NCERT Textbook: Early Childhood Care and Education | Home Science for Class 12 - Humanities/Arts PDF Download

 Page 1


Unit I - Work, Livelihood and Career 99
HUMAN DEVELOPMENT AND 
FAMILY STUDIES
UNIT III
Chapters.indd   99 8/12/2022   12:16:55 PM
2024-25
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Unit I - Work, Livelihood and Career 99
HUMAN DEVELOPMENT AND 
FAMILY STUDIES
UNIT III
Chapters.indd   99 8/12/2022   12:16:55 PM
2024-25
100
Human Ecology and Family Sciences – Part 1
Introduction
In Class XI, you have read about the importance of studying development 
of a person from a young age onwards. There are many changes that 
take place in a person as he or she grows up. Students, who choose to 
specialise in Human Development and Family Studies (HDFS) study these 
changes and also learn the ways in which they can provide effective and 
meaningful services for people at different ages, with different needs and 
under different circumstances. In the forthcoming chapters, we will explore 
the different options for careers in this domain. We all know that studying 
HEFS helps us to know ourselves and the people around us better and to 
lead a more meaningful life, well integrated in our cultural tradition, with 
the knowledge of the developing world, science, technology and progress. 
The home and workplace are treated with equal respect and the personal, 
family life of any individual is given full consideration in understanding 
the person.
In accordance with the National Curriculum Framework (2005), all 
ethnic groups, languages, religions and communities are regarded as 
equal. In the forthcoming chapters, we will explore the careers that are 
available to students who wish to work in this ??eld. 
At the college level, the discipline of HDFS is referred to by different 
names in different institutions as Child Development, Human Development 
and Childhood Studies, and Human Ecology. While the core of the discipline 
remains the same, there may be slight differences in their perspectives. For 
example, when the discipline is referred to as Child Development, there 
may be a greater focus on childhood and less emphasis on the life span 
development. However, these differences are only a matter of degree and 
the substantive component of the discipline remains essentially similar. 
A career in HDFS is especially suitable for those who feel drawn towards 
understanding interpersonal relationships and ??nd it comfortable to talk 
about these issues. A fair degree of honest self-re??ection is usually a part 
and parcel of the career in HDFS – this can be exciting as you learn more 
about yourself and others around you. 
While the HDFS discipline helps you to develop the abilities to work 
with individuals and groups across the life span, from the very young to 
the old, you will ??nd that the organisations and the programmes in the ??eld 
focus on speci??c dimensions. Some may work with children in the early 
childhood years to create conditions for their all round development; some 
may be involved in providing counselling services to speci??c age groups; and 
some may strive to design interventions in the sector of education. In fact, 
further in the chapter, we have identi??ed the major areas of work within 
the domain of HDFS and presented the information accordingly as follows: 
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Page 3


Unit I - Work, Livelihood and Career 99
HUMAN DEVELOPMENT AND 
FAMILY STUDIES
UNIT III
Chapters.indd   99 8/12/2022   12:16:55 PM
2024-25
100
Human Ecology and Family Sciences – Part 1
Introduction
In Class XI, you have read about the importance of studying development 
of a person from a young age onwards. There are many changes that 
take place in a person as he or she grows up. Students, who choose to 
specialise in Human Development and Family Studies (HDFS) study these 
changes and also learn the ways in which they can provide effective and 
meaningful services for people at different ages, with different needs and 
under different circumstances. In the forthcoming chapters, we will explore 
the different options for careers in this domain. We all know that studying 
HEFS helps us to know ourselves and the people around us better and to 
lead a more meaningful life, well integrated in our cultural tradition, with 
the knowledge of the developing world, science, technology and progress. 
The home and workplace are treated with equal respect and the personal, 
family life of any individual is given full consideration in understanding 
the person.
In accordance with the National Curriculum Framework (2005), all 
ethnic groups, languages, religions and communities are regarded as 
equal. In the forthcoming chapters, we will explore the careers that are 
available to students who wish to work in this ??eld. 
At the college level, the discipline of HDFS is referred to by different 
names in different institutions as Child Development, Human Development 
and Childhood Studies, and Human Ecology. While the core of the discipline 
remains the same, there may be slight differences in their perspectives. For 
example, when the discipline is referred to as Child Development, there 
may be a greater focus on childhood and less emphasis on the life span 
development. However, these differences are only a matter of degree and 
the substantive component of the discipline remains essentially similar. 
A career in HDFS is especially suitable for those who feel drawn towards 
understanding interpersonal relationships and ??nd it comfortable to talk 
about these issues. A fair degree of honest self-re??ection is usually a part 
and parcel of the career in HDFS – this can be exciting as you learn more 
about yourself and others around you. 
While the HDFS discipline helps you to develop the abilities to work 
with individuals and groups across the life span, from the very young to 
the old, you will ??nd that the organisations and the programmes in the ??eld 
focus on speci??c dimensions. Some may work with children in the early 
childhood years to create conditions for their all round development; some 
may be involved in providing counselling services to speci??c age groups; and 
some may strive to design interventions in the sector of education. In fact, 
further in the chapter, we have identi??ed the major areas of work within 
the domain of HDFS and presented the information accordingly as follows: 
Chapters.indd   100 8/12/2022   12:16:55 PM
2024-25
Unit III - Human Development And 
Family Studies
101
(i) Early Childhood Care and Education, (ii) Guidance and Counselling, (iii) 
Special Education and Support Services, and (iv) Management of Support 
Services, Institutions and Programmes for Children, Youth and Elderly.
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Page 4


