|Course Type||Course Code||No. Of Credits|
Semester and Year Offered: Semester-3, Monsoon 2018
Course Coordinator and Team: Dr Sunita Singh and Fariha Siddiqui
Email of course coordinator: email@example.com
Pre-requisites: The course focuses on the job role of supervisor (Level-6) in an early childhood centre. The course is meant to be offered to those who have specific knowledge and skills related to Day care facilitator (Level-5) offered in 1st year respectively
- The specific objectives of the course are to help students:
- Understand developmentally and contextually appropriate practices for setting up the day care centre
- Understand principles of planning a developmentally appropriate curriculum for children
- Design active learning daycareprogramme for different age-groups
- Understand the role of a facilitator and a supervisor in planning a programme for a daycare
- Design assessment indicators for the quality standards of the day care programme
- Reflect on children’s responses on various activities of the daycare programme and modify them as per the need
After completing the course, students will be able to:
- Design developmentally and contextually appropriate plan/activities for multiple age groups in a daycare centre
- Critically analyse the needs, interests and contexts of children to design programme
- Plan developmentally and contextually appropriate environment at the centre
- Design and execute strategies for parent and community partnership in planning the curriculum.
- Critically review the programme and modify it as per the needs of the children
- Guidefacilitators in implementing the developmentally appropriate curriculum at the centre.
- Identify assessment indicators for the evaluation of the daycare programme
Brief description of modules/ Main modules:
Module 1: Planning a developmentally and contextually appropriate day-care programme for multiple-ages. The development that occurs from birth to 3 years lays the foundation for all later learning (National Research Council and Institute of Medicine, 2000). Since the developmental foundation built during this period has lifelong implications, the responsibility for children’s learning while in out-of-home care is too significant to be left to chance.To ensure an effective foundation for later development and success, experiences for infants/toddlers and older children should be designed to meet the individual needs of each child.
Module 2: Implementing and supervising the developmentally appropriate daycare programme. This module will describe the strategies for implementing the developmentally appropriate programme in the day care through establishing schedules and routines for young children, supporting their learning holistically by creating a conducive learning environment for children.
Assessment Details with weights:
- Wortham, S. C. (2014). Early childhood curriculum. Pearson Education Asia Limited.Chapter 4: Developmental characteristics of young children from birth to 8 years: Implications for learning (pp. 83-118), Chapter 5: Organizing infant-toddler programs (pp.119-149) and Chapter 6: Infant toddler curriculum: Birth to age 2 (pp.150-173).
- IGNOU (2016).Organizing a child care centre. Block 7. Unit 30
- Soni.R. (2015) Theme based Early Childhood Care and Education Programme: A resources book. NCERT Chapter 1 : Understanding developmental characteristic of young children (pp. 2-11) and NCERT Chapter 2 : Theme based Planning and Early childhood education (pp. 12-23)
- Post, J., &Hohmann, M. (2000).Tender care and early learning: Supporting infants and toddlers in child care settings. High/Scope Educational Research Foundation, River Street, Ypsilanti, MI. Chapter 4: Establishing schedules and routines for infants and toddlers (pp. 191-294).
- Ollhoff, L., Olhoff, J., & Newman, R. (2012).Keys to Quality: Afterschool Environments,Relationships, and Experiences: A Best Practices Guide. Harrisburg, PA: The Office of Child Development and Early Learning, Pennsylvania Early Learning Keys to Quality. Chapter 5 : Using environments to support children (pp 63-76)
- Eliason, C. F., & Jenkins, L. T. (2015). A practical guide to early childhood curriculum. Pearson. Child care Resources of Rockland. Retrieved from http://childcarerockland.org/what_we_do/parents_families/six_quality_indicators.html
- Post, J., &Hohmann, M. (2000).Tender care and early learning: Supporting infants and toddlers in child care settings. High/Scope Educational Research Foundation, River Street, Ypsilanti, MI. Chapter 3: Arranging and equipping an active learning environment for infants andToddlers (pp. 97-190).
- Horst, E. A. (1995). Reexamining gender issues in Erikson's stages of identity and intimacy. Journal of Counseling & Development, 73(3), 271-278.
- Effective Curriculum Planning and Documentation Methods In Education and Care Services http://www.ecrh.edu.au/docs/default-source/resources/ipsp/effective-curriculum-planning-and-documentation-methods-in-education-and-care-services.pdf?sfvrsn=8 Read page-19(pp. 19-25)
- Community Child Care Victoria(2011),Child-CentredCurriculum Planning (0-5 years) Self-Guided Learning Package, Retrieved from: http://www.ecrh.edu.au/docs/default-source/resources/ipsp/child-centred-curriculum-planning.pdf?sfvrsn=4
- Ollhoff, L., Olhoff, J., & Newman, R. (2012).Keys to Quality: Afterschool Environments, Relationships, and Experiences: A Best Practices Guide. Harrisburg, PA. Schedules, Programmes and Transitions (pp. 49-62)
- Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. National Association for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. Van Hoorn, J. L., Monighan-Nourot, P., Scales, B., &Alward, K. R. (2014). Play at the center of the curriculum. Pearson.