FIRST YEAR (CERTIFICATE) – CHILD DEVELOPMENT
Marks: 100
TIME – 3 Hrs PAPER I
The question paper will consist of five units.
Two questions will be set from each unit and candidate will be required to
attempt one question from each unit. Each question carries 15 marks. (15x5=75)
Question five consisting of five question( answer should not be more than 75
words) will cover the entire syllabus. (5x5=25)
OBJECTIVES:-
The course will enrich the students to understand
1. Concept of Nursery School.
2. Physical, Cognitive, Socio- Emotional and Personality Development
3. Various aspects of Health Education
4. Importance of Parent Teacher Coordination.
Marks: 100
TIME – 3 Hrs PAPER I
The question paper will consist of five units.
Two questions will be set from each unit and candidate will be required to
attempt one question from each unit. Each question carries 15 marks. (15x5=75)
Question five consisting of five question( answer should not be more than 75
words) will cover the entire syllabus. (5x5=25)
OBJECTIVES:-
The course will enrich the students to understand
1. Concept of Nursery School.
2. Physical, Cognitive, Socio- Emotional and Personality Development
3. Various aspects of Health Education
4. Importance of Parent Teacher Coordination.
UNIT I
• Concept of Nursery School – Meaning, Significance, Objectives and
Functions.
• Importance of Study of Child Development, Principle of Growth and
Development, Characteristics of Nursery School Children.
UNIT II
• Physical Growth, Motor Skill Development and Role of Teachers, Parent
and Care Takers in the Growth & Development of Nursery School Child.
• Cognitive Development, Creativity & Language Development of Nursery
School Child and Role of Parents, Teachers and Care Takers.
UNIT III
• Socio-Emotional Development of Nursery School Child. Role of Parents,
Teachers and Care Takers in Socio – Emotional Development
• Personality Development- Impact of Child Training Practices & Child
Training Method at Home and School and Education for Personal
Awareness.
• Effect of Family Environment on Child’s Social Development.
UNIT IV
• Health Education – Need and Importance.
• Health Problems-Recognition of Defect in Vision, Hearing, Speech.
Balance Diet & Habit Formation for Hygiene. Contagious Diseases of
Child and Its Prevention.
UNIT V
• Parent-teacher Association– Need and Significance. Dealing with
Aspirations of Parents.
• Organization of Parent -Teacher Meeting and its activities.
• Reporting to the Parents and Feedback.
PAPER II
Total marks: 100
1. Case study of two children:
(a) Normal (b) Special 20 +20
2. Observation of Children at School for ten days aiming to make a list of
equipments required for overall Growth and Development of Children and
studying the methods used for enhancing the overall development.
20marks
3. Plan & conduct of the activities with nursery school children to enhance
motor skills 20 marks
4. Plan and conduct two activities for emotional pour out. 10marks
5. Preparation of four menus of balance diet for nursery school child.
10 marks
SYLLABUS FOR ADD ON - NTT COURSE
FIRST YEAR (CERTIFICATE) – CHILD DEVELOPMENT
Bibliography
Amos housie, B. and Chase (1981) Don’t push your preschooler New York: Harper and
Row, 1981
Annling A. and Edwards,(1999). Promoting children’s learning from birth to five:
Developing the new early year’s professional. Buckingham: Open University Press.
Berk Laura E (2006) Child Development New Delhi: Pearson Education.
Bhatacharyya, P. K.(2007) Kit of essentials for pre-schoolers. N. Delhi: NCERT.
Brookman, B. (1998) Parent to Parent: a model for Parent’s support and information
topics in early childhood special education 8 (2): 88-89.
Brazelton Berry T (1997) touch points – Your Child’s Emotional and Behavioral
Development
Brubaker, t. (1993) Family relation: challenges for the future, Newbury Park, CA: Sage
Publications.
Cataldo,C. (1987) Parent education for early childhood. New York: teacher’s college
Press
Chaube S.P., (2007) Developmental Psychology. Hyderabad: Neel Kamal Publication
Chowdhury, Aparagita, & Chowdhary, Rita.(2002) Preschool children: Development Care
and Education. N. Delhi: New Age International Publishers.
Devereux, Jane and Miller, Linda (2003) .Working with children’s with early years.
London: David Fulton publishers.
Hurlock, Elizabeth B (2008) Development psychological A life span approach Delhi. Tata
Mc craw– Hill.
