MOUNT CARMEL COLLEGE – AUTONOMOUS DEPARTMENT OF HUMAN DEVELOPMENT Affiliated to Bengaluru Central University MSc Human Development COURSE SYLLABUS (2020-2022 Batch) VASANTH NAGAR, BENGALURU- 560052 DEPARTMENT OF HUMAN DEVELOPMENT MSc (Human Development) 2020-2022 CBCS Scheme of Instruction Sl Course Name of Course L:T:P Credits CIA ESE Total no Code Marks Marks SEMESTER–I 1 CC-01 Human Growth and Development 4:0:2 5 30+15 70+35 150 2 CC-02 Theoretical perspectives in Human 4:2:0 5 30+15 70+35 150 Development 3 CC-03 Infant Development and Stimulation 3:0:4 5 30+15 70+35 150 4 CC-04 Curriculum Planning and Participation for 3:0:4 5 30+15 70+35 150 Early Childhood Education 5 AC-01 Statistics 2:0:0 2 15 35 50 6 AC-02 Psychometrics-1 2:0:0 2 15 35 50 Bridge course* Basics of HD 3:0:4 5 30+15 70+35 150 TOTAL 24 210 490 700 SEMESTER–II 1 CC-05 Parenting 4:2:0 5 30+15 70+35 150 2 CC-06 Children with Special Needs and Inclusive 3:0:4 5 30+15 70+35 150 Education 3 CC-07 Adolescence 4:0:2 5 30+15 70+35 150 4 CC-08 Gerontology 3:0:4 5 30+15 70+35 150 5 AC-03 Research Methodology 2:0:0 2 15 35 50 6 AC-04 Psychometrics-2 0:0:2 2 15 35 50 7 Community Development Program 2 50 50 TOTAL 26 210 540 750 SEMESTER–III 1 EC-01 Mental health 3:0:4 5 30+15 70+35 150 2 EC-02 Curriculum Planning and Supervision for 3:0:4 5 30+15 70+35 150 Early Childhood Education 3 EC-03 Crime and Violence / Family and 4:2:0 5 30+15 70+35 150 Community Dynamics 4 EC-04 Women Studies/ Play and Creativity across 4:0:2 5 30+15 70+35 150 Life span 5 AC-05 Human Resource Management 2:0:0 2 15 35 50 6 OE Open elective- Human Sexuality 2:0:0 2 15 35 50 Internship Report 2 50 50 TOTAL 26 210 540 750 SEMESTER–IV 1 EC-05 Media in Human Development 3:0:4 5 30+15 70+35 150 2 EC-06 Guidance and Counseling/ Culture and 4:2:0 5 30+15 70+35 150 Psychology 3 EC-07 Human rights / Management of Programs 4:0:0 4 30 70 100 for Children and Families 4 PR-01 Dissertation 12 8 50 150 200 TOTAL 22 170 430 600 Grand Total 98 800 2000 2800 *Bridge course –‘Basics of Human Development’ is mandatory for students from other than Home science, Human Development and Psychology background. Program outcomes PO1: understand concepts that will help students to understand human development across the life span PO2: comprehend the interplay between family, the workplace, schools, the community, and the larger culture that affects the individual PO3: learn skills for helping individuals, families, or groups through workshops, seminars, guest lectures and panel discussions PO4: apply the knowledge learnt in the course to conduct awareness programs for the community on various issues and challenges of the society PO5: Design and implement activities/materials to stimulate individual’s across age groups. PO6: Prepare the students to cater to the needs of special children through individualized educational program PO7: Understand, analyze, criticize and administer different psychological tests across life span PO8: Comprehend the significance of mental health and well-being throughout life span. PO9: Make strategies to improve the well-being among communities belonging to different strata, age groups etc PO10: Identify and create awareness among students about the various types of crimes and violence across different sections of the society. PO11: Inculcate the skills and qualities of a counsellor by learning the process of counselling and techniques involved. PO12: Understand the role of media in improving concerns related to human development. PO13: Understand the basics of human resource development I SEMESTER HUMAN GROWTH AND DEVELOPMENT Code: CC-01 Total Marks: 150 Total No. of Hours: 52 ESE : 70(T)+35(P) Hours per Week : 4:0:2 CIA: 30(T)+15(P) Objectives To understand the foundations of brain development and central nervous system To gain knowledge the genetic foundations of inheritance To understand the interaction between hereditary and environment To get acquainted with gynecology ward of hospitals and prepare case study for pregnant and lactating women Course Outcomes: At the end of the course, student will be able to: CO1: Understand the functions and structure of brain and central nervous system CO2: Comprehend the genetic foundations of human beings and chromosomal abnormalities CO3: Know the various maturational processes in humans CO4: Apply the knowledge of prenatal development and care and conduct case studies of pregnant and lactating mothers CO5: Understand theories related to growth and maturation CO6: Analyse the interplay between heredity and environment and identify disorders caused by heredity and environment Unit Topics Hours I Brain and Central nervous system: development, structure of brain, functions 10 of brain II Genetic foundations-, patterns of genetic inheritance, birth defects and 12 chromosomal abnormalities – Downs syndrome, foetal screening and genetic counselling, Influences of Heredity and environment interplay III Prenatal development and care, prenatal environmental