B.Ed. (Full Time) Childhood and Growing Up Syllabus - Mumbai University

Objectives

• To develop an understanding of the Principles of development.
• To develop an understanding of the concept of development within a pluralistic society.
• To develop an appreciation of the child development in socio- cultural context.
• To apply the knowledge of the methods and approaches of child development.
• To examine the theoretical perspectives of child development.
• To analyze the Issues and Implications of changing family structure and parenting on growing up in a pluralistic society.
• To develop an understanding of looking at one’s own self, feeling and emotion.
• To reflect on how we relate to the world through emotions.

Module 1: Process of Human Development 2 credits

Unit 1: Growth and Development of a Child

• a) Meaning and principles of growth and Development and its difference.
• b) Stages of growth and development ( Later childhood and Adolescence)
• c) Role of school in growth and development of a child.

Unit 2: Developmental Process-

• a) Genetic background and Development.
• b) Trends in development (Developmental direction, Differentiation and integration and Cumulative influence)
• c) Maturation

Unit 3: Context of Development:

• a) Child Development as a multidimensional concept within a pluralistic society (physical, Emotional and Social)
• b) Impact of different parenting styles on child development ((4)
• c) Child development in socio- cultural context: Interplay of poverty, caste, gender and tribal communities.

Module 2: Perspectives of Human Developement 2 credits

MU’s spelling of “Development”.

Unit 4: Methods and Approaches of Studying Human development

• a) Methods: Observation (Participatory And Non- Participatory)
• b) Experimental & Clinical.
• c) Approaches: Cross Sectional, Cross Cultural, Longitudinal.

Unit 5: Theoretical Perspectives:

• a) Piaget’s Theory of cognitive development.
• b) Kolhberg’s & Errickson’s theory
• c) Urin Brofenbrenner theory on Ecological System

Unit 6: Self and Emotions

• a) Formation of self (Self-concept, self-esteem, Self-efficacy)
• b) Emotions: Goleman’s Theory of Emotional Intelligence
• c) Identity crisis- Marcian Theory

Module 3: Internal Assessment 2 credits

• Any two of the following tasks:
• a) Task (any one)
• • Case study of any school which has a positive impact on the overall growth and development of its students
• • Observe an adolescent and conduct a case study on his overall development
• • Present the biography of any one Psychologists using creative techniques
• b) Psychological Tests (any one)
• • Emotional Intelligence test
• • Test on Self- Esteem
• • Test on Self Efficacy

References

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• Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New York, Harper and Row Publishers, P.P. 89-90.
• Bolles, R. C. (1975): Learning Theory. New York, Holt, Rinehart and Winston, P.P. 18-19.
• Chauhan, S.S. (1978): Advanced Educational Psychology, Vikas Publishing house Pvt. Ltd., New Delhi.
• Dandapani, S. (2001), A textbook of Advanced Educational Psychology. New Delhi: Anmol Publications.
• Dunn, R. (1983). Can students identify their own Learning Styles? Educational Leadership,40, P.P. 60-62.
• Dash, M. (1988). Educational Psychology. Delhi: Deep and Deep Publication.
• Duric, L. (1975). Performance of Pupils in the Process of Instruction. Bratislava, SPN, P.P. 54-90.
• Duric, L. (1990). Educational Sciences: Essentials of Educational Psychology. International Bureau of Education, UNESCO, New Delhi, Sterling Publishers, P.
• Fontana, D. (1995). Psychology for Teachers (3rd edition). The British Psychological Society, London: McMillan in association with BPS Books.
• Kundu C.L. and Tutoo D.N. (1993) : Educational Psychology, Sterling Publishers Pvt. Ltd.
• Lindgren, H. C. (1967). Educational Psychology in Classroom (3rd edition). New York: John Wiley and sons.
• Mangal, S. K. (1984). Psychological Foundations of Education. Ludhiana: Prakash Publishers
• Mohan J. and Vasudeva P. N. (1993). Learning Theories and Teaching, In Mohan Jitendra (ed.) Educational Psychology, New Delhi, Wiley Eastern Limited, P. 146.
• Oza, D. J. and Ronak, R. P. (2011). Management of behavioral problems of children with mental retardation. Germany:VDM publication.
• Papalia D. E., and Sally, W. O. (1978). Human Development. McGraw Hill Publishing Company
• Phens, J. M., and Evans, E. D. (1973). Development and Classroom Learning : An Introduction to Educational Psychology. New York: Holt Rinehart and Winston Inc.
• Tessmer, M., and Jonassen, D. (1988). Learning Strategies: A New Instructional Technology. In Harris Duncun (1988) Education for the New Technologies, World Year Book of Education. London: Kogan page Inc
• Skinner, E. C. (1984). Educational Psychology-4th Edition. New Delhi: Prentice Hall of India Pvt. Ltd.
• Spinthall, N., and Spinthall, R. C. (1990). Educational Psychology 5th Edition. - McGraw Hill Publishing Company.
• Cole, M., (1996). The Development of Children. New York: Worth publishers
• Crain, W., (2005). Theories of Development (5th Edition). Pearson
• Kanga, F., (1991). Trying to Grow. New Delhi : Ravi Dayal Publishers
• Mukunda, K. (2009). What did you ask at school today? Noida: Harper Collins Publishers.
• Munsinger, H., (1975) (edited) Readings in Child Development. New York: Holt Rinehart Winson
• Sharma, N., (2003).Understanding Adolescence. New Delhi: NBT
• Wadia, H. Confining childhood in India. Web source: http://infochangeindia.org/index2.php?option=com_content&do_pdf=1&id=8691
• Weiner.M.,(1995). The child and the state in India: Child labor and education policies in comparative perspective. Oxford University Press