EARLY CHILDHOOD CARE AND EDUCATION (THEORY)

Paper Code: 
HHD 124
Credits: 
4
Contact Hours: 
60.00
Max. Marks: 
100.00
Objective: 

This course will enable the students to :

  1. Understand genetic foundation of life & prenatal development.
  2. Understand care of neonate, their capabilities and assessment
  3. Remember the developmental milestones and development during infancy
  4. Understand development during childhood and factors influencing the development

 

 

 

 

 

 

 

 

 

 

Course Outcomes (COs):

Course Outcomes

 

Learning and Teaching Strategies

Assignment Strategies

  
 

Student will–

 

COHD15: Value and support the significance, objectives and stages of early childhood 

COHD16: Value the importance of early intervention and ECE philosophies.

COHD17: Examine the Essential features and component of ECCE curriculum and pedagogical strategies

COHD18: Examine and appraise the program policies and issues related to ECCE

COHD19: Design and develop various methods of engaging children

 

 

Approaches in Teaching:  Lecture & discussion specific to current research in ECCE

, Audio visual resources, Experiential learning through demonstration

 

 

Learning activities for the Students:

Self  -directed /: Read joournal articles, books to collate information on need and rationale of ECCE, assignments, field practicals.

Quiz. PPT, Group discussion, Class test focusing on definitions, short notes, match the following,assignments, CA test , Semester End Examination.

  

 

12.00
Unit I: 
Early Childhood Education
  • Childhood- Meaning , Importance of early childhood in the lifespan
  • Significance of early childhood: neuro- science perspective, rights perspective,  economic investment and the criticality of early years in the human life cycle
  • Goals and objectives of ECCE within an integrated and whole child approach
  • present status of ECCE in India
  • Sub Stages in ECCE – Birth to 3 years: Three to six years & Six to eight years 

 

12.00
Unit II: 
Developmental delay during Childhood and ECE philosophies
  • Developmental delay, early detection and intervention
  • Contributions and writings of thinkers such as Tagoreji, Gandhjii, Gijubhai Badheka, Tara Bai Modak,  Montessori and Froebel for early childhood education
  • Different kinds of early childhood settings and the role in meeting needs of children in crèches, anganwadis, balwadis, mobile crèche, fee paying ECCE centers & ECCE centers run by NGOs.

 

12.00
Unit III: 
Early Childhood care & Education Curriculum and Pedagogy

·                Essential features and component of ECCE curriculum

·                Approaches to curriculum- Child Development, Verbal Cognitive, Verbal Didactic, Sensory      Cognitive

·                School Readiness-3R’s

·                Play, development and learning in ECCE

·                Programme Planning- Types and principles

·                Understanding different approaches to learning with emphasis on “child as an active learner”: - Holistic approach, active participation, child centeredness, constructivism

Balancing between discipline- participation, exploring and mediation, self directed and guided activity

12.00
Unit IV: 
Policy, Programmes and issues in ECCE
  • National policy on education (1986) on ECCE, National Plan of Action (2015)
  • ECCE in Right to Education Act, 2010
  • National Policy on ECCE ( 2013)
  • NCF for ECCE
  • ECCE in New Education policy 2020
  • Programmes: ICDS, Mobile crèche, Rajiv Gandhi crèche scheme
  • Issues in ECE in India: Salience to ECCE for national development, issue of equity, quality, regulation and monitoring of ECCE

 

12.00
Unit V: 
Methods of engaging with children
  • Music and movement and the appeal of rhythm 
  • Free conversations, free hand drawing, creative activity, role play, drama as sources of learning
  • Story-telling and its functions in imagination and cultural literacy
  • Indoor and outdoor play in structured and free situations 
  • TLMs for ECCE
  • Cooperation and Collaboration with parents, families, and the community

 

Essential Readings: 
  • Mishra R.C. , 2005; Early Childhood care & education, A.P.H. publishing Corporation , New Delhi-110 002
  • Mangal, S. K. and Shubhra' Mangal (2019), Creating an Inclusive School, PHI Learning Pvt. Ltd.
  • Geva M. Blenkin and A. V. Kelly (2002), Early Childhood Education a developmental curriculum, Paul Chaoman Publishing Ltd.
  • G. Pankajam (2005), Pre-Primary education Philosophy and Practice, Concept Publishing Company, New Delhi.

 

References: 

SUGGESTED READINGS:

  • Mohanti and Mohanti (1996), Early Childhood Care and Education, New Delhi, Deep and DeepPublication
  • S. Vekataiah (2004), Child Education, Anmol Publications Pvt. Ltd. 7. R. C. Mishra (2009), Early childhood care and Education, A.P.H. Publishing Corporation
  • Aparajitha Chowdhury and Rita Chowdhury (2002), Pre- School Children Development car and Education, New age International Publishers.
  • M.Sen Gupta, 2013; Early Childhood Care & Education. PHI Learning Pvt. Ltd. Delhi

 

e-RESOURCES

 

JOURNALS

 

Academic Year: 
2022-2023
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