GENDER SOCIALIZATION

Unit 1. Gender socialization

15 hours
1. concept and meaning of socialization
a. primary socialization
b. secondary
c. re-socialisation
2. Agents of socialization
a. Family
b. School
c. Neighborhood and relatives
d. Media: Audio, Visual and audiovisual, sayings etc
3. Impact of socializing agents on childrens development
4. Appropriate ways to create gender bias free environment
Unit II. Gender typed behabiour: Theoretical approach 15 hours
1. Social learning theory
a. Reinforcement
b. Modeling theory
2. cognitive theory
a. Developmental theory
b. Schema theory
3. cognitive learning theory
Unit III. Sex role/ gender role development
1. Meaning of gender role
2. Origin of sex/gender role stereotype
3. causes of changes in stereotype sex/gender role
4. kinds of sex/gender role: traditional and egalitarian
5. Acceptance of sex/gender role stereotype
6. Effects of sex/gender role typing on behavior
7. Hazards on sex/gender role development

15 hours

Unit IV. Gender identity

15 hours
1. Stages of gender role development
2. Formulation of gender identity
3. Features of gender identity
4. Conflict prone relationship between perceived social role and practice of
traditional rural and urban men/women and the difficulties teenager face
Unit V. Parents, peers and male dominance
1. Parental roles and gender typing
a. The mother role and learning to be human
b. The father role and learning gender typed interaction
i. Fathers and gender differentiating behaviours
ii. Fathers and the heterosexual aspects of gender roles
iii. Fathers and sexual preference
iv. Incestuous fathers
2. the revolt from the mother
3. Peer group interaction

a. Growing up male
i. Competition in sexual capacity
ii. Competition in heterosexual powers
iii. Sex as a direct expression of male dominance
iv. Male bonding and women as sex objects
v. The motive for rape
b. Growing up female
i. Male as objects
ii. From young person to sex object
Unit VI. Gender socialization throughout the lifecycle
1. Adolescence
a. Social role in adolescence
b. Developmental crisis in adolescence
2. Young adulthood
a. the status set of men and women
b. Strains at young adulthood
3. Middle age
a. Physical changes
b. Status and role changes
c. Role strains and developmental crisis
4. Old age
a. Role changes
b. The death of a spouse
Unit VII. Masculanity and feminity: impact on children
15 hours
1. Meaning and concept of masculinity and feminity
2. Male and masculinity: impact on male child
3. Female and faminity: impact on female child
4. Changing concept of masculinity and feminity: formation of new identity in
adolescent boys and girls
Unit VIII. Gender discrimination
12 hours
1. Meaning and concept of discrimination
2. Discriminatory issues in the world with special reference to asia and Nepal
a. Mobility
b. Property
c. Parental behavior
d. Education
e. Occupation
f. Decision making
3. Causes of discrimination with special reference to Nepal
a. Political
b. Sociocultural
c. Economical
d. Biological
Unit IX. Situation analysis of girl children in Nepal
12 hours
1. Status of girl child , social, educational and health, early marriage
2. Gender concern GOs and NGO/INGOs ( focus on girl child)

3. Girl children in the SAARC region : some perspective

Unit X. Practical

EARLY CHILDHOOD DEVELOPMENT AND PRACTICE TEACHING

Theory 50 marks
Unit I. Introduction of early child development
15 hours
1. Concept,philosophy and significance of early childhood development.
2. Educationist's views of education tests; philosophy-and psychology about the
needs and importance of early childhood development
3. Day care- not a women's issue: gender and the holistic approach
4. Dimension of development: physical, mental, social, creative and cognitive
development; growth and development
5. Characteristics of children aged 0-2 and 3-6 years
a. learning during early childhood-use of the five Sensory organs
b. Child-centered approach
c. Role of play in child's holistic development
Unit II. Situation of children (under 6) in Nepal
15 hours
1. Keeping children safe in ECD centers
1. Health: immunization, Sanitation, Common epidemic disease and its
causes
2. Nutrition: Nutritional need, Meal service, Feeding
3. Physical environment: area selection. Floor planning of class room.
outdoor planning, spacing. furniture, toys selection, pickup and dropout
policy etc.
2. Current issues and status of early childhood development in Nepal
1. Existing models and approaches of ECD centers such as ECE, ECCE, and
CBCD program in Nepal
3. ECD in development Plans, national policy, and programs for children in Nepal
4. UNICEF Policy and programs for the expansion of ECD
Unit III . Early childhood Program at community levels
15 hours
1. Assessment of the existing situation of children
2. Analysis of the available resources- human and material
3. Parents and community education- awareness raising about the need of
ECD, capacity building, local resources
4. Research evidences to support early childhood intervention in progress
and performance of children at the primary level
5. Program evaluation/ growth monitoring
6. Parents/community participation in the ECD programs
7. Instainability of ECD programs
Unit IV. Guiding Children Social behavior
15 hours
1. Promoting children's self awareness and self esteem through verbal and
nonverbal communication
2. Supporting children in stressful situation
3. Handling children's aggressive behavior
4. Fostering discipline in children expressing appropriate expectation for their
behavior
5. Fostering self- discipline in children implementing consequences

