TYBSc Human Development V VI1 Syllabus Mumbai University by munotes
Page 1
Date: 10.04.2017 Signature :
Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim ________
Sr. No. Heading Particulars
1 Title of the
Course B. Sc. (Home Science)
Branch I I: Human Development
Semesters V and VI
2 Eligibility for Admission • S.Y. B.Sc. Home Science (general or any
specialization)
• Admission will be based on merit.
3 Passing Marks 40% (Theory) and (Practical)
4 Ordinances / Regulations
( if any) O. 6086 with effect from 2014- 15 and thereafter
5 No. of Years / Semesters 1 year/ 2 Semesters
6 Level P.G. / U.G. / Diploma / Certificate
( Strike out which is not applicable)
7 Pattern Yearly / Semester
( Strike out which is not applicable)
8 Status New / Revised
( Strike out which is not applicable)
9 To be implemented from
Academic Year From Academic Year 2017- 18 AC___________
Item No. ______
UNIVERSITY OF MUMBAI
Syllabus for Approval
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1 Title of the Course B. Sc. (Home Science) , Branch II: Human
Development , Semesters V and VI
2 Course Code USHSI I
3 Preamble / Scope
The BSc in Home Science, with a specialisation in Human Development, is designed to
facilitate the construction of knowledge and skills related to Human Development and
allied field. The subjects —both theory and practical, offer potential starting points f or
entry into a variety of disciplines of Human Development or disciplines allied to Human Development such as Human Development itself, Early Childhood Education, School Education, Special Education, Educational Technology, Psychology (e.g.
Counselling, Clinical, Organisational, Forensic), Business or Management Studies,
Social Work, and Media Studies.
• We s trive for empowerment of women through an education that is:
– life- oriented
– career -oriented
– community -oriented
Objective of Course / Course Outcome
• To facilitate students to be competent in the following areas: development
across the life span; methods of studying human behavior and development;
counselling methods, psychological tests; curriculum planning for young
children, DAP
activities for varied age groups; categories of exceptionality,
psychological disorders; organisation/ management of HD agencies; family studies; group dynamics/social psychology; t heories of HD .
• To facilitate students to build/strengthen the following skills: interpersonal
skills & team -work; leadership skills; oral & written articulation; computer
skills; planning, executing, and evaluating activities for varied age- groups in
community and other settings; identifying children with special needs;
selecting/evaluating/designing children’s media; how to set up an NGO;
selecting, planning, designing methods of studying human behavior and
development; basic research skills .
4
UNIVERSITY OF MUMBAI
Essentials Elements of the Syllabus
Page 3
Eligib ility
• S.Y. B.Sc. Home Science (general or any specialization)
• Admission will be based on merit as per norms of the University of Mumbai
Fee Structure
T.Y. B.Sc. (HOME SCIENCE)
BRANCH II: HUMAN DEVELOPMENT
SEMESTERS V & VI
PROPOSED FEE STRUCTURE 2017- 2018
No. Particulars of the Fees Amounts
1 Tuition 800.00
2 Laboratory 800.00
3 Library 200.00
4 Gymkhana 400.00
5 Other/Ext.Curr.Act.Fees 250.00
6 Group Insurance 50.00
7 Magazine Fees 100.00
8 Identity Card/Library Card 50.00
9 Students welfare Fund 50.00
10 Utility Fees 250.00
11 Development Fund 500.00
12 Exam fees 2120.00
13 Vice Chancellor's Fund 20.00
14 E. Charges 20.00
15 Ashwamedha/Indradhanushya 30.00
16 Disaster relief fees 10.00
17 E. Services 50.00
18 Convocation Fees 250.00
19 National Services Scheme 10.00
20 Field trips/Activities 1000.00
Total 6960.00
* FEES ARE DUE TO BE REVISED
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7 No. of Lectures 18 periods per week
8 No. of Practical 4 practicals of 2 periods each = 8 periods per week
9 Duration of the Course 1 year
10 Notional hours 12 periods per week
11 No. of Students per Batch: 30-40 (Theory) & 15 -20 (Practical)
Selection - Merit at the qualifying examination
Assessment– included in the syllabus copy as Scheme of Examination
Syllabus Details – included in the syllabus copy
Title of the Unit– included in the syllabus copy
Title of the Sub -Unit – included in the syllabus cop y
Semester wise Theory – included in the syllabus grid
Semester wise List of Practical – included in the syllabus grid
Question Paper Pattern – included in the syllabus copy as Scheme of
Examination
Pattern of Practical Exam – included in the syllabus copy as Scheme of
Examination
Scheme of Evaluation of Project / Internship - Not Applicable
List of Suggested Reading– included in the syllabus copy
List of Websites – included in the syllabus copy wherever applicable
List of You -Tube Videos – Not Applicable
List of MOOCs– Not Applicable 12
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T. Y. B .Sc (Home Science )
SEMESTER V
BRANCH II : HUMAN DEVELOPMENT
Revised w.e.f. June 2017
Course
Code Title Internal
Assessment
Marks Semester
End
Examination Total
Marks Periods/Week /
Division/Batch Credits
USHSII501 Introduction to Counselling 25 75 100 3 3
USHSII502 Human Exceptionality I 25 75 100 3 3
USHSII503 Curriculum Planning and
Assessment in Early Childhood
Education I 25 75 100 3 3
USHSII504 Theories of Human Behaviour
and Development 25 75 100 3 3
USHSII505 Methods of Studying Human
Behaviour and Development 25 75 100 3 2
USHSII506 School Administration 25 75 100 3 2
USHSIIP501 Part A: Curriculum Planning for
Children in Education Settings -- 50 50 2 2
Part B: Conducting
Developmentally -Appropriate
Activities for Children in
Education Settings -- 50 50 2
USHSIIP502 Part A : Methods of Studying
Human Behaviour and
Development -- 50 50 2 2
Part B : School Administration -- 50 50 2
800 26 20
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Course Code
Title
Periods/week /
Division
Marks
Credits
USHSII501
INTRODUCTION TO C OUNSELLING
3
100
3
Obje ctives
1. To introduce students to key c oncepts in counselling.
2. To have stu dents co nstruct kno wledge about the cou nseling process and related professional
skills.
3. To familiarize stud ents with selected methods /approaches /models /specializations which are
especially relevant for child a nd adolesc ent counselling ?
Course Content Periods
Unit I Classic and/or Exemplary Definitio ns of Prof essional Counse lling
Key id eas; Illustrati on of key ideas (using transcripts of coun selling)
Goals of counselling
Mental Health Profess ionals and Services
Difference between coun selling, clinical psychology, and psychiatry; distinguishing
counseling from psychother apy
Types of mental health p rofessionals
Relevance and Ne ed for Counse lling Chi ldren, A dolescents, and Adults
Indicato rs of distress in chil dren, adolescent s, and adults
Devel opmental co ncerns/chal lenges in childhood, adolesc ence, and adulthood
Challenges /proble ms faced by children, adolescents, and adults that are not
deve lopmental in nature (e.g., physical abuse, sexual abuse)
Characteristics of current society that accen tuate the need for profess ional counse lling
services for children, adolesc ents, and adults; en vironmental challen ges that children,
adolesce nts, and adults face 15
Unit II The Cou nselling Proce ss
Overview of the Nu mber and Variety of Counselling Techniques/Approaches/Methods
Prep aring f or the c ounse lling inter view
Arranging the physical space
Creating an optimal socioe motional space
What are s ome things to consider during the first i nterview?
A gener al model for counselling
Step 1: D efining the problem through active listening
Step 2: Clarif ying the client ’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 c ommitment to try on e of the pro blem-solving ideas
Step 6: Closing the coun seling interview/termi nating the counselling sessions
Quest ions counse llors ask
What t ypes of qu estions should the counsellor use?
How c an silences be used in counse lling?
Should counsellors give advice?
Should counsellors give information?
What ab out the issue of confide ntiality? 15
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Unit III Selected Counselling Techn iques/A pproaches Espec ially Suitable for Use with 15
School Child ren and Adolescents
Individ ual Counse lling M ethods
Carl Ro ger’s Person -Centered C ounselling/Therapy (PCC/PCT)
Solution-Focused Brief Cou nselling/Therapy (SFBC /SFBT )
Play Ther apy
Group Coun selling
Group leadershi p skills
Steps in group counselling
Prof essional School Counseling
Disti nguishing School Counselling f rom General C ounselling
Advancements in the Conceptualization of School Counselling:
Norman Gysber’s Developmentally C omprehensive School Counselling Model
ASC A-Promoted Comprehensive School Counselling Programs
Role of the professio nal school c ounsellor
Refere nces
Corey, G. (2015). Theory and practice of group counseling (9th ed.). Boston, MA: Cengage Learning.
