectives, factors affecting, variation in understanding and expression of each social behavior across cultures)



Emotions across culture: Universalities and differences

Culture and Physical Development



Role of Environment in development



Impact of safe vs. hazardous environment on physical development



Culture and Health



Concept of health and wellbeing



Variation in the concept of health and well being across cultures



Perception of disease and illness and treatment seeking patterns across cultures



Mental health and psychopathological concerns across cultures

Cognition, Language and Culture



What is Cognition?



Processes involved in cognitive functioning



Differences and similarities in cognitive processes across cultures



Cultural differences in the concept of effective cognitive functioning



Role of social functioning in cognitive efficiency



Cultural variations in mastering developmental stages of

Piaget’s theory of cognitive development



Everyday cognition



Effects of schooling on development



Barriers and progress of non-schooled groups



Language as a cultural tool



Bilingualism and multilingualism



Issues of migration and acculturation

(20%)

(20%)

REFERENCES

1.

Alvares, C. (2011). A critique of euro-centric social science and the question of alternatives. Economic and Political Weekly, XLVI (22) ,

72-81.

2.

Appadurai, A. (1990). Topographies of the self: Praise and emotion in Hindu India. In Lutz, C.A., & Abu-Lughod, L. (Eds.), Language and the politics of emotion.

Cambridge: Cambridge University Press.

3.

4.

Bhogle, S. (1999). Gender roles: The construct in the Indian context.

In T.S. Saraswathi (Ed.), Culture socialization and human development: Theory, research and applications in India (pp. 278-

300) . New Delhi: Sage.

Cole, M. (2005). Cross-cultural and historical perspectives on the developmental consequences of education. Human Development,

48, 195-216.

5.

6.

7.

Gardiner, H.W., Mutter, J.D., & Kosmitzki, C. (1998). Lives across cultures: Cross cultural human development.

Boston: Allyn &

Bacon.

Kagitcibasi, C. (1996). Family and human development across cultures. A view from the other side. NJ: Lawrence Erlbaum.

Kumar, K. (1993). Study of childhood and family. In T.S.

Saraswathi & B. Kaur (Eds.). Human development and family studies in india: An agenda for research and policy, (pp. 67-76) .

New Delhi: Sage.

8.

Lonner, W. J., & Malpass, R. S. (1993).

Boston, MA: Allyn & Bacon.

Psychology and culture .

9.

Mohanty, A.K., Panda, S., & Misra, B. (1999). Language socialization in a multilingual society. In T.S. Saraswathi (Ed.),

Culture socialization and human development: Theory, research and applications in India (pp. 127-144).

New Delhi: Sage.

10.

Nsamenang, A.B. (1992). Human development in cultural context: A third world perspective.

New Delhi: Sage.

11.

12.

13.

Rogoff, B. & Morelli, G. (2001). Perspectives on children’s development from cultural psychology. In M. Gauvain and M. Cole

(Eds.). Readings on the development of children (3 rd

ed.).

(pp. 9-

16) . New York: Worth Publishers.

Saraswathi, T.S.(2003). Cross-cultural perspectives in human development. Theory, research and practice.

New Delhi: Sage.

Schliemann, A., Carraher, D., & Ceci, S. J. (1997). Everyday cognition. In J. W. Berry, P. R. Dasen and T. S. Saraswathi (Eds.).

Handbook of Cross-Cultural Psychology, Vol. 2. Basic Processes and Human Development (pp. 123-205).

Boston, MA: Allyn &

Bacon.

14.

Sinha, D. & Misra, R. C. (1999). Socialization and cognitive functioning. In T. S. Saraswathi (Ed .). Culture, socialization and human development: Theory, research and applications in India (pp.

167-187) . New Delhi: Sage.

15.

16.

Sinha, D. (1986). Psychology in a third world country: The Indian experience . New Delhi: Sage.

Vohra, N. (2004). The indigenization of psychology in India: Its unique form and progress. In B.N. Setiadi, A. Supratiknya, W.J.

Lonner, & Y.H. Poortinga (Eds.), Ongoing themes in culture and psychology . IACCP.


Regular class lectures, class discussions based on articles and research papers.

Evaluations

Presentations on select topics from Unit 2, 3, 4 (Articles would be provided by the course teacher for the presentation).

Individual concept paper of approximately 700-1000 words on select topics highlighting the role of culture on development.




Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.) SY HDFS


Semester V

OBJECTIVES

HDF 1502 CREDIT 3 (3+1)

Introduction to Research Methods research.



Describe the processes and strategies involved in data analysis and data interpretation.

HOURS 75



Expose students to basic theory, concepts and steps pertaining to

COURSE CONTENT

UNIT-I Introduction to Research



The Scientific Method



Different approaches to Research(Quantitative and

Qualitative Research)



Classification of Research by Method



Classification of Research by Purpose



The ethics of research (Informed consent, deception, ethical issues, gaining entry to the research site)

UNIT-II

UNIT-III

Selecting and Defining a Research Topic



Identifying a topic or question to research



Formulating and stating a hypothesis



Reviewing the literature



Statement of Objectives and preparing a research plan

Research Methodology



Selecting a sample



Selecting measuring instrument and constructing tools/tests



Tool modification



Data collection / Techniques



Pilot study/Field testing



Validity & Reliability of Data

UNIT-IV Data Analysis and Result Presentation



Data analysis – quantitative and qualitative



Interpretation of data.



Preparing research reports / presenting results including abstractions.

(20%)

(20%)

(25%)

(20%)

PRACTICAL

UNIT-I Classroom exercises on sampling, measuring instruments

Reading popular and research articles and preparing summaries

Take home assignment on data collection (Graded and

Non-graded)

(10 %)

UNIT-II (5 %)

REFERENCES

1.

Chawla, D. and Sondhi, N. (2011).

Research methodology: concepts and cases . New

Delhi: Vikas Publishing House Pvt Ltd

2.

Denicolo, P. and Becker, L. (2012) Developing research proposals . Sage Publications

Ltd

3.

Gay, L.R., Mills, G. and Airasian, P.(2009). Educational research: Competencies for analysis and applications (9 th Edition), Upper Saddle River, N.J. :

Merrill/Pearson

4.

Kothari, C. R. (2004) Research methods . New Delhi: New Age International Pvt Ltd

Publishers

5.

McBruney, D.H. (2001). Research methods (5 th

Ed.). Belmont, CA:

Wadsnorth/Thomson Learning

6.

Saraswathi, T.S. &Dutta, R. (ed.) (1988).Demystifying research in Human Development and Family Studies.Final Report of Summer Workshop.Baroda: Department of

Human Development and Family Studies, Faculty of Home Science, M.S.

University of Baroda.

7.

Sasikala, S. &Kapadia, S. (1996). Report on quantitative research approaches and women centered health care, Baroda: WOHTRAC – WSRC, M.S. University of

Baroda.

Evaluations

Regular class tests, assignments and presentations, small projects.



Department of Human Development and Family

Studies

Fatehgunj, 0265-2795522

Third Year HDFS

YEAR III CORE Compulsory:

SEMESTER V

HDF 1503

Introduction to Children with Special Needs

ACADEMIC

YEAR

2015-2016

Credits 4 (3+1)

Hours

OBJECTIVES



Orienting students to different disabling conditions and how needs of these children differ from others.



Develop an awareness of the basic terms, issues and concepts in the area.



Orienting students to the educational and welfare programs, facilities and services being provided and the efficacy of the same.



Developing sensitivity towards parental coping and acceptance of the whole situation.

COURSE CONTENT

UNIT-I Historical Background to Emergence of Special

Needs as a Discipline.

The unit traces the historical trends in the field, the attitudinal changes and contemporary position of the filed.



History of the field



Stone age period



Middle ages



Emergence as a separate field



Interlinkages with other areas of study.



Present position of the filed



Pioneers in the field



The Indian context



Governmental policies and services available



Issues in the area of special needs in the

Indian set up.



Identification of different areas- census data and the loopholes



Rights of the disabled child.

(15%)

75

UNIT-II

UNIT-III

UNIT-IV

Terminologies and Basic Concepts in the Field.

The unit focuses on understanding the basic terms used in the area. Terminologies in the field.



Who is an exceptional child



What is special education



Impairment, disability, handicap



The types of services available & people related to them



Rehabilitation-definition & brief concept.

Issues and Current Concepts

The unit discusses the issues in the field related to judging the efficacy of various programs.



Idea of normalization and its effect on the population, giving rise to various issues.



Why special classes and efficacy of the same



Labelling-advantages & disadvantages



Deinstitutionalization



Non-categorical education



Mainstreaming/integration-the definition, process, constraints, models



All the above areas are dealt with focussing on researches that have taken place.

(15%)

(15%)

Different Disabling Conditions

This unit presents an overview of the types of handicapping conditions and management of the same from different orientations.



The Categories



Mentally challenged



Behaviour disordered



Communication disordered



Visually impaired



Hearing impaired



Gifted



Learning disabled



Physically handicapped



Emphasis on definition, causes, characteristics, assessment and intervention for change.

The need for early intervention, assessment and intervention is stressed on.

(20%)

UNIT-V Parental Coping

The unit deals with sensitising the students, towards parental reactions, acceptance and help required to cope with presence of an exceptional child in the family.



Parental stages



The initial trauma alter birth of an exceptional child in the family



Stages parents go through to come to terms with the condition.



Our role as HDFS workers



Parental behaviours that can restrict the development of such children.



Crisis points in the family life.

(10%)

Hours 25 PRACTICAL

UNIT -II

UNIT -IV



Gather information of latest trends, services available etc. through newspapers, magazines and other media.



Take home assignments.



Visiting agencies and institutions functioning in this area for an agency case study.



Observation /Case studies of children with disability in home/school/ therapy centres.



Interview the teachers of special school and parents to find out their hopes, aspirations, attitudes and difficulties faced.

5%

20%

REFERENCES

1.

Balsara, M. (2011) Inclusive Education for Special Children . New Delhi: Kanishka

Publishers

2.

Bowley, A.H. & Gardner. (1980). The Handicapped Child (4th ed.) Edinburgh: Churchill

Livingstone.

3.

Critical issues in dealing with Disabilities in India- paper by G.Vaswami.

4.

Dhawan, M (2011). Education of Children with Special Needs . New Delhi: Isha Books

5.

Hallahan,D.P.& Kauffman,J.M.(1978). Exceptional Children: Introduction to Special

Education . New Jersey: Prentice Hall Inc.

6.

Haring. N.G. (1974). Behaviour of Exceptional Children: An Introduction to Special

Education, Columbus, Ohio: Charles E. Merrill Publishing Co.

7.

Frewett, F.M. & Forness, S.R.(1986). Education of Exceptional Learners . (3 rd ed.). USA:

Allyn & Bacon, Inc. Massachusetts.

8.

Korchin, S.J.(1986). Modern Clinical Psychology Principle of Intervention in the Clinic and Community . New Delhi: CBS Publishers and Distributors.

9.

Philip, M. & Duckworth,D. (1985). Children with Disabilities and their Families: A

Review of Research . Windsor, berks; NFER-NELSOW Pub. Co.

10.

Services and Programmes for Children, Children DECE-3 (1995). Children with Special

Needs- Block 2. IGNOU, New Delhi.

11.

Services and Programmes for Children, Children with Special Needs- Unit 4 IGNOU

School of continuing Education. New Delhi.

