SYLLABUS

HOME SCIENCE

PG DEGREE IN SERVICE FOR CHILD CARE AND

EDUCATION

PGDSCCE (Previous) Examination, 2013

PGDSCCE (Final) Examination, 2014

Contents
TEACHING & EXAMINATION SCHEME 01
PGDSCCE PREVIOUS

02

PGDSCCE FINAL

03

PGDSCCE (Previous) Home Science

TEACHING & EXAMINATION SCHEME
S. No.
1.

2.

3.

Subject
Understanding the child
Theory
Measurement & Evaluation :
Practical
Curriculum for pre school children
and programme Planning :Theory
Observation of Children, Child Study
& use of Computer: Practical
Enhancing Growth & Development
in Children: Theory
Preparation of Growth Enhancing
learning Material for Young
Children.
Practical
Total

Duration
of Exam
3 hrs

Max.
Marks
100

Theory
Periods/wee
6

Practical
Periods/week
-

100

3 hrs
3 hrs

100

3 hrs

100

3 hrs

100

3hrs

100

600

18

12

PGDSCCE (Final) Home Science

TEACHING & EXAMINATION SCHEME
S. No.
4.

5.

Subject
Children With Special Needs :
Assessment & Education: Theory
Working with children with Special
Need : Case study Approach:
Practical
Setting a Pre School Centre/Crche
& Working with Parents &
Community: Theory
Planning programme for Parents &

Duration
of Exam
3 hrs

Max.
Marks
100

Theory
Periods/wee
6

Practical
Periods/week
-

3 hrs

100

3 hrs

100

3 hrs

100

community: Practical
Health, Nutrition & Cumulative
Record of Children
Theory
Placement in a Pre School/Crche
for Participation & Supervision
Practical
Total

6.

3 hrs

100

6 hrs

100

600

18

12

PGDSCCE (Home Science) Previous

Pd/wk: 6

Marks: 100
Paper-I (Theory)
UNDERSTANING THE CHILD

Unit: 1
(1.) Introduction of Child Development, its meaning, scope & importance of study
(2.) Growth & development- Meaning of Growth & Development, Maturation & Learning.
(a.) Importance of Genetic Factors in Development.
(b.) Importance of Environmental Factors in Development.
(c.) Role of Parents, Home, School, Community & Mass Media in the Development of child.

(3.) Principals of Child Development- Stages of child development (from Conception to 6yrs.)
Rate of developmental Norms, Needs of Children.

Unit: 2
Major aspects of Child Development & their inter-relationship.
(a) Physical Development-Development & different parts, height & weight, milestones & sex
difference in physical development.
(b) Motor Development- Meaning, Gross& Finer Motor Skills, handedness, role of play in
physical & Motor Development.
Role of Teacher Physical & Motor Development.
Factors affecting Physical & Motor Development.
(c) Socio Emotional Development
(1) Characteristics, Patterns & Factors affecting Socio Emotional Development. Important
emotions Of Childhood, Common Emotional Problems of Children & their Psychological
Handling.
(2) Personal & Social Development-Form of Behavior, Pattern & Factors. Helping Children
adjust to social world around ( Family, School, Community ).
Unit: 3
(a) Cognitive Development - Patterns stages of cognitive development with special emphasis
on-operational stage, posturing development of cognitive skills, memory, thinking ,
reasoning & problem solving.
Concept formation- meaning, characteristics and process of concept formation
(b) Development of Creativity-Meaning & Importance, value of interpretation of Childrens art.
(c) Language Development Stages of Language Development
- Pre speech forms
- Speech-one word, single sentence.
- Ego centric to socio centric speech.
- Passive & Active Vocabulary.
- Factors in language development- Imitation, reinforcement. Biogenic & sociogenic
factors.
- Development of language skills Listening, speaking, reading & writing.
Unit: 4
1. History of Early Childhood Education
2. Brief mention of Methods & Philosophies of Comenius, Rousseau, Pestalozzi, Froebel,
Montessori & Dewey.
3. Importance of Early Childhood Education, meaning, nature, aims & objectives.

