B.Sc. (F.C.Sc.) Programme
HDFS
CBCS Courses
Course Plans
DEPARTMENT OF HUMAN DEVELOPMENT AND FAMILY STUDIES
FACULTY OF FAMILY AND COMMUNITY SCIENCES
THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA
VADODARA-390 002
(CBCS –ELECTIVE OFFRED BY HDFS)
Elective Generic
Sr.No. Course No.
1
HDF-1307
2
HDF-1407
3.
HDF-1507
4.
HDF-1607
Course Title
The World of Youth
-EG
Interpersonal
Relationships
-EG
Change Makers for
Social development EG
Designing Learning
Materials for Children
-EG
Elective Open /Discipline Centric Elective
Sr.No. Course No.
Course Title
1.
HDF-1408
2.
HDF-1508
Life Skills Education
EO
Science and Art of
Parenting EO
Credits
Sem/Year
2
III/Second
2
IV/ Second
2
V/Third
2
VI/ Third
Credits
Sem/Year
2
IV/Second
2
VI/Third
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
II
B.Sc. (F. C. Sc.)
Elective Compulsory:
HDF 1307
The World of Youth (EG)
ACADEMIC
YEAR
2015-2016
CREDIT
2 (2+0)
Semester III
HOURS
30
1. To acquire a developmental understanding of ‘youth’ as a life stage in
India and cross culturally.
OBJECTIVES
2. To become aware of challenges and issues faced by youth in
contemporary times
3. To understand the role of self as youth in nation building and as social
capital.
COURSE CONTENT
UNIT-I
Youth as a Life Stage: An Overview
(30%)
A. Historical perspectives about youth
B. Developmental and cross-cultural perspectives about youth -- Markers of adolescence
- Emerging adulthood
- Young adulthood
- Mature adulthood
C. Cross-cultural and gender-based variations in development
during youth ( puberty, rites of passage, apprenticeship,
education, marriage (early/ late), career, familial-social
responsibilities)
D. Indian youth: Demography and Diversity
- Youth bulge: Demographic Dividends
- Demographic diversity due to in differences in gender,
social class, place of residence, region and religion
- Discrepancies in opportunities for health promotion,
education, employment and development
- Socio-cultural and familial expectations ( class and
gender variations)
E. Youth as social capital and future citizens
UNIT-II
Identity Development in Youth
A. Self, identity and personality: Developmental perspectives
 Important Constituents of Self
- Self Concept
- Self Esteem
- Self Efficacy
(35%)


- Identity ( Personal, social, group, ethnic, national)
Contributors to Identity Development
- Understanding Self: Assessment of Strengths and
weaknesses, interests and goals
- Aptitudes and career choices
- Decision making processes
- Attitude Formation
- Role of communication
Self in relation to others
- Relationships and roles with parents, peers, teachers,
mentors, partners, media and others
- Self Involvement in family, school/ college,
neighborhood, community and work place.
The above unit will involve inputs from the teacher through class
room exercises, guided participation, discussion using films and
other media.
UNIT-III
Youth in Society: Issues and Concerns Affecting Youth
 Role of youth in family, community, work force, nation
 Positive youth development, impact on society, alternative
conceptions of ‘success’
 Rights and responsibilities as a citizen
- Voting Rights
- Rights to Information
- Rights to Education and Political involvement
- Global Citizenship
 Issues and concerns affecting youth
- Sexuality, sexual preferences, risk of HIV-AIDS, STDs
- Mental health: Depression, anxiety disorders, suicides,
interpersonal and behavioral problems, substance abuse
- Use of technology and use of Media
- Violence, unemployment, immigration
This unit can be covered through student presentation on selected
topics. Presentations may also include successful youth leadership
and social development programs. The teacher will give an overview
of each of the above topics/ themes and then begin with
presentations.
(35%)
REFERENCES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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 22-32). Bangkok: Regional Unit for
Social and Human Sciences in Asia and the Pacific.
Arnett, J.J, & Galambos, N.L (2003). Culture and Conceptions of Adulthood. New
Directions for Child and Adolescent Development. 100, 91-98.
