Undergraduate Courses

Sr. No.	Course No.	Course title	Credit hours	Semester
1.	HDFS-111	Childhood Development	3(2+1)	I
2.	HDFS-112	Theoretical Approaches to Parenting	2(2+0)	II
3.	HDFS-211	Early Childhood Education	3(2+1)	I
4.	HDFS-212	Theories and Practices in Early Childhood Education	2(2+0)	I
5.	HDFS-311	Adolescent Development	3(2+1)	I
6.	HDFS-312	Adulthood Development	2(1+1)	I
7.	HDFS-313	Marriage and Family Dynamics	3(2+1)	II
Elective Courses
	HDFS-411	Developmental Challenges in Children	3 (2+1)	I
	HDFS-412	Methods and Materials for Teaching Young Children	3 (1+2)	I
	HDFS-413	Computer Application in ECCE	3 (1+2)	I
	HDFS-414	Guidance and Counselling	3 (2+1)	I
	HDFS-415	Parent Education and Community Welfare Programmes	3(2+1)	I
Skill Enhancement Courses
	SEC-HDFS1	Developmental Assessment I (Infancy and Toddlerhood)	2(0+2)	I
	SEC-HDFS2	Developmental Assessment II (Childhood)	2(0+2)	I
	SEC-HDFS3	Infant Stimulation Practices	2 (0+2)	II
	SEC-HDFS4	Health Practices in Early Childhood	2(0+2)	II
	SEC-HDFS5	Establishment of ECCE Centres	1(0+1)	I
	SEC-HDFS6	Program Planning and Execution in ECCE Centres	1(0+1)	I
	SEC-HDFS7	Management of ECCE Centres	1(0+1)	II
	SEC-HDFS8	Monitoring and Evaluation ECCE  Centres	1(0+1)	II
Student READY
	HDFS 421	Experiential Learning / Hands on training / Internship	8 (0+8)	II
	HDFS 422	Student Project and Presentation	2 (0+2)	II

M.Sc Human Development and Family Studies
S. No.	Course Title	Credit hours	Semester
*HDFS-501	Theories of Human Development	3(3+0)	I
*HDFS-502	Dynamics of Human Development	3(3+0)	I
*HDFS-503	Methods and Techniques of Assessment in Human Development	3(2+1)	I
*HDFS-504	Innovative Programmes in Early Childhood Development and Education	3(2+1)	II
HDFS-505	Gender Issues in Human Development and Relationships	3(2+1)	II
HDFS-506	Adolescent Development	2(2+0)	I
HDFS-507	Management of Differently Abled	3(2+1)	I
HDFS-508	Adolescent Development and Challenges	3(2+1)	I
HDFS-509	Guidance and Counselling	3(2+1)	I
HDFS-510	Interventions for Differently Abled Children	2(1+1)	II
HDFS-511	Family Ecology	2(2+0)	I
HDFS-512	Family and Cultural Diversities	2(2+0)	I
HDFS-513	Family Therapy	3(2+1)	I
HDFS-591	Seminar	1(1+0)	I,II
HDFS-599	Thesis/Research	30	I,II
Ph.D Human Development and Family Studies
*HDFS-601	Advanced Human Development	3(3+0)	II
*HDFS-602	Ecology and Human Development	3(3+0)	II
*HDFS-603	Programme Development for Vulnerable Families	3(2+1)	I
HDFS-604	Strategic Developmental Intervention	3(2+1)	I
HDFS-605	Family Studies	3(3+0)	I
HDFS-606	Adulthood and Aging	3(3+0)	II
HDFS-607	Mental Health	3(3+0)	I
HDFS-608	Qualitative Research Methods	2(1+1)	II
HDFS-691	Seminar I	1(1+0)	I,II
HDFS-692	Seminar II	1(1+0)	I,II
HDFS-699	Doctoral Research	75	I,II
*core courses
Certificate Course in ‘Early Childhood Care and Education’		Credit hours	Semester
HDFS-51	Personality and Value Education	1+2	I
HDFS-52	Early Childhood Care and Education	3+1	I
HDFS-53	Developmental Assessment of Young Children	2+2	I
HDFS-54	Participation in Early Childhood Care and Education Services	1+3	I
HDFS-55	Identification and Management of Differently Abled Children	2+2	II
HDFS-56	Creative Experiences for Young Children	2+2	II
HDFS-57	Entrepreneurship in Child Care and Education Services	2+2	II

Undergraduate Courses HDFS-111   Childhood Development             3 (2+1)           Sem-I Concept of human development, Stages of human development, Domains of human development and its characteristics, Definition of growth and development, Determinants of human growth and development, Principles of human growth and development-Concept of heredity and environment, the role of heredity and environment on development–perspectives on development: Naturalism, environmentalism, maturational, need, ecological, ethological, cognitive, psycho-analytical, social (socio-cultural and social learning), language, behaviour, psycho-social, intelligence and moral reasoning -Prenatal, peri- natal and postnatal stages- conception, care during pregnancy, labour/ birth, Early Childhood {birth to eight yrs}-Physical, motor, social, emotional, cognitive and language development of infancy, babyhood, preschool and early school yrs- Late childhood (eight to 14 yrs): Physical, motor, social, emotional, cognitive and language development. Guidance to parents for promoting holistic development of children. Practical: Observational visits to well-baby clinics to observe full term and preterm babies and observe/ record its characteristics. Visit to Early Childhood Centers, study physical, motor, social, emotional, intellectual, language, moral and personality development at different stages and prepare interpretive reports. Collect and evaluate reports/ article / news / other secondary data related to recent issues, trends and challenges of Human development and write an analytical report. Case study of individuals in different stages of development – Infancy, early childhood, and late child hood Critical analysis of case study reports. Preparation of Resource file. SEC-HDFS-1 Developmental Assessment I (Infancy and Toddlerhood) 2 (0+2)    Sem-I                                Practical Orientation on screening and developmental assessment of children for various developments through different tools and techniques – Exploring existing areas, Purpose of use of tests and techniques and classification. Criteria for selection and use of test – reliability and validity and wide acceptability; Approaches and tools in developmental screening, Trends and challenges in developmental assessment of young children, Advantages and abuses of testing and tests; Orientation on formal and informal measures in assessment, special considerations and ethical issues in assessing various areas of developments of New born, Infants, Toddlers. Conducting tests and report writing for each test Neonatal assessment – APGAR* and Gestational age, Neonatal Behavioral Assessment Scale (BNBAS), Infant and Toddler hood assessment – Anthropometric measurements* and national and international standards, Developmental Screening Test, Bayley’s Scale of Infant. Pramila Pathak’s Mental and Motor Growth of Indian babies, Vineland social Maturity scale Note: The test marked with * are compulsory SEC-HDFS 2 Developmental Assessment II (Childhood)    2 (0+2)  Sem-I  Practical : Special considerations and ethical issues in assessing various areas of developments of Preschoolers, Pre-Primary school children, Primary School Children Middle School Children and Secondary /Higher Secondary School Children, conducting tests and report writing for each test: Screening and assessment of preschool and Pre-primary school children- Stanford Binet Intelligence Scale*, Wechsler Scale of Intelligence for Preschool and Primary School Children*, Vineland Adaptive Behavior Scale, DAS II, Pea body Picture Vocabulary test or similar test, Ecological assessment of Preschool and Pre-primary school children- HOME Inventory, Screening and assessment of Primary School Children- Parent child relationship Scale- latest test, Wechsler Intelligence Scale of for children, Learning disability tests: Diagnostic test of reading disorder-, Screening and assessment of Middle School Children- Children’s self concept scale-, Anxiety scale, Thematic Apperception Test (TAT)*, Children’s Apperception Test (CAT)*, General well being scale-, Screening and assessment of Secondary /Higher Secondary School Children – Emotional Intelligence scale- /Emotional Maturity Scale, Case studies, Presentation of reports. Counselling parents on developmental deviations observed Note: The test marked with * are compulsory HDFS-112 Theoretical Approaches to Parenting             2 (2+0)                                      Sem II Positive Psychology, Parenting Style, Parenting Practices, and Parenting Roles parent child transactions, influential factors, family orchestrated child experiences, information needs, Biological, social and Psychological theories, Attachment Theory approach, Behavioristic approach Social Learning approach, Ecological systems approach, Parental role theory approach, Disciplinary theory, Scaffolding approach (Vygotsky), Self-determination approach, Family systems theory approach etc. SEC-HDFS 3 Infant Stimulation Practices 2 (0+2) Sem-II Practical: Stimulation for Growth and development of neonate -Sensation and perception, for Newborns at risk-Preterm, Low birth weight, Respiratory distress syndrome. Stimulation for Physical Development during Toddlerhood, Muscle Control, motor skills. Stimulatory learning environments at home and early childhood child care and education centers. Current and conventional practices of stimulatory learning. Innovative ideas for planning and execution of customized Programs / activities for infants. SEC-HDFS 4  Health Practices in Early Childhood        2 (0+2) Sem-II Practical :Importance of child’s health – factors affecting child health; Important child health indicators NMR, IMR, CMR (under 5 years); Health care practices during neonatal stage, infancy and childhood period; Nutrition and health; Health assessment techniques in children; ECE Centres and Child’s health; Integration of Health care with educational and social services; Identification of common health problems in children; Planning and organizing parent/community health education Program; Review of health Programs and policy, Digital addiction and child health; Eating disorders and child health; Health care practices in rural /urban/tribal families; Case study of preschool child; Studying health care practices in children; Report writing and presentation; Recommendation to parents/ caregivers/ health care professionals and ECE educators. INTCS-I Internship                        10(10+0)                               Sem-II  The students will have internship/training for 10weeks duration either in the parent institute (attaching the students to facilities such as Experiential learning units, prototype production facilities , etc facilities, etc.) or in early childhood care and education units HDFS-211 Early Childhood Education 3(2+1) Sem-I Early Childhood Education – Meaning, characteristics and significance of early childhood education. History of its evolution, abroad and in India, -National ECCE policy 2020 – application of Western and Indian educational philosophies to early childhood education – Recent trends and challenges in Early Childhood Education – Concept of learning- definition, essential features, types of learning, laws of learning, principles of learning ; sensations, perception, imagination, attention and memory, remembering and forgetting, Intelligence-reasoning and thinking, effortful control, problem solving, information processing and learning environment- Motivation- definition, types, modes of motivation, relationship of motivation with learning and performance – Performance evaluation – meaning of evaluation/ testing, evaluation of student’s performance – Types of tests used in classroom evaluation – program planning in ECE- Theory of play, Development of play stages, Importance of play, Steps and types of program planning, Significance of Play way method in ECE, Activities to promote all round development of children in early childhood- cognitive, language, socio-emotional and motor development, Developing key characters in children: Empathy, Adaptation, Boldness, Creativity, Diligence, Patience, Responsibility, Self-reliance, Resilience, Resourcefulness, Positive Self-esteem, Integrity, Humility, Tolerance, punctuality etc., role, qualities and responsibilities of an early childhood personnel, maintenance of registers and records; promotion of inclusive ECCE; involvement of parents and community in ECCE. Guidance to parents on activities to promote child’s learning / early identification of learning problems. Practical: Observation and recording of activities in ECE center. Analyzing effect of reinforcement, motivation, discipline on learning. Developing and conducting activities to promote all round development- Gross and fine motor skills, cognitive skills, language skills, creativity and socio emotional skills. Preparation of suitable creative/innovative teaching learning material used for preschool children. Application of theories of classroom teaching. Application of different methods of evaluating performance and interpretation. SEC-HDFS 5 Establishment of ECCE Centres             1 (0+1)                                         