TYBSC Home Sc Human Development1 1 Syllabus Mumbai University

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AC 24/6/16
Item no. 4.61





UNI VERSIT Y OF MUMB AI


















S yllabus

SEMEST ER V a nd VI

Progra m: T.Y. B.Sc.

Course: Home Sc ience

Bran ch II: Hu man Development

(C redit Based Seme ster and Grading System

with effect from the a cadem ic year 2013 –2014)

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T. Y. B. Sc. (HOME SCIENCE)

SEMESTER V

BRANCH II: HUMAN DEVELOPMENT

Course Title Internal Semester End Total Periods/week Credits
Code Assessment Examination marks
Marks
USHSII501 Counselling and 40 60 100 3 3
Psycholog ical Testing
USHSII502 Curriculum Planning for 40 60 100 3 3
Preschools
USHSII503 Human Exceptionality 40 60 100 3 3

USHSII504 Administration of schools 40 60 100 3 2
and other Human
Development Agencies
USHSII505 Fami ly Relations and 40 60 100 3 2
Family Welfare
USHSII506 Part A: Social Psychology 40 60 100 3 3

Part B: Theories of Human 40 60 100 3
Behaviour and
Development
USHSIIP501 Part A: Developmentally __ 25 25 3
Appropriate P ractice III
Part B: Exceptional __ 25 25 2
4 Children
Part C: Administration of __ 25 25 2
schools and other Human
Development Agencies
Part D: Children’s __ 25 25 2
Literature
800 30 20

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Course Code Title Periods/week Marks Credits

USHSII501 COUNSELING AND PSYCHOLOGICAL 3 100 3
TESTING


Objectives
• To introduce students to key concepts in counseling.
• To have students construct knowledge about the counseling process and related professiona l skills.
• To familiarize students with selected child and adolescent
counseling methods/approaches/models/specializations.
Course Content
Unit I Definitions of Professional Counseling and Goals of Counseling; Types of Mental
Health Professio nals; and, Relevance and Need for Counseling Children,
Adolescents, and Adults
Classic and/or exemplary definitions
Key ideas; Illustration of key ideas (using transcripts of counseling)
Goals of counseling
Mental Health Professionals and Service s
Difference between counseling, clinical psychology, and psychiatry; distinguishing
counseling from psychotherapy
Types of Mental health professionals
Relevance and Need for Counseling
Indicators of distress in children, adolescents, and adults
Developmental concerns/challenges in childhood, adolescence, and adulthood
Challenges/problems faced by children, adolescents, and adults that are not
developmental in nature (e.g, physical abuse, sexual abuse)
Characteristics of current society th at accentuate the need for professional counseling
services for children, adolescents, and adults; environmental challenges that children,
adolescents, and adults face
Unit II The Counseling Process and Adaptations for Children/Adolescents
Number an d Variety of Counseling Techniques/Approaches/Methods
Preparing for the counseling interview
Arranging the physical space
Creating an optimal socioemotional space
What are some things to consider during the first interview?
Children’s resistance to counseling; steps to overcome children’s resistance
First interview goals and observations
A general model for counseling
Step 1: Defining the problem through active listening
Step 2: Clarifying the child’s expectations
Step 3: Exploring what has been done to solve the problem
Step 4: Exploring what new things could be done to solve the problem
Step 5: Obtaining a commitment to try one of the problem -solving ideas
Step 6: Closing the counseling interview/terminating the counseling session s
Questions counselors ask
What types of questions should the counselor use?
How can silences be used in counseling?
Should counselors give advice?
Should counselors give information?
What about the issue of confidentiality?
Periods
15




















15

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Unit III Selected Counseling Techniques/Approaches Especially Suitable for Use with 15
School Children and Adolescents
Individual Counseling Methods
Carl Roger’s Person -CenteredCounseling
Solution -Focused Brie f Counseling (SFBC)
Play Therapy
Group Counseling
Group leadership skills
Steps in group counseling
Professional School Counseling
Distinguishing School Counseling from General Counseling
Advancements in the Conceptualization of School Counseling:
Norman Gysber’s Developmentally Comprehensive School Counseling Model
ASCA -Promoted Comprehensive School Counseling Programs
Role of the professional school counselor
References
Corey, G. (2004). Theory and practice of group counseling.acif ic Grove, CA: Brooks/Cole.
Capuzzi, D., & Gross, D. A. (1999). Counseling and psychotherapy.Theories and interventions .NJ: Prentice -Hall.
George, R. L., &Cristiani, T. L. (1995). Counseling: Theory and practice . Boston: Allyn& Bacon.
Gibson, R. L., & Mitche ll, M. H. (1999). Introduction to counseling and guidance .New Jersey: Prentice -Hall.
Hornby, G., Hall, C., & Hall, C. (2003). Counseling pupils in schools: Skills and strategies for teachers .
London: Routledge -Falmer.
Kotler, J. A. (2004). Introduction to th erapeutic counseling.Voices from the field (5th edition).Pacific Grove,
CA: Brooks/Cole.
Lakshmi, K. S. (2000). Encyclopedia of guidance and counselling (4th volume).New Delhi: Mittal.
Thompson, C., Rudolph, L. B., Henderson, D. (2004). Counseling childre n. Australia: Brooks/Cole.

Course
Title Periods/week Marks Credits Code

USHSII502 CURRICULUM PLANNING FOR PRESCHOOLS 3 100 3

Objectives
• To help students develop an understanding of developmentally -appropriate teaching -learning practices to be used
in preschools.
• To introduce to students the historic overview of educators and approaches/curriculum models in early
childhood education.
• To have students develop an understanding of play in child’s learning and structuring th e preschool environment.
• To have students develop an understanding of the role of environment in child’s learning and behaviour
including schedules, materials, arrangement of learning activities indoor and outdoor, and centre -based learning.
Course Conte nt Periods
Unit I Developmentally Appropriate Practices 15
NAEYC: Basic principles of developmentally appropriate practices: child -adult ratio,
group size, mixed -age grouping, child -adult interaction, staff qualifications, and roles of
children an d adults.
Curriculum: Meaning and definition of curriculum, components of a good curriculum,
purposes of planning (general goals, instructional objectives)
Scheduling
Components of the schedule: activity time, large group activities and small g roup
activities, outdoor activities, clean up, meals, nap and rest, transitions.
Guidelines for program scheduling: alternating active and quiet times, balancing child -
initiated and teacher -initiated activities, activity level of the children, de velopmental level
of children, arrival of children, seasonal considerations.

