|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 the nature and significance of early language, literacy and numeracy
- Create learning environments for promoting language, literacy and numeracy
- Conceptualize language, literacy and numeracy development in the Indian context
- Plan activities to promote literacy, language and numeracy in children of different age-groups and abilities.
- Design conducive environment for developing literacy and numeracy skills in children
- Develop assessment indicators for children at various levels of literacy and numeracy skills
- Guide facilitators in assessing children’s numeracy and language development
- Provide indicators for a critical evaluation of the programme
After completing the course, students will be able to:
- Design and conduct activities for language, literacy and numeracy
- Create strategies for introducing language, literacy and numeracy experiences in an age appropriate manner at the daycare site
- Create opportunities that can promote language, literacy and numeracy skills in children
- Identify and develop indicators for planning and monitoring of activities
- Monitor and mentor facilitators in planning and conducting activities for language, literacy and numeracy
- Critically reflect on the performance and participation of children from the perspective of programme evaluation.
Brief description of modules/ Main modules:
Module 1: Language and literacy learning and development. Language development unfolds at a rapid pace during the first few years of life. Along with oral language development, in literate societies children are exposed to varying degrees of literacy in their homes and communities and begin to imbibe the basic forms and functions of literacy at an early age. This unit will enable students to develop a conceptual understanding of language and literacy development for young children with the following skills
Module 2: Concepts of numeracy. As children are developing language and literacy skills, they also begin to develop numeracy skills. For example, even before children begin schooling, most develop an understanding of addition and subtraction just through their daily interactions. This unit will enable the day care supervisors to focus on the cognitive and conceptual foundation for later learning of numeracy.
Assessment Details with weights:
- Schickedanz, J. A. (1999). Much more than the ABCs: The early stages of reading and writing.
- NAEYC, Washington, DC.Chapter 1: The early years: A time to begin (pp. 1-10), Chapter 2: The beginning: babies and books (pp. 11-38)
- Singh, P. K. (2014). Nurturing Linguistic Diversity in Jharkhand. Economic & Political Weekly, 49(51), 17-19.
- Schickedanz, J. A. (1999). Much more than the ABCs: The early stages of reading and writing.NAEYC, Washington, DC. Chapter 5: Young children and writing (pp. 97-130), Chapter 6: Organizing the environment to support literacy development.
- Zero to Three. Supporting Language and Literacy Skills from 0-12 Months. Retrieved from
- Schickedanz, J. A., & Collins, M. F. (2013).So much more than the ABCs: The early phases of
- reading and writing. National Association for the Education of Young Children.
- Geist, E. (2003). Infants and toddlers exploring mathematics.Young Children, 58(1), 10-13.
- IGNOU (2016).Organizing a child care centre. Block 4. Unit 18 Developing Cognitive abilities and Understanding concepts.
- Zero to Three. (2016). Help Your Child Develop Early Math Skills. Retrieved from
- Raising Children Network. Developing early numeracy skills. Retrieved from: http://raisingchildren.net.au/articles/developing_early_numeracy_skills.html
- National Association for the Education of Young Children. Math talk with infant and toddlers. Retrieved fromhttps://www.naeyc.org/our-work/families/math-talk-infants-and-toddlers
- ASER Reports http://www.asercentre.org/p/5html?p=61
- Gleason, J. B., & Ely, R. (2002). Gender differences in language development. Biology, society, and behavior: The development of sex differences in cognition, 21, 127-154.
- Sridhar, K. K. (1996). Language in education: Minorities and multilingualism in India. International Review of Education, 42(4). pp.327- 347.
- Hart, B., &Risley, T. (2003). The early catastrophe: The 30 million word gap by age 3.
- American Educator, 27(4), 6-9.Available at https://www.aft.org/pdfs/americaneducator/spring2003/TheEarlyCatastrophe.pdf
- Aunio, P., &Niemivirta, M. (2010). Predicting children's mathematical performance in grade one by early numeracy. Learning and individual differences, 20(5), 427-435.
- Greenes, C., Ginsburg, H. P., &Balfanz, R. (2004).Big math for little kids.Early Childhood Research Quarterly, 19(1), 159-166.
- Copley, J. V. (2000). The young child and mathematics. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.
- PBS Parents.Baby & Toddler Math Activities.PBS Parents. Retrieved from http://www.pbs.org/parents/education/math/activities/baby-toddler/