Sem-I Practical:Concept, need, characteristics, functions and types of project planning. Ethical considerations in project planning. Types of child care and education programs – Objectives and services of different programs. Need assessment. Method and significance of need assessment. Funding agencies. Budget planning and accounts. Short term and long-term budget planning. Staffing and supervision. Legal and regulatory processes at national and international level. Registration and licensing. Infrastructure development- location, indoor and outdoor space requirements. Setting up the physical environment and facilities. Physical facilities ECCE centers- basic requirements; class room arrangements, care facilities- facilities for different budgets – Format for submission of proposal for physical facilities – Setting the learning environment. – classroom arrangements, equipment procurements- Short term and long term programs planning and evaluation. Preparing a project proposal. Need assessment in different settings for various programs, selection of locale and clientele. Layout planning for different program in rural and urban settings. Manpower, finance, infrastructure facilities and cost benefit analysis as input sources. Visit to various funding agencies like banks, cooperatives and other agencies and reporting about schemes and facilities offered by these agencies. Exploring current government programs to support self employment under various schemes. Report writing SEC-HDFS 6 Programme Planning and Execution in ECCE Centres   1(0+1)          Sem-I Practical: Understanding principles of program planning – planning long and short-term program for various early childhood care and education centers – Issues and goals of curriculum planning -Principles of effective program planning. Importance of developmentally appropriate planning – Observing and recording developmental characteristics of children in various early childhood care and education settings. – Preparing developmentally appropriate activities for physical development, fine and large muscle coordination – developmentally appropriate activities for cognitive stimulation – activities for creative expression, language development – activities for socio emotional interaction – pre reading and pre writing activities – foundations for numeracy – activities for environmental awareness – science experiences – activities for body movements – developing self care, care of surroundings activities – effective use of material, mapping of material – developing classroom teaching learning accessories- activities for parent and community involvement – execution of all activities through practice teaching different age groups of children- conducting activities with parents and community- submitting records of observation of children’s activities, Parent and community activities. HDFS-212 Theories and Practices in Early Childhood Education                2 (2+0)      Sem-II Importance of theoretical perspectives in early childhood care and education – Early childhood education practices ; Play – based, Montessori, Waldorf, Reggio- Emilia, Religious schools, High Scope, Direct instruction, Bank street approach – Attachment theory of Bowlby and Ainsworth – Ecological systems theory of Bronfenbrenner – Theories of Learning- classical conditioning, Operant conditioning of Skinner, Trial and Error learning by Thorndyke; Social learning theory of Bandura – Cognitive theory of Maria Montessori, cognitive development theory Jean Piaget, socio- cultural theory of Lev Vygotsky, multiple intelligences theory of Howard Gardner – Erickson’s Psycho Social development theory- disciplining children theories; parenting styles, Hoffman’s disciplinary techniques – Application of theories in classroom – Challenging aspects of practice of theories in early childhood care and education. HDFS-213  Human Ethics                1 (1+0)             Sem-I,  Sem-II  (To be offered to Bsc. (Hons.) Fashion Designing and B.Tech (Bio Tech) only Universal human aspirations. Happiness and prosperity. Human values and ethics. Concept, definition, significance and sources. Fundamental values. Right conduct, peace, truth, love and non violence. Ethics: professional, environmental, ICT. Sensitization towards others particularly senior citizens, developmentally challenged and gender. Spirituality, positive attitude and scientific temper. Teamwork and volunteering. Rights and responsibilities. Road safety. Human relations and family harmony. Modern challenges and value conflict. Sensitization against drug abuse and other social evils. Developing personal code of conduct (SWOT Analysis). Management of anger and stress. SEC-HDFS 7 Management of ECCE Centres         (1+0) Sem-II Practical: Principles of management – Theories of management ; benefits of using management theories the seven theories; Scientific management theory, principles of administrative management theory, bureaucratic management theory, human relations theory, systems management theory, contingency management theory and theory of X ( authoritarian) and Y (participative) – Motivation ; Maslow’s theory, McClleland theory, McGregor’s Theory X and Theory Y, Herzberg’s Two-Factor Theory – Goal setting; Locke and Latham Goal setting principles, essential elements in goal setting – Framing administrative policies for ECCE center: elements in administrative policies. Conducting mock interviews for selection of various staff members, and framing criteria for their selection – Budget provisions for various ECCE centres – short term and long budget term planning, cost of operation, expenditure on equipment, salaries and other benefits to staff, maintenance of daily, weekly and monthly accounts – Preparing a plan to meet emergencies. SEC-HDFS 8 Monitoring and Evaluation of ECCE Centres         1 (0+1)         Sem-II       Practical: Concept of quality and minimum regulations in early childhood education – important factors to consider in quality; the four dimensions are: those of society, the child, the teacher and the learning context; four dimensions in quality assessment such as the society, the child, the teacher and the learning context. – Concept of evaluation and monitoring; defining the concepts; – monitoring and evaluation of budget distribution for ECCE activities – monitoring admissions of children – monitoring and evaluation of lesson plans – monitoring and evaluation of classroom practices – monitoring and evaluation of children’s assessment; monitoring and evaluation of staff supervision and performance; characteristics of ideal child care supervisors and teachers, their qualifications and training – monitoring and evaluation of adult and child spaces and their arrangements and utilization – monitoring and evaluation of service activities such as cleanliness, feeding, health care – monitoring, use and evaluation of teaching – learning equipment and material – monitoring and evaluation of record keeping- Awareness of national and international organisations working for ECCE. INTCS-II Internship                       10(10+0)                                                 Sem-II       The students will have internship/ training for 10 weeks’ duration in early childhood care and education units HDFS-311 Adolescent Development        3 (2+1)  Sem-I Meaning, Significance, characteristics and developmental tasks, significance of the stage – Theoretical perspectives on adolescence –biological, psycho-analytical, psycho-social, social cognitive and cultural , lifespan perspective, learning perspective, humanistic perspective, ecological perspective, socio cultural perspective, and the positive youth development perspective -Physical and sexual development in adolescence – physical transition from child to adult, puberty causes and changes, psychological impact of puberty, early and late maturation and its psychological implications, body image and its psychological implications -Cognition during adolescence, theoretical perspectives on adolescent cognitive development, gender differences in mental abilities – Socio-emotional development during adolescence – transition in emotions, heightened emotionality, common emotional patterns, coping mechanism, maturity and adjustment, early and late maturation and its psychological implications, socialization difficulties in social transition, social attitudes and behaviour, influence of peers, conformity and self-assertiveness – Identity development; Erikson’s identity Formation theory , Marcia’s Statuses Identity; identity diffusion, identity foreclosure, identity moratorium, self-concept – Moral development during adolescence and value orientation – theoretical perspectives – Mental Health and resilience, Life skills and their importance – Challenges of adolescence sexuality, aggression, delinquency, understanding of AIDS, substance abuse, alcoholism, personality disorders, depression, suicide, eating disorders, health problems, psychological problems, social problems- dating and relationships – Guidance and Counselling for adolescents– need and importance – changing roles in family and society. Practical: Survey on adolescent problems and conflicts, Attitude towards sexuality/Substance abuse -Profile of behavioural problems through Case study, gender issues of adolescence – adolescents future planning and orientation study through interviews – Tests related to skills and abilities of Adolescence: e.g., Adolescence Girl’s Empowerment Scale- Differential Aptitude Test, Behaviour Problem checklist (CBCL)- Problem solving ability test (PSAT) Guidance need inventory, Life Style Scale, Anecdotal records. HDFS-312 Adulthood Development 2 (1+1) Sem-I Emerging adulthood, importance, stages, characteristics and conflicts – Meaning, characteristics and developmental tasks of adulthood, stages of adulthood – Principles of adult development; Four principles of adult development and aging – Theoretical and ecological perspectives of adult development: Psychosocial theory, Peck elaboration of Erickson, Levinson’s theory, Sheehy’s adult transition, Erikson’s Psychosocial theory, Identity Process Theory, Activity Theory, Socio-emotional Selectivity Theory – Theoretical perspectives in adult development – Bio-psychosocial perspective, Ecological perspective, Life Course perspective. Klaus Riegel’s Dimensions of Development Theory — Antecedent influences for growth and development during adulthood – Physical, motor, social, emotional, and cognitive and language characteristics of Early, Middle and Late adulthood – Personality development, Happiness and satisfaction, life style choices, marriage and family transitions – Career, theories of career choice, Job satisfaction – Adjustments during adulthood: Menopausal adjustments, Empty nest, career changes, retirement, leisure – Health during adulthood and prevention of chronic diseases, physical and neuro-cognitive disorders – Old age: demography of old age, theories of biological aging – Old age: Care during old age – Antecedent influences for developmental changes during old age – Adjustment to death, widowhood, dying and bereavement – Counselling for adults and the aged – need and importance. Practical: Administering of adulthood scales on personality – Preparation of interview schedule for adults on life satisfaction – Interviews on career satisfaction – Interviews on dual role burden for women – Case study on health condition – FGDs on ageing problems – Content analysis of films, books on adulthood conflicts and resolutions – Visits to institution of aged and their evaluation – record writing and presentation. HDFS-313 Marriage and Family Dynamics 3 (2+1) Sem-II Marriage: Definition, philosophy, past and present concept of Hindu Marriage, Goals and Functions of Marriage – Characteristic features of Hindu, Muslim and Christian Marriage -Types and Forms of Marriage in India (Ancient and Prevalent Forms) – Readiness for marriage – Definition, Meaning and importance of readiness, Areas of readiness for marriage. (Identifying characteristics of readiness for marriage) – Mate Selection: Meaning, model/method of mate selection – field of mate selection – Theories of mate selection (Ways of mate selection in tribal India. Factors responsible for wrong mate selection – Guidelines for mate selection,) – Factors influencing mate selection and desirable qualities in mate -Trends in mate