Capuzzi, D., & Gross, D. A. (2008) . Counseling and psy chotherapy: Theori es and interventions (4th ed.). NJ:
Prentice-Hall.
George, R. L., & Cristiani, T. L. (1995). Coun selin g: Theory and practice (4th ed.). B oston: Allyn & Baco n.
Gibson, R. L., & Mitchell, M. H. (2008 ). Introduction to counseling and guidance (7th ed.). New Jersey: Pre ntice-
Hall.
Hornby, G., Hall, C., & Hall, C. (2003). Counseling pupils in schools: Skills a nd strategies for teachers. London:
Routledge -Falmer.
Kotle r, J. A. (2004). Introduction to therapeutic c ounselin g: Voices fr om the field (5th ed.). Pacific Grov e, CA:
Brooks/Cole.
Thompson, C., Rudolph, L. B., He nderson, D. (200 4). Counseling children (6th ed.). Pacific Grove, CA: B rooks/Cole.
Page 8
Course Code
Title
Periods/week/
Division
Marks
Credits
USHSII502
HUMAN EXCEPTIONALITY I
3
100
3
Obje ctives
1. To help students develop an awareness and concern for individuals with exceptionality (both
children and adults) , their needs and problems.
2. To help students gain knowledge about the different categories of exceptionality, their prevalence, causes, prevention, and characteristics.
3. To introduce students to the education, assessment and rehabilitation of exceptional children
and adults , with special reference to the Indian context.
Course Content Periods
Unit I Introduction to Human Exceptionality and Special Education
(a) Definition and terminology:
• Exceptional children and adults
• Disability versus handicap
• Developmentally delayed and at -risk
• Special education
(b) Brief history of the development of special education.
(c) Categories and labels.
(d) Legislative history of special education (US and Indian Laws).
(e) Professionals who work with individuals with exceptionalities .
(f) Service delivery teams.
(g) Current and future challenges . 15
Unit II High -Incidence Disabilities
1. Mental Retardation/Intellectual Developmental
Disorder/Intellectual Disability
(a) Definition of m ental retardation .
(b) Classification of individuals with mental retardation .
(c) Prevalence, causation, c haracteristics, a ssessment, prevention .
(d) Educational considerations .
(e) Services for children and adults with mental retardation .
(f) Family and community contexts.
(g) Trends, issues, and controversies.
2. Learning disability
(a) Definition of learning disability .
(b) Classification of individuals with learning disability .
(c) Prevalence, causation, characteristics, assessment, prevention .
(d) Educational considerations .
(e) Services for chil dren and adults with learning disability .
(f) Family and community contexts.
(g) Trends, issues, and controversies .
15
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Unit III Exceptional, Gifted and Talented
1. Gifted and talented individuals
(a) Defining giftedness .
(b) Differences among individuals who are talented and gifted.
(c) Prevalence, causation, characteristics, assessment .
(d) Educational considerations .
(e) Services for children and adults who are talented and gifted .
(f) Family and community contexts.
(g) Trends, issues, and controversies .
15
Refere nces
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: American Psychiatric Association.
Gargiulo, R. M. (2015). Special education in contemporary society: An introduction to
exceptionality (5th ed.). New York: Sage.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2013). Exceptional learners : An introduction to
special education (12th ed.). Boston, MA: Pearson Education.
Hardman, M. L., Egan, M. W., & Drew, C. J. (2017). Human exceptionality: School, community,
and family (12th ed.). Boston, MA: Cengage Learning.
Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.).
Boston, MA: Pearson Education.
Kharge, M. T. (2014). Rights of persons with disabilities bill, 2014. Retrieved from
http://www.prsindia.org/uploads/media/Person%20with%20Disabi lities/The%20Right%20
of%20Persons%20with%20Disabilities%20Bill.pdf
Srivastava, P., & Kumar, P. (2015). Disability, its issues and challenges: psychosocial and legal
aspects in Indian scenario. Delhi Psychiatry Journal, 18(1), 195-205.
Page 10
Course Code
Title
Periods/week/
Division
Marks
Credits
USHSII503
CURRICULUM PLANNING AND
ASSESSMENT IN EARLY CHILDHOOD
EDUCATION I
3
100
3
Obje ctives
1. To help students develop an understanding of developmentally- appropriate
teaching -learning practices to be used in early childhood education settings.
2. To introduce students to the historic overview of educators and approaches/curriculum
models in early childhood education.
3. 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 Content Periods
Unit I Overview of Early Childhood Care and Education
(a) Quality in Early Childhood Programs
Concept of developmental appropriateness; adult -child ratio;
group size; mixed- age grouping; developmental -appropriateness
of activities; child -adult interactions and roles; staffing; teacher
stability; family involvement; child advocacy
(b) Early Childhood Teachers and Caregivers
Quality, attributes, and role of a good early childhood teacher;
training and regulation of quality; professionalism and ethics;
current issues and dilemmas (low pay, burnout, teacher turnover,
teacher shortage).
(c) Curriculum
Meaning and definition of curriculum, components of a good
curriculum .
15
Unit II Educators and Curriculum Models/Approaches
(a) History of early childhood education , historical overview of
educators
Jean-Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel , Maria
Montessori.
Rabindranath Tagore, Tarabai Modak, Gijubhai Badhekha.
(b) Early Childhood Education Curriculum Models
Montessori Program, Bank Street Approach, Head Start Program,
Reggio Emilia Approach, Rudolf Steiner and Waldorf schools,
Te-whariki, Thematic Approach/Project Approach, Glenn Doman
approach, new developments in ECE curriculum models.
15
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Unit III Scheduling and Curriculum Planning
(a) Components of the early childhood education schedule
Activity time; large -group activities; small -group activities; use of
learning centres; outdoor activities; start- of-day and end- of-day activities;
clean -up, mea ls, nap and rest; transitions.
(b) Guidelines for Program Scheduling
Alternating active and quiet times; alternating large -group and small -
group activities; balancing child -initiated and teacher -initiated activities;
building time for individual interactions; taking into account activity level
and developmental level of the children; seasonal considerations; types of
schedules.
(c) Curriculum
Types of curriculum; theme -based learning content; child, family and
community as a focus of the curriculum; planning gener al goals and
instructional objectives/developing written plans (daily, weekly, short -
term, long- term plans; planning an overall curriculum (units, lesson
planning, activities and emergent curriculum). 15
Refere nces
Amin, R. (1997). Learning for life…from birth to five. Nurturing the growing child. Mumbai: Books
for Change.
Brewer, J. A. (2006). Introduction to early childhood education: Preschool through primary grades
(6th ed.). Boston, MA: Pearson Education.
Catron, C. E., & Allen, J. (2007). Early childhood curriculum: A creative play model (4th ed.). Boston,
MA: Pearson Education.
Christian Children’s Fund. (1994). Early childhood care and development (0 to 6 years): Trainers’
manual. Chennai: Author.
Dopyera, M., & Dopyera, J. E. (1992). Becoming a teacher of young children (5th ed.). New York :
McGraw -Hill, Inc.
Essa, E. L. (2013). Introduction to early childhood education (7th ed). Belmont, CA: Wadsworth.
Gestwicki, C. (2013). Developmentally appropriate practice: Curriculum and development in early
education (5th ed.). Belmont, CA: Wadsworth.
Kaul, V. (1991). Early childhood education programme. New Delhi: NCERT.
Leeper. S. H., Witherspoon, R. L., & Day, B. (1984). Good schools for young children: A guide for
working with three -, four -, and five -year- old children (5th ed.). New York: M acmillan.
Maxim, G. W. (1997). The very young: Guiding children from infancy through the early years (5th
ed.). Princeton, NC : Mer rill.
NCERT. (1996). Minimum specifications for preschools. New Delhi: Author.
Sebastian, P. (2002). Handle with care - A guide to early childhood administration. Victoria : Wiley.
Seefeldt , C., & Barbour, N. (1998). Early childhood education: An introduction (4th ed.). Boston, MA:
Pearson Education.
Swaminathan, M. (1998). The first five years: A critical perspective on early childhood care and
education in India. New Delhi: Sage.