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Unit II Historical Overview of Educators and Approaches/Curriculum Models 15
Rabindranath Tagore
TarabaiModak and GijubhaiBadhekha
Jean Jacques Rousseau
Friedr ich Froebel
Montessori Approach
Tawharki Approach
The Developmental Interaction Approach /Bank Street Approach
The High Scope Curriculum For Early Childhood Care and Education
The Project/Thematic Approach
The Reggio Emilia Approach
Mixed -Age Educational Programs for Young Children
Unit III Play 15
Defining play
Purpose of play
Stages/levels of play
Child’s role in play
Teacher’s role in facilitating children’s play: observer, elaborator, modeller, evaluator,
planne r
Organizing and structuring the preschool environment
Room and space arrangement, the outdoor environment and outdoor safety,
indoor environment and indoor safety
Planning learning centres (dramatic play, art corner, blocks area, library, l istening
and writing area, wood work, sand and water table, manipulatives, science and
discovery area, physical education area), quiet area, and storage area.

References
Essa E.L. (2003) Introduction To Early Childhood Education( 4thed).
Barbour, S.(19 93) Early Childhood Education. An Introduction( 2nded).
Gestwicki, C. (1999) Developmentally Appropriate Practices Curriculum And Development In Early
Education (2ndEd.).
Leeper.S.,& Witherspoon, R.(1984).Good Schools For Young Children.
Brewe.J. (1998). Introduction to Early Childhood Education Preschool through Primary Grade (3rd Ed.).
Amin, R. (1997). Learning for life…from birth to five. Nurturing the growing child. Mumbai: Books for Change.
Catron, C., & Allen, J. (1993). Early childhood curriculum. New York: Macmillan.
Children’s Christian Fund. (1994). Early childhood care and development (0 to 6 years). Trainers’ manual. India:
Author.
Dopyera, M., &Dopyera, J. (1993). Becoming a teacher of young children. New York: McGraw Hill.
Ebastian, P. (198 6). Handle with care --A guide to early childhood administration. Melbourne: AE Press.
Kaul, V. (1991). Early childhood education programme. New Delhi: NCERT.
NCERT.(1996). Minimum specifications for preschools. New Delhi: Author.
Swaminathan, M. (1998). Th e first five years —A critical perspective on early childhood care and education in India.
New Delhi: Sage.
Journals
Childhood Education
Parenting
Young Children

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Course
Title Periods/week Marks Credits Code

USHSII503 HUMAN EXCEPTIONALITY 3 100 3

Objectives
• To help students develop an awareness and concern for exceptional children, their needs and problems.
• To help students gain knowledge about the different categories of exceptionality, their prevalence, causes and
preven tion.
• To give information to the students about the education, assessment and rehabilitation of exceptional children,
with special reference to the Indian context.
Course Content Periods
Unit I Introduction to Human Exceptionality 15
Definition and terminology: Exceptional individuals, Disability versus Handicap
Developmentally Delayed and at -risk, Special education
Brief History of the development of special education.
Categories and labels
Legislative History of Special Education
Professionals Who Work with Individuals with Exceptionalities: Cooperative teaching,
Co-teaching
Service delivery teams
Current and Future Challenges
Unit II Intellectually Differently Able Individuals 15
Mentalretardation
Definition of Menta l Retardation
Classification of Individuals with Mental Retardation
Prevalence, Causation, Characteristics, Assessment, Prevention
Educational considerations
Family issues
Trends, issues, and controversies
Gifted and talented ind ividuals
Defining giftedness
Differences among individuals who are talented and gifted
Prevalence, Causation, Characteristics, Assessment, Prevention
Educational considerations
Family issues
Trends, issues, and controversies
Unit III Learning disabilit y 15
Definition of learning disability
Classification of individuals with learning disability
Prevalence, Causation, Characteristics, Assessment, Prevention
Educational considerations
Family issues
Trends, issues, and controversies
Refe rences
Gargiulo .R. M (2003) Special Education in Contemporary Society: Introduction to Exceptionality. Wadsworth.
Gelfand, D. M. & Drew, C. J. (2003). Understanding Child BehaviourDisorders.Thompson Wadsworth Learning.
Heward, W. L., &Orlansky, M.D. (19 92).Exceptional children. Columbus: Merill.
Hardman, M. L., Drew, C. J., & Egan, M. W. (1999). Human exceptionality. Boston: Allyn& Bacon.
Kearney, C.A. (2003). Casebook in Child BehaviourDisorders.Thompson Wadsworth Learning. Pirto,
J. (1999). Talented ch ildren and adults.Their development and education. New Jersey: Merrill. Singh,
D.(1995). Issues, policies and programs for child development in India. Delhi: Kanishka.
Yesseldyke, J. E., &Algozine, B. C. (1998). Special education: A practice approach for t eachers. New Delhi:
Kanishka.

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Course
Title Periods/week Marks Credits Code

USHSII504 ADMINISTRATION OF SCHOOLS AND OTHER 3 100 2 HUMAN DEVELOPMENT AGENCIES

Objectives
• To comprehend the school as a system; thereby, to use a systemic approach in conceptualizing school
administration.
• To evaluate selected school policies and develop critical thinking skills with regard to school policies.
• To be introduced to best practices in school education/innovations in school po licies/school reform.
Course Content Periods
Unit I Introduction & Overview; Conceptual Framework for Understanding School 15
Administration; Role of School Principal/School Administrator
Definitions/types: schools, education, administrati on, stakeholders, system
Functions of schools: general; from the point of view of each stakeholder/group in the
system
Conceptual framework for understanding school administration: school as a system;
vision, mission, goals and objectives; proc ess model/feedback cycle; policy -making and
other decision -making
Role of School Principal: Lead Educator and Lead Executive; management versus
leadership
Interpersonal role of school principal: roles vis -à-vis students, teachers, parents,
trustees/school board members/management; affective and effective role dimensions
(emotional intelligence, handling negativity/handling complaints); public relations;
community relations and community support
Code of ethics for school leaders
Unit II Issues/Topics in School Administration Pertaining to Students/Children 15
Role of the child/student in the classroom
Role of the child/student in the larger school system
Classroom arrangement
School size and class size
Scheduling Issues : Scheduling teaching -learning periods: Block scheduling (innovation)
Character education; service -orientation
Student evaluation: Achievement -oriented education/marks -oriented education,
Disadvantages, Alternatives
Social Promotion versus rete ntion (Emphasis: Impact of each policy on students and other
participants in the school system; inter -relationships between policies; best practices in
education)
Unit III Issues/Topics in School Administration Pertaining to Teachers 15
Which dec isions have to be made pertaining to teachers? And subjected to continuous
evaluation?
Role of teacher in the classroom/Role of teacher vis -à-vis students including child
guidance and classroom management
Role of teacher in the larger school sy stem (vis -à-vis parents, other teachers, school
administrators; as an agent facilitating school administration)
Teacher recruitment policy
Teacher reward policy: Types of formal and informal rewards and their importance,
Teacher remuneration or monetary compensation policy (formal reward)
Professional development policy/Teacher development policy
Teacher evaluation policy
Innovations: Teacher Looping (Emphasis: Impact of each policy on students and other
participants in the school sy stem; inter -relationships between policies; best practices in
education)