Unit: 5
1. Pre-School Movement in India-Pre & post Independence Movements. Influence of Indians
Educators, missionaries, Montessori, Tagore, Gijubhai Badheka, Tarabai Modak, Gandhi.
2. Agencies of child WelfareNational Central Social Welfare Board (CSWB), Indian Council of Child Welfare (ICCW),
NCERT, NIPCCD, IAPE.
International Agencies i. e. UNICEF, WHO, CARE.
References:
1. Devdas & Jaya : A Text book on child Development
2. Mussen Coner & Kagan : Child Development & Personality
3. Grewal , J.S. : Early Childhood Education- Foundation & Practice. Agra Psychological
Corporation, 1971.
4. Agarwal : Theory & Principals of Education Foundation & Practice
5. Alan Shruofe , Robert, G. Cooper : Child Development- Its Nature & Course, 1st Ed. 1988.
6. Feter , K. Smith & Helen Kowie : Understanding Childrens Development Smikow 30077,
New York, Basil Block, 1988.
7. James, W. Vander Zanden : Human Development, 3rd ed. , New York, 1985.
8. Ambron, S.R.: Child Development, 3rd ed. , Half Rinehart & Winston, New York, 1985.
9. Jersild, A.: Child Psychology, Prentice Hall of India, New Delhi, 1978.
10. Berk, L.: Child Development, Boston Allyn & Bacon International edition, (Latest), 1994.
11. Hetherington, E.M. & Parke, R.D.: hild psychology- A contemporary view point, McGraw
Hill Book Co., New York, 1986.
12. Olds, S.W. & Papalia, D.E.,: Human Development, McGraw Hill Book Co., New York, 1986.
13. Hurlock, E.B. : Development Psychology, Tata McGraw Hill, Delhi, 1968 (Chapters 1 to 6)
14. Kaul, V. & Bhatnagar, R 1992. Early childhood education, NCERT, New Delhi.
15. Alan Sruofe, Robert, G. Cooper : Child Development- Its Nature & Course, 1st Ed. 1988.
16. Feter, K. Smith & Helen Kowie : Understanding Childrens Development, New York,
Basil Block, 1988.

Practical I

MEASUREMENT AND EVALUTION

Pd/wk: 4

Marks: 100(30+70)

1. Measurement & Evaluation-salient features. Children & children with special needs.
2.
(a.) Anthropometric Measurement-types & measures of motor Development.
(b.) Interview with children & Parents.
3.

(a.) projective Test & Techniques

a) CAT, Word association test, draw-a-man Test. Psychodrama

(b.) Sociometry-Methods & use with normal & behavior disorders.
4.

(a.) Assessment of Intellectual Development-tests, scales & methods, verbal & non verbal
for children with different types of intelligence & multiple intelligence.
(b.) Aptitude test-differential aptitude tests, motor, normal tests of vision and Hearing
with normal children and children with special needs.

5. Evaluation of available tools to the Indian condition, precautionary measures in use of tools.

Paper-II
CURRICULUM FOR PRE SCHOOL CHILDREN AND PROGRAMME PLANNING
Pd/Wk.:6

Marks: 100

Unit: 1
1. Introduction : Meaning & types of Curriculum:
Subject centered & child-centered Curriculum.
2. Foundation of curriculum development.
(a.) Childrens background & experience.
(b.) Childrens need for movement, exploration, discovery, expression Achievement, success
& recognition.
(c.) Development norms & developmental tasks, cultural expectations. Curriculum
prescribed by government for primary school.

Unit: 2
2. Curriculum Models for Preschool Children.
Child Development Model
The Verbal / Cognitive Model
The Sensory / Cognitive Model
The Verbal / Didactic Model
Unit: 3
3. Programme Planning-Principles, needs & basic consideration as needs, abilities
developmental level of children.
Relevance of various types of activities & active learning,

Outdoor & Indoor Free play & guided activities

Individual & Group activities.
Outgoing/ excursion/ field trips/ nature walks
Utilization of environmental resources/ facilities in school.

Unit: 4
4.

(a.) Planning.
Long range & short range.
Annual & term wise.
Monthly & daily within built flexibility.
(b.) Programme for ages-3 yrs. old, 4yrs. & 5 yrs. Old. Types full day, half day, play Group.