selection- Newspaper ads for marriages, Online matrimonial sites; their use and problems and prospects – Dating, Courtship and engagement: Meaning and objectives of Dating, courtship and engagement – Importance of engagement – Wedding: Definition meaning and purpose of Wedding ceremonies rituals and ceremonies of marriage in different religions of India – Marital roles and behaviour- Definition, importance and concept of marital roles (marriage as status and role transition) Changing gender roles – factors responsible for change in gender roles, role conflict – Marital Adjustment and Success: Definition, Areas of marital adjustment – types of marital relations and adjustment – factors influencing marital adjustment – marital adjustment over the family life cycle, obstacles in marital adjustment, improving marital adjustment – marital adjustment techniques , general technique of resolving differences – Marital Success and criteria of Marital Success – Marital dissolution: Definition, types of marital dissolution, Voluntary and Involuntary, Causes of Marital Dissolution, Separation distress and factors effecting it – Divorce, factors responsible for divorce, consequences of divorce on spouse and children , factors responsible for an increase in the rate of marital dissolution, factors responsible for refraining from divorce after marriage failure, social process of marital failure and divorce, children’s response to divorce, children as weapon against divorce, Adjustment to Divorce – alternatives to marriage Singlehood, heterosexual cohabitation/consensual union, homosexual union, reasons behind it and merits and demerits. Family: Meaning, Definition and Characteristics of Family functions, forms/types of family. Family structure and relationship in India-Pattern of changes in family structure and relationships in India – Impact of globalization, industrialization, technological advancement and immigration on family structure and functions – family (education and employment of women) and Extra familial factors (technology, peer group, society) responsible for the change and consequences of these changes on the family life and society – Family life cycle: Definition, Stages of Family Life Cycle, importance of studying family life cycle, – developmental tasks, developmental tasks of stages of family life cycle – Role expectation of different family members at different stages of family life cycle – Forms of Families; typical and alternative forms of families- Characteristics of single parent families, female headed families, single child families, childless families, adoptive families, dual earner families, reasons behind alternative form of family and their merits and demerits. family stress – Definition, types/categories of stressors, variables affecting family/response to stress, Hill’s ABCX Mode/theory of family stress, causes of family stress, effects/impact of family stress, manifestations/recognizing symptoms of family stress, stress coping strategies, correlates of family stress – Family crisis- Definition, Characteristics, Stages of crisis. Effect of crisis and Adjustment to crisis factors which affect meeting the crisis, general things to do in times of crisis – Marriage Laws and acts – Dowry, adoption, divorce and inheritance in India – Education for Parenthood and Family Planning, Family Life Education, Concept, Definition, objectives of Family Life Education; role of family and related agencies in Family Life Education, Family Planning: Meaning; objectives Importance and Methods – Family counselling – Fundamentals of Premarital, marital and family counselling: Objectives and Importance. Practical :Study of motives of marriage and trends in mate selection – Study of characteristics of nuclear, joint, atypical and alternative forms of families – Study of marital roles and adjustments – Study of changing roles and relationship in marriage and family system across family life cycle – Study of family crisis and coping strategies in families – Visit to marriage bureau and family counselling centres – Interviewing, assessment and developing case studies on people undergoing, Premarital, marital and family stress – reviews of books and films on marital relationships, conflicts and coping. HDFS-411 Developmental Challenges in Children 3 (2+1)  Sem-I Defining Developmental Challenges- classification and types. General provisions for persons with developmental challenges, Identification of ‘At Risk’ children, Special needs and special education: Definition of special needs of children and special education, terminologies for children with special needs, history of special education, current trends and issues in special education, Need and objectives of Special Education, The NEP/NPE (2020) and the program of action relating to special education. Legislation and litigations of special education. Labelling- definition and its effects. Mainstreaming- definition, models of mainstreaming, problems in implementing mainstreaming, effect of mainstreaming on children with special needs. Intellectual disabilities- definition, classification, Identification, Diagnosis, Prevalence, causes and measurement / Assessment of Intellectually challenged, their psychological and behavioral characteristics and educational considerations for Intellectually challenged children, Instructional methodology, managing child in school. Learning disabilities- definition, types, prevalence, causes and measurement of LD, psychological and behavioural characteristics of LD children, educational considerations for LD children, managing child in school. Communication disorders- definition, speech production, speech disorders, language disorders, multiple disorders (disorders associated with cerebral palsy, hearing impairment, cleft palate or cleft lip, MR, ED and LD), prevalence, causes of CD, identification, psychological and behavioural characteristics of CD children, educational considerations for CD children, managing child in school. Auditory impairment- definition, anatomy and physiology of ear, classification, prevalence, causes, measurement of AI children, psychological and behavioural characteristics of AI children, educational considerations for AI children, managing child in school. Visual impairment – anatomy and physiology of eye, definition, classification, prevalence, Identification, causes and measurement of VI children, psychological and behavioural characteristics of VI children, educational considerations for VI children, aids and equipment, managing child in school. Physically challenged- definition, classification, prevalence, musculoskeletal conditions, congenital malformations, accidents, diseases and other conditions, psychological and behavioural characteristics of P challenged children, educational considerations for PC children, managing child in school. Neurological impairments – Convulsive disorder- causes, types, diagnosis, treatment, characteristics, managing child in school. Cerebral palsy- Definition, types, causes, Diagnosis, Treatment and managerial provisions, educational provisions for the children with cerebral palsy. Autism- definition, diagnosis and identification, assessment, causes, characteristics. Emotional disorders- definition, classification, prevalence, causes and identification of ED, psychological and behavioural characteristics of ED children, educational considerations for ED children, managing child in school. Giftedness- definition, prevalence, origins of giftedness, screening and identification of giftedness, psychological and behavioural characteristics of gifted children, attitudes towards gifted children, educational considerations for gifted children, managing child in school. Rights and provisions for children with special needs in India. Constitutional provisions and protection for differently abled children in India. General provisions for persons with developmental challenges, Intervention- concept, methods, steps and process, intervention strategies for children with special needs, role of professionals, need and importance of family centred intervention – Family counselling for children with special needs. Practical: Observational visits to institutes/case studies of children with special needs. Identification of children with special needs in the local community. Developing educational material on identification of children with special needs, organizing educational programmes for families of children with special needs, planning, recreational and vocational activities for children with special needs; Presentation of case study reports. HDFS-412 Methods and Materials for Teaching Young Children    3 (1+2) Sem-I Orientation on different methods and materials used for  teaching young children. – Children’s literature- definition, importance and different kinds of literature appropriate for young children – Story telling- definition, types and different techniques for effective storytelling; teacher led story telling methods; Children led story telling methods; role play, singing, using masks etc – Creativity definition, types, characteristics of creative children – Art and art activities (Painting, drawing, paper craft, collage, modelling, printing and sand art) – Use of raw material, natural material in art and creative work – Creative expression in young children- identification of different types of creative expressions, developing rhymes with music and movements appropriate for young children – Puppets – importance and types (finger, stick, sting, glove and shadow) in child development – Building blocks and their innovative uses – Importance of music and use of music and musical instruments for young children – Innovative Class room arrangements; Bringing nature into the classroom – Guest appearances in classroom – Use of films, documentaries in teaching concepts – Resource file, its importance and usefulness – Educating parents/teachers on use of learning materials for young children Practical :Use different methods and indigenous /creative materials for teaching young children – Survey and reporting of available different kinds of literature appropriate for infancy through early childhood – Reporting on different kinds of literature appropriate for infants and preschool children – Visit to Organizations and children’s libraries for development of literature – Practicing different techniques of storytelling and analyzing effectiveness – Developing stories appropriate for young children – Developing stories on Folk tale – Developing moral stories – Developing stories related to epics – Identification of different types of creative expressions in young children – Planning and implementing activities to promote creative expressions among young children through a variety of media (Rhymes, drama, role play and story) – Preparation of art file appropriate for young children – Preparation of paper craft – Preparation of Painting file – Preparation of drawing file – Preparation of murals – Preparation of printing and collage – Preparation of resource books teaching daily life concepts – Preparation of different types of puppets and Scripting for short puppet show and creative dramas – Preparation of finger/stick puppets – Preparation of string/ hand puppets – Preparation of shadow puppets – Preparation of collage, murals and models appropriate for infancy through early childhood – Art activities (Painting, tearing, cutting, pasting and collage, murals, modelling, printing blocks, sand and mud, water) – Practicing musical activities: use of music, voice modulation and sound effects – Preparation of resource file and teaching materials for young children – Evaluation of materials for teaching young children- Organizing an exhibition for parents of young children. HDFS-413 Computer Application in ECCE 3 (1+2)           Sem- I Introduction to computer – Windows operating system – MS Word -Power point program -Excel Programme-Data management skills – Internet usage -Web based resources -ICT tools in classroom teaching –Introduction to multimedia -Basics of Graphic Design – Use of Digital technology -Definition of Digital images -Colour theory and basics -Digital imaging in multimedia and animation – Use of Design Elements in Digital Layouts -Scanning / Capturing Images – Masking and Colour adjustments -Editing Images, Cutting and Morphing – Work in different media, such as drawing, collage, and painting -Working