12.

Statistics on Children in India (1994). National Institute of Public Co-operation and Child

Development. New Delhi.

13.

Smith, T., Pollyway, E., Patton, J. Dowdy, C. (2011) Teaching Students with Special

Needs in Inclusive Settings . PHI Learning Pvt. Ltd. New Delhi.

14.

Werts, M., Culatta, R. & Tompkins, J. (2011) Fundamentals of Special Education . PHI

Learning Pvt. Ltd. New Delhi.

Evaluations



Three class tests on theoretical concepts.



One evaluation on PRACTICAL field experiences.




Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)


HDF 1504 CREDIT 5 (0+5)

Semester IV

OBJECTIVES

Fieldwork - I

HOURS 10

1.

Become aware of intervention programs that address needs of children, women, youth, elderly and families.

2.

Opportunity to work in a setting for a specified period of time on a continuous basis, so as to understand:



Needs of the clients.



Philosophy and approaches to program planning, implementation and evaluation.



Availability, generation & use of resources.



Linkages between theory and practice.

3.

Understand the role of a HDFS professional as a team member while giving program

COURSE CONTENT

UNIT-I (10%)

UNIT-II

Orientation to the Setting



Observation and rapport building



Understanding the clients- characteristics, contextual features, special needs.

Planning, preparation and implementation of the program



Identify themes for planning.



Make developmentally appropriate and contextually relevant plans.



Incorporate feedback.



Gather materials/resources.



Implement the plan on field.



Use appropriate methods and communication skills.

Be flexible with plan and be able to handle emergencies

(50%)

UNIT-III

UNIT-IV

Evaluation and Self Awareness



Evaluate self and peer performance.



Reflect upon and discuss the achievement of objectives.



Preparedness for fieldwork – Pre and Post.



Wind up the on field participation

Reflection and Reporting

 Students’ reflection on the fieldwork process.



Report writing- reflections on their learning

REFERENCES

(30%)

(10%)

Specific REFERENCES, reading materials, reports in line with the settings / agencies and client groups will be provided to students by fieldwork supervisors in the course of the program.




Visits to agencies, participation in ongoing programs for understanding nature and scope of different types of programs.



Activities for understanding people and settings; household visits, surveys, focused discussions, interviews, observations in a variety of situations, people.



Plan and implement selected aspects of a program.



Conduct and participate in awareness building programs like exhibitions, melas, film / slide shows.



Organize programs for community welfare or education.



Prepare simple information and communication materials like posters, brochures, and flashcards.

Evaluation



On going, continuous evaluation including on field implementation of the program, preparation for implementation and ability to evaluate self, others and program effectiveness objectively.



Evaluations will also be based on student reports. Regularity, responsible and responsive behavior in line with theoretical principles will also be considered.




Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)


HDF 1505

Parent and Community Involvement (FE)

Semester V

OBJECTIVES

CREDIT 5 (2+3)

HOURS 80 hours

3.

To understand the importance of parent and community involvement for overall development of young children.

4.

To learn the use of effective methods and techniques for parent and community involvement.

5.

To plan programs of parent education and involvement in school related activities and for community mobilization

COURSE CONTENT

UNIT-I Need and Importance of Parent Education and Involvement

A.

Understanding the concepts – parenting, parent-child relationship, parent education, parent involvement, community education, and community-involvement and community mobilization.

B.

Need and importance of parent education for building better home-school relationships for overall development of children, for smooth functioning of school program.

C.

Understanding different kinds of parent education programs and roles parents can play as

-

Participators and planners of programs, parents’ as advisors, volunteers and resource persons, scope of parent education programs.

Constraints in parent involvement and factors influencing a successful parent involvement program.

UNIT-II Ways and Means of Parent Contact

A.

Providing support for effective parenting through guidance and partnership with parents for overall child development.

B.

Importance and conduct of – parent – teacher conferences, parents meetings, newsletters and resource centers for parents.

15%

10%

UNIT-III Community Education

A.

Understanding the concept of community and community education with reference to :

Types of community (rural, tribal, urban, slums, etc.) –

15%

physical & social structure – family, religion, education, value and economic system.

Characteristics and needs of community.

Different community agencies and services, their role in providing supportive services to parents.

B.

Child guidance clinics, day care centers, medical and referral services, community development centers.

UNIT - IV Community Involvement

UNIT - V

A.

Understanding the concept of community involvement.

B.

Principles of community involvement.

C.

Obstacles to community involvement.

Mismatch of needs and values

Unrealistic goals

Caste and class barriers

Socio political factors

Inadequate resources

D.

Using and mobilizing resources for community involvement.

Planning, Implementing and Evaluation of Parent Education

Programs

A.

Ways and methods of planning programs, and understanding the processes involved in implementing programs.

B.

Criteria for evaluation of parent programs and parent involvement.

C.

General guidelines and ethical issues in working with parents.

UNIT - VI Communication Strategies

A.

Meaning and importance of communication.

B.

Factors determining the selection of appropriate methods and techniques of communication.

Different – methods of communication

Lecture

Demonstration

Role plays

Group discussions

Simulated exercises / games

C.

Different approaches for communication:

Individual, group and mass media.

Slides movie, video films

Posters

Pamphlets

Puppets

Radio talks, etc.

15%

10%

10%

PRACTICAL

UNIT - I Need and Importance of Parent Education and Involvement

 Interviews with Parents of Vadodara city on the “Topic:

Challenges of Parenting in the contemporary context and

Support from Schools”. (Low income group, Middle income group & High income group)

UNIT - VI Communication Strategies



Role plays on different themes to build awareness on various topics in a rural setting.

REFERENCES

15%

10%

1.

Ahuja, R. (1994). Indian Social System, New Delhi: Rawat.

2.

