DETAILED SYLLABUS

FOR

Diploma in Nursery Teacher Training

(One Year Semester Scheme)

(NTT)

Course Name: Diploma in Nursery Teacher Training (NTT)

Duration of Course: 1 Year

Eligibility: 10th Standard or equivalent
Semester 1st

Child Psychology, Care &

Health (NTT 101)
1 Sem
st

UNIT I
Concept of Nursery School
Meaning, Significance,
Objectives and
Functions.

Semester 2nd

CODE
NTT20
1
NTT20
2
NTT20
3
NTT20
4
NTT20
5

Importance of Study of Child

Development, Principle of Growth and

Subjects
Education Psychology
Modern Methods of
Teaching
Method of Teaching
Sub. & Computer
Education

Credit
s
4
4
4
4

Art File and Other File

Preparation of
Teaching Aids

Development, Characteristics of Nursery School Children.

UNIT II
Physical Growth, Motor Skill Development and Role of Teachers, Parent
and Care Takers in the Growth & Development of Nursery School Child.
Cognitive Development, Creativity & Language Development of Nursery
School Child and Role of Parents, Teachers and Care Takers.
UNIT III
Socio-Emotional Development of Nursery School Child. Role of Parents,
Teachers and Care Takers in Socio Emotional Development
Personality Development- Impact of Child Training Practices & Child
Training Method at Home and School and Education for Personal
Awareness.
Effect of Family Environment on Childs Social Development.

UNIT IV
Health Education Need and Importance.
Health Problems-Recognition of Defect in Vision, Hearing, Speech.
Balance Diet & Habit Formation for Hygiene. Contagious Diseases of
Child and Its Prevention.
UNIT V
Parent-teacher Association Need and Significance. Dealing with
Aspirations of Parents.
Organization of Parent -Teacher Meeting and its activities.
Reporting to the Parents and Feedback.
SOCIOLOGY & GUIDENCE (NTT 102)
Unit - I Sociological Aspects of Education
1.0 Basic of Sociology of Education
1.1 The meaning and scope of sociology of Education
1.2 The process of socialization
1.3 Education and social change
2.0 Culture and Education
2.1 Concept of culture
2.2 Impact of culture on education and vice versa.
2.3 Preservation of culture
2.4 National Culture.
3.0 Concepts of sociology of education
3.1 Social stratification and its impact on education
3.2 Caste, social groups, social class and education
3.3 Social mobility and education
3.4 Modernization and education
4.0 Economy and Education
4.1 Education and economic order.
5.0 Education and secularism
6.0 Education and national integration
7.0 Education and international understanding.
Unit-II
Meaning of Guidance :
(a) (1) Definition
(2) Aims of Guidance
(3) Scope of Guidance : Philosophical and psychological
(4) Base of Guidance : Philosophical, Psychological, Sociological,
Pedagological
(5) Principles of Guidance
(6) Guidance its a Relation to education

1.
2.
3.
4.
5.
(b)
(c)

(d)
(e)

(7) A brief History and problems of Guidance in india.

(8) Different Type of Guidance Services :
Individual Service
Educational Service
Vocational Service
Placement Service
Follow-up Service
Theories of Guidance
Individual Guidance
(1) Basic Concepts of personal Guidance
(2) Nature of personal Guidance at different Levels:
Pre-primary Stage
Elementary Stage
Junior high school Stage
High school Stage
Collage and university Stage
Group Guidance
Educational Guidance
Definition
Need for education guidance
how to impart educational Guidance
Educational Guidance and different levels

Unit-III
Vocational Guidance :
(a) (1) Definition
(2) Aims and purposes of Vocational Guidance
(3) Needs for Vocational Guidance
(4) How to impart Vocational Guidance.
(5) Vocational Development Concept and meaning
(6) Stages of Vocational development
Ginzeberg
Super
Hovighurst
Holland
(7) Prevalent concepts about a occupational choice
(8) Points to be considered at the time of choosing an occupation
1. Motivation
2. Success
3. Satisfaction and
4. Maturity
PRINCIPLES OF EDUCATION (NTT 103)
UNIT-I Primary Education