with visual images -3D Modeling – 3D Shading – Animation – Making videos with animation -Editing videos -Software available for preschool program – Integrating technology into ECCE classroom: Issues and challenges – Developing and maintaining digital records for ECCE – Using Digital Media to Support Early Learning – Digital Tools for Learning, Creating, and Thinking: Developmentally Appropriate Strategies for Early Childhood Educators – Effects of using computer applications for teaching and learning Practical: Create word document – Prepare a broacher to advertise preschool program -Power point presentation on parent education program -Design Flyer for conducting workshop- Prepare a sample record of student information – Prepare a sample record of stock – Prepare sample record of fee payment particular – Prepare evaluation report of student -Prepare evaluation report of teachers – Google form for feedback -Create an animated story – Digital lesson on alphabet – Develop a video on any concept – You tube rhymes – 3D modelling on animals – Graphics for numerical skill development in children – Create a story of animals with visual effect -Develop a simple science experiment on a digital platform – Animated cartoons – Develop two animated characters for the concept introduction. HDFS-414 Guidance and Counselling          3 (2+1) Sem-I Guidance – concept, need, nature, scope, goals and essentials, Characteristics, Principles and assumptions, Techniques, challenges, History; Guidance services in India; Foundations / Bases for Guidance – Philosophical, Psychological, Socio-cultural; Types /Areas of Guidance –Educational Guidance, Vocational Guidance, Personal – Social Guidance/ Group Guidance, Guiding children Infants and Toddlers, pre-schoolers, school age. Guidance for adolescents – Career and Vocational guidance. Counselling – Meaning, Purpose, Goals and objectives, Scope, History, Characteristics, Principles, Levels, Classification; Thrust areas of Counselling; Life Span stages and counselling; Functions of counselling; Different types of counselling Techniques; Theories to counselling – Psychoanalytic theory, Roger’s Self theory, Trait theory, Field theory, choice theory, behavioural learning theory, Family systems theory; Approaches to counselling- Psychoanalytical approach psychotherapy/ psychoanalytic therapy, Transactional Analysis therapy; Behaviouristic approach Behaviour therapy, Rational emotive behaviour therapy (REBT), Cognitive Behaviour Therapy (CBT); Humanistic approach- – Client centered therapy, Gestalt therapy, Existential therapy and other Contemporary therapies- Adlerian therapy, Reality therapy, Family systems therapy, Feminist therapy. Counselling- Process, Aspects, Dimensions, Stages; Effective strategies in counselling, Counselling skills – Meaning, Categories; Premarital counselling – concept, process, techniques, Marital Counselling – Couple counselling process and techniques; Family Counselling – Concept and its evolution, aims and objectives, types, process; Counselling for Special groups- delinquents, women, weaker sections, drug addicts, physically handicapped, emotionally handicapped, reluctant clients, surrogacy; Tools and techniques of Assessment in counselling – standardised and non standardised techniques; Modern / current trends in counselling; Roles, Characteristics or Qualities of a Counsellor; Limitations of Counselling; Ethical issues and Dilemmas in Counselling. Practical:Visit to Child Guidance institutions – CGC – Visit to Family guidance and Counselling institutions – Family Court/ Women protection Cell/ Domestic Violence cell – Visit to a career or vocational counselling centre – Review on various aspects of guidance and counselling – Studying problems and issues in children / adolescents(Educational, psycho-social, emotional and personality related) – Demonstration on techniques of guidance by the trained professional-Simulation exercises on guidance for children/ adolescents Developing guidance program for the identified children/ adolescents – Executing guidance program on the identified children/adolescents -Presenting reports on guidance program conducted – Identifying families with problems and conducting case studies – Demonstration on counselling techniques by the certified counsellor – Simulation exercises on counselling sessions – Developing counselling sessions for the identified families – Play therapy/ REBT/CBT – Executing counselling session – Presenting reports on counselling session conducted-Developing Resource Files on Guidance and counselling services for families. HDFS-415 Parent Education and Community Welfare Programmes   3(2+1)                        Sem-I Meaning, Need and Importance of Parent education and Community Welfare. Theories of Community education and its relevance to today’s community. Social role valorization theory. Understanding recent issues and challenges of parent education and community welfare. Studying various methods of parent education. Wisconsin’s components of community education. Need assessment – its importance, need assessment of parents, and vulnerable groups of the community. program planning and implementation, methodology for parent and community education. National (Govt. and Non govt.) Community welfare programmes- Child and family welfare programmes, constitutional provisions for children, act and legislation relating to protection and welfare of children, act for developmentally challenged, legislations pertaining to parents, women, youth, other gender and elderly. Appraisal of existing welfare programmes and their utility in the community. Ongoing income generating policies and programmes, gender mainstreaming programmes and policies, reservations, Concessions and special facilities of Government of India for vulnerable groups of the community related to health, education, employment, industries and agriculture. International, national and regional policies and programmes (Govt. and Non govt.) for vulnerable groups, family and community. Identification of organizational structure/ implementing agencies at different levels. Role of NGO’s in community development. Corporate social responsibilities – meaning, role of government in corporate sector and role of the institution (Corporate) in community development. Practical :Visits to various government, non-government organizations and corporate sectors working for the welfare of the parents, children and community. Finding out role and challenges. Report presentation. Visit to local community to conduct parent and community needs assessment, identify vulnerable parents, families with problems and to conduct case studies, report presentation, Identification of areas and issues for parent education, developing parent education programmes – planning, preparation (creating WhatsApp group, making online flyer) conducting, and evaluating parent education programmes. Report presentation. Awareness/capacity building Programmes with the help of change agent of community development/ organizations (Anganwadi worker, Asha worker, Mohila Shakti Kendra, KVK, FPC, ATMA, APART etc.) to orient community people to the procedure for obtaining different government/ non-government services (how, where, when, whom to apply). Orientation to the use of social platforms. Report presentation. Observation of / participation in community development programmes (Gaon Sobha, health camp etc.) Find out the missing link and develop a road map for a specific community (tribal areas, tea garden areas, slum areas etc.) for overall development and establishing linkages with different Government/Non government agencies for welfare of that specific community. Report presentation. HDFS-421 Experiential Learning/ Hands on Training/ Internship    8(0+8)                           Sem-II Practical Placement with an entrepreneur for studying the organizational structure and activities of the institution. Planning and execution of programme for the beneficiaries. Evaluation of the efficacy of the programme. Development of entrepreneurial and managerial skills. HDFS-422 Student Project and Presentation                             2 (0+2)                         Sem-II Practical Preparation of project proposal for establishment of early childhood care and education centres including objectives, infrastructure, budgeting working policies, staffing, programme planning, and evaluation. Report writing and presentation HDFS -423 Rural Awareness Work Experience (RAWE)   10(0+10)           Sem-II (To be offered by Department of EECM, College of Community Science) Online Courses                                   10 (NG#) Sem-II                                           M.Sc Courses HDFS-501 Theories of Human Development 3+0 Sem I  UNIT I : Psycho-dynamic theories Meaning, types and functions of developmental theories. Theoretical perspectives and approaches Psycho-dynamic theories- Psycho-analytic theory of Sigmund Freud – life history of Sigmund Freud, key concepts of psycho analytic theory, laws of psychological energy, three components of personality and their operational principles. Structural model of personality. Psycho-sexual stages and their impact on process of personality development. Contribution and criticism of Freudian theory. Neo-Freudians. Psycho-social theory of Erik Erikson – concept of development and basis of development, psycho-social stages of life. UNIT II : Maturation and cognitive theories Maturation and cognitive theories Maturational and biological approach- Arnold Gessell’s theory of maturation. Cognitive Development theory of Jean Piaget – concepts, cognitive mechanism, cognitive structure, different stages of cognitive development, thought process and implications of the theory. Piaget’s contribution to field of education. Neo-Piagetians- Fischer, Robert Case, Robert Sieglar and Bruner. Socio-cultural theory of Lev Vygotsky. Information processing theories. UNIT III: Behavioural and ecological systems theories Behavioural and ecological systems theories Behavioural approach of Watson. Stimulus Response theory by Sears, Skinner and Pavlov. Social- Learning and Social Cognition theory by Albert Bandura and its application in human development. Ecological Systems theory of Urie Bronfrenbrenner – concepts, systems and implications in understanding human development. Contribution of ecological systems theory in guiding families and teachers. Language development theory of Naom Chomsky. UNIT IV: Attachment, self and moral theories Attachment, self and moral theories Attachment theories by John Bowlby and Ainsworth. Maslow’s Need Hierarchy model. Self Theories- Models of Morris Rosenberg and Cooppersmith. Moral development theories of Lawrence Kohlberg and Jean Piaget. Comparative analysis of theories and their application. Integrated approach to theory building HDFS-502 Dynamics of Human Development 3+0   Sem I UNIT I: Nature vs. Nurture Human development – basic concepts and issues. Genetic foundation, genetic code, chromosomal abnormalities. Role of epigenesis and canalization in growth and development. Interface between heredity  and environment. Genetic research and its influence on child’s development. Current research findings on  pre-natal development and neo-natal stages – developmental sequence, prenatal environmental influences,  developmental threats and DNA methylation. UNIT II: Cognitive development Brain development- key concepts and process of development. Models of intelligence. Cognitive development during early years – perceptual capacities, attention, memory, imitation, early learning, conditioning and assessment. Role of early deprivation and enrichment in cognition. Information processing. Social cognition, emotional intelligence, metacognition and self regulation and their contribution to human mind and behavior. Gardner’s Model of Multiple Intelligence.

UNIT III: Psycho-social Issues

Language development and its components – pre-linguistic development, phonology, semantics and bilingualism. Socialization practices and influencing factors. Cultural influence on child outcomes. Exposure to media and technology and role of parents and institutions. Impact of socioemotional deprivation on different stages of development. Vulnerability and resilience, risk and protective factors. Personality changes and self perceptions through different stages of development. Integrated view of human development.

