1
POST-GRADUATE DIPLOMA IN
EARLY CHILDHOOD CARE AND EDUCATION
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
2
COURSES OFFERED IN SEMESTER I AND II
Semester I
COURSE
NO.
HDF 4101
HDF 4102
HDF 4103
HDF 4104
HDF 4105
HDF 4106
HDF 4107
TITLE
CREDIT
Growth and Development -I
Learning during Early Years
Management of Early Childhood
Care and Education Programs
Introduction to Children with
Special Needs.
Developmentally Appropriate
Practices -I.
Participation -I.
Guiding Children in Contemporary
Context.
3
3
3
2
4(3+1)
2(0+2)
2
Semester II
COURSE
NO.
HDF 4201
HDF 4202
HDF 4203
HDF 4204
HDF 4205
HDF 4206
TILTE
CREDIT
Growth and Development II.
Child Health and Nutrition.
Parent and Community.
Developmentally Appropriate
Practices II.
Participation II.
Seminar.
3
3 (2+1)
2 (1+1)
3 (2+1)
Semester I
Semester II
Total
19 credits
21 credits
40 credits
8 (0+8)
2
3
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
P. G. Diploma (ECCE)
YEAR
I
Core Compulsory:
CREDIT 3 (3+0)
HDF 4101
Growth and Development -I
Semester I
HOURS 45
1. To understand the need and importance of studying early years
(prenatal to 8 years)
OBJECTIVES
2. To develop an understanding of various areas of development and the
characteristics and needs / abilities of children at different ages or
stages during childhood
3. To understand basic theories of human development.
COURSE CONTENT
UNIT-I
Introduction to the Field of Human Development
(30%)
Part A
- Importance and Need for Studying Children / Humans and
the Developmental Process
- Definition of Child, Growth and Development
- Concepts of Learning and Maturation
- Heredity and Environment as Determinants of Growth and
Development
- Understanding Principles of Development
- Sensitive Periods of Growth and Development
Part B
- Basic Frameworks of Studying Human Development
- Biological-Maturation
- Environmental-Learning
- Constructivist
- Cultural-Contextual (Special Focus on this Framework, to
include cultural variations in child rearing)
- Domains of Development
- Characteristics, Needs and Developmental Tasks (0-8
years)
UNIT-II
Physical and Motor Development
(10%)
- Process of Physical and Motor Development
- Factors Affecting Physical and Motor Development
- Role of Adults in Fostering Physical and Motor
Development
- Setting the Stage for Physical and Motor Development in
various ECCE Settings (Day cares, Crèches, ICDS
Anganwadi, Play schools)
UNIT-III
Socio-Emotional Development
(30%)
- Attachment in Childhood; Bowlby’s stages
- The development of attachment in India – Dyadic
Parenting vs. Multiple Care Giving
- Socialization, social skills
- Primary, Secondary and Tertiary Emotions, Age related
identification and age appropriate expression
4
UNIT-IV
Factors influencing socio-emotional development
Role of adults in promoting socio-emotional development
Cognitive and Language Development
(30%)
- Piagetian stages of cognitive development
- Factors affecting cognitive development
- Sequence of language development
- Language acquisition, language socialization
- Factors affecting language development
- Interdependence of cognition and Language
- Role of an adult to promote language and cognition
(Formal and Informal Interactions – School, Play and
Family Situations)
REFERENCES
1.
Cole, M., & Cole, S. (2001). The development of children (4th ed.). New York:
Worth Publishers.
2.
DeLoache, J. S., & Gottlieb, A. (2000). A world of babies: Imagined Childcare
Guides for Seven Societies. Cambridge, UK: Cambridge University Press.
3.
Gardiner, H., Mutter, J., & Kosmitzki, C. (1998). Lives across cultures: Crosscultural human development. Boston: Allyn & Bacon.
Learning Experiences
Lectures, discussions based on reading of select articles and research papers.
Students are expected to participate actively in teacher-directed class room
discussions on select topics.
Evaluations
Regular class tests, take home assignments
5
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
CREDIT 3 (3+0)
HDF 4102
Learning During Early Years
Semester I
HOURS 45
1. Understand the significance or importance of early childhood years.
OBJECTIVES 2. Realize the scope and need of Early Childhood Care and Education.
3. Trace the progression of the field of Early Childhood Care and
Education.
4. Understand theoretical perspectives on learning and should be able to
utilize the perspectives in classroom.
5. Plan an Early Childhood program.
6. Address current trends and issues in the field of Early Childhood Care
and Education.
COURSE CONTENT
UNIT-I
Early Childhood Years
Importance of early childhood years (0-8 years)
 Developmental perspective
 Brain researches
 Argument of survival Vs development (Twelve who survived)
 Rights perspective
UNIT-II
Theoretical Perspectives
15%
15%

