M.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
Year-2015
Semester- I
OBJECTIVES
UNIT-I
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
NEW CBCS-M Sc
Foundational
HDF 2206 Journey into Adulthood: Opportunities and
Challenges
Academic
Year
2015-2016
Credits-2
Hours-28
Learning Objectives
 Understand the life stage of adulthood in India from a
life span and gender perspective
 Become aware of preparatory processes for life
transitions like choice of career, marriage, parenthood,
migration, and the like.
 Reflect on one’s own journey into adulthood so far and
developmental processes in view of future life
trajectories
 Recognize and enhance personal competencies for better
role clarity and successful interpersonal relationships
across contexts
Learning Outcomes
 Identify and view competencies of self and others (in
relationships) objectively.
 Describe processes that lead to mature and realistic
decisions in life.
 Analyze ability of self to reflect on one’s own life
situations and respond with empathy and sensitivity to
others.
 Discuss opportunities and challenges within social
institutions surrounding the self and deal with them
efficiently.
COURSE CONTENT/SYLLABUS
Adulthood in India: Some Emerging Trends


Adulthood as a life stage: Indian perspectives –
traditional and contemporary
Emerging adulthood in India: A myth or reality?
(Varied experiences due to differences in social class,
education, employment, region / area of residence and
other factors)
(20%)
UNIT-II
UNIT-III
Self and Institutions of Society
 Self –in-relationships during adulthood. The positive
features, barriers and challenges within each
relationship will be examined with reference to self
and personality development (Parent – child
relationships, Romantic relationships, Friendships,
Mentors, Colleagues at work, Spousal and conjugal,
Community relationships)
 What are social institutions? Why are they important
during adulthood? How have they changed?
(Redefining family,
co-habitation, adoption,
employee-centered work places etc.)
 Features of social institutions like marriage and
family, educational institutions, employment
organizations, local communities, institutions (legal,
public) of the state will be discussed and compared
with reference to the self
 Role of gender and other background factors and
their interaction with different social institutions (For
example, marriage as a social institution provides
different opportunities and challenges depending on
one’s gender; same may be true of work place or
family)
 Identify the opportunities and challenges in each
institution with reference to self
This unit will incorporate simulated class room exercises
and discussions based on hypothetical scenarios. A series of
panel discussions could also be planned. It would also
involve an exposure and discussion about various social
institutions through films, documentaries, panel discussions,
lectures by subject experts and reflection on personal
experiences. With the help of students, the teacher can
generate resources to arrange for such experiences and
discussion forums.

Decision Making in Adulthood and Impact on Future
Life Course




Adulthood and the life course perspective
Why are decisions in adulthood important? Why is
conscious individual preparation required for
important life transitions?
Time, resource and money management: Self-help
skills that promote efficient decision making
Role of formal and informal consultation, guidance
seeking and counseling (for career, premarital and
(40%)
(40%)
marital concerns, sexuality, parenting decisions,
stress management)
 What are life transitions? Impact of life transitions
on future life course
 The following will be discussed as cases in point:
 Early marriage, singlehood, co-habitation, late
marriage
 Decisions to have children, voluntary and
involuntary childlessness
 Preparation for migration (temporary, permanent,
dependent) processes of migration, resettlement
and acculturation in a new context)
The course will conclude with a discussion on cultural
models of mature adulthood.
1.
REFERENCES
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. (2000). Emerging adulthood: A theory of
development from late teens through twenties. American
Psychologist, 55, pp.469-480.
3
Arnett, J.J, & Galambos, N. L (2003). Culture and
conceptions of adulthood. New Directions for Child
and Adolescent Development, 100, 91-98.
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.
4
5
6
Kakar, S. (1979). Identity and adulthood. New Delhi:
Oxford University Press.
Kakar, S. (1998). The search for middle age in India. In R.
Shweder (Ed.). Welcome to Middle Age! (And other
cultural fictions). (Pp.-75-100). Chicago, IL:
University of Chicago Press.
The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family Studies
Academic
Year
2015-2016
University Road, Vadodara – 390 002, INDIA.
Ph : C/o. (+91-0265) 2793984 Telegram : HOMSCIENCE
Year-2015
Sr.Msc
CB HDFS 2304--Science and Art of Parenting
Semester- III
OBJECTIVES
UNIT-I
UNIT-II
UNIT-III
UNIT-IV
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
25 %
25 %
25 %
25 %
tantrums, lying, stealing, aggression.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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:
13.
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.