UNIT IV: Current and classic research trends in human development

Seminal work of Sigmund Freud, Erikson, Piaget, Uri Bronfenbrenner and Margaret Mead. Design and field work of “Six cultures project”. Current research trends in physical, intellectual, psychosocial and moral development of children from birth to adolescence. HDFS-503 Methods and Techniques of Assessment in Human Development        2+1    Sem I  UNIT I : Developmental assessment, methods and techniques Assessment –Concept, functions, characteristics, steps and rationale of assessment. History of tests and measurements. Different methods of child study /developmental assessment. Techniques of measurement and their significance in measuring different aspects of human development. Role of assessment in intervention. UNIT II : Types of measures & methods Scientific methods-definition, importance, goals and steps. Essential criteria of Scientific methods -reliability, validity control, item analysis. Use of objective measures and methods. Types of tests – individual and group tests. Projective techniques. Psychometrics, Sociometry. Types of scales –nominal, ordinal, interval & ratio scale UNIT III : Development of tests / scales Developmental Assessment from birth to early childhood. Tests for infants and children. APGAR scoring of new borns. Physical growth assessment. Anthropometric evaluation of nutritional status. Measurement of intelligence. Assessment of personality, aptitude, attitude and environment. Development of test /scale, steps, guidelines and standardization procedure – various methods of calculation of validity and reliability. Variables- extraneous, confounding, researcher variables & participant variables affecting internal validity. Threats to internal validity. UNIT IV: Ethical issues and barriers Ethical issues and barriers Ethical issues in the assessment of human development. Special  consideration in assessing young children. Ethical issues and barriers in assessment of infants and young children. Assessment of children with special needs. Interpretation and use of assessment information. Trends and challenges in assessment of human behavior. Practical Visit to neonatal unit to observe the neonates and to observe their assessment of APGAR score by pediatricians.  Physical Growth assessment and nutritional status of children of different age groups. Review of available developmental screening and diagnostic tests for infants, toddlers and pre-school children.  Review of available screening and diagnostic tests for school age children and adolescents. Developmental assessment of infants by using Bayley’s Scale of Infant Development (BSID) Interpretation of results and report writing . Administration of psychological tests for measuring cognitive abilities and intelligence.  Administration of psychological tests for assessment of socio-emotional development of children and adolescents. Administration of psychological tests for personality assessment. Administration of psychological tests for assessment of language development of children. Assessment of home environment using HOME (Home Observation and Measurement of Environment) inventory for different age groups of children / Indian Home Inventory / Family Environment Scale. Interpretation of results and report writing on home environment  Development of scale or check lists on selected areas of development.  Standardization of the developed test, scoring and interpretation of results. HDFS-504 Innovative Programmes in Early Childhood development and Education 2+1 Sem II  UNIT I: Innovative programmes in early childhood development and education Need and scope for innovative programmes for early childhood development and education (ECDE). Innovative pedagogical approaches in early childhood development and education. Developmental patterns of children in early years. Current innovative programmes at State, National and International level. Innovative learning settings in classrooms of early child development and education centres. Usage of virtual and digital classrooms in Child Development and Education Centres. UNIT II: Innovative programmes for child development Methods and principles of designing, execution, monitoring and evaluation of programmes and activities in early childhood care and education centres. Innovative programmes for fostering physical, motor, cognitive, speech and language, creativity, socio- emotional and moral development of children. UNIT III: Stimulatory learning environment Stimulatory learning environments at home and early childhood child care and education centres and at centres for children with special needs. Current and conventional practices of stimulatory learning. Innovative ideas for planning and execution of customized programmes / activities for gifted children and differently able children. UNIT IV :Social support network systems Innovative programmes for involving families in early childhood development and education centres. Challenges of family involvement. Development of social support network systems for inclusion of differently able children Practical Visits to observe early childhood care, education and development centers using varied pedagogical approaches in urban / rural settings and study their programme and activities. i. Creche / day care centre and Urban Nursery school  ii. Visit to Aanganwadi centre and rural nursery school . Critical analysis and report presentation . Class room discussions on different types of virtual and digital classrooms . Designing innovative activities for young children – Physical and motor development . Designing innovative activities for young children – Cognitive and language development . Designing innovative activities for young children – Social, emotional and moral development . Execution of designed innovative activities.  Evaluation of the designed innovative activities as per their effectiveness and implementation potential . Conducting survey to assess parental needs on knowledge of innovative activities.  Designing need based parent education programmes  Organization of parent education programme . Conducting need assessment study to find out the training needs of ECCE staff . Planning of workshop/training for ECCE personnel . Conducting workshop/training for ECCE personnel HDFS-505 Gender Issues In Human Development and Relationships      2+1       Sem II UNIT I :Gender perspectives and theories Concept of gender- biological and socio-cultural connotations. Historical perspectives. Gender differences in human development. Gender theories- Gender Orientation theory of Sandra Bam. Gender Schema theory, theory of Ego Development and Gender. Gender Stratification theory by lumberg. Gender Identity Formation theory. UNIT II: Gender discrimination, gap and parity Gender equality and development. Gender inequalities in human development– dimensions, causes and consequences. Gender discrimination indicators- global gender gaps. Gender Development Index, Global Gender Gap Index and Gender Parity Index. Demographic challenges to family ecology- gender role socialization. UNIT III : Gender violence and empowerment Gender violence- dowry harassment and deaths, suicides, prostitution, sexual harassment and exploitation and prevention. Family violence, amniocentesis, female feticide, infanticide, eve teasing. Gender empowerment strategies- working towards family solidarity and social well-being. Gender main streaming- concept, policy of United Nations, objectives, requirements and principles. Empowering lives of women by controlling – patriarchy system, women’s sexuality, fertility, labour, lack of visibility. Gender budgeting. UNIT IV: Changing trends in status of women Status of women in India. Various plans and policies designed for achieving gender equality. Changing trends in gender role orientation- early civilization, pre-independence, post independent India, contemporary times, socio economic impact on the family and society, cultural impact on the family. Gender role portrayal in mass media. Gender stereotyping in schools. Gender issues at workplace.  Practical Gender analysis of mass media: Print media and E-media . Study of adopted socialization practices for children of both genders .Report writing . Case studies of three generations on dynamics of gender orientation . Report presentation and discussion . Case studies of three generations on dynamics of Gender roles and responsibilities. Report presentation and discussion . Views of adolescents on their gender role orientation- designing questions . Survey through questionnaire . Report presentation and discussion .Case studies on changing trends of roles and responsibilities of women and men.Visits to women welfare Govt. organizations / agencies / NGOs. HDFS-506  Adult Development 2+0 Sem I UNIT I :Theoretical and ecological perspectives of adult development Adulthood- transition to adulthood, stages of adulthood. Psychosocial theories of aging – Erikson’s Psychosocial theory, Identity Process Theory, Activity Theory, Socio-emotional Selectivity Theory. Theoretical perspectives in adult development – Bio-psychosocial perspective, Ecological perspective, Life Course perspective. Klaus Riegel’s Dimensions of Development Theory. Four principles of adult development and aging. UNIT II : Models and stereotypes in adulthood Models of development- biological model of aging, psychological models of adulthood development, socio-cultural models of development, nature and nurture in adulthood- individual and environment interactions. Reciprocity in development. Themes and issues in adult development and aging. Ageism and stereotyping the elderly. UNIT III :Developmental changes during adulthood Developmental changes in adulthood – biological changes, cognitive changes, sensory changes, psychological and social interactional changes associated with aging. Aging and health. Factors affecting health. Lifestyle and health. Key concepts in health and prevention of chronic diseases, physical and neuro-cognitive disorders and others. Risk factors and preventive measures, supportive services. UNIT IV :Adulthood Adjustment Demographics of an aging population. Gender differences in aging. Menopause and its effects on women. Cessation of sexual prowess and its effect on men. Issues and adjustments related to occupation, self and family. Retirement, leisure and adjustment. Causes of morbidity and mortality across the life cycle. Human longevity – the influence of genetic and environmental factors. Death, dying and bereavement. Attitude towards death, grief and bereavement. HDFS-507 Management of Differently Abled                               2+1 Sem I UNIT I: Classification and statistics of differently abled Concept and classification of differently abled individuals. Their current statistics. It’s implications on the quality of life. Social, emotional, and economic aspects of exceptionality for both children and families. Multi disciplinary view of differently abled individuals. UNIT II: Characteristics, etiology and issues of differently abled Different abilities- mental deficiency, learning disabilities, visual impairment, hearing impairment, communication disorders, neurological disorders – definition, types, characteristics, etiology, prevalence in India for all above different abilities. Associated psychological and behavioural problems, educational provisions, management considerations and remedial programmes for different types of special needs. UNIT III: Educational & vocational interventions for differently abled Physical impairment or loco-motor disabilities (Orthopedic and neurological impairment)- definition, classification, assessment and etiology. Psychological and behavioural characteristics of physically challenged children. Educational and vocational interventions. Remedial programmes for physically challenged. Psycho-social disturbances and social maladjustment – definition, classification, types, characteristics and etiology of emotionally disturbed and socially maladjusted.Management considerations and remedial programmes for psycho-socially disturbed and socially maladjusted. Gifted children – definition, types, characteristics, assessment and prevalence in India. Inclusive education and special programmes for the gifted. UNIT IV: Government support services Preventive measures. Assistive technologies for different developmental challenges. Inclusive education policies and programmes for differently abled persons. Government provisions, concessions, facilities, rights and legislations for differently abled. Community based rehabilitation. Rehabilitation Council of India. National and International agencies for differently abled individuals. Practical Case studies of differently abled persons- etiology, characteristics, assessment of their different abilities i) Mentally subnormal children  ii) Visually impaired children  iii) Hearing impaired children  iv) Speech impaired children  v) Orthopedically handicapped  vi) Learning disabled children  vii) Gifted children. Collaborative work with professionals in development of intervention packages for differently abled children ( for any one category)  . Conducting home based interventions . Conducting center based interventions at schools/ child clinics/ pediatric wards/ special schools and so on.  Report writing and presentation . Collaborative work with rofessionals in development of intervention packages for differently abled children ( for any second category). Conducting home based interventions  Conducting center based interventions at schools/ clinics/ pediatric wards / special schools etc. Report writing and class presentation . HDFS-508 Adolescent Development and Challenges 2+1 Sem I UNIT I : Theoretical perspectives of adolescents Adolescence – definition, significance of the stage. Theoretical perspectives on adolescence – biological, psycho-analytical, psycho-social, social-cognitive and cultural Physical and sexual development in adolescence – physical transition from child to adult, adolescent growth spurt, puberty causes and changes, psychological impact of puberty, early and late maturation and its psychological implications, adolescent sexuality, causes and correlates of physical development. UNIT II: Cognitive and communication development during adolescence Cognitive and intellectual development during adolescence- the formal-operational stage, hypothetico-deductive reasoning, thinking like a scientist, complexities of adolescent thoughts, information-processing view of adolescent cognitive development, gender differences in mental abilities. Language development during adolescence- later syntactic development, semantics and meta-linguistic awareness, development of communication skills, learning in school and vocational development. UNIT III: Psycho-social and personality development Psychosocial development during adolescence- emotional changes, problems, emotional regulation and stability, self-understanding. Role of family, peers, school in psychosocial 13 Gifted children – definition, types, characteristics, assessment, prevalence in India. Inclusive education and special programmes for the gifted. Preventive measures. Assistive technologies for different types of challenges. Inclusive education. Community based rehabilitation. 15 Government policies and provisions for differently abled. Concessions, facilities, rights and legislations. 