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ALAGAPPA UNIVERSITY (Accredited with ‘A+’ Grade by NAAC (CGPA:3.64) in the Third Cycle and Graded as Category – I University by MHRD-UGC) (A State University Established by the Government of Tamil Nadu) KARAIKUDI – 630 003 DIRECTORATE OF DISTANCE EDUCATION M. A CHILD CARE & EDUCATION PRACTICES OF CHILD REARING 31243 Copy Right Reserved For Private use only SYLLABI-BOOK MAPPING TABLE CURRICULAM AND INSTRUCTION Syllabi Mapping in Book UNIT -I Pages 1-16 Introduction to Parent Education -Need for Parenting Education - Concepts of Parenthood - Characteristics of Parenthood and Parent - Child Relations UNIT II Pages 17-33 Historical Perspective on Parenting - Variables Impacting Parenthood - Theories of Parenting Qualities of good Parenting skill - Parenting styles - Parenting types UNIT- III Pages 34-49 Role of Culture and Tradition in Parenting - Contemporary Families- Features, Diversity, Family systems Theory – Systemic Family Development Theory - Common Developmental Process in Families - Family Ecology Theory (Bronfenbrenner) and Parenting UNIT IV Pages 50-68 Erikson, Vygotsky, Piaget theory and their application to Parenting - Evolving Concepts of Parenthood: - Behaviour problems - Transition to parenthood- adjusting to parenthood Parenting in Adoptive Family Systems - Stages of Parenting UNIT V Pages 69-85 Parenting Children with Special Needs- Negative conditions -Anxiety-Anger-Frustration – Guilt – Confusions, - Powerlessness-Disappointment -Rejection, Role confusion, - Superstition practices - Depressive moods – Working together with other professionals, - Other professional involved with the care of the young child - Respecting professional roles-Skill Transfer - Sharing information UNIT VI Pages 86 - 101 Parents as partners in rearing children with special needs Respecting parent priorities - Active listening Accommodating special circumstances - Single parent families, Working parents - Parents from minority communities - Parents with multiple responsibilities - Influence of family beliefs about parenting, - Child learning and impairment Syllabi Mapping in Book UNIT VII Pages 102- 115 Challenges in rearing special needs children- emotional, Physical exhaustion, stress, - School related issues, financial constraints - Family relationships - Different Concerns: Medical Issues, Behavior Issues, - Developmental Issues, Learning Issues, - Mental Health Issues, - Common Concerns UNIT VIII Pages 116 - 132 Impact of disability on persons with disability and their families - Reactions of parents/family members, School and society and ways of coping - Needs and problems of persons with disability - And their families across the life span and at - Critical stages in their lives and - Social work intervention at each stage UNIT IX Pages 133 - 148 Special requirements of families having children with special needs - Intervention - family crisis intervention, - Family centered intervention, parent guidance, Parent training, support / self-help groups of parents/siblings; Community level – Community Awareness Education UNIT X Pages 149 - 166 Role of family and community in management Children with Special Needs - Access Information and Services - Early Interventions - Assessments, planning - Programming; Stimulation training Treatments (Medicinal I Therapeutic rehabilitation)- Post evaluations UNIT XI Pages 167 - 184 Training: Daily living skill trainings - Home based training - Parent training - Inclusive development & education - Pre-vocational educations - Vocational skill training - Co-curricular activities - Post evaluations - Treatments - (Medicinal I Therapeutic rehabilitation) – Orthotic & - Prosthetic appliances - Surgical treatments UNIT XII Pages 185 - 202 Network: Care giving support - Parent’s association / Federations - Seek other parent’s support - Special school associations - Nutrition consultants - Pediatric, Psychiatric & Neurology practitioners - Speech therapist, Occupational therapist, Physiotherapist, Mobility Rehabilitation personnel - District / State Disability forums Syllabi Mapping in Book UNIT XIII Pages 203 - 219 Liaison -National I State level special Olympic Federation - Special children sports academy - District / state- Children’s clubs - Welfare clubs - District Disabled Welfare Office (DDWO) & its services UNIT XIV Pages 220 - 235 National Handicapped Finance Development Corporation and its services, Income tax exemption / redemption benefits, - Benefits under PWD act - National trust for welfare of persons with Autism, CP, MR and Multiple Disability act / RCI act. CONTENT UNIT I 1 – 16 1.1 Introduction 1.2 Objectives 1.3 Meaning of parent education 1.4 Benefits of parent education program 1.4.1 Elements of Effective Parent Education Programs 1.4.2 Roadmap for success of parenting