Educational studies four courses 3 educational

Educational Studies: Four Courses
3 Educational Society, Curriculum and Learners
4 Towards Understanding the Self
5 Teacher Identity and School Culture
6 School Culture, Leadership and Change
Contemporary Studies: Two Courses
7 Contemporary Indian Society
8 Diversity, Gender and Inclusive Education
Curriculum and Pedagogic Studies: Ten Courses
9 Proficiency in English
10 Pedagogy across the Curriculum
11 Understanding Language and Early Literacy
12 Mathematics Education for the Primary School Child
13 Pedagogy of Environmental Studies
14 Pedagogy of English Language
Optional Pedagogy Courses
1 Social Science Education
2 Language Education
3 Mathematics Education
4 Science Education
Practicum
1 Creative Drama, Fine Arts and Education
2 Children's Physical and Emotional Health, School Health and Education
3 Work and Education
School Internship
Two – Year Elementary Teacher Education Programme
NCTE
ii

Two – Year Elementary Teacher Education Programme
NCTE iii

Childhood and the Development of Children
Maximum Marks: 100
Theory: 70
(External: 50 Internal: 20)
Practicum: 30
Student Contact Hours: 100 Total Number of Courses in this Area: Two: one in each
year
Childhood and the Development of Children
Cognition, Learning and the Socio-Cultural Context
Design of the Course
• Several field-based units throughout the course.
• Practicum to go in tandem with the theory course so that field-based data forms the
basis of reflection on the theory. Readings for each task in the practicum are also
suggested to facilitate theory-praxis linkages. The practicum tasks are suggestive and
not prescriptive. It is hoped that the teacher educators would frame tasks according to
the units of study.
• Specific readings suggested for use in discussion groups enabling reflective reading
of each text.
Rationale and Aim
The two courses on Child Studies are visualized as the first systematic introduction of the
ETE student-teacher to the study of childhood and children. These courses are necessarily
the foundation upon which subsequent courses and practicum related to school internship
would be based.
The purpose of these courses is to equip the student-teacher with the background
knowledge that she needs to develop an understanding of the elementary school child and
his/her socio-cultural contexts. This background includes a critical engagement with
theories, as well as socio-cultural issues in the world of children and childhood. Building
upon the above, the aim is to build sensitivity to wards children‟s developmental needs
and capabilities, within their socio-cultural context.
Specific Objectives
• To review general conceptions about child and childhood (specifically with reference
to the Indian social context); develop a sensitive and critical understanding of the
different social/educational/cultural realities at the core of the exploration into
childhood.