16 Rehabilitation Council of India. National and International agencies for differently abled individuals. 235 development. Work, career, heterosexual relationships in adolescence. Personality development Erikson’s theory, identity crisis, identity diffusion, identity foreclosure, identity moratorium, self-concept, gender-role stereotyping. Moral development during adolescence and value orientation. Environmental learning, interactional and cultural context in moral development. UNIT IV: Different challenges of adolescence Vocational preferences. Transition to adulthood- conflicts with special reference to contemporary socio – cultural changes. Challenges of adolescence- sexuality, aggression, delinquency, AIDS, substance abuse, alcoholism, personality disorders, depression, suicide, eating disorders, health problems, psychological problems, social problems- dating and relationships. Integration of self and psycho-sexual resolution. Resolving identity crisis- reorganization of social life relationship with peers and parents, heterosexual  relationships. Risk and resilience during adolescence. Risk and protective factors. Challenges in adolescent’s life in the 21st century. Challenges and opportunities for adolescent research. Programs and policies. Practical Case studies- interviewing early and late adolescents on issues, problems, pubertal changes, friendships, career aspirations, self and social awareness, mass media references i) Development of case study format ii) Conducting case study of early adolescent girl and early adolescent boy  iii) Conducting case study of late adolescent girl and late adolescent boy . Report writing and presentation of case studies. Assessment of intellectual abilities of adolescents and class room discussion. Assessment of psycho-social development patterns of adolescents and class room discussion.  Depiction of adolescents in mass media: Content analysis of media- i) Feature films ii) Television serials iii) Literature-magazines, newspapers, advertisements. Report writing and presentation. Survey in rural / semi-urban / urban communities on challenges faced by adolescents and their Parents.  Survey in rural/ semi-urban/ urban communities on challenges faced by teachers of Adolescents Analysis of survey results for adolescent challenges and their need assessment.  Planning intervention education programmes for adolescents.  Organising intervention education programmes for adolescents about their developmental changes, needs and coping up strategies. HDFS-509 Guidance and Counselling         2+1 Sem I UNIT I : Areas and types of guidance & counselling Areas and types of guidance & counselling Guidance and Counselling – Meaning, history, goals, levels and techniques. Areas of guidance and Counselling. Types of guidance and counseling services – educational, vocational, personal, marriage and family, leisure time. Assessment and diagnostics in counselling. UNIT II : Contemporary trends and ethical issues Counselling and therapy relationships. Counselling children – goals, child-counsellor relationships. History about counselling children. Contemporary issues. Play therapy. Integrated counselling for children. Guidance and counselling in schools and colleges. Group guidance. Couple, pre-marital, marriage and family counselling. Current trends in counselling, computerized therapy programs. Research trends in guidance and counseling in India and abroad. UNIT III : Essentials of conducting guidance and counselling sessions Competencies and role of guidance and counselling professionals. Modes and methods of counselling. Essentials of conducting guidance and counselling session. Understanding the process of guidance and counseling. Ethical issues in guidance and counselling. Knowledge and skills to handle assessment tools. Effective communication and documentation skills. Networking with allied professionals and institutions. Counselling with special concerns, Children with developmental challenges, ambivalent and oppositional type, crisis counselling, guidance in adolescence, counselling elderly. UNIT IV : Approaches and theories of counselling Approaches and theories of counselling: Affective Counselling theory- concept, key principles. Humanistic approaches- Roger’s Client centered approach, Gestalt approach. Psychoanalytic – Psychodynamic approaches by Sigmund Freud, Carl Jung, Alfred Adler and Melanie Klien. Skinner’s Behaviouristic approach, Bandura’s Behaviour Modification approach. Rational emotive behaviour therapy. Reality therapy. Beck’s Cognitive –Behaviour approach. Practical  Compiling research reviews on various aspects of guidance and counselling. Preparing a checklist to observe and analyze guidance and counselling centers – their organizational structure, objectives, types of services provided, available facilities, staff competencies and problems experienced by them etc. Survey of guidance and counselling centers by using prepared observation check list .Visit to observe and conduct interviews to get information about the counselling services provided by these institutions such as-Women welfare & child development . Family court  Women cell etc., Preparation and presentation of report . Visit to observe career guidance centers . Feed back of the clients towards the services, financial management /budget, support of other professionals /agencies to different types of centers. .Simulation exercises of guidance and counselling children and parents. .Content analysis of problems addressed by the leading counselling centers. Content analysis of prevailing psychosocial problems reported in print and electronic media. Identification of characteristics and skills of the counsellors by watching recorded videos on child and adolescent counselling. Understanding techniques used by counsellors by watching recorded videos on child and parent guidance, child counselling, adolescent counselling, couple counselling. Writing reports on films and videos related to the course and its presentation. HDFS-510 Interventions For Differently Abled Children 1+1 Sem II UNIT I: Significance and types of intervention services Intervention services- concept, need and significance. Prevention of avoidable health problems. Early intervention –concept, need and significance. Therapies and services- types and contents. Family centred, Child focused intervention, supportive and structured intervention. Speech therapy, occupational therapy, play based intervention. Competencies and role of guidance and counselling professionals. Modes and methods of counselling. Essentials of conducting guidance and counselling session. Understanding the process of guidance and counselling. Ethical issues in counselling. Knowledge and skills to handle assessment tools. Effective communication and documentation skills. Networking with allied professionals and institutions.  Counselling special groups. Counselling children with developmental challenges. Counselling ambivalent, different & oppositional type children. Crisis counselling – death, financial, suicidal, academic failure, illness etc. Guidance for adolescence. Counselling elderly. Approaches and theories of counselling: Affective Counselling theory- concept, key principles. Humanistic approaches- Roger’s Client centred approach, Gestalt approach. Psychoanalytic -Psychodynamic approaches by Sigmund Freud, Carl Jung, Alfred Adler and Melanie Klien. Skinner’s Behaviouristic approach, Bandura’s Behaviour Modification approach. Rational emotive behaviour therapy. Reality therapy. Beck’s Cognitive–Behaviour approach. UNIT II: Intervention Strategies and steps Guidelines for intervention programmes for differently abled. Problems and strategies. Process and steps of intervention- identification, assessment and diagnosis of differently abled and at-risk children, planning and designing intervention, implementation and evaluation. Curriculum planning for differently abled children. UNIT III :Development of intervention programme Developing need based intervention programmes and strategies for different categories of developmentally challenged children and their parents. Understanding key elements for successful interventions- tailoring for individual needs, providing normality and integration, provision of optimal environment for developmental progress, environmental compatibility and remedial services. UNIT IV: Executing intervention and multi disciplinary approach Executing child and parent focused interventions and evaluating its effectiveness. Multi disciplinary approach-significance, strategies to include parents and community and overcoming barriers. Planning interventions for inclusion. Involving parents and community. Practical Identification of families having children with specific disability .Based on selected families, developing need assessment checklist of differently abled children and their families. Need assessment of differently abled children and their families, report presentation and enlisting the needs of family and differently abled child care & development. Designing and developing intervention modules/ programme based on needs of differently abled children and their families. Presentation of intervention modules/ programme, its evaluation and enhancement. Intervention programme : Material selection from department and market survey of required Material / toys / tools / books etc. Presentation of students’ ideas for development of educational and development oriented material / tools for intervention, discussion on it and finalizing the intervention material and tools. 8 Understanding and experiencing purchase procedure for required material- Seeking permissions of the authorities for purchases, drawing advances (Money indent), submission of vouchers and entry of material in registers. Preparation and up gradation of intervention activities, material and tools. Evaluation of effectiveness of intervention programme in catering the identified needs of families and their differently abled children. Conducting parents / community workshops for publicity of benefits of need based intervention programmes for creating awareness and motivation in families for the welfare of differently abled children HDFS-511 Family Ecology 2+0 Sem I UNIT I: Family relationships Family as a social system. Socialization within the family. Models of parenting. Parent child relationships- functional and dysfunctional dyads. Family cohesion, conflict and family disorganization –impact on parenting. Children as family agents. Children and marital life. Child abuse. Bidirectionality in parent child relations. Family interactions and delinquency. Improving family communication and interpersonal relations. UNIT II : Family under transition Family transitions. Change and continuity over life cycle. Needs and problems of families at different developmental stages. Impact of social change on family and changing family patterns in India. Religion and family. Family social class and ethnic variations in child rearing. UNIT III :Family stressors and resilience Family as an institution under stress. Family crisis. Poverty and children. Stressors and family relations – with special reference to family disruption, sickness, divorce, substance abuse and disability. Stress Process Model. Family’s adaptation to stress. Family resilience and protective factors forpromotion of family resilience. Family environment and social support as a source of risk and resilience for vulnerable children/youth. Intergenerational family dynamics in management of family conflicts and negative patterns. UNIT IV : Impact of consumerism, emigration and multiculturalism on families Impact of consumerism on rural and urban families. Impact of emigration and multiculturalism on families. Two culture children and their psycho-social dilemmas. Contemporary issues related to family HDFS-512 Family and Cultural Diversities             2+0 Sem-I  UNIT I: Culture and family Culture Culture-definition, components and characteristics of culture. Agents of cultural influencesschool, family, community and other social groups. Cultural factors and impact on families. Western versus Eastern family culture. Cultural diversities in India. Elements of India’s diverse culture – religion, philosophy, cuisine, language, fine arts, dance, music. UNIT II: Families in India and abroad Families in India and abroad – communal, nuclear, joint, extended, polyamorous, polyandrous, polygynous, single parent families, unrelated families. Indian family culture-values and issues concerning families and its stability. Factors determining social status of families. Families in rural and tribal agrarian community – status of women, children, elderly and men in the families. UNIT III: Cross-cultural variations in family functioning Cross-cultural variations in different aspects of family functioning across different West and East countries/ cultures viz a viz – marriage, parenthood, relationships, care of elderly and status of women. Cross cultural variations in family functioning, roles and responsibilities, cohesion, interpersonal communication patterns, conflict resolution. Parenting across cultures – child rearing, socialization and socialization practices. Family crisis and adaptations across cultures. Unique family experiences across cultures, some classic examples like Kibbutz in Israel. UNIT IV: Diversities in family life and challenges Diversities in family life – ethnic, linguistic, regional etc. Effect of urbanization, secularization, westernization, technological advancement, globalization and other such developments on families in general and agrarian in particular. Challenges before families across cultures. Legal provisions – emerging cultural trends. Research trends in cross-cultural family studies, methodological issues.  HDFS-513 Family Therapy 2+1   Sem I UNIT I: Family therapy – orientation and theoretical perspectives Family Therapy – concept, need, significance, areas, scope, goals and application of marriage and family therapies. Evolution of family therapy. Early models and basic techniques of family therapy- group process and communications analysis. Theoretical developments in marital and family therapy. Approaches in family therapy – Social Learning approach, Psychoanalytic, Behavioural, Systems approach. Social Constructionism theory. Attachment theory. UNIT II: Types of family therapy Classic schools of family therapy- Bowenian Family Systems therapy, Strategic, Structured, Communication and Experiential therapies, Psychodynamic Therapy, Cognitive- Behaviour family therapy and integrated family therapy. Contemporary marital therapies. Family therapy in the 21st century and its application to multicultural, single parent and disorganized families,  solution focused therapy, narrative therapy and integrative models. Application of family therapy in depression, substance abuse, schizophrenia and eating disorders. UNIT III: Concerns for family therapy Signs and symptoms of family in need of therapies- psychosomatic symptoms, psychiatric disorders, marital distress, alcoholism, drug dependence, juvenile offences, problems of adolescence, conduct problems, work and school phobias. UNIT IV: Prospects of family therapy Qualities of marriage and family therapists. Techniques of marriage and family therapy. Advances in clinical assessment, preventive and enrichment programmes. Future direction for marriage and family therapy- bridging research, theory and practices. Practical  Observational visits and screening families in need of therapy (in various settings) and preparation of format for it. -Visiting and screening of urban families in need of therapy . Visiting and screening of slum families in need of therapy . Visiting and screening of rural families in need of therapy . Report presentation and discussion . Case studies of different areas of marriage and family therapy (alcoholism, drug, dependence, juvenile offences, problems of adolescence).  