(c.) Techniques of implantation of programme Verbal-conversation, narration ,

questioning Visual-display of work, dramatization, experimentation.
Unit: 5
a. Major types of Pre School Programmes & Evaluation of a programmeb. Pupil-teacher evaluation, childrens Evaluation, Material Evaluation
c. Major Programme / Schemes in ECCE, ICDS, Balwadi, NGO run by voluntary agencies, SOS
village, Mobile Creches.
Policy Recommendations of Education of Commission (1964-66), national Policy on
education(1986) & its recommendations for ECCE.
References:
1. Croock, Shank: Psychology of Exceptional Children & Youth, 1955.
2. Grewal, J.S.: Early Childhood Education- Foundation & Practice. Agra National
Psychological corporation , 1971.
3. Agarwal: Theory & Principles of Education- Foundation & Practice.
4. Devdas, Rajammal: Methods of Teaching Home Science, NCERT, New Delhi, 1978.
5. Devdas, Rajammal, P: Text-Book of Home-science, ICAR Publication, New Delhi, 1959.
6. Dhama, O.P. & Bhatnagar, O.P. : Education & Communication for Development, Oxford &
IEM Publishing Co., New Delhi, 1980.
7. Supe, S.V. : An Introduction to Extension Education.
8. Murlidharan, N. : The Systems of Preschool Education in India. India Association for
preschool Education, 1968.
9. Berk, L.: Child development, Boston Allyn & Bacon International edition,(latest), 1994.
10. Spodek, B.: Handbook of Research in Early Childhood Education, Collin MacMillan, 1982.
11. Grassman B.D. & Keyes C. Early Childhood, Administration. Allyn & Bacon Inc. Toronto,
1985.
12. Agrawal J.C Curriculum Reforms in India, Doaba House. Delhi, 1990
13. Pllan C. Ornstein & Francis Hunkins Curriculum Foundations, Principles & theory, Allyn
& Bacon U.S.A. 1993

14. Catson E.C. & Allen J. Early Childhood curriculum, MacMillan Publishing Company, New
Delhi 1993
15. Kaul, Vanita, Early Childhood Education Programme NCERT, New Delhi, 1991
16. Murlidharan R. & Asthana S. Stimulation Activities for Young Children. A manual for
parents & child care workers, NCERT, New Delhi 1991.
17. Murlidharan R. & Banerji, V.A. Guide Booklet for Nursery School Teachers, NCERT, New
Delhi, 1969.
18. Chaudhary P.D., 1988. Child Welfare & Development, Atmaram & sons, New Delhi.

Practical-II
OBSERVATION OF CHILDREN, CHILD STUDY & USE OF COMPUTER
Pd/wk.: 6
Marks: 100(30+70)

1. Observation of children in school during activities, during free play in different

Corners:- At meals, with different materials, with other children, with known adults.
2. Observation at home, focal point-Interaction with parents, siblings, play behavior &
outing behavior etc.
3. (a)
Child study-interview/ use of checklist/ use of interview schedule/
administration of interview schedule/ administration of questionnaire/ case study.
(b)
Observation & evaluation of development-physical, motor, emotional,
Creativity, social & language skill.
4. Use of computer in early Childhood Care & Education: use of technology &
Programmes for young children and children with special need
5. Internet & its applications- Accessing websites, use of internet to access Disseminate
information.
Paper III (Theory)
ENHANCING GROWTH & DEVELPOMENT IN CHILDREN
Pd/wk.: 6

Marks: 100

Unit: 1
Play as means of development & learning.
1. Overview of theory of play.
Classical theories: surplus energy theory, relaxation theory, pre-exercise theory &
recapitulation theory.
2. Dynamic theories : psychoanalytical & Piaget
3. Developmental stages of play.

4. Social content & other dimensions of play, unoccupied behavior, onlooker behavior, solitary
play, parallel play, associative play & co-operative play.
5. Sensory motor play & simple muscular activity from 0-2 years;
(a) Symbolic play: increased skill in using plays materials,
(b) Games with rules: co-operation & planning toward group oriented goals from 5 years
onwards.
6. Function of play in language & cognitive development, adaptive & social behavior.
7. Play as a means of assessing childrens development.
8. Teachers role in creating environment & promoting play & organizing games for fostering
development.
Unit: 2
(i) Audio visual aids.
Teaching aids for growth enhancing of children.
(ii) Theoretical details of flash cards.
(iii) Pappets-3 types-rod, glove finger.
(iv) Charts
(v) Use of various methods:
(a) Demonstration
(b) Story telling.
Unit: 3
(i) Mass materials for children : films, books etc.
(ii) Development of material for Reading, writing & arithmetic readiness visual, auditory, hand
coordination Auditory visual association.
(iii) Growth stimulating activities for cognitive & language skills, physical & motor development,
socio emotional development. Role of teacher & play in enhancing various
developments in young children.
Unit: 4
Mathematics : Introduction, Importance of number & mathematics, Mathematical Readiness,
analysis of pre-requisite skills for number classification, comparing,
Serializing, patterning, counting, shape & space, measurement fractions, vocabulary, numeral
operations.

