Introduce the students with the concept of ECCE, its need, significance and objectives.
Impart knowledge about policies, programmes & Issues of ECCE in India
Train the students in designing the curriculum and stimulation package for ECCE
Train the students in organizing activities for holistic development of children.
Unit I:
Early Childhood Care & Education
Early Childhood Care and Education –its holistic and integrated nature
Need, significance and objectives of ECCE
Philosophy & Contributions of Indian & Western thinkers - Montessori, Froebel, Vygotsky, M.K. Gandhi, Ravindra Nath Tagore, Gijubahai Badheka, Tarabai Modak.
Unit II:
History and Policies for ECCE in India
History of ECCE in India: Early Missionaries, Montessori in India, Central Social Welfare board, Balwadi programme and ICDS
Policy framework in ECCE
National Policy on Education (1986),
Article 45 in Indian Constitution and 86th amendment
ECCE in Right to Education (2010)
National Curriculum Framework ( 2005)
National Policy on ECCE ( 2013)
Commitments to international Conventions and Commitments like Education For All (EFA) , Millenium Development Goals (MDG)
Unit III:
Programmes and Issues of ECCE
Programmes and provisions in ECCE in India : ICDS, Rajeev Gandhi Creche Scheme, ECCE In NREGA, ECCE in SSA, Private sector provisions in ECCE, Voluntary Sector initiatives in ECCE
NCERT, NIPCCD, CARE, CRY, ICCW, UNICEF
Issues in ECCE in India : Inadequate importance to ECCE; Status and Gaps in Access, Coverage & Quality of ECCE; Issues of Teacher education in ECCE ; Lack of Regulation and monitoring.
Unit IV:
Play & curriculum planning
Meaning importance and value of Play
Meaning, importance and types (Kinesthetic, Visual, auditory) of early stimulation
Early stimulation—nature of materials; considerations of safety, hygiene, space etc.
Curriculum models
Principles & Types of Activity planning- daily, weekly and annual plan
Characteristics of early childhood indicator
Unit V:
Methods and Materials for Early childhood Development
Activities and materials for Gross & Fine Motor Development
Activities and materials for Language development-Informal discussion, conversation story-telling, Role play, rhymes, picture talk, listening skill
Personal and social development- Group activities, imaginative play, cooperative learning activities; projects, creative activities.
School Readiness- Importance of 3R’s
Essential Readings:
Muralidharan. R. & Asthana, S. (1991). Stimulation activities for young children. New Delhi: NCERT.
Pankajam, G. (1994). Pre-school Education, Ambalka: The Indian Publication.
Swaminathan, Meena (1998). The First Five Years, New Delhi: Sage Publications.
Swaminathan, M. & Daniel, P. (2000). Activity-Based Developmentally Appropriate Curriculum for Young Children, Indian Association for Preschool Education, Chennai, Coimbatore, Neyveli.
Swaminathan, M. & Daniel, P. (2004). Play Activities for Child Development A Guide to Preschool Teachers, National Book Trust, New Delhi.
Kaul, V. et al (2004) Reaching out to the Child; Oxford University Press.
Kaul, V. (2009). Early Childhood Education Programme. New Delhi: NCERT.
Kaul, V. and Sankar, D. (2009) Early Childhood Care and Education in India: Mid Decade Assessment; NUEPA.
Policy Documents related to RTE (2009); NCF (2005); NPECCE (2013); NCF (2013); NPE (1986); NP on Children (updated)
UNESCO (2006). Select Issues concerning ECCE in India. Background paper prepared for the Education For All Global Monitoring Report (2007)