Preparation of format. Case study of alcoholic de –addiction.  Case study of drug dependence and de –addiction. Case study of juvenile offences and rehabilitation.  Case study of socio-emotional problems of adolescents. Report presentation and discussion . Case studies of different methods and techniques of marriage and family Therapy (one from each):  Visit to marriage and family therapy centre  Observation of sessions for knowing the methods and techniques used in marriage and family therapy ( actual).  Observation of sessions for knowing the methods and techniques used in marriage and family therapy ( recorded ones).  Report presentation and discussion. HDFS-591 Seminar                                             1+0  HDFS-599 Master’s Research                           0+30 Ph.D. courses HDFS-601 Advanced Human Development   3+0 Sem II UNIT I : Human development – a science and a process Human development – a science and a process Classical and contemporary theoretical orientation to human development. Relational developmental systems and developmental science. Developmental psychology to developmental science from deficit to diversity in development. Regulation of development and differentiation. Constructing general model for development – developmental behaviour genetics. Multilevel nature and analysis of developmental processes. UNIT II : Developmental diversity and regularity Concept of Consistency vs. change in development. Developmental diversity and regularity. Developmental diversity and consequences for Human Development. Dynamics of stability and variability in development – role of experience in development, Optimal Experience theory. Human action perspective to developmental diversity and regularity. Abnormal behaviour vs. individual differences. Intentional personal development and personal control over development. UNIT III: Development through life span Life span theory in development, five levels of analysis – Life cause theory, basic concepts, life transitions and historical change. Continuity vs. discontinuity in different developments across stages of life. Cognitive and emotional development- development of children’s thinking and emotions. Dynamic development of thinking, feeling and acting- infancy through adulthood. Emotional development and consciousness. Dynamic structure in cognitive and emotional development – growth cycle and brain activity. Unravelling the processes underlying social, emotional and personality development. UNIT IV : Psycho-social perspective Dialectical models of socialization. Development of self-regulation and morality. Pro-social behaviour development- development across lifespan and correlates. Religious and spiritual development through life span – positive and negative correlates. Issues concerning children in difficult circumstances. Multilevel perspective on child maltreatment. Resilience in the face of adversities. Socio-emotional development in diverse family contexts. Gendered development. Future directions for life course and behaviour genetics. HDFS-602  Ecology and Human Development 3+0 Sem II  UNIT I: Ecological modelling in human development Ecological modelling in human development Human ecology – concept and relevance in understanding human development. Ecological modelling, ecology of developmental processes, bio-ecological model of Bronfenbrenner. Developmental ecology through space and time. The Process–Person–Context–Time (PPCT) Model . An Integrated model of individual development based on PPCT Model. Life course development through ecological perspective. UNIT II  : Physical ecology and human development Physical ecology and human development :Developmental tasks through lifespan – role of ecology, social roles and structural role of ecology. Behavioural development – role of physical ecological factors, terrain, climatic changes, demographics and their effect on human development. Children’s physical environment, housing, overcrowding, neighborhood and development. Economic factors and their impact on human development. UNIT III  : Socio-cultural ecology and human development Socio-cultural ecology and human development .Building blocks in the environment. Interpersonal structures as context of human development. Dyads- types, nature and function of joint and molar activities, affective relations, balance of power. Race, class, ethnicity and development. Socio-cultural and sub-cultural context of human ecology and development- differences in child’s ecological systems and their impact on parenting and development. Socio-cultural imbalances and their impact on human development. Contemporary child rearing and implications for human development. Impact of time factor and cultural history on development. UNIT IV : : Role of systems and policies Role of systems and policies Children’s institutions, day care and preschools as context of human development. Children in war and disaster. Socio-political, legal systems and policies and human development. Religion, caste, minority and deprived states and their effects. Community support and its value for human development. Impact of media, technology and social networking. Policies, programmes based on ecological factors impacting human development. Research and assessment of human development based on ecological perspective. HDFS-603 Programme Development for Vulnerable Families 2+1 Sem I  UNIT I : Family Vulnerabilities Family Vulnerabilities Vulnerable families- meaning, categories, forms of vulnerability, characteristics. Family vulnerability factors – poverty, alcohol and drug abuse, AIDS, prostitution, delinquency, social disadvantages, mental disorders, chronic serious health issues, destitute women and children, street children, abused children, women and senior citizens. Impact of family vulnerabilities on children and families. UNIT II : : Programmes for vulnerable families Programmes for vulnerable families Developmental programmes for vulnerable families – concept, history and five year plans. Types of programmes and projects for vulnerable families. Different approaches to develop programmes for families. Inter disciplinary approach to research project management. National and international research projects for vulnerable families. National and International programmes and policies for vulnerable children and families. UNICEF framework for protection, care and support of orphans and vulnerable children. National Plan of Action for protection and care of children. UNIT III: Programme development – elements and process Need assessment of vulnerable families. Developing need based multiple programmes for vulnerable families and children – project proposal, principles of project design, pects of appraisal, basic considerations, risks and returns in project proposal development. Elements of effective programmes for families. Project sustainability- factors, components and action plan. Scientific values and professional ethics in development of programmes for vulnerable population. Donors and funding agencies- types, National and International donors funding projects. Role of public and private donors in funding projects. UNIT IV : Working with vulnerable families Working with vulnerable families- need, goals and significance. Developing strategies to support vulnerable children and their families. Strategies for increasing participation and retention. Ethics in working with vulnerable families. Working with children in vulnerable families- need, goals, strategies. Family resilience in the face of adversities- concept, risk and protective factors. Strengthening family relations. Including fathers in work with vulnerable families. Implementing the stimulating management techniques- Programme Evaluation and Review Technique (PERT), Critical Path Method (CPM), Line of Balance (LOB), Gantt Chart and SWOT analysis. Practical  Review of the national international projects and programmes for vulnerable families. Discussion on programmes and research projects .Developing need assessment performa  Learning to use selected PRA techniques – i). Focus group discussions/ interviews ii.) Transit walk, social mapping and time line Interviewing families with need assessment  .Developing need based programme for vulnerable families .Class discussion on developed programme and enhancement . Programme implementation – Working with families and execution of developed programmes- home based approach . Working with families and execution of developed programmes- child centred approach . Programme Evaluation by using- Programme Evaluation and Review Technique (PERT), Critical Path Method (CPM) . SWOT analysis . Developing concept note for research project on vulnerable families  Developing Multiple Programs for promoting family health with vulnerable Children . Dissemination / publishing of success stories, popular articles. HDFS-604 Strategic Developmental Intervention 2+1 Sem I  UNIT I : Developmental intervention – Concept and Significance Intervention – definition, need and importance. Early intervention for promoting children’s development – principles, assumptions, eligibility and success criteria, theory and practice, biosocial developmental contextualism. Current orientation towards developmental intervention for children from birth to early school years. Children with developmental vulnerabilities and their characteristics. Sources of developmental vulnerabilities and resources. Risk – biological, other personal and contextual risks, impact of social inequality. Protective factors – influences on children’s development. Neurological basis for developmental intervention needs- importance of early years, sensitive periods and factors influencing brain development. UNIT II : Intervention approaches and framework Need assessment for intervention, Contemporary issues and current trends in intervention. Intervention principles strategies and process. Theoretical frameworks in early intervention. Intervention models. Multi-disciplinary approaches to early intervention and programmes for motor, cognitive, language and social development. Characteristics of effective Intervention strategies. Framework for developing and implementing programs for children with developmental delays. UNIT III : Intervention procedural guidelines Early intervention therapy program- guidelines, purpose, program goals and objectives, program description, service delivery and role of other supportive team members. Types of early intervention therapies. Service delivery models in early intervention- child centred, parent centred, family centred, home based, center/school based. Role of personnel in intervention – role of physiotherapist, speech pathologist, audiologist, occupational therapist, behaviour therapist and developmental therapist. Developing network with other agencies. Resource Generation. Role of family and community in implementation of intervention programmes. Family as developmental context. UNIT IV : Strategic planning and implementation Planning and implementation of intervention programme. Utilisation of other local level services offered to children and families – screening, referral, assessment, family education and support. Arranging services and family support, collaboration and teamwork with families and professionals. Collaboration and interdisciplinary practices. Professional and ethical behavior. Early intervention – operational standards, accountability and quality assurance, accreditation, program resources and service delivery. Evaluation of developmental intervention programmes – basic concepts, effectiveness, efficiency and economics. Government policies and provisions. Early intervention policies – an international perspective , program resources and service delivery. Evaluation of developmental .Intervention programmes – basic concepts, effectiveness, efficiency and economics. Government policies and provisions. Early intervention policies – an international perspective. Practical  Compilation of research reviews on various developmental Interventions for young children. Observational visits to intervention unit to understand the organizational structure, objective, types of services provided, facilities available, frequency, duration & cost of the Intervention etc. Observational visit to Paediatric Intervention unit to understand the process / steps followed in Intervention programme  Observational visits to any National Institute offering Intervention programmes for children with developmental delays . Observational visits to any NGO offering intervention programmes for children with developmental delays . Identification of groups for intervention and Developmental assessment  Conducting need based assessment to identify target groups in need of intervention using Developmental Screening test / appropriate psychological tests . Preparing developmentally appropriate intervention package for the selected group . Involving parents in the intervention programme, offering home based parent education programmes for managing children with developmental delays.  Field testing the developed intervention package at – i) Day care centers/ pediatric wards  ii) Clinics/ special schools . Conducting home based intervention programme for children with developmental delays . Conducting center-based interventions at – Day care centers/ pediatric wards / Clinics/ special schools . Developing a checklist for assessing the quality & effectiveness of the intervention packages. Evaluation of developed intervention programmes HDFS-605 Family Studies 3+0 Sem I  UNIT I : Theoretical frameworks and perspectives Different frameworks to understand families-conceptual framework, institutional, developmemtal and interactional framework. Family theories- Family Systems theory, human ecology theory, life course perspectives, social-cognitive-behavioral theory, biosocial theory and family communication theories. Family perspectives- Parson’s sociological perspective, Marxist perspective, feminist perspectives, modern perspective. UNIT II : Family assessment Different approaches to Family research- demographic, psychological, psychiatric, ethnographic and inter disciplinary approach. Measurement of family roles and relationships. Ethics in family research. Current issues for research in Indian families in different communities- rural and urban. UNIT III : Family under transition Indian family system and changing patterns. Fatherhood- changing role of parents. Global migration- demographics,nature, contemporary migration patterns and effects. Cultural identity, family change and transnational mothering. Influence of globalization on children, youth, aged and families. Work andfamily interface – changing nature of work, feminization of the labour force and changing nature of family life and family roles. Diverse families -single parent families, female headed households, dual career families, one child family, adoptive families. Marital distress, family disorganisation. UNIT IV: Family therapy Evolution of family therapy. Early models and basic techniques of family therapy- group process and communications analysis. Classic schools of family therapy- Bowenian family systems therapy, strategic, structured and experiential therapies, solution focused therapy, narrative therapy, psychodynamic therapy and integrative models. Cognitive behaviour family therapy. Application of family therapy in mental disorders. Family resilience- concept, developmental systems perspective, advances and challenges in family resilience research. HDFS-606 Adulthood and Aging 3+0 Sem II      UNIT I : Aging perspectives and developmental changes Socio demographic profile of the aged in Indian context. Biological theories of aging, programmed aging theories, random damage theories. Stochastic theories, evolutionary theories . The Aging body – physical, sensory, cardiovascular, brain and central nervous system changes. Changes in bodily systems – muscular and skeletal system, respiratory system, immune system. Cognition during adulthood- fluid and crystallized intelligence, decline/ stability in intelligence, dialectic operations, memory, multidimensional changes. Cognitive neuroscience and aging. Healthy aging. UNIT II : Aging personality Personality changes during late adulthood. Personality types among the elderly. The Five-factor Model of dispositional traits by Tupes and Christal. Neugarten’s Personality Styles. Levinson’s theory of Social development, Carl Jung’s theories- personality, psyche & dreams. Peck’s theory of personality adjustment in late adulthood. Erikson’s theory. Disengagement theory. Information-processing in old age- attention, memory, pathological changes in memory. Cognitive disorders- dementia, Parkinson’s disease and Alzheimer’s disease. Aging and sexuality, illness and sexuality. UNIT III : Aging in the family context Aged in the family milieu- family relationships, problems, prospects and support systems. Attachment and relationships in late adulthood. Aging and mental health, Mental health risks and disorders. Loneliness, depression and sociability in old age. Indicators of successful and positive aging. Agingand financial status. Elderly abuse. Stress among the aged and coping strategies. Grief and bereavement-patterns of bereavement and stages of grief. Dying with dignity. UNIT IV : Aging in the current scenario Contemporary socio-cultural changes and aging. Aging in the current scenario-impact of urbanization, globalization and migration. Dual career families and aging, stress among caretakers and sandwich generation. International scenario of the aged. Critical issues around global aging. Reconceptualising aging. Researchable issues related on aging. Welfare of the aged- policies and programmes. Research trends in gerontology and methodological issues. HDFS-607 Mental health 3+0 Sem II UNIT I :Mental health – Issues and theories Mental health – concept, biological and psychological basis, historical perspectives. Concept, criteria and measurement of normality and abnormality. Cognitive functions – normal and pathological. Theories of mental health – behavioural, biological, humanistic, existential, psychoanalytical and related theories. Family and mental health. Gender and mental health. Sociology of mental health. Culture and mental health. UNIT II : Mental health disorders Types, etiology and behavioural symptoms of various mental health disorders andmaladjustments psychosomatic problems, anxiety disorders, mood disorders, schizophrenia and multiple personality disorders. Clinical manifestation and effects /consequences of mental disorders cognitive disturbances, affective disturbances, functional impairments, addictions, alcoholism, substance abuse, gambling, other addictions and social networking. UNIT III : Behaviour assessment and modification Identification and assessment of mental disorders – approaches to diagnosis of mental disorders, techniques, steps in mental health assessment. Diagnostic and Statistical Manual of Mental Disorders (DSM) IV and DSM V. Psychological assessment – Role of mental health professionals. Strategies for behaviour modification – behaviour therapy, cognitive therapy, psycho therapy and family therapy. UNIT IV : Mental health programme and policy Status of mental health in vulnerable population – children, adolescents, women and senior citizens in India and abroad. Contemporary intervention techniques. Mental Health Policy – legislations, programmes and policies for the promotion of mental health in India. HDFS-608 QUALITATIVE RESEARCH METHODS 1+1 Sem II UNIT I : Introduction to qualitative research Qualitative research design- concept, need and scope of qualitative research methods. Types, contribution, overview and practical applications of qualitative research methods. UNIT II : Qualitative research methods Case studies, naturalistic design, historical methods, content analysis, ethnography, single cases experimental design, grounded theory, phenomenology. UNIT III: Qualitative data analysis and interpretation Coding procedures, analysis and interpretation of qualitative data. Report writing. Evaluation of qualitative research. UNIT IV: Issues in qualitative research Trends, challenges, limitations and constraints of various qualitative research methods. Ethical issues in conduct of research. Practical Critical review of research papers using qualitative methods. Critical analysis of research papers using qualitative methods . Extensive review of the empirical research works using qualitative method . Preparing any one review paper using qualitative methods . Identifying researchable issues that can be researched for qualitative methods . Designing qualitative research, site selection, sampling. Data collection by using qualitative methodsi) Conducting in-depth interviews  ii) Focused group interviews  iii) Naturalistic design  iv) Historical method  v) Ethnography  vi) Single cases experimental design  vii) Grounded theory . Coding procedures, data analysis . Report writing and presentation . Ethical issues in qualitative methods. Certificate Course in Early Childhood Care and Education (1 year) HDFS 51  Personality and Value Education                       1+2     Sem I  Theory: Personality-meaning, types and basic structure of personality. Factors affecting personality. Problem solving and decision making skills. Significance of high self-esteem and positive attitude. Motivation: meaning and importance. Value Education-meaning and significance. Fundamental values viz. right conduct, peace, truth, love and non-violence. Empathy, compassion & communal harmony. Civic Sense. Prosocial & selfless behavior. Emotional, social, spiritual and digital quotient. Work ethics and social etiquettes. Practical: Techniques of personality assessment. Participation in group discussions, extempore and team games to understand various aspects of personality. Project talks and case studies to share experience related to self-esteem, stress, time management, positive attitude and motivation. Exploring strategies to handle conflict (personal & professional). Discussion on current scenario of value system. Studying motivational content available on online platforms and print media. SWOT analysis and self-exploration exercises.  HDFS 52  Early Childhood Care and Education                  3+1                   Sem I                         Theory: Meaning, need, importance, scope and objectives. History of early childhood education. Principles of Montessori Education. Types of early childhood care and education programmes – nursery schools, day care centres (Creche), anganwadi and  after school care. Current issues of early childhood education in India. Agencies promoting and monitoring early childhood education. Principles and types of curriculum planning. Importance of play .Significance, types, selection, arrangement and maintenance of play and play materials. Use of indigenous  resources. Planning age specific activities. Qualities and responsibilities of early childhood education personnel. Parent involvement in early childhood education programmes. Developmental milestones. Physical, language, cognitive, moral and socio – emotional development during infancy and early childhood. Common behavioral problems of children and disciplinary techniques. Importance of early stimulation. Practical: Recording observations regarding routine activities of early childhood care and education centres viz nursery schools, day care centres (Creche), anganwadis and  after school care. Planning age appropriate group/ individual activities for all round development of children. Identifying and reporting contemporary behavioral problems of children through literature and home visits. Planning and conducting parent education programmes in early childhood care and education centres. HDFS 53  Developmental Assessment of Young Children               2+2                         Sem I Theory: Definition, need and functions of assessment. Screening and measurement concepts. Trends and challenges in developmental assessment of young children. Tools and techniques of assessment, significance of developmental milestone in assessment and screening. Screening and diagnostic assessment of young children for various developments thorough different tools and techniques. Interpretation of assessment. Basics of interpretation and report writing. Anthropometry- definition, instruments used in anthropometric measurements. Case study-definition, advantages and disadvantages, Identification of developmental delays. Ethical issues in assessment of children. Practical: Screening and diagnostic assessment of young children for various developments. APGAR early screening profile. Anthropometric measurements. Motor and behavioral assessment using Bayley’s Scale for infant Development and McCarthy’s Scale for measurement of Cognitive Abilities of children. Recording and interpretation of assessment report writing. Planning of assessment based developmental programme for young children. HDFS 54  Participation in Early Childhood Care and Education Services       1+3              Sem I Theory: Early Childhood Education- meaning, characteristic and significance. Early Learning Environment: Setting up Classroom, Learning/ Activity Centres, Displays on Walls, Furniture and Mats, Shelves and Storage. Essential Learning and Developmentally appropriate Play Materials: Indoor and outdoor. Curriculum planning: Short term and long term. Types of early childhood care services. Importance and need of early childhood care services. Developing skills in long-term and short-term curriculum planning. Personality and role of a childcare provider. Learning to address emergencies, Role of ECCE teacher. Practical: Hands on experience in operationalization of the early childhood care and education programmes-planning activities for physical, cognitive, language, socio-emotional and moral development. Designing and development of age appropriate learning materials for different concepts. Conducting activities for furthering all aspects of development, learning to address emergencies. HDFS 55   Identification and Management of Differently Abled Children      2+2           Sem II Theory: Differently-abled Children: Definitions, terminology. Special Education: Concept, need, importance and role. Definition, classification, etiological factors, characteristics, educational considerations and management of Mentally Challenged, Visually Impaired, Hearing Impaired, Physically impaired children. Definition, classification, etiological factors, characteristics, educational considerations and management of children with Speech and Language Difficulties, Learning Difficulties, Autism and Emotional Disorders. Giftedness: Definition, classification, etiological factors, characteristics, educational considerations and management. Rights and provisions for differently abled children in India. Intervention-concept, need, importance, approaches and steps involved in formulation of IEP (Individualized Education Program). Practical : Visit to institutions catering to the needs of differently abled children. Observing and recording the functional programmes and interventions in these institutes. Selection of a differently abled child and preparation of a case study. Developing remedial programmes and conducting need based interventions. Evaluation of intervention programmes. Planning and organizing educational programmes for families to support differently-abled children. Presentation of case study. HDFS 56 Creative Experiences for Young Children                      2+2                            Sem II                                                                         Theory: Concept, significance, objectives and aspects of creativity. Types of creative expression. Sources of creativity. Role of creativity in the development of a child-physical, social, emotional, cognitive and language. Fostering creativity among children at home and in school. Role of media in creative experiences. Training personnel in providing creative activities for children. Definition, need and significance of dramatic and rhythmic activities for children. Aims and purpose of drama for young children. Understanding the basic elements of drama such as sound, rhythm, movement, mime, gestures and speech. Unstructured and structured drama. Role of drama in overall development. Story telling. Role of teacher in planning dramatic and rhythmic activities. Need, significance, characteristics and types of literature for young children. Principles of developing literature for different age groups. Types and significance of folk tales, folk songs, fantasy and fairy tales, poetry, picture books, short stories, comics, cartoons, science, fiction and literary books. Role of parents, teachers and children’s library in developing good study habits. Practical: Survey of indigenous and modern creative materials for school children. Planning and conducting programmes for early childhood care and education for different creative activities. Setting and conducting various creative activities for children like painting, drawing, printing, paper craft, cutting and pasting, clay modelling, paper machie, garlands etc. Preparing collage, masks and puppets. Toy making out of waste, card making. Developing creative art resource files for children. Preparation of different material for dramatization and rhymes.  Survey of available children’s literature in the market. Reviewing website and application available online for popular topics. Developing knowledge and skill in presenting children’s literature using variety of methods  HDFS 57  Entrepreneurship in Childhood Care and Education Services            2+2        Sem II Theory: Project proposal, Assessment and types of needs, regulations governing early childhood programme. Registration, certification and licensing . Infrastructure development. Building and fixtures, furniture, play equipment and material, Finance-fund raising through loans, budget and accounts. Personnel: Staffing and Supervision. Curriculum: Goals and Objectives. Administration: Policies and planning. Setting the learning environment, short term and long term programme planning and evaluation.