Page 12
Course Code
Title
Periods/week/
Division
Marks
Credits
USHSII504
THEORIES OF HUMAN BEHAVIOUR
AND DEVELOPMENT
3
100
3
OBJECTIVES:
1. To have students comprehend the value of theories of human behavior and development.
2. To help students have a clear and strong understanding of the different theories of human
behaviour and development.
3. To facilitate students in applying their knowledge of theories of human behavior and development to various life contexts.
Course Content Periods
Unit I Introduction to Theories and the Psychodynamic Perspective
1. Introduction
• Reasons for studying theories
• Definition of a theory
• Limitations of developmental theories
2. The Psychodynamic Perspective:
a. Sigmund Freud: Psychoanalytic Theory
• Biographical sketch
• Levels of consciousness
• Structure of personality
• Development through psychosexual stages
• Nature of anxiety and defense mechanisms
• Application and brief e valuation
b. Erik Erikson - Theory of Psychosocial Development
• Biographical sketch
• Psychosocial stages
• Application and brief evaluation 15
Unit II The Cognitive and Moral Perspective
1. Jean Piaget —Developmental and Cognitive Perspectives
• Biographical sketch
• Key concepts in Piaget’s theory
• Stages of cognitive development
• Application and brief evaluation
2. Lawrence Kohlberg —The Moral Development Theory
• Biographical sketch
• Stages and l evels of moral development
• Application and brief evaluation 15
Page 13
Unit III Individual and Environment Interaction s: More Recent
Developments
1. Neo-Behaviorism : Albert Bandura
• Overview of behaviorism (classical and operant
conditioning)
• Albert Bandura’s biographical sketch
• Key concepts in Bandura’s theory
• Application and brief evaluation
2. Ecological Perspectives: Urie Bronfenbrenner
• Biographical sketch
• Key concepts in Bronfenbrenner’s theory
• Application and brief evaluation
3. Life Span Approaches: Paul Baltes and colleagues
• Contexts impelling the development of Life Span theory
• Key concepts in Life Span theory
• Application and brief evaluation 15
References
Baldwin, A. (1980). Theories of child development (2nd ed.). New York: Wiley.
Crain, W. (2016). Theories of development: Concepts and applications (6th ed.). New York: Routledge.
Green, M. , & Piel, J. A. (2016) . Theories of human development: A comparative approach (2nd ed.).
New York: Routledge.
Lerner, R. M. (2015). Concepts and theories of human development (3rd ed.). New York: Routledge.
Newman, B. M., & Newman, P. R. (2015). Theories of h uman development (2nd ed.). Hove, UK:
Psychology Press.
Salkind, N. J. (2004). An introduction to theories of human development. New York: Sage.
Thomas, R. M. (2004). Comparing theories of child development. (6th ed.). Boston, MA: Cengage
Learning.
Thomas, R. M. (2000). Recent theories of human development. New York: Sage.
Page 14
Course Code
Title
Periods/week/
Division
Marks
Credits
USHSII50 5
METHODS O F STUDYING HUMAN
BEHAVIOUR A ND DEVELOPMENT
3
100
2
Objectives
1. To introduce students to the importance of the scientific study of human beings across the life span.
2. To help students develop an appreciation of observations, interviews, questionnaires/ratings scales/checklists as method s of studying human behavior and development .
3. To introduce students to newer techniques of studying human behavior and development.
Course C ontent Periods
Unit I Introduction & Observation as a Method of Studying Human
Behaviour and Development
1. Introduction
(a) Overview of Methods of Studying Human Behaviour and
Development
(b) Importance and uses of these methods: Assessment and evaluation; research (quantitative and qualitative)
2. Observation as a Technique for Studying Human Behaviour and Development:
(a) Overview: meaning, use/significance of observations.
(b) Observations in Quantitative research: types and methods ;
advantages and disadvantages of observations; selecting the
phenomena to assess through observations; defining the phenomena conceptually and operationally; designing/ construction of the tool ;
ethics; validity and reliability of observations ; sampling cases an d
execution of the method; coding and analysis ; interpreting and
reporting observational data in quantitative research. 15
it II Interviews and Questionnaires as Methods of Studying Human
Behaviour and Development
1. Interview as a Technique for Studying Human Behaviour and
Development :
(a) Overview: meaning, use/significance of interview s.
(b) Interviews in Qualitative research: types and methods ;
advantages and disadvantages of interviews; selecting the
phenomena to study through interviews; designing/construction of the tool
(types of
questions/probes); ethics; sampling cases and execution of
the method/ reflexive process; analysis of interview data in
qualitative research; interpreting and reporting interview data in qualitative re search .
2. Questionnaires/Rating Scales/Checklists as Technique s for
Studying Human Behaviour and Development :
(a) Overview: meaning, use/significance of questionnaires.
(b) Questionnaires/ Rating Scales/ Checklists in Quantitative
research: types and methods ; advantages and disadvantages 15
Page 15
of questionnaires/rating scales/checklists; selecting the
phenomena to assess; designing/ construction of the tool
(types of questions/ items/ ratings); ethics; sampling cases
and execution of the method; coding, analysis , and the
extraction of variables; internal consistency; interpreting and reporting variables extracted from
questionnaires/ratings/checklists in quantitative research.
Unit
III Newer Techniques of Studying Human Behaviour and Development
& a Focus on Research
1. Other techniques used for Studying Human Behaviour and Development :
(a) Neuroscience and functional and structural MRIs.
2. Multi -method, multi -agent approaches/Triangulation
3. Application of Techniques/Methods of Studying Human
Behaviour and D evelopment in Research:
(a) Brief overview of the steps of the research process.
(b) Brief overview of the research report.
(c) Summary of key concepts of methods of studying human
behaviour and development. 15
References
Anandalakshmy, S., Chaudhary, N. & Sharma, N. (Eds.). (2008). R esearching families and children:
Culturally appropriate methods. New Delhi: Sage .
Anastasi, A. & Urbina, S. (1997). Psychological Testing (7th ed.). New Delhi: Pearson Education.
Billman, T., & Sherman, J. (1996). Observation and participat ion in early childhood settings: A
practicum guide . Boston , MA : Allyn & Bacon.
Jam, G. L. (2003). Research methodology: M ethods, tools and techniques . Jaipur : Mangaldeep
Publications.
Kothari , C. R. (1999) . Research methodology: Methods and t echniques (2nd ed.). New Delhi: New
Age.
Leong, F.T.L., & Austin, J. T. (Eds.) (1996). The psychology research handbook. New Delhi: Sage.
Leong, F.T.L. & Austin, J. T. (Eds.) (2006). The psychology research handbook: A guide for graduate
students and research assistants (2nd ed.). Thousand Oaks, CA: Sage.
Mussen, P. H., & Baldwin, A. L. (1960). Handbook of research methods in child development. New
Jersey: Wiley.
Rubin, A., & Babbie, E . R. (2013). R esearch methods for social work (8th ed.). Pacific Grove, CA :
Brooks/Cole.
Page 16
Course
Code
Title
Periods/week/
Division
Marks
Credits
USHSII506 SCHOOL ADMINISTRATION 3 100 2
Obje ctives
1. To comprehend the school as a system; thereby, to use a s ystemic approach in conceptualizing
school adm inistration.
2. To evaluate selected school policies and develop critical thinking skills with regard to school
policies.
3. To be introduced to be st practices in school educatio n/inn ovations i n school policies/scho ol
refor m.
Course Content Periods
Unit
I Introduction & Overview; Conceptual Frame work for Unde rstandi ng School
Administration
Definitions/t ypes: sc hools, educati on, administration, stakeholders, system.
Functio ns of schools: general; f rom the point of view of ea ch stakeholder/ group in the
system.
Conc eptual framework for understanding school administration: s chool as a system; visi on,
mission, goals and objectives; process model/fee dback cycle; policy-making and othe r
decisi on-making.
Role of School Principal /School Admi nistrator
Lead Educator a nd Lead Ex ecutive; managem ent v ersus leader ship.
Interpersonal role of sch ool principal: roles vis-à-vis students, tea chers, parents,
trustees/sc hool board members/manage ment; affective and effective role d imensions
(emotional i ntelligence, handling negativity/handling complaints); p ublic relati ons;
community relations and community sup port.
15
Unit
II Issues/Topics in Sc hool Adminis tration Pertaini ng to Students/Child ren
Role of the child/student in the classr oom.
Role of t he child/student in the lar ger sch ool system.