1.1. Primary Education: Aims and Scope of Primary Education & Studies
in
Elementary Education
1.2 .Elementary Education:Universalisation of Elementary Education
and National
Curriculum Framework (2007)--Sarva Sikhsha Abhiyan(SSA)--Activity
Based
Learning--Activity Learning Method
1.3. Promoting Value Education in Elementary Education--New
Educational
Policy(1986)---Life Oriented Education--The Kasturba Gandhi Shiksha
Yojana
1.4. Problems in Elementary Education in Teaching and Learning Process-Educational
Research in Social Sciences
1.5. Curriculum: Child Psychology--Curriculum in Elementary Education-Curriculum
in Elementary Teacher Education
UNIT-II-Higher Education
2.1.Objectives of Higher Education--evelopment of Colleges and
Universities in recent
years
2.2.Management of Higher Education--Democratisation in Higher
Education-Autonomy to Colleges and Deemed Universities
2.3. Innovation in Higher Education--irtual Learning--Virtual University-Just in Time
Education--Quality Assurance: NACC, AICTE & AIMC
2.4. University Industry Interaction: Institutional Collaboration with Farms,
Industries
and Public Sectors
2.5. Funding Agencies: UGC, CSIR, DST, NCERT and ISSR--Importance of
Research

in Higher Education--Research Orgaisations in IndiaNeeded

Research in Higher
Education--Current Status of Research in Higher
EducationM.Phil./Ph.D. Education
From October 2011 batch onwards

Page 4 of 7

UNIT-III Teacher Education

3.1.Meaning and Scope of Teacher Education--Theory and Practice of
Teacher
Education--Need for Teacher Education--History of Teacher Education
in India-Difference between In -service and Pre-service Programmes
3.2. Educational Technology and Teacher Education--Curriculum for
Teacher
Education-National Policy for Teacher Training--Problems in Teacher Education
3.3. Modern Trends in Teacher Education--Strategies for Classroom
Management-Recent Research in Teacher Education
3.4. Innovative Teaching Methods in Teacher Education--Case Studies of
Successful
Teachers--Effective Teaching Learning Materials in Teacher Education
3.5. Code of Professional Ethics for Teachers--Journals in Education-National and
International Abstract for Humanities
UNIT-IV Systems of Education: Distance Education, Non-Formal
Education, Alternative
Schooling and Women Education
4.1. Distance Education: Objectives , Role and Importance of Distance
Education
4.2. Non-Formal Education: Importance, Status and Organisation of NFE
and Different
Approaches to NFE
4.3. Alternative Schooling: Definition, Scope, Beneficaries and Status of
Alternative

Schooling
4.4. Progress of Womens Education in India--Researches in Women
Education--Present
Trends of Women Education
4.5. Methodology in Womens Education and Development--Important
Features of
Womens Education
UNIT-V Education for Differently Abled Children
5.1. Objectives of the Education for the Disabled Children - Uses of
Technology for
Differently Abled Children
5.2. Integrated Education of Disabled Children ( IEDC)
5.3. Inclusive Education: Issues and Intervention-- Governemt Schemes
for Differently
Abled Children and Teacher Training for the Children of Special Needs
5.4. Types of Learning Disablity & Charcteristics of Differently Abled
Children

Lesson Plan & Teaching (NTT 104)

Curriculum, Syllabus, Scheme of Work & Lesson
Plan Group A Hazirin, Ron, Lisa, Faizah and Azilina
1.

2. Scope Definitions What must be included ?

Summary ?Examples
3. Curriculum Curriculum is a focus of study,
consisting of various courses all designed to reach
the standard level ofunderstanding at the area of
expertise
4. Curriculum Teaching & Learning and Assessment
unit format learning and assessment grading policy
accreditation Programme Design & Delivery mode
of delivery resources delivery approach Meeting
local needs Entry Requirement
5. Syllabus A written description of the contents
and requirements of a course. (QVCC, 2006) set up