Unit I - Work, Livelihood and Career 99
HUMAN DEVELOPMENT AND 
FAMILY STUDIES
UNIT III
Chapters.indd   99 8/12/2022   12:16:55 PM
2024-25
100
Human Ecology and Family Sciences – Part 1
Introduction
In Class XI, you have read about the importance of studying development 
of a person from a young age onwards. There are many changes that 
take place in a person as he or she grows up. Students, who choose to 
specialise in Human Development and Family Studies (HDFS) study these 
changes and also learn the ways in which they can provide effective and 
meaningful services for people at different ages, with different needs and 
under different circumstances. In the forthcoming chapters, we will explore 
the different options for careers in this domain. We all know that studying 
HEFS helps us to know ourselves and the people around us better and to 
lead a more meaningful life, well integrated in our cultural tradition, with 
the knowledge of the developing world, science, technology and progress. 
The home and workplace are treated with equal respect and the personal, 
family life of any individual is given full consideration in understanding 
the person.
In accordance with the National Curriculum Framework (2005), all 
ethnic groups, languages, religions and communities are regarded as 
equal. In the forthcoming chapters, we will explore the careers that are 
available to students who wish to work in this ??eld. 
At the college level, the discipline of HDFS is referred to by different 
names in different institutions as Child Development, Human Development 
and Childhood Studies, and Human Ecology. While the core of the discipline 
remains the same, there may be slight differences in their perspectives. For 
example, when the discipline is referred to as Child Development, there 
may be a greater focus on childhood and less emphasis on the life span 
development. However, these differences are only a matter of degree and 
the substantive component of the discipline remains essentially similar. 
A career in HDFS is especially suitable for those who feel drawn towards 
understanding interpersonal relationships and ??nd it comfortable to talk 
about these issues. A fair degree of honest self-re??ection is usually a part 
and parcel of the career in HDFS – this can be exciting as you learn more 
about yourself and others around you. 
While the HDFS discipline helps you to develop the abilities to work 
with individuals and groups across the life span, from the very young to 
the old, you will ??nd that the organisations and the programmes in the ??eld 
focus on speci??c dimensions. Some may work with children in the early 
childhood years to create conditions for their all round development; some 
may be involved in providing counselling services to speci??c age groups; and 
some may strive to design interventions in the sector of education. In fact, 
further in the chapter, we have identi??ed the major areas of work within 
the domain of HDFS and presented the information accordingly as follows: 
Chapters.indd   100 8/12/2022   12:16:55 PM
2024-25
Unit III - Human Development And 
Family Studies
101
(i) Early Childhood Care and Education, (ii) Guidance and Counselling, (iii) 
Special Education and Support Services, and (iv) Management of Support 
Services, Institutions and Programmes for Children, Youth and Elderly.
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2024-25
Learning Objectives
After completing this section the learner will be able to:
z z understand the basic principles of Early Childhood Care and Education 
(ECCE) as they apply to Indian society
z z understand the importance of early care and learning experiences for 
children
z z understand how children play and learn
z z explain the knowledge and skills required for a career in ECCE
Significance
Early childhood care and education is a very important area of study in 
Human Development. We have learnt in Class XI, how the infant begins 
to learn from a very early age. In addition to learning new things about 
the world around him or her, the infant is developing an attachment with 
family members, particularly with the mother and father, as well as with 
siblings, and grandparents. The young child also begins to recognise 
other family members and people whom he or she meets regularly. This 
way, the child will also be able to distinguish between people who he/she 
recognises and those who look unfamiliar. This recognition is manifested 
in the behaviour where a young baby of around 8–12 months can show  
Early Childhood Care 
and Education
Chapter
6
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2024-25
Page 5