UNIT - IV
Learning theories: Classical learning, operant learning and
social learning theories
 Piaget’s theory of cognitive development
 Vygotsky’s theory of socio-cultural development
 All theories vis a vis application in helping children learn at
home and school
Philosophies and Curriculum Models
 What is curriculum?
 Models of curriculum
 Developmentally appropriate curriculum
 Planning a early childhood program
 Integrating pre and primary grade curriculum
Play
UNIT V
 Importance of play
 Theories of play
 Types of play
 Role of teacher in fostering play
 Play as a medium of learning
Trends and Issues in ECCE
UNIT-III
30
30
10
6
REFERENCES
1.
Beaty, J.J. (1996). Preschool appropriate practices(2nd ed.). Forth Worth: Harcourt
Brace College Publishers.
2.
Seefeldt, C., & Barbour, N. (1990). Early childhood education: An introduction(2nd
ed.). Columbus: Merrill Publishing Company.
3.
Swaminathan, M. (1984). Play activities for young children. New Delhi: UNICEF.
4.
Taraporevala, R., &Chhugani, N. (2002). Early childhood years. Handbook for
parents and teachers. Mumbai: English Edition Publishers.
Learning Experiences
 Discussion and critique of drawings from infancy to 8 years
 Workshops
 Preparation of storytelling techniques
Evaluations
 Regular Class test
 PRACTICAL assignment for each unit. (PRACTICAL evaluation would be on
an ongoing basis)
7
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
CREDIT 3 (3+0)
HDF 4103
Management of Early Childhood Care and
Education Programs
Semester I
HOURS 45
 Understanding the need and importance of effective management in the
OBJECTIVES
ECCE context.
 Knowing different Processes and Approaches of Management and
applying them in the classroom / program setting.
 To be able to plan developmentally and culturally appropriate
program for children in the pre-primary and early primary schools.
 Designing and organizing developmentally appropriate learning
environment with focus on locally available resources.
 Knowing the staffing pattern and the role of personnel in early
childhood centres with special reference to teachers and supervisors.
 Familiarizing with administrative procedures and policies concerning
children and education
COURSE CONTENT
UNIT-I
Early Childhood Development Programs: An overview focusing on
indigenous program models both Govt. and NGOs.
20%
 Integrated Child Development Services
 Integrated Child Protection Services
 Child Line
 Mobile Creche
 Child In Need Institute
 SOS Children’s Villages of India
 National Commission for Protection of Child Rights
 Sarva Shiksha Abhiyaan
UNIT-II
Basics of Management
10%
 Definitions of Management




UNIT-III
Efficiency & Effectiveness in Management
Management by Objective (MBO)
Management as Art and Science
Management of ECD centres and programs with focus on
the concept and context
Management Functions & Approaches
 Management processes and functions focusing on the steps of
management like planning, organizing, leading and the system
of feedback.
 Different approaches for effective management
 Case/ Empirical
 Organisational & Group Behaviour
 Decision Theory
30%
8





UNIT - IV
Creating a Developmentally Appropriate ECCE Centre



UNIT V


10%
Designing developmentally appropriate learning environment
and infrastructure and its implication on various developmental
domains.
Focusing on healthy and safe environment. Effective
management of space by creating a blueprint of building and
classroom, location of learning centres by identifying the use
of local culturally accessible resources.
Criteria for purchase and use of equipments, learning
resources & kits.
Human resources and team building in an ECCE Centre

UNIT VI
Scientific Approach
General Administrative Approach
Quantitative Approach
Systems Approach
Situational/Contingency Approach
10%
Staffing pattern, role and functions of ECD personnel i.e.
teachers, day care workers and also supervisors.
Focusing on faculty development, training and application of
various strategies for total quality management of program.
Team Building and effective ways of stress management in
meeting with everyday challenges.
Management of records in an ECCE Centre
10%



UNIT VII
Management of finance
Budgeting records and documentation
Records & Registers
- Stock Register
- Attendance Register
 Health & Growth Chart Register
Policies concerning children