Classr oom arrangem ent
School size and class size
Scheduling Issues: S cheduling teach ing-learn ing periods: Block s cheduling
Character edu cation; service -orientation
Student evaluation: A chievement-oriented educati on/marks-oriented e ducati on,
disad vantages, alter natives
Social Promotion versus rete ntion
(Emphasis: Impact of each policy on stud ents and other particip ants in the school system;
inter-relationships betwe en policies; best practices in education)
Issues/Topics in Sc hool Administration Pertaini ng to Teachers
Which decisions have to be made p ertaining to teach ers? And subjected to continuous
evaluatio n?
Role of teacher in the class room /Role of teacher vi s-à-vis students including child gu idance
and classroom manage ment
Role of teacher in the larger school system (vis-à-vis parents, other teachers, school
administrat ors; as an agent facilita ting school a dministrati on) 15
Page 17
Unit
III Issues/Topics in Sc hool Administration Pertaini ng to Teachers Continued
Teacher recr uitment policy
Teacher r eward policy: Typ es of for mal and infor mal rewards and their importance,
Teacher rem uneration or monetary compensation policy (for mal reward)
Profess ional develop ment policy/Teacher develop ment policy
Teacher evaluation policy
Innovations: Teacher Looping (Emphasis: I mpact of each policy on students and other
particip ants in the school system; inter -relationships betwe en policies; best practices in
education)
Issues/To pics in Sc hool Adminis tration Pertaini ng to Parents: Role of parents in t he
school: various models a nd innovations
Exempl ary Scho ol Models/ Exemplary School Systems ; Cross-Cultural Comparisons
of Sc hools or School Systems
Exemplary sc hool models: Toto Chan; Rudolph Stein er and the Waldorf Schools
Indian origin exemplary sch ool models: J. Krishnamurti Sch ools (India and worldwide);
Chinmaya Mission Schools; Vish vaBharati, S hantiniketan: A Ra bindranath Tag ore
initiative; a M umbai Initiative: Muktangan
Crosscultural c omparison: India, U SA, Finland, Germany, & Sin gapore 15
References
Carter, M., & Curtis, D. (1998). The visionary director: A handb ook f or dreaming, organizing, & im provising in
your c enter. St. Paul, MN: Redleaf Press.
Cherry, C., Harkness, B., & Kuzma, K. (2000). Child care center managem ent gui de: A hands-on resource.
Torrance, CA: Fearon Teach er Aids.
Click, P. M. (2004). Administrati on of programs for young children. New York: Thomson Delmar Learning.
Curtis, D., & Carter, M. (200 3). Desig ns for living and learning: Tra nsforming early ch ildhood environme nts. St.
Paul, MN: Redleaf Pr ess.
Koralek, D. G. (1 995). The what, w hy, and ho w of high-quality early c hildhood 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: Mac millan.
Morgan, G. G. (1999). The bottom line for children's programs: What you need to know to manage the money.
Belts ville, MD: Gr yphon House.
Mosley, J. (200 1). Working towards a whole scho ol policy on self-esteem and positive behavior. Wilts hire,
UK: P ositive Press.
Mosley, J. (2003). Quality circle t ime in the primary classr oom. Your esse ntial guide to enhancing self -esteem,
self-discipline and positive relati onships. Cambridge, UK: LDA.
NAEYC. (1997). Developmentally a ppropriate practice in early c hildhood programs. Washington, DC: NAEYC.
Websites
www.aas a.org (AASA: American Association of S chool Administrat ors)
www.educati on-world.com
Page 18
Course
Code
Title
Periods/week/
Division
Marks
Credits
USHSIIP501 PART A: CURRICULUM PLANNING FOR
CHILDREN IN EDUCATION SETTINGS 2 50
2 PART B: CONDUCTING DEVELOPMENTALLY -
APPROPRIATE ACTIVITIES FOR CHILDREN IN
EDUCATION SETTINGS
2 50
PART A: CURRICULUM P LANNING FOR CHILDREN IN EDUCATION SETTINGS
Objective s:
1. To provide students with training in curriculum planning for education settings, particularly early childhood education
settings.
2. To enable students to plan developmentally -appropriate educational and recreational activities for early childhood
years.
3. To facilitate students to engage in curriculum planning in educational settings, keeping in mind the learning objectives as also the classroom arrangement, classroom enrichment, role(s) of the child, role(s) of the teacher, transition
activities, learning centres, and balance in the daily and weekly schedules.
Unit Course content Periods
I
Attending and participating in workshops on developmentally -appropriate activities for
children in the following areas:
Fine-motor and gross -motor activities (e.g. blocks, manipulatives, outdoor play)
Art and craft activities
Music and movement
Language activities (e.g., picture talk/object talk/circle time/story time)
Science and math activities
Social studies activities
Sociodramatic play
Transition activities
Classroom arrangement, classroom enrichment, learning centres
Classroom management
Scheduling
Group dynamics, team -building, conduct and personal grooming
15
II Planning developmentally -appropriate activities for young children in education settings:
Observing the conduction of lessons and activities with children in education settings.
Lesson planning for developmentally -appropriate activities: Brain -storming,
discussion as well as written plans.
Preparation of teaching aids.
Planning also with regard to the classroom arrangement, classroom enrichment,
role(s) of the child, role(s) of the teacher, transition activities, learning centres, field
trips, and balance in children’s schedules.
Mock lessons.
15
Page 19
PART B: CONDUCTING DEVELOPMENTALLY -APPROPRIATE ACTIVITIES FOR CHILDREN IN
EDUCATION SETTINGS
1. To provide students with training such that, on graduation, they can choose to be teachers of young children, and
plan, execute and evaluate educational and recreational activities in early childhood educat ion settings.
2. To expose students to different educational settings and institutions catering to the needs of young children.
3. To enable students to implement and evaluate developmentally -appropriate educational and recreational activities
for early childhood years.
4. To facilitate the development of teaching and classroom management skills in students.
5. To help students to apply theoretical knowledge in practical situations.
Unit Course content Periods
I
Executing, and evaluating developmentally -appropriate activities for young children in
education settings:
Fine-motor and gross -motor activities (e.g. blocks, manipulatives, outdoor play)
Art and craft activities
Music and movement activities
Sociodramatic play
Transition activities
15
II Executing, and evaluating developmentally -appropriate activities for young children in
education settings:
Language activities (e.g., picture talk/object talk/circle time/story time)
Science activities
Math activities
Social studies activities
Learnin g centre activities
Field trips 15
The students make a portfolio of the lessons that they execute along with photographs or samples of child’s work and the
evaluation.
Page 20
Course
Code
Title
Periods/week/
Division
Marks
Credits
USHSIIP502 PART A: METHODS OF STUDYING HUMAN
BEHAVIOUR AND DEVELOPMENT
2 50
2
PART B: SCHOOL ADMINISTRATION 2 50
PART A: METHODS OF STUDYING HUMAN BEHAVIOUR AND DEVELOPMENT
Objectives
1. To provide students with an introductory hands -on experience of the scientific study of human beings across the
life span.
2. To help students build beginning skills in studying a selected aspect of human behavior and development by
designing and using at least one of the methods, namely, observations, interviews, or questionnaires/rati ngs
scales/checklists .
3. To facilitate students in completing all the steps of a mini -project from problem formulation to report writing and
presentation of the research.
Unit Course content Periods
I (a) Problem formulation, brief review of literature; sele cting the phenomena to
assess through either of observations/ interviews/ questionnaires/ rating scales/ checklists.
(b) Defining the phenomena conceptually and operationally.
(c) Designing/construction of the tool .
(d) Sampling cases. 15
II (a) Execution of the method —collecting data.
(b) Coding and analysis of data using qualitative or quantitative strategies.
(c) Interpreting and reporting observational/interview/questionnaire data.
(d) Finalizing the brief research report.
(e) Presentation of research findin gs.
15
Page 21
PART B: SCHOOL ADMINISTRATION
Objectives
1. To provide students with skills in:
a. examining and evaluating the framework of administration in various schools,
b. identifying exemplary features of administration in schools, and,
c. selecting/designing best practices in education and related services.
Unit Course content Periods
I Examining and evaluating the framework of administration in
various schools (day schools, residential schools, schools of different
boards of education, government -run schools, government -aided
schools, private schools):
Devising a framework to conceptualise, evaluate and innovate school
administration/school policies (small- group work).
Debates that help reflect on best practices in school administration. 15
II Identifying exemplary features of administration in schools of
excellence:
Virtual visits to schools.
Actual visits to schools to study innovative school administration.
