1
M.Sc. (F.C.Sc.) Programme
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
2
COURSE STRUCTURE FOR
M.SC. IN HUMAN DEVELOPMENT AND FAMILY STUDIES- 2015-16ONWARDS
The course structure reflects the three key dimensions of theory, research and application,
distributed across the two year (four semesters) program.
Total Credits: 60
Course Structure- Proposed 2014-15
Number
Title
Credits
Research
HDF 2101 Quantitative Research Methods(I)
3
Courses
HDF 2204 Qualitative Research Methods(II)
3
STA 2123
Statistics for Research**
3
HDF 2402 Dissertation
10
Theory
Seminars
HDF 2103: Infant Development and Stimulation
2( 1+1)
Courses
HDF 2205: Early Childhood Care and Education
2(1+1)
HDF 2203: Adolescence and Youth in Cross2(1+1)
cultural Context
HDF 2104: Adulthood and Aging
1(0+1)
HDF 2105: Gender Equity and Society
1(0+1)
HDF 2201 Theories of Human Development
4
HDF 2102 Family in Society
3
HDF 2106 Children with Special Needs
3
HDF 2403 Orientation to Guidance and Counseling
2( 1+1)
HDF 2303 Trends and Issues in Human Development
4
HDF 2302 Innovative Programs of Education and
3
Development
HDF 2401 Introduction to Scientific Writing
2
Applied
HDF 2202 Field Work
3(0+3)
Courses
HDF 2301 Management and Supervision of Programs for
3( 1+2)
Children and Families
HDF 2404 Internship in an Applied Setting/Program
3(0+3)
Choice based HDF 2206 Journey into Adulthood : Opportunities and
2
courses
Challenges
offered to
HDF 2304 Science and Art of Parenting
2
other
departments
*
Statistics 2123 will be offered as a general course at the faculty level.
3
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
M.Sc. (F. C. Sc.)
HDF 2101
Quantitative Research Methods (I)
I
ACADEMIC
YEAR
2015-2016
CREDIT
3
Semester I
HOURS
45
 To understand social science research concepts and terminologies
OBJECTIVES
 To develop competence to formulate and conduct social science
research.
COURSE CONTENT
10%
UNIT-I
Introduction to Paradigms in Research Inquiry and
Classification of Research
UNIT-II
Basic Principles of Research Design
10%
UNIT-III
 Purpose; types of designs, key elements
 Research questions; research objectives; research hypothesis.
 Literature review
Types of Research Methods
10%

UNIT- IV
Historical method, descriptive method, correlation method,
causal-comparative method, experimental method.
Sample




UNIT-VI


UNIT-VII
20%
Pre-analysis procedures: tabulation, coding, scoring.
Post-analysis procedures (data verification, storage)
Interpretation of results
Computer Applications in Quantitative Data Analysis

20%
Basic concepts: scales of measurement; reliability and validity
Data gathering tools/instruments, techniques (observation,
questionnaire, interview, rating scales)
Basic steps in constructing a tool, including standardization.
Principles of evaluating tools and tests.
Data Analysis and Interpretation



UNIT-VII
Sampling definition and purpose
Types of samples
Sample selection methods
Sampling bias
Measurement


20%
(Statistical Analysis Package: SPSS)
10%
4
REFERENCES
2.
Blaxter, L., Hughes, C., & Tight, M. (2002). How to research (2nd ed.). New Delhi: Viva
Books.
Bryman, A. (2004). Social research methods (2nd ed.). NY: Oxford University Press.
3.
Creswell, J.W. (2009). Research design (3rd ed.). New Delhi: Sage.
4.
Gay, L.R. (1981). Educational research (2nd ed.). Columbus, OH: Charles E. Merrill.
5.
McBurney, D. H. (2001). Research methods (5th ed.). Belmont, CA:
Wadsworth/Thomson Learning.
Punch, K. (1998). Introduction to social research. Quantitative and qualitative
approaches. New Delhi: Sage.
Learning Experiences / Learning Outcomes
The course will provide the ‘know-how’ about the key elements of scientific inquiry into
issues related to human development. The focus will be on an understanding of
quantitative approaches in social science research methodology.
Evaluations
One mid-term test
One final exam
Brief exercises may be required for select topics
1.
6.
5
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
I
Semester I
M.Sc. (F. C. Sc.)
HDF 2102
Family in Society
ACADEMIC
YEAR
2015-2016
CREDIT
3
HOURS
45
 To understand the position of families within socio-cultural context.
OBJECTIVES  To understand the family life patterns across cultures of the world with
reference universals and variations and develop an appreciation towards
the same.
 To get oriented to current issues and concerns related to families from a
global perspective and emerging trends in policy and interventions.
 To develop a comprehensive understanding of the Indian family with
reference to philosophy of family life; structure and functions; social
change and contemporary trends; strengths, weakness and needs.
 To become familiar with the perspectives and approaches used in family
studies, theoretical and methodological issues.
COURSE CONTENT
10%
UNIT-I
A Brief Overview of Family in Sociocultural Context

Overview of society, culture, Social structure and social
institutions.

Family as a part of the social system; A glimpse into socio
cultural evolution: From Hunting- gathering societies to
postindustrial society.

Family structure and change: Orientation to basic theories,
Cyclical theory of Zimmerman
*structure functional theory - Parsons
*Progressive theory- Ogburn W.F. ,
*From Patriarchal to an Individual and Social Responsibility
Model, Eichler , M.
6
UNIT-II
UNIT-III
15%
An Overview of Families across Various Cultures

Why study families across various cultures?

Salient features of family organization across societies /
cultures - a summary.

Detailed study of family life across cultures (Select a few).

Family life in cultures with Islamic religion
(dominant)
(Middle East Iran - Iraq, Pakistan)
 Family in Africa
 Family in Europe/Canada/ USA
 Family in China / Japan
 Alternative forms of family organization (Kibbutz, past Soviet
Russia).
 Family life among tribes.
 Alternatives to traditional family

Living together, communes, open marriage

Commuter marriages

Single parent families

Voluntary childlessness

World trends in family patterns:

Analysis of linkages between societal systems using selected
examples from above cultures

Emerging Trends related to Family life in Global context.