Unit: 5
Environmental Studies: Importance & goals of environmental studies.
Project method: Introduction, Meaning & advantages of using project method.

Planning, Resource unit.

Evaluation : Need for evaluation, formative & summative evaluation, methods of evaluation:
Observation, evaluation of daily work, tools for evaluation, reporting to parents.

References:
1. Dhama, O.P. & Bhatnagar, O.P.: Education & Communication for Development, Oxford & IEM
Publishing Co., New Delhi, 1980.
2. Supe, S.V. : An Introduction to Extension Education.
3. Berk, L.: Child Development, Boston Allyn & Bacon International edition(Latest), 1994.
4. Chakrabarti: Audio Visual Education of India, Oxford Book Co, New Delhi, 1967.
5. Chandra Arvinda : Introduction to Home Science, Metropolitan Book Co. Pvt. Ltd., New
Delhi, 1978.
6. Coombs, P.H.: New Paths to Learning for Rural Children & Youth, International Council for
Education Development, New York, 1973.
7. Dale Edger : Audio Visual Aids, Holt, Rinehart & Winston, London, 1964.
8. Robinson, S. & P.: Exploring Puppetry, Mills & Boom, London, 1967.
9. Savile, A.H. : Extension in Rural community, Oxford, University Press, London, 1965.
10. James, W. Vander Zanden: Human Development, 3rd ed., New York, 1985.
11. Michael, Lam, Marc Bornstein: Development an Introduction, 2nd ed., Random Hall, New
York, 1987.
12. Grace, J. Craig: Human Development 3rd ed., Prentice Hall, New Jersey, 1983.
13. Jersild, A.: Child Psychology, Prentice Hall of India, New Delhi, 1978.
14. Thrope, L.: Child Psychology Development (Latest), The Ronald Press Co., New York.
15. Olds, S.W. & Papalia, D.E.: Human Development, McGraw Hill Book Co., New York, 1986.
16. Park, C.C.: Ecology & Environmental Pollution & Management, Butterworths, London, 1980.
17. Singh, P.: Environmental Pollution & Management, Chugh Publication, Allahabad, 1985.

Practical III
PREPARATION OF GROWTH ENHANCING MATERIAL FOR YOUNG CHILDREN
Pd/wk.: 6

Marks: 100 (30+70)

(a) Preparation of 5(five) sets of flash cards which is to be centered on overall development
of child.
(b)Collection of at least 20 stories with their objectives.
(c) Collection of at least 5 stories with their objectives.

(a) Preparation of puppets of all types to be used in growth enhancing activities.

(i)Rod & stick,
(ii)Glove
(iii)Finger
(b) Two charts to be prepared of pictures, for reading & conversation with specific
objectives.
(a) One specimen plan for excursion/field trip/picnic with evaluation schedule & follow-up
plan.
(b) Recipes book preparation- Containing at least 20 recipes of moderate cost & maximum
nutritive value

Skill development for different activities i.e. music, dance, drama, puppetry, story telling and
creative activities.
Activity Planning & preparation for concept Development in Young Children. Concept of
number, form, color, size, time, environment.

PGDSCE (Home Science) Final Year Examination

Paper-4 (Theory)
CHILDREN WITH SPECIAL NEEDS: ASSESSMENT AND EDUCATION
Pd/Wk: 6

Marks: 100

Unit I
1. Children with special needs- Definitions, Types of needs, Importance of early diagnosis and
intervention.
Unit II
a) The physically challenged- Definitions, causes, categories, intervention and management.
b) The visually impaired, cause, categories, intervention and management.
c) Auditory impairment
Their Definitions, causes, categories, intervention and management.
Unit III
a) The mentally challenged- Levels, causes and characteristics.
b) Gifted children- identification and characteristics.
Unit IV
a) Children with speech and learning disabilities.
b) Educational achievement, cognitive skills and socio-emotional behavior, multiple imparity
Unit V
a) Inclusive education and mainstreaming of children with special needs

b) Role of family, school and community.