Brown,B.B., Larson, R.W. & Saraswathi, T.S. (Eds.) (2002).The world’s youth:
Adolescence in eight regions of the globe. Cambridge: Cambridge University Press.
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.
DeSouza, P.R., Kumar, S.& Shastri, S. (2009). (Eds.). Indian Youth in a Transforming
World. New Delhi: Sage.
Gardiner,H.W., Mutter, J.D., & Kosmitzki, C. (1998). Lives across cultures: Crosscultural human development. Boston: Allyn and Bacon.
National Youth Policy (2003). Retrieved on May 5, 2008 from
http://yas.nic.in/yasroot/policies/youth_policy_03.htm
Saraswathi, T.S.(Ed.) (1999). Culture, Socialization and Human Development : Theory,
Research and Applications in India. New Delhi : Sage Publications.
Troiden, R (1998). Homosexual Identity Development. Journal of Adolescent Health
Care, 9, 105-113.
UNFPA (2003). Adolescents in India: A Profile. New Delhi: UN System India.
Urzua,R. (1993). Risk factors and youth: The role of family and community. Journal of
Adolescent Health Care, 14 (8), 619- 625.
World Youth Report (2005). Retrieved on April 5, 2008 from
http://www0.un.org/esa/socdev/unyin/wyro5.htm
Learning Experiences / Learning Outcomes
 Use reflective-analytical thought to analyze self/ personality
 Demonstrate perspective talking with reference to self and others
 Assess diverse life situations during youth and build skills for effective decision
making
 Plan viable interventions on the basis of deeper, culture-inclusive idea of youth
as a life stage
 Discuss social issues relevant to youth
Evaluations
 Midterm test (30%) ( Unit 1 and 2)
 Group Presentations on Themes (Unit 3) (students must gather information on
topics from reliable sources and use skits, A V aids, invite experts for panel
discussion or other innovative formats to present the same)
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
Year-2015
Semester- IV
OBJECTIVES
NEW CBCS—S Y B Sc
Elective
HDFS 1407
Interpersonal Relationships
Academic
Year
2015-2016
Credits-2+0
Hours-30
To become aware towards self and others with a view to
enhance understanding of interpersonal relationships
To develop abilities to enhance interpersonal competences
To understand the significance of negotiation and
constructive coping for interpersonal relationships
COURSE CONTENT/SYLLABUS
UNIT-I
Understanding Self with Perspectives on Interpersonal
Relationships
A. Self
Self Awareness—cultural beliefs, values and ideas
guiding behaviour
Self identity—realizing individual potential
Personality—concept, determinants
B. Perspectives on Interpersonal Relationships
Ethological Perspective
Neurobiological Perspective
Psychological Perspective
Sociological Perspective
15%
UNIT-II
Self in the Social Context
Self with parents/Family/sibling
Self with peers
Self in social organisations
Influence of media on self
30%
UNIT-III
Interpersonal Communication
20%
Process and components of Communication
Barriers of Communication
Creating a positive interpersonal climate; empathyperspective taking
UNIT-IV
Interpersonal Relationships
Family Relationships
Friendships/Romantic relationships
Marital Relationships
Professional relationships
20%
UNIT-V
Conflict management and Constructive Coping
Common Stressors in Interpersonal Relationships
Types of Conflicts
Coping styles and constructive coping
15%
REFERENCES
1.
2.
3.
4.
5.
6.
Baron, R. A., Byrne, D., & Branscombe, N. R. (2006). Social
Psychology. ND: Pushp Print Services.
Duck, S. (1998). Human Relationships. ND: Sage Publications.
Gudykunst, W. B., & Toomey, S. T. (1998). Culture and
Interpersonal Communication. ND: Sage Publications.
Pestonjee, D.M. (1999). Stress and Coping (lied). New Delhi : Sage.
Gurivwer, P. (1983). The Trouble share counselling in personal
relationships. Liecester: AB Printers.
Harris, T. A. (1969). I am ok, you are ok. NY: Alon Publications.
7.
Shaffer, D. R., & Kipp, K. (2007). Developmental Psychology:
Childhood and Adolescence. UK: Thompson Wadsworth.
8.
Weiten, W., & Llyod, M. A. (2004). Psychology Applied to Modern
Life. Singapore: Thompson Asia Pvt. Ltd.