Issues and concerns.
35%
Recent Trends and Issues related to Family, Family and
Programmatic Concerns




The need for understanding culture and family for sensitive
approaches to family interventions : Some illustrations-- key
principles and features .
International events affecting approaches to family policy and
programs an overview
National events affecting approaches to family policy &
programs An overview year of child; Decade of women; World
social Summit; Population and development conferences;
International year of family; and so on.
Impact of the events on policy and programmatic approaches :
The journey from Women in Development towards ender and
Development and human rights
7
UNIT- IV
Family in India

UNIT- V
Background and philosophy Hindu view of of life; Social
norms, principles of family / kinship structure and
organization.

Marriage and mate selection; general characteristics, regional
variations.

Family structure : Traditional joint family, contemporary
changes Alternative forms

-Incomplete / single parent / childless/ female headed: Causes, effects on family and individuals.

Divorce and remarriage: Past to present an overview.

Dowry and family violence

Gender roles and family

Child rearing and socialization: trends and implications for
individual well being.
Family Studies: A Glimpse into Research Methodologies
 The development of the field of family studies : International
and national context.
 Conceptual frameworks in family sociology: A brief overview
o Social exchange framework
o Conflict framework
o Symbolic interaction Framework
o Developmental framework
o Anthropological/ institutional framework.
 Theoretical and Methodological Issues and means to address the
same.
 Methodology for family studies selected examples.
o Pictorial tools for family analyses
o A Systems model of Family analysis
o Use of fiction and literature
20%
20%
8
1
2
3
4
5
6
7
8
9
10
REFERENCES
Ahuja, R. (1997). Indian social system (2nd Ed). Jaipur: Rawat
Apte V.M. (1978). The sacrament of marriage in Hindu society from vedic period to
Dharam Sharstras. New Delhi: Ajanta.
Bharat .S. (Ed.) (1996). Family measurement in India. New Delhi: Sage.
Desai, M and Bharat, S. (1991). Families with problems (Vol I and II). Bombay: Tata
Institute of Social Sciences.
Dube, L. (1997). Women and kinship: Comparative perspectives on gender in South
and South East Asia. New Delhi: Vistaar
Eichler, M. (1997). Family shifts: families, policies and gender equality. Toronto:
Oxford.
Goode W.J., (1966). World revolutions in family patterns. New York: The free Press
Hoover H.M & Hoover H.K (1979). Concepts and methodologies in family: An
instructors resource handbook . Boston: Allyn & Bacon.
Sriram, R (1993) Family studies in India: Appraisal and New Directions. In T.S.
Saraswathi, & B. Kaur (Ed). Human Development and Family studies in India an
Agenda for research and policy. New Delhi: Sage..
Tata Institute of Social Sciences (1994). Enhancing the role of family as an agency for
social and economic development. New Delhi: Author
Evaluations
One mid-term test 30 %
One final exam 70 %
9
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
Sr.M Sc
HDF 2103 Infant Development and Stimulation
Year- II
Semester- I
Academic Year
2015-2016
Credits-2
Hours-28
OBJECTIVES 
UNIT-I
UNIT-II
UNIT-III
UNIT-IV
UNIT - V
UNIT – VI
To provide an overview of infancy (birth till 30
months)
 To expose students to theoretical, empirical and
applied Indian and Western research in the field
of infancy.
 To help students to form a meaningful and
practical understanding of infancy, (specifically
in the Indian context) rooted in real life.
COURSE CONTENT/SYLLABUS
Newborn and Infant Behaviour : Adaptation to
Cultural Setting and Practices
 Newborn behaviour and capacities
 Adaptation strategies
 Development and abilities during infancy
Early Experiences and Development
Consequences
 Optimal and non-optimal growth
 At risk conditions
 Influence on physical, psychomotor and cognitive
growth and development
Early Interaction : Apprenticeship in attachment
 Course of attachment.
 Dyadic versus multi-caring
 Role of father in formation of attachment
Language Development in Infancy
 Environmental, interactional, structural and
cultural perspectives.
 Brain correlates and developmental changes
 Variations in development
 Multilingualism
Development Assessment
 What is it?
 Who does it?
 Why is it done?
 Ethics
 Some methodological issues
Early Intervention and Stimulation
 What is it?
 Where to begin and how it is done
 What to achieve
15 %
20 %
15 %
15 %
20 %
15 %
10

1.
2.
Indian setting of ICDS (Integrated Child
Development Services)
 Traditional methods, games, songs of infant care
and stimulation.
REFERENCES
Cole, M., & Cole, S.R. (1993). The development of
children (2nd ed.). New York: Freeman.
Super, C.M., & Harkness, S. (1981). Cross-cultural
research on infancy. In H.C. Triandis and A. Heron
(Eds.). Handbook of cross-cultural psychology:
Vol.4. Development psychology. Boston: Allyn &
Bacon.
11
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
ACADEMIC
YEAR
2015-2016
M. Sc. (F. C. Sc.)
HDF 2105
Gender Equity and Society
I
CREDIT 1
Semester I
HOURS 30
 Recognize and analyze gender as a sociocultural construct.
OBJECTIVES
 Become aware of the gender biases and barriers that prevail in society.
 Develop sensitivity regarding the socio-cultural, economic and
political factors that shape life experiences in relation to gender.
COURSE CONTENT
30%
UNIT-I
Major Concepts

UNIT-II
UNIT-III
Sex and gender, gender role socialization and stereotypes,
gender role division of labor
 Concepts related to gender: patriarchy, feminism, class, caste,
culture-–gender interface, gender and development
 Gender as a social construction
 Gender-class-caste interface
30%
Women’s Studies Discipline and Women’s Movement in India
40 %
Gender Issues in India
 Feminist Methodologies
 Education
 Violence
 Identity
 Masculinities
 Politics
 Health
 Sexuality
 Mental Health
 Development Programs
Learning Experiences / Learning Outcomes
The course will provide knowledge about the basic concepts and
issues related to gender. It will also develop understanding of gender
issues as they impinge upon different structures and practices in
society.
Evaluations
 Individual presentations on the topics stated in the outline.
 At the end of all presentations, students are required to
submit a paper on any topic of one’s choice, with specific
focus on analyzing it from the gender perspective.
 Participation in class discussion will be considered in the
class grade.
12
The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family
Studies
Academic Year
2015-2016
M.Sc. (F. C. Sc.)
Year I
Semester- I
OBJECTIVES
UNIT-I
UNIT-II
UNIT-III
UNIT-IV
UNIT-V
UNIT-VI
UNIT-VII
UNIT-VIII
HDF2106: Children with Special Needs
Credits-3 +0
Hours- 45 hrs

