I~I Indira Gandhi National Open University

~ School of Continuing Education

DECE-l
ORGANIZING CHILD
. SERVICES
CARE

Practical Manual·

/
 ((~cognizing tlie holistic nature
of chi{d deoelopment, oiz., nutri-
tion, liea{tfi a nd social, mental,
phusical, moral and emotional de-
oeiopment, wrfg Childhood Care
and Education (T,CCT,) wi{{ re-
ceive fiigfi priority ant! .
[pJrogrammes of ~CCf£ uiii! be
child-oriented, [ocussed around
pray and the individuafity of
tfie child. Formal methods and
introduction of tlie 3 1(s [~ad-
ing, Writing, 5lritfimetic] wi{{ be
discouraged at this stage.)J

National Policy On Educatlon-1986,

Government of India

I
l -- --- -----. -- ---- ------------

-+
I

/
 Indira Gandhi
National Open University
DECE-l
School of Continuing Education Organizing Child
Care Services
I

PRACTICAL MANUAL
Introducing the Practical Manual 3
Methods of Studying Children 5
Exercise 1 21
Exercise 2 37
Exercise 3 41
Exercise 4 51
Exercise 5 59
Exercise 6 67
Exercise 7 75
Exercise 8 87
Exercise 9 95
Exercise 10 103
COURSE DESIGN

Prof. Prabha Chawla Or. S. Anandalakshmy Prof. R. Muralidharan

(Convenor) Director Head Dept. of Psychology
School of Continuing Lady Irwin College NCERT, New Delhi
Education New Delhi
Dr. G. Kapadia
IGNOU
Director
Ms. Rekha S. Sen Dr. F.Z. Tarapore Princess Esin Women's
School of Continuing Principal Educational Centre
Education College of Home Science .Hyderabad
IGNOU SNDT University, Pune
Ms. Suman Verma
Ms. Mecnakshi Kashyap Dr. Ravikala Kamath Dept.of Child Development
School of Continuing Dept. of Human Development Home Science College
Education SNDT University Chandigarh
IGNOU Bombay
Ms. Asha Singh
• Dept. of Child Development
Lady Irwin College
New Delhi

MANUAL PREPARArION
Ms. Rekha S. Sen Dr. Neerja Sharma
School of Continuing Education (Exercises 4 & 5)
IGNOU Lady Irwin College
New Delhi

Ms. Meenakshi Kashyap Ms. Nandita Chaudhary

School of Continuing Education (Exercises 4 & 5)
IGNOU Lady Irwin College
New Delhi
Ms. Neerja Chadha
School of Continuing Education
IGNOU
Course Editor
Dr. S. Anandalakshmy
Senior Fellow
Murugappa Chettiar
Research Centre
Taramani, Madras
PROGRAMME COORDINATORS
Ms. Rekha S. Sen Ms. Neerja Chadha
School of Continuing Education & School of Continuing Education
IGNOU !GNOU
•
PRODUCTION
Prof. M. Aslam . Assistant of Production
Director SOCE Rajiv Girdhar
IGNOU Section Officer (Publication)

July. 2000 (Reprint)

© Indira Gandhi National Open University, /994
ISBN -81- .
All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any
other means, without permission in writing from the Indira Gandhi National Open University.
Further information about the Indira Gandhi National Open University Courses may be
obtained from the University's office at Maidan Garhi, New De/hi - 110 068. .
Printed and published on behalf of the Indira Gandhi National Open University, New Delhi,
by Prof. M. Aslam, Director, SOCE
Young Printing press, 2626, Gali No. 7, Bihary Colony, Shahdara, Delhi 110032

I
 INTRODUCING THE PRACTICAL
MANUAL
This Manual introduces you to the practical exercises that you are expected to carry but
towards the Successful completion of the Course. We trust that you will find this
experience interesting as well as informative. Indeed, you are likely to have some
memorable moments as you interact with children!