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References
Carter, M., & Curtis, D. (1998). The visionary director: A handbook for dreaming, organizing, & improvising in
your center. St. Paul, MN: Redleaf Press.
Cherry, C ., Harkness, B., &Kuzma, K. (2000). Child care center management guide: A hands -on resource.
Torrance, CA: Fearon Teacher Aids.
Click, P. M. (2004). Administration of programs for young children. Thomson Delmar Learning.
Curtis, D., & Carter, M. (2003). D esigns for living and learning: Transforming early childhood environments. St.
Paul, MN: Redleaf Press.
Koralek, D. G. (1995). The what, why, and how of high -quality early childhood education: A guide for on -site
supervision. Washington, DC: NAEYC.
Leepe r, S. H., Witherspoon, R. L., & Day, B. (1984). Good schools for young children. NY: Macmillan.
Morgan, G. G. (1999). The bottom line for children's programs: What you need to know to manage the money.
Beltsville, MD: Gryphon House.
Mosley, J. (2001). Wor king towards a whole school policy on self -esteem and positive behavior. Wiltshire,
England: Positive Press.
Mosley, J. (2003). Quality circle time in the primary classroom. Your essential guide to enhancing self -esteem,
self-discipline and positive relat ionships.Cambridge, UK: LDA.
NAEYC. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
www.aasa.org (AASA: American Association of School Administrators)
www.education -world.com

Course
Title Periods/week Marks Credits Code

USHSII505 FAMILY RELATIONS AND FAMILY WELFARE 3 100 2

Objectives
• To examine the issues related to close interpersonal relationships in the family, especially, with regard to
(a) marital dyad, (b) parent -child relationships, (c) grandparents and (d) siblings.
• To study diversity, challenges and strengths in family types and processes.
Course Content Periods
Unit I Introduction and overview 15
Close Interpersonal Relationships in the Family: The Marital Dy ad
The concepts of marital quality, marital satisfaction and marital stability
Characteristics of high quality marital relationships
Creating personal and dyadic well -being in marriages
Policies, laws, and interventions related to marriages
Legal rights of women
Unit II Close Interpersonal Relationships in the Family: Parent -Child Relationships 15
Parent -child relations over the life course: Development, continuities, transitions, and
discontinuities
The influence of parents on chil dren and children on parents
Characteristics of high quality parent -child relationships
Mothers versus fathers: Gender discrimination, gender specificity or gender equity?
Children’s Rights
Child care: Diversity and challenges: Types of child c are arrangements, Child care costs
and resources, Child care quality and outcomes for children, Policies, laws, and
interventions/services related to child care
At-risk youth and the family: Diversity and challenges in parenting
Unit III OtherCl ose Interpersonal Relationships in the Family 15
Relationship between Grandparents and Grandchildren: Roles, functions and status of
grandparents in the family and in society, Grandmothers versus grandfathers: Gender
discrimination, gender specific ity or gender equity?, Roles of grandchildren: A life -course

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perspective, Sibling relationships: A life -course perspective

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References
Bartlein, B. (2003). Why did I marry you anyway? 12.5 strategies for a happy marriage (and the mythinformation
that gets in the way).Cumberland.
Bernades, J. (1997). Family studies: An introduction. Routledge.
Gottman, J. (1998). Why marriages succeed or fail: And how you can make yours last.
Bloomsbury.
Gottman, J. (2002). The relationship cure: A 5 step guide to strengthening your marriage, family, and
friendships.Three Rivers.
Gottman, J., Notarius, C., Gonso, J., &Markman, H. (1979). A couple’s guide to communication. Illinois: Research
Press.
Gottman, J., & Silver, N. (2000). Seven principles for making marri age work. A practical guide from the country’s
foremost relationship expert.Three Rivers.
Kumar, A. (2006). Women and family welfare. Eastern Book Corp.
Price, S. J., McKenry, P. C., & Murphy, M. J. (Eds.) (2000). Families across time: A life course pers pective
(Readings). Roxbury.
Roy, P. K. (2003). Family diversity in India. Patterns, practices and ethos.Gyan.
Shireman, J. F. (2003). Critical issues in child welfare.Columbia University.
Steel, L., & Kidd, W. (2001). The family. England: McMillan
Sussma n, M., Steinmetz, S. K., & Peterson, G. W. (1999). Handbook of Marriage and the family. New York:
Plenum.
Walsh, F. (Ed.) (2002). Normal family processes. Growing diversity and complexity.New York: Guilford.

Course
Title Periods/week Marks Credits Code

USHSII506 PART A: SOCIAL PSYCHOLOGY 3 100 3


Objectives PART A: SOCIAL PSYCHOLOGY

• To introduce the students to the concept of social psychology and its content areas (behaviour,
attitudes, attribution, persuasion, conformity).
• To help students understand the link between behaviours and attitudes and the factors influencing conformity
• To encourage students to practically apply theories of social behaviour in their day -to-day lives.
Course Content Periods
Unit I Introduction to Social Psychology and Understanding Self 15
Introduction to Social Psychology
Definition and Brief history of social psychology
Methods of studying social psychology
The Self in a Social World
Self-concept and self -esteem
Perceived self -control (self -efficacy, locus of control, learned helplessness versus self -
determination)
Self-presentation, self -justification, self -perception
Unit II Behaviour, Attitudes, Attributions and Persuasion 15
Behaviour, Attitudes and Attributions
The effect of attitudes on behaviour
The effect of behaviour on attitudes
Attributing causality
The fundamental attribution error
Persuasion
The elements of persuasion

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Resisting persuasion

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Unit III Conformity 15
Class ic studies (Asch’s studies of group pressure; Milgram’s experiments on
obedience)
Factors influencing conformity
Resisting social pressure
References
Baron,R., & Byrne, D. (2004). Social Psychology. (10thed) . New Delhi: Pearson Education
Inc F ranzoi, S.L. (2006). Social Psychology (4thed) . New York: McGraw -Hill.
Michener, H. A., & Delamater, J. D.(1999). Social Psychology (4th Ed.). New York: Harcourt Inc.
Myers, D. G. (2005). Social Psychology (8th Ed.). New York: McGraw -Hill.
Shelly, T., Pe plau, L & Sean, D. ( 2006). Social Psychology (12thed). New Delhi: Pearson Education Inc.
Worchel, S., Cooper, J., Goethals, G.R., & Olson, J.M.(2000). Social Psychology.BelmontCA:
Wadsworth/Thomson Learning.

