Best Sites for Free Educational Resources
(F) Additional Reference Material & Resource Repositories
Toys from Trash (Photos)
Toys from Trash (Films many Languages)
Books (English, Hindi, Marathi, Combination)
Grade wise activities and games
Grade wise activities and games
Suggested Practicum Tasks
Analyse school textbooks to construct and discuss pedagogic elements. Presentation of analysis
Develop concept maps to design subject based and thematic based curriculum materials
Observe, document and interpret classroom discourses. Prepare and present a report.
Investigate perspectives in children’s literatures and other teaching learning resources. Prepare and present a report.
Plan and conduct one lesson in each of the five school subjects integrating relevant and suitable interactive multi-media OERs of your choice from WWW using available suitable ICTs during the second term of school internship. Receive the feedback from your mentor and modify subsequent lessons.
Form a Google group of minimum of 5 friends from your class to work with you on a project to be presented using PPT in your D. El. Ed. class. Inform them by e mail, objective of this collaborative work, to be shared on line by all those involved. Ask each one to prepare five slides with at least one link to audio/video material
Select at least 3 multimedia OERs and integrate them in the lesson plan selecting a topic of your choice from your most favorite subject in the school.
Using hot potatoes or any suitable available ICT, prepare a test with twenty different types of questions including multiple choice items on a topic of your choice. Administer it on your class and prepare the result sheet using spreadsheet.
Using internet, find and suggest at least five live links, providing information on a topic of your choice, for the children of Standard VII, to refer for self-study. Ask them to prepare a write up of a page using word processor software - office word.
* * * *
Ist Year D.El.Ed. Paper 7
Art and Art Education
(Value Added and Co-curricular Paper)
Maximum Marks: 50
Internal: 50 Marks
Rationale and Aim
Art is a vehicle for expression and communication of emotions and ideas. Art, as creativity, is something humans do by their very nature. Art is not an action or an object, but an internal appreciation of symmetry, balance and harmony. On the other hand, it is only in Art alone that you can have the ‘Negative Capability’ of being in confusions and uncertainties without getting irritated. In many cultures, art is used in rituals, performances, dances, as a decoration or symbol. Art serves different objectives at different points of time, but its basic objective always lies within itself, establishing and appreciating harmony, inside and outside.
Considering the above mentioned perspective of art, art education can be perceived as a tool for development of aesthetic sensibility and healthy overall development. Arts like visual arts, dance, theatre are the powerful mediums for the cognitive development of people. The objective of the course is not to give training to become proficient in a given art form but to cultivate certain skills in the learners that would help them engage with life creatively and to provide space for the expression of ideas. The art curriculum includes “learning in the art”, i.e. learning the arts as disciplinary subjects, in their unique technique, skills and vocabulary, and 'learning through the arts', i.e., using the art as a medium of expression and communication of ideas in other subjects.
To understand the role of art in overall development of the human being
To understand the relation between art and education
To integrate the knowledge of art with daily life and also with other subjects
To experience free expression of ideas and emotions about different aspects of life. To arouse certain elementary sensitivities and aesthetic towards the environment
For overall development of the senses through observation, exploration and expression
To analysis of the basic shape, form, contour, colour of the object
Perception (understanding the sound of musical notes for them to mean something different from other sound we hear around us), understanding rhythm, understanding references to keys in music, identifying patterns, etc.
Provide opportunities for developing awareness for folk-arts, local specific arts and other cultural components leading to an appreciation of national heritage and cultural diversity.
Unit 1: What is Art?
What is Art?
Art and Its Role in Human Civilization
Introduction to Different Forms of Arts
Art and Craft of Andhra Pradesh
Unit 2: Art Education: Perspective of Different Philosophers and Educationist
Indian Philosophers – Tagore, Gandhi, Devi Prasad.
Foreign Philosophers – Herbert Read, John Dewey, Howard Gardner, Herbert Spencer, Elliot.
Unit 3: Art education in Primary Classes - Syllabus and Academic Standards
Relevance of Art Education in Primary classes (theoretical perspective)
Art Education and Child Development (visualizing role of art education in the building years of child's development)
Syllabus and Academic Standards
Suggested Activities for primary classes
Unit 4: Art Education in Middle School
Suggested Activities for Middle School
Unit 5: Art in Education OR Teaching Through Art
Art as an educational/pedagogy tool
Art and other Subjects
Unit 6: Assessment in Art Education
Objective of Assessing Art
Criteria to Assess Art
Rationale and Aim of the Practicum
This practicum includes two critical areas of focus:
Visual and Performing arts
Along with the well being and fulfillment of student teachers, the major objective of the course is to empower student teachers to integrate art in education.