10%
The National Policy for Children in India
New Education Policy and plan of action,
Prof. Yashpal Committee Report
Convention on Children’s Rights.
Right to Education Act
National ECCE Policy
REFERENCES
1. Excel Books (1995). The how to manage handbook. New Delhi: Excel Books.
2. Parekh, U. (2000). The organizational behavior.
3. Drucker, P. (1973). Management. New York: Harper and Row.
4. Parekh, U. & Rao T.V. (1981). Designing and Managing Human Resource Systems.
New York: Oxford and IBM publishing Co.
5. Robins, S. & Coulter, M. (2007). Management. 9th ed. New Delhi: Prentice Hall of
India Private Limited
6. Gestwicki, C. (1999). Developmentally Appropriate Practice: Curriculum &
9
7.
8.
Development in Early Education. Washington: Delmar Publishers
IGNOU (2006). Organising a Child Care Services. New Delhi: IGNOU
Tripathi, P. C. & Reddy, P. N. (2012). Principles of Management. 5th ed. New Delhi:
Tata McGraw Hill Education Private Limited
Evaluations
 Regular Class test and University examination
10
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
CREDIT 2 (2+0)
HDF 4104
Introduction to Children with Special needs
Semester I
HOURS 30
1. Identify children with various disabilities.
OBJECTIVES 2. Understand the specific needs of special children and help them adjust
in the regular classroom.
3. Manage concerns and issues confronting regular classroom teaching.
4. Plan and implement an Individualized Educational Program (IEP) for
the children with special needs.
5. Develop Parent Teacher Community partnership and have an informed
opinion regarding referral services.
6. Address various issues related to special education such as labeling,
inclusion etc.
7. Develop sensitivity to various issues related to special education such
as labeling, inclusion etc.
COURSE CONTENT
Historical Background to Emergence of Special Needs as a
Discipline.
Terminologies, Issues and Basic Concepts in the field.
15%
10%
UNIT V
Different Disabling Conditions (Physical, Learning, Hearing,
Vision, Behaviour, Giftedness).
Individualized Educational Program
(a) Role of teacher and parents
- Planning need based program
- Establishing Parent Teacher partnership
- Make informed choices for referral
(b) Inclusion
Parental Coping
UNIT VI
Human Resources in Special Needs
15%
UNIT-I
UNIT-II
UNIT-III
UNIT - IV


15%
35%
10%
Children in special circumstances and Special needs of children
Issues related to special education
REFERENCES
1.
Gargiulo, R. & Kilgo, J. (2000). Young children with special needs.US: Delmar
Publisher.
2.
GOI Planning Commission (2002). A handbook for parents of children with
disabilities. New Delhi: GOI.
3.
Hallahan, D. & Kauffman, J. (1988). Exceptional children: Introduction to special
education. Prentice Hall, New Jersey.
4.
Position Paper (2000). National Council of Educational Research and Training
(NCERT), New Delhi.
11
Learning Experiences
The course attempts to provide a broad overview of the various disabling conditions
in terms of prevalence, classification, assessment, characteristics and the educational
considerations. The course traces the emergence of the field of special needs in terms
of the shifts in beliefs and attitudes to advances in teaching strategies and
methodologies for children with special needs. The emphasis of the course is on the
presence of special needs children in school and hence raises various issues specific
to the Indian classroom such as inclusion, categorization, role of teacher, parentschool partnership. The course aims at building capacities of the students to plan a
need based individualized program. Further the course attempts to broaden the
perspective of special needs to include children in difficult circumstances like,
children of war, street children, children in poverty context, etc.
Evaluations
 Regular Class test
 Final Semester Exam
12
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
CREDIT 4 (3+1)
HDF 4105
Developmentally Appropriate Practices I
Semester I
HOURS 75
1. Understand the relevance/significance of activities in fostering holistic
development of the child in preschool and primary school.
OBJECTIVES
2. Plan art, music, language and drama experiences for children in a
preschool and a primary school program.
3. Critically analyze children’s art, music, literature, and drama in terms
of its developmental and cultural appropriateness.
4. Appreciate cultural and traditional forms of art, music, literature and
drama and integrate them in the curriculum as a means for socialization
of the child in its culture
COURSE CONTENT
UNIT-I
UNIT-II
Interface between theoretical approaches and developmentally
appropriate practices, with reference to Behavioral,
Psychoanalytical, Learning, and Ecological perspectives
Understanding Creativity
10%
15%


UNIT-III
Concept of creativity
Relationship between creativity, conformity and convergent
thinking
 Relationship between creativity and intelligence
 Role of adults in facilitating children’s creative expression
 Multiple intelligences
Young children as Artists: A Developmental View
A. Children’s artistic development
 Role of art in fostering child development
 Different explanations for the development of children’s art
 Theories of artistic development from birth through age eight
B. Role of teacher in facilitating children’s artistic expression.
 Approaches to doing art: Teacher directed, Child directed,
Teacher-guided
C. Strategies for enhancing children’s artistic development.
 Specific strategies for enhancing children’s artistic expression
 Different ways to frame and display children’s art
D.