Unit V. Developing Curriculum for Young Child

15 hours
1. The purpose of curriculum
a. The purpose of curriculum for young child
b. Educational Philosophies, Behaviorist and constructivist approach
c. Competence and ways to acquire competence
2. Designing the supportive environment
a. Some yardstick question to apply
b. Does room arrangement really matter
c. Suggestions for arranging the environment starting from sctratch
d. Planning indoor and outdoor environment
3. Planning with individual children in mind
a. Pros and cons of using behavioral objectives
b. Definition of behavioral objectives
c. Steps in writing behavioral objectives
d. Creating informal objectives

RESEARCH METHODOLOGY
Full marks 100 theory - 50 course
Unit i.
1.
2.
3.
4.
5.
6.

Introduction
10 hours
Methods of knowing and the place of scientific enquiry
Nature and scope of social research
Types of social research- basic, applied, instrumental and action
Relationship between theory and research
Steps of research process
Ethics of social research

Unit II. Concepts in social research

20 hours
1. Concepts
2. Operational definition
3. Data
4. Variables and constants
5. Hypothesis formulation and testing
6. Induction and deduction
7. Control and experimental groups
8. Quantitative and qualitative methods
Unit III. Research processes
20 hours
1. Identification of research problem/ topic
2. Review of literature
3. Research design choice of methods
4. Sampling theory, types and procedures
5. Methods of Data collection Quantitative and Qualitative
6. Instrurments of Data Collection-q uestionnaire, Interview, focus group
discussion, Case Study, PRA, Observation
Unit IV. Tests and Messurements in Social Research
25 hours
1. Definitions Relating to Tests and Measurements
2. Levels of Measurement: Nominal, Ordinal, Interval and Ratio
3. Use of Tests in Social research: Intelligence Test, Aptitude test, Achievement
Test, Knowledge, Attitude and Practice (KAP test)
4. Sociometry. Meaning, Definition and relevance
5. Selection of Appropriate Statistical Test
6. Role and Use of Computers in Social Research
Unit V. Statistical Analysis of the Data and Report Writing
25 hours
1. Frequency. Ratio, Proportion, Percentage
2. Standard Deviation, Correlation, Rank Correlation, Chi-Square test
3. Classification and Tabulation
4. Use of Graph to Summarize Data Bar graph, pie chart
5. Structure of report writing: demonstrating Statistical Analysis
Unit VI and VII. Practical
PROJECT MANAGEMENT AND SEMINAR PRESENTATION
Theory 50 marks

Unit I.
1.
2.
3.
4.

The Project
15 hours
Concept of development programs and projects
Characteristi of a project
Classtfication of project
Different aspects of project preparation an analysis

Unit II. The Project Cycle

15 hours
1. Meaning of Project cycle
2. Major components of project cycle: (a) Need identification (b) Baseline data
collection(c) Project planning-different steps (d) Imptementation (e) Monitoring
and evaluation (f) outcome mapping
3. Impact assessment: internal and outside
4. Phasing out strategies
Unit III. Project Analysis(From financial and social point of view) 20 hours
1. Meaning/ definition of cost benefit analysis of a project
2. Objectives of cost benefit analysis in identifying projects
3. Basic elements of analysis in identifying the cost of project
4. Social benefit of cost analysis
5. Approaches to measure the social benefit of cost analysis :UNIDO Approach,
Little Mirlees Approach
Unit IV. Project Appraisal and Preparation of project proposal
25 hours
Unit V. Practical: Seminar presentation

75 hours