Art in education also aims to help appreciate and create beauty and harmony within and outside. It operates from a paradigm that the aesthetic needs are fundamental to all human beings and by creating opportunities to work on these, hone them, cultivate them, we can hope to create harmonious individuals and a harmonious world. It is not about beautification- applying something from outside, but an ability to appreciate the inherent rhythm, beauty and harmony in forms, relations, and character.
The rationale and aim, objectives and focus areas are given under each of the two focus areas.
Rationale and Aim
Creative Drama: There are two broad aims of creative drama for education. One is for the student-teachers to use drama processes to examine their present and to generate new knowledge, understanding and perceptions of the world and themselves in it. The second aim is to train, enhance some theatre skills that will later help them be creative and enlightened teachers. A process that draws our physical, emotional, intellectual and other faculties together in a moment (eg. life itself) make for worthwhile, far-reaching, holistic learning. Drama is one such experience and should therefore have a central place in school education.
It is important to stress that drama is not about the self-alone or self-expression alone. The process of drama is a social experience. It is about the richness of understanding that can be generated by a group about society, self and the interconnections. The understanding generated within a group is internalized and is carried forward by the individual in diverse personal and social contexts. The focus of drama is on the student teacher, building her/his creative capacities through theatre.
To draw out and work with different faculties simultaneously i.e. physical, intuitive, emotional, sensual and mental through practical exercises.
Build imagination and concentration of the body and mind. Structured exercises for coordinating, enhancing and translating imagination into physical expression.
Learn to challenge and shift one’s own attitude and standpoint as one learns to understand multiple perspectives to empathize.
Identify and develop one’s own creative potential.
Bring the arts into the center of exploration, e.g. in visual arts: semiotics of theimage/film/play/music; how is an image to be made meaning of; how can an imageact as a starting point for an exploration?
Recognize the role of “drama as education” in the elementary school
Learn to identify areas that are best suited for drama exploration
Examine through chosen themes, how learning can take place in the classroomthrough group drama exploration by a whole class of elementary school students
Explore the role of the teacher as creative guide in learning that is drama driven
Theatre techniques are used to help stretch, enhance and challenge the studentteacher in terms of her/his body, imagination and perceptions. By participating in group drama explorations structured and guided by the teacher, the student-teachers would enhance their critical awareness of the world and themselves in it. The focus is not the self alone but the social world that the self lives in.
In drama exploration, the overall context presented to students is to understand life and to learn from life. The mode is experiential. The exercises are structured by the teacher, but the experience and its outcome is generated by participants in the process. The experience and reflection on that, is the learning. However for this to happen it is mandatory that the exercises are planned and structured by the teacher and not offered as “open improvisations”.
Encourage recognition of differences among people: caste, class, gender, religion,age, community, occupation, lifestyle, etc. and how these influence actions, decisions, and relationships of people. Learn to place oneself in a wider arena of these cross cutting currents. The self to be placed in the context of the other. “How should I look at the other? What does that reveal about me?” Go beyond the immediate and look at other groups and settings, e.g. rural, the disadvantaged and other cultural communities.
Ways of seeing situations, social structures and communities. To sharpen observation and to learn to continuously ask probing questions while investigating situations.Develop the capacity to look at same situation from different perspectives. Learning to recognise contradictions within situations with the aim of grasping a better understanding of the situation rather than wanting to look for solutions.
Finding connections between the particular and the universal. How larger processes and contexts play out in the specific context of daily life situations and vice versa. For instance, the case of a marginalized,Dalit woman seeking medical help is connected with the larger worlds of state responsibility and public health policy, prevailing gender relations, the judiciary, etc.
Change as a principle of life. Identifying it within drama work; the repercussions of change, who does it affect, why and how?
Learning to continuously reflect on and analyze classroom exploration and their connection with events and situations in world outside. Evaluating one’s own and group’s progress in class.
Mode of Transaction
Games to help loosen up, sharpen reflexes, have fun while building imagination in different ways. Build imagination within games and exercises. Add conditions to games to draw together and harness different physical, emotional, mental faculties. Use theatrical exercises to awaken sensory awareness and transformation.