Integrating art across the early childhood curriculum
Different ways of viewing the early childhood curriculum
Major early childhood curricular areas
Role of art in fostering learning in other early childhood
curricular areas.
20%
13
E. Types of Cultural/folk art.
 Relevance in promoting overall development of children
UNIT - IV
Language and Literacy
20%



UNIT V
Stages and milestones of language development
Oral culture
Literature and Story
- Selection criteria
- Developmental appropriateness
- Indian traditional stories and classic literature
- Medium of socialization
 Story telling
 Role of various language experiences in reading and writing
readiness
 Issues in language development
 Emergent literacy
Music and Drama





PRACTICAL
UNIT-II
20%
Importance of music and movement in the enhancing overall
development of children
Theories of music
Values of music and drama
Role of teacher
Folk and traditional songs, dance and drama as medium of
socialization
15%

UNIT-III


UNIT-V


Small interview with kids to practice the concept how
creativity can be enhanced by adults and later classroom
experience sharing session with the group.
Discussion and critique of drawings from infancy to 8 years
Group presentation on different art forms
Making music band/musical instruments from indigenous
material
Prepare an age and developmentally appropriate story and
present them in class.
REFERENCES
1.
Beaty, J.J. (1996). Preschool appropriate practices(2nd ed.). Forth Worth: Harcourt
Brace College Publishers.
2.
Seefeldt, C., & Barbour, N. (1990). Early childhood education: An introduction(2nd
ed.). Columbus: Merrill Publishing Company.
3.
Swaminathan, M. (1984). Play activities for young children. New Delhi: UNICEF.
4.
Taraporevala, R., &Chhugani, N. (2002). Early childhood years. Handbook for
parents and teachers. Mumbai: English Edition Publishers.
Learning Experiences
 Workshops
 Preparation of storytelling techniques
Evaluations
 Regular Class test
 PRACTICAL assignment for each unit. (PRACTICAL evaluation would be on
an ongoing basis)
14
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
CREDIT 2
HDF 4106
Participation I
Semester I
HOURS 28
The course is planned to provide field experience to students to
understand how theoretical principles are translated in lab and real life
OBJECTIVES
settings. This will enable the learner to observe and analyze the
philosophy, curricular practices, program design, and learning
environment of ECCE programs. In addition the learner is sensitized to
the expectations and roles of a professional in the field.
Learning Objectives
 Get exposed to a variety of ECCE institutions such as day care
centers, preschools ( Lab, Private, Municipal schools, Anganwadi,
Balwadis and the like)
 To become sensitive to the role of ECCE professionals in different
programs and settings.
 Learn the skills of observation and recording related to various
aspects ECCE program and its stakeholders/ clientele.
 Understanding children with special needs with special reference to
the role of adult in integrating children (with special needs) in the
early childhood development program.
UNIT-I
UNIT-II
COURSE CONTENT
Visits to day care centers, preschools, early primary section in
first and second grade and in the non formal educational programs 40%
for children. Learners are required to develop analytical profile of
agencies/ programs
Observation and participation in the lab school for understanding 40%
specific skills needed for transacting the curriculum- for example,
analyzing children’s needs/ assessing developmental level ,
observing interactional patterns at various levels, implementing
specific sessions/ activities.
Planning developmentally and culturally appropriate program, for 20%
children in preprimary and early primary (grades 1 and 2)
schools.
Learning Experiences
1.
Learners participate in small groups. The experiences should be provided in a phase
wise manner on a rotational basis. All learners should have all the three experiences.
2.
Workshops may be conducted for program planning and curricular pedagogy. Plans
should be made by learners in small groups (2-4).
3.
Assignments and Reports- in group or individual basis for each of the experiences.
UNIT-III
15
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
CREDIT 2 (2+0)
HDFS 4107
Guiding Children in the Contemporary Context
Semester I
HOURS 30
1. Understanding the principles and processes of guiding children.
OBJECTIVES 2. Knowing different techniques of guiding children.
3. Creating awareness regarding culturally sensitive ways of guiding
children.
4. Enabling the processes involved in applying the theoretical
understanding while guiding children.
COURSE CONTENT
UNIT-I
Introduction to Guidance
Definition , need/scope and goals of guidance in contemporary
context - (specify contextual and cultural variations), Essentials of
guidance- - The physical environment and schedules , nurturing
environment and nurturing adult
UNIT-II
Effective Communication


UNIT-III
15%
15%
Principles of Guidance
guiding children across all the developmental domains
UNIT - IV
Approaches in Guiding Children
Introduction to Theoretical Approaches
Positive communication and action Listening
Affirmations, Negotiations, Setting limits, Modelling,
Reinforcement
Understanding reasons for problem Behaviour
UNIT V
 Defining problem Behaviours
 Causes of problem behaviour
 Types of problem behaviour
 Functional and dysfunctional behaviours
Guidance for managing problem behaviours
10%
30%
20%