9.
John W. Santrock. Adolescence.
The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family Studies
YEAR
II
SEMESTER
IV
2
Hours
45
COURSE CONTENT
Concept and meaning of Life Skills




UNIT-II
Credits
1. Get familiarized to the concepts and theoretical
foundation in Life Skills Education.
2. Plan and implement informed and need based
programs in Life Skills Education.
3. Understand the importance of focusing on gender as
an integral component of a Life Skills Program.
OBJECTIVES
UNIT-I
Second year CBCS
Elective Compulsory:
HDF-1408
Life Skills Education
ACADEMIC
YEAR
2015-2016
Definitions and concept of life skills and life skills education.
Need for understanding life skills; its importance in daily living.
Criteria for using life skills.
Theoretical perspectives and models to understand life skills
education.
25%)
Essential components to plan effective life skills program
A. Understanding group characteristics and needs
- Life skills in context: importance of focusing on contextual
specificities and cultural ideologies as important aspects
affecting individual ideas.
- Focusing on cultural practices that govern everyday life.
- Analyzing the gender nuances that exist within the group.
- Self components to imparting life skills program: critical
thinking skills, decision making skills, interpersonal
communication skills, coping and self management skills,
etc.
B. Importance of communication in imparting life skills
education
 Concept and importance of communication.
 Aspects to develop social potentials (effective listening,
speaking, building and maintaining relationships, understanding
group dynamics and functioning in groups, delegating
responsibilities)
(35%)
UNIT-III
Core Approaches and Strategies to Implement Life Skills
Program
(20%)

UNIT-IV
Understanding and developing self skills/potential: self
awareness, self esteem self confidence, creative thinking,
interpersonal skills, etc.
 Use of participatory techniques and methods: Individual
exercises, Group activities, Games Etc.
 Communicating with the audience: receiving feedback from
them, handling questions, etc.
Organizing a Life Skills Program





(20%)
Planning a need based viable life skills program (select
components)
Determining the purpose, collecting materials, organizing
content.
Getting prepared for the presentation: Psychological level
Delivering the presentation.
Collecting feedback
REFERENCES
4.
Agochiya D. (2010), Life Competencies for Adolescents. Training manual for
Facilitators, Teachers and Parents. Sage Publications.
National Aids Control Organization (2008), Adolescence Education Programme,
Life Skills Development.
Robbins S.P, Hunsaker P.L ()Training in Interpersonal Skills (5th edition), PHI
Learning Pvt. Ltd.
Peace Corps, OPATS (2001). Life Skills Manual.
5.
Url: multimedia, peacecorps.gov/…/pdf/…/M0063_life skillscompletre.pdf
6.
Url: ww.nacoonline.org/…/AEP%20-%20 Teachers%20workbook.pdf
7.
Learning Outcomes
 Formulate contextually and culturally appropriate life skills programs.
 Apply life skills in various spheres in daily living.
1.
2.
3.
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
III
Semester V
B.Sc. (F. C. Sc.)
Elective course:
HDF 1507
Change Makers for Social Development
ACADEMIC
YEAR
2015-2016
CREDIT
2 (2+0)
HOURS
 To develop an understanding about the field of social development with
OBJECTIVES
reference to:
- Frameworks/ models of development in the changing societal context
- Approaches for design of programs for social interventions
 To acquire knowledge about and analyze issues related to social
development.
 To get exposed to the various approaches to social interventions
 To get introduced to some successful programs of social development by
the Government and NGOs.
 To engage with a social issue to understand one’s role as a change maker.
COURSE CONTENT
UNIT-I
An Orientation to the Field of Social Development
(40%)
 –Concept of Development and Capabilities, –Social
Development, History of social development- development
experience, conflict and social change- indicators of social
development Goals of Social Development- Understanding the
Global Vision- Current status of social development in India.