Exemplary examples —Indian and non- Indian: Each small group of
students selects one 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 (at least) one best practice in
education. 15
Page 22
T. Y. BSc ( Home Science )
SEMESTER VI
BRANCH II : HUMAN DEVELOPMENT
Revised w.e.f. June 2017
Course
Code Title Internal
Assessment
Marks Semester
End
Examination Total
Marks Periods/Week /
Division/Batch Credits
USHSII601 Counselling & Psychological
Testing 25 75 100 3 3
USHSII602 Human Exceptionality II 25 75 100 3 3
USHSII603 Curriculum Planning and
Assessment in Early Childhood
Education II 25 75 100 3 3
USHSII604 Human Development and Family
Studies 25 75 100 3 3
USHSII 605 Introduction to Psychological
Disorders across the Life Span 25 75 100 3 2
USHSII606 Social Psychology 25 75 100 3 2
USHSIIP601 Part A: Community -Based
Services for Children and Youth -- 50 50 2 2
Part B: Community -Based
Services for Adults -- 50 50 2
USHSIIP602 Part A: Human Exceptionality -- 50 50 2 2
Part B: Children’s Media -- 50 50 2
800 26 20
Page 23
Course
Code
Title
Periods/week /
Division
Marks
Credits
USHSII601 COUNSEL LING AND PSYCHOLOGICAL
TESTING
3
100
3
Obje ctives
1. To introduce students to key concepts in counselling, ps ychological testi ng and ass essment.
2. To have students co nstruct kn owledge abo ut the cou nselling process and related pr ofessional skills.
3. To fa miliarize stud ents with selected ad ult counselling methods/ approaches/models/specializations.
4. To provide exp osure to select ed developmental scales, and intelligence, creati vity, personality a nd behavioral
tests.
5. To se nsitize th em to t he professi onal training of c ounsellors a nd the ethics of Counselling and testi ng.
Course C ontent Periods
Unit I Selected Counselling Techn iques for Use with A dults; and Is sues in Counselling
Family Counselling : Conjoint Family Therapy & Virginia Satir
Transactional Analysis
Status of Counselling : USA, India
Code of ethics f or counsellors 15
Unit II An Ove rview of P sychological Testi ng
Introductio n to the use of psychological tes ts
Definition and charact eristics of ps ychological tests
Test d evelopment/co nstruct ion/sta ndardization
Ethical co nsiderations in test ing 15
Unit III Deve lopmental Assessm ent of You ng Chi ldren
Brazelton N eonatal Ass essment Scale (BNAS/NBAS)
Bayley Scales of Infant and Toddler Deve lopment (BSID)
Asse ssment of Intelli gence, Cre ativity, Pers onality and Interests
Wechsler I ntelligence Scale for Children (WISC)
Torrance Tests of Creative Thinking (TTCT)
Myers -Briggs Ty pe Indicator ( MBTI)
Projective tests: Thematic Apperception Test (TAT)
Interest Inventory: Self -Directed Search (SDS)
Indian initiatives in psychological testing 15
Refere nces
Anastasi, A., & Ur bina, S. (1 997). Psych ological testi ng (7th ed.). New Jersey: Pre ntice-Hall.
Black, M. M., & Matula, K. (2000). Essentials of Ba yley scales of infant devel opment II assessm ent. NY: Wiley.
Capuzzi, D., & Gross, D.A. (2008). Counselling and psychotherapy: Theories and interventions (4th ed.). NJ: Prentice -
Hall.
Cohen, R., & Swerdlik, M., & Kumthekar, M. M. (2014). Psychological testi ng and assessme nt: An i ntrodu ction
to tests a nd meas urement (7th ed.). Boston: McGraw -Hill.
Janda, L. H. (1998). Psychological testing: Th eory and ap plicat ions. MA: All yn & Bacon.
Kaplan, R .M., & Sac cuzzo, D. P. (199 7). Psychological testi ng. CA: B rooks/Cole.
Thompson, C., R udolph, L. B., He nderson, D. (200 4). Counseling children (6th ed.). Pacific Gr ove, CA: B rooks/Cole.
Watkins Jr., C. E., & Ca mpbell, V.L. (E ds.) (20 00). Testing and assess ment in counslling practice. Mahwah, NJ:
Lawrence Erlb aum
Testing manuals of relevant tests.
Page 24
Course Code
Title
Periods/week /
Division
Marks
Credits
USHSII602
HUMAN EXCEPTIONALITY II
3
100
3
Obje ctives
1. To help students develop an awareness and concern for individuals with exceptionality (both children and adults),
their needs and problems.
2. To help students gain knowledge about the different categories of exceptionality, their prevalence, causes,
prevention, and characteristics.
3. To introduce students to the education, assessment and rehabilitation of exceptional children and adults, with
special reference to the Indian context.
Course C ontent Periods
Unit I High -Incidence Disabilities
1. Communication Disorders
(a) Definition of speech and language disorders.
(b) Classification of individuals with speech and language disorders.
(c) Prevalence, causation, characteristics, assessment, prevention.
(d) Educational considerations.
(e) Services for children and adults with speech and language disorders.
(f) Family and community contexts.
(g) Trends, issues, and controversies. 15
Unit II Low -Incidence Disabilities
1. Sensory Impairments: Hearing Impairment
(a) Definition of hearing impairment.
(b) Classification of individuals with hearing impairment.
(c) Prevalence, causation, characteristics, assessment, prevention.
(d) Educational considerations.
(e) Services for children and adults with hearing impairment.
(f) Family and community contexts.
(g) Trends, issues, and controversies.
2. Sensory Impairments: Visual Impairment
(a) Definition of visual impairment.
(b) Classification of individuals with visual impairment.
(c) Prevalence, causation, characteristics, assessment, prevention.
(d) Educational considerations.
(e) Services for children and adults with visual impairment.
(f) Family and community contexts.
(g) Trends, issues, and controversies.
3. Physical Disabilities: Cerebral Palsy, Spina Bifida a nd Muscular Dystrophy
(a) Definitions, concepts, and types.
(b) Prevalence, causes, and characteristics.
(c) Intervention and services for children and adults.
4. Health Disorders: Asthma and Epilepsy
(a) Definitions, concepts, and types.
(b) Prevalence, causes, and characteristics.
(c) Intervention and services for children and adults.
15
Page 25
Unit III Inclusive Education, Assistive Technology, and Life Planning for Individuals with
Special Needs
1. Inclusive Education
(a) What is Inclusive Education?
(b) Differences between Inclusion, Mainstreaming and Integration.
(c) Right to Education for all.
(d) Challenges of Inclusive Education.
(e) Benefits of Inclusive Education.
2. Assistive Technology
(a) What is Assistive Technology?
(b) Assistive Technology and Special Education
(c) Assistive Technology and IEP
(d) Assistive Technology used for different exceptionalities.
3. Transition Planning and Life Planning
15
Refere nces
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Washington, DC: American Psychiatric Association.
Assistive technology basics (n.d.). Retrieved from https://www.understood.org/en/school -learning/assistive -
technology/assistive -technologies -basics
Gargiulo, R. M. (2015). Special education in contemporary society: An introduction to exceptionality (5thed.).
New York: Sage.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2013). Exceptional learners : An introduction to special
education (12thed.). Boston, MA: Pearson Education.
Hardman, M. L., Egan, M. W., & Drew, C. J. (2017). Human exceptionality: School, community, and
family (12th ed.). Boston, MA:Cengage Learning.
Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Boston, MA:
Pearson Education.
Kharge, M. T. (2014). Rights of persons with disabilities bill, 2014. Retrieved from
http://www.prsindia.org/uploads/media/Person%20with%20Disabilities/The%20Right%20of%20Perso
ns%20with%20Disabilities%20Bill.pdf
Srivastava, P., & Kumar, P. (2015). Disability, its issues and challenges: psychosocial and legal aspects in
Indian scenario. Delhi Psychiatry Journal, 18(1), 195 -205.
Stanberry, K., & Raskind, M. H. (2009). Assistive Technology for Kids with Learning Disabilities: An Over view.
