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Semester 1
Group A: Core Course
Educational Psychology
Education in India-Status, Problems and Issues
Language across the curriculum – Part 1
Curriculum Development & School

PRACTICAL
Reading and Reflecting on Texts

Semester 2
Group B: Core Course
Learning & Teaching

Pedagogy of a School Subject – Part 1 (Subject:
1.Hindi
2.English
3.Sanskrit
4.Urdu
5.Biology
6. Mathematics
7 Social Science.

Pedagogy of a School (Part II): Subject
Knowledge and the Related Pedagogic Dimensions (Subject:
1.Gen.Science.
2.Chemistry
3.Physics
4.History
5.Civics
6.Geography
7.Economics
8.Commerce

Language across the curriculum-Part -2

PRACTICAL
Microteaching
Drama & Art in Education


Vikram University, BED program syllabus
Semester – I
CC 1: Educational Psychology
Objectives: •
To develop an understanding of different aspects of a child‘s physical, motor,
social and emotional development.
To understand the developmental process of children with diverse abilities in
social, cultural and political context.
To build sensitivity towards children‘s developmental needs and capabilities,
within their socio-cultural context.
To develop a sensitive and critical understanding of the different
social/educational/cultural/political realities at the core of the exploration into
childhood.
To build an interdisciplinary frame work to interpret, analyse observations and
interactions from cross culture psychology.
To develop critical deconstruction of significant events that media highlights and
creates during childhood
To provide hands-on experiences to interact with children, and training in
methods to understand aspects of the development of children.
To develop the power to interpret how gender caste and social class may impact
the lived experience of children.
CONTENT
Unit 1: Perspectives in Development
Concept , Meaning ,Scope and Function and Educational Psychology
Introduction to development: concept and introduction to perspectives in
development, humanistic psychology and developmental theory
Enduring themes in the study of development: development as multidimensional
and plural; Development as continuing through the life span; ways in which
development is continuous/discontinuous? ; Socio-cultural contexts influencing
development
Gathering data about children from different contexts: naturalistic observations;
interviews; reflective journals about children; anecdotal records and narratives;
Experimental methods with reference to Piaget
Method:Longitudinal, Cross Sectional, Sequential, Cohort methods:
Biographical, Case study and Observational method.
Unit 2: Stages of Human Development
Child as a developing individual; a psycho-social entity; stages of development
Developmental characteristics of a child and an adolescent: physical, cognitive,
social, emotional, moral and language; their interrelationships
Developmental tasks of childhood and adolescence and their implications
Factors influencing development such as heredity& environment, media,
nutrition, child-rearing practices, siblings and peers
Commonalities and diversities within the notion of childhood and how multiple
childhoods are constructed with particular reference to the Indian context.
Unit 3: Social and Emotional Development
Basic understanding of emotions, how differential gender socialization occurs •
Personality development: Freud; psycho-social development-Erikson; influence
of early childhood experiences on later personality.
Social theories and gender development: meaning of gender roles; influences on
gender roles, stereotypes.
Development of emotions: functions of emotions, attachment.
Unit 4: Contexts of Socialization
Concept of socialization: family and child relationships; parenting, child rearing
practices
Schooling: peer influences, school culture, relationships with teachers, teacher
expectations and school achievement; being out of school, overage learner
Relationships with peers: competition and cooperation, competition and conflict;
aggression and bullying .
Social, economic and cultural differences in socialization: implications for
inclusion.
Essential Readings
Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children.
New York: Worth Publishers. Chapter 1: The study of Human Development.
Newman, B. M. and Newman, P.H. (2007). Theories of Human Development.
London: Lawrence Erlbaum Associates, publishers. Chapter 1: Introduction.
Papalia, D. E. and Olds, S. W. (2003). Human Development. New York:
McGraw Hill Higher Education. Chapter 1: The Study of Human Development,
Chapter 2: Theory and Research, Chapter 4: Physical Development During the
First Three Years, Chapter 7: Physical Development in Early Childhood, Chapter
9: Physical Development in Middle Childhood.
Saraswathi, T.S. (Ed.) (1999). Culture, Socialization and Human Development:
Theory, Research and Applications in India. Sage publications. Chapter 4:
Theoretical Frameworks in Cross-cultural Psychology, Chapter 6: Individualism
in a Collective Culture: A Case of Co-existence of Opposites.
Vasanta, D. (2004). Childhood, Work and Schooling: Some Reflections.
Contemporary Education Dialogue, Vol. 2(1), 5-29. 6. Mukunda, K. V. (2009).
What Did You Ask in School Today? A Handbook on Child Learning. Noida:
Harper Collins. Chapter 4: Child Development, 79-96.
Readings for Discussion 1. Aries, P. (1965). Centuries of Childhood-A social
history of the family life. Random House Inc. Chapter 1: The Ages of Life,
Chapter 2: The Discovery of Childhood, and Conclusion - The two concepts of
childhood. 2. Harris, M. and Butterworth, G. (2002). Developmental Psychology:
a student‘s handbook. New York: Taylor & Francis. Chapter 1: A Brief History
of Developmental Psychology.
Advanced readings
Kakkar, S. (1978). Indian Childhood: Cultural Ideas, And Social Reality. New
Delhi: Oxford.
Nambissan, G. (2010). Exclusion and Discrimination in Schools: Experiences of
Dalit Children; Working paper series Volume 01, Number 01, Indian Institute of
Dalit Studies and UNICEF.
Kakkar S. (1991). The Inner World: A Psycho-analytic study of childhood and
society in India. Delhi: Oxford University Press.
Sandra, L. Bem (1987). Gender Schema Theory and its Implications for Child
Development: raising gender a schematic children in a gender schematic society,
in M.R. Walsh, (ed). The Psychology of Women. Harvard University Press
Cambridge, 206-226.
Weiner, M. (1991). The State and the Child in India: Child Labour and Education
Policy in Comparative Perspective. Princeton: Princeton University Press.
CC 2. Education in India- Status, Problems and Issues
Objectives:
To develop perception of the role and functions of a teacher as envisaged in
the NPE 1986 and to familiarize the Student Teacher with the different
projects and schemes at Secondary level in M.P.
To develop an understanding of the brief historical background of Indian
Education with special reference to Secondary Education.
To develop an understanding of the objectives and scope of Secondary Education.
To develop an awareness of the professional ethics.
CONTENT
UNIT 1: Concept of Education –
Indian and Western. Aims of Education; Functions of Education.
Education as an instrument of Social Control, Social Change,
Preservation of Cultural Heritage and Values.
School and the society, Culture and Education, School as a Social System.
Agencies of Education – Informal, Formal and Non-formal .
UNIT 2: Salient Features of Ancient Indian Education –
Vedic, Buddhist, Islamic Tradition in Education.
Major landmarks of British System of Education in Colonial India particularly
from the viewpoint of Aims, Structure, Curricula and Methods of Education.
Efforts towards evolving a national system of Education with respect to
vivekanand,Tagore,Gandhi ,J.Krishnamurti ,GijuBhai& Modern View.
Unit -3: Secondary Education
General Aims and Objectives of Secondary Education and Structure., Education
during Post Independence Period. Constitutional provisions for education,
Secondary Education commission 1952-53, Education Commission 1964-66,
New Education Policy 1986 withProgramme of Action 1992,
Different streams of Secondary Education 1) C.B.S.E. 2) I.C.S.E. and 3)
MPSBEwith respect to curriculum.4) Examination System etc.,
Secondary School Teacher – Qualifications, Competences, Job Profile,
Professional Code of Ethical conduct.
Role of Secondary school teacher in Emerging India.
Unit - 4: Teacher Education and Secondary School Curriculum
Status, Aims and Objectives of Teacher Education in India.
Role and Resposibilities of NCTE , NCERT, SCERT, DIET,CTE, IASE
Professional organisation in the field of Teacher education
RastriyaMadhyamikaShikshanaAbiyana (RMSA), NCF-2005,NCFTE -09
Programmes for enhancing efficiency and productivity of school teachers- Inservice
training – orientation and content enrichment programmes.
Assignments: (Any two of the following.)
Prepare and execute a plan for making at least two children and one
adult literate from the community.
Plan and organize a field trip/excursion to a nearby area of
educational important and submit a report.
Visit to block or district and divisional educational offices and study their
educational management pattern and submit the report.
Prepare one project for institutional planning.
Critically Study the working of the one of the parent teacher association
in any two secondary schools.
A critical survey of co-curricular activities in secondary schools.
Reference:
Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society