 Globalization: A new paradigm for understanding
development.Measuring Social Development Methodology and measurement- Evolution of the Human
Development Index-the components of Human development
Index (HDI) - their purpose and applications
 Millennium Human Development Goals and targets – Role of
International Development Agencies – UN bodies
 Concept of change, the processes involved in bringing about
social change, understanding the concept of a change-maker,
qualities and skills of change-makers
UNIT-II
Understanding Current Issues of Social Development
(30%)
 Analyze social development vis a vis each of the issue - discuss
the issue in context of the contributing factors and the barriers to
change. What can one do about the scenario? The role of self in
working towards change.
 Issues relating to context of poverty, gender, human rights,
environment, law, politics, education, work and labor,
multiculturalism
(Please elaborate this Unit by including some illustrations examples
for each)
UNIT-III
Successful Programs of Social Development
(30%)
 Orientation to approaches and perspectives (theories) to
intervention (feminist, human rights, life span, participatory, social
action, community development, social planning, social policy,
activism)
 Policy, project planning, monitoring and evaluation
 Development policies and programs for children and families
 Current successful Programs using life span orientation(Children,
youth, women and elderly)
- National level- e.g. – Narmada BachaoAndolan, Integrated Child
Development Services, SarvaSikshaAbhiyaan , National Policy on
Older Persons
- Small scale initiatives by Non Governmental Organization’s –
Good governance and citizenship (Participatory Research in Asia,
New Delhi), Mohalla committees in urban slums of Mumbai, Self
help groups for women, entrepreneurship
1.
2.
3.
4.
5.
6.
7.
8.
REFERENCES
Dreze, J., & Sen, A. (1995). Economic development and social opportunity. New Delhi.
Frans, J. S. (2001).Globalization and development studies: Challenges for the 21st
century. New Delhi: Vistaar Publications.
Osella, F., & Gardner, K (Ed) (2004).Migration, Modernity and Social Transformation
in South Asia.Sage Publications.
Pawar S.N. (2004). NGO’sand Development: The Indian Scenario.Jaipur: Rawat
Publications.
ParamjitS.J.,& Satish K.S (1997). Dimensions of Social Change. New Delhi: Rawat
Publications.
Ronald G.H.,& Mary C.H. (1973). Training for Change Agents. Michigan: University of
Michigan.
Sakiko.F., & Shiva Kumar A.K. (Eds) (2009).A handbook of human development:
Concepts, Measures and Policies. New Delhi.: Oxford University Press.
Sriram , R. (2014) Engaging In Social Interventions – Volume-1, A resource book for
Learners - ISBN-978-93-5125-037-1, Pp: i-263, Concept Publishing, New Delhi (
chapter -2 )
9.
10.
Learning Experiences
 For Unit I students shall experience the exercises to understand their role as a
change maker. How to approach community, how to build rapport, what are the
strategies, how to analyze the problem/ issue, how to be sensitive to needs of the
community, what is a sustainable intervention, how can your act to bring
sustainable change?
 For Unit II, the student is required to bring articles on current affairs of issues of
social development from journals / news paper reports /information from web for a
focused discussion –based on a guiding outline
 For Unit III students will be required to identify contexts within which social
development can be discussed. They can be expected to take an issue and
understand it at micro and macro level and realize the complexity. Students also
need to refer to books on social development and identify with examples of
successful programs of social development at regional and national level.
Importance of sustainable development should be impressed on them through the
success experiences.
Evaluations
 Mid term test (30%)
 Individual and group assignments on topics in Units II and III. Students are
expected to refer to library books and prepare written assignments for
submission to the teacher.
 Mini project on one hypothetical theme under social development selected by the
student and presentation to the class followed by submission of assignment on
the same.
 Active class participation is mandatory.
 Semester exam (70%)
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
Year-III
Semester- V
OBJECTIVES
UNIT-I
UNIT-II
UNIT-III
UNIT-IV
Elective—T Y
HDF 1508--Science and Art of Parenting
Academic
Year
2015-2016
Credits-2+0
Hours-30
Be aware of parenting as a choice and preparation for parenthood.
Examine cultural influences and theoretical models of parenting,
Be aware of the challenges of parenting, Learn the communication
strategies for parenting from early childhood to late adolescence,
Understand parenting in difficult circumstances.
