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PRINCIPLES & PERSPECTIVES IN EARLY CHILDHOOD EDUCATION (THEORY)
Paper Code:
DHSC 511 (B)
Credits:
04
Contact Hours:
60.00
Max. Marks:
100.00
Objective:
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
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Course outcomes
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Learning and teaching strategies |
Assessment Strategies |
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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, RavindraNath Tagore, Sri Aurbindo, GijubahaiBadheka, TarabaiModak- Philosophy & Contribution
12.00
Unit III:
Early Childhood care &Education Curriculum
• Essential features and component of ECCE curriculum
• Approaches to curriculum- Child Development, Verbal Cognitive, Verbal Didactic, Sensory Cognitive
• 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.
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
References:
e-RESOURCES
• Sensitive periods: CLR, Pune, available at https://clrindia.org/wp-content/uploads/2020/12/Annual_report_2014_15.pdf
• National ECE curriculum available at https://wcd.nic.in/sites/default/files/national_ecce_curr_framework_fina...
• Kaul. V e-book on Early childhood and school readiness in India available at https://download.e-bookshelf.de/download/0012/2068/98/L-G-0012206898-003...
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:
