Ramakrishna Mission
Brahmananda College of Education
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Course 1.1.1 : Childhood and Growing up
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1st Half: Development and its Characteristics
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| Theory : (Ist Half - 50 + 2nd Half - 50) Engagement with the field : 25 Full Marks :125 | ||
| Units | Contents | e-Content Links |
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Unit - 1 ( Growth and developmental pattern of learners) |
(A) Concept of growth and development (B) General characteristics of growth and development (C) Stages and sequence of growth and development Social factors that affect growth and development-poverty, lack of opportunities, deprivation, disrupted family, poor neighbourhood, poor housing |
VIEW (A) VIEW (B) VIEW (C)
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Unit - 2 (Stages of development) |
(A) Different stages of development–infancy, childhood, adolescence, Adulthood. (B) Adolescence–Physical development, Emotional development, Cognitive development. (C) Needs and problems of adolescents, their guidance and counseling |
VIEW (A) VIEW (B) VIEW (C) |
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Unit - 3 (Different types of Development) |
(A) Cognitive development—Piaget's theory and its educational implications. (B) Psycho-sexual development—Freud's Theory. (C) Psycho social development—Erikson's theory of psychosocial development. (D) Moral and pro social development—Kohlberg's theory. (E) Development of self-concept and personal identity. (F) Communication and speech development—paralinguistic and linguistic stages of development. |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) VIEW (E) VIEW (F) |
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Unit - 4 (Individual differences) |
(A) Role of heredity, environment including physical and socio cultural factors. (B )Nutrition. (C) Child rearing practices and Family. |
VIEW (A) VIEW (B) VIEW (C) |
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Unit - 5 (Development of personality) |
(A) Concept of Personality, types and traits of personality. (B) Trait theories ( Eysenck and Cattell's 16 factor, Five factor). (C) Measurement of personality ( Self-report and projective techniques). |
VIEW (A) VIEW (B) VIEW (C) |
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Course 1.1.1 : Childhood and Growing up
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| 2nd Half : Aspects of Development | ||
| Theory : (Ist Half - 50 + 2nd Half - 50) Engagement with the field : 25 Full Marks :125 | ||
| Units | Contents | e-Content Links |
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Unit - 1 ( Concept, nature, interrelationship and educational implications of ) |
(A) Instincts and Emotions (B) Emotional Intelligence (C) Attitude and Attachment |
VIEW (A) VIEW (B) VIEW (C) |
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Unit - 2 |
(A) Extrinsic and Intrinsic Motivation (B) Theories of Motivation—Maslow, Weiner and McClelland (C) Factors affecting Motivation—Self Efficacy, Locus of Control, Anxiety, Curiosity and their classroom implications. |
VIEW (A) VIEW (B) VIEW (C) |
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Unit - 3 (Attention and Interest) |
(A) Concept of attention, determinants of attention and their classroom application (B) Attention span and its fluctuation, distraction. Interest and its relation with attention |
VIEW (A) VIEW (B) |
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Unit - 4 |
(A) Concept and nature, its distribution across population. (B) Factor theories of intelligence (Guilford, Thurston and Gardner's theory of Multiple Intelligence). (C) Measurement of intelligence (Verbal and non-verbal tests of intelligence). (D) Intelligence quotient and education |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) |
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Unit - 5 |
(A) Concept of creativity (B) The components of creativity (C) Its identification and nurturance. |
VIEW (A) VIEW (B) VIEW (C) |
| Engagement with Field / Practicum: (Any one of the following) |
(A) Observe the various age group children (Early childhood, Later childhood, Adolescent) in various situations like in the classroom, playground, at home, with parents, friends, siblings and list down the characteristics of them in physical, social, emotional and intellectual domain. (D) Observe any one successful teacher and list down the behavioural characteristics which impress you. |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) VIEW (E) |
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Course - II (1.1.2) : Contemporary India and Education
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1st Half: Education in Post-Independent India
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| Theory : (Ist Half - 50 + 2nd Half - 50) Engagement with the field : 25 Full Marks :125 | ||
| Units | Contents | e-Content Links |
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Unit – 1 (Educational Provision in the Constitution of India) |
(A) Fundamental Rights (B) Directive Principles of State Policy (C) Fundamental Duties (D) Centre–State Relationship (E) Language Issues |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) VIEW (E) |
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Unit – 2 (Recommendations of Various Commissions After Independence) |
(A) Indian University Commission (B) Secondary Education Commission (C) Indian Education Commission (D) National Policy on Education (1986, 1992) |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) |
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Unit – 3 (Equalization and Universalization of Elementary and Secondary Education) |
(A) Concept (B) Problems (C) Probable Solutions (D) Views of Swami Vivekananda |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) |
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Unit – 4 (Inequality, Discrimination and Marginalization in Education) |
(A) Concept (B) Causes (C) Probable Solutions |
VIEW (A) VIEW (B) VIEW (C) |
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Unit – 5 (National Values) |
(A) Concept (B) Characteristics (C) Relevance in Education (D) Relation with International Understanding (E) Views of Swami Vivekananda in case of the followings: (a) Mass Education (b) Women Education (c) Technical and Vocational Education (d) Culture and Education |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) VIEW (E) |
| Course - II (1.1.2) : Contemporary India and Education | ||
| 2nd Half : Policy Framework for Education in India | ||
| Theory : (Ist Half - 50 + 2nd Half - 50) Engagement with the field : 25 Full Marks :125 | ||
