|Course Type||Course Code||No. Of Credits|
Semester and Year Offered: fourth semester
Course Coordinator and Team: Vinod.R
Email of course coordinator: email@example.com
Pre-requisites: Students should be comfortable with either Hindi or English, preferably both.
Aim: Students will be familiarized with the lives of children in various contexts within India and highlight the criticality of the (mis)perception that childhood is a homogenous entity and the dialogue and engagement with the notion as agency and resilence in shaping their socialisation in different contexts. It also discusses the concept of family, early experiences and social development through theoretical models of Bronfenbrenner .Kagitcibasi and Bowlby. There is a focus on elementary cognitive processes of perception, sensation and attention to explore the notion of child as a scientist/ problem solver to child as apprentice through the theoretical perspectives of Piaget and Vygotsky. The course also attempts to address questions such as: why do children play?’ Is there a relationship between playing and reality? The course also examines the relationship between moral reasoning and moral behaviour through children’s literature.
To enable the students to
Brief description of modules/ Main modules:
Module 1: The construct of childhood
. It would focus on contextual and cultural differences in the lived experience of children in varied familiar contexts of the students in the classroom. This would also necessitate an exploration around articulating childhood memories and experiences, and exploring the limitations and potentials of listening, communicating and relating to one’s own self and the autobiographical anecdotes of peer/s group in the classroom.
Module 2 : Childhoods in India
The unit will be taught through field visits to different sites to understand the relevance of contexts in understanding lives of children .it begins with student presentations of childhood ethnographic accounts of various case studies in the books titled Childhoods in South Asia (edited Deepak Kumar Behera, Pearson, 2007) covering the following themes: child labour and domestic service in south Asia, Everyday life in a slum in Delhi:.: the impact of new market economy, new market opportunity on everyday lives of children and young people in the Indian Himalayas, The impact of drought on indigenous children: the case of Kalahandi district in Orissa, ,Ritual ‘selling’ and throwing away of children,
Module 3: Prenatal Development and family in cultural context
The major developments in the foetus that take place before birth will be the focus of this module. The focus of the module would also be in understanding various aspects of planning and preparing for parenthood, new born, growth and development of infant, physical care; as well as critically examining notions of sex selection, abortion, sperm donation, contraception, adoption, pregnancies, fatherhood and motherhood, single parenting. This unit will also discuss the concept of family, early experiences and social development through theoretical models of Bronfenbrenner and Bowlby.
Module 4: Cognitive Development
This unit would focus on elementary cognitive processes of perception, sensation and attention to explore the notion of child as a scientist/ problem solver to child as apprentice through the theoretical perspectives of Piaget and Vygotsky.
Module 5: The World of Art and Play
This unit would focus on observing children at play to understand the nature and its relationship of play to linguistic and social development and therapy. Why do children play?’ Is there a relationship between playing and reality.
Module 6: Emergence of morality in Child’s relations and communication
This unit would begin in trying to understand the different levels of the adult child communication patterns and the relationships that emerge through reading children literature, stories, popular comics and fiction. This module then would attempt to see the relationship between moral reasoning and moral behaviour. The frame work of moral development will be introduced through the theories of moral development theorised by Kohlberg, Gilligan, Piaget. The theme of infantile sexuality would be discussed from a Freudian frame work. The unit would examine the discourse of presence and /or absence of sexuality in childhood and the prevalence of child sexual abuse to contextualise morality of childhood in the Indian context.
Assessment Details with weights:
Weight age in percentages
Presentations/ film review
Mid Semester Exam
End Semester Exam