Objective of the Manual

The objective of the practical exercises described in the Manual is to help make the
picture of the child real. To work in a creche or a preschool centre, or to rear infants as
parents, you must have an understanding about children and know how they think and
what they do. We have explained these concepts in the seven Blocks of this Course.
However. when one is planning to work with children in a creche or a.preschool, it is
not enough to have only a theoretical understanding of their development. To have a
more cornplers understanding about them. it is intportant to interact with chilr:iren and to
observe them. The practical activities described in this Manual will give you such
opportunities. They will help you to verify for yourself what you have been studying in
the Blocks and will help you to understand more clearly the concepts discussed therein.
As you do the practical activities, you may also gain some new insights about children.
In short. the Manual aims to do just what its name suggests-give you the practical
experience of working with children

Doing the exercises will help develop in you

the skills of interacting with children

the sensitivity that children's behaviour and actions reflect some aspects of their
personality, and in this way, enable you to make more meaning of your everyday
observations of children

the techniques of observing and interviewing children

the ability to plan interesting and age appropriate play .activities and materials for
children as a result of your deeper understanding about them
- the realization that each child is an individual in her own right
- the capability to involve a group of children in creative play activities
the skill of relating to other adults involved in care giving
an awareness about those aspects that lend 'to good functioning and management of
" creche/preschool centre

Organization of the Manual

The Manual begins with a description of the methods of Observation and Interview
which you will need to use for doing the exercises. Then follow the exercises which
have been arranged Block-wise. The Unit to which each exercise is related has been
specified.

Instructions for Doing the Exercises

Read the section on 'Methods of Studying Children' carefully before you go on to

the exercises which follow. This section describes the methods of observation and
interview. You will be able to do the exercises well only after' you understand the
concepts discussed in this section. Of the ten exercises described in this Manual, two
exercises require you to interview people (Exercises number 1 and 3), two involve
observations of children (Exercises number 4 and 6), one exercise (Exercise number 2)
requires you to collect information about toys in your region, three exercises involve
planning and/or carrying out a play activity with infants and preschoolers (Exercises 5, 8
and 9), one exercise requires you to carry out Some tasks with preschoolers, so as to
know about their abilities (Exercise 7) and one involves planning a week's schedule of
activities for a centre for toddlers (Exercise 10).

,
 Of these ten exercises, you have to do three exercises as part of the assignments -ior
DEeE·I. The details about which exercises are these, the marking instructions for
these exercises and the procedure regarding their submission are explained along
with each assignment in the assignment booklet. These practical exercises are an
integral part of the assignments, The assignment will not be considered complete unless
the relevant practical exercise has been sent along with, In such a case you may not be
awarded the credits for the Course.

The other seven exercises, which you are not expected to submit to the counsellor, are
designed as preparatory exercises for you. It is your choice whether you do these
exercises or not. However, we strongly recommend that you do these exercises
before you do the ones which have to be sent for assessment. This will give you
practice in working with children, and thus help you to do better in the exercises that
are part of the assignments. This will also stand you in good stead during the Project
Work. You will be able to improve your technique of asking questions, noting the
answers and interpreting the information. If you wish, you may consult the counsellor
before- you begin the practical exercises.

With each practical exercise, step-by-step instructions have been given for carrying out
the exercise. The approximate time you are expected to take to complete each exercise
has also been specified. Space has been provided along with each exercise for you to
record your information and observations and write the conclusions. These pages on
'which you have to record the observations/information and write the conclusions are
called response sheets. After you complete each exercise, detach the response sheets
along the dotted line and send them to the counsellor. The counsellor will return these
sheets to you with remarks. These remarks will help you to know whether or not you
are proceeding in the right manner with the practical exercises.

Feedback On Practical Exercises

Along with each practical exercise we have asked you some questions regarding your
feelings and views/about the exercise itself. These questions are the Feedback Questions
and have been printed in a different colour ink. The Feedback Questions will help us to
know. what you thought of the practical exercises and how, in your view, they can be
improved. Do answer the questions related to each exercise. Your answers will help us
to modify the exercises for the next session. As you complete each exercise, answer the
Feedback Questions related to it while your views are fresh in your mind. Do not wait
to complete all the practical exercises before answering the Feedback Questions. When
you have answered all the Feedback Questions, tear off the feedback sheets and mail
them to the University at the following address:

Dr. Prabha Chawla

School of Continuing Education
IGNOU
Maidan Garhi
New Delhi-l 10 068

4
 -
METIIODS OF Sl'UDYl. G CHILDRE T

As has been stated earlier, to do the exercises you will need to make observations of children
and adults or interview them. Observation and Interview are two systematic methods of
collectiug information about people. The method of observation involves seeing a person's
behaviour. recording ones observations and then analysing them to reach some conclusions.
The method of interview requires one to talk to a person, ask questions and record her
responses and then interpret them.

