B.Sc. (F.C.Sc.) Programme
HDFS Courses
General Level Program
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
COURSES OFFERED IN GENERAL LEVEL PROGRAM BY HDFS DEPARTMENT
YEAR/SEM
II Yr/III Sem
II Yr/ IV Sem
III Yr/V Sem
IIIYr/ VI Sem
COURSE NO.
HDF 1308
HDF 1409
HDFS 1506
HDF 1609
TITLE
Family and Child Welfare
Children’s Growth and Development
The Early Years: Learning Through Play
Parent & Community Education :Strategies
and Approaches
CREDIT
3
3
3
3
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
II
Semester III
OBJECTIVES
UNIT-I
B.Sc. (F. C. Sc.)
General Level Program
HDF 1308 - Family and Child Welfare
ACADEMIC
YEAR
2015-2016
CREDIT
3 (3+0)
HOURS 45
1. Gain knowledge about the family with respect to contextual, sociocultural and economic scenario in the country.
2. Become sensitized to the changing structural and functional patterns of
the Indian families in the existing social realities.
3. Understand the needs, issues and problems of children, youth, women and
the older persons.
COURSE CONTENT
Welfare and Development and Social change
(25%)
A. Concept and importance of family and child welfare and
development.
 Approaches to welfare and development.
 Ecological
 Eco cultural / contextual
 Gender
 Life-span
 Human rights
 Development in the present socio-economic and cultural
context.
B. Social realities in family
 As a unit
 Development and social issues (type; concept; patriarchy;
needs; rights and responsibilities of family members; cultural
perceptions of rights, plurality).
 Empowerment of family members.
 Changing patterns of family life in India.
 Structural and functional changes in the joint family.
 Crisis situations, exploitation within the family.
(Note: Teacher is expected to operationalize ‘development’,
‘welfare’, ‘well-being’, ‘happiness’ and ‘democratic’ function in
the family).
UNIT-II
Situational Analysis of Children, Adolescents and Youth
(25%)
A.
 Demographic features of children – population, health,
nutrition, education.
 Issues related to children under difficult circumstances, child
marriages trafficking.
 The girl – child issues related to discrimination.
(Note: This unit needs to be discussed from the perspective of
child rights).
UNIT-III
UNIT - IV
B.
 Demographic profile of adolescent and youth.
 Needs, issues and problems of adolescents and youth-early
marriage, teenage pregnancy, substance use and abuse
(smoking, alcohol and other intoxicants), AID/HIV among
youth, sexuality and reproductive health problems,
unemployment, anti-social activities and crime.
 Youth involved in terrorism.
 Role of youth in self and community development.
Situation Analysis of Women
 An overview of patriarchy and construction of gender.
 Demographic profile of women in India.
 Health, nutrition, reproductive health and sexuality,
education, employment, political and pubic participation of
women.
 Issues related to dowry, prostitution, domestic violence,
sexual harassment & rape.
 Marginalization of women – widows, single, divorced and
deserted women and working mothers.
 Women’s role and status in Indian family, role conflict in
women today, women’s movement, women’s empowerment.
(Note: This unit needs to be discussed in the light of human rights
of women).
Situational Analysis of Older Persons


1.
(25%)
(25%)
Demographic profile of older persons in India.
Needs of the older persons – health and medical care,
housing, family support, financial assistance, emotion and
social needs.
 Issues related to death and dying, loneliness.
 Problems of older persons: living alone and growing threat is
their security and freedom.
 Contributing role of older persons in family and community.
REFERENCES
Bronfrenbrenner, U. (1979). The ecology of human development. Experiment by nature
and design. Cambridge : Harvard University Press.
2.
3.
4.
5.
6.
7.
8.
9.
Dreze, J., & Sen, A. (1995). India : Economic, development and social opportunity. New
Delhi : OUP.
Gopalan, S. & Shiva, M. (Eds.) (2000). National profile on women, health and
development, Voluntary Health Association of India and World Health
Organisation.
Ministry of Social Justice and Empowerment (ND ). National policy on older persons.
GOI : Author.
UNICEF (1995). The progress of Indian states. UNICEF.
UNICEF (1995). Child prostitution : The ultimate abuse. Report on the National
Consultation on Child prostitution.
UNFPA. (2000). Adolescents in India : A profile for UN system in India. UNFPA.
UNHRD. (2000). India report on the world summit of children.
Veeraraghavan, V., Singh, S.P., & Khandelwat, K.A. (2002). The child in the new
millennium. ND : Mosaic.
Learning Experiences
Observations, classroom discussions, lectures and case studies
Evaluations
Regular class test, take home assignments
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Human Development & Family Studies
Fatehgunj, 0265-2795522
YEAR
General Level Program
General Level Program
HDF 1409
Children’s Growth and Devlopment
II
Semester IV