programs and services 1.5 Need for parenting education 1.5.1 People involved in parenting 1.5.2 Four C’s of Parenting 1.6 Importance of parenting education 1.6.1 Key benefits of Parent Education 1.6.2 Best practices of Parenting Education 1.7 Concept of parenthood and parenting 1.7.1 Research on nurture and nature of parenting 1.7.2 Difference between parenting and parenthood 1.8 Characteristics of parenthood 1.8.1 Child-caring 1.8.2 Raising good children 1.8.3 Parenthood as family-making 1.9 Parent- child relation 1.9.1 Parent-Child Relationship Types 1.9.2 Parent-Child Relationship Theories 1.9.3 Ecological influences 1.9.4 Influence of parent-child relationship at various developmental stages 1.10 Key concepts of parent education 1.11 Let us sum up 1.12 Unit end exercises 1.13 Answer to check your progress 1.14 Suggested readings UNIT II 17 – 33 2.1 Introduction 2.2 Objectives 2.3 Historical Perspectives on Parenting 2.4 Variables imparting Parenthood 2.4.1 Family’s influence on parenthood 2.4.2 Psychological characteristics relating to parenthood 2.5 Theories of parenting 2.6 Qualities of a good Parenting skill 2.7 Parenting styles 2.7.1.1Baumrind parenting style 2.7.1.2 Eleanor McCoy and John Martin parenting style 2.7.1.3 Le Masters’ five parenting style 2.8 Impact of Parenting Styles 2.8.1 Social Class and Parenting Styles 2.9 Parenting tips 2.10 Let us sum up 2.11 Unit end exercises 2.12 Answers to check your progress 2.13 Suggested readings UNIT III 34 – 49 3.1. Introduction 3.2 Objectives 3.3 Role of Culture and Tradition in Parenting 3.3.1 The Culture-Parenting Nexus 3.3.2 Culture-Specific Parenting 3.4 Contemporary Families 3.4.1 Features of Contemporary Families 3.4.2 Diversity in Contemporary families 3.4.3 Distribution of parenting roles 3.4.4 Parenting Stress associated with Contemporary families 3.5 Family systems Theory 3.5.1 Family Life cycle 3.5.2 Stages of Family Life cycle 3.6. Systemic Family Development Theory 3.6.1 Common developmental process in families 3.7 Common Developmental Process in Families 3.8 Family Ecology Theory (Bronfenbrenner) and Parenting 3.9 Let us sum up 3.10 Unit end exercises 3.11 Answers to check your progress 3.12 Suggested Readings UNIT IV 50 – 68 4.1. Introduction 4.2 Objectives 4.3 Developmental Theories and their application to Parenting 4.3.1 Erikson’s theory of psychosocial development 4.3.2 Lev Vygotsky Social Development Theory 4.3.3 Jean Piaget's Theory of Cognitive Development 4.4 Evolving Concepts of Parenthood 4.4.1 Behaviour problems 4.4.2 Transition to Parenthood 4.4.3 Adjusting to Parenthood 4.4.4 Parenting in Adoptive Family Systems 4.5 Stages of Parenting 4.6 Modern parenting styles 4.7 Let us sum up 4.8 Unit end exercises 4.9 Answers to check your progress 4.10 Suggested Readings UNIT V 69 – 85 5.1 Introduction 5.2 Objectives 5.3 Parenting Children with Special Needs 5.4 Changing contexts of childhood health and disability 5.5 Concerns related to parenting children with special needs 5.5.1 Common Reactions on knowing that a child has disability 5.5.2 Role Confusion in Parenting Children with Special Needs 5.6 UNICEF’s Four Pillars of Parenting 5.6.1 First pillar: Nurturing behaviour 5.6.2 Second Pillar: Guidance 5.6.3 Third Pillar: Acknowledging or recognizing 5.6.4 Fourth Pillar: Empowering the child 5.7 Working together with other professionals 5.7.1 Communication 5.7.2 Advocating for the Child 5.8 Other professional involved with the care of the young child 5.9 Role of Professionals 5.10 Let us sum up 5.11 Unit end exercises 5.12 Answers to check your progress 5.13 Suggested Readings UNIT VI 86 – 101 6.1 Introduction 6.2 Objectives 6.3 Parents as partners in rearing children with special needs 6.3.1 Partnership model 6.3.2 Empowerment Model 6.3.3 Collaboration with Health Professionals 6.3.4 Collaboration with Educational Professionals 6.3.5 Parents as Experts 6.4 Respecting parent priorities 6.4.1 Active listening 6.4.2 Accommodating special circumstances 6.5 Parenting in different family contexts 6.5.1 single parent families 6.5.2 Working parents 6.5.3 Parents from minority communities 6.5.4 Parents with multiple responsibilities 6.6 Influence of family beliefs about parenting, Child learning and impairment 6.7 Let us sum up 6.8 Unit end exercises 6.9 Answers to check your progress 6.10 Suggested Readings UNIT VII 102 – 115 7.1 Introduction 7.2 Objectives 7.3 Challenges in rearing special needs children 7.4 Different concerns related to parenting 7.4.1 Medical Issues 7.4.2 Behaviour Issues 7.4.3 Developmental Issues 7.4.4 Learning Issues 7.4.5 Mental Health Issues 7.4.6 Common Concerns 7.5 Management of the Challenges 7.5.1 Role of Professionals 7.5.2 Economic Status 7.5.3 Family structures 7.5.4 Parental attitudes 7.5.5 Parental Participation
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