Isenberg, John. P. and Jalongo, Mary Reuch (1997) Major trends and issues in early
childhood education: challenges, controversies and insights. NewYork: Teacher’s
college press.
Santrock, John W. (2006) Children: New York: McGraw – Hill
Whitbread, David (2005) Teaching and learning in the early years. London : Routledge
Flamer.
Whitehead, Marian (1999) Supporting Language and Literacy Development in the early
years. Buckingham: Open University press,
Syllabus For Add-On Course-N.T.T
Examination-2011-12
SECOND YEAR ( DIPLOMA) – TEACHING AND LEARNING
Paper 1
Time - 3 hrs. Marks: 100
The syllabus is consists of five units.
TWO QUSETIONS will be set from each unit and candidates will be required to attempt
one question from each unit. Each question carries 15 marks. 15x5=75 marks
Question no. six consisting of five questions carry 5 marks each, will cover the entire
syllabus.(answer to each question should not be more then seventy five words)
Objectives:-
The course will enrich the students to understand
1. Process of teaching- learning for nursery school child.
2. Contribution of psychologist and educationalist in the education of nursery school
child.
3. Role of senses in learning.
4. Physical aspect of nursery school.
5. The curriculum and its implementation
UNIT-1
(a) Teaching and Learning: - Concept of teaching learning for nursery school
child. Principles of learning during nursery years and Role of a teacher.
(b) Contribution of Maria Montessori, Mahatma Gandhi, Piaget and Vyostkey.
UNIT-2
Senses and role of various senses in learning. Organization of activities to
promote learning through senses.
UNIT-3
Physical set up of nursery school:-
(a) Building and surrounding
(b) Indoor area for storage and activates, Area for outdoor activities, equipment
and arrangement.
(c) Class room arrangement and organization.
UNIT-4
(a) Curriculum – Meaning & Concept, types and factors deterring the
effectiveness.
(b) Methods of teaching – playway and project.
(c) Reflection of teacher’s teaching
UNIT-5
(a) Role of play in learning – Indoor, outdoor, creative, solitary & co-operative
play.
(b) Need and importance story telling for education of nursery school child –
story telling, interactive story and story making.
(c) Art craft and its importance in education of nursery school child.
(d) Rhythmic exercise & Singing.
Paper II
Practical: -
Marks 100
1. Study of school plant of nursery school. (15)
2. Plan, prepare and organize any two types of story telling session along with all
necessary requires aids, material & equipment for nursery school children.
(20)
3. Plan and Organize any 10 art and craft activates for nursery school children.
(Minimum 5 types) and prepare a file. (25)
4. Organize any five rhythmic exercises (poetry, singing & dancing) for nursery
school children. (10)
5. Prepare your own plan for areas for classroom and outdoor activities. (20)
6. Plan and organize any five activities for using senses (Minimum one activity
for each sense) for learning (10)
2nd year- Diploma
Bibliography
Bhattacharyya, P.K.(2007), Kit of essential play materials: Teacher’s guide and kit
manual. New Delhi: NCERT.
Bosch Karen 1999 Planning Class Room Management for change Ellionis: Skylight
professional development
Broadhead, P.(2004) Early years play and learning development social skills and
cooperation. London: Routledge falmer.
Brunev, Jevome, Jolly, A.and Sylva.K. Play : Its role in Development New York : Penguin
.
Chowdhury, Aparajita and choudhury , Rita (2002) Pre-School Children : Development ,
Care and Education. N.Delhi : New age international ltd. Publishers.
Fromberg, D.P. (1995) The full-day kindergarten Planning and practicing a dynamic
themes curriculum (2nded) New York: Teachers College press.
Isembergy, Joan P. and Jalongo, Mary Renck (1997) Major Trends and issues in Early
Childhood Education : Challenges, Controversies and Insights. New York:Teacher’s
College Press.
Kammerman, S.B & Khan. A.J.(1994) A welcome for every child : Care, education and
family support for infant and toddlers in Europe. Arlington, VA: Zero to three/ national
center for Clinical Infant Programs.
N.C.E.R.T. (2005) National Curriculum Framework
- Arts, Music, Dance and Theatre position paper – National focus group
National curricular frame work
- Heritage Crafts position paper – National focus group National curricular
frame work
Rathu, Spencer A (2006) Childhood and Adolescence voyage to Development. New York:
McGraw – Hill
Singapore John W (2007) Children .New York: McGraw – Hill
Swaminalthan, M. (1991) Play activities for young children. New Delhi: UNICEF
Publication.
