The Child Development Curriculum and Its Relevance to Job Competencies Expected in the Field.

Autor/inn/en	Verma, Amita; Saraswathi, T. S.
Institution	Maharaja Sayajirao Univ. of Baroda (India). Dept. of Child Development.
Titel	The Child Development Curriculum and Its Relevance to Job Competencies Expected in the Field.
Quelle	(1983), (189 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Alumni; Background; Child Development Specialists; Competency Based Teacher Education; Curriculum Development; Early Childhood Education; Employment Level; Foreign Countries; Graduate Surveys; Higher Education; Interviews; Minimum Competencies; Occupational Information; Paraprofessional Personnel; Postsecondary Education; Questionnaires; India + Suchen Sie Ihr Suchwort? Hintergrundinformation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Beschäftigungsgrad; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Fundamentum; Mindestwissen; Berufsinformation; Laienhelfer; Post-secondary education; Tertiäre Bildung; Fragebogen; Indien
Abstract	To assess the relevance of the curriculum provided by the Department of Child Development of Maharaja Sayajirao University (Baroda, India), surveys and interviews were conducted with alumni graduated since 1950, employers, and experts in the field of child development and related disciplines. Main objectives of the study were (1) to identify both the nature of jobs taken by alumni and the competencies required in the jobs, (2) to evaluate the extent to which the Department's curriculum had helped alumni develop required competencies, and (3) to modify the curriculum to increase its relevance to competencies required in employment settings. A related, separate study was made (1) to identify essential skills, qualities, and competencies of field-level workers in programs offering services to disadvantaged women and children and (2) to profile welfare programs and associated training programs. Findings discussed focus on background characteristics of alumni, jobs held by child development graduates, and required job competencies. Views of specialists in child development and allied disciplines are reported and their recommendations for improving the child development curriculum are offered. Appended material includes data tables, along with forms and measures used in contacting subjects and gathering data. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC