COURSE STRUCTURE FOR HUMAN DEVELOPMENT: MDC

8 Theory Courses (3 credits each) & 8 Practical Courses (1 credit each)

Sl no Semester Code Core Course Credit Marks

1 I 1T +1P Introduction to Human Development 3 +1 75+25

2 II 2T+2P Highlights of Life Span Development 3+1 75+25

3 III 3T+3P Care and Education in Infancy and 3+1 75+25

Childhood

4 IV 4T+4P Marriage and Family Relations 3+1 75+25

5 IV 5T+5P The Child with Special Needs 3+1 75+25

6 V 6T+6P Legislation and Policy Issues in Child 3+1 75+25

Welfare

7 V 7T+7P
(CC1)
Or Legislation and Policy Issues related to 3+1 75+25
7T+7P Women, Youth and Senior Citizens
VI (CC2)
8 VI 8T+8P Organisation and Management of 3+1 75+25
Early Childhood Education Centres

Summer Internship: 3 credits at the end of 2nd/4th/6th Semester

 SEMESTER-I (1 Core Paper)
(1T+1P)
Core Course- 1T – 3 credit (75marks) –Theory: Introduction to Human Development

1. Understanding Human development - Human development and the need to study it;
Indices of Human Development.
2. Roles of heredity and environment in human development; concepts of growth and
development; the life span approach to human development.
3. Prenatal Development – Conception; Course of prenatal development, Conditions
affecting prenatal development.
4. Infancy- Characteristics, Developmental tasks and Problems.
5. Early Childhood - Characteristics, Developmental tasks and Behaviour problems.

References:

Gupta, Naresh (2019). Human Development in India, Emerald Publisher.

Milas, Ian (1985). Social Indicators for Human Development, Frances Pinte, London.
Arya, S.C. (1972).Infant and child care for the mother. New Delhi: Vikas.
Berk, L. E. (1996). Child development. New Delhi: Prentice Hall.
Hurlock, E.B. (2007). Developmental psychology: A life – span approach. New
Delhi : Tata McGraw – Hill.
Nag, Rathindranath. Ma o shishu.
Papalia, D.E. , Olds, S.W. and Feldman, R.D. (2006). Human development.9th Ed.
New Delhi: Tata McGraw- Hill.
Roy,Sushil. Shiksha manovidya.

Core Course- 1P - 1credit (25marks) – Practical: Introduction to Human Development

1. Preparing a lay out of a room arranged for the birth of an infant showing the placement of
the essential equipment.
2. Planning the diet of an expectant / a lactating mother; preparation of a diet chart.
3. Preparing a chart of prenatal / postnatal exercises for the mother.
4. Preparing a lay out of the arrangement of a nursery (room designing and decoration).

Practical Activities: 15 Marks; Viva- Voce: 5 Marks; Laboratory Note Book and materials: 5
Marks.

SEMESTER-II (1 Core Paper)

(2T+2P)
Core Course- 2T – 3 credit (75 marks) – Theory: Highlights of Life Span Development

1. Middle Childhood - Characteristics, Developmental tasks and Behaviour problems.

2. Adolescence - Characteristics, Developmental tasks and Socio-emotional problems.
3. Adulthood - Characteristics, Developmental tasks and Problems.
4. Old Age – Physical changes, Developmental tasks and Problems.
References:

Berk, L. E. (1996). Child development. New Delhi: Prentice Hall.

Hurlock, E.B. (2007). Developmental psychology: A life – span approach. New Delhi: Tata
McGraw – Hill.
Mussen, B. Conger,J.J., Kagan,J. and Huston, A. C. (1990). Child development and
personality.
New York : Harper and Row.
Papalia, D.E. , Olds, S.W. and Feldman, R.D. (2006). Human development. 9th Ed. New
Delhi:
Tata McGraw- Hill.
Roy,S. Shiksha manovidya.

Core Course – 2P - 1credit (25 Marks) Practical: Highlights of Life Span Development

1. Methods of studying Human Development and their use:

- Interview
- Observations
- Checklist
2. Plan and develop activities to facilitate motor/ cognitive/language development in middle
childhood.

Practical Activities: 15 marks; Viva-Voce: 5 marks; Laboratory Note-Book: 5 marks

SEMESTER-III (1 Core Paper)

(3T+3P)

Core Course – 3T - 3credit (75 Marks) – Theory: Care and Education in Infancy and
Childhood

1. Childcare in infancy and preschool years- Feeding, weaning, supplementary feeding and
toilet training.
2. Child rearing practices-Definition, classification and implications.
3. Objectives of Early Childhood Care and Education (ECCE)
4. Types of ECCE Programmes – Balwadi, Anganwadi, ICDS, Crèche and nursery school.
5. Approaches to Early Childhood Education (ECE) - Montessori, Kindergarten and Play-
way methods.