Devise preparatory games and physical exercises to build imagination. Refine physical actions and integrate the physical with other faculties. Exercises in observation, communication, associative thinking; building situations with imaginary objects and people.
Planned and structured drama exploration exercises designed to first experience and then, deepen social awareness of students. Some examples would include the use of an image (photo, painting) as a stimulus for exploration; still photographs of students themselves leading to tracking a line of thought about some issue.
Participative learning using role-play, hot seating, building stories/songs, making and analyzing a„character’s‟ diary, personal belongings (objects) of characters.
Make short plays that can be performed by student teachers with aim to study school student’s responses during school contact programmes. Help build a set of skills so the class can organize role plays as well as larger school play that is built on students’ creativity rather than following a given script.
Rationale and Aim
The aim of the Fine Arts component of the practicum is to understand interconnections between art, crafts, drama, culture, aesthetics, health and livelihoods. The aim is also to appreciate and engage with a diverse range of art processes, products and performances – folk and classical through exposure and exchange. It is believed that giving opportunities to school teachers to engage with aesthetics through art forms is likely to cultivate and hone their aesthetic sense and their ability to recognize beauty and harmony as essential aspects of a life of quality.
Develop an understanding of art and craft, the need to appreciate it in different forms; the scope and purpose of art education and art as the basis of education.
Develop a perspective and appreciation of art, nature, and human existence relationship.
Critique the current trends in art education and develop a possible scenario for art for change
Understand the range of traditional art forms and working with hands.
Develop an appreciation for diverse music forms and the role of music in humancultures.
Create and present pieces of art: using visual arts and crafts
Create and present pieces of performance art using music and movement
Evolve collective art projects incorporating different art media – into a public festival/event.
Deepen understanding, appreciation and skills in one chosen medium through selfwork and evaluate self as an artist and art educator.
The course is based on the premise that aesthetic needs are fundamental to all human beings and that through the medium of creative drama and fine arts opportunities can be created to develop harmonious individuals.
Art, Art appreciation and Art education: visit to places like crafts museums, Bal Bhavan, art galleries. Organize art, craft and music exercises with small groups followed by discussions and presentation. Any local exhibition or art event can be used as precursor for the session. The session should involve using some art for a while followed by a reflection on the experience and then connect it to their own school days and art.
Visual Art: Opportunities to experiment and create pieces of art using different medium. Focus on colours, textures, composition and thematic content. Using a range of medium: paper and water colors, paper and crayon, color pencils, acrylic, oil paint and canvass, student-teachers would learn about lines, forms, compositions, colors, space divisions etc. Specific tasks would include free drawing, developing narratives in visuals, composition of an imagined situation, telling a story through comic strips, creating a collage using images, bits cut out from old magazines, news paper etc.
Music: Orientation to different forms of music with either a film screening or lecture demonstration by an artist to show a wide range of musical forms and a brief history of one or two forms; connecting to music in nature and within our own selves; voice training: opening the voice, music and rhythm exercises: singing, creating music with different objects, practicing basic notes and tones; experimenting with one new forms: folk of any one region; collating music/songs from a community/within the family for special occasions or themes. (Eg. lullabies from different language cultures, harvest songs, songs during the freedom struggle etc; create musical pieces with others; design and run sessions on music with children
Cinema and Electronic Media: Provide exposure to alternative cinema, develop appreciation for cinema as an art and understand the impact of the electronic media, it’s impact on our psyche and aesthetics; orientation with an expert on films providing a background followed by screening of known films; projects/discussion on television and our mindscape: storylines, the corruption of aesthetics, intervention in familial spaces, increasing legitimization of violence; age appropriate viewing and selection of films.
Literary Arts: linkage between language, literature and performing arts; appreciation of poetry as performance art, play reading and reading literature as an art, selection of poetic pieces and developing performances around it; exposure to readings in different language traditions: Hindi, English other regional languages and dialectics drawing upon local traditions.
Architecture and spatial Design: develop a deeper understanding of architectural heritage, appreciation of spatial designs and the aesthetics therein: colonial, Mughal, Sultanate period, Post Independence etc. Through heritage walks; political dynamics of space and its changing trends; cultural social connections with architecture and town/city planning; connection to natural resources and access to these vis-a-vis architecture and design; spaces for children in a city.