by committee who consists of people who supervise

and controls course quality
6. Syllabus Course Overview Learning Hours - no. of
hours the course requires Goals & Objectives expected outcome and scope of the courses Topics
to be covered - Specify the content that the
instructor feels important Grading/Evaluation
Scheme - tells students what kind of learning
activities are to be valued. (example: assignments,
tests, paper, projects) Materials to be used - books,
softwares, tool
7. Scheme of Work A schedule of intended plan of
execution of the syllabus within a time frame as
defined in the syllabus
8. Scheme of Work Course Objectives - includes
how you will present the course by breaking the
course into modules into individual lessons
Activities - include the activities like theoretical,
students-centred, teacher-centred Time Spend - the
time you will spend teaching the whole lesson Key
Skills - list the skills you will give the students
example ICT, communication Hand outs &
Resources - things you handed out to your students
including homework, assignments and resources
you used to get your information Assessment
strategies - how long will be the unit delivered, due
dates, deadlines
9. Lesson Plan A teachers detailed description of
the course of instruction for an individual lesson to
meet the objectives of the lesson
10. Lesson Plan Title - lesson title Time - Time
required to complete the lesson Materials - List of
required materials Enable Objectives - what the
students can do at lesson completion or what the
students knows at lesson completion Instructional
Component - describes the sequence of events that

make up the lesson, including the practice the

students use to try new skills or work with new
ideas Summary - Where the teacher wraps up the
discussion and answers questions Evaluation Evaluation of learning objective
11. Summary Curriculum Syllabus SOW Lesson Plan
Who define? Whom for? Contents CDD, BDTVEC
Awarding body, Educational organisations,
CDD,PDEC Broad, detailed & confidential
informations Examination Board (Cambridge, PDEC)
Teachers, students Simplified version of a
curriculum for students understanding Teachers
Senior Master/Mistress academics, HODs, teachers
Detailed guidelines for teachers to plan their lesson
in an academic year Teachers Senior
Master/Mistress academics, HODs, teachers
Detailed guidelines for teachers to carry out a
lesson

Art & Craft (NTT 105)

Unit 1: Child development and arts and crafts activities

Stages of development of the child's creative abilities 0-7 years

Identifying age appropriate skills for children
The importance of integrating art & craft into the children's
daily routine

Unit 2: Creative development of the learner

Exploring a range of art, craft and design activities

Working with a range of materials for art, craft and design work

Looking at your environment to source materials

Planning and organising art and craft activities

Unit 3: Creative activities with children

Preparing art and craft programmes for children

Planning activities to include children's developmental needs

Planning activities within available resources

2nd Sem
Educational Pathology (NTT 201)
I.

Introduction
A. Purpose and objectives of course
B.

Working in the public schools

C.

Definitions

D.

1. Education
2. Educational psychology
3. Learning
4. Teaching
Objectives of Schooling
1.
Master basic skills of reading, writing, and arithmetic
2.

Become contributing member of society

3.

Develop individual, unique potential

4.
II.

III.

Others

Scientific Investigation
A.

Types of Studies

B.

1. Descriptive
2. Correlational
3. Experimental
Methods

1. Systematic observation
2. Participant observation
3. Paper/pencil
4. Clinical
Guiding the Instructional Process
A. Planning

B.

1. Domains of learning
2. Setting objectives
Instruction

IV.

C.

1. The lesson
2. Considering individual differences
Management

D.

1. Setting rules and procedures

2. Classroom discipline
Evaluating learning

1. In the classroom
2. Standardized testing
E. Georgia Teacher Observation Instrument (GTOI)
Theories of Learning
A.

Behavioral
1.
2.
3.
4.

B.

Contiguity
Classical conditioning (respondent learning)
Operant conditioning
Social learning/observational

Cognitive
1. Information processing
2. Developmental

C.
D.

V.

Social Learning and Social Cognition

Humanistic

1. Self-concept
2. Values orientation
Motivation
A. Theories of motivation
B.

Increasing student motivation

Modern Methods Of Teaching (NTT 202)

Unit I: English in India
1. English in Indian Education
2. English as a Second Language
Unit II: Language Learning
1. Features of Language
2. Factors affecting Language Learning