Course Code Title Periods/week Marks Credits

USHSII506 PART B: THEORIES OF HUMAN BEHAVIOUR 3 100
AND DEVELOPMENT

PART B: THEORIES OF HUMAN BEHAVIOUR AND DEVELOPMENT
Objectives
• To have students value the role of theories in comprehending human behaviour and development.
• To facili tate in students an understanding of the theories in human development and their application in day -to-
day life.
Course Content Periods
Unit I Introduction 15
Introduction to Theories of Human Behaviour
Definition of a theory & characteristics of th eories
Reasons for studying theories
Limitations of developmental theories
Introduction to the Psychodynamic Perspective
Biographical sketchof Sigmund Freud
Levels of consciousness
Structure of personality
Unit II The Psychodynamic Pers pective 15
Sigmund Freud —A theory of psychosexual development
Development through psychosexual stages
Nature of anxiety and defense mechanisms
Application and evaluation of the theory
Erik Erikson —A theory of psychosocial development
Biogr aphical sketch
Psychosocial stages
Application and evaluation of the theory
Unit III Classic Behaviorism 15
Ivan Pavlov —Classical conditioning
Basic concepts, Pavlov’s experiment
Components of classical conditioning
Application and evalu ation
B. F. Skinner —Operant conditioning
Biographical sketch
Skinner’s experiment
Components of operant conditioning
Application and evaluationof the theory

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References
Baldwin, A.(1980). Theories of child development. New York: Wiley.
Erikson, E. H. (1963). Childhood and society. New York: W.W. Warton.
Green, M. (1989). Theories of human development: A comparative approach. New Jersey: Prentice Hall.
Hjelle, L. A., & Ziegler, D. J.(1992). Personality theories: Basic assumptions, research and application. New York:
McGraw Hill.
Thomas, M. (2000).Comparing theories of child development.(5th Ed.). California: Belmont

Course
Title Periods/week Marks Credits Code

PART A: DEVELOPMENTALLY 3 25
APPROPRIATE PRACTICE

PART B: EXCEPTIONAL CHILDREN 2 25

USHSIIP501 4
PART C: ADMINISTRATION OF SCHOOLS
2 25
AND OTHER HUMAN DEVELOPMENT

AGENCIES
PART D: CHILDREN’S LITERATURE 2 25



PART A: DEVELOPMENTALLY APPROP RIATE PRACTICE
Objectives
• To facilitate students in learning skills in planning, executing and evaluating developmentally appropriate
educational and recreational activities for underprivileged children in Non -Governmental Organisations.
• To facilitate st udents in learning skills in planning, executing and evaluating developmentally appropriate
educational and recreational activities for children in schools (preschool, primary, secondary levels).
• To facilitate students in learning skills in planning, execu ting and evaluating developmentally appropriate
workshops for varied target groups in educational setups.
Course Content Periods
Unit I Attending and participating in input sessions. 15
To observe, plan, execute and evaluate developmentally -appropriate educational activities and
recreational activities for underprivileged children in Non -Governmental Organizations
(NGOs).

Unit II To observe, plan, execute and evaluate developmentally -appropriate educational and 15
recreational activities f or children in preschools.
To observe, plan, execute and evaluate developmentally -appropriate educational and
recreational activities for primary and secondary school children.

Unit III To observe, plan, execute and evaluate developmentally -appropriate workshops for 15
underprivileged children in NGOs.
To observe, plan, execute and evaluate developmentally -appropriate workshops for preschool
children.
To observe, plan, execute and evaluate developmentally -appropriate workshops for pri mary
and secondary school children.

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PART B: EXCEPTIONAL CHILDREN
Objectives
• To expose students to different settings and institutions catering to the needs of special children.
• To acquaint students with selected tests for assessing exceptional ity.
• To facilitate in students sensitivity towards children with special needs through analysing and evaluating films
with exceptionality.
Course Content Periods
Unit I Visitingcentres and institutions (taught in theory) offering services to special chi ldren and 15
preparing a profile of the institute and making a presentation.
Screening of movies on exceptionality and having students submit their reflection.
Unit II Demonstration of the tests for assessing exceptionality and interpretation of the test results. 15
For example:
Diagnostic tests -- Reading test (e.g., Woodcock Reading Mastery Test)/ Math test (e.g.,
Stanford Diagnostic Mathematical Test)
Creativity tests --Torrance Tests of Creative Thinking
CAT
Myers Briggs
Intervi ewing parents and teachers of children with exceptionality in special schools and
submitting a report.
PART C: ADMINISTRATION OF SCHOOLS AND OTHER HUMAN DEVELOPMENT AGENCIES
Objectives
To provide students with skills in:
• examining and evaluating the framework of administration in various schools,
• identifying exemplary features of administration in schools, and,
• selecting/designing best practices in education and related services.
Course Content Periods
Unit I Examining and evaluating the framew ork of administration in various schools (day schools, 15
residential schools, schools of different boards of education, government -run schools,
government -aided schools, private schools):
Introduction to school administration
Devising a framework to conceptualise, evaluate and innovate school administration/school
policies (small group work)
Debates enabling best practices in school administration
Unit II Identifying exemplary features of administration in scho ols of excellence: 15
Virtual visits to schools
Visits to schools to study innovative school administration
Sessions/workshops by resource persons
Exemplary examples: Indian and non -Indian (Each small group of students selects on e school of
excellence and reports to the large group, describing and justifying why these schools are of
excellence).
Selecting/designing best practices in education (Each small group of students selects/designs and
justifies o ne best practice in education).
Objective PART D: CHILDREN’S LITERATURE

To provide students with skills in selecting and evaluatingchildren’s books/related educational software.
Course Content Periods
Unit I Introduction 15
Defini tion
Types of children’s literature
Recognizing the value of children’s literature
Identifying exemplary children’s literature (award -winning books, authors, & illustrators)
Sharing the history and interesting/amazing facts and information regarding the story/cartoon
characters

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Unit II Selecting and telling a story from children’s books or displaying/ exhibiting/ sharing the 15
educational software
Selecting atellabletale
Motivating the audience to listen
Conveying the sequence of events clearly
Speaking clearlyand distinctly
Utilizing eye contact, facial expressions, andgestures effectively
Ending the story gracefully

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T. Y. B. Sc. (HOME SCIENCE)

SEMESTER VI

BRANCH II: HUMAN DEVELOPMENT

Course Title Internal Semester End Total Periods/week Credits
Code Assessment Examination marks
Marks
USHSII601 Counselling and 40 60 100 3 3
Psychological Testing
USHSII602 Curriculum Planning for 40 60 100 3 3
Preschools
USHSII603 Human Exceptionality 40 60 100 3 3

USHSII604 Administration of schools 40 60 100 3 2
and other Human
Development Agencies
USHSII605 Family Relations and 40 60 100 3 2
Family Welfare
USHSII606 Part A: Social Psychology 40 60 100 3 3

Part B: Theories of Human 40 60 100 3
Behaviour and
Development
USHSIIP601 Part A: Developmentally __ 25 25 3 4
Appropriate Practice III
Part B: Exceptional __ 25 25 2
Children
Part C: Administration of __ 25 25 2
schools and other Human
Development Agencies
Part D: Children’s __ 25 25 2
Literature
800 30 20

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Course
Title Periods/week Marks Credits Code

