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Home / Syllabus / B.Ed. (Learning Disability) (LD) / Semester 1 / Human Growth and Development

B.Ed. (Learning Disability) (LD) Human Growth and Development Syllabus - Mumbai University

This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Learning Disability), B.Ed. Spl. Ed. (LD), the two-year four-semester Choice Based Credit System course in force from the academic year 2016-17. It follows the syllabus prescribed by the Rehabilitation Council of India. It is the only syllabus the University has published for this course, and all four semesters are still examined on it.

Human-Growth-and-Development.pdf
Core course · Semester 1 · 3 credits · 75 marks · 60 contact hours · 30 notional hours

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Syllabus for Human Growth and Development

Core course · Semester 1 · 3 credits · 75 marks · 60 contact hours · 30 notional hours

Introduction

  • This course exposes student teachers to the study of child and human development in order to gain a better understanding about variations and the influence of socio-cultural-political realities on development. A critical understanding of theoretical perspectives of development would aid in their application in teaching learning process. Through close observation of children in their natural environments the teacher trainee would be able to situate their theoretical knowledge within realistic frames. This course would also be able to equip the trainees to reflect and critique the normative notions of childhood and adolescence.

Objectives

  • After studyingthis course the student- teachers will be able to
  • explain the process of development with special focus on infancy, childhood and adolescence
  • critically analyze developmental variations among children
  • comprehend adolescence as a period of transition and threshold of adulthood
  • analyze different factors influencing child development

Module 1: Approaches to Human Development

  • 1.1 Human development as a discipline from infancy to adulthood
  • 1.2 Concepts and Principles of development
  • 1.3 Developing Human- Stages (Infancy, Childhood, Adolescence)
  • 1.4 Basic understanding of Nature versus Nurture
  • 1.5 Basic understanding of Domains (Physical, Sensory- perceptual, Cognitive, socio- emotional, language and communication, Social relationship)

Module 2: Theoretical approaches to development

  • 2.1 Cognitive & Social- cognitive theories: Basic understanding of key concepts:Piaget, Vygotsky
  • 2.2 Cognitive & Social- cognitive theories: Basic understanding of key concepts: Bruner, Bandura
  • 2.3 Psychosocial theory: Basic understanding of key concepts: Erikson
  • 2.4 Psychoanalytic Theory Basic understanding of key concepts: Freud
  • 2.5 Holistic Theory: Basic understanding of key concepts: Steiner

Module 3: The Early Years (Birth to Eight Years)

  • 3.1 Influences on prenatal development,
  • 3.2 Screening the newborn -APGAR Score, Reflexes and responses, neuro-perceptual development
  • 3.3 Basic Milestones and variations in Development
  • 3.4 Environmental factors influencing early childhood development
  • 3.5 Role of play in enhancing development

Module 4: Middle Childhood to Adolescence (From nine years to eighteen years)

  • 4.1 Emerging capabilities across domains: Social and Emotional
  • 4.2 Emerging capabilities across domains: cognition (metacognition and creativity
  • 4.3 Issues related to puberty
  • 4.4 Gender and development
  • 4.5 Influence of the environment (social, cultural, political) on the growing child

Module 5: Transitions into Adulthood

  • 5.1 Psychological well-being
  • 5.2 Formation of identity and self-concept
  • 5.3 Emerging roles and responsibilities
  • 5.4 Life Skills and independent living
  • 5.5 Career Choices

Hands on Experience for notional hours: (ANY TWO) 30 Hrs 10 Marks

  • 1 Observe children in a setting (like preschool or primary class) and report identified milestones achieved by the children therein. Submit reflections.
  • 2 Attend a Seminar/parent meeting on human development. Submit report with reflections.
  • 3 Submit Journal of a case study of a child with disability focussing developmental issues.

Suggested References

  • Berk, L. E. (2000). Human Development, Tata Mc.Graw Hill Company, New York
  • Brisbane, E. H. (2004). The developing child, Mc.Graw Hill, USA
  • Cobb. N. J. (2001). The child infants, children and adolescents, Mayfield Publishing company, California
  • Hurlocl, E. B. (2005). Child growth and development, Tata Mc.Graw Hill Publishing company, New york
  • Hurlocl, E. B. (2006). Developmental Psychology- A life span approach, Tata Mc.Graw Hill Publishing company, New Delhi
  • Mittal. S. (2006). Child development- Experimental Psychology, Isha books, Delhi
  • Nisha, M. (2006). Introduction to child development, Isha books, Delhi
  • Papalia, D. E. and Olds, S. W.(2005). Human development, Tata Mc.Graw Hill Publishing company, New York
  • Santrock. J. W. (2006). Child Development, Tata Mc.Graw Hill Publishing company, New York
  • Santrock. J. W. (2007). Adolescence,Tata Mc.Graw Hill Publishing company, New Delhi
  • Meece, J.S. & Eccles J.L (Eds) (2010).Handbook of Research on Schools, Schooling and Human Development, Routledge

Reproduced from the University of Mumbai syllabus for B.Ed. Special Education (Learning Disability), in force from the academic year 2016-17. Wording, module numbering and reading lists are as printed in that syllabus. The PDF above is the syllabus's own page, unaltered.

The complete syllabus

This subject is cut from the University document for the whole degree. Open it here if you want the whole thing rather than a single subject.

PDF Bachelor of Education - Special Education (Learning Disability) Sem I to IV (from 2016-17) Choice Based Credit System syllabus, in force from 2016-17 Read full PDF Read
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