The methods of observation and interview are not very different from what we do most of
the time. In our daily lives we leant about people by watching them in day-to-day situations
and by talking to them. Looking at and talking to people are the principle means by which
we gather information about them. For example, you may form the op inion that your sister
gets along with people fairly easily and makes frre,nds quite spontaneously, while your
brother is shy with people and opens up with only one or two of them. These opinions
about their personality characteristics are gradually developed through observations
made indifferent situations. Similarly, you must have watched and talked to children in your
family or neighbourhood, in the bus, walking on the road or in other situations. From this
you would have formed an idea about what children can do, how they think and behave.
Thus in the pra ctica Iexercises when you are asked to observe or interview chlldren, you are
not being asked to do somethillg very different from what you are doing a 11the time.
Basically, observation and interview involve watching people ana talking to them in a
systematic way, so that the information one gathers can be analysed to arrive at certain
reliable conclusions.

Thus, to complete most exercises you will have to go through three steps:
a) observe or interview
b) record the information and
c) interpret the information to write conclusions

Let us now read a bout the details of the techniques of observation and interview. With each
of these techniques we have discussed how to record and interpret the infonnation.

OBSERVATION
Observation eau be described as a method of l'ecol'ding iufoTlnatiou systematically
by writing down what one sees. In this technique tme records/notes events as they OCCur
naturally. For example, if you have t~ observe a child at play, you go within seeing and
hearing distance of the child and note down in your diary exactly what the child does, what
she says and whom she plays with. Then you analyse and interpret this information to
explain the aspects of the child's behaviour that you are studying. The two key aspects
to remember are that you are to record the information systematically and note down
the events as they occur naturally. Before we proceed further, let us acquaint ourselves
with some terms that we shall be using often in this Manual.

Observer: The person who observes. (In these exercises you will be the observer.)

Period of Observation: The duration of the time for which observation is carried out. This
time period may extend from some minutes to Some hours and must be noted. (In this
course, each practical activity requires you to make an observation of about 10 to 15
minutes.) /

Subject: The person whom you are Observing. (You will have to identify this person
according to what is specified in the exercises.)

You must keep the fOllowing aspects, with regard to the method of observation, in mind.

• The observations must be done objectively. You must not let your feelings and •
emotions, expectations and desires distort your recordings. If these interfere with the
 events, your observation may become biased and you will not be able to record the even-a
correctly. To give you an example, suppose ~hile observing a mother and her five year old
child, you find that the mother is short-tempered with the child and handles her roughly.
While you do not approve of such behaviour, this must not influence your recording of the
events. 'The mother's behaviour, for example, should not lead you to intervene and begin
counselling her. If you do so, you will not be able to record the events as they occur and the
very purpose of the observation will be missed. Neither must you sum up thatparticular event
into one line and say, "The. mother hit the child", nor evaluate the mother's behaviour
during your recording and simply conclude,' 'This is wrong and must not be done." Rather,
you must write down exactly what happened - what the child was doing, what the mother
spoke and what was the child's reaction. In other words, you have to record the event and not
your interpretation of it. That will be done later. If you start interpreting the event at the time
of observing it, the observations that follow are likely to be biased and incomplete. And if
you have not written the event in detail, then later on, when you need it, you will not have
a description of the event .

• While-observing do not get side-tracked by other 'interesting' things that are happen-
ing. For example, while observing children at play in a park, your attention must not get
diverted to another group of children or to some other happening around you. Similarly, if
you are observing a child in her house and the people in the family begin a conversation, do
'not become involved in it. While observing, your entire attention must be on the subject or
you are likely to miss out some event which could have important implications .

• Before you begin the observation, be clear as to what you have to observe. For example,
if you are observing aggressive behaviour of the child, you must note the number of times
the child behaved aggressively, whether someone provoked her or whether the aggression
was spontaneous. If you make such categories beforehand, it will help you to focus your
attention during the observation. To take another example, if you are observing whether the
behaviour of the mother fosters language development in the child, some of the things you
must observe are-whether the mother responds to the child's questions and requests and
whether she initiates conversation with the child.

There are many methods of carrying out an observation. However, in this course we will
be using only one method-the non-participant observation. Let us now read about this
method.
1
The Non - Participant Observation

In non-participant observation, the observer does not interfere with the subject"
subjects during the observation period. The observer records the events as they occur
naturally. She does not take an active part in the events during the observation period but
remains in the background. For example, while observing the play behaviour of a child, she
does not give directions to the child, interrupt her play or interfere in any other way. Rather,
she' records the pIa y of the child as it progresses spontaneously.