OBJECTIVES





UNIT-I
CREDIT




3 (3+0)
HOURS
45 hours
Understand the relationship between growth, nutrition and health with
special focus on the Indian context
Understand basic principles and processes of physical growth from
conception till eight years.
To learn the methods of assessing physical growth, from conception
till eight years especially those used in India.
To learn the deviations in growth, their causes, remedial measures and
their effects
To know the nutritional and health care needs of children from birth
till eight years of age.
To become aware abouts programs and strategies developed in the
Indian context to support child survival, promote growth and health of
children
COURSE CONTENT
Physical Growth and Health: Basic Concepts and Influences


UNIT-II
ACADEMIC
YEAR
2015-2016
20%
Definition and meaning of terms
Basic principles of physical growth: The rate and pace of
growth, pattern of changes, individual differences
Characteristics of good health: their relative application
across the stages of life cycle
Relationship between growth, health and nutrition – the
vicious cycle.
Relationship between growth, health and nutrition: the
vicious cycle.
Genetic, Environmental influences on growth including socio
cultural factors (regional, familial, SES etc.)
Life in the Womb, Birth and Neonatal Period
 Conception and fetal development.
 Prenatal assessment: basic physical and physiological tests;
Sonography, Amniocentesis, Abdominal electro
cardiography, Chronic Ville sampling, Fetoscopy and other
30%








UNIT-III
technical advances; problems and issues associated with
these methods
Risk factors in pregnancy: Maternal illnesses, drugs/alcohol,
stress, other environmental factors
Protective factors: Health care and nutrition
Health problems of the mother during pregnancy
Labor and birth process : Normal birth; Medically aided
births; induced labor; forceps; vacuum suction; cesarean;
reasons for these and their effects
Birth complication and their effects – Examples: Birth
injuries, Asphyxia, Anoxia, Meconium aspiration, Placental
abruption, Placenta previa, Post partum hemorrhage etc.
Assessing normally of the neonatal / Indicators of maturity:
 Pre/post mature infants, large for date, small for date,
babies characteristics of such newborns
 The Apgar Scoring System
 Reflexive behaviors
Care of the New Born: Adjustments to extra uterine
conditions and problems there in; care of premature infants,
at hospital, home and community settings
Breast feeding : The process of lactation, importance for
baby and mother, antenatal preparation, beliefs related to
breast feeding, support for effective breast feeding; problems
in breast feeding; and solutions to them.
 The Baby Friendly Hospital Initiative and other measures
to support breast feeding
Physical Growth and Health Care in Early Childhood
 Normal growth in infancy and toddler hood: Height, Weight,
growth of the brain, skeletal and muscular system
 Nutrition and Health Needs
 Supplementary Nutrition: Need, principles, ways to give
supplementary foods, problems and their management
 Common illnesses: Their prevention and management
 Respiratory illnesses
 Immunisable diseases – infections
 Acute diarrhea and its management
 Importance of programs for health for children
 Growth Monitoring and Growth Promotion
 Assessment of physical growth: Height, Weight, Midarm circumference, etc. Maintenance of Road-to-health
charts
 The need and process of growth monitoring in India
context
 Problems related to growth: Identification, causes and
30%

UNIT - IV
intervention for restoring normal growth
Growth, Nutrition and Health care needs of the preschool
child
 Physical and physiological changes
 Nutritional needs and ways of meeting them
 Safety & Accident prevention
 Care during illness; e.g. Fever, infection, digestive and
respiratory problems
Physical Growth, Nutrition and Health Care for School Age
Child