| Units | Contents | e-Content Links |
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Unit 1 (Contemporary issues of education) |
(A) Unemployment (B) Poverty (C) Population explosions (D) Student unrest |
VIEW (A) |
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Unit 2 (Policies on education) |
(A) Sarva Shiksha Abhiyan (SSA) |
VIEW (A) |
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Unit 3 (Role of Monitoring Agencies) |
(A) UGC |
VIEW (A) |
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Unit 4 (Community participation and development) |
(A) Women Education |
VIEW (A) |
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Unit 5 (Educational Planning and Management) |
(A) Educational Planning |
VIEW (A) |
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Engagement with Field / Practicum (Any one of the following) |
(A) Study the impact of Right to Education Act on schools
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VIEW (A) |
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Course -IV (1.1.4) : Language Across The Curriculum
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| Theory : (Ist Half - 50 + 2nd Half - 50) Engagement with the field : 25 Full Marks :125 | ||
| Units | Contents | e-Content Links |
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Unit 1 (Theoretical Background of Language Usage) |
(A) Language—Meaning and Concept |
VIEW (A) |
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Unit 2 (Understanding the Language Background) |
(A) Understanding Home Language and School Language |
VIEW (A) |
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Unit 3 (Different Strategies for Language Development) |
(A) Nature of Classroom Discourse |
VIEW (A) |
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Unit 4 (Language Interaction in the classroom) |
(A) Nature of Questioning in the Classroom |
VIEW (A) |
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Unit 5 (Nature of Reading Comprehension in the Content Areas) |
(A) Reading Proficiency in Content Areas—Social Sciences, Sciences, Mathematics |
VIEW (A) |
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Engagement with Field / Practicum (Any two of the following) |
(A) School Visit to Identify Communication Problems/Apprehension among Students |
VIEW (A) VIEW (E) |
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Course -V (1.1.5) : Understanding Discipline And Subjects
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| Theory : 50 Engagement with the field : 50 Full Marks :100 | ||
| Units | Contents | e-Content Links |
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Unit - 1 ( Discipline and Subject ) |
(A) Education as Inter-disciplinary Field of Study (B) Nature and Characteristics of a Discipline (C) Emergence of Various Disciplines from Education (D) Merger of Various Disciplines into Education (E) Interrelation and Interdependence amongst Various School Subjects |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) VIEW (E) |
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Unit - 2 (Science as a Subject and Discipline) |
(A) Nature and history of science (B) Place of Science in School Curriculum. (C) Science in day-to-day life. (D) Relation of Science with other school subjects. |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) |
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Unit - 3 (Language as a Subject and Discipline) |
(A) Centrality of language in education (B) Role of language in children's intellectual development and learning (C) Language in the school curriculum; aims issues and debates (D) Policy issues and language at school (E) Language as a Medium of Communication (F) Phases of Language Development |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) VIEW (E) VIEW (F) |
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Unit - 4 (Mathematics as a Subject and Discipline) |
(A) Nature and History of Mathematics (B) Place of Mathematics in School Curriculum (C) Mathematics in Day-to-day life (D) Relationship of Mathematics with Other Subjects |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) |
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Unit - 5 (Social Science as a Subject and Discipline) |
(A) Nature and Philosophy of Social Science (B) Social Science as an Area of Study (C) Need of Studying Social Science through InterdisciplinaryPerspectives (D) Place and Relevance of Social Science in School Curriculum |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) |
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Engagement with Field / Practicum: on the content areas of the respective discipline) |
(A) Individual Seminar Presentation |
VIEW (A) VIEW (B) VIEW (C) |
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Course -EPC-1 (1.1.EPC-1) :Reading And Reflecting On Texts
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| Theory : 25 Engagement with the field : 25 Full Marks : 50 | ||
| Units | Contents | e-Content Links |
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Unit - 1 ( Introduction to Reading) |
(A) Reading—Meaning and Process (B) Importance of Reading across Curriculum (C) Characteristics of Reading |
VIEW (A) VIEW (B) VIEW (C) |
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Unit - 2 (Reading Skills) |
(A) Levels of Reading—literal, interpretative, critical and creative (B) Types of Reading—intensive and extensive reading, Oral & Silent Reading (C) Reading Techniques—Skimming and Scanning (D) Methodology of Reading |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) |
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Unit - 3 (Reading the Text) |
(A) Types of Texts—Narrative, expository, descriptive, suggestive, empirical, conceptual, ethnography, policy documents, field note (B) Importance of Different Texts in Curriculum |
VIEW (A) VIEW (B) |
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Unit - 4 (Developing Reading Skills) |
(A) Developing Critical Reading Skills (B) Developing Reflective Skills (C) Activities for Developing Reading Skills (D) Developing Metacognition for Reading |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) |
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Unit - 5 (Reading Comprehension) |
(A) Developing Reading Comprehension (B) Developing Vocabulary for Reading (C) Problems of Reading |
VIEW (A) VIEW (B) VIEW (C) |
| Engagement with Field / Practicum: (Any one of the following) |
(A) Divide the class in small group and provide different kinds of texts and instruct them to read and reflect according to the nature of text |
VIEW (A) VIEW (B) VIEW (C) VIEW (D) VIEW (E) VIEW (F) VIEW (G) |
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