PRINCIPLES & PERSPECTIVES IN EARLY CHILDHOOD EDUCATION

Paper Code: 
DHSC 511(B)
Credits: 
4
Contact Hours: 
60.00
Max. Marks: 
100.00
Objective: 

Course Objectives (COs):

This course will enable the students to –

1.  Understand the need and importance of early childhood education.

2.  Evaluate the education philosophies given for Early childhood education       by different thinkers

3. Understand the essential components of ECCE curriculum &apply the             effective pedagogical approaches

4. Apply knowledge to plan, prepare and conduct various age appropriate       activities of early childhood

Course Outcomes (COs):

 

Learning outcomes

(at course level)

Learning and teaching strategies

Assessment

Strategies

The students will be able to -

CO219:Develop inclusive, child centered and play-based early learning curriculum and programs.

CO220:Design and develop low-cost age-appropriate Teaching-Learning Material TLM) and execute the activity in early learning environments.

CO221:Create literature and school readiness material for children.

CO222:Develop a plan for organizing Parent-teacher meeting or Bal mela in ECCE center.

Approach in teaching:

Interactive Lectures, Discussion, Reading assignments, Demonstration,

 

Learning activities for the students:

Self-learning assignments, curriculum planning, Simulation, presentations

Class test, Semester end examinations, Quiz, Assignments, Presentation

 

12.00
Unit I: 
Introduction to Early childhood Education
  •  Meaning and characteristics of Early childhood
  •  Need &significance of ECE
  • Goals and objectives of ECCE within an integrated and whole child approach 
  • Salience of early childhood years and present status in India
  • Sub Stages in ECCE –
  • Birth to 3 years: Health, nutrition and Early Stimulation for under 3‘s ; Role of care givers; need for parent education programmes. Need for crèches and day care
  • Three to six years: Early childhood Education (Preschool education) and School Readiness for 3 to 6 year olds.
  • Six to eight years: Early learning and Transition to Early literacy for 6 to 8 year olds.
12.00
Unit II: 
Developmental Delay &Philosophical Perspectives

 

  • Recognizing delayed development
  • Early detection of disabilities
  • Early brain development: studies in neuroscience
  • Rousseau,Pestalozzi, Montessori, Dewey , Froebel- Philosophy & Contribution
  • M.K. Gandhi, Ravindra Nath Tagore, Sri Aurbindo, Gijubahai Badheka, Tarabai Modak- Philosophy & Contribution

 

12.00
Unit III: 
Early Childhood Care &Education Curriculum
  • Essential features and component of ECCE curriculum
  • NCF Foundation stage 2022
  • Programe Models- Montessori, BereiterEngleman, Weikart / High scope / Cognitive Oriented, Reggio Emmelia, Bank street
  • School Readiness
  • Play, development and learning in ECCE
  • Programme Planning- Types and principles

 

12.00
Unit IV: 
Pedagogical Approaches and Practices in ECCE

 

  • 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
  • Cultural and local social forms as tools in the classroom such as rhymes, folk drawings, festival and puppets, Field visits, tour and excursion
  • TLMs  in ECCE
  • Classification of TLMs in ECE-traditional, technological and Edgar Dale’s classification
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 
  • Introducing print media like books, pictures with words and use of audio-visual aids and ICT
  • 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: 

 

  • 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

 

REFERENCE JOURNALS:

·Early Childhood Education Journal (Springer) available at https://www.springer.com/journal/10643

·International Journal of Early Childhood (Springer) available at https://www.springer.com/journal/13158

·Journal of Research in Childhood Education(Taylor & Francis) available at https://www.tandfonline.com/toc/ujrc20/current

 

 

 

Academic Year: 
2023-2024
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