SYLLABUS: Bachelor of Education (B.Ed.) Course Compulsory Paper 1st Year CC 2: Childhood & Growing Up

SYLLABUS: Bachelor of Education (B.Ed.) Course Compulsory Paper 1st Year CC 2: Childhood & Growing Up


• To develop an understanding of different aspects of a child’s physical, motor, social and emotional development.

• To understand the developmental process of children with diverse abilities in social, cultural and political context.

• To build sensitivity towards children’s developmental needs and capabilities, within their socio-cultural context.

• To develop a sensitive and critical understanding of the different social/educational/cultural/political realities at the core of the exploration into childhood.

• To build an interdisciplinary frame work to interpret, analyse observations and interactions from cross culture psychology.

• To develop critical deconstruction of significant events that media highlights and creates during childhood

• To provide hands-on experiences to interact with children, and training in methods to understand aspects of the development of children.

• To develop the power to interpret how gender caste and social class may impact the lived experience of children.

SYLLABUS: Bachelor of Education (B.Ed.) Course Compulsory Paper 1st Year CC 2: Childhood & Growing Up


Unit 1: Perspectives in Development

• Concept, Meaning , Scope and Function and Educational Psychology

• Introduction to development: concept and introduction to perspectives in development, humanistic psychology, and developmental theory

• Enduring themes in the study of development: development as multidimensional and plural; Development as continuing through the life span; ways in which development is continuous/discontinuous?; Socio-cultural contexts influencing the development

• Gathering data about children from different contexts: naturalistic observations; interviews; reflective journals about children; anecdotal records and narratives; clinical methods with reference to Piaget

• Method: Longitudinal, Cross-Sectional, Sequential, Cohort methods: Biographical, Case study and Observational method.

Unit 2: Stages of Human Development

• Child as a developing individual; a psycho-social entity; stages of development

• Developmental characteristics of a child and an adolescent: physical, cognitive, social, emotional, moral, and language; their interrelationships

• Developmental tasks of childhood and adolescence and their implications

• Factors influencing development such as heredity& environment, media, nutrition, child-rearing practices, siblings, and peers

• Commonalities and diversities within the notion of childhood and how multiple childhoods are constructed with particular reference to the Indian context-Living in an urban Slum, Growing girl, and Growing up in Dalit household

Unit 3: Social and Emotional Development

• Basic understanding of emotions, and how differential gender socialization occurs 

•Personality development: Freud; psycho-social development-Erikson; influence of early childhood experiences on later personality.

• Social theories and gender development: meaning of gender roles; influences on gender roles, stereotypes, gender in the playground.

• Development of emotions: functions of emotions, attachment-Bowlby.

Unit 4: Contexts of Socialization

• Concept of socialization: family and child relationships; parenting, child rearing practices

• Schooling: peer influences, school culture, relationships with teachers, teacher expectations and school achievement; being out of school, overage learner

• Relationships with peers: friendships and gender; competition and cooperation, competition and conflict; aggression and bullying from early childhood to adolescence.

• Social, economic and cultural differences in socialization: implications for inclusion. Essential Readings

• Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children. New York: Worth Publishers. Chapter 1: The study of Human Development.

• Newman, B. M. and Newman, P.H. (2007). Theories of Human Development. London: Lawrence Erlbaum Associates, publishers. Chapter 1: Introduction.

• Papalia, D. E. and Olds, S. W. (2003). Human Development. New York: McGraw Hill Higher Education. Chapter 1: The Study of Human Development, Chapter 2: Theory and Research, Chapter 4: Physical Development During the First Three Years, Chapter 7: Physical Development in Early Childhood, Chapter 9: Physical Development in Middle Childhood.

• Saraswathi, T.S. (Ed.) (1999). Culture, Socialization, and Human Development: Theory, Research and Applications in India. Sage publications. Chapter 4: Theoretical Frameworks in Cross-cultural Psychology, Chapter 6: Individualism in a Collective Culture: A Case of Co-existence of Opposites.

• Vasanta, D. (2004). Childhood, Work, and Schooling: Some Reflections. Contemporary Education Dialogue, Vol. 2(1), 5-29. 6. Mukunda, K. V. (2009). What Did You Ask in School Today? A Handbook on Child Learning. Noida: Harper Collins. Chapter 4: Child Development, 79-96.

• Readings for Discussion 

1. Aries, P. (1965). Centuries of Childhood-A social

history of the family life. Random House Inc. Chapter 1: The Ages of Life, Chapter 2: The Discovery of Childhood, and Conclusion - The two concepts of childhood. 

2. Harris, M. and Butterworth, G. (2002). Developmental Psychology: a student’s handbook. New York: Taylor & Francis. Chapter 1: A Brief History of Developmental Psychology.

Advanced readings

• Kakkar, S. (1978). Indian Childhood: Cultural Ideas, And Social Reality. New Delhi: Oxford.

• Nambissan, G. (2010). Exclusion and Discrimination in Schools: Experiences of Dalit Children; Working paper series Volume 01, Number 01, Indian Institute of Dalit Studies and UNICEF.

• Kakkar S. (1991). The Inner World: A Psycho-analytic study of childhood and society in India. Delhi: Oxford University Press.

• Sandra, L. Bem (1987). Gender Schema Theory and its Implications for Child Development: raising gender a schematic children in a gender schematic society, in M.R. Walsh, (ed). The Psychology of Women. Harvard University Press Cambridge, 206-226.

• Weiner, M. (1991). The State and the Child in India: Child Labour and Education Policy in Comparative Perspective. Princeton: Princeton University Press.

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