To orient students to different assessment
procedures in the clinical set up and across areas of
development.
 To develop awareness regarding various levels of
human resource workers involved in the field.
 To orient students to rights and privileges of the
disabled as defined by the Indian legal laws and
legislation.
Historical Background to Emergence of Special
Needs as a Discipline
Terminologies, Issues and Basic Concepts
Different Disabling Conditions
Parental Coping
Evaluation and Assessment
 Definition and differences between them.
 Testing children: problems encountered and
variables affecting the same.
 Communicating results to parents.
 Program evaluation.
Assessments
 Formal assessment.
 Observational and screening assessment.
 Perceptual motor assessment.
 Intelligence and social adaptive tests.
 Achievement, language and learning ability tests.
Informal Assessment
 Standardisation of tests and use of test data.
 Criterion - referenced testing
 Norm-referenced testing
 Task analysis
Early Childhood Special Education Practices
 Individual planning - For family (IFSP) - For child
(IEP).
 Service Delivery - Curriculum, Place of Service
delivery, Issues.
Use of technology as assistive device in service
delivery.
10%
10%
10%
10%
20%
10%
10%
13
UNIT-IX
UNIT-X
UNIT-XI
Human Resources in Special Education
 Who are human resource workers: Different levels
of workers and their roles in special set ups.
 Recruitment of workers for the special setting.
 Training of human resource workers.
Indian Legal Laws/Legislation Rights for the
Disabled
 This unit would deal with exposing students to
 Various acts, legislation passed by the Indian
Government in relation to rights and facilities for
the disabled. Apart from the availability of such
laws/legislations what are the lacunae and how far
they have been implemented will be discussed.
The content of the unit is as follows:
 National plan of action on children
 Persons with Disability Act, 1995.
 National Policy on education, 1986- education of
the handicapped, etc.
Apart from this the National level disability figures,
collection of census data and the loop holes etc. will
also be part of this unit.
Overview of Methodology in the Area of Special
Needs
 Types of interviews/strategies used to get
information in the clinical set up.
 Case study method
 Various components/stages of clinical assessment
i.e. nature and purpose of clinical assessment.
5%
10%
5%
14
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
I
Semester II
M.Sc. (F. C. Sc.)
Core Compulsory:
HDF 2201
THEORIES OF HUMAN DEVELOPMENT
ACADEMIC
YEAR
2015-2016
CREDIT
3 (3+0)
HOURS 45
1. To appreciate the value of theory in understanding human development
OBJECTIVES 2. To examine historical perspectives in the evolution of theory
3. To be introduced to the major schools of theories in human development
4. To learn to critically evaluate the different theoretical viewpoints in terms
of their contribution to a comprehensive understanding of human
development.
COURSE CONTENT
30%
UNIT-I
Significance of theory
 Need and value of theory
 Key characteristics of theory
 Theory – research interface
 Major models of development (old and new)
30%
UNIT-II
Psychoanalytic school
 Sigmund Freud’s theory of psychosexual development
 Neo Freudian Perspective
 Erik Erikson’s theory of psychosocial development
 Sudhir Kakar perspective on Indian applications of the
psychoanalytic perspective
20%
UNIT-III
Cognitive school
 Jean Piaget’s Theory of Cognitive Development
 Lev Vygotsky’s Theory: Cultural-Historical Perspectives
 Cultural critique of Piaget’s theory
20%
UNIT-IV
Social learning school
 Traditional learning theory
 Bandura’s social learning theory
 Bandura’s social cognition theory
 Cultural and gender perspectives on Bandura’s theory
REFERENCES
1. Miller, P. (2000). Theories of Developmental Psychology (4th ed.). New York: Worth
Publishers. (Chapter 1, 2, 3, 7)
2. Thomas, R. M. (2000). Comparing theories of child development (5th ed.).
3. Lerner, R., Lewin-Bizan, S. & Warren, A.E.A. (2011). Concepts and theories of human
development. In. M. Lamb and M. Bornstein (Eds.). Social and Personality
Development: An Advanced Textbook (pp. 19-66). New York: Taylor & Francis.
4. Cole, M. & Packer, M. (2011). Culture in development. In. M. Lamb and M. Bornstein
(Eds.). Social and Personality Development: An Advanced Textbook (pp. 67-120). New
York: Taylor & Francis.
5. Newman, B. M. & Newman, P. R. (2007). Evolutionary theory (chp-2). Theories of
human development (pp. 19-44). Mahwah, NJ: Lawrence Erlbaum Associates.
6. Thomas, R. M. (2001). Feminist perspectives. In Recent Theories of Human
15
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Development (pp. 237-250). New Delhi: Sage.
Thomas, R., M. (1999). Human Development Theories: Windows on Culture. New
Delhi: Sage. (pp. 208-216).
Akhtar, S. & Tummala-Narra, P. (2008). Psychoanalysis in India. In S. Akhtar (Ed.).
Freud along the Ganges: Psychoanalytic reflections on the people and culture of India
(pp. 3-25). New Delhi: Stanza.
Akhtar, S. & Choksi, K. (2008). Bollywood and the Indian unconscious. In S. Akhtar
(Ed.). Freud along the Ganges: Psychoanalytic reflections on the people and culture of
India (pp. 139-172). New Delhi: Stanza.
Kakar, S. (1979). Setting the stage: The traditional Hindu view and the psychology of
Erik Erikson. In S. Kakar (Ed.). Identity and Adulthood (pp. 3-12). New Delhi: Oxford
University Press.
Das, V. (1979). Reflections on the social construction of adulthood. In S. Kakar (Ed.).
Identity and Adulthood (pp. 89-104). New Delhi: Oxford University Press.
Roland, A. (1988). Preface (pp. ix-xxxii). In search of self in India and Japan: Toward a
cross-cultural psychology. Princeton, NJ: Princeton University Press.
