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Exalt College of Education

Exalt College of Education

Objectives of the Course: • To familiarise student- teachers about the conceptions about child and childhood ( specifically with reference to the Indian Social context) • To develop a critical understanding of the different Social, Educational and Cultural contexts at the core of the exploration of childhood. • To develop an understanding of the different aspects of a Child with diverse abilities in the Social, Cultural and Political context of India • To acquaint them with respect to the role of different agencies in the healthy development of children.
Course Content: Unit-I : Growth and Development • Meaning of Growth and Development • Distinctions between Growth and Development • Stage of Growth and development with special emphasis on the Development stages of Childhood and Adolescence • Principles of Development • Theories of Growth and Development (with reference to the influence of childhood experiences on later personality) (a) Freud is Theory of Psycho-sexual development (b) Jean Paget’s theory of Cognitive Development (c) Erickson is theory of Psycho Social Development (d) Kohlbergís Theory of Moral Development
 
Unit-II : Childhood and Development • Physical- Motor Development (a) Growth and Maturation (b) Development of Gross and Fine Motor Skills Bachelor of Education EXALT EDUCATION COLLEGE ,College Campusm Kanhauli-hajipur-Mahua Road,Vaishali, BIHAR (c) Role of Parents and Teachers in providing opportunities of Physical ñ Motor Development eg. play • Social and Emotional Development : (a) Basic understanding of Emotions (How differential Gender Socialisation is seen happening in the Indian context?) (b) Development of Emotions : Functions of Emotions (c) Meaning of Gender roles, influences on Gender roles, Gender Stereotypes experienced in Home, School , Neighbourhood (Including play ground)

Unit- III: Socialisation Agencies and the Child • The 21 century child and childhood in the context of Poverty, Globalisation and Adult culture. • Childhood ñ similarities and Diversities within the stage and the factors leading to the construction of multiple childhoods with particular reference to the Indian context. • Concept of Socialisation (a) Family, Parenting, Child Rearing practices and its agencies (b) Peers- Friendships and Gender competition , cooperation and conflict; Aggression and bullying from Early childhood to Adolescence, Peer Influences (c) School ñ Relationship with peers, Teachers and Staff, Teacher Expectation and school achievement ,overage learners and peer relationships. • Social, Economic and Cultural Differences in Socialisation: Implications for Inclusion.

Unit-IV : Childhood: Issues and Concerns. • Social Issues: Counselling of Children for coping with stress in the following conditions:
(a) Separation of Parents
(b) Loss of Parents in Armed Conflict etc.
(c) Survivors of Child Abuse • Health Concerns: Child Abuse: Issues and Problems and Awareness about Rights of the Child Child Obesity: Causes and Remedies, Prevention through sports activities and yoga
• Equity Issues and Inclusion: Inclusion of the Differently Able Street Children and other marginalised groups in the context of India : Problems and strategies to achieve EFA (SSA, RMSA in particular) Schemes and programmes of GOI for Gender Equity and Equality in Education Bachelor of Education 11 
• Protection of Child Rights: Role and Contribution of UNICEF , WHO , National Commission for the Protection of Child Rights, National Human Rights Commission, Child Help lines and NGOs Practical Assignments/Field Engagement:
• Studentís teachers to collate about ten newspaper articles that involve issues of parenting and childhood analyse these and hold discussions.
• Hands-on Experience of Studying Children and varying contexts in Childhood by undertaking a detailed Case Study of a child. • The students can identify any child to understand 5-14 year old children in diverse contexts and use case profile method to study her.
• The teacher educator could organize the class in such a manner that different students profile children from varied socio-economic backgrounds. This would allow for a wide range of data which could be subsequently analysed in groups. The task could be helpful in understanding and supporting developmental and educational needs of the marginalized learner; first- generation learners, street children and slum children; children with special needs. Suggested Readings :
• Aries, P. (1965). Centuries of Childhood-A social history of the family life. Random House Inc. Chapter 1: The Ages of Life, Chapter 2: The Discovery of Childhood, • Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children. New York: Worth Publishers. Chapter 1: The study of Human Development.
• Harris, M. and Butterworth,G(2002) The two concepts of childhood ,Developmental Psychology: a studentís handbook. New York: Taylor & Francis. Chapter 1: A Brief History of Developmental Psychology.
• Newman, B. M. and Newman, P.H. (2007). Theories of Human Development. London: Lawrence Erlbaum Associates, publishers. Chapter 1: Introduction.
• Papalia, D. E. and Olds, S. W. (2003). Human Development. New York: McGraw Hill Higher Education.
Chapter 1: The Study of Human Development,
Chapter 2: Theory and Research,
Chapter 4: Physical Development During the First Three Years,
Chapter 7: Physical Development in Early Childhood, Chapter
9: Physical Development in Middle Childhood.
• Saraswathi, T.S. (Ed.) (1999). Culture, Socialization and Human Development: Theory, Research and Applications in India. Sage publications.