Click, P. (2000). Administration of schools for young children. (v ed.). N. Y. Delmar.

3.

Dhara, O. P. & Bhatnagar, O. P. (1994). Education and Communication for development

(2 nd

ed.) New Delhi. Oxford.

4.

IGNOU (1995, October). Communicating with parents and community. New Delhi:

IGNOU.

5.

Miller, D. F. (1999). Positive Child Guidance (3 rd

ed.) N.Y. Delmar.

6.

Sciarra, D. J. & Dorsey, A.G. (1998). Developing and Administering a child care centre.

(IV ed.) N. Y. Delmar.

7.

Ward, U. ((2013). Working with Parents in the Early Years (2 nd

ed.) New Delhi. Sage

Publications




Preparing, using and evaluating the techniques of media, e.g. (i) pictorial aids,

(ii) slides movie video films, (iii) posters (iv) pamphlets (v) puppets (vi) radio talks, etc.



Preparing a communication package for community involvement on any themes for parents and community using folk/contemporary media.



Interviewing parents to know different concerns of child rearing.



Developing techniques for parent education.



Planning, conducting and evaluating parent’s programs.



Setting up/running a resource centre for parents.



Preparing aids articles for parents.

 Maintaining and sharing children’s progress report with parents.

Evaluations



Regular class tests, take home assignments, group or individual presentations.




University Road, Vadodara – 390 002,INDIA.


NEW CBCS—T Y B Sc

Year-III

Semester- V

Foundational

HDFS 1601

Family Dynamics

OBJECTIVES



Familiarize oneself with family as a social institution, from a socio-psychological perspective.



Develop awareness and basic insight into contemporary family with reference to changing structure, functions and sub-group variations (region, caste, class, etc.).



Develop sensitivity to the changing roles of family members with special focus on gender and life span.


UNIT-I Family as a Social Institution



Change and Evolution: Stages and related theories.



Definitions of the family.



Structure of the family: The patriarchal and matriarchal family, joint, nuclear, or extended families. (Characteristics of each of these families), matrilocal, matrilineal, patrilocal and pat ilineal families.



Functions of the family.



Family life stages.



Family experience and personality development.



Influence of culture and family on personality.



Defence mechanisms in family situations.

Academic

Year

2015-2016

Credits-4+0

Hours-60

9 hrs

UNIT-II

Ahuja, R. (1993). Indian Social System. Jaipur

Rawat. Chapter 3. (Dr. Sangeeta)

Understanding the Indian Family in its Social Context



Social factors influencing the family system (a brief overview).

- Hindu philosophy

- Caste & religion

- Social class

- Patriarchal structure

9 hrs

UNIT-III

UNIT-IV

- Sanskitisation and Modernisation



Regional and Subcultural variations in Family life : An orientation

- Urban family

- Rural family

- Tribal family

- Migrant families, displaced families.


Rawat. Chapter 1,2,12, 17, 20

Internal Dynamics within the Indian Family and

Influencing Factors (25%)



Determinants of roles, relationships: family size, structure, age, gender and ordinal position, power and hierarchy and patriarchy.



Family roles and individuals: A brief overview.



Role expectations and power relations across life stages.







Gender issues and gender socialisation.

Being a women v/s Being a Man

Daughter/daughter-in-law, mother, Man,

Husband, Father, Wife, in-law, aging women.

Head of Family, Provider, Son, Brother, etc.




Rawat. Chapter 3

Women/Work and Family Life (20%)



Status, image and roles Women in traditional society/family.



Changing expectations and roles of women in contemporary family and their effects (positive and negative).



Personality and self-esteem.



Familial status / roles and responsibilities.



Physical and mental health.



Problems faced.

- Tips for maintaining effective balance between roles;

Redefining roles of other family members.

- Rituals and the Family: Role of family rituals and their effects in maintaining family integrity.



Media and Family

- Portrayal of family in media.

- Influence of media on family.

- Attitudes and behavior (commercialism)

- Value system/norms

- Family interaction patterns

10 hrs

10 hrs

UNIT-V

- Leisure time / recreation.

Note: Media will include all forms of print and audio print and audio visual medium. Special focus is on television.

Ahuja, R. (1993). Indian Social System. Jaipur Rawat.

Chapter 5

Family Stress / Crisis and Coping (20%)



Understanding of factors causing stress in everyday family life, physical, socio-cultural, environmental, etc.



Stress due to internal family factors: communication, abuse, violence, marital/parent child problems, etc.

- Stresses due to external factors illness, unemployment, hospitalization, natural calamities, imprisonment, striker and political crises and so on.

- Disruptions in family life due to stress : An overview.

- Management of stress and crises.

- Understanding family strengths and its role in stress management.

- Seeking support from within and outside: Agencies offering support, family courts, family counseling centre, child guidance clinics, family and marital therapy units.

- The Processes in interventions: A brief overview.

10 hrs

- Pestonjee .D.M. 1999. Stress and Coping- The Indian

Experience (2 nd

Ed). New Delhi. Sage Publications.

(H M Library)

-

REFERENCES

1.

2.

3.

4.

5.

6.

Ahuja, R. (1993). Indian Social System. Jaipur Rawat.

Augastine, J.S. (1982). (Ed.) The Indian family in transition.

New York : Advert Books.

Bossard, J.S. & Ball, S.E. (1954). The Sociology of child development. New York. Harper & Brothers.

Desai, M. & Bharat, S. (1991). Research on families with problems in India. Bombay. TISS.

Shrivastava.N.(Ed). 2010, Family in Modern Society-

Structure and Challenges, Jaipuir. Ritu Publications.

Pestonjee .D.M. 1999. Stress and Coping- The Indian

Experience (2 nd

Ed). New Delhi. Sage Publications.

7.

8.

9.