Mishra, R. C. (2014). Piagetian studies of cognitive development in India. Psychological
Studies, 59 (3), 207-222.
Piaget, J. (2000). The stages of the intellectual development of the child. In M. Gauvain
and M. Cole (Eds.). Readings on the development of children (3rd ed.). (pp. 17-21).
New York: Worth Publishers.
Thomas, R., M. (1999). Human Development Theories: Windows on Culture. New
Delhi: Sage. (pp. 29-48).
Shweder, R. A. (2003). Mental Development in a post-structural age. In .R. A. Shweder
(Ed.). Why do men barbecue? Cambridge, MA: Harvard University Press.
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An
International Review , 51(2), 269-290.
http://www.des.emory.edu/mfp/Bandura2002AP.pdf downloaded on December 29,
2009.
Bussey, K. & Bandura, A. (1999). Social cognitive theory of gender development and
differentiation. Psychological Review, 106, 676-713.
http://www.des.emory.edu/mfp/Bandura1999PR.pdf downloaded on December 29,
2009.
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. Discussions based on presentations by teacher and students.
Evaluations
Regular class tests, presentations, take home assignments
16
The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family Studies
Academic Year
2015-2016
M.Sc. in Human Development Family Studies
Year- Jr.
M.Sc. HDFS
Semester- II
CORE/Elective/Foundation1:
HDF 2202 Field Work
Credits-0+3
Hours-72 hrs
OBJECTIVES 1. To become aware of the nature and scope of Human
Intervention programs that are designed meeting the
needs of children, women, families across age
groups.
2. To understand field realities and demands of current
social situations.
3. To develop an insight into the appropriate methods
of planning approaches to implementation and
evaluation of programs by on field experience,
systemic experimentation.
4. To gain an exposure and some firsthand experience
in training/ advocacy/ communication/ development
of IEC materials.
COURSE CONTENT/SYLLABUS/LEARNING EXPERIENCES
UNIT I
 Participation in education or welfare programs for
women, children, or families.
 Observation / Evaluation of programs on specific
criteria Eg. Quality, Outreach, Monitoring/ Processes
(group formation, economic independence,
empowerment etc.
 Visits to selected programs, or projects of interest to
HDFS professionals, with a specific study purpose.
 Communication strategies and materials: some
experiences for an orientation.
 Participation in advocacy / Training and professional
development programs.
 Organisation of/ or participation in special events on
chosen themes or for a specific cause ( eg: Womens
day).
Note: The whole process should offer opportunities for
 Systematic observation,
 Critical analysis/ Reflection and active
experimentation, and
 Facilitate development of a professional
orientation
17
1.
2.
3.
4.
5.
6.
REFERENCES
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
Sriram, R., Kapadia S., and Joshi, A. (1999). All that you want to know about fieldwork—A
practical guide. Vadodara: Department of Human Development and Family Studies. (
reprinted 2013)
Tata Institute of Social Sciences (2003). Fieldwork manual for first year social work.
Mumbai: Author
Pickles, T. (2009, May 5). Experiential Learning. on the Web. Retrieved July 15, 2011, from
Experiential Learning articles and critiques of David Kolb’s theory:
http://reviewing.co.uk/research/experiential.learning.htm#axzz1S9dHGb2X
Dirkx, J.M., and Lavin, R. (1991). Understanding and Facilitating Experience Based
Learning in Adult Education. Retrieved July 16, 2011, from
http://dirkx.wiki.educ.msu.edu/file/view/EBLRVS.91.pdf
Robinson, L. (2009). The problem with Social Marketing: Why you can’t sell change like
soap. Retrieved from http://www.enablingchange.com.au/The_problem_with_Social
Marketing pdf.
18
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
I
Semester I
M. Sc. (F. C. Sc.)
HDF 2203:
Adolescence and Youth in Cross-cultural Context
ACADEMIC
YEAR
2015-2016
CREDIT
2
HOURS
30
 To understand the bi-directional or reciprocal influence of individuals and
OBJECTIVES
their surrounding environments (culture-context).
 To be introduced to the theoretical and research perspectives in crosscultural psychology.
 To understand adolescent/youth development across different regions of
the world.
COURSE CONTENT
30%
UNIT-I
Basic Concepts and Processes of Cross-cultural
 The socio-cultural nature of human beings
 Culture and socialization
 Cross-cultural human development
 Cross-cultural research : Scope and methods
40%
UNIT-II
Adolescents in Different Cultural Contexts
 Adolescence in India
 Adolescence in China and Japan
 Adolescents in Latin America
 Adolescents in Russia
 Adolescence in Sub-Saharan Africa
 Adolescence in Western Countries
 Arab adolescents
 The Youth in South-East Asia
 Adolescence in global perspective
Online Global Understanding Classes with students from USA,
30 %
UNIT-III
Russia, Mexico
REFERENCES
Brown, B., Larson, R., & Saraswathi, T.S. (Eds.). (2002).
Adolescence in eight regions of the world. London: Cambridge
University Press.
Gardiner, H.W., Mutter, J. D., & Kosmitzki, C. (1998). Lives across
cultures. Cross-cultural human development. Boston: Allyn &
Bacon.
Segall, M.H., Dasen, P.R., Berry, J.W., & Poortinga, Y.H. (1999).
Human behavior in global perspective. An introduction to crosscultural psychology (2nd ed.). Boston: Allyn & Bacon.
19
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
M.Sc. (F. C. Sc.)
HDF 2204
Qualitative Research Methods (II)
I
ACADEMIC
YEAR
2015-2016
CREDIT
3
Semester III
HOURS
45
 To develop an understanding of qualitative and ethnographic methods,
OBJECTIVES
within the framework of basic steps in conducting systematic research.
 To understand the basic principles of and approaches to qualitative data
analysis.
COURSE CONTENT
10%
UNIT-I
Introduction to qualitative research