References
Arya, S.C. (1972).Infant and child care for the mother. New Delhi: Vikas.
Gill, S. (1993). Child care programs in India: Changing trends. In Saraswathi, S.S. and Kaur,
B.
New Delhi: Sage. Unit II
Kaul, V. (1991). Early childhood education programme. New Delhi: NCERT. Units I and III.
Mussen, P., Conger, J., Kagan, J. and Huston, A.C. (1990).Child development and
personality.
New York: Harper and Row.
Nag, R. Ma o Shishu.
Swaminathan, M.S. (1988) Essentials of food & nutrition. Ganesh Publishers.
Core Course 3P – 1 credit (25 marks) – Practical: Care and Education in Infancy and
Childhood

1. Field Work.
Working with the community and preparing reports on:
a) ICDS centres
b) Nursery schools
c) Primary schools.

2. Laboratory Activities
a) Preparation of picture books / story books for infants and toddlers.
b) Preparation of educational toys for young children.
c) Preparation of posters reinforcing messages of hygiene and cleanliness.

Practical Activities: 15 marks; Viva-Voce: 5 marks; Laboratory Note-Book and other

materials: 5 marks

SEMESTER-IV (2 Core Papers)

(4T+4P)

Core Course – 4T – 3 credit (75 Marks) – Theory: Marriage and Family Relations

1. Family - Concepts, forms and types; changing pattern of family: Structural and
Interactional changes; Functions of family.
2. Marriage and Some Important Issues – Marriage in different religious communities of
India, Gender roles, childlessness, dowry and divorce.
3. Contemporary Family patterns and Relationships- Dual career families, Singlehood,
Cohabitation, Single Parent families.
4. Important issues in Marriage- Marital adjustment; marital communication; marital
conflict and family violence; marital counseling.
5. Legislation with reference to India: Marriage; Divorce; Domestic violence.

References:

Ahuja, R.: a) Society in India.

b) Social System.
c) Social Problems in India.
Dube, S. C. (Translated by Rajat Roy).Bharater Samaj. National Book Trust.
Ganguly, R. and Moinuddin, S. A. H. Contemporary Indian Society.
Maciver and Page. Society – An Introductory Analysis. Vidya Bhusan and Sachdev.
Sociology
Walsh, B.A. and others (2017). Introduction to Human Development and Family
Studies, Taylor and Francis.
Saraswati, T.S & Kaur, B. (Eds.) 1993. Human Development and Family Studies:An
agenda for research and policy : New Delhi: Sage Publication
Sussman, M.B. & Steinmetz, S.K. & Peterson, G.W. (1999). Handbook on Marriage
and family. New York, NY: Springer.
Core Course 4P – 1 credit (25 marks) – Practical: Marriage and Family Relations

1. Seminar Based on Marriage and Family Relations

Presentation in Seminar: 15 Marks; Viva-Voce: 5 Marks; Project: 5 Marks.

(5T+5P)

Core Course 5T – 3 credit (75 marks) – Theory: The Child with Special Needs

1. Definitions – Disability, Challenge and Special Needs. Incidence and Prevalence of

Disability in India. Persons with Disabilities Act.
2. The Child with Intellectual Challenge – Definition, Assessment, Classification, Causes and
Rehabilitation.
3. The Child with Auditory Challenge – Definition, Assessment, Classification, Causes and
Rehabilitation.
4. The Child with Visual Challenge – Definition, Assessment, Classification, Causes and
Rehabilitation.
5. The Child with Learning Disability – Definition, Classification, Causes and Management.
6. Developmental Challenge – The Child with Autism, Causes and Management.

References:
Debnath, D. and Debnath, A. K. Byatikramdharmi shishu o tar shiksha. Kolkata: Rita Book
Agency.
Kirk, S.A. (1970).Educating exceptional children. Indian Edition. New Delhi: Oxford and
IBH.
Morgan, C.T., King, R. A., Weisz, J.R. and Schopler, J. (1987). Introduction to psychology
7th
Ed., New York: McGraw – Hill.
Skinner, C. Educational psychology.

Core Course 5P – 1 credit (25 marks) –Practical: The Child with Special Needs

1. Case study of a child with special needs.

2. Visit to institutions of children with special needs.

Practical activities: 15 marks; Viva-Voce: 5 marks; Laboratory Note-Book: 5 marks

SEMESTER-V (1 Core Paper) + 1 OPTIONAL PAPER/CC1

(6T+6P)
Core Course 6T – 3 credit (75 marks) – Theory: Legislation and Policy Issues in Child
Welfare

1. Child Welfare – Definition, objectives and philosophies. Constitutional provisions for

protection and welfare of children
2. National policy for children – Salient features, priority areas and gaps.
3. Laws relating to children - Juvenile Justice Act, 1986; Child Labour (Prohibition and
Regulation) Act; Hindu Law of Adoption.
4. United Nations Declaration of the Rights of Children; U. N. Convention 1989; National
Plan for Children.
5. Overview of child welfare in the legal and policy framework- NGO forum; Role of social
networking and social activists.

References:
Barooh, B. Child Welfare.
Devi , [Link] of Child Welfare. Vol (I-VI).