Designing a Project for School Children: Participants to identify a specific age group of children and a relevant theme and design an art based project for them which should span over a period of time example – a heritage walk to a nearby monument and a public event about it – including art exhibition, plays, songs and other similar expressions; principles of inclusion, diversity, child-centered approaches would be a given and the participants would be encouraged to use all that they have learnt in an interactive manner; feedback from students, teachers and community would be used for evaluation of this aspect.
Read the syllabus of Art & Cultural Education for classes I to VIII and perform any one art form in the classroom and write a report.
List out local art forms and conduct interview with the local artist about the greatness of local art form and present status of the artist - Write a report.
Read the reference books pertaining to a local art form and write a review and present.
Visit 1 or 2 private/ government schools and observe the implementation of Art & Cultural Education in the schools.
Dodd, Nigel and Winifred Hickson (1971/1980). Drama and Theatre in Education. London: Heinmann.
Gupta, Arvind (2003). Kabad se Jugad: Little Science. Bhopal: Eklavya.
Khanna, S. and NBT (1992). Joy of Making Indian Toys, Popular Science. New Delhi: NBT.
McCaslin, Nellie (1987). Creative Drama in the Primary Grades. Vol I and In the Intermediate Grades, Vol II, New York/London: Longman.
Mishra, A. (2004). Aaj bhi Kharein hai Talaab, Gandhi Peace Foundation, 5th Edition.
Narayan, S. (1997). Gandhi views on Education: Buniyadi Shiksha [Basic Education], The Selected Works of Gandhi: The Voice of Truth, Vol. 6, Navajivan Publishing House.
NCERT, (2006). Position Paper National Focus Group on Arts, Music, Dance and Theatre, New Delhi: NCERT.
Poetry/songs by Kabir, Tagore, Nirala etc; Passages from Tulsi Das etc; Plays: Andha Yug- Dharam Vir Bharati, Tughlaq: Girish Karnad.
Prasad, Devi (1998). Art as the Basis of Education, NBT, New Delhi. Sahi, Jane and Sahi, R., Learning Through Art, Eklavya, 2009.
National Council for Education and Research Training. (2005). National Curriculum Framework 2005. Delhi: NCERT.
National Council for Education and Research Training. (2006). NCF 2005 Position Paper. Arts, Music, Dance and Theatre. Delhi: NCERT.
National Council for Education and Research Training. (2006). NCF 2005 Position Paper. Heritage of Handicrafts. Delhi: NCERT.
State Institute for Education and Research Training. Rajasthan. (2014). Art and Art Education. BSTC Course. Udaipur: SIERT.
State Council for Education and Research Training. Chhattisgarh. (2012). Art and Art Education. D. Ed. Course. Raipur: SCERT.
Office of Bilingual Education and Foreign Language Studies. New York. (2010). Art as a Tool for Teachers of English Language Learners. The New York State Education Department. The University of the State of New York.
London, Peter. The Study Group for Holistic Art Education [SGHAE]. (2004). Towards a Holistic Paradigm in Art Education. Center for Art Education. Maryland Institute College of Art. Monograph #1.
Eisner, Elliot W. (2002). The Arts and the Creation of Mind. Yale University Press/ New Haven & London.
Cannatell, Howard. Education Through Art. Article accessed from Internet. email@example.com.
Upitis, Rena. (June, 2011). Arts Education for the Development of the Whole Child. Elementary Teacher's Federation of Ontario. Toronto.
Prasad, Devi. Art: The Basis of Education. http://www.vidyaonline.net/list.php?pageNum_books=2&totalRows_books=62&l2=b1%20&l1=b1%20&l3=b1tp accessed on 25 February 2014, 01:25 AM.
Ist Year D.El.Ed. Paper 8
Yoga, Physical & Health Education - I
(Value Added and Co-curricular Paper)
Maximum Marks: 50
Internal: 50 Marks
Rationale and Aim
This course is designed to be one component of a practicum course to be covered in both years of study. It offers the scope to engage critically with systems and practices related to health of children and school health. Two sets of practicum are provided for the first and the second year of study. The rationale, aim objectives of this practicum presented below refers to both practicum courses.
The relationship between education and health forms the core rationale behind this course. While the role of education on health has been widely acknowledged, the impact of health on education is often not recognized adequately. This course unfolds the reciprocal relationship between health and education. Health is a necessary condition for learning apart from being a basic right of every child. Enrolment, retention, concentration and learning outcomes in the classroom have a strong linkage with a child’s physical and emotional health.