Common questions about qualitative research
Definition and types of qualitative and ethnographic research
traditions
UNIT-II
Theory and Design in Qualitative Research
UNIT-III
 Grounded theory
 Triangulated inquiry
Data Collection Methods
UNIT- IV
 Focus group discussions
 Interviews
 Observations
 Case Studies
 Participatory action research (e.g., mapping, ranking)
Analysis and Interpretation of Qualitative Data



UNIT- V
Issues in Qualitative Research


UNIT-VI
Analysis steps
Coding and memoing strategies
Computer applications in qualitative data analysis
10%
35%
20%
20%
Reliability and validity
Ethical issues
Combining Quantitative and Qualitative Approaches
5%
REFERENCES
1.
2.
Berg, B. L. (2004). Qualitative research methods for the social sciences. New York:
Pearson
Maxwell, J.A. (1996). Qualitative research design: An interactive approach. Applied
social research medicine series (Vol. 41). New Delhi: Sage.
20
3.
4.
5.
6.
7.
8.
nd
Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis (2 ed.). New Delhi:
Sage.
Silverman, D. (1997). Qualitative research: Theory, methods and practice. New Delhi:
Sage.
Strauss, A.L. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge
University Press.
Denzin, N. K., & Lincoln, Y.S. (Eds). (1998). Strategies of qualitative inquiry. New
Delhi: Sage.
Mason, J. (1996) Qualitative researching. New Delhi: Sage
Strauss, A., & Corbin, J.M. (1990). Basics of qualitative research: Grounded theory
procedures and techniques. New Delhi: Sage.
Evaluations
One mid-term test 30 %
One final exam 70 %
21
The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family Studies
Academic Year
2015-2016
Masters of Science (Family & Community Sciences) Specialization in HDFS
Year- Sr.
M.Sc.
Semester- III
CORE/Elective/Foundation1:
HDF2404: *Internship in an Applied
Setting/Program
Credits-3
Hours- 120 hrs
OBJECTIVES 
UNIT-1
UNIT-2
To understand the following with reference to an
agency working in the area of human intervention:
administrative structures and functions, financial
structures/sources, and supervisory responsibilities
and roles at different levels.
 To participate in the ongoing activities of field level
programs for an extended period of time to be able to
relate theory and practice effectively.
 To understand the scope and role of an HDFS/CD
worker in a specified setting by observation and
critical evaluation of agency and programme.
 To explore new avenues for employment for an
HDFS professional.
COURSE CONTENT/SYLLABUS
Requirement and Activities before Placement
 Understanding and Exploring agencies/ programs of
Human/ social interventions
 Finding suitable agencies , communication and
negotiations for seeking placement
 Orientation to area of work and preparing oneself for
placement.
 Maintaining a individual internship file / portfolio
During the tenure at the agency
 Participation in ongoing field level programs of the
agency such as
o ECCE programs
o Mahila Mandals
o Training of professionals/Para-professionals
o Community development activities
o Monitoring and evaluation projects
o Camps or any other day to day activities of the
agency.
 Interactions with agency personnel at various levels;
management, administrative and program staff.
 Interviews and discussions with functionaries on a
chosen aspect/or theme as per need and relevance.
 Observation/participation at agency meetings.
 Seeking
information
and
observation
for
understanding
programme
structure/functions,
5%
90%
22
UNIT-3
strengths/bottlenecks.
 Presentation of seminars at the agency during
placement as per need and relevance.
 Reports to agency supervisor/ communications with
course teacher - verbal and written.
 Comprehensive report to agency
On return from placement
 Comprehensive report to course teacher based on the
specific outline.
 Presentation of a group seminar at the end of
placement for sharing experience with staff and
students at HDFS
5%
23
Year-2015
Semester- I
OBJECTIVE
S
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
COREHDFS 2104 Adulthood and Aging
(Seminar)