UNIT - VI
Managing problem behaviour—a stepwise process
Classroom management
Intervention with parents and care providers, Referral and
support services
Culturally Sensitive Guidance



Influence of cultural practices on childrearing and guidance
Parental styles in guiding children
Comprehensive guidance
10%
16
REFERENCES
1.
Kostelnik .S. &Whiren. S. (1998). Guiding children’s social development. (3rd Ed.).
USA: Delmar Publishers
2.
Dan G. (2004). The power of guidance: Teaching socio- emotional skills in early
childhood classrooms. Canada: Delmar Publishers
3.
Miller D. F. (2000). Positive child guidance. (3rd Ed). USA: Delmar Publishers.
4.
Maxim. G. W (1989). The very young: Guiding children from infancy through the
early years. Columbus, Ohio: Merrill Publishing Company.
5.
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.
6.
Kostelnik .S. &Whiren. S. (1998). Guiding children’s social development. (3rd Ed.).
USA: Delmar Publishers
Evaluations
 Regular Class test
17
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory:
CREDIT 3 (3+0)
HDF 4201
Growth and Development -II
Semester II
HOURS 45
1. To know basic theories of human development, including Indian
theories and models
OBJECTIVES
2. To understand variations in growth and development due to gender and
cultural factors during early years (prenatal to 8 years)
3. To comprehend the role of teachers/adults in creating ecologically
sensitive ECCE settings to optimize growth and development
4. A recap of major theories covered in semester 1 is essential before
formal teaching for this course begins.
5. Experiences of planning programs / interventions in each domain of
development should be ensured by the teacher in each unit. This could
be part of class (group or individual) exercises.
COURSE CONTENT
UNIT-I
Socio-Emotional Development
(30%)
 Sudhir Kakkar’s psychoanalytical work with Indians (focus
only on early years)
 Erikson’s Theory of Psycho-social Development
 Indian variations of Erikson’s theory with reference to
attachment, multiple parenting, hierarchy and familial
authority in early years
 Issues in promoting socio-emotional development; differences
due to class, caste and gender differences in values and
parenting goals; similarities and differences in school and
home environments
UNIT-II
Cognitive Development
(30%)
 Recap of Piagetian stages and Critique
 Is it applicable across cultures? Are some cultures “less”
cognitively developed?
 Importance of socio-cultural context
 Vygotsky’s Theory
 Bruner’s Theory
 Cultural variations in cognition (Studies by Patricia Greenfield
and colleagues in Mexico; Michael Cole and colleagues)
 Rogoff’s work on everyday cognition and effects of schooling
on cognition
 Theories of cognition and intelligence in India; Panda’s work
on Mathematics
 Implications for applications in ECCE settings, program
planning with reference to various theories
 (For example, program planning in formal, urban school
settings vs. those in tribal settings)
18
UNIT-III
Language development
(20%)
 Chomsky’s Theory of Language Acquisition
 Mohanty’s Work on Multilingualism; Issues of Schooling and
Multilingualism in India; Use of Mother tongue and English as
a Second Language
 Linkages between Cognition and Language, Implications for
Multilingual-Multicultural classrooms
 Role of Teachers in Promoting Language Development,
Managing Language Diversity in the Classroom
UNIT-IV
Ecology of the Indian Child – Implications for Socialization
(20%)
 Bronfennbrenner’s Ecological Systems Theory (Emphasis on
school and teacher’s role in development, in line with family
and other social institutions)
 Super and Harkness - Developmental Niche
 Sinha’s Model of Ecology of the Indian Child (Urban, Rural
and Tribal)
 Socialization Goals for the Indian Child; Parental Ethno
theories
 Gender Socialization and Social Competence
 Implications for Policy Provisions, Universal Education Goals
REFERENCES
1.
Kakkar, S. (1988). The inner world: A psychoanalytic study of childhood and society
in India. Delhi: Oxford University Press.
2.
LeVine, R. A. & New, R. S. (Eds.) (2008). Anthropology and child development: A
cross cultural reader. Chapel Hill, NC: Blackwell.
3.
Harkness, S. (2008). Human development in a cultural context: One pathway or
many? Human Development, 51, 283-289
4.
Weisner, T. (2002). Ecocultural understanding of children’s developmental
pathways. Human Development, 45, 275-281.
5.
Greenfield, P. M., Maynard, A. E., & Child, C. P. (2000). History, culture, learning
and development. Cross Cultural Research, 34, 351-374.
6.
Edwards, C. P. (2000). Children’s play in a cross-cultural perspective: A new look at
the six cultures study. Cross Cultural Research, 34, 318-338.
7.
Paranjpe, A. C. (1996). Some basic psychological concepts from the intellectual
tradition of India. Psychology and Developing Societies, 8, 7-27.
Learning Experiences
Lectures, discussions based on reading of select articles and research papers.
Students are expected to participate actively in teacher-directed class room
discussions on select topics.
Evaluations
Regular class tests, take home assignments
19
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
HDF 4202
CREDIT 2+1
Child Health and Nutrition
Semester II
HOURS 60
1. To develop a broad and holistic understanding of the relationship
between health, development, growth and nutrition in the Indian
OBJECTIVES
context
2. To understand the influences on health of preschoolers
3. To understand the importance of the preschool as a health-promoting
institution
4. To know the ways to promote health status of young children
5. To be able to plan nutritive meals for young children
COURSE CONTENT
UNIT-I
Introduction to Health
 Concept of health
 Definition of health
 Determinants of health
A broad, more inclusive concept of health (biophysical, mental,
social, emotional and spiritual) has to be focused. Cultural
variations in health and gender conceptions of health to be
highlighted.
UNIT-II
Influence on Health and Development of Children
 Heredity Influences
 Environmental Influences, Cultural Differences
 Influences and Role of:
 physical Environment
 socio-cultural environment
 psycho-social environment
 economic factors
(20%)
(15%)
20
UNIT-III
Identifying Early Childhood Diseases and Illnesses
(20%)

