UGC

M04V01 Classical conditioning & its implications
M04V02 Operant conditioning & its implications
M04V03 Social learning theory & its implications
M05V01 Process of cognitive development
M05V02 Sensori motor stage of cognitive theory
M05V03 Pre operational stage of cognitive theory
M06V01 Information processing
M06V02 Multiple Intelligence theory
M06V03 Implications of IP & MI
W2 Concluding
W3 Introductory
M07V01 Bronfenbrenner's ecological systems theory
M07V02 Vygotsky's socio cultural theory
M08V01 Objectives of ECCE
M08V02 Developmental milestone goals of ECCE centres
M08V03 Principles guiding the ECCE framework
M09V01 Changing trend & growing demands of ECCE
M09V02 Common issues & concerns in ECCE
M09V03 Curricular issues & strategies to leverage it
W3 Concluding
W4 Introduction
M10V01 Concept, meaning and benefits of play
M10V02 Concept, meaning and benefits of play
M11V01 Types of Play and its Values Part I
M11V02 Types of Play and its Values Part I
M12V01 Types of Play and its Values Part II
M12V02 Types of Play and its Values Part II
M12V03 Types of Play and its Values Part II
M13V01 Learning and Developing Holistically through Play
M13V02 Learning and Developing Holistically through Play
M13V04 Learning and Developing Holistically through Play
W4 Conclusion
W5 Introduction
M14V01 Curriculum of play way approach supporting communication skills
M14V02 Curriculum of play way approach supporting communication skills
M14V03 Curriculum of play way approach supporting communication skills
M15V01 Curriculum of play way approach Supporting literacy
M15V02 Curriculum of play way approach Supporting literacy
M15V03 Curriculum of play way approach Supporting numeracy
M16V01 Curriculum of playway approach supporting reading skills
M16V02 Curriculum of playway approach supporting reading skills
M16V03 Curriculum of playway approach supporting reading skills
W5 Conclusion
W6 Introduction
M17V01 The planning process Long term, medium term and small term
M17V02 The planning process Long term, medium term and small term
M17V03 The planning process Long term, medium term and small term
M18V01 The planning process Reviewing & evaluating planned themes & activities
M18V02 The planning process Reviewing & evaluating planned themes & activities
M18V03 The planning process Reviewing & evaluating planned themes & activities
W6 Conclusion
W7 Introduction
M19V01 Setting up early learning environment indoor
M19V02 Setting up early learning environment indoor
M19V03 Setting up early learning environment indoor
M20V01 Setting up early learning environment outdoor
M20V02 Setting up early learning environment outdoor
M20V03 Setting up early learning environment outdoor
M21V01 Meaning, concept, general types of pedagogical techniques and strategies
M21V02 Meaning, concept, general types of pedagogical techniques and strategies
W7 Conclusion
W8 Introduction
M22V01 Pedagogy in relation to ECE - Positioning
M22V02 Pedagogy in relation to ECE - Empowering
M22V03 Pedagogy in relation to ECE - Scaffolding
M23V01 Pedagogy in relation to ECE - Co-constructing
M23V02 Pedagogy in relation to ECE - Modelling
M23V03 Pedagogy in relation to ECE - Questioning
M24V01 Pedagogy in relation to ECE - Encouraging and Praising
M24V02 Pedagogy in relation to ECE - Problem Solving
M24V03 Pedagogy in relation to ECE - Documenting
W8 Conclusion
W9 Introduction
M25V01 Guiding principles and suggestive developmentally appropriate practices for birth to three years â€“ Part 1
M25V02 Guiding principles and suggestive developmentally appropriate practices for birth to three years â€“ Part 1
M25V03 Guiding principles and suggestive developmentally appropriate practices for birth to three years â€“ Part 1
M26V01 Guiding principles and suggestive developmentally appropriate practices for birth to three years â€“ Part 2
M26V02 Guiding principles and suggestive developmentally appropriate practices for birth to three years â€“ Part 2
M26V03 Guiding principles and suggestive developmentally appropriate practices for birth to three years â€“ Part 2
W9 Conclusion
W10 Introduction
M27V01 Guiding principles and suggestive developmentally appropriate practices for three to six years â€“ Part - 1
M27V02 Guiding principles and suggestive developmentally appropriate practices for three to six years â€“ Part - 1
M27V03 Guiding principles and suggestive developmentally appropriate practices for three to six years â€“ Part - 1
M28V01 Guiding principles and suggestive developmentally appropriate practices for three to six years â€“ Part - 2
M28V02 Guiding principles and suggestive developmentally appropriate practices for three to six years â€“ Part - 2
M28V03 Guiding principles and suggestive developmentally appropriate practices for three to six years â€“ Part - 2
W10 Conclusion
W11 Introduction
M29V01 Recognising dispositions
M29V02 Recognising dispositions
M30V01 Creating a strong emotional foundation
M30V02 Creating a strong emotional foundation
W11 Conclusion
W12 Introduction
M31V01 Principle of Assessment
M31V02 Principle of Assessment
M32V01 Why, what, and when to assess
M32V02 Why, what, and when to assess
M32V03 Why, what, and when to assess
M33V01 Assessment tools and strategies
M33V02 Assessment tools and strategies
W12 Conclusion
W13 Introduction
M34V01 Key people in the assessment process ECCE provider
M34V02 Key people in the assessment process ECCE provider
M34V03 Key people in the assessment process ECCE provider
M35V01 Key people in the assessment process Parents and family
M35V02 Key people in the assessment process Parents and family
M35V03 Key people in the assessment process Parents and family
M36V01 Assessment information - Planning the next step in learning Part 1
M36V02 Assessment information - Planning the next step in learning Part 2
W13 Conclusion
W14 Introduction
M37V01 Meaning and importance of effective transition
M37V02 Meaning and importance of effective transition
M37V03 Meaning and importance of effective transition
M38V01 Strategies to promote effective transition to enable the child to be ready to learn
M38V02 Strategies to promote effective transition to enable the child to be ready to learn
M38V03 Strategies to promote effective transition to enable the child to be ready to learn
W14 Conclusion
W15 Introduction
M39V01 Strategies to promote effective transition parent to support childs transition
M39V02 Strategies to promote effective transition parent to support childs transition
M39V03 Strategies to promote effective transition parent to support childs transition
M40V01 Strategies to promote effective transition PART 1
M40V02 Strategies to promote effective transition PART 2
M40V03 Strategies to promote effective transition PART 3
W15 Conclusion
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PG Courses - Early Childhood Care and Education

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