UNIT-I
UNIT-II
UNIT-III
UNIT-IV
1.
2.
3.
4.
Academic
Year
2015-2016
Credits-2
Hours-32
To acquaint the student with the significance of
adulthood with special reference to aging in the
discipline of HDFS,
To sensitize students to the issues and concerns
related to aging.
To help students develop an insight about the
status of research, training and policy in the
field of aging,To provide an experience or
preparing a case study by using history as the
main tool.
COURSE CONTENT/SYLLABUS
25%.
Introduction to the Study of Aging
Historical perception of aging, What is aging, Theories
of aging
Demographic profile of older persons, Cross-cultural
perspectives of aging.
25%.
Issues and Concerns Related to Aging
Living arrangements, Housing and neighbourhood
facilities, Health status and physical well-being,
Retirement and its implication, Stability and change in
familial and extra-familial relationships, Sexuality in
later life, Older persons as recipients and providers of
care, Elder abuse
Dying, Death, Bereavement and Widowhood
25%.
Perceptions of good and bad death, Significance of
rituals related to death and bereavement, Impact of death
on spouse and significant others, Coping with death
25%
Aging into the Twenty-First Century
Future of older persons, Measures to improve quality of
life of older persons: Implications for research, training
and policy.
References
Birren, J.E. (1964). Psychology of aging. N.J.: Prentice Hall.
Coleman, B.J., & Pond Peace, S. (1993). Ageing in society: An
introduction to social gerontology. London : Sage.
Dandekar, K. (1996). The elderly in India. New Delhi: Sage
Publication, India.
Firth, S. (1997). Dying, death and beravement in a British hindu
community. Uitgeverji Paters, Bond-genotenlaan.
24
5.
14.
Kasthoori, R. (1996). Problems of the aged: A sociological study. New
Delhi: Uppal Publication.
Kimmel, D.C. (1976, 1980). Adulthood and aging: An interdisciplinary
developmental view. N.Y.: John Wiley and Sone.
Kohili, A.S. (1996). Social situation of the aged in India. New Delhi:
Anmol Publication.
Minios, G. (1989). History of old age: From antiquity to renaissance.
U.K.:Policy Press.
Neugarten, B.L. (ed.) (1968). Middle age and aging: A reader in social
psychology. Chicago : University of Chicago Press.
Sahu, C. (1988). Problems of aging among Indian tribes. New
Delhi:Sarup & Sons,
Stoller, E.P. and Gibson, R.C. (1997). Worlds of differences:
Inequality in the aging experience. California : Pine Gorge Press.
Journal of Health Affairs
15.
Journal of Gerontology
16.
Journal of Ageing & Social Policy
17.
Asian Population Studies
18.
International Journal of Alzheimer’s Disease
19.
South Asia: Journal of South Asian Studies
20
Wscpedia.org
21.
Menopause status of lower class middle-aged women--WSRC
22.
Situation of Elderly in India: some gender differences--WSRC
6.
7.
8.
9.
10.
11.
25
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
I
Jr.Sc. (F. C. Sc.)
HDF 2205:
Early Childhood Care and Education
ACADEMIC
YEAR
2015-2016
CREDIT
2
Semester I
HOURS
2 /week
 To study the historical development of early childhood with focus on
OBJECTIVES
India.
 To develop an awareness of ECCE programs developed for children in
different environmental conditions (different countries).
 To investigate the theoretical basis for various childhood education
programs.
 To explore the current early childhood research, theoretical trends and
issues.
COURSE CONTENT
10%
UNIT-I
ECCE-Historical Perspective and Philosophical Foundation of
the Discipline: An Overview
 Key theoretical principle postulated by educational thinkers,
philosophers Pestalozzi, Rousseau, Frobel, Maina Montessori,
John Dewey, Gijubhai Badher, Tarabhai Modak, M.K. Gandhi,
Robindranath Tagore, Shri Aurobindo.
20%
UNIT-II
ECCE In India
 Historical overview cuurent status
 Pre-independence period
 Post-independence period - serious commissions/committees,
five year plans - NEP-Yashpal Committee.
10%
UNIT-III
Day Cares - Concepts and Issues
10%
UNIT -IV
Primary Education in India
 Overview of progress since independence
 Five year plan, NPE
 Various schemes/programs (operation blackboard, DPEP...)
 Current status.
10%
UNIT -V
ECCE Curriculum and Intervention Models and Innovative
Programs and Approaches across Countries
 Overview of different types of curriculum model: critical
comparison and analysis.
 Programmes and approaches to be studied with reference to
 Theoretical concepts
 Programs content and strategies
 Learning environment and teachers
 Role of learner and parents
10%
UNIT -VI
Training ECCE Personnel
 Categories and levels of personnel in ECCE programs
 Different types of training models and strategies
 Training programs/organizations in India.
 Innovative and successful training programs (cross-cultural)
10%
UNIT -VII
Parent and Community Involvement in ECCE Programs
 Concepts of cultural sensitivity and community empowerment in
26
UNIT -VIII
UNIT -IX
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
ECCE programmes
 Different types of parent and community involvement
programme: Strategies and approaches.
 Successful ECCE programmes initiated/supported by community
(HIPPY, MOCEP)
10%
Cross-cultural Overview of ECCE
 Asia- Pakistan, China, Japan
 Western region - US, UK, Canada
 Africa - Kenya, Zimbabwe
 Comparison with reference to India
10%
Current Trends and Issues in ECCE
 Theoretical trends
 Research trends
 Future directions
References
Agarwal, S.P. and Usmani, M. (2000). Children’s education in India: From vedic
times to twenty first century Eve. New Delhi: Shipra.
Arendell, T. (ed.) (1997). Contemporary parenting: Challenges and issues.
Thousand Oaks: Sage.
Blumberg, A., & Blumberg, P. (1994). The unwritten curriculum: Things learned
but not taught in school. California: Crown Press.
Durlak, J.A. (1995). School based prevention programmes for children and
adolescents. N.Y.: Sage.
Ebaty, J.J. (1996). Preschool appropriate practices (2nd ed.). Forthworth: Horcourt
Brace Colege Pub.
Essa, E.L. (1999). Introduction to early childhood education (3rd ed.). N.Y.:
Delmar Pub.
Govinda, R. (Ed.) (2002). India education report. A profile of basic education.
New Delhi: Oxford University Press.
Prochner, L., & Howe, N. (Eds.) (2000). Early childhood care and education in
Canada. Toronto: UBC Press.
Saraswathi, T.S., & Kaur, B. (Eds.) (1993). Human Development and Family
Studies in India. New Delhi: Sage.
Scrase, T.J. (1993). Image, ideology and inequality: Cultural domination,
hegemony and schooling in India. New Delhi: Sage.
Sharma, N. (1977). Evaluating children in primary education. New Delhi:
Discovery Publication.
Shotton, J.R. (1998). Learning and freedom: Policy, pedagogy and paradigms in
Indian education and schooling. New Delhi: Sage.
Swaminathan, M. (ed.) (1998). The first five years: A critical perspectives on
early childhood care and education in India. New Delhi: Sage.
Weikart, D.P.(2000). Early childhood education: need and opportunity. Paris:
UNESCO.
27
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
II
M.Sc. (F. C. Sc.)
HDF 2403
Orientation to Guidance and Counseling
ACADEMIC
YEAR
2015-2016
CREDIT
2
Semester II
HOURS
2/ week
 To understand the theoretical concepts, principles and approaches related
OBJECTIVES
to family counselling in Indian context.
 To get oriented to the techniques and processes involved in guiding and
counselling family and individuals at preventive, developmental and
curative levels
 To gain an overview of situational, personal and familial factors that
produce stress difficulties in development and adjustment.
COURSE CONTENT
20%
UNIT-I
Basic Concepts and Perspectives
 Guidance, counselling and therapy
 Changing family contexts and the need for counselling
 Approaches to counselling in historical and cross-cultural
context: A brief overview.
30%
UNIT-II
Understanding the Context for Family Counseling
 General context of family problems :
 Determinants of Family problems Examples: Relationship
difficulties, Faulty communication patterns, Skill deficits and so
on.
 General overview of nature of problems that demand special
attention across life cycle :
 Childhood
 Adolescence
 Adulthood
 Elderly
Areas of difficulties: Behavioural, Pressures, Socio emotional
adjustment, Marriage, Education, Career etc.
30%
UNIT-III
The Process and Steps of Guidance and Counselling
 Establishing a relationship
 Exploring the problem
 Counselling Interactions
 The process of counselling sessions, maintaining records
 Dealing with clients special problems
 Crises intervention: Natural disasters, calamities etc.
20%
UNIT-IV
Counsellor as a Professional
 Exploring self: beliefs and values
 Ethical issues
 Maintaining boundaries, principles in practice
REFERENCES
1.
Desai M. (1994). Family and interventions: A course compendium. Bombay : Tata
Institute of Social Sciences
28
2.
3.
4.
5.
Gildard, D. (1998). Basic personal counselling: Training mannual for counsellors
(3rd ed). London: Free Association Books
Narayana Rao, S. (1991). Counselling and guidance (2nd ed.). New Delhi: Tata Mc
Graw Hill.
Inskipp, F. 1985). Counselling; The trainees handbook (The effective trainee series).
Cambridge: National Extention College Trust Ltd.
Jacobs, M. (1991). Insight and experience: A manual for training in the technique of
and theory of counselling. Philadelphia: Open University Press.
29
The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family
Studies
Fatehgunj, 0265-2795522
YEAR
SEMESTER
Sr.MSc. HDFS
CORE Compulsory: HDFS 2301
Management and Supervision of Programs for
Children and Families
Sr.
Msc
III