Syllabus of Bachelor of Education Programme (B.Ed.) (Two Years) And Scheme of Examination
Bachelor of Education

Exalt Education College ,College Campus Kanhauli,Hajipur,Mahura Road, Vaishali, Bihar - Title Course Code Credits Max Marks THEORY 1. Childhood and Growing up BED 101 4 Credits 100 2. Philosophical and Sociological Foundations of Education BED 103 4 Credits 100 3. Language Across the Curriculum BED 105 2 Credits 100 4. Understanding Discipline and Subjects BED 107 2 Credits 100 5. Pedagogy of a School Subject-(1) BED 115-149 4 Credits 100 6. School Organisation and Management BED 109 2 Credits 100 PRACTICAL 7 Understanding the Self BED 155 2 Credits 100 8 PSE (Preliminary School Engagement ) BED 157 2 Credits 100

                                                                        
Preliminary School Engagement (PSE-1) (2Weeks) 1. Writing a reflective journal on observation of regular class room teaching with respect to pedagogical practices and class room management techniques used by the teachers 2. Reflection on roles and responsibilities of different school staff and Critical study of the infrastructural facilities, namely Library , Laboratories, Playground, Canteen, Sports facilities, Seminar Halls, Auditorium etc which are available in the school. 3. The Student- teacher shall also undertake the field activities pertaining to the practical during this period

Bachelor of Education  

                                                                          
S.No. Course Title Course Code Credits Max Marks THEORY 1. Learning and Teaching BED 102 4 Credits 100 2. Knowledge & Curriculum: Perspectives in Education (Part-I) BED 104 2 Credits 100 3. Assessment of Learning BED 106 4 Credits 100 4. Pedagogy of School Subject-(2) BED115- 149 4 Credits 100 5. Teacher as a Counselor BED 108 2 Credits 100 PRACTICAL 6 Drama and Art in Education BED 152 2 Credits 100 7 Critical Understanding of ICT BED 154 2 Credits 100 8 PSE- II BED156 2 Credits 100 *In a practical one credit is equivalent to two hours of teaching. Preliminary School Engagement PSE-2 (2weeks) 1. Organization of Co-curricular activities by pupil teachers by assisting and participating in the organization of the same and recording experiences of the same in a reflective journal. 2. Writing a reflective journal on the problems faced by teachers in assessment through the scheme of Continuous and Comprehensive Evaluation by observing the teachers evaluating students and engaging with them to know their problems with respect to implementation of the scheme in their school. 3. The student teacher shall also undertake the field activities pertaining to the practical during this period.

THEORY 1. Childhood and Growing up BED 101 4 Credits 100 2. Philosophical and Sociological Foundations of Education BED 103 4 Credits 100 3. Language Across the Curriculum BED 105 2 Credits 100 4. Understanding Discipline and Subjects BED 107 2 Credits 100 5. Pedagogy of a School Subject-(1) BED 115-149 4 Credits 100 6. School Organization and Management BED 109 2 Credits 100 PRACTICAL 7 Understanding the Self BED 155 2 Credits 100 8 PSE (Preliminary School Engagement ) BED 157 2 Credits 100