B.Ed. (Learning Disability) (LD) Early Childhood Care and Education Syllabus - Mumbai University

Introduction

• The course is designed to provide the student-teachers with an insight into developmental milestones of typical children. This will enable the learners to understand deviations and strategies to address them in the critical phase of development. It will also help the learnersunderstand the importance of transitions and its requirements.

Objectives

After undertaking the course the students will be able to:

• Explain the biological & sociological foundations of early childhood education
• Describe the developmental systems approach and role responsibilities of interdisciplinary teams for early education of children with disabilities
• Enumerate the inclusive early education pedagogical practices
• Understand the dynamics of early intervention

Module 1: The Early Years: An Overview

• 1.1 Facts about Early Childhood Learning & Development
• 1.2 Basic understanding of Neural Plasticity
• 1.3 Critical Periods of Development of Motor, Auditory, Visual, Linguistic & Cognitive Skills
• 1.4 Understanding basic concept of Sensitive Periods of Learning: Maria Montessori’s Framework, Windows of Opportunity & Learning Timelines of Development in Young Children
• 1.5 Integrating Theories of Development & Learning for designing Early Childhood Education activities

Module 2: Early Education of Children with Disabilities

• 2.1 Young Children at Risk & Child Tracking
• 2.2 Interdisciplinary Assessments & Intervention Plans: Need and challenges
• 2.3 Developmental Systems Model for Early Intervention (Of Guralnick, 2001)
• 2.4 Curricular Activities for Development of Skills of: Imagination, Joy, Creativity, Symbolic Play, Musical, Aesthetic, Linguistic, Emergent Literacy, Scientific & Cultural Skills
• 2.5 Involving Families in early education / intervention: why and How

Module 3: Inclusive Early Childhood Educational (ECE) Practices

• 3.1 Concept of Natural Environments and Importance of Universal Designs of Learning (UDL).
• 3.2 Practices for Inclusive ECE Programs: Adaptations of Physical Environment & Equipments, Visual Support Materials, Parent Partnerships, Friendships & Engagements with Typical Children
• 3.3 Principles of Inclusive ECE Practices: Full Participation, Open Ended Activities, Collaborative Planning,
• 3.4 Collaborating with Parents, Family Education &Developing Individualised Family Service Plan (IFSP)
• 3.5 Concept of School Readiness and transition

Module 4: Early screening, identification and intervention

• 4.1 Early identification and intervention: defining the terms and setting criteria
• 4.2 Early Intervention: Need and Justification
• 4.3 Parameters of effective early intervention programs
• 4.4 Early screening, identification and early intervention: managing the link
• 4.5 Managing early intervention-Multi disciplinary involvement

Module 5: Early Intervention: National and International scene

• 5.1 Outcomes of early intervention: Areas and Preconditions of success)
• 5.2 Global benchmarks/global trends including JCIH Reference
• 5.3 Early intervention services: Indian scenario and challenges
• 5.4 Early intervention and inclusive education
• 5.5 Reflections on learnt content and drawing pro active conclusions

Transactions

• Conventional lecturing, PPTs, Visits, Observations, class discussions, Videos, reflecting upon learnt knowledge.

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

• 1 Prepare and submit a poster on developmental milestones & learning timelines of children of any age group
• 2 Participation in Family empowerment program and writing reflections
• 3 Develop a creative teaching learning materials for children for overall stimulation
• 4 Make a checklist for early identification of preschoolers for teachers.
• 5 Visit early intervention center / preschool unit and make a list of learning points

Essential Readings

• Costello.P.M (2000).Thinking Skills & Early Childhood Education. London: David Fulton Publishers.
• Dunn.S.G. & Dunn.K (1992).Teaching Elementary students through their individual learning styles:Practical approaches for grades 3-6. Massachusetts: Allyn & Bacon.
• Klausmeir H.J. & Sipple. T.S. (1980). Learning & Teaching Concepts. A strategy for testing applications of theory. New York: Academic Press
• Kauffman James M. & Hallahan Daniel P. (Ed) (2011) Handbook of Special Education. Routledge NY
• Mohanty J & Mohanty. B (1999).Early Chilhood Care and Education. Delhi: Offset Printers

Suggested Readings

• Barbour.N & Seefeldt.C (1998).Early Childhood Education. An Introduction (4th Eds). U.K: Prentice Hall.
• Broman.B.C (1978).The Early Years in Childhood Education. Chicago: RandMcNally College Publishing Company.
• Catron.C.E. & Allen.J (1993).Early Childhood Curriculum. New York: MacMillan Publishing Company.
• Dahlberg.G , Moss.P & Pence. A (2007). Beyond Quality in Early Childhood Care and Education.(2nd Ed.). New York: Routledge Publication.
• Dopyera.M.L & Dopyera. J (1977). Becoming a Teacher of Young Children. New York:Random House Publications.
• Gordon.I.J (1972).Early Childhood Education. Chicago: Chicago University Press. Hamilton.D.S & Flemming (1990).Resources for Creative Teaching in Early Childhood Education (2nd Edition). Tokyo: Harcourt Brace Jovanvich.
• Hilderbrand.V (1991).Introduction to Earcly Childhood Education. New York: MacMillan Publishing
• Krogh.S.L & Slentz.K (2001).Early Childhood Education, Yesterday, Today & Tomorrow.London: Lawrence Erlbaum Associates Publishers
• Range.D.G, Layton.J.R.& Roubinek.D.C.(1980). Aspects of Early Childhood Education.Theory to Reserch to Practice. New York: Academic Press.
• Spodek.B, Saracho.O.N & Davis.M.D (1987).Foundations of Early Childhood Education. Englewood Cliffs, New Jersey: Prentice Hall,
• Wortham.S.C (NK).Measurement & Evaluation in early childhood education (2nd Eds.).Ohio: Merrill Prentice Hall.