USHSII601 COUNSELING AND PSYCHOLOGICAL 3 100 3 TESTI NG

Objectives
• To introduce students to key concepts in counseling, psychological testing and assessment.
• To have students construct knowledge about the counseling process and related professional skills.
• To familiarize students with selected adult counseling methods/approaches/models/
• specializations.
• To provide exposure to selected developmental scales, and intelligence, creativity, personality and behavioral
tests.
• To sensitize them to the professional training of counselors and the ethics of counseling and testing.
Course Content Periods
Unit I Selected Counseling Techniques for Use with Adults; and Issues in Counseling 15
Family Counseling: Special focus on Virginia Satir
Couples Counseling
Status of counselling: U SA, India
Code of ethics for counsellor
Unit II An Overview of Psychological Testing 15
Introduction to the use of psychological tests
Definition and characteristics of psychological tests
Test development/construction/standardization
Ethic al considerations in testing
Indian initiatives in psychological testing
Unit III Developmental Assessment of Young Children, Assessment of 15
Intelligence/Creativity, and Personality and Behavioral Assessment
Brazelton Neonatal Assessment Scale
Bayley Scales of Infant Development
WISC (Wechsler Intelligence Scales)
Torrance Tests of Creative Thinking
Strong -Campbell Interest Inventory
Myers -Briggs Type Indicator (MBTI)
Projective tests (TAT)
References
Anastasi, A., &Urbina , S. (1997). Psychological testing.New Jersey: Prentice -Hall.
Black, M. M., &Matula, K. (2000).Essentials of Bayley Scales of Infant Development -II assessment.NY: John
Wiley.Cohen, R., &Swerdlik, M. (2005).Psychological testing and assessment.An introducti on to tests and
measurement.Boston: McGraw Hill.
Corey, G. (2004). Theory and practice of group counseling.Pacific Grove, CA: Brooks/Cole.
Capuzzi, D., & Gross, D. A. (1999).Counseling and psychotherapy.Theories and interventions.NJ: Prentice -
Hall.George, R. L., &Cristiani, T. L. (1995).Counseling: Theory and practice. Boston: Allyn&Bacon.Gibson, R. L.,
& Mitchell, M. H. (1999).Introduction to counseling and guidance.New Jersey: Prentice -Hall.Hornby, G., Hall, C., &
Hall, C. (2003).Counseling pupils in sch ools: Skills and strategies for teachers. London: Routledge -Falmer.Janda, L.
H. (1998). Psychological testing: Theory and applications. MA: Allyn&Bacon.Kaplan, R. M., &Saccuzzo, D. P.
(1997).Psychological testing.CA: Brooks/Cole.Kaufman, A. S., & Lichtenbe rger, E. O. (1999).Essentials of WAIS -
III assessment.NY: John Wiley.Kaufman, A. S., & Lichtenberger, E. O. (2000).Essentials of WISC -III and WPPSI -R
assessment.NY: John Wiley.Kotler, J. A. (2004). Introduction to therapeutic counseling.Voices from the fiel d (5th
edition).Pacific Grove, CA: Brooks/Cole.Lakshmi, K. S.(2000). Encyclopedia of guidance and counselling(4th
volume).New Delhi: Mittal.Thompson, C., Rudolph, L. B., Henderson, D. (2004). Counselingchildren.Australia:
Brooks/Cole.Watkins Jr., C. E., & Campbell, V. L. (Eds.) (2000).Testing and assessment in
counselingpractice.Mahwah, NJ: Lawrence Erlbaum.

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Course
Title Periods/week Marks Credits Code

USHSII602 CURRICULUM PLANNING FOR PRESCHOOLS 3 100 3

Objectives
• To int roduce students to planning developmentally -appropriate activities which promote holistic development
in the following areas:(a) language, (b) science, (c) mathematics, (d) social studies, (e) music and movement, (f)
gross motor, (g) fine motor, and, (h) a rt, craft, and aesthetics.
Course Content Periods
Unit I Language, Science, and Mathematics 15
Language activities: stories, poetry, books, sharing time/circle time, group discussion,
puppets, dramatization/role play, reading and writing readiness fo r preschool children.
Science activities : defining sciencing; developmentally appropriate science for preschool
children; goals and objectives for sciencing activities; scientific process (observing,
classifying and comparing, measuring, experimen ting and relating, inferring and applying);
providing a safe environment.
Mathematics activities: defining mathematics; mathematical concepts, processes,
understanding and skills (classifying, comparing, ordering, patterning, counting, shapes and
space, measurement, fractions, vocabulary, numerical operations), arithmetic readiness.
Unit II Social Studies and Music and Movement 15
Social Studies : reinforcing, clarifying, explaining, and discussing incidents, instructional
resources , coope rative planning, field trips, resource persons, learning centres .
Music and Movement : goals of music and movements, singing(selecting songs, presenting
songs, informal singing, group singing, playing instruments, rhythmic experiences, creating
songs, listening experiences), movement and dance (fundamental movements walking,
standing, balancing, running, jumping, galloping, skipping, playing).
Unit III Gross -Motor, Fine -Motor, and Art and Craft Activities 15
Gross Motor Skills: movement, jump ing, climbing apparatus, following an obstacles
course, rolling and tumbling, throwing and catching, kicking and batting, blocks, sand,
using tools.
Fine Motor Skills: manipulative equipment, beads, sorting, drawing, painting, stacking
rings.
Art and Craft: modelling (clay, dough), pasting, cutting and tearing, painting, printing,
sculpture, collage.
Journals:
Childhood Education
Parenting
Young Children
References:
Essa E.L. (2003) Introduction To Early Childhood Education( 4thed).
Barbour, S.(1993) Early Childhood Education. An Introduction( 2nded).
Gestwicki, C. (1999) Developmentally Appropriate Practices Curriculum And Development In Early
Education (2ndEd.).
Leeper.S.,& Witherspoon, R. (1984).Good Schools for Young Children.
Brewe.J. (1998).Introduction to Early Childhood Education Preschool through Primary Grade (3rd Ed.).
Amin, R. (1997). Learning for life…from birth to five. Nurturing the growing child. Mumbai: Books for Change.
Catron, C., & Allen, J. (1993). Early childhood curriculum. New York: Macmillan.
Children’s Christian Fund. (1994). Early childhood care and development (0 to 6 years). Trainers’ manual. India:
Author.
Dopyera, M., &Dopyera, J. (1993). Becoming a teacher of young children. New York: McGraw Hill.
Ebast ian, P. (1986). Handle with care --A guide to early childhood administration. Melbourne: AE Press.
Kaul, V. (1991). Early childhood education programme. New Delhi: NCERT.

Page 20

NCERT.(1996). Minimum specifications for preschools. New Delhi: Author.

Page 21

Swaminathan, M. (1998). The first five years —A critical perspective on early childhood care and education in India.
New Delhi: Sage.