Retrieved from http://www.readingrockets.org/article/assistive -technology -kids-learning -disabilities -
overview
World Health Organization. (2 015). Assistive technology for children with disabilities: Creating opportunities
for education, inclusion and participation: A discussion paper. Retrieved from
https://www.un icef.org/ disabilities /files/ Assistive -Tech -Web.pdf
Page 26
Course
Code
Title
Periods/week /
Division
Marks
Credits
USHSII603 CURRICULUM PLANNING AND ASSESSMENT
IN EARLY CHILDHOOD EDUCATION II
3
100
3
Objectives
1. To have students comprehend the wide range of activities for young children that can be planned
in the following areas, and how these activities promote various developmental domains as well
as cater to holistic development: (a) gross -motor and fine -motor activities; (b) art and craft
activities; (c) music and movement activities; (d) language activities; (e) science activities; (f)
mathematics activities; and, (g) social studies activities.
2. To have students appreciate the value of play in child’s learning and development.
3. To facilitate students in building the knowledge necessary for planning, conducting and evaluating
developmentally -appropriate activities for young children.
4. To introduce students to assessment, recording and reporting of child’s progres s in the early childhood
education setting.
Course Content Periods
Unit I Creative Expression through Art and Craft & Music and Movement
(a) Gross -Motor Activities: Movement, jumping, climbing apparatus,
following an obstacle course, rolling and tumbling, throwing and
catching, kicking and batting, patting/digging sand, using tools.
(b) Fine -Motor Activities : Manipulative equipment/toys, Lego blocks,
beads, sorting, drawing, painting, sta cking rings, small plastic figures.
(c) Art and craft activities : Painting, printing, pasting, drawing, cutting and
tearing; making a collage, modelling/sculpture (clay, dough), guided art
and craft projects.
(d) Music and Movement: Goals of music and movement; singing
(selecting songs, presenting songs, informal singing, group singing,
playing instruments, rhythmic experiences, creating songs, listening
experiences); movement and dance (fundamental movements of walking,
standing, balancing, running, jumping, gal loping, skipping, playing). 15
Page 27
Unit II Creating an Environment for Exploring Activities in Early Years
(a) Language activities: Stories, poetry, books, sharing time/circle time,
group discussion, puppets, dramatization/role play, reading corner,
reading and writing readiness for preschool children.
(b) Science Activities: Defining sciencing; developmentally -appropriate
science for preschool children; goals and objectives for sciencing
activities; scientific process (observing, classifying and comparing,
meas uring, experimenting and relating, inferring and applying); science
table; science walks; science projects and experiments; providing a safe
environment.
(c) Mathematics activities : Defining mathematics; mathematical concepts,
processes, understanding and ski lls (classifying, comparing, ordering,
patterning, counting, shapes and space, measurement, fractions,
vocabulary, numerical operations); use of toys and educational material;
arithmetic readiness.
(d) Social Studies activities: Appreciating diversity; appreciating own and
other cultures/communities; knowing about different occupational roles;
building starting knowledge of geography/ history/ ecology. 15
Unit III Play, Other Aspects of Curricular Planning; & Assessment/ Recording/
Reporting in Early Ch ildhood Education
(a) Significance and Role of Play: Defining play, value and purpose of
play, stages/levels of play, types of play, child’s role, teacher’s role
(observer, elaborator, modeller, planner, evaluator).
(b) Special Considerations in Curricular Planning: Field trips, resource persons, learning centres, parents in early childhood education programs.
(c) Assessing, Recording and Reporting Children’s Progress:
• Assessment: Meaning and definition of assessment, purpo se of
assessment, planning assessment, types of assessment (informal and
formal methods).
• Recording: Meaning, purpose, and use of records; types of records.
• Reporting: Meaning , purpose, and methods of reporting. 15
References
Amin, R. (1997). Learning for life…from birth to five. Nurturing the growing child . Mumbai: Books for Change.
Brewer, J. A. (2006). Introduction to early childhood education: Preschool through primary grades (6
th ed.).
Boston, MA: Pearson Education.
Catron, C. E., & Allen, J. (2007). Early childhood curriculum: A creative play model (4thed.). Boston, MA:
Pearson Education.
Christian Children’s Fund. (1994). Early childhood care and development (0 to 6 years): Trainers’
manual. Chennai: Author.
Dopyera, M., &Dopyera, J . E. (1992). Becoming a teacher of young children (5thed.). New York: McGraw -Hill,
Inc.
Essa, E. L. (2013). Introduction to early childhood education (7thed). Belmont, CA: Wadsworth.
Gestwicki, C. (2013). Developmentally appropriate practice: Curriculum an d development in early education
(5thed.). Belmont, CA: Wadsworth.
Kaul, V. (1991). Early childhood education programme. New Delhi: NCERT.
Leeper. S. H., Witherspoon, R. L., & Day, B. (1984). Good schools for young children: A guide for working with
three -, four-, and five -year-old children (5thed.). New York: Macmillan.
Page 28
Maxim, G. W. (1997). The very young: Guiding children from infancy through the early years (5thed.). Princeton,
NC: Merrill.
NCERT.(1996). Minimum specifications for preschools. New Delhi: Author.
Sebastian, P. (2002). Handle with care - A guide to early childhood administration. Victoria: Wiley.
Seefeldt, C. , & Barbour, N. (1998). Early childhood education: An introduction (4thed.). Boston, MA: Pearson
Education.
Swaminathan, M. (1998). The first five years: A critical perspective on early childhood care and education in
India. New Delhi: Sage.
Journals and magazines:
Childhood Education
Parenting
Young Children
Page 29
Course Code
Title
Periods/week /
Division
Marks
Credits
USHSII604
HUMAN DEVELOPMENT AND
FAMILY STUDIES
3
100
3
Obje ctives
1. To help students gain knowledge of selected topics in human development and family studies .
2. To sensitize students to issues related to achievement, socio- emotional development, and gender.
3. To help students learn about some of the challenges in families today.
Course C ontent Periods
Unit I Socio -emotional Processes in Human Development and Family Studies
1. Development of Achievement Motivation and Engagement
a. Development of Achievement Motivation
• Very early development of self -evaluation in achievement -related activities
• Competence- related beliefs: Can I do the task?
• Subjective task values: Do I want to do the task?
• Intrinsic vs. extrinsic motivation: Why do I want to do the task?
• Achievement goal orientations: Why am I doing the task?
• The role of social and academic goals in achievement
• Self-regulated learning
• Engagement in learning and other achievement -related activities
b. Gender and cultural differences in achievement motiva tion
c. Socialisation of motivation
• Family influences
• School influences
2. Socio -emotional Development in Changing Families
a. Socio -emotional development of children and adolescents in two -parent families
with low conflict vs. high conflict
b. Socio -emotional development of children and adolescents in single -parent families:
divorced single mothers, single mothers by choice, single fathers
• Divorced single mothers
• Single mothers by choice
• Single fathers
c. Socio -emotional development of children and adolescents in stepfamilies
d. Socio -emotional development of children and adolescents in the context of parental
cohabitation
• Issue: Is marriage advantageous for children?
e. Socio -emotional development of children in assisted reproduction families
• “High -Tech” families (IVF a nd ICSI)
• Donor conception families
• Surrogacy families
15
Unit II Gender and Human Development and Family Studies
1. Gendered Development
a. Which behaviours are gendered and how large are the differences between the
sexes?
b. The gendered brain
2. Gender and Family Relationships
a. Gender and Partnerships: Marriage
• Gender differences in: Timing and incidence of marriage; marital quality and
interaction; marital satisfaction and wellbeing; marital power; spousal violence 15
Page 30
b. Gender and Partnerships: Non marital romantic rela tionships
c. Gender and parenthood
• Motherhood and fatherhood
i. Gender of parents and interaction with children; relationships with children;
responsibility for children
ii. New research on fatherhood
iii. Spotlight on India: Impact of gender of child on mother
d. Gender and family work
• Housework
i. Gender differences in housework, childcare, eldercare, spousal career support;
gender of child and housework
ii. Explanations for the gender -based division of labor: Time Availability Model,
Resource Model, Ideology Model, Marital Dyn amics
iii. Spotlight on India: Role of in -laws
Gender and grandparents and grandchildren
Unit III Challenges in Families Today
1. Family and Work Interface
a. Changing employment patterns, changing family demographics, changing gender
ideologies, & changing organizational responsiveness to work and family issues.
b. Impact of employment on families
• Spousal employment and relationship to marital stability and satisfaction
• Impact of mother’s employment on children’s wellbeing
• Impact of job experiences on child soc ialization
• Impact of parental employment and poverty on children; child’s participation in
family work
• Impact of the organization of work life
c. Effects of family on work: Effects of family responsibilities on labor market
behaviour
d. Multiple roles in the family and workplace: Emotional well -being, role enrichment,
role stress and role strain
e. Individual coping strategies
f. Institutional change to promote work- life balance: The Mommy Track; Part -Time
Work; Home -based employment; flextime; work -from -home; unpai d family leave;
dependent care assistance; paid family leave; shorter standard work weeks;
supervisor training; Counselling and educational programs; improvements in job
conditions/pay; determinants of family -friendly policies.