influences, child birth 10 and types of child birth, birth complication, Technological Advances in Prenatal Monitoring and Care. IV Maturation process in Humans 08 a) Physical maturation b) Cognition and language maturation c) social and emotional maturation V Theories related to maturation and growth- 12 Gessel’s theoryof physical development Jean Piaget- theory of cognitive development Vygotsky- sociocultural perspective Kohlberg’s theory – moral development theory HUMAN GROWTH AND DEVELOPMENT- Practical Code: CC-01 Total Marks: 50 Total No. of Hours: 26 ESE : 35 Hours per Week : 2 CIA: 15 Sl no. Experiments 1. Conduct an Interview/case study on women-pregnant, Lactating 2. Visit to gynecology department in a Hospital 3. Prepare a poster on course related topic 4. Preparation of Review Article References: 1. Baron,R.A. Psychology.(1995). 3rd edition. Delhi: Prentice Hall. 2. Berk E. Laura (2007), Child Development, seventh edition, Prentice Hall India Publications, New Delhi. 3. Craig, G. (1999); Human Development, N.J.; Prentice Hall. 4. Feldman Robert S (2013), Development Across the Life Span, 7th edition, United States, Pearson Education 5. Hurlock Elizabeth B. (2001), Child Development, 6thEdition, New Delhi, Mcgraw Hill Education. 6. Marin-Padilla Miguel (2011) The Human Brain: Prenatal Development and Structure, USA, Springer publication. 7. Munn, N.L., Fernald,L.D., &Fernald,P.S.( 1997 ) Introduction to Psychology. Delhi: Houghton Mifflin. 8. Papalia,D.E. (2004). Human Development. 9thEdition, New Delhi: Tata McGraw Hill. 9. Rice F. Philip (2001), Human development, 4thedition , prentice hall publication, New Jersey Santrock, J.W., (2006), Child Development, Tata Mc.Graw Hill Publishing Company, New Delhi 10. Sigelman Carol K, Elizabeth A. Rider (2014), Life-Span Human Development, 8th edition, Cengage Advantage Books. 11. Sweeney Michael S. (2009), Brain: The Complete Mind, US, National Geographic Publishers. THEORETICAL PERSPECTIVES IN HUMAN DEVELOPMENT Code: CC02 Total Marks: 150 Total No. of Hours: 52 ESE : 70(T)+35(Tu) Hours per Week : 4:2:0 CIA: 30(T)+15(Tu) Objectives To understand the perspective and approaches to personality To learn the theories related to learning process To study the current trends in human development theory To comprehend theories of human development related to the Indian context Course Outcomes: At the end of the course, student will be able to: CO1: demonstrate an understanding of the theories of personality in human development CO2: understand ethological, attachment and ecological theory of human development CO3: analyse new trends in human development theory CO4: gain a perspective on learning theories CO5: comprehend theories of personality in the Indian context Unit Topics Hours I Introduction to different perspectives and approaches of personality 10 Psychoanalytic theory of Sigmund Freud Psychosocial theory of Erick H Erickson II Ethological theories – Darwin, Lorenz and Tinbergen 10 Bronfen Brenner Ecological theory Gardner’s Multiple intelligence III New trends in Human development Theory 12 Abraham Maslow & Carl R. Rogers Carl Jung Emotional intelligence Jerome Brunner IV Advances in Learning theories 10 Pavlovs- classical conditioning B.F. Skinner- Operant Conditioning Bandura- Observation learning V 10 Aurobindo’s personality theory Vivekananda’s theory on personality Buddha’s philosophy References: 1. Feist Jess and Gregory Feist (2013), Theories of Personality 7E (English) 7th Edition, McGraw Hill Education (India) Private Limited, New Delhi. 2. Crandell Thomas L, et al. (2013), Human Development – ninth edition, Tata McGraw Hill Education 3. Freud Sigmund (2015), A General Introduction to Psychoanalysis- a classic reprint series, Forgotten books, 4. Feist Jess , Gregory Feist (2013), Theories of Personality, 7th edition, New Delhi, McGraw-Hill Education 5. Green Michael G. Theories Of Human Development: A Comparative Approach, 2Nd Edition, pearson publication. 6. NewmanBarbara M. and Philip R. Newman (2007), Theories of Human Development, UK, Psychology Press 7. CrowneDouglas P (2009), Personality Theory, USA, Oxford University Press. 8. Freud Sigmund (2001), Complete Psychological Works Of Sigmund Freud, The Vol 23, New Delhi, Vintage Classics- Penguin 9. Jones N. Blurton (1974), Ethological Studies of Child Behaviour, USA, Cambridge University Press INFANT DEVELOPMENT & STIMULATION Code: CC-03 Total Marks: 150 Total No. of Hours: 39 ESE : 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P) Objectives To understand infant development and behaviour To study the early intervention process To learn about the developmental assessments for infants. To conduct intervention and stimulation programmes/activities Course Outcomes: At the end of the course, student will be able to: CO1: Utilize knowledge of variables that influence development throughout the life span and apply this knowledge to become more effective parents, professionals, and citizens of the global community.