UNIT-IV
UNIT-V
Communicable Diseases:
- symptoms of diseases
- immunization schedules
- myths and misconceptions
 Common Health Problems in Childhood, Mental Health of the
Child and Psycho-somatic Illnesses
 Preventing childhood accidents, role of the teacher in
identifying and giving immediate intervention in the
preschool, in case of accidents or emergencies, first aid and
prevention of injuries
 Health Programs - Government sponsored and Nongovernment initiatives
Nutrition: Relationship with Health and Development
 Nutrition and Age-related Nutritional Requirements (0-8
years)
 Metabolism Food Preparation, Budgeting and Menu planning
(Avoiding loss of nutrients while cooking, best cooking
practices, hygiene and sanitation, and storage)
 Role of the teacher (At lunch time in school, links with
home/parents, reinforcing appropriate eating habits and
practices through school)
 Role of positive guidance
(20%)
Health Promotion at School
(15%)
 School Health Programs
 School Philosophy and Nutrition or Health Programs
 Importance of intervening at the preschool level (Middle class,
Elite and poverty settings)
 Role and Responsibilities of the teacher, hidden curriculum to
set examples
 Discussions could be held on:
 Issues in Schools related to Health Promotion
 Should schools be giving lunch?
 Is health promotion the school’s responsibility?
PRACTICAL
UNIT I
Field Experiences:
 Observations in slum dwellings on synergy between
health, nutrition and psychosocial development
 Program planning and implementation in slum areas for
encouraging synergy between health, nutrition and
psychosocial development of children
10%
Discussion on food pyramid and doing menu planning based on
National Institute of Nutrition’s guidelines
REFERENCES
1.
Robertson, C.(2010). Safety, Nutrition and Health in Early Education (4th ed.).
21
Belmont: Wadsworth Cengage Learning
2.
Marotz,L.R., Cross,M.Z,. &Rush,J.M. (2001). Health, safety and nutrition for the
young child (5th ed.). US: Delmar Thomson learning.
3.
Barry, A. &Yuill, C.(2008). Understanding the Sociology of Health: An Introduction
(2nd ed.). Los Angeles: Sage.
4.
Park, K. (1997). Park’s textbook of preventive and social medicine. (15th Ed).
Jabalpur: Bhanot Pub
5.
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.
.
Gardiner, H., Mutter, J., &Kosmitzki, C.(1998). Lives across cultures: Cross-cultural
human development. Boston, MA: Allyn & Bacon.
6.
7.
8.
9.
Lake, A, (2011). Early childhood development - global action is overdue. The
Lancet, Vol. 378 (9799), 1277 - 1278, doi: 10.1016/S0140-6736(11)61450-5.
Published Online: 23 September 2011.
Walker, S.P, Wachs, T.D., Grantham-McGregor, S., Black, M.M., Nelson, C.A.,
Huffman, S.L., Baker-Henningham, H.,Chang. S.M., Hamadani, J.D., Lozoff, B.,
Meeks Gardner, J., Powell, C.A., Rahman, A. and Richter, L. (2011). Inequality in
early childhood: risk and protective factors for early child development. The Lancet,
Vol.378 (9799), 1325 - 1338, doi: 10.1016/S0140-6736(11)60555-2.Published
Online: 23 September 2011.
Engle, P.L, Black, M.M., Behrman, J.K., et.al. Strategies to avoid loss of
developmental potential in more than 200 million children in the developing world.
Lancet (2007); 369:229-42
Learning Experiences
 Lectures & discussion
 Guest lectures by doctors, nutritionists, dieticians
 Field experiences
Evaluations
Class test, take home assignments
22
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
HDF 4203
CREDIT 2 (1+1)
Parent and Community
Semester II
HOURS 45
1. Appreciate the importance of parent and community education and
involvement for overall development of young children
OBJECTIVES
2. Understand the important roles played by a teacher in communicating