COURSE CONTENT/SYLLABUS
Introduction and Overview
What is parenting and what does it mean to be a parent? , Parental
goals: Why do I need to parent a child?, Theoretical perspectives
and approaches to parenting
Preparation for Parenthood
Biological , Social-Psychological , Medical-checkups
Factors that influence preparation for parenting(employment status,
paternity leave, promotion, family structure, support systems)
Cultural influences on parenting(in the context of availability and
non-availability of social support)
Approaches to Effective Parenting across stages and atypical
circumstances
Approaches to guidance (Cognitive, Behavior modification,
Modeling)
Principles and techniques of guiding children: How to guide
children?
Parenting styles, Parenting in Atypical circumstances, Poverty,
slum-dwellers
Riot/war victims, Disrupted families, Chronically ill
Roles, Responsibilities, Issues and Challenges of Good
Parenting
Mothering and Fathering , Influence of Family structure, culture,
gender on parenting , Everyday aspects such as toilet training,
eating, play, social interaction, communication , Special Behavioral
Challenges: Temper tantrums, lying, stealing, aggression.
20%
20%
30%
30%
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
REFERENCES
Essa, E.L. (1999). Introduction to Early Childhood Education (3rd ed.). London:
Delmar Publisher.
Gartrell, D. (2004). The Power of Guidance: Teaching Socio- Emotional Skills in
Early Childhood Classrooms. Canada: Delmar Publishers.
Kapadia, S., Karnik, R. & Ali, R. (2005). Parenting adolescents: A view from
Western India. Paper presented at Asian African Region Seminar, Parenting across
lifespan: Challenges and Opportunities, Department of Human Development and
Family Studies, M.S. University of Baroda, Gujarat, India.
Kostelnik .S. & Whiren. S. (1998). Guiding Children’s Social Development (3rd
ed.). USA: Delmar Publishers.
Mankodi, H. (2005). Social moral context of parenting. Paper presented at Asian
African Region Seminar, Parenting across lifespan: Challenges and Opportunities,
Department of Human Development and Family Studies, M.S. University of
Baroda, Gujarat, India.
Maxim, G. (1989). The Very Young: Guiding Children from Infancy through the
Early Years. Columbus, Ohio. Merrill Publishing Company.
Miller, D. F. (2000). Positive Child Guidance. (3rd Ed.) USA: Delmar Publishers.
Saraswathi. T.S. (Ed.) (1999). Culture, Socialization and Human Development:
Theory, Research and Applications in India. New Delhi: Sage Publications.
Saraswathi, T.S., & Ganapathy, H. (2002). Indian parents’ethnotheories as
reflections of the Hindu scheme of child and human development. In H. Keller, Y.
Poortinga, & A. Scholelmerich (Eds.), Between culture and biology (pp. 79-88).
Cambridge: Cambridge University Press.
Saraswathi, T.S., & Pai, S. (1997). Socialization in the Indian Context. In H.S.R.
Kao & D. Sinha (Eds.), Asian perspectives on psychology, (pp. 74-92). New Delhi:
Sage
Seefeldt, C. and Barbour, N. (1990). Relating with Parents and other adults in
school and community in Early Childhood Education –An Introduction.
Columbus, Ohio: Merrill Publishing Company.
Sharma, D. & Mohite, P. (2005). Parental perceptions for value inculcation in
children. Paper presented at Asian African Region Seminar, Parenting across
lifespan: Challenges and Opportunities, Department of Human Development and
Family Studies, M.S. University of Baroda, Gujarat, India.
Suvannathat, C. Bhanthuminiand, D. & Bhnapuani, L. & Keats, D (1985).
Handbook of Asian child development and child rearing practices. Bangkok:
Behavioral Science Research Institute.
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
III
Semester VI
OBJECTIVES
UNIT-I
UNIT-II
B.Sc. (F. C. Sc.)
CBCS - elective
HDF 1607
Designing Learning Materials for Children
ACADEMIC
YEAR
2015-2016
CREDIT
2 (2+0)
HOURS 30
1. Develop a broad understanding of the developmental characteristics of
children in the age group of birth to eight years.
2. Become aware about the importance of a stimulating environment to
promote learning in young children.
3. Learn to appreciate the cultural and traditional forms of art, music,
literature, drama and integrate them into children’s lives.
4. Learn to use locally available indigenous materials and resources for
designing developmentally and culturally appropriate learning activities
for children.