NCERT New Delhi.

Coombs Philips H (1985) The World Crisis in Education. New York. Oxford University
Press, New York 
Delors, Jaeques (1996) Learning the Treasure within Report to UNESCO of theInternal
Commission on Education for Twenty First Century UNESCO.

Dewey I (1952) Experience in Education, Collier Macmillan. 

Dewey S (1956) Democracy in Education New York: Macmillan. 

Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban. 

Government of India (1952) Report of the Secondary Education Commission, New
Delhi:- Ministry of Education. 
Government of India (1966) Report of Education Commission Ministry of Education,
16
New Delhi. 

Government of India MHRD (1986) (Revised 1992) National Policy of Education. New
Delhi. 
Government of India (1992) Report of Core Group on Value Orientation of
EducationPlanning Commission.

Kneller G. F. (1978) Foundation of Education. New York: Johri Willy and Sons. 
Kneller George (1978) Introduction to Philosophy of Education, New York: John Willey
and Sons INC. 

Mani R S. (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book
Society, New Delhi. 

Mathur S.S. (1988) A Sociological Approach to Indian Education, Agra.
VindoPrakashan. 
Mookherjee K.K. (1972) Some Great Educators of the World. Fas Gupta &Ce Put Ltd.
Calcutta. 

Mukherjee S. N. (1966) History of Education in India, Baroda. Acharya Book Depot. 

Naik J. P. and Syed N (1974) A Student’s History of Education in India, New Delhi.
Macmillan Co. 

Naik J. P. (1975) Equality, Quality & Quantity: The ElusiueTringle of IndianEducation
Bombay : Allied Publishers.
NCTE (1988) Gandhi on Education , New Delhi 

Salamaliha(1979) Education in Social Context. New Delhi. NCERT. 

Address:-
Vikram University
University Road, Madhav Bhavan, Near Vikram Vatika, Ujjain, Madhya Pradesh 456010

Phone:-
0734 251 4270

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