OBJECTIVES





Credits
3(1+
2)
Hours
34
Understanding the basic concepts, styles,
procedures of supervision, management and its
applications in HDFS setting.
Understanding about the needs and methods of
managing projects and institutions.
To orient oneself about the principles of
effective supervision.
To experience the process of supervision by
working with group of student trainees in a real
life field setting.
To lean to apply theoretical principles of HDFS
and management for educational and human
interventions.
To become sensitive the code of conduct and
ethics as a HDFS professionals.
UNIT-I
COURSE CONTENT
Concepts of Supervision/ Management
UNIT-II
 Approaches, Styles
 Processes/ steps
 Roles/responsibilities of supervisors/manager
 Personal qualities of supervisors
Effective Supervision: What and How?
UNIT-III
ACADEMIC
YEAR
2015-2016
 Goals, objectives-goal setting
 Planning
 Monitoring
 Evaluating
 Promoting growth of trainees
 Effective guidance: principles/strategies
Skills for Effective Management
 Leadership
 Team building
 Communication
 Organizational development
 Documentation
20%
15%
20%
30
UNIT-IV
UNIT-V
Understanding Administrative/Management
Structures/Procedures
 Staff- recruitment procedures motivation
development
 Financial management
 Record maintenance
 Infrastructure
Project and Program Management: Basic
Components
 Goals and objectives
 Planning
 Monitoring controlling
 Evaluation
REFERENCES
20%
15%
1.
Baston, Rob. (1996). Delegation Skills. New Delhi: Kogan Page, India.
2.
Batra P. (1996). Brainstorming for Managers. New Delhi: Think ink.
3.
Cartea, Wendy (1996). Communication Skills. New Delhi: Kogan Page, India.
4.
Davies, Michael (1996). Project Managements. New Delhi: Kogan Page, India
5.
7.
Halt L.B. (1999). Faultless facilities. A source book of activities. New Delhi: viva
books.
Kerzner, M. (1987).Project Management: A Systems Approach to Planning, Scheduling
and Controlling. New Delhi: Van Nost Rand,
Khandwalla, P. (1995).Management Styles. New Delhi: Tata McGraw Hill.
8.
Lawe, P. (1996). Empowering Individuals. New Delhi: Kogan Page.
9.
Lewis, K. (1996) Team building skills. New delhi: kogan page
6.
10. Lonsoncy, L.E. (1996). Creativity and problem solving. New delhi: kogan page.
11. .Lonsoncy, L.E. (1996). Motivating Team Leader. New Delhi: Ben Thonson
12. Lonsoncy, L.E. (1996). Recruitment and Interviewing Skills. New Delhi: Kogan Page.
13. Lonsoncy, L.E. (1996). Performance and Management. New Delhi: Kogan Page.
14. Rae, L. (1995). The Skills of Interviewing. Hamsphire: Gower Publishing
15. Scmott, B. (1982). The Skills of Negotiating. Hamsphire: Gower Publishing
16. West, M. (1996). Effective Teamwork. New Delhi: British Psychological Society.
31
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
II
M.Sc. (F. C. Sc.)
Core Compulsory:
HDF 2303
Trends and Issues in Human Development
ACADEMIC
YEAR
2015-2016
CREDIT
Semester III
4 (3+0)
HOURS 60
1. To be informed about the current trends and issues in human
development.
OBJECTIVES
2. To understand the key theoretical and methodological issues and concerns
in human development.
COURSE CONTENT
Basic Processes and Development
30%
UNIT-I
 Culture and development in context
 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
30%
UNIT-II
Socialization across cultures
 Variation in socialization across cultures
 Patterns of socialization across gender and life span
 Cross-cultural researches evidences
 Socialization in the Indian context
 Emotions across culture: Universalities and differences
20%
UNIT- III
Indian Perspectives
 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
 Models from Indian Psychology and interface with HD
20%
UNIT -IV
Recent Research
- Current global research themes (compassion, wisdom,
neurobiology)
- New and innovative methods (quantitative, qualitative and
mixed methods)
REFERENCES
Shweder, R. (2000). The psychology of practice and the practice of three
1.
2.
3.
psychologies. Asian Journal of Social Psychology, 3, 207-222.
Greenfield, P. (2000). Three approaches to the psychology of culture:
Where do they come from? Where can they go? Asian Journal of Social
Psychology, 3, 223-240.
Alvares, C. (2011). A critique of Eurocentric social science and the
question of alternatives. Economic and Political Weekly, XLVI, 22, 72-81.
32
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Dalal, A. (2014). A journey back to the roots. Psychology in India. In R.
M. M. Cornellisen, G. Misra and S. Varma (Eds.). Foundations and
Applications of Indian Psychology (pp-18-39). New Delhi: Pearson.
Dalal, A. & Misra, G. (2010). The core and the context of Indian
psychology. Psychology and developing societies, 22, 1, 121-155.
Gilligan, C. (1995). Hearing the difference: Theorizing connection.
Hypatia, 10 (2), 120-127.
Gilligan, C. & Goldberg, M. (2000). Interview with Carol Gilligan:
Restoring lost voices. The Phi Delta Kappan, 81 (9), 701-702.
Van Wessel, M. (2004). Talking about consumption: How an Indian
middle class dissociates from middle-class life. Cultural Dynamics,
16(1): 93–116.
Scollon, C. N., Diener, E., Oishi, S & Robert Biswas-Diener, R.
(2004). Emotions Across Cultures and Methods. Journal of CrossCultural Psychology, 35: 3, 304-326.
Paranjape, A. C. (2009). In defense of an Indian approach to the
psychology of emotion. Psychological Studies, 54, 3-22.
Panda, M. (2013). Madhyam marg: How it constitutes Indian mind?
Psychology and Developing Societies, 25 (1), 77-107.
Berschild, E. (2010). Love in the fourth dimension. Annual Review
of Psychology, 61, 1-25.
Staudinger, U. M. & Judith Gluck,J. (2011). Psychological wisdom
research: Commonalities and differences in a growing field. Annual
Review of Psychology, 62, 215–241.
Sinha, J. B. P., Sinha, T. N., Verma, J. & Sinha, R. B. N. (2001).
Collectivism coexisting with individualism: An Indian scenario,
Asian Journal of Social Psychology, 4, 133-145.
Learning Experiences
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.
33
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
Academic
Year
2015-2016
FS M.Sc. (SrMSC. F. C. Sc.)
Year-SR
M.SC.
Semester- I
OBJECTIVES 