Unit III: Phonetics

1. The sounds of English / Phonetic symbols Vowels, Diphthongs and
Consonants
2. Word stress (Primary, Secondary ) and sentence-stress
3. Strong and Weak form of words
4. Intonation
5. Use of dictionary in Pronunciation
Unit IV: Language Skills
1. Listening, speaking, Reading and Writing and sub-skills of each skill
2. Tasks of developing Listening Comprehension
3. Tasks for developing Speaking skills
4. Tasks for developing Communication skills individual, pair and group
work
5. Reading Types of Reading, Good and bad habits of Reading,
Strategies to develop Reading Comprehension
6. Writing Factors affecting writing in a second language situation,
qualities of good writing (Role of simplicity, logicality and organization in
writing)
Unit V: Supplementary skills
1. Supplementary skills
2. Teaching study skills (Note-taking and Note-making)
3. Teaching, Reference skills (using Dictionaries, Thesaurus and
Encyclopedias)
Unit VI: Teaching Grammar and Voca
1. Types of grammar, Methods of teaching grammar
2. Vocabulary: Strategies to develop Vocabulary: Techniques of developing
spelling abilities
3. Teaching Composition (Guided, Controlled and Free composition)
Unit VII: Approaches & Methods of English Language Teaching

1. Methods Grammar Translation method, Direct method, West Method

and Bilingual method
2. Approaches Structural approach and Communicative approach
Unit VIII: Planning English Language Teaching
1. Objectives of teaching Prose, Poetry, Supplementary Reader and
Composition to Secondary School Students
2. Lesson plans to teach Prose, Poetry, Supplementary Reader and
Composition to Secondary School Students
Unit IX: Language Curriculum
1. Principles of Curriculum Construction
2. Limitations in the existing school language curriculum
3. Qualities of a good Language Text Book
Unit X: Evaluation
1. Concept and Process of Evaluation
2. Tools of Evaluation
3. Preparation of SAT
4. Analysis and interpretation of Scores

Methods Of Teaching Sub. & Computer Education (NTT 203)

Unit I: Approaches & Methods of English Language Teaching
1. Methods Grammar Translation method, Direct method, West Method
and Bilingual method
2. Approaches Structural approach and Communicative approach
Unit II: Planning English Language Teaching
1. Objectives of teaching Prose, Poetry, Supplementary Reader and
Composition to Secondary School Students
2. Lesson plans to teach Prose, Poetry, Supplementary Reader and
Composition to Secondary School Students

Unit III: Language Curriculum

1. Principles of Curriculum Construction
2. Limitations in the existing school language curriculum
3. Qualities of a good Language Text Book

1. Generations of Computer (I-V)

2. Block Diagram of a Computer
3. Functions of the Different Units
Input unit,
Output unit,
Memory unit,
CPU (ALU+CU)
4. Input & Output Devices
Input Devices:
a)Keyboard,
b) Point and draw devices
mouse, joystick, track ball, light pen
c) Data Scanning devices
image scanner, OCR, OMR, MICR, Bar code reader, card reader
d) Voice Recognition Device
e) Digitizers
Output Devices:
a) Monitor
b) Printer
laser peinter, dotmatrix printer, ink jet printerc) Projecter

Memories [Memory hierarchy]

5. Registers [Types of Registers]
6. Cache Memory
7. Primary Memory
i) RAM
a) How data is stored in a RAM
b) DRAM and SRAM
ii) ROM
a) ROM BIOS/ Firmware
b) Types of ROM
8. Secondary Memories
i) Hard disk
a) Structure of a hard disk, how data is stored in a hard disk, concept of
tracks, sectors, clusters, cylinders
b) formatting of hard dick (low level formatting and hilevel formatting)
ii) Floopy [data storage mechanism]
iii) CD [data storage mechanism]
Software
9. System Software
a. Operating System
i. Functions of O/S
ii. Types of O/S
b. Program Language Translators
i. Assemblerii. Compiler
iii. Interpreter

c. Utility Programs
d. Communication Software
e. Performance Monitoring Software
10. Application Software
11. Software hierarchy and dependence between the different layers
12. Computer Languages
i. Machine language
ii. Assembly language
iii. High level language
Art File & Other File (NTT 204)
1. Imaginative Composition or Still Life
The paper will consist of a descriptive passage which will be open to
interpretation as
either an imaginative composition or a still-life study. The paper will be
made available
to the candidates three days before the examination so that those who
wish may collect
any necessary objects mentioned in the said passage and which would be
appropriate for the still-life groups. Alternatively, candidates who wish to
make an imaginative
composition will be given an opportunity to select a subject which appeals
to them from any part of the descriptive passage, to consider in advance
how they will treat it, and make preliminary studies and sketches No
preparatory work, however, may be taken into the examination hall.
Candidates will be allowed to use any medium which may not be
damaged in transit.
2. Design
The paper will consist of a passage of prose which may be used as the
basis for a design (on paper) for a specific craft such as fabric-printing,
calligraphy, lino-printing, embroidery, weaving pottery, modelling and
carving, and publicity design. The work may be in any suitable medium
which may not be damaged in transit.
3. Craftwork

