{"product_id":"cc-01_child-studies_deled_part-1","title":"CC-01_Child Studies_DElEd_Part-1","description":"\u003cdiv\u003e\u003cb\u003eCC-01_Child Studies_DElEd_Part-1\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003e\u003cbr\u003e\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-1: Perspectives in Development\u003cspan\u003e \u003c\/span\u003e\u003cspan\u003e \u003c\/span\u003eClass-8 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eIntroduction to perspectives in development—Concept of development (meaning, principles and objectives).\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment as multidimensional and plural\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment through the life span (stages)\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopmental ways as continuous and discontinuous.\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eChildhood as modern construct (knowledge-creator) in the context of poverty, globalization and modern culture\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eCommonalities and diversities within the notion of childhood with reference to Indian context\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-2: Physical-Motor Development\u003cspan\u003e \u003c\/span\u003eClass-7 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eGrowth and Maturation\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eGross and fine motor development skills in infancy, pre-school children and elementary children\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eRole of parents and teachers in providing opportunities for physical-motor development, for example, play.\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-3: Social Development\u003cspan\u003e \u003c\/span\u003e\u003cspan\u003e \u003c\/span\u003eClass-10 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eConcept of socialization: Family environment, Parent-child relationships, Child rearing practices\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eSeparation of parents: Children in creches, orphanages etc.\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eSchooling: peer influences, Teacher-child relationships, out of school experiences\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment of children through socialization process\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003ePersonality development: Freudian stages of development\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003ePsycho-social development: Stages as proposed by Erikson\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eSocial theories and Gender development-meaning of gender roles, influences of gender roles, stereotypes and gender in playground\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-4: Self and Moral development\u003cspan\u003e \u003c\/span\u003e\u003cspan\u003e \u003c\/span\u003eClass-7 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eA sense of self: Self-description, self-concept, self-esteem, social comparison, internalization and self-control\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eMoral development: perspectives of Lawrence Kohlberg\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-5: Emotional Development\u003cspan\u003e \u003c\/span\u003eClass-8 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment of emotions and ability to regulate them (Love, affection, fear, anger, jealousy etc.)\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment of emotions at different stages (pre-school, late childhood and pubertal stages)\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eDevelopment of emotions as continuous and discontinuous\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-6: Learning\u003cspan\u003e \u003c\/span\u003e\u003cspan\u003e \u003c\/span\u003eClass- 9 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eLearning: Concept of learning (meaning, principles and objectives) basic theories of learning\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eLearning: ideas of behaviorism\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eBasic architecture of the mind (working memory, long term memory, attention, encoding and retrieval)\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-7: Cognition\u003cspan\u003e \u003c\/span\u003eClass-11 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eConstructivism: introduction to the concept, Piaget’s theory: what is learning, structures and processes of cognitive development, children’s thinking, and implications for teaching learning.\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eVygotsky’s theory: introduction, the general genetic law, concept of zone of proximal development tools and symbols in development, implications for teaching.\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eIndividual and socio-cultural differences in cognition understanding learning difficulties, terms of exclusion and inclusion and impact.\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-8: Play\u003cspan\u003e \u003c\/span\u003eClass-10 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eMeaning of Play: Characteristics, kinds and types of Play\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eFunctions of Play: Linkages with the physical, social, emotional, language, cognitive and motor development of children\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eCross Cultural \u0026amp; Socio-Economic differences in children’s play\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eGames and group dynamics, rules of games and how children learn to negotiate differences and resolve conflict.\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-9: Language\u003cspan\u003e \u003c\/span\u003eClass-10 Hours\u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003ePerspectives in Language development (with reference to how children acquire language at early age) : Skinner, Social Learning Theory of Bandura and Walters\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eThe use of Language: Turn taking, interaction, conversations and listening\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eBilingual or Multilingual children: Implications for teachers, multilingual classrooms, storytelling as a pedagogic tool\u003c\/div\u003e\n\u003cdiv\u003e\u003cb\u003eUnit-10: Communication\u003cspan\u003e \u003c\/span\u003eClass-10 Hours \u003c\/b\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eHow do children communicate ?\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cspan\u003e \u003c\/span\u003el\u003cspan\u003e \u003c\/span\u003eSocio-cultural variations in Language: Accents, difference in communication for a multilingual classroom.\u003c\/div\u003e","brand":"Rita Publications","offers":[{"title":"Default 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