A holistic understanding of health implies a perspective on health that is not merely freedom from germs and disease but an understanding of the social, economic, mental/emotional and physical aspects of health. It becomes essential for the teacher to locate the social determinants of health and to root any health communication/education in the socio-economic and cultural context of the child. This forms an essential foundational and theoretical component of the course. This approach will lead away from the „hygiene-education‟ focus of health education which stresses behavioural changes and puts the responsibility of health on the child. Instead, the course aims to equip the teacher with a perspective that helps both the teacher and the children understand health issues as determined by socio-economic contexts. This will enable them to move beyond a solely behavioural change model to an approach that seeks to address larger health determinants. This is not to deny the importance of healthy habits but it is important to recognize that to tell a child to „bathe every day‟ or „eat nutritious foods‟ is not sufficient. The teacher will have to locate health messages and ideas in the lived reality of the children they teach so as to meaningfully engage with the issue.
It is important to see the role of the teacher as one that includes within it the perspective of a health worker. This does not in any way mean an additional workload. However we
See this as inherent in her work itself. Here there is a clear overlap of ideas with the course on Child Studies. Understanding a child necessarily includes understanding the health of the child within a social context. A course on health lends a natural opportunity for teachers to understand children in their life context and increases sensitivity to the children and their socio- economic background. It is possible to address issues of teacher attitudes, engagement and willingness to accept diversity in their classroom. This is likely to help teachers move towards a broad vision of inclusive education through an understanding of health and well-being in the broadest sense. Instead of speaking of teacher attitudes alone, the course gives student-teachers a chance to understand unequal and multiple kinds of childhood that children experience.
To build a holistic understanding of the concept of health and well-being and understand children’s health needs using a social determinants framework.
To understand the reciprocal relationship between health and education and understand the role of the teacher and possible ways of engaging with health concerns.
To examine specific programmes related to children’s health operating in schools.
To build knowledge and skills on teaching health and physical education and integration of their themes with other curricula areas of teacher education and school subjects.
To link theoretical and conceptual learning with actual school/classroom realities through practical work.
The most important thread running through the course is the need for the student teacher to understand that health and education are reciprocally linked and she must in various ways engage with the health needs of children. The thread of gaining a holistic understanding of health and seeing it as located in a social reality runs across the course and connects issues like physical health, emotional health and „health of the school‟. A life of health and well-being in a holistic sense is a right of every child. A teacher sensitive to the social context of children can play the crucial role in achieving this right. Theory and practical units are closely knitted together and the idea is a constant process of reflection.
Units of Study
The sections on Units of Study include ideas on the mode of transacting each course as the courses have inbuilt theoretical study as well as practical work.
Unit 1: Understanding Health and Well- Being
The meaning of health and well-being
Biomedical versus social health models
Understanding the linkages between poverty, inequality and health
Web of causation; Social determinants of health- stratification structures, food, livelihood, location, sanitation, access to health services etc
Unit 2: Understanding Children’s Health Needs
Food and nutrition; Communicable diseases; Child abuse in various forms and its impacts; Corporal punishments and its impacts.
Reciprocal linkage between health and education
Childhood health concerns, hunger and malnutrition- Meaning and measures: Country/ State data.
Morbidity Mapping- Methods, observation, daily notes.
Methods to understand children’s health perceptions and self assessment of health.
Unit 3: Physical Education
Meaning, need and purpose of Physical Education, Olympics, Asian Games, SGF Games, various awards in sports and games.
Impact of play and games (team spirit, cooperation, tolerance, problem solving, leadership).
Physical measurements (height, weight, chest) and BMI [Body Mass Index] twice in a year.
Sports and games (interrelations, sports and games in schools, traditional/ local games, modern games, ground preparation and courts, rules of games and sports).
Various competitions and tournaments and participation of children.
Unit 4: Yoga and health
Meaning, concept of yoga.
Concept of pancakośa
Potential causes of ill health according to yoga
Yoga as a preventive and promotive health care
Yogic principles of healthy living: Āhāra, vihāra, Ācāra, Vicara and Vyavahāra
Yogic concept of holistic health and wellness
Preparations and precautions for practice of yoga.
Unit 5: Yoga and Physical Development
The Integrated Approach to Yoga
Characteristics of Physical Development
Yoga practices for Flexibility
Yoga practices for Stamina
Yoga practices for Endurance
Yoga practices for Lung Capacity
Yoga practices for Longevity
Unit 6: Health of Children in the Context of School
Mid Day Meal Programme: Rationale, Objectives, Components, Functioning, Concept of Classroom Hunger
Measuring the ‘Health of the School’: Issues of Water, sanitation, toilets etc.