Candidates will be required to carry out a design in the actual material for
a craft such as lino-printing, bookcrafts, hand-printed textiles,
embroidery, pottery, weaving, puppetry, calligraphy, carving, modelling,
art metalwork. All necessary materials must be provided by the school.
The examination arrangements will be similar to those for the
Intermediate Certificate Craftwork Examination.
4. Life Sketching
Candidates will be required to make two sketches of the model. The first
will be a pose of 15 minutes. The second will be a more fully worked
drawing taking approximately 30 minutes. Colour may be used.
PREPARATION OF TEACHING AIDS (NTT 205)
UNIT-I Introduction
1.1 Nature of Educational Research--Research Needs in Different Fields of
Education-Utility of Research
1.2. Aims and Purposes of Educational Research--Uses of Educational
Research
1.3. Areas of Educational Research--Problems Related to Teaching and
Learning
Process
1.4. Research Problems: Selection of Problem--Defining the Problem-Statement of the
Problem
1.5. Research Design: Meaning of Research Design--Need for Research
Design-Features
of Good Research Design
UNIT-II-Review, Sampling Techniques and Instrumentation
2.1 Objectives of Review of Related Studies--Identification of the Related
Literature-Organizing the Related Literature
2.2. Hypothesis: Types, Formulation of Hypothesis--Ways of Stating the
Hypothesis-Testing of Hypothesis

2.3. Sampling and Population: Sampling Techniques-Sampling Size-Sampling

Errors Unavoidable Errors--Constant Errors of Sampling
2.4. Scales: Nomial, Ordinal, Interavel and Ratio--Construction of Tools-Item Analysis
2.5. Establishment of Reliability: Methods of Reliability Tests-- Test-Retest,
Split Half
and parallel group-- Types and Establishment of Validity: Face,
Content, Construct,
Concurrent and FactorialM.Phil./Ph.D. Education From October 2011
batch onwards
Page 2 of 7
UNIT-III Methods of Educational Research
3.1. Types of Research in Education: Qualitative Research and
Quantitative Research
3.2. Experimental Method-Quasi Experimental Method--Factorial Design-Case Study
3.3. Survey Method--Historical Method--Action Research and Longuitinal
Research
3.4. Generic Method, Casual Comparative Method, Documentary Analysis,
Bibliographical Method, Participatory and Ethnographic Research
Methods
3.5. Tools: Observation, Interview Schedule, Checklist, Questionnaire,
Achievement
Test, Diagnostic Test and Attitude Scale
UNIT-IV Educational Statistics
4.1. Testing the Significance of Difference between two Means, Z-test,
Students t Test,
One way and Two way ANOVA & ANCOVA
4.2. Analysis of Post-hoc and Scaffe-Test
4.3. Non-parametric Tests:Chi-square Test, Wilcoxon Rank test, Mann
&Whitney U Test
4.4. Bivariate Analysis: Correlational, Biserial, Point Biserial, Tetra Choric,
Partial
Correlation, Multiple Correlation and Regression

4.5. Factor Analysis, Path Analysis & Cluster Analysis

UNIT-V Computer Application and Interdisciplinary Approach
5.1. Computer Application: Statistical Package for Social Sciences (SPSS)
5.2. Computer Data Processing: Data entry & applying statistical analysis
5.3. Computer Graphs--Preparation of Research Documents
5.4. Preparation of Research Proposal--Writing the Report of Research
Studies
5.5. Inter-Disciplinary Approach: Need of Inter-Disciplinary Approach,
Problems in
Inter-Disciplinary Approach--Process of Inter-Disciplinary Research