References
1. Mehta, D.S.: Handbook of Disabled in India, Allied Publishers Private Ldt., Bombay, 1983.
2. Smith. M.S., Naisworti, J.T.: The Exceptional child- A Functional Approach, McGraw Hill, 1975.
3. Encyclopedia of Social Work in India, 3 Volumes, Director, Publication Division, Ministry of
Information & Broadcasting, India Planning Commission.
4. Chaudhary, P.D.: Child Welfare and Development, Atmaram and Sons, New Delhi, 1980.
5. Cruikshank, W.M. & Johnson, G.O.: Education of Exceptional Children, Oxford Publication
Comp., 1970.
6. Gajendragadkar, D.N,: Disabled in India, Somalya Publishers, 1983.
7. Udai Shankar: Exceptional Children, Sterling Publishers Ltd., New Delhi.
8. Hallahan & Kauffman: Exceptional children- an introduction to special Education: Prenticehall. 1988.
9. Mithu Alur & Jennifer Evans Early Intervention in Inclusive Education the Why and the How.
UNICEF
10. Upkaran: A Manual of Aids for the Multiply Handicapped, The Spastics Society of India.
11. World Health Organization (1993), Promoting the Development of young Children with
Cerebral Palsy; A Guide for Mid Level Rehabilitations Workers, Rehabilitation.
12. Chapman; Management of Emotional Problems of Children and Adolescence.
13. Jessie Francis Williams: Children with Specific Learning Difficulties, Progamon Press, 2nd
edition.
14. Frussive, E.C. and Barbe, W.E. (Edited): Educating Children with Learning Disabilities,
Appletives Century Crofts Pub., New York, 1967.
15. State, D.H.: Helping Children with Learning Difficulties, Word Locke Educationals.
16. Gearheart, B.R.: Learning Disabilities: Educational Strategies, Mosby College Publishing, 1985.

Practical-4
Working with Children of Special need: Case approach
Pd/Wk: 4
1

Marks: 100 (30+70)

a)

Visit to various institutions and schools for challenged children.

b)

Observing children with challenges- recording and reporting.

Planning and conducting activities for a child with special needs.

Selecting a child with disability and making a case study and presenting it.

visiting normal preschool with inclusive education training recourses teacher for setting
resources centre.

Preparation of Teaching aids for children of special need (minimum-2)

Paper-5 (Theory)

SETTING A PRE SCHOOL CENTRE AND WORKING WITH PARENTS AND COMMUNITY
Pd/Wk: 6

Marks: 100

Unit I
a) Preschool Centers- Locations of the building cleanliness and maintenance of the school,
toilets, beautification of school premises by planting trees and plants.
b) Arrangement and display of childrens work.
Unit II
a) Facilities for indoor/outdoor play- adventure play grounds, creative play grounds,
traditional play grounds.
b) Indoor centers for arts activities, relaxations, food, music, play, story telling etc.

Unit III
Different types of play equipment
(i)

Indoor

(ii)

Outdoor

Criteria for selecting toys/books and other play equipment e.g. Safety, durabilityage
appropriateness.
Local agencies for procuring materials.
Other essential equipments e.g. display boards, racks, vessels for storing water, easel boards
Maintenance of furniture and other equipment.

Unit IV
Participation of parents and community.
Rational for study parents and community.
Needs and importance of working with parents and community.
Involvement of community in school and school in community.
Assessment of needs and problems of the community.
(Demographic area, size of community, caste, religion, language spoken, nutritional
practices etc.) Assessment of local facilities and recourses.

Unit V
Method of making contacts with parents and community home visit, orientation
programmes, events/functions, group meetings, group meetings.

Programme planning in community work- Involvement of mother and child.

Convincing parents about importance of play and play way method for young children.
Orientation of parents about the critical years of childhood and their role in it.
Basic Knowledge of health and Nutrition- needs and parents role in it. Communication
childrens progress- and counseling about problems. Mobilizing resources/support from
parents and community.
References:
1. Murlidharan, N.: The systems of preschool education in India, Indian association for
preschool education, 1968.
2. Berk, L.: Child development, Boston Allyn & Bacon international edition, (Latest), 1994.
3.

Spodek, B.: Handbook of Research in early childhood education, Collin Macmillan, 1982.