Development of mental health through participating in cultural programmes.
Role of the teacher and engagement with the programmes
Capturing children’s perceptions on food, work, play, Mid Day Meal etc.
Unit 7: Curriculum, Syllabus and Assessment
Syllabus for Physical & Health Education.
Practical Work based on Units 1, 2 and 3: Three hours before school internship and six hours after school internship through Projects. The practical work is visualized through integration with School Internship Programme1 (SIP). This involves discussion, guidance and inputs to undertake these projects before the SIP and is followed by reflective sessions where students share their projects after SIP. These post SIP sessions are to be organized in a workshop mode with a stress on collective reflection and discussion. Given below are some themes/ideas for projects and these topics are allocated across the students. As mentioned above before going for the SIP, sessions are held discussing the idea and rationale behind each theme and learning/developing appropriate research methods and tools. Each student prepares a project plan inclusive of tools before going for the SIP.
Suggested Project Topics/ Themes
The exercise undertaken in the School Internship Programme (SIP), of making a profile of a child and understanding his/her social context during the internship needs to also connect to the health of the child and understanding all possible determinants. The student teacher is to observe and find out about the child’s health conditions. The child’s health profile is to explore the possible health determinants operating in the child’s life. Issues of settlement/housing, livelihood of families, poverty and deprivation, food habits, water access and safety etc are explored through observations, informal group discussions and visits to the community. The teacher educator prior to the SIP will guide the student teachers on methods and ethical issues, sensitivity during questioning.
Morbidity Mapping Exercise to be conducted. In this the student teacher tracks children’s attendance and tries to find out reasons for children’s absenteeism. She records illnesses she observes or as reported by children/peers and develops a healthreport card.
The student teacher develops a report card for the ‘health of the school’. She surveys parameters like water, toilets, sanitation, building, playground etc during the SIP. The idea is to encourage the student teachers to explore multiple dimensions of each parameter that impacts on children’s health in school. For eg: It is not sufficient to just ask if there is toilet. It is important to explore, is it functional? Is it clean? Is there water available for the toilets etc.
Student teachers record observations using tools developed as well as creative methodologies to capture children’s perceptions regarding Mid Day Meal to reflect on the health programmes operating in school. The idea is to observe and comment on various aspects of the MDM programme such as quantity, quality, distribution system, ‘culture of the programme’ and also give legitimacy to children’s perceptions on the MDM. For e.g.; What they like, don’t like of the MDM, what they eat before school, are they able to study if they are feeling hungry etc. These are explored not through interviews but through creative worksheets which the children fill out. Such methodologies are part of the readings mentioned for Unit III and should be made with the guidance of the teacher educator before SIP.
Visit any Yoga center and write a report on the activities conducted at the center.
Interview any one Yoga Practitioner and write a report on benefits experienced by
Collect information on Yoga Asana by reviewing authoritative sources on Yoga and write
a report on it.
Demonstrate before your peer group any five Asana and write a report on them.
Practical Work can be divided across groups of students and must be followed by each group sharing with the larger class of ETE teachers. This sharing should be facilitated by the faculty to reflect on health observations, methods used, findings and a discussion on the culture of programmes, possible action a teacher can take etc. The idea of the project is not to just collect a lot of information on health aspects but to begin a process of exploration and inculcate sensitivity towards health and its linkage with learning processes.
Aao Kadam Uthaein: Ek Sahayak Pustika, USRN-JNU, New Delhi. (A resource tool/book for schools to address issues of health infrastructure and programmes)
Baru, R. V. (2008). School Health Services in India: An Overview. Chapter 6 in Rama V. Baru (ed.) School Health Services in India: The Social and Economic Contexts, New Delhi: Sage publication, 142-145.
CSDH, (2008), closing the gap in a generation, Executive Summary of the Final Report of the Commission on Social Determinants of Health, WHO, WHO, Geneva, 0-9.
Deshpande, M., R.V. Baru and M. Nundy, (2009). Understanding Children’ s Health Needs and Programme Responsiveness, Working Paper, New Delhi: USRN-JNU
Midday Meals- A Primer, (2005). Right to Food Campaign, Delhi.