Helgeson V.S. 2005. Psychology of Gender (2 nd

Ed). India.

Dorling Kindersley Publishing Inc.

Saraswati T.S. & Kaur B. 1993. Human Development and family Studies in India- an Agenda for research and

Policy. New Delhi. Sage Publications.

Strong B., DeVault.C & Cohen T.F. 2011. The Marriage and

Family Experience- Intimate Relationships in a

Changing Society (11 th Ed). Wadsworth Cengage learning. Linda Schreiber- Ganster.

Benokraitis.N.V.2011. Marriages & Families- Changes,

Choices, and Constraints (7 th Ed).

New Delhi. PHI learning Private Limited.




Fatehgunj, 0265-2795522

B.Sc. (F. C. Sc.)

ACADEMIC

YEAR

2015-2016

YEAR III Core Compulsory

HDF 1602

Application of Research Methods

CREDIT 3 (0+3)

Semester VI HOURS 90

1.

Provide first hand experience of research by conducting a qualitative and/

OBJECTIVES

2.

or quantitative.

Familiarize and strengthen research process through ongoing literature review (web search, library visits)

3.

Learn to disseminate research finding through presentations and formal writing.

COURSE CONTENT

UNIT-I (20%) Introduction to Research



Brainstorming, Selection and Definition of a Problem -

S tudents are required to think of researchable topics and evolve suitable design to study the problem.



Review of Literature: Identifying authentic sources of research articles and understanding the steps of research thorough library search, web search and summarizing of research articles

UNIT-II Conceptualizing the study



Formulating objectives/hypothesis



Design, Sample,



Construction and field testing the tool



Data collection

(The students-researchers are guided to conceptualize their study)

(35%)

UNIT-III

UNIT - IV

Data Analysis and Interpreting Results



Students-researchers apply quantitative and qualitative procedures of data analysis working in small teams.



They interpret findings.

Reporting and Presentation



Students-researchers document the research using scientific writing knowledge.



They learn to communicate the findings through presentation and written report.

REFERENCES

(Readings will depend upon the research design and area of study chosen for that year).

(25%)

(20%)

1.

Chawla, D. and Sondhi, N. (2011). Research methodology: concepts and cases .New

Delhi: Vikas Publishing House Pvt Ltd

2.

Denicolo, P. and Becker, L. (2012) Developing research proposals . Sage Publications

Ltd

3.

Gay, L.R., Mills, G. and Airasian, P.(2009). Educational research: Competencies for analysis and applications (9 th

Edition), Upper Saddle River, N.J. : Merrill/Pearson

4.

Kothari, C. R. (2004) Research methods . New Delhi: New Age International Pvt Ltd

Publishers

5.

McBruney, D.H. (2001). Research methods (5 th Ed.). Belmont, CA:

Wadsnorth/Thomson Learning




Hands on experience in planning and executing a research study .



Presentations and report writing

Evaluations



Group Assignment and Formal Presentation



Individual report writing



One Quiz




University Road, Vadodara – 390 002, INDIA.


NEW CBCS—T Y B Sc

Year-III

Semester- V

Foundational

HDF 1603

Educational Psychology

OBJECTIVES



Develop an understanding of the major concepts and processes of learning and motivation development.



Develop an understanding of the major theoretical and research contributions in the study of education psychology.



Develop sensitivity to the social / cultural / individual (special needs) contexts of learning.


UNIT-I

UNIT-II

Education Psychology: Basic Concepts

A.

Introduction to Education Psychology



Definition



Scope of education psychology



Brief historical overview



Historical overview of Indian education system since ancient times

B.

Learning & Motivation



Definition of learning



Principles of learning



Definition of performance and



Definition of motivation, types of motivation and self determination theory



Motivation and learning

 Achievement motivation (Weiner’s theory of attribution, Bloom’s model of taxonomy,

Motivational tools use by teachers in classroom learning (free time, token economy, and contingency contract).



Relationship differences between learning, performance and motivation (Teachers as motivators)



Alternate schooling

Implication of Theories on Behaviour

Academic

Year

2015-2016

Credits-3+0

Hours-45

UNIT-III

A.Behaviour modification

Classical conditioning



Principle of classical cond. (UCS, UCR, NS, CS,

CR. Explain Pavlov’s experiment: dog, food & tuning fork/bell. Discriminate between stimulus, extinction, spontaneous recovery.



Application of classical conditioning to human behaviour – especially for the development of emotional responses. (Explain using Watson &

Rayner’s experiment of Albert and the white rat as an e.g.)



Operant conditioning



Principle of operant conditioning (The Premack

Principle – The law of effect). Explain with

Edward Thorndike’s experiment (hungry cats in a puzzle box) and Skinner’s experiment (rat as an e.g.).



Reinforcement – definition, positive and negative reinforcement, schedules of reinforcement

(continuous & intermittent), schedule of intermittent reinforcement (fixed – ratio, variable ratio, fixed interval, variable interval), difference between reinforcement and punishment.



Application of operant conditioning as therapy: behaviour modification.



Complex learning processes



Verbal learning and retention, factors affecting retention (distribution of practice, learning in whole vs. parts, rehearsal, meaningfulness of content).



Concept learning: process involved in concept learning (generalization & discrimination), utility of concepts (reduce complexity, facilitate transfer of learning); teaching concepts at school – (points to be kept in mind while doing so).



Problem solving: Insight vs. trail & error, problem solving process – recognition, analysis, evaluation of hypothesis, evaluation of hypothesis.

B. Measurement & Evaluation in Teaching



Introduction – Testing (definition) & types of tests



Benefits and demerits of tests.



Construction of classroom tests.



Uses of testing in the classroom.

Social Development

UNIT-IV



Socialization – definition



Process of socialization (observation learning, effect of positive and negative events, agents of socialization (parents, teachers, peers).