Course
Title Periods/week Marks Credits Code

USHSII603 HUMAN EXCEPTIONALITY 3 100 3

Objectives:
• To help students develop an awareness and concern for exceptional children, their needs and problems.
• To help students gain knowledge about the different categories of exceptionality, their prevalence, causes and
prevention.
• To give information to the stud ents about the education, assessment and rehabilitation of exceptional children,
with special reference to the Indian context.
Course Content Periods
Unit I Speech and Language Disorders 15
Definition of speech and language disorders
Classification of individuals with speech and language disorders
Prevalence, causation, characteristics, assessment, prevention
Educational considerations
Services for children with speech and language disorders
Family issues, Trends, issues, and controversie s
Hearing Impairment
Definition of hearing impairment
Classification of individuals with hearing impairment
Prevalence, causation, characteristics, assessment, prevention
Educational considerations
Services for children with hearing impai rment
Family issues,trends, issues, and controversies
Unit II Visual Impairment 15
Definition of visual impairment, classification of individuals with visual impairment
Prevalence, causation, characteristics, assessment, prevention
Educational considerations, Services for children with visual impairment
Family issues, trends, issues, and controversies
Physical and Health Disabilities
Definition of physical and health disabilities
Classification of individuals with physical and healt h disabilities
Prevalence, causation, characteristics, assessment, prevention
Educational considerations
Services for children with physical and health disabilities
Family issues
Trends, issues, and controversies
Unit III Emotional and Beh aviour Disorders 15
Definition of emotional or behaviour disorders
Classification of individuals with emotional or behaviour disorders
Prevalence, causation, characteristics, assessment, prevention
Educational considerations
Services for chil dren with emotional or behaviour disorders
Family issues, trends, issues, and controversies

References
Gargiulo .R. M (2003) Special Education in Contemporary Society: Introduction to Exceptionality. Wadsworth.
Gelfand, D. M. & Drew, C. J. (2003) . Understanding Child BehaviourDisorders.Thompson Wadsworth Learning.
Heward, W. L., &Orlansky, M.D. (1992).Exceptional children. Columbus: Merill.

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Hardman, M. L., Drew, C. J., & Egan, M. W. (1999). Human exceptionality. Boston: Allyn& Bacon.
Kearney, C.A . (2003). Casebook in Child BehaviourDisorders.Thompson Wadsworth Learning. Pirto,
J. (1999). Talented children and adults.Their development and education. New Jersey: Merrill. Singh,
D.(1995). Issues, policies and programs for child development in India. Delhi: Kanishka.
Yesseldyke, J. E., &Algozine, B. C. (1998). Special education: A practice approach for teachers. New Delhi:
Kanishka.

Course
Title Periods/week Marks Credits Code

USHSII604 ADMINISTRATION OF SCHOOLS AND OTHER 3 100 2 HUMAN DEVELOPMENT AGENCIES

Objectives
• To evaluate selected school policies and develop critical thinking skills with regard to school policies.
• To be introduced to best practices in school education/innovations in school poli cies/school reform.
• To become acquainted with exemplary school models.
• To develop a cross -cultural perspective on school administration.
• To learn how other human development agencies are organized and managed.
Course Content Periods
Unit I Other Issues /Topics in School Administration 15
Issues/Topics in School Administration Pertaining to Parents: Role of parents in the
school: various models and innovations
Current Topics in School Administration: Technology and Education: Policies related
to the use of technology
Unit II Exemplary School Models/Exemplary School Systems; Cross -Cultural Comparisons 15
of Schools or School Systems
Exemplary school models: Toto Chan; Rudolph Steiner and the Waldorf Schools, Mumbai
school: Tridha
Indian origin exemplary school models: J. Krishnamurti Schools (India and worldwide);
Chinmaya Mission Schools
Other exemplary school models: VishvaBharati, Shantiniketan: A Rabindranath Tagore
initiative; a Mumbai Initiative: Muktangan
Crosscultu ral comparison: India, USA, Finland, Germany, & Singapore
Unit III Administration of Child Care Agencies & Other Human Development Agencies 15
Playgroup, Daycare Center, and Preschool: Administration of: infant care programmes,
toddler care programm es, preschool programmes
Hobby Center/Recreational Center
Children’s Library/Children’s Theatre
Youth Club, Child Guidance Clinic
NGOs and services for the underprivileged
References
Albrecht, K, & Miller, L. G. (2000). Innovations, the comp rehensive infant curriculum: A complete, interactive
curriculum for infants from birth to 18 months. Beltsville, MD: Gryphon House.
Albrecht, K, & Miller, L. G. (2000). Innovations, the comprehensive toddler curriculum: A complete, interactive
curriculum for toddlers from 18 to 36 months. Beltsville, MD: Gryphon House.
Anning, A., Cullen, J., & Fleer, M. (Eds.) (2004). Early childhood education. Society and culture.London: Sage.
Carter, M., & Curtis, D. (1998). The visionary director: A handbook for dream ing, organizing, & improvising in
your center. St. Paul, MN: Redleaf Press.
Cherry, C., Harkness, B., &Kuzma, K. (2000). Child care center management guide: A hands -on resource.
Torrance, CA: Fearon Teacher Aids.
Click, P. M. (2004). Administration of pro grams for young children. Thomson Delmar Learning.
Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St.
Paul, MN: Redleaf Press.

Page 23

Godwin, A., &Schrag, L. (1996). Setting up for infant/toddler care : Guidelines for centers and family child care
homes. Washington, DC: NAEYC
Greenman, J, &Stonehouse, A. (1996). Prime times: A handbook for excellence in infant and toddler care. St. Paul,
MN: Redleaf Press.
Gupta, A. (2006). Early childhood education, postcolonial theory, and teaching practices in India. NY: Palgrave,
Macmillan.
Koralek, D. G. (1995). The what, why, and how of high -quality early childhood education: A guide for on -site
supervision. Washington, DC: NAEYC.
Leeper, S. H., Witherspoon, R. L., & Day, B. (1984). Good schools for young children. NY: Macmillan.
Morgan, G. G. (1999). The bottom line for children's programs: What you need to know to manage the money.
Beltsville, MD: Gryphon House.
Mosley, J. (2001). Working towards a whole schoo l policy on self -esteem and positive behavior. Wiltshire,
England: Positive Press.
Mosley, J. (2003). Quality circle time in the primary classroom. Your essential guide to enhancing self -esteem,
self-discipline and positive relationships.Cambridge, UK: LD A.
NAEYC. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
Neugebauer, B., &Neugebauer, R. (Eds.) (1998). The art of leadership: Managing early childhood organizations.
Redmond, WA: Exchange Press
Olds, A. R . (2001). Child care design guide. New York: McGraw -Hill.
Ramji, M. T., Goyal, B. R., &Banerji, U. (1972). Pre -primary institutions —their supervision. A handbook for
supervisory staff.New Delhi: NCERT.
Ryan, B. A., Adams, G. R., Gullotta, T. P., Weissberg , R. P., & Hampton, R. L. (Eds.) (1995). The family -school
connection. Theory, research, and practice.Thousand Oaks, CA: Sage.
Sciarra, D. S., &Dorsey, A. G. (2002). Developing and administering a child care center. Thomson Delmar
Learning.
Schiller, P. M., & Dyke, P. (2001). The practical guide to quality child care. Beltsville, MD: Gryphon House.
Shlomo, S., Shachar, H., & Levine, T. (1999). The innovative school: Organisation and instruction.Bergin&
Garvey.
Titus, A. (2001). Citizen schools. A practica l guide to education for citizenship and personal development.London:
Campaign for Learning/UNICEF.
Verna, H. (1993). Management of child development centers. NY: Macmillan.
Webster, W. G. (1994). Learner -centeredprincipalship. The principal as teacher of teachers.Praeger.