Ramachandran, V., Jandhyala, K. and Saihjee A. (2008). Through the Life Cycle of Children: Factors that Facilitate/Impede Successful Primary School Completion in Rama V. Baru (ed.) School Health Services in India: The Social and Economic Contexts, New Delhi: Sage
Readings for Discussion
Ashtekar, S. (2001), Health and Healing: A Manual of Primary Health Care, Chapter 36- Childhood Illnesses, Orient Longman: Channai..
Deshpande, M. et al. (2008). The Case for Cooked Meals: Concerned Regarding Proposed Policy Shifts in the Mid-day Meal and ICDS Programs in Indian Paediatrics, pp. 445-449
Dasgupta, R., et.al. . (2009) Location and Deprivation: Towards an Understanding of the Relationship between Area Effects and School Health, Working Paper,: USRN- JNU: New Delhi.
Samson, M., Noronha, C., and De, A., (2005) Towards more benefit from Delhi’s Mid- Day Meal Scheme; in Rama V. Baru (ed.) School Health Services in India: The Social and Economic Contexts, Sage: New Delhi..
Zurbrigg, S., (1984), Rakku's Story- Structures of Ill Health And Sources of Change, Centre for Social Action, Bangalore, 19-41, and Chapters 1 and 2.
Advanced Readings for Faculty
Ben-Shlomo, Y. and D. Kuh (2002) A Life course approach to chronic disease epidemiology: conceptual models, empirical challenges and interdisciplinary perspectives in International Journal of Epidemiology, No. 31, 285 and figure 1 on page 286 to be discussed.
Dreze, Jean. And A. Goyal (2003) The Future of Mid-Day Meals, Economic and Political Weekly, November 1.
Frost, J. et. al. , (2005) Play and Child Development, Prentice Hall.
Jones, L. (1994), The Social Context of Health and Health Work, McMillan Press. Chapter 1, pp. 1-6, 11-17, 18-20, 32-36.
Ist Year D.El.Ed. Paper 9
Understanding Self - I
(Self Development Paper)
Maximum Marks: 50
Internal: 50 Marks
Rationale and Aim
The main aim of this course is to facilitate the development of individuals who can take responsibility for their own learning and give a conscious direction to their lives. Student teachers are encouraged to explore and develop through self-reflection a greater insight into their aims of life, strengths and weaknesses and dynamics of formation of identity and individuality. Student teachers also develop sensitivity, effective communication skills and ways to create harmony within one’s own self and society. This courseis also aimed at equipping the student teachers with positive attitudes, attributes and skills that help in facilitating the personal growth of their own students while teaching.
To help student teachers discover and develop open-mindedness, the attitude of a self- motivated learner, having self-knowledge and self-restraint.
To help student teachers develop the capacity for sensitivity, sound communication skills and ways to establish peace and harmony.
To develop the capacity to facilitate personal growth and social skills in their own students
Mode of Transaction
There is no standard prescribed material for this course. Facilitators are expected to engage with the student teachers with specially designed activities. These could be based on the facilitator’s personal integration and unique individual and group characteristics and are rooted within the context of student teachers’ lives and contemporary realities. It is suggested that the student teachers be given space to explore and articulate their beliefs, notions on learning, knowledge, children, their own self;life and issues. They can be encouraged to think afresh on issues that most closely concern them as teachers and individuals and use creativity and imagination to develop a perspective on them. The suggested activities and readings are expected to assist in this process. The resource materials can also include newspaper/magazine articles, autobiographies, biographies and stories, letters/diary entries, movies/documentaries, other audio-visual materials, digital resources on the Web.
Design of the Course
This is not intended as a standard ‘course’ with specific units of study. Instead it may be thought of as two parts. Activities under Part 1 are to be taken up by all teacher educators throughout the D.El.Ed programme.
Activities under Part 2 to be transacted as part of this course, may be designed as a series of workshops and seminars with carefully chosen themes. It is recommended that there be around 4-6 one-day or two-day workshops in each academic year, and 2-4 half-day or one-day seminars. It is recommended that the workshops are conducted by outside resource persons (from organizations working in related areas of personal development). The workshops should be experiential, and provide occasions for active participation and reflection. One teacher educator will need to be associated with the external resource person to take up the overall responsibility of the course. In addition, the faculty should organize seminars that involve student-teachers in taking responsibility for making presentations and holding discussions that bring out multiple perspectives on key issues of life and education.