COURSE CONTENT
(25%)
Overview of Developmental Stages (Birth to Eight Years)
 A broad understanding of a child’s development across all the
developmental domains in specified age ranges will be
discussed. Also the role of parents / significant adults in
fostering development of children through various activities
will be emphasized.
- Infancy (Birth to 2 years): From state of helplessness to
gradual control over body and development of
understanding of immediate environment
- Preschool years (3 to 5 years): Transition phase from home
to secondary learning environment i.e. playschool. During
this time the emphasis is to provide the children with
learning experiences for development of prerequisite skills
needed for formal schooling.
- Primary school years (6 to 8 years): Transition from
preschool to formal schooling, adjustment to the
environment and getting oriented to the academic
curriculum.
Role of Creativity in Fostering Children’s Development
(15%)
- Concept of creativity and highlights of the role of creative
expressions in overall development of children.
- Relation between creativity, conformity and convergent
thinking
- Relation between creativity and intelligence
- Multiple intelligence
UNIT-III
- Role of adults in facilitating children’s creative expression
Different forms of creative expression (Art, Music, Drama, and (60%)
Puppetry)
A. Art: Brief understanding of theories of art emphasizing on stage
wise progression in children’s art forms. The following forms
of art activities will be discussed in details:
- Free drawings
- Painting and graphics Painting with brush, drawing with
crayons, chalk, rangoli on floor, finger painting. (Some
special characteristics of this medium).
- Tearing, cutting, pasting and collage making
- Modelling: using clay, dough, plasticine, thick paper
folding, stocking paper on hollow objects i.e. balloon
cardboard cartoons, paper Mache, wire, rope etc
- Printing: using block, string, leaf stencils, spray, crumpled
paper, different textured surfaces.
- Blocks: hollow large blocks, unit blocks and small blocks.
B. Music and Rhythm: Importance of music in child’s life and
teacher’s role in providing appropriate experiences. The
following areas will be discussed
- Criteria for selection of songs.
- Creating environment for musical growth.
- Developmental stages in musical activities
- Rhythmic movements body and with simple musical
instruments
- Exposure to folk and vernacular forms of music
1.
2.
3.
4.
C. Puppetry and creative drama
- Characteristics of puppetry as a medium.
- Kinds of puppets: finger, glove, stick, and string puppets
etc.
- Basic staging techniques, use of lights and simple sound
affects in puppetry.
- Techniques involved in creative drama e.g. rhythmic
movements, pantomime, characterization, improvisation
story building.
- Process of scripting for puppet plays and creative drama.
REFERENCES
Beaty, J.J. (1996).Preschool appropriate practices. London: Harcourt Brace College
Publishers.
Carol, S. and Barbour, N (1990).Early Childhood Education: An Introduction: IInd
Edition.
Contractor, M. (1984).Creative drama and puppetry in Education. Delhi: National Book
Trust of India.
Jackman, H. (2009). Early Education Curriculum.A child’s connection to the
5.
6.
7.
8.
9.
world.Delmar (USA)
Kaul, V. (1991).Early Childhood Education Programme. New Delhi : NCERT.
Lasky, L. &Mukerjee, R. (1980).Art basic for young children. Washington, D.C:
NAEYC.
Moomaw, S. (1984).Discovering music in early childhood. Boston: Allyn and Bacon,
Inc.
Swaminathan, M. (1984).Play activities for young children. New Delhi. UNICEF.
Swaminathan, M. (1991).Play activities for young Children. UNICEF.
Learning Experiences
- Observation of children in the above mentioned age groups in different settings
followed by class presentations and discussions in the class.
- Planning age appropriate art activities for children and implementing them in various
settings (like Chetan Balwadi, Bal Bhawan, Anganwadis)
- Workshop focusing on importance of music and rhythm for children, forms of folk
and vernacular music, using different musical instruments etc
- A theatre workshop and puppet making workshop for the students wherein they can
create plays and puppet stories for children considering the stage of development.
Evaluations
- Mid Term Test (30%)
- Experience 1: Planning and execution of techniques of art with young children
- Experience 2: Preparing and presenting a story using creative drama and music and
movement
- Semester exam (70%)