Effect of social development on learning process

(area of social behavior –

 dependence Vs. Independence, competition, aggression, sex roles, fear of success).



Schooling as a part of socialization – school as a social agency

Cognition and Language

A.

Cognitive Development



Revision of definition and theories of J. Piaget, & L.

Vygotsky (with a focus on the learning process).



Introduction to theories of J. Bruner and R.

Gagne.



J. Bruner – bench marks of intellectual growth –

Modes of representation



R. Gagne – cognitive growth exclusively results of learning – Lateral vs. vertical transfer of learning.



Classroom implications for Exceptional children



Implication for classroom teaching learning – progressive differentiation of learning, transfer of learning, intellectual empathy, sequencing instructions, tasks taught consistent with level of audience, over learning, error analysis.

B.

Language Development



Definition and uses of language.



Learning of languages



Biological factors



Linguistic environment – home, school



Linguistics and its components



Acquisitions of languages – across life span – focus on early years.



J. Piaget – language symptom of mental development.



J. Bruner – language crucial for cognitive development.



N. Chomsky – intuitive grasp over native language (LAD).



Language in the classroom.



Implication of language development for teaching



Teacher should – (a) maintain native language skills of child, (b) remove source of anxiety, (c) state explicitly & adhere to rules about language use, (d) engage more in dialogue, (e) teach mnemonic devices to aid memory, (f) reward deficient language? Intellectual non-competence.



Bilingualism: superior to monolinguals. reflective speech.



Non-standard English U different language U

REFERENCES

1. Cronbatch, L.J. (1977). Educational Psychology. 3 rd

ed. New York:

Harcourt Brace Jovanovich Inc.

2. Gage, N.L. & Berliner, D.C. (1984). Educational Psychology 3 rd

ed.

Boston: Honghton Mifflin Co.

3. Klausmeir, H.J. (1964). Learning and Human abilities/educational

Psychology, New York; Harper & Row.

4. Santrock, J. (2004). Educational Psychology 2 nd

ed., New York:

McGraw-Hill.

5. Anita Woolfolk. Educational Psychology.




Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

B.Sc. (F. C. Sc.)


HDF 1604

Fieldwork - II

CREDIT 4 (0+4)

Semester VI HOURS 8



Become aware of intervention programs that address needs of children,

OBJECTIVES women, youth, elderly and families.



Opportunities to work in a setting for a specified period of time on a continuous basis, so as to understand:

- Needs of the clients.

- Philosophy and approaches to program planning, implementation and evaluation.

- Availability and generation of resources.

- Linkages between theory and practice.



Understand the role of a HDFS professional as a team member while giving program inputs.



Plan and organize an event relevant to the needs of the existing client group.

COURSE CONTENT

UNIT-I Orientation to the Setting/Context.



Observation and rapport building



Understanding the clients- characteristics, contextual features, special needs



Identifying themes for the event

UNIT-II

UNIT-III

Planning, preparation and implementation of the program.



Identify themes for planning



Make developmentally appropriate and contextually relevant plans



Incorporate feedback



Gather materials/resources



Implement the plan on field



Use appropriate methods and communication skills



Be flexible with plan and be able to handle emergencies



Plan and organize the event



Gather feedback on the event from different sources

Evaluation and Self Awareness.



Evaluate self and peer performance



Reflect upon and discuss the achievement of objectives



Preparedness for fieldwork – Pre and Post

(10%)

(50%)

(30%)

UNIT-IV

 Reflect on methods of team work, understand one’s role in a team



Wind up the on field participation

Reflection and Reporting

 Students’ reflection on the process of fieldwork



Report writing- reflections on their learning



Making and presenting group reports



Compare between settings or contexts

REFERENCES

Specific REFERENCES, reading materials, reports in line with the settings / agencies and client groups will be provided to students by fieldwork supervisors in the course of the program.




Visits to agencies, participation in ongoing programs for understanding nature and scope of different types of programs.



Activities for understanding people and settings; household visits, surveys, focused discussions, interviews, observations in a variety of situations, people.



Plan and implement selected aspects of a program.



Conduct and participate in awareness building programs like exhibitions, melas, film / slide shows.



Prepare simple communication materials like posters, brochures, and flashcards.



Organize programs for community welfare or education.

Evaluation



On going, continuous evaluation including on field implementation of the program, preparation for implementation and ability to evaluate self, others and program effectiveness objectively.



Evaluations will also be based on student reports. Regularity, responsible and responsive behavior in line with theoretical principles will also be considered.

(10%)




Fatehgunj, 0265-2795522

B.Sc. (F. C. Sc.)

ACADEMIC

YEAR

2015-2016


HDF 1605

Exposure to working in a Rural Setting (CA)

CREDIT 3 (0+3)

Semester VI

OBJECTIVES

HOURS 90

1.

Get an opportunity to observe life in the rural setting.

2.

Develop competencies (skills & qualities) to plan and systematically implement a developmentally and contextually appropriate program.

3.

Identify available opportunities and services and reflect upon related issues and concerns.

COURSE CONTENT

UNIT-I Planning and preparation for rural placement.



Pre-visit to the setting.



Organizing groups for implementation of programs with focal groups (Students shall work in small groups on specific tasks with specific age groups, for design and implementation of programs).



Planning appropriate programs.



Preparation of materials and resources as per the plans.

UNIT-II

(20%)

(20%)

UNIT-III

Organizing and managing the processes involved



Forming committees (administrative, accounts, food, shopping, and travel, cultural).



Working in separate committees to organize the trip and stay in the rural setting; facilitate program preparation; seek required permissions and inform concerned contact/key persons, finalize logistics.

Firsthand experience in the rural life



Overview of rural life / village community: Visit to households, observation and discussion on specific criteria including family type, size, children, material possessions, status of women and so on.

