PRINCIPLES & PERSPECTIVES IN EARLY CHILDHOOD EDUCATION

Paper Code: 
DHSC 511 (B)
Credits: 
04
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):

 


Course

Learning outcomes

(at course level)

Learning and teaching strategies

Assessment

Strategies

Paper Code

Paper Title

 

 

DHSC 511B

 

 

 

Principles &

Perspectives

In Early Childhood

Education

(Theory)

 

The students will be able to -

CO203: Summarize the significance of focusing on early years and educational needs of children with diverse backgrounds.

CO204: Develop low-cost Teaching-Learning Material (TLM) and apply the appropriate and holistic teaching-learning approach in a child care setting.

CO205: Demonstrate the skills of planning and conducting meaningful, stimulating and age-appropriate activities for early childhood years.

CO206: Develop the skill of curriculum planning for early childhood centers.

CO207: Summarize and Interpret relevant thinker’s Standards of Practice and Code of Ethics, and evidence-based practice guidelines, and interpret their impact on a variety of early learning environments.

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 –
    1. 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
    2. Three to six years: Early childhood Education (Preschool education) and School Readiness for 3 to 6 year olds
    3. Six to eight years: Early learning and Transition to Early literacy for 6 to 8 year olds.
12.00
Unit II: 
Historical trends
  • 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, TarabaiModak- Philosophy & Contribution

 

12.00
Unit III: 
Early Childhood Education Curriculum
  • Essential features and component of ECCE curriculum
  • Approaches to curriculum- Child Development, Verbal Cognitive, Verbal Didactic, Sensory Cognitive
  • Programe Models- Montessori, Bereiter Engleman, 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
  • M.Sen Gupta, 2013; Early Childhood Care & Education. PHI Learning Pvt. Ltd. Delhi
  • Kulkarni S.S. (1988), Parent Education: Perspectives of approaches.
  • Mohanti and Mohanti (1996), Early Childhood Care and Education, New Delhi, Deep and DeepPublication
  • Hllderbrand V.;1971,Introduction to early childhood Education,NewYork,Macmillan.
  • Decker,celia Anita and decker, John K.;1984, Planning & Administering Early childhood
  • Khurshid UI Islam S. Rao,V.K.,1990; Early childhood care & Education, common wealth publishers, New Delhi.
  • Documents: Sensitive periods: CLR, Pune, NCERT position paper of ECCE, National ECE curriculum, CECED paper of Dr. Vinita Kaul

 

Academic Year: 
2020-2021
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