2. Marital Dissolution
a. Divorce : Antecedents, causes, or predictors of divorce
i. Macro -level antecedents: demographic factors, legal factors, cultural/attitudinal
factors
ii. Micro -level antecedents: social exchange theory, vulnerability -stress-
adaptation, cascade theory, other individual ris k factors of divorce
b. Theoretical models of the divorce process
i. Six levels or stations of divorce
ii. Divorce as a process of mourning
iii. Divorce as a psychological process
iv. Divorce as a psychosocial process
c. Consequences of divorce on children and adults
i. Legal, psychological and emotional, and economic consequences of divorce for
parents
ii. Consequences for parenting, inter -parental relationships, disruptions in parent -
child relationships
iii. Child maladjustment to pre -separation marital conflict and violence
d. Marital se paration, annulments, widowhood
3. The Future of Families 15
Page 31
Refere nces
Bernades, J. (1997). Family studies: An introduction. Oxford, UK: Routledge.
Bengston, V. L., Acock, A. C., Allen, K. R., Dilworth -Anderson, P., & Klein, D. M. (Eds.) (2005). Sourcebook of
family theory & research. New Delhi: Sage.
Golombok, S., & Tasker, F. (2015). Socioemotional development in changing families. In R. M. Lerner (Series Ed.)
& M. E. Lamb (Vol. Ed.), Handbook of child psychology and developmental science, Vol. 3:
Socioemotional processes (pp. 419 -463). New York, NY: Wiley.
Gottman, J. (1998). Why marriages succeed or fail: And how you can make yours last. New York: Simon &
Schuster.
Gottman, J. (2002). The relationship cure: A 5 step guide to strengthening you r marriage, family, and friendships.
New York: Three Rivers.
Gottman, J., & Silver, N. (2000). Seven principles for making marriage work: A practical guide from the country’s
foremost relationship expert. New York: Three Rivers.
Hines, M. (2015). Gendered development. In R. M. Lerner (Series Ed.) & M. E. Lamb (Vol. Ed.), Handbook of child
psychology and developmental science, Vol. 3: Socioemotional processes (pp. 657 -700). New York, NY:
Wiley.
Kumar, A. (2006). Women and family welfare. New Delhi: Anmol Publications.
Lamb, M. E. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental
science. Vol. 3: Socioemotional processes. Hoboken, NJ: Wiley.
Peterson, G. W., & Bush, K. R. (Eds.). (2013). Handbook of Marriage and the Family (3rd ed.). New York, NY:
Springer.
Price, S. J., McKenry, P. C., & Murphy, M. J. (Eds.) (2000). Families across time: A life course perspective
(Readings). Los Angeles: Roxbury.
Roy, P. K. (2003). Family diversity in India: Patterns, practices an d ethos. New Delhi: Gyan.
Shireman, J. F. (2003). Critical issues in child welfare (2nd ed.). New York: Columbia University Press.
Steel, L., Kidd, W., & Brown, A. (2001). The family (2nd ed.). London: Palgrave Macmillan.
Sussman, M. B., & Steinmetz, S. K. (Eds.) (1987). Handbook of marriage and family . New York, NY: Springer.
Sussman, M. B., Steinmetz, S. K., & Peterson, G. W. (1999). Handbook of Marriage and the family (2nd ed.). New
York, NY: Plenum.
Turner, L. H., & West, R. (Eds.) (2006). The family communication sourcebook. New Delhi: Sage.
Walker, A. J. (1999). Gender and family relationships. In M. B. Sussman, S. K. Steinmetz, & G. W. Peterson,
Handbook of marriage and the family (2nd ed.). New York, NY: Plenum Press. 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.
Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of
achievement motivation and engagement. In R. M. Lerner (Series Ed.) & M. E. Lamb (Vol. Ed.),
Handbook of child psychology and developmental science, Vol. 3: Socioemotional processes (pp. 657- 700).
New York, NY: W iley.
Page 32
Course Code
Title
Periods/week /
Division
Marks
Credits
USHSII605 INTRODUCTION TO PSYCHOLOGICAL
DISORDERS ACROSS THE LIFE SPAN
3
100
2
Objectives
1. To sensitize students to individuals with psychological disorders, their needs and problems across the life
span.
2. To help students gain knowledge about different abnormalities —their diagnosis, preva lence, etiology, and
treatment .
Unit Course Content Periods
I Introduction
• Definition of terms normality, abnormality, deviance, disorder, developmental
pathology.
• Historical overview.
• Overview of current paradigm of psychopathology.
• Diagnosis —DSM -5 and ICD.
• Relevance of studying abnormality in human development. 15
II
Psychological Disorders of Childhood
• Overview of psychological disorders in childhood (range and types of disorders)
• Attention -Deficit/Hyperactivity Disorder ( Clinical description, DSM -V diagnostic
criteria, etiology, treatment ).
• Conduct Disorder ( Clinical description, DSM -V diagnostic criteria, etiology ,
treatment ).
• Depression and Anxiety in Children and Adolescents (Clinical description, DSM -V
diagnostic criteria, etiology, treatment ).
• Autism Spectrum Disorder (Clinical description, DSM -V diagnostic criteria, etiology,
treatment ) 15
III Adulthood and Late -Life Psychological Disorders
• Overview of psychological disorders in adulthood (range and types of disorders).
• Overview of psychological disorders that occur particularly in late life (range and types of disorders).
• Schizophrenia ( Clinical description, DSM -V diagnostic criteria, etiology, treatment ).
• Depression ( Clinical description, DSM -V diagnostic criteria, etiology, treatment ).
• Dementia ( Clinical description, DSM -V diagnostic criteria, etiology, treatment).
• Delirium (Clinical description , DSM -V diagnostic criteria, etiology, treatment). 15
Page 33
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Washington, DC: American Psychiatric Association.
Bennett, P. W. (2011). Abnormal and clinical psychology: An introductory textbook (3rd ed.). Berkshire, UK: Open
University Press.
Comer, R. J. (2015). Abnormal psychology (9th ed.). Boston, MA: Pearson Education.
Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2012). Abnormal psychology (12th ed.). New York:
Wiley.
Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2014) Abnormal Psychology: DSM -5 update (12th
ed.). New York: Wiley.
Page 34
Course Code
Title
Periods/week /
Division
Marks
Credits
USHSII606
SOCIAL PSYCHOLOGY
3
100
2
Objectives
1. To introduce the students to the concept of social psychology and its content areas.
2. To help students understand the link between behaviours and attitudes and the factors influencing conformity.
3. To help students understand the behaviour of individuals in groups, group dynamics and group processes.
4. To encourage students to apply theories of social behaviour in their day -to-day lives
Course Content Periods
Unit I INTRODUCTION TO SOCIAL PSYCHOLOGY
• Definition and brief overview of history of social psychology
• Brief overview of methods of studying social psychology
SOCIAL THINKING
The Self in a Social World
• Self-concept and self -esteem
• Perceived self -control (self -efficacy, locus of control, learned helplessness versus
self-determ ination)
• Self-serving bias; self -presentation
Behaviour, Attitudes and Attributions
• The effect of attitudes on behaviour
• The effect of behaviour on attitudes
• Attributing causality
• The fundamental attribution error 15
Unit II
SOCIAL INFLUENCE AND LEADERSHIP
Conformity
• Classic studies (Asch’s studies of group pressure; Milgram’s experiments on obedience)
• Factors influencing conformity
• Resisting social pressure
Persuasion
• The elements of persuasion
• Resisting persuasion
Group Influence
• Types of groups
• Effects of the group on individual behaviour (social facilitation, social loafing, deindividuation)
• Decision -making in groups (group polarisation, groupthink, minority influence) 15
Unit III SOCIAL RELATIONS
Prejudice
• Concept of prejudice
• Sources of prejudice (social, emotional, cognitive)
• Overcoming prejudice
Aggression
• Concept of aggression
• Influences on aggression
• Reducing aggression
Attraction: Liking and Loving Others 15
Page 35
References
Myers, D. G. (2013). Social psychology (10th ed.). New York: McGraw -Hill.
Baron, R., & Branscombe, N. (2017 ). Social psychology (14th ed). Boston, MA: Pearson Education.