(40%)



Building a holistic Understanding of aspects related to rural life: Economic, political, social, Family life related issues, education, health, Gaps in services and discussions on the same.



Program planning and implementation: To understand the role of an HDFS professional (ICDS anganwadis, schools, mahila mandals, etc.) and w ork for a fixed period of time with two focal groups. Students may also give inputs into teacher training, programs for stimulation, awareness programs, etc.

UNIT-IV Documentation and reflections



Documentation of the whole experience- a written report or alternative formats



Reflections about rural life based on observations, experiences



Reflections about self growth and development.

(Note for Teacher: The course may be planned in collaboration / assistance from an NGO or Industry working in a rural area and the students either stay or visit the village continuously for a period of 5

– 7 days along with the teacher supervisors. Each teacher is expected to guide 15-20 students. List of experiences may be provided in the right combination to fulfill the objectives.)

REFERENCES

(20%)

1.

Agochiya, D. (2010). Life competencies for adolescents: Training manual for facilitators, teachers and parents. Sage.

2.

Emanuel, S., & Emanuel, A. (2011). Developing worksheets. Vadodara : Hymn Press.

3.

Brotherton, G., Davidson, L., Keyes, C.L.M., & Moore, K.A. (Eds). (2010). Working with children, young people and families. Sage.

4.

Barratt, S. (2008). The special educators tool kit. Sage.

5.

Chowdhury, A., Carson, D.K., & Carson , C.K.(Eds) (2006). Family life education in

India: Perspectives, challenges and applications.

6.

Srinivas, M.N., Shah, A.M., & Ramaswamy, E.A. (2002). The fieldworker and the field: problems and challenges in sociological investigation. New Delhi: Oxford University

Press.

7.

Morris, L.L. & Fitz-gibbon, C.T (1978). How to measure progam implementation.

California: Sage Publications.

8.

Morris, L.L. & Fitz-gibbon, C.T (1978). Evaluators handbook. California: Sage

Publications.

9.

Clewry, P.T. & Leone, S. (1977). Reaching rural families through family life education:

Training for village level workers. Africa: American Home Economics Association.

10.

Sanderson, D.S. & Polson, R.A. (1942). Rural sociology and rural social organization.

NY: John Wiley & Sons.




Hands on experience of living in a rural setting, planning and implementing programs for at least two focal groups for a stipulated period of time.

Evaluations



It is ongoing evaluation from the stage of pre-visit and preparations to the actual implementation.



The students are evaluated on individual assignments (of their experience, learning and reflections) submitted as per criterion provided by course teacher.



Department of Human Development and Family

Studies

Fatehgunj, 0265-2795522

ACADEMIC

YEAR

2015-2016

TY. HDFS

YEAR

SEMESTER

OBJECTIVES

TY

VI

CORE Compulsory:

HDF 1606

Introduction to Late Adulthood

1.

Understand the developmental changes, developmental tasks and related needs of older persons.

2.

Understand fundamental theoretical perspectives on old age.

3.

Identify and review context and culture specific developmental challenges and adaptations in old age.

4.

Get familiarized with various theoretical perspectives to understand late adulthood/ old age.

Credits 2+0

Hours

COURSE CONTENT

UNIT-I Late Adulthood: Concept, Perspectives and Context



Definitions and concept of late adulthood



Phenomenon of population ageing, family and institutionalized care, well being



Markers of late adulthood: physical, psychological, psychological and socio-cultural markers



Theories and perspectives addressing developmental changes in late adult life/old age

Perspectives of various disciplines: biological, psychological, sociological, anthropological.

(The teacher may provide a classification of the disciplines that study old age)

Theories on successful ageing: Disengagement theory, Activity theory, Continuity theory

(The teacher may choose to cover the relevant theories, additional theories may be added)

30

(30%)

UNIT-II

UNIT-III

Developmental Domains: Characteristics and Needs

A.

Biological and cognitive



Physical and physiological changes

Changes in appearance, sensory changes, neurological changes, hormonal changes, changes in health status.

Possible problems related to menopause, deficiencies, cardiac changes, etc.



Cognitive changes: Intellectual changes, information processing and problem solving, memory, personality changes.



Focus on related needs with each change experiences at this stage.

Note: discuss the above in light of contextual factors such as gender, hierarchy, power, life stage, etc.

B.

Psychosocial and emotional



Psychosocial : retirement from work, role transitions, intergenerational transfers, grand parenting, abuse and crime.(Teachers should use Erickson’s theory to explain the domain)



Emotional changes: loneliness, boredom, social support, death and dying, bereavement and grieving.



Mental health concerns in late adulthood: dementia, depression, anxiety.

Note: discuss the above in the light of contextual factors such as gender, hierarchy, power, life stage, etc. the above mentioned characteristics also need to be discussed in light of the various intrapersonal characteristics, values and belief systems, identity structures and personality.

Implications of current trends and changing roles of the family



Issues related to care giving: social and psychological stresses and coping



Trends in institutionalized care, innovative care models.

(40%)

(30%)

REFERENCES

1.

Craig, G.J. (1996). Human Development.

NJ: Prentice Hall

2.

Dave, P. (2005). Women and Third Age. HDFS, Baroda .

3.

Mc. Donald Lynn& Sharma,K.L.(2011). Ageism and Elder Abuse . New Delhi: Rawat.

4.

Rajan, I.S., Risseeuv, C., & Perar, M. (Eds) (2008). Institutional Provisions and Care for the Aged.

Anthem South Asian Studies.

5.

Reddy,P.A., Devi,U.,& Harinath,N.(2010) . Ageing: The Global Phenomena: Issues and Strategies. New Delhi: Sonali.

6.

Sahoo,F.M (Ed.) (2009).