Core Course 6P - 1credit (25 marks) –Practical: Legislation and Policy Issues in Child
Welfare

1. Seminar based on Legislation and Policy Issues in Child Welfare

Presentation in seminar: 15 marks; Viva-Voce: 5 marks; Project: 5 marks

OPTIONAL PAPER
(7T+7P) will be considered as CC1 if selected in Semester V
Or
(7T+7P) will be considered as CC2 if selected in Semester VI

Core Course 7T – 3 credit (75 marks) – Theory: Legislation and Policy Issues related to
Women, Youth and Senior Citizens

1. National policies for women – National Perspective Plan for Women’s Development,
National Commission on Women.
2. National Policies for the Youth- Salient features, implications.
3. National Policies for the Ageing – Salient features, implications. Maintenance and
Welfare of Parents and Senior Citizens Act 2007.
4. Overview of family welfare in the legal and policy framework - NGO forum; Role of
social networking and social activists; Need for developing comprehensive family
policy.

Core Course –7P – 1 credit (25 Marks) Practical: Legislation and Policy Issues related
to Women, Youth and Senior Citizens

1. Seminar based on Legislation and Policy Issues related to Women, Youth and Senior
Citizens

Presentation in seminar: 15 marks; Viva-Voce: 5 marks; Project: 5 marks

 SEMESTER-VI (1 Core Paper)+ 1 Optional paper
(8T+8P)
Core Course 8T – 3 credit (75 marks) – Theory: Organisation and Management of
Early Childhood Education Centres

1. Recent developments of ECCE – National Policy on Education, Yashpal Committee

Report: Learning without Burden
2. Role of Indian Association for Pre School Education.
3. Establishing an ECCE Centre – Location, Planning the facilities, Playground,
Equipment.
4. Staff Management – Distribution of work, Qualities of a good ECCE teacher.
5. Resource Management – Budgeting, Accounting, Maintenance of records.

References:
1. Sengupta, M. (2009). Early childhood care and education. New Delhi: PHI Learning Pvt.
Ltd.
2. Aggarwal, J.C. and Gupta, S. (2007). Early childhood care and education: Principles and
practices. India: Shipra Publications.
3. Mohanty, J. and Mohanty, B. (2007). Early childhood care and education. New Delhi:
Deep & Deep Publications Pvt. Ltd.
4. Mukherji, P. and Dryden, L. (Eds.) Foundations of early childhood: Principles and
practice. UK: Sage Publishers.

Core Course 8P - 1credit (25 marks) – Practical: Organisation and Management of

ECCE

i. Visit to ECCE Centre and report writing

ii. Project on Management of ECCE Centres
Practical Activities: 15 marks; Viva-Voce: 5 marks; Laboratory Note-Book: 5 marks
 SEC for MDC in HUMAN DEVELOPMENT

1T- 2credit (50marks) – Theory: Early Childhood Education Programme

1. Programme Planning – Basic considerations, Types of planning, Stages of planning.

2. Characteristics of ECCE Programme - Playful environment, Informal to formal,
Flexibility, Balanced development.
3. Significance of Play; Different Play-way methods of teaching.
4. Evaluation –Definition and types of evaluation.

References:

1. Sengupta, M. (2009). Early Childhood care and education. New Delhi: PHI Learning Pvt.
Ltd.
2. Aggarwal, J.C. and Gupta, S. (2007). Early childhood care and education: Principles and
Practices. India: Shipra Publications.
3. Mohanty, J. and Mohanty, B. (2007). Early childhood care and education. New Delhi:
Deep & Deep Publications Pvt. Ltd.
4. Mukherji, P. and Dryden, L. (Eds.) Foundations of early childhood: Principles and
practice. UK: Sage Publishers.

1P - 2credit (50 marks) – Practical: Early Childhood Education Programme

1. Preparation of reading readiness materials for visual discrimination.

2. Preparation of materials for auditory discrimination.
3. Preparation of materials for conducting prewriting activities.
4. Preparation of play materials for developing different concepts in young children.

Practical Activities: 15 marks; Viva-Voce: 5 marks; Laboratory Note-Book: 5 marks

 Examination Modalities –All Theoretical Papers

SEMESTER PAPER MCQ Short Short Essay Type Total

Answer Notes
ALL Major - Core 2X10 - 5X2 15X3(Out 75
(Out of of 5)
4)
ALL MDC - Core _ 2X10 5X2 15X3(Out 75
(Out of (Out of of 5)
15) 5)
I Major –SEC - 2X10 5X2 10X2 (Out 50
MDC - SEC (Out of (Out of of 4)
12) 4)
II & III Major - SEC - 2X10 5X2 15X3(Out 75
(Out of (Out of of 5)
12) 4)
IDC Major/MDC - - 5X4 15X2(Out 50
(Out of of 5)
6)

Examination Modalities –All Practical Papers

SEMESTER PAPER Practical LNB & Viva Voce Total

Activity Materials

ALL Major - Core 15 5 5 25

ALL MDC - Core 15 5 5 25
I Major – SEC 15X2 10 10 50

MDC -SEC 15X2 15 5 50

II & III Major - SEC 15 5 5 25
IDC Major/Minor 15 5 5 25