Course
Title Periods/week Marks Credits Code

USHSII605 FAMILY RELATIONS AND FAMILY WELFARE 3 100 2

Objectives:
• To study diversity, challenges and strengths in family types and processes.
• To comprehend the challenges associated with the interface of the family with external institutions such
as media, work and health.
• To examine policies, laws, interventions and services for children, youth, women and families.
Course Content Periods
Unit I Diverse and D ysfunctional Families 15
Diverse families:
Optimal Functioning Families: Diversity and Complexity
Contemporary Two -Parent Families: Strengths and Challenges
Multi -Generation and Joint Families: Diversity, Strengths and Challenges
Divorce, Rem arriage and Reconstituted Families: The impact of divorce on children and
adults: short -term and long -term, Coping strategies: Effective and ineffective, Remarriage
and reconstituted family dynamics, Impact of remarriage and reconstitution on childre n
and adults

Page 24

Diversity, Strength, and Challenges of Single -Parent Households

Page 25

Adoptive Families - Characteristics and well -being
Dysfunctional families:
Spouse abuse (physical, emotional, and/or sexual)
Child abuse (physical, emot ional, and/or sexual)
Unit II Family and External Institutions 15
Media -Family Interface: The Wired Family (Television, movies, and the Internet): New
Directions in Family and Media Research
Work -Family Interface: Employees "Without" Families: Dis courses of Family as an
External Constraint to Work -Life Balance, Work and Family: The interaction between
paid labor, unpaid labor, and the family, The roles women and men play in the workplace
and in the home as a function of gender, ethnicity, and history, Changing trends: Towards
gender equity?
Health Care –Family Interface: Families Experiencing Acute Health Issues and Chronic
Health Issues (physical and/or mental), Family caregiving

Unit III Child and Family Welfare in India: A Summary 15
Role of the Government: The Indian Family Welfare Programme:Family welfare policy
and programme in India: A package of essential reproductive and child health services
Role of Voluntary Agencies and Community Agencies (NGOs )
Critique of the Child and Family Welfare Programmes/Services, Policies and related Laws
in India
References
Bernades, J. (1997). Family studies: An introduction. Routledge.
Kumar, A. (2006). Women and family welfare. Eastern Book Corp.
Measham, A. R., & He aver, R. A. (1996). India’s family welfare program. Moving to a reproductive and child
health approach.World Bank.
Roy, P. K. (2003). Family diversity in India. Patterns, practices and ethos.Gyan.
Shireman, J. F. (2003). Critical issues in child welfare.C olumbia University.
Steel, L., & Kidd, W. (2001). The family. England: McMilla
Sussman, M., Steinmetz, S. K., & Peterson, G. W. (1999). Handbook of Marriage and the family. New York:
Plenum.
Wallace, H. (2002). Family violence. Legal, medical and social p erspectives.Boston: Allyn& Bacon. Walsh,
F. (Ed.) (2002). Normal family processes. Growing diversity and complexity.New York: Guilford. Wallace,
H. (2002). Family violence. Legal, medical and social perspectives.Boston: Allyn& Bacon. Walsh, F. (Ed.)
(2002) . Normal family processes. Growing diversity and complexity.New York: Guilford.

Course
Title Periods/week Marks Credits Code

PART A: SOCIAL PSYCHOLOGY 3 100
USHSII606
3
PART B: THEORIES OF HUMAN BEHAVIOUR 3 100
AND DEVEL OPMENT

PART A: SOCIAL PSYCHOLOGY

Objectives
• To familiarize students with other content areas of social psychology (prejudice, interpersonal
attraction, aggression, altruism, etc.).
• To help students understand the behaviour of individ uals in groups, group dynamics and group processes.
• To encourage students to practically apply theories of social behaviour in their day -to-day lives.

Page 26

Course Content Periods
Unit I Social Influence 15
Group Influence
Types of groups
Effects o f the group on individual behaviour (social facilitation, social loafing, de -
individuation)
Decision -making in groups (group polarisation, group think, minority influence)
Leadership
Unit II Social Relations: Prejudice, Attraction and Intimacy 15
Prejudice
Definition of prejudice
Pervasiveness of prejudice
Sources of prejudice (social, emotional, cognitive)
Overcoming prejudice
Attraction: Liking and Loving Others
Factors affecting interpersonal attraction (physical attractiveness, proximity, similarity,
competence, reciprocity)
Loving (passionate love, compassionate
love) What enables relationships to endure
Ending relationships
Unit III Social Relations : Aggression & Altruism 15
Aggression
Definition and n ature of aggression
Influences on aggression
Reducing aggression
Altruism
Definition of altruism
Theories of altruism
Conditions affecting helpfulness (personal and situational influences on helping)
Promoting altruism
References
Baron,R., & Byrne, D. (2004). Social Psychology. (10thed) . New Delhi: Pearson Education
Inc Franzoi, S.L. (2006). Social Psychology (4thed) . New York: McGraw -Hill.
Michener, H. A., & Delamater, J. D.(1999). Social Psychology (4th Ed.). New York: Harcourt Inc.
Myers, D. G. (2005). Social Psychology (8th Ed.). New York: McGraw -Hill.
Shelly, T., Peplau, L & Sean, D. ( 2006). Social Psychology (12thed). New Delhi: Pearson Education Inc.
Worchel, S., Cooper, J., Goethals, G.R., & Olson, J.M.(2000). Social Psy chology.Belmont CA: Wadsworth/Thomson
Learning.