20%
Physical and physiological changes
Health and Nutrition needs: promoting and maintaining
health
School health – Role of school for child health, aspects of
school health School health programs and school health
education.
REFERENCES
1.
Arya, S.C. (1999). Infant and Child Care – Revad. Vikas Publishing House Pvt. Ltd:
New Delhi, India.
2.
Beckett, C and Taylor, H. (2010) Human Growth and Development, Sage Publications
Lts.
3.
Berk, L.E. (1996). Child Development 3rd ed. Prentice Hall of India Pvt. Ltd. New
Delhi.
Bourne, G. (1989). Pregnancy Rev. ed. Pan books : London, UK.
Craig, G.J. (1997). Human Development 7th ed. Prentice – Hall Inc : NJ.
D.B. Jellite (ed.) (1985). Child Health in the Tropics : A practical handbook for health
personnel. 5th edn. Edward Arnold; Victoria, Austrialia.
Ghosh, S. (1989). You and Your Child, New Delhi : Voluntary Health Association of
India.
Haris, A.C. (1986). Child Development. New York : West Publishing.
Helsing, G. (1982). Breast feeding in practice. New Delhi : Oxford, Chapter-3 pp.24-34,
(other chapters for teachers reading).
Orlandi, M. and Prue, D. (1988) Encylopedia of good health. Michael Friedman
Publishing Group, New York, USA
4.
5.
6.
7.
8.
9.
10.
11.
Park, K. (1995). Park’s Textbook of preventive and social medicine. 14th ed. Ms.
Banarsidas Bhanot, Jabalpur, India.
12.
Schickedanz, J.A.; Schickedanz, D.I.; Forsyth, P.D. & Forsyth, G.A. (1998).
Understanding children and Adolescents 3rd ed. Allyn & Bacon : Boston.
13.
Strand, R. (2002) What your doctor doesn’t know about nutritional medicine may be
killing you. Manjul Publishing House, Bhopal, India.
14.
15.
UNICEF(2002): Facts for life : A communication challenge, New York
Wason, A. (2010) Body Talk. Harper Collins Publisher, Noida, India
Learning Experiences / Learning Outcomes
 Visits to various settings to observe children – nutrition, immunization, etc.
 Planning food menu for children.
 Analyzing the food menu of children in schools and home.
 Presentations on various content related themes.
Evaluations
 Three theory tests.
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Human Development and Family Studies
Fatehgunj, 0265-2795522
YEAR
B.Sc. (F. C. Sc.) General Level Program
Core Compulsory:
HDF 1506
The Early Years: Learning Through Play
III
Semester V
OBJECTIVES
CREDIT
3 (3+0)
HOURS 45
1. Understand the significance of early childhood (0-8 years) as a crucial life
stage.
2. Develop an understanding of the major concepts and processes of learning
and development during the early years
3. Appreciate the significance of play for young children’s development
4. Able to plan a developmentally appropriate early childhood program
UNIT-I
UNIT-II





UNIT-III
ACADEMIC
YEAR
2015-2016
COURSE CONTENT
The Early Years: A Foundation for Life
 Importance of early childhood years ( 0-8)
 Developmental perspectives
 Brain researches
 Survival vs. developmental
 Developmental milestones and early screening
 Rights perspective
Cognition and Learning during Early Years: Theoretical
Perspectives
Social Learning theories
Piaget and Vygotsky’s theories for cognitive development
What is learning? Principles of learning
Implications for practice in Early Childhood centres, homes
Tips for parents, teachers and care givers
(10%)
(30%)
Play, Learning and Social Behavior
(40%)
 Importance of Play
 Theories of Play
 Types of Play
 Role of parents and teachers in fostering play
 Play as a medium of learning
 Play and socialization processes (observation learning, effects
of positive and negative events, agents of socialization –
parents, teachers, peers).
 Effect of social development on learning process (area of
social behavior – dependence vs. independence, competition,
aggression, sex roles, fear of success )
UNIT-IV
1.
2.
3.
4.
5.
6.
7.
Planning Programs for Young Children
(20%)
 Principles of planning and organizing activities for children
 Developmentally appropriate curriculum: Components and
Strategies
 Use of materials and involvement of parents, community and
experts
 Planning in diverse setting (urban preschools, rural and urban
anganwadis, homes, day care centers)
REFERENCES
Mohite, P., & Prochner, L. (Eds.), (2008). Playing across borders: Preschools in India.
New Delhi: Orient Longman.
Katz, L. G. (2003). Current issues and trends in early childhood education. In T.S.
Saraswathi. (Ed.), Cross cultural perspectives in human development (pp.354-382).
New Delhi: Sage.
Cole, M., & Cole, S. (2001). The development of children (4th ed.). New York: Worth
Publishers.
Seefeldt, C., & Barbour, N. (1990) Early childhood education: An introduction (2nd ed.).
Columbus, OH: Merrill Publishing Company.
Swaminathan, M. (1984). Play activities for young children. New Delhi: UNICEF
Ved Prakash (1993). Towards an open learning environment for the young child: Some
principles, practices and issues in curriculum planning. Paris: UNICEF/UNESCO.
Taraporevala, R., & Chhugani, N. (2002). Early childhood years: Handbook for parents
and teachers. Mumbai: English Edition Publishers.
Learning Experiences
 Lectures, documentaries, panel discussions with experts, parent meetings, visit to
early childhood centers.
Evaluations
Regular class tests, assignments and presentations, small projects.
The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
YEAR
III
B.Sc. (F. C. Sc.)
Elective Compulsory:
HDF 1609
Parent and Community Involvement: Activities
and Strategies
Semester IV