and guiding parents to meet the developmental and learning oriented
needs of the young children
3. Be able to use effective methods and techniques for parent and
community involvement.
4. Be able to involve parents in school related activities.
5. Be able to appreciate parents as store house of knowledge and
information related to their children
COURSE CONTENT
30%
UNIT-I
 Role of Parents and community as an important part in the
child’s ecology and “developmental niche”
 Transition from education to empowerment: Models of parent
and community involvement
 Understanding the concepts of- parenting, parent child
relationship, parent education, parent involvement (difference
between involvement and interference), parent empowerment,
community education, involvement, and mobilization.
 Need and importance of parent involvement;
- for better home school relationships
- for overall development of children and,
 for smooth functioning of school program
40%
UNIT-II
 Communication strategies
 Types of communication: Interpersonal and intrapersonal. Group
and mass communication
 Barriers of communication- Problems of the sender, problems of
the receiver and organizational factors
 Constraints in parent involvement due to; Parental attitudes/beliefs
- Time constraints
- Socio-economic backgrounds
- Caste class divide
 Role of teacher in successfully dealing with diversity and
parental constraints
 Parent contact: purpose and ways of parent contact
- Home visits
- Newsletter
- Parent teacher meetings
- Parent teacher conference
- Panel discussion
23
-
Electronic media
Suggestion box
 Ways of community contact
- Community mela
- Festival celebration
- Open house
 Role of parents and community in ECCE programs:
- Participators
- Planners
- Resource persons
- Advisors
- Volunteers
UNIT-III
PRACTICAL
UNIT I
UNIT II
 Implications of diversity in socio-cultural backgrounds and child
rearing practices on implementation of programs.
 Overview of select parent education programs- Israel- Al-um-Al-Dalil (mother to mother)
- India- UNICEF aided portage project system
- ICDS
- Hungary- The transition from home to daycare.
 The Mother-Child education program of Turkey (Sevda
Bekman)
10%
 Presentations by students and class room based discussion on
successful programs in Early Childhood Interventions
10%
 Workshop with Parents (of Chetan Balwadi) by the students on
theme “Positive Reinforcement in early years”
10%
REFERENCES
1.
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.
2.
Rao,V.K. and Reddy, R.S. (1997) Parent education. New Delhi, Common Wealth
Publishers.
3.
Davidson, K and Moore, N. (1996) ‘Parenting’ in marriage and family: Change and
continuity. Allyn and Bacon
4.
Dahama, O.P. and Bhatnagar, O.P. (1985) Education and communication for
development, New Delhi: Oxford and IBH publishing co.pvt.ltd.
Learning Experiences
 Regular lectures, power presentations, videos, films and documentaries, class
room discussions based on Community setting and parental concerns in their
respective fieldwork setting
Evaluations
 Mid term test (30%)
 Semester exam (70%)
 Presentations
24
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
HDF 4204
CREDIT 3 (2+1)
Developmentally Appropriate Practices II
Semester II
HOURS 45
1. Understand the key concepts and processes in the area of Science,
Maths and Social Studies.
OBJECTIVES
2. Plan developmentally and culturally appropriate program for children
in pre-school and primary grades.
3. Sensitize students to the alternate use of locally available indigenous
resources.
4. Understand the importance of stimulating environment to promote
learning in young children.
COURSE CONTENT
UNIT-I
Math Activities
20%