4. Grassman B.D.and Keyes C.Early childhood Administration. Allyn and Bacon

Inc.Toronto, 1985.
5. Gaumaer Jain: Counseling and therapy for children, The free press, New York, 1984.
6. Dryderi, Windy: Counseling individual the rational emptive approach, Taylor &
Francses, Lomdon, 1987.
7. Ivey, A.E and Ivey, H.B & Downing, L.S.: Counseling and Psychotherapy- Interpreting
skills, theory and practice, Prentice Hall, New Jersey, 1987.
8. Rawan, J. The Reality Game, The Guide to humanistic Counseling and Therapy,
Routledge and keyan paul, great Britain, 1983
9.

Dave, Indu: The basic essentials of counseling, Sterling publication pvt.Ltd. New Delhi,
1984.

10. Thompson, C. & Rudolph, B.: Counselor Children, Brookes/Lok Pub. Co., California,
1983.
11. Currey, Fr., V.: Bayfoot Counselor- A Premier Building relationship, Asian Trading Corp.
Bangalore, 1976.
12. Barki, B.C. & Mukhopadhyay, B.: Guideline and Counseling- A Manual, Sterling, New
Delhi, 1989.
13. Murlidharan, N.: The System of Preschool Education in India, Indian Association for
Preschool Education, 1968.

Practical-5
PLANNING PROGRAMMES FOR PARENTS AND COMMUNITY
Pd/Wk: 4

Marks: 100 (30+70)

1.

Home visits, interview and evaluation to know need base for programme planning.

2.

Organization of parents programme on health, Hygiene and nutrition.

3.

Organization of childrens programme for parents.

4.

Organization of seminar/melas/workshops for parents and community to explore

children, his need and act accordingly. Organization of exhibition of childrens art and
activities.

5.

Communication with parents and recording about childs excellent progress, irregular
attendance, progress, irregular attendance, parent teacher meeting, annual function.
Paper-6 (Theory)
HEALTH, NUTRITIONS AND CUMULATIVE RECORDS OF CHILDREN

Pd/Wk: 6

Marks: 100

Unit I.
Concept of health and its importance in child development, factors affecting health.
Health and hygiene programmes, personal hygiene, school/classroom cleanness, safe
drinking water, storage and method of purification. Organizing school medical programme.
Unit II.
Concept of balanced diet and nutritional needs of pre school children.
Planning, preparing, packing and serving nutritive food for young children. Increasing nutritive
value of food-combinations, fermentation, sprouting. Use of soybean, peanuts, salads leaf y
vegetables.
Unit III.
Knowledge of International, National and voluntary agencies concerned with Child Health and
Nutrition.
Awareness of health and nutrition programmes.
Identifications, Prevention and nutritional remedies for common ailments and diseases of
childhood.
Unit IV.
Preparation records and their appropriates timing. Maintenance of reports and records.
Need for records individuals childs and schools.
Kind of records, their form and content.
Anecdotal records.

Cumulative records, students profile, admission register, stock register, teachers diary, attendance
register.
Unit-V
Maintenance of health records and safety education Records of height & weight.
Medical checkup records.
Immunization schedule.
Reference:
1. Robinson, C.H.: Normal and Therapeutic Nutrition.
2. Davidson and Passmore : Human Nutrition and Dietetics.
3. Swaminathan, M.: Essentials of food and nutrition.
4. Crause, M.V.: Food, Nutrition and Diet Theory.
5. Whitney and Harmition: Understanding Nutrition.
6. Dhama, O.P. & Bhatnagar, O.P.: Education and Communication for Development, Oxford and
IEM Publishing Co., New Delhi, 1980.
7. Suppe, S.V.: An Introduction to Extension Education.
8. Park, J.E. & Park, K: A Text book of Preventive and Social Medicine.
9. Ghosh, B.N.: Hygiene and Public Health.
10. Bedi, Yash Pal; Social and Preventive Medicine.

Practical-6
PLACEMENT IN PRE SCHOOL CENTRES PARTICIPATION AND SUPERVISION
Pd/Wk: 4

Marks: 100

Preparations of equipments and materials with special emphasis on use of indigenous, inexpensive
and waste materials.
Preparing whole days programme of a pre school centre for young children.
Implement the plan individually with flexibility.
Evaluating the programmes personally and of each other.
Preparing report on placement at pre school centre.
Presentation of a seminar on a topic related to pre school children.