Vaughan , J (1993) Early childhood education in china. Childhood Education ,69(4),196-
201 Korea: Changji publishing company
Whitebread, David (2005) Teaching and learning in the early years. London: Routledge
falmer.
William,Jenny, Rees, Rod parker and Savage Jon (2007). Early Childhood Studies.
Exeter: learning matters.
Yu, A.J. (1990),Early childhood education Seoul, Korea: Changji Publishing Company.
www.preschooslrainbow.org/5senseshtm
SYLLABUS FOR ADD ON COURSE - N.T.T.
Examination-2011-12
THIRD YEAR- ADVANCED DIPLOMA
ORGANIZATION AND EVALUATION
PAPER-1
TOTAL MARKS -100 Total marks: 100
The question paper will consist of five units.
Two questions will be set from each unit and candidate will be required to attempt one
question from each unit. Each question carries 15 marks.15x5=75
Question 5 consisting of five questions will cover the entire syllabus. 5x5=25
(Answer to short question should not be more than75 words)
OBJECTIVES:-
The course will enrich the students to understand
1. Need and organizing school environment and related functions.
2. Understand the types of records need to be maintained.
3. Planning of lessons
4. Types of evaluation needed.
5. Role of N.G.O and G.O. in nursery school education.
UNIT I
Selection & Organization
a. Selection of premises and creating healthy environment
b. Selection and organization of activity for all round development of nursery school
child.
c. Planning for a weekly time table.
d. Admission policies.
e. Staff - selection and training
f. Bus and snack facility etc.
UNIT 2
Record and reports for nursery school
A. a. Record information about child
b. Reports
c. Observation folder – physical, mental, emotional, social.
d. Activity participation record
e. Cumulative record folder
B. a. Staff register – Attendance and Staff
b. Personal file
c. Staff confidential file.
UNIT 3
Need of lesson planning for- Alphabets, Numbers and Environment awareness with special
reference to material required, arrangement to be made and its outcomes.
UNIT 4
Assessment and evaluation:
Concept and different method of assessment – observation, verbal response performance
Tool of assessment and evaluation – check list, descriptive remarks, portfolio assessment,
and feedback for future plan.
UNIT 5
Role of N.G.O. in promoting the cause of Education for Nursery School child.
Concept of Anganwadi, its centre and ICDs (integrated child development scheme.)
Education for socio economically deprived class
National curriculum framework and Nursery school education.
PAPER II
Practical 100 marks
1. Prepare fifteen lesson plans and impart lessons in real nursery school situation.
75marks
2 Prepare 5 teaching aids (minimum 5 types) 10 marks
3 Preparation of an cumulative record folder for child 05 marks
.
4. Writing Daily Reporting to parents 05 marks
5. Make a check list for evaluating any two activities of nursery school program
05 marks
Year III Advance Diploma
Bosch, Karen (1999),Planning Classroom Management for Change. Illinois : skylight
professional development.
Chowdhary, A. and Chowdhary, R (2002) ,Preschool Children: Development, Care and
Education. N.Delhi : New Age International ltd. Publishers.
Whitebread David (2005), Teaching and learning in early years, London: Routledge
Flamer.
Drummond, M. J, Rous, D. Pugh, G. (1992), Making assessment work: Value and
Principles assessing young children learning, Nottingham NES Arnold / National
Children’s Bureau
Hayes, Denis (2007), Joyful teaching and learning in primary school, Exeter: Learning
Matters.
Hughes, M. (1989) The Child as learner: The Contrasting Views of Developmental
Psychology and Early Education in C.Desforges (ed.)(. early childhood education, British
Journal of Educational Psychology Monograph. series no – 4 pp. 144 – 57.
Jacques, Kate. And Hyland, Rob (2007) Professional studies: primary and early years
Exeter: Learning matters,
NCERT (2009)National Curriculum Framework 2009
William, D and Black, P. (1998) inside the black box: Raising standards through
Classroom assessment London: Kings College Press
William D. and Black, P, (2002), Assessment for learning: beyond the black box
Slough.: NFER / nelson.
1. www.qca-org.uk/7659.html
2. www.assessment-reform-group.org
3. www.aaia.org.uk/inbox.html
4. www.preschoolrainbow.org/5senses.htm
5. www.kinderplan.com/content.cfm