UNIT-II
Development of basic cognitive skills
Formation of basic concepts
Principles of teaching mathematics: experience, social
interaction, language, reflection, adults who understand
 Goals of Maths education in preschools and primary grades and
activities and games in each area:
- Matching and Discrimination
- Sorting and Classifying
- Seriation, Sequencing, Patterning
- Classroom Environment and Role of adult/teacher
Social Studies
25%

UNIT-III
Goals for Social Studies
- Fostering self esteem: The physical self, the psychological
self
- Learning about others: Communicating, sharing,
cooperating
- Learning about other cultures: Developmental stages,
significant others, focus on similarities
- Knowledge of the world: Key concepts in social studies,
experiencing key concepts
Science
 What is science for young children?
 The processes of science
 Activities and experiences in preschool and primary grades
 Classroom environment and role of adults/teacher
25%
25
PRACTICAL
UNIT – I
30%


UNIT - II

UNIT-III

Reviewing and analyzing mathematic book available in the
market for preschoolers and share critic comments through
classroom discussion.
Making a plan of preschool for enhancing given mathematic
concepts
10
Discussion on concept of Social Studies in preschool and
primary grades. Sharing of experiences from their fieldwork and
its relation to social studies.
Explore website of arvind gupta toys and learn about different
concepts being taught through indigenous materials. Later
students will present one of the concept out of all three subjects
named Math, Science and Social Studies in class.
10
10
REFERENCES
1.
Beaty, J.J. (1996). Preschool appropriate practices(2nd ed.). Forth Worth: Harcourt
Brace College Publishers.
2.
Seefeldt, C., & Barbour, N. (1990). Early childhood education: An introduction(2nd
ed.). Columbus: Merrill Publishing Company.
3.
Swaminathan, M. (1984). Play activities for young children. New Delhi: UNICEF.
4.
Taraporevala, R., &Chhugani, N. (2002). Early childhood years. Handbook for
parents and teachers. Mumbai: English Edition Publishers.
5.
Kennedy, L., & Tipps, s. (2000). Guiding children's learning of mathematics (9th
ed.). USA: Wadsworth.
Learning Experiences
 Discussion and critique for concept of science, mathematics and social studies for
kids
 Workshops
Evaluations
 Regular Class test
 Practical assignment for each unit. (Practical evaluation would be on an ongoing
basis)
26
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
HDF 4205
CREDIT 8
Participation II
Semester II
HOURS 112
This course enables the learner to develop competencies in planning,
implementation and evaluation of developmentally and culturally
OBJECTIVES
appropriate program for children (0 to 8 years) in a variety of Early
childhood acre and education settings such as Laboratory Nursery
School; Local Preprimary School; Early Primary School; Day Care or
Play Care Centre. The primary emphasis in participation II is on
preparing teachers for preschool and early primary grades
Learning Objectives
 Understand the theoretical principles of Early Childhood
Development and apply the same to the various field settings for
ensuring quality.
 Learn to plan, implement and evaluate a developmentally appropriate
program, across settings.
 Realize the importance and strategies for integration of pre-primary
and the first grade program in relation to its implications on the
process of learning and development.
 Be able to translate the principles of the play way approach to
practice across settings.
UNIT-I
UNIT-II
COURSE CONTENT
Viewing videos and analysis available models of early childhood
programs/ approaches.
Placement in the lab school –Systematic experimentation of any
approach to curriculum.
15%
35%
Placement in Private preschools and early primary (Grades 1 and 35%
2)
Learners are expected to submit progress reports on a regular
15%
UNIT-IV
basis.
Learning Experiences
1.
Placement in lab school for one rotation for about seven to eight weeks
2.
Weekly review meeting for planning, evaluation of all aspects of the program and
specific needs of children.
3.
Systematic guidance to monitor individual growth on and off field.
UNIT-III
27
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
ACADEMIC
YEAR
2015-2016
PGDIPLOMA – Early Childhood Care and Education
YEAR
I
Core Compulsory
HDF 4206
CREDIT 2
Seminar
Semester II
HOURS 30
1. Orient oneself to current topic in ECCE and means of updating
knowledge through Journals, electronic and other data bases, and
OBJECTIVES
accessing information through searches.
2. Learn to critically analyze and reflect on issues of ECCE that emerge
from the field based on their own observations and placement
experiences.
3. Understand the current debates and issues of the field of Early child
hood care and education
4. Become confident to try out new ideas in the field.
The learning experiences have much flexibility and must emphasize
incorporating learner’s interest, needs and motivation for updating
knowledge and become familiar with issues, debates and how to address
them. The following is a broad guideline.
UNIT-I
COURSE CONTENT
Go through process of review of journal articles and make a
presentation of articles- printed and electronic versions related to
a theme / area of choice.
20%
UNIT -II
Readings and reflective discussions on current issues and debates
in the field.
10%
UNIT -III
Presentation and discussions on a variety of topics-related to
innovative approaches to curriculum or implementation of ECCE
programs. About 5-6 small assignments are planned where
students carry ideas from the class to the field for example –
- Implementing Piagetian curriculum for a unit
- Creating opportunities for literature in the sand box
- Mathematics through songs
- Dramatic plays/ props in class rooms
- Creative ways of introducing concepts and the like
40%
UNIT -IV
Trying out play-way approach to curriculum and teaching in
grades one and two- reflective discussions.
30%