PART B: THEORIES OF HUMAN BEHAVIOUR AND DEVELOPMENT
Objectives
• To have students value the role of theories in comprehending human behaviour and development.
• To facilitate in students an understanding of t he theories in human development and their application in day -to-
day life.
Course Content Periods
Unit I Neobehaviorism 15
Albert Bandura —A social cognitive theory of learning
Biographical sketch
Bandura’s classic researches
Key concepts in Bandura’s theory
Application and evaluation
Unit II The Cognitive and Moral Perspectives 15
Jean Piaget —A theory of cognitive development
Biographical sketch
Key concepts in Piaget’s theory

Page 27

Stages and levels of development
Application and evaluation
Lawrence Kohlberg —A theory of moral development
Biographical sketch
Stages and levels of moral development
Application and evaluation
Unit III The Ecological Perspective 15
UrieBronfenbrenner —A bioecological theory
Biog raphical sketch
Key concepts in Bronfenbrenner’s theory
Application and evaluation
References
Baldwin, A. (1980). Theories of child development. New York: Wiley.
Erikson, E. H. (1963). Childhood and society. New York: W.W. Warton.
Green, M. (19 89). Theories of human development: A comparative approach. New Jersey: Prentice Hall.
Hjelle, L. A., & Ziegler, D. J.(1992). Personality theories: Basic assumptions, research and application. New York:
McGraw Hill.
Thomas, M. (2000).Comparing theories of child development.(5th Ed.). California: Belmont.

Course
Title Periods/week Marks Credits Code

PART A: DEVELOPMENTALLY APPROPRIATE 3 25
PRACTICE

PART B: EXCEPTIONAL CHILDREN 2 25
USHSIIP601
4
PART C: ADMINIST RATION OF SCHOOLS AND 2 25
OTHER HUMAN DEVELOPMENT AGENCIES

PART D: CHILDREN’S LITERATURE 2 25


Objectives PART A: DEVELOPMENTALLY APPROPRIATE PRACTICE

• To create awareness in students about best practices in H uman Resource Development.
• To facilitate students in learning skills in planning, executing and evaluating workshops/activities for varied
target groups in diverse Human Development agencies (e.g., Old age homes, HR departments of companies).
Course Co ntent Periods
Unit I INTRODUCTION TO BEST PRACTICES IN HUMAN RESOURCE 15
DEVELOPMENT
Creating awareness (through resource persons/experts working in the respective fields) on best
practices in the area of Human Resource Development.
Visits to v arious organizations with excellent utilization of Human Resources.

Unit II WORKSHOPS ON SOFT -SKILLS IN HUMAN DEVELOPMENT AGENCIES 15
Plan, execute and evaluate workshops on Soft Skills (e.g.: Team building; Leadership;
Time/Stress Management).

Unit III ACTIVITIES FOR VARIED TARGET GROUPS IN DIVERSE HUMAN 15
DEVELOPMENT AGENCIES
Plan, execute and evaluate activities for varied target groups in diverse Human Development
agencies (e.g., old age homes).

Page 28

Page 29

PART B: EXCEPTIONAL CH ILDREN
Objectives
• To expose students to different settings and institutions catering to the needs of special children.
• To acquaint students with selected tests for assessing exceptionality.
• To facilitate in students sensitivity towards children with sp ecial needs through analysing and evaluating films
with exceptionality.
Course Content Periods
Unit I Visitingcentres and institutions (taught in theory) offering services to special children and 15
preparing a profile of the institute and making a pre sentation.
Screening of movies on exceptionality and having students submit their reflection.
Unit II Observing the following aids used by children with exceptionality and submitting a report on 15
any one (e.g., Braille, Hearing aids, Sign language , Communication Boards).
Conducting a lesson in a special school.

PART C: ADMINISTRATION OF SCHOOLS AND OTHER HUMAN DEVELOPMENT AGENCIES

Objectives
To provide students with skills in:
• examining and evaluating the framework of administration in hum an development agencies other than schools,
• identifying exemplary features of administration in such agencies, and,
• selecting/designing best practices in such agencies.
Course Content Periods
Unit I CounsellingCentres/Counselling Services 15
Introduction to counselling services
Devising a framework to conceptualise, evaluate and innovate counsellingservices
Visits to CounsellingCentres in Schools/Counsellors
Exemplary examples: Indian and non -Indian
Sessions/workshops by resource persons
NGOs in General
Introduction to NGOs
How to set up an NGO
Exemplary examples: Indian and non -Indian
Sessions/workshop by resource person
Introduction to Youth Services
Introduction to youth services
Devising a framew ork to conceptualise, evaluate and innovate youth services/youth
programmes
Unit Youth Services 15
II Exemplary examples: Indian and non -Indian
Debates enabling best practices in youth services
Sessions/workshops by resource persons
Visits to a Youth Service Agency to Study Innovative Youth Services
Services for the Elderly
Introduction to services for the elderly
Devising a framework to conceptualise, evaluate and innovate services/programmes for
the elderly
Debates enabling best practic es in services/programmes for the elderly
Exemplary examples: Indian and non -Indian
Visits to agencies/organisations serving the elderly
Sessions/workshops by resource persons
Planning/Preparation for an event for Underprivileged Children and Youth
Brain storming
Preparation for event (event will be conducted later)

Page 30

Designing Best Practices (Assignment)
Designing best practices for one of the following:
Counselling services
Youth services
Services for the elderly
Other NGOs

PART D: C HILDREN’S LITERATURE
Objectives
To provide students with skills in selecting and evaluating children’s books/related educational software.

Course Content Periods
Unit I Introduction and Visit to Children’s Library and or Children’s Book Store 15
Descriptive and evaluative assessment through a visit to a children's library/ book store: Target
groups
Programs, activities, different sections
No. of staff and hierarchy; functioning
Décor/furniture, design/layout
Membership fees; duration /timings
Collaboration and linkages with other libraries/bookstores
Unit II Designing Children’s Books or Related Educational Software and Presentation 15
Features to keep in mind (e.g., content, layout, target group, cost, text versus pictures)
Planning the designing
Making the book or software

Page 31

Scheme of Examination

The performance of the learners shall be evaluated into two parts. The learner’s performance shall be assessed by
Internal Assessment with 40% marks in the first part by condu cting the Semester End Examinations with 60% marks
in the second part. The allocation of marks for the Internal Assessment and Semester End Examinations are as
shown below: -

Internal assessment for Theory 40 % of 100 marks (40 marks)
Sr. No. Evaluation t ype Marks
1 One class test/ case study / online examination to be conducted in the given semester 20
2 One assignment based on curriculum to be assessed by the teacher concerned 10
3 Active participation in routine class instructional deliveries 05
4 Overall conduct as a responsible learner, communication and leadership qualities in organizing 05 related academic activities

Semester End Theory Examination of 60 marks (three unit courses)
Duration: These examinations shall be of two and half ho urs duration.
Theory question paper pattern :
• There shall be four questions each of 15 marks. On each unit there will be one question and fourth question
will be based on entire syllabus.
• All questions shall be compulsory with internal choice within the qu estions. Each question will be of 30
marks with options.
• Questions may be sub divided into sub questions as a, b, c, d and e, etc and the allocation of marks depends
on the weightage of the topic.

Semester End Practical Examination of 25 marks (two/three unit courses)
Duration: These examinations shall be of three hours.
Sr. No Evaluation type Marks
1 Laboratory work: Semester End Examination 10
2 Journal 10
3 Viva 05

Standard of Passing is as per the Ordinances set by the University of Mumbai for t he Credit Based Semester and
Grading System for the undergraduate courses.