Unit I - Work, Livelihood and Career 99
HUMAN DEVELOPMENT AND 
FAMILY STUDIES
UNIT III
Chapters.indd   99 8/12/2022   12:16:55 PM
2024-25
100
Human Ecology and Family Sciences – Part 1
Introduction
In Class XI, you have read about the importance of studying development 
of a person from a young age onwards. There are many changes that 
take place in a person as he or she grows up. Students, who choose to 
specialise in Human Development and Family Studies (HDFS) study these 
changes and also learn the ways in which they can provide effective and 
meaningful services for people at different ages, with different needs and 
under different circumstances. In the forthcoming chapters, we will explore 
the different options for careers in this domain. We all know that studying 
HEFS helps us to know ourselves and the people around us better and to 
lead a more meaningful life, well integrated in our cultural tradition, with 
the knowledge of the developing world, science, technology and progress. 
The home and workplace are treated with equal respect and the personal, 
family life of any individual is given full consideration in understanding 
the person.
In accordance with the National Curriculum Framework (2005), all 
ethnic groups, languages, religions and communities are regarded as 
equal. In the forthcoming chapters, we will explore the careers that are 
available to students who wish to work in this ??eld. 
At the college level, the discipline of HDFS is referred to by different 
names in different institutions as Child Development, Human Development 
and Childhood Studies, and Human Ecology. While the core of the discipline 
remains the same, there may be slight differences in their perspectives. For 
example, when the discipline is referred to as Child Development, there 
may be a greater focus on childhood and less emphasis on the life span 
development. However, these differences are only a matter of degree and 
the substantive component of the discipline remains essentially similar. 
A career in HDFS is especially suitable for those who feel drawn towards 
understanding interpersonal relationships and ??nd it comfortable to talk 
about these issues. A fair degree of honest self-re??ection is usually a part 
and parcel of the career in HDFS – this can be exciting as you learn more 
about yourself and others around you. 
While the HDFS discipline helps you to develop the abilities to work 
with individuals and groups across the life span, from the very young to 
the old, you will ??nd that the organisations and the programmes in the ??eld 
focus on speci??c dimensions. Some may work with children in the early 
childhood years to create conditions for their all round development; some 
may be involved in providing counselling services to speci??c age groups; and 
some may strive to design interventions in the sector of education. In fact, 
further in the chapter, we have identi??ed the major areas of work within 
the domain of HDFS and presented the information accordingly as follows: 
Chapters.indd   100 8/12/2022   12:16:55 PM
2024-25
Unit III - Human Development And 
Family Studies
101
(i) Early Childhood Care and Education, (ii) Guidance and Counselling, (iii) 
Special Education and Support Services, and (iv) Management of Support 
Services, Institutions and Programmes for Children, Youth and Elderly.
Chapters.indd   101 8/12/2022   12:16:55 PM
2024-25
Learning Objectives
After completing this section the learner will be able to:
z z understand the basic principles of Early Childhood Care and Education 
(ECCE) as they apply to Indian society
z z understand the importance of early care and learning experiences for 
children
z z understand how children play and learn
z z explain the knowledge and skills required for a career in ECCE
Significance
Early childhood care and education is a very important area of study in 
Human Development. We have learnt in Class XI, how the infant begins 
to learn from a very early age. In addition to learning new things about 
the world around him or her, the infant is developing an attachment with 
family members, particularly with the mother and father, as well as with 
siblings, and grandparents. The young child also begins to recognise 
other family members and people whom he or she meets regularly. This 
way, the child will also be able to distinguish between people who he/she 
recognises and those who look unfamiliar. This recognition is manifested 
in the behaviour where a young baby of around 8–12 months can show  
Early Childhood Care 
and Education
Chapter
6
Chapters.indd   102 8/12/2022   12:16:56 PM
2024-25
Unit III - Human Development And 
Family Studies
103
fear of unknown people. This fear is not simply an emotional display, it 
shows a capacity to recognise familiar faces and thereby indicates a fear 
of unfamiliar people. Further, the child is deeply attached to the mother 
who is generally, but not always, the primary caregiver and can also start 
to cry when she leaves the room. The young child of around one year will 
try to cling to the mother or other caregiver and follow her everywhere. In 
most cases, this behaviour is soon discarded because the child develops 
the ability to know that the mother does not ‘vanish’ when she goes into 
another room. The child develops a sense of security even about the 
primary caregiver’s absence. Further, the child is growing very rapidly, 
learning to walk, pick up things with precision, and manage his or her 
body in many ways. The child is also developing control over bladder and 
bowel movements. 
In most cases, children are brought up exclusively within a family for 
the ??rst few years. In some instances, where the mother is working outside 
the home, there may be a need for substitute provisions for the care of the 
child. Traditionally, the care of the child was usually the responsibility of 
another female of the household who lived with the family permanently 
(as in joint families) or temporarily resided with the family for support in 
child care. In recent times, however, there has been an increasing need 
for the provision of institutional child care. This can take the form of 
informal family care settings, where a woman in a neighbourhood sets up 
a ‘crèche’ in her home for business purposes or an institutionalised centre 
where children are cared for. The crèche or family care is primarily seen 
as substitute for the mother/primary caregiver. However, these may not 
be seen as an essential experience for the enrichment of a child’s learning 
and development. 
Activity 1
From your memory of last year’s course, list some of the things that 
you think a child should know how to do or be capable of performing 
before entering Class1. For example, can a child walk, talk, read full 
sentences? 
(Teacher should discuss these and then add/delete from to the list.) 
Ideally, once the child is around three years of age, the activities and 
experiences begin to expand. However, experts differ on the exact age 
until which a child should be kept at home, before entry to formal school. 
Although the child is still capable of enjoying only informal and small 
group activities, there is an increasing value for opportunities to engage  
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