UNIT-I
UNIT-II
Credits-3+0=3
HDF- 2302 Innovative Programs of Education
Hours- 45
To gain a preliminary understanding of the context of
innovative approaches to interventions.
To develop an overview of the key elements and
processes of successful innovative approaches to
interventions.
To study selected ongoing innovative programs at the
international, national, and regional/local level.
COURSE CONTENT/SYLLABUS
The Context and Need for Innovative Programs
Changing philosophical orientations at the international and
national level. (human rights, elimination of discrimination,
equity and equality).
 National/International conventions, ratification (e.g.
promotion of breast feeding, protecting rights of women
and children) policies and commitments.
 Response to diverse cultural situations and needs.
 Specific needs of special groups of people, e.g. tribal
women, children persons with special needs (disabled,
hospitalised or street children, refugees and so on).
 Availability of resources/issues of sustainability.
 Issues of outreach, quality and impact.
 Theoretical considerations, and cultural context of
various approaches e.g., child to child, child rights.
Historical Overview of Innovative Approaches to
Interventions (some key examples)
 The Kosbad experience
 Mobile crèche, New Delhi
 Bodh trust, Rajasthan
 Women’s Development Program: Rajasthan (Tiloniz)
(The theoretical foundations, philosophy, Personal talent,
commitments and sustenance mechanisms of these programs
will be discussed).
30%
20%
34
Unit – III
Unit – IV
30%
Overview of Selected Innovative Programs
 Child care and education
o SIDH : Society for the Integrated
Development of Himalayas
o Shaishav : Creches for tobacco worker.
o Family day-care in Bombay.
o Palmyrah Workers Development Society,
Tamilnadu : Community Pre-school for rural
poor.
o Balniketan Sangh, Indore or Urmul Trust,
Bajju.
 Women’s development Program
o Mahila Samakhya : A Programme for
education for Women’s equality (NARI
Adalat).
o Women’s Empowerment through Cooperatives : Self-Employed Women’s
Association.
 Community development and health
o Pragyna : From consciousness to Awareness :
The Integrated Project for mother and child
health, MADRAS.
o Society for Education, Welfare and Action
(Rural), Jhagadia, Gujarat.
o Sanchetana : From Clinic to Community
Health, Ahmedabad.
o Chetna : Initiative in Awareness, Education
and Training (Ahmedabad).
 International context
o MOCEP : Mother and Child Education
Project (Turkey)
o Entry
Point
:
Childcare
through
Mothers/Community Groups (Nepal)
o Involving Fathers in Community : Based
ECD Programs; Israel.
o Empowering Fathers in Poverty Context :
Involvement in Chidcare (Montreal, Canada).
 Community Resource Centres for ECE Programs;
(Australia, Canada)
20%
Innovative Programs in Regional Context
 Observational visits
 Discussions in community
 Video films on programs, followed by discussion.
 Placement for a block of time in any program.
References
1
Beckman, S. (1998). A fair chance : Evaluation of the Mother Child Education.
2
Bernard Van Leer foundation (2001). Father matter too : Early childhood mattes.
Hague : Author.
Ford Foundation Anubhav Series (1998). Innovative projects in health, nutrition
and family planning.
3
35
4
Stree Hitkarini
5
KEM Rural Health project
6
Banwasi Sewa Ashram
7
Comprehensive health and Development project, Pachod
8
Child in Need Institute.
9
Comprehensive Labour Welfare Scheme, UPASI
10
Rural Unit for Health and Social Affairs
11
Mini health centres programme of VHS
12
Action for welfare and awakening in rural environment
13
Society for education, welfare and action.
14
Community based contraceptive distribution program of FPAI and BHU.
15
Rajan, P.R. (1995). Pragnya : From consciousness to awareness. The integrated
mother child project.
Swaminathan, M. (Ed.) (1995). Suraksha : Early childhood care and Education in
India. Monograph series (Vols. 1-8). Chennai : M.S. Swaminathan Foundation.
Swaminathan, M. (1997). The first five years: A critical perspective on early
childcare and education in India. New Delhi : Sage.
Annual reports of organisations and documents published by Chetna, Sewa, and
other NGOs.
16
17
18
36
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
M.Sc. (F. C. Sc.)
HDF 2401
Introduction to Scientific Writing
I
Semester IV



UNIT-II
UNIT-III
UNIT- IV
CREDIT
2
HOURS
30
 To appreciate the significance and relevance of scientific writing in
the academic environment.
 To become aware of the key elements of scientific writing.
 To develop basic skills in scientific writing, with specific emphasis
on the elements of thesis writing.
COURSE CONTENT
20%
Aim and purpose of scientific writing.
Some myths and misconceptions about writing.
Various forms of scientific writing.
1. Thesis or Dissertation.
2. Research Reports
3. Articles for Journals
4. Research Proposal
OBJECTIVES
UNIT-I
ACADEMIC
YEAR
2015-2016












Parts of a manuscript
Title
Developing an outline: The first step.
The Introduction
Review of literature
The method: When, how, who, what?
Results
Discussion
Conclusion and Implications
Documentation skills
Style elements in writing
Elements of editorial style


Ethical considerations in writing
Biases in writing (gender, sexual orientation, ethnic, age)
40%
30%
10%
REFERENCES
1.
American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington D.C.: APA
2.
Bailey, S. (2006). Academic writing: A handbook for international students. London:
Routledge
3.
Berger, AA (1993). Improving writing skills, Memos, letters, reports and proposals.
New Delhi: Sage.
4. 5Cooper, H.M. (1984). The integrative research review. A systematic approach.
37
5.
. Applied social research methods series (Vol. 62). New Delhi: Sage.
Harman, E., & Montagnes, I. (Eds.). (1987). The thesis and the book. New Delhi:
Vistar.
6. 7Kamath, R., & Udipi, A.S. (1989). Guide to thesis writing. Bombay: SNDT Women's
. University.
7. 8Locke, L., Spirduso, Y.W., & Silverman, S.J. (2007). Proposals that work: A guide to
. planning dissertations and great proposals (5th ed.)Thousand Oaks: Sage
8. Murray , R. (2005). Writing for academic journals. Maidenhead, England: Open
University Press.
9. 0Richardson, L. (1990). Writing Strategies. Reaching diverse audiences. Qualitative
. research methods series (Vol. 21). New Delhi: Sage.
10. 2Sternberg, RJ. (1991). The psychologist's companion: A guide to scientific writing
. for students and researchers (2nd ed.). Cambridge: Cambridge University Press.
11. 3Strunk, W., Jr., & White, E.B. (1959, 1979). The elements of style. New York:
. Macmillan
12. Thomas, R. M., & Brubaker, D.L. (2000). Theses and dissertations: A guide to
planning, research, and writing. Westport, CT: Bergin & Garvey.
13. . Thyer, B.A (1994). Successful publishing in scholarly journals. New Delhi: Sage.
14. 1Wolcott, H.F. (1990). Writing up qualitative research. Qualitative research methods
.
series (Vol. 20). New Delhi: Sage.
Learning Experiences / Evaluation
 Assignments on writing different components of one's own thesis
 A summary of the research study
 Critical evaluation of select articles/papers and peer reviews