Behavioural Issues in Ageing: Care, Concern and

Commitment. . New Delhi: concept publishers.

7.

Srivastava, V. (2010) Women and Ageing . New Delhi: Rawat publisher.

8.

Tanner, D., & Harris,J (2007). Working with the Older People . New York: Routlege publishers.




Lectures, discussions, analysis of research articles and policy papers on older persons, films, documentary viewing, etc.



The students may be divided into groups and be equipped with questionnaires/schedules/checklists (each of the developmental domains, adaptation to old age, quality of life) that they can administer to older persons and develop an understanding of these aspects related to late adulthood.

Evaluations



Two class tests



Group presentations on the topics stated in the outline or a take home assignment.

The final grade will be an aggregate of the above as follows:

Tests: 70%

Presentation/take home: 30%




Fatehgunj, 0265-2795522

B.Sc. (F. C. Sc.)

YEAR III HDF 1607

Family & Law

ACADEMIC

YEAR

2015-2016

CREDIT

Semester VI

OBJECTIVES

COURSE CONTENT

HOURS 45

1.

Get acquainted to the Indian Constitution and existing laws pertaining to family

2.

Understand functioning of the judiciary and implementing processes to acquire justice.

3.

Understand and critique the existing family laws from varied perspectives in human Development.

UNIT-I

3 (3+0)

Indian constitution, Human Rights and the concept of equality (30%)

A.

Human Rights: International perspectives



Defining and understanding human rights



An overview of Global declarations and conventions

United Nations Millennium declaration 2000



Universal Declaration of Human Rights

B.

Indian Constitution and the concept of equality



Judiciary system



Fundamental rights of the citizen



Legal Procedures (filing a report, women and the police, procedures of implementing law)

UNIT-II Children and Law



Constitutional provisions for children



Convention on rights of children



Overview of Laws related to children



The Child Marriage Restraint (Amendment) Act, 1978



Hindu adoption and maintenance act 1956



Hindu minority and guardianship act 1956

25%

UNIT-III

UNIT-IV

Women and law



Constitutional provisions for women



Convention on elimination of all forms of discrimination against women



Overview of Laws related to women

- PCPNDT Act

- Dowry Prohibition Act

- Domestic Violence Act

- Medical Termination of Pregnancy Act

Personal laws and human rights



Understanding personal laws



Sources of laws



Overview of Laws related to marriage, divorce, succession and maintenance

- Hindu Marriage Act, 1955.

- Special Marriage Act, 1954.

- Hindu succession Act, 1956.

(20%)

(25%)

REFERENCES

1.

Reddy, G. B. (2006). Women and the law, 5 th

edition. Hyderabad: Gogia Law agency.

2.

Kannabiran, K., (Ed.). (2014). Women and Law: Critical Feminist Perspectives. New

Delhi: Sage.

3.

Nirmal, C. (Ed.). (1999). Human Rights in India. Historical, Social and Political

Perspectives. New Delhi: Oxford University Press.

4.

Siddiqui, F., & Rangnathan, S. (2001). Women and Human Rights: Guide for Social

Activists. New Delhi: Kanishka.

5.

Rao, M. (2008). Law relating to women and children. (2nd ed.) Lucknow: Eastern book company.

6.

Kesari, U.P.D., & Kesari, A. (2007). Modern Hindu law. (6th ed.). Allahabad: Central law publications.

7.

Diwan, Paras (2000). Law of Adoption minority guardianship and custody. (3rd ed.).

Delhi: Universal.

8.

Rai, Kailash (2006). Moot courts: Pre-trial preparation and participation in trial proceedings 3 rd

edition. Allahabad: Central.

9.

Diwan, P., & Diwan, P. (2004) Muslim law in modern India. (9th ed.) Faridabad:

Allahabad Law agency.

10.

Sridhar, M. (1999). Legal language. Hyderabad: Asia Law House.

11.

Jaising, I. (2005). Gender Justice: A constitutional perspective. In I. Jaising (Ed.) Men’s laws women’s lives: A constitutional perspective on religion, common law and culture in South Asia: ND: Women unlimited.

12.

Nussbaum, M.C. (2005). Religion, culture and sex equality. In I. Jaising (Ed.) Men’s laws women’s lives: A constitutional perspective on religion, common law and culture in South Asia: ND: Women unlimited.

13.

Parashar, A. (2005). Just family law: Basic to all Indian women. In I. Jaising (Ed.)

Men’s laws women’s lives: A constitutional perspective on religion, common law and culture in South Asia: ND: Women unlimited.




Lecture and Discussions, interactions with invited resource persons.



Panel discussions with guest lecturers.



Group work or pair work enabling students to reflect on existent laws and its implications on family living and on selected social issues.

Evaluations



Group Presentations on themes (students must gather information on topics chosen from reliable sources and varied techniques and methods to present the same)



Take-home Assignments individual or in groups of two to enable reflective thinking, encourage innovative ideas and to provide opportunities for enhancing writing skills.



Exams

B.Sc. (F.C.Sc.) Programme Second – Third Year HDFS

B.Sc. (F.C.Sc.) Programme

Second – Third Year

HDFS

COURSE PLANS

Year 2015-2016

DEPARTMENT OF HUMAN DEVELOPMENT AND FAMILY STUDIES

FACULTY OF FAMILY AND COMMUNITY SCIENCES

THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

VADODARA-390 002

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B.Sc. (F.C.Sc.) Programme Second – Third Year HDFS

B.Sc. (F.C.Sc.) Programme

Second – Third Year

HDFS

COURSE PLANS

Year 2015-2016

DEPARTMENT OF HUMAN DEVELOPMENT AND FAMILY STUDIES

FACULTY OF FAMILY AND COMMUNITY SCIENCES

THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

VADODARA-390 002

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