Franzoi, S. L. (2016). Social psychology (7th ed.). Redding, CA: BVT Publishing.
Michener, H. A., & Delamater, J. D. (2010). Social psychology (7th ed.). Boston, MA: Ceng age Learning.
• Factors affecting interpersonal attraction (physical attractiveness, proximity,
similarity, competence, reciprocity)
• Triangular Theory of Love
• What enables relationships to endure
• Ending relationships
Altruism
• Concept of altruism
• Conditions affecting helpfulness (personal and situational influences on helping)
• Promoting altruism
Page 36
Course
Code
Title
Periods/week /
Division
Marks
Credits
USHSIIP601 PART A: COMMUNITY -BASED SERVICES
FOR CHILDREN AND YOUTH 2 50
2 PART B: COMMUNITY -BASED SERVICES
FOR ADULTS 2 50
PART A: COMMUNITY -BASED SERVICES FOR CHILDREN AND YOUTH
Objectives
1. To facilitate students in learning skills in planning, executing and evaluating developmentally -appropriate
educational and recreational activities for underprivileged children in the community and Non-
Governmental Organisations (NGOs).
2. To facilitate stude nts in learning skills in planning, executing and evaluating developmentally -appropriate
educational and recreational activities for youth in the community and NGOs.
3. To facilitate students in learning skills in planning, executing and evaluating developmentally -appropriate
workshops for varied target groups in the community and NGOs.
Unit Course content Periods
I
• Attending and participating in input sessions.
• To observe, plan, execute and evaluate developmentally -appropriate educational
activities and recreational activities for underprivileged children in Non -
Governmental Organizations (NGOs).
• To observe, plan, execute and evaluate developmentally -appropriate workshops for
underprivileged children in NGOs. 15
II • To observe, plan, execute and evaluate educational activities and recreational
activities for youth in Youth Centres and NGOs.
• To observe, plan, execute and evaluate developmentally -appropriate workshops for
youth in Youth Centres and NGOs. 15
The students make a portfolio of the activities and workshops that they plan and conduct, along with photographs or
samples of child’s/ youth’s work and the evaluation.
Page 37
PART B: COMMUNITY -BASED SERVICES FOR ADULTS
Objectives
1. To facilitate students in learning skills in planning, executing and evaluating workshops/activities for
varied target groups of adults in diverse Human Development agencies in the community and Non-
Governmental Organizations (e.g., old age homes, rehabili tation centres, hospitals, HR departments of
companies).
2. To create awareness in students about best practices in Human Resource Development.
Unit Course content Periods
I
Attending and participating in input sessions.
To observe, plan, execute and evaluate workshops /activities for varied target groups of adults in diverse Human Development agencies in the community and
Non-Governmental Organizations (e.g., old age homes, rehabilitation centres,
hospitals, HR department s of companies). 15
II Workshops on soft -skills in human development agencies: Plan, execute and
evaluate workshops on Soft Skills (e.g., Team building; Leadership;
Time/Stress Management).
Introduction to best practices in Human Resource Development: Learning about
best practices in the area of Human Resource Development (through resource persons/experts working in the respective fields).
Visits to various organizations that are exemplary with regard to utilization of
Human Resources. 15
The students make a portfolio of the activities and workshops that they plan and conduct, along with photographs or
samples of participant ’s work and the evaluation.
Page 38
Course
Code
Title
Periods/week /
Division
Marks
Credits
USHSIIP602 PART A : HUMAN EXCEPTIONALITY 2 50
2 PART B: CHILDREN’S MEDIA 2 50
PART A: HUMAN EXCEPTIONALITY
Objectives
1. To expose students to different settings and institutions catering to the needs of individuals with exceptionality.
2. To make students aware of assistive technology for individuals with exceptionality.
3. To help students reflect on and critically analyse the portrayal of human exceptionality in films (Hindi and
English).
4. To support students in learning how to plan an Individualized Education Program for children with
exceptionality.
Unit Course content Periods
I 1. Visits to different organizations catering to different human exceptionalities.
2. Accessing the assistive technology used with individuals with exceptionality. 15
II 1. Seeing movies on different exceptionalities and evaluating them critically.
2. Planning of an Individualized Education Program for children with any one
exceptionality.
15
Page 39
PART B: CHILDREN’S MEDIA
Objective
1. To facilitate students in developing skills in selecting and evaluating children’s books/related educational
software.
2. To equip students with skills in evaluating children’s TV programmes.
3. To facilitate students in conceptualising, writing and designing either a book for children or a TV
programme for children.
Unit Course content Periods
I INTRODUCTION TO CHILDREN’S MEDIA
• Definition.
• Classifying types/genres of children’s media (children’s literature, children’s
TV shows, children’s films).
• Identifying exemplary children’s media (award -winning books, authors &
illustrators; award -winning TV shows; award -winning children’s films).
SELECTING AND TELLING A STORY FROM CHILDREN’S BOOKS
• Selecting a tellable tale
• Motivating the audience to listen; engaging the audience; providing
opportunities for active participation to the audience.
• Conveying the sequence of events clearly.
• Speaking clearly and distinctly, modulating voice effectively.
• Utilizing eye contact, facial expressions, and gestures effectively.
• Ending the story gracefully. 15
II EVALUATING CHILDREN’S MEDIA (Books and TV Shows)
• Descriptive and evaluative assessment through a visit to a children's library/ bookstore or through watching the show on TV.
• Developing criteria for evaluation of books, and for evaluation of children’s
TV shows.
DESIGNING CHILDREN’S BOOKS OR RELATED EDUCATIONAL TOYS,
OR CONCEPTUALISING A TV SHOW AND PRESENTATION
• Features to keep in mind (e.g., content , layout, target group, cost, text versus
pictures)
• Planning the designing of a book and toy keeping in mind a theme.
• Making the book and toy according to the selected theme.
• Conceptualising a TV show for children and making the script for at least one epi sode.
15
The students design and mak e either a book or conceptualis e a TV show and script one episode.
Page 40
Examination Scheme for B .Sc. Home Science Semesters V and VI:
Part A: Theory Papers
All theory papers of 100 marks are to be evaluated in two parts.
INTERNALS : 25 marks . This comprises 20 marks for a 30- minute unit test, of which 10 marks
are for objective -type of questions and 10 marks for questions requiring longer (but not essay)
answers. The objective 10 marks can include the following types of questions:
• Agree/Disagree and give a one- or-two sentence reason.
• Fill in the blanks
• Answer in one or two sentences.
• Name the following.
• Define the following.
Please note that the objective 10 marks cannot have the following types of questions:
• MCQs.
• State whether True or False (without giving a reason).
• Match the following.
The remaining 5 marks indicate the extent to which the student was a responsible learner .
SEMESTER- END EXAMINATION: 75 marks . The semester -end question paper is for 2 ½
hours. The semester -end examination question paper has to be set with 100% choice within each
set of questions. For all three unit syllabi, the question paper must have four sets of questions;
each of the four questions is compulsory, with options within each question:
• Question 1, carrying 20 marks, has a set of sub- questions from Unit I.
• Question 2, carrying 20 marks, has a set of sub- questions from Unit II.
• Question 3, carrying 20 marks, has a set of sub- questions from Unit III.
• For Questions 1, 2 and 3, no 20- mark question is permitted. In other words, this question
cannot have a choice between two 20 -mark questions. Possible sub- questions include the
following formats: Answer any 2 sub -questions out of 4, or any 4 out of 8, or any 5 out of
10.
• Question 4, carrying 15 marks, has a set of sub -questions from Units I, II, and III. No 15 -
mark question is permitted. In other words, this question cannot have a choice between
two 15- mark questions. Possible sub- questions include the following formats: Answer
any 2 sub- questions out of 4, or any 3 out of 6.
Page 41
Par t B: For C our ses w i t h Pr act i cal : Ther e w i l l not be any I nt er nal
Exam i nat i on or m ar ki ng f or pr act i cal s
Ex t er nal Sem est er End Exam i nat i on f or Pr act i cal :
Sr .
No . Par t i cul ar s f or Ext er nal Pr act i cal Exam i nat i on Sem est er End Pr act i cal Exam i nat i on
Tot al M ar ks D ur at i on of
Sem est er End
Pr act i cal
Exam i nat i on
1 Labor at or y W or k 4 0 ma r k s
50
3 ½ hour s 2 Jour nal 5 Ma r k s
3 Vi v a 5 Ma r k s