OBJECTIVES




UNIT-I
ACADEMIC
YEAR
2015-2016
CREDIT
2 (2+1)
HOURS
64
Develop sensitivity to the community setting and understand the roles
of parents and community in child care and development.
Students will appreciate the importance of parent and community
involvement for overall development of young children.
Students will be able to use effective methods and techniques for
parent and community involvement.
Students will be enabled to develop appropriate skills to work with
parents and the community.
Students will be able to plan programs of parent education and
involvement in school related activities and the community
mobilization as well.
COURSE CONTENT
Need and Importance of Parent and Community Education
A. Need and Importance
 Understanding the concepts–parenting, parent-child relationship,
parent education, parent involvement community education,
community-involvement and community mobilization.
 Need and importance of parent education for building better
home-school relationships for overall development of children,
for smooth functioning of school programme.
 Understanding different kinds of parent education programmes
and roles parents can play as
– Participators and planners of programmes, parents’ as
advisors, volunteers and resource persons, scope of parent
education programmes.
– Constraints in parent involvement and factors influencing a
successful parent involvement programme.
B. Community Education
 Understanding the concept of community and community
education with reference to –
(20%)
Types of community (rural, tribal, urban slums etc.) –
physical & social structure – family, religion, education,
value and economic system.
- Characteristics and needs of community.
- Different community agencies and services, their role in
providing supportive services to parents.
Child guidance clinics, day care centres, medical and referral
services, community development centres.
-

UNIT-II
Community Involvement
 Understanding the concept of community involvement.
 Principles of community involvement.
 Obstacles to community involvement.
- Mismatch of needs and values
- Unrealistic goals
- Caste and class barriers
- Socio political factors
- Inadequate resources
 Using and mobilising resources for community involvement.
(20%)
UNIT-III
Planning, Implementing and Evaluation of Parent Education
Programs
(20%)



UNIT-IV
Ways and methods of planning programs, and understanding the
processes involved in implementing programs.
Criteria for evaluation of parent programs and parent
involvement.
General guidelines and ethical issues in working with parents.
Communication Strategies



Meaning and Importance of communication.
Factors determining the selection of appropriate methods and
techniques of communication.
Different – methods of communication
Lecture
Demonstration
Role plays
Group discussions
Simulated exercises / games
Different approaches for communication: (I) individual, group
and mass media. (II) Slides movie video films, (III) posters, (IV)
pamphlets, (V) puppets, (VI) radio talks etc.
(20%)
PRACTICALS
UNIT-1
Community Involvement
10%

UNIT-II
Making a formal visit to two non-government organization in
Baroda.
 Administer a questionnaire in these organization in relation to
the importance of parent involvement in the organization
 Report writing on the experience
Planning, Implementing and Evaluation of Parent Education
Programs
 Selecting themes, web making and planning for 3 hours
implementation on field
 Implementation of the planned program on field in a nongovernment organization.
 Interaction with parents
 Report writing for the same.
REFERENCES
10%
1.
Ahuja, R. (1994). Indian Social System, New Delhi : Rawat.
2.
Click, P. (2000). Administration of schools for young children. (v ed.). N.Y. Delmar.
3.
Dhara, O.P. & Bhatnagar, O.P. (1994). Education and Communication for development
(2nd ed.) New Delhi. Oxford.
IGNOU (1995, October). Communicating with parents and community. New Delhi:
IGNOU
Miller, D.F. (1999). Positive Child Guidance (IIIed.). N.Y. Delmar.
4.
5.
6.
Sciarra, D.J. & Dorsey, A.G. (1998). Developing and Administering a child care centre.
(IV ed.) N.Y. Delmar.
Learning Experiences / Learning Outcomes

Sensitize to the community setting and understand the roles of parents and
community in child care and development
 Appreciate the importance of parent and community involvement and be able to
use effective methods and techniques for parent and community involvement.
 Plan programs of parent education and involvement in school related activities
and the community mobilization
Evaluations
Regular tests, assignments and presentations, small projects