I The non-participant method of observation has a major drawback. Can you think what
it may be? Note down your points and check with the text that follows.
I
I ~ I

I .

........................................................................................................................................
, '

, In the non-participant method, the observer is an onlooker who is recording exactly what
is happening, without taking any part in what is going on. In such a situation, the person
I being observed may become uncomfortable. Being conscious of the observer she may
not behave naturally. This is particularly the case when you are observing adults. Children
are notso self-conscious in the presence of others and the younger the child, the more natural

6
 her behaviour will be in your presence. However, this drawback can be overcome if you
become familiar with the ubjccl. When you have to observe a child, first spend some time
becoming friends with her. When she i no longer inhibited in your presence, you can begin
'the observation. In other words, 'you have to form a rapport with the child/person before you
begin the observation. Most of the practical exercises in 'the Manual require you to observe I

children in your Own family or those in the neighbourhood. You are probably already
familiar with them and they will not find you a stranger. It would be easier if you are able
to contact and observe people already known to you. If a particular family has children of
' different ages you could observe them for the activities related to different Blocks.

When you observe a child or an adult, do not immediately start taking notes on paper.
Play with the child and talk to the adult for five to ten minutes so that they feel comfortable
in your presence and then quietly begin your observation. If the child asks you what you
are writing, you can say that you are doing some work, without telling her that you are
observing her. The child will be inquisitive for a while but she will go back to whatever she
was doing. If the child moves from one place to another, you will have to follow her in order
to make your observations. As you move along and take down notes, be discreet so as not
to disturb her activity. •

With adults, the situation becomes a little different. You may have to tell them the reason
for your observa tion-that it is a part of your course work. However, your explana tion should
not make the adults feel that you are assessingthemin some way. Answer any questions they
ask as honestly as you can, without making them feel nelVOUS.However, you need not tell
the parents the exact topic of your observation. If you tell them, for example, that you are
observing how they converse with the child, the parents may modify their language and you
will not get a true picture of how they actually speak with the child.

Though we have been saying that while using the method of non-participant observation
you must remain in the background as much as possible, this does 1I0t mean that you
become totally unresponsive to the subject. If the subject asks you any question during
the period of observation, answer it naturally or else you will become the object of her
attention. But be careful not to make this conversation lengthy. In summary, you have
to strike a balance between IIOt interfering so that the behaviour of the- subject is
natural and yet being responsjve to any queI"ies or comments the subject may direct
towards you.

Once the period of observation is over, do not get up and move awayablUptly. This will
appeinpeculiar. You can stop noting down, but wait tiJI that particular interaction/dialogue
between the mother and the child (or any other people you are observing) is over. Then,
at an appropriate time, you can take leave.

Recnrding the Observations

• The events must
.
be recorded systematically.
,
You must record what is expected of you
in each exercise. In some exercises you will be asked to record in detail everything the
child was doing in a short time period. In others, you will be asked to record only
specific kinds of behaviour. For exa mple, if you are observing whether or not the child
displays helpful behaviour, you do not have to keep an exact account of her language.

• You lllllstrecord your observations on the spot. Do not leave things to memory, in the
hope that you will recaIJ and write the events later. You lllay feel that a particular
comment or an Occurrence is so striking that you will be able (0 recall it later and so you
do not record it at tha t time. But later your memory of the event may become hazy and
you will not be able to record it as it actually occurred.

• It is possible that as you are recording your observations, events happen in quick
succession and you are not able to record each eventin detail. In such a case, the bestthing
to do is to take short notes of the events as they OCCUI'and fill in the details later on.
Forexample, as you are ob ervingthe language of a toddler, you mustcertainly record
the child's statements as Soon as she speaks because this is the main focus of your
observation. Along with this you have to also record the context of the child's speech, i.e.
the situation in which the child said the statement. However, you may not have the time+-

'.
7
 to record the context in detail right then. At that time make a small note of it. After
your period of observation is complete, add the details immediately while they are still
fresh in your mind. Do not delay it.
Analysis of the Observation

The analysis of the obse.-vation has to be done according to the objectives of the
practical exercise. With each practical exercise we have stated guidelines along which you
have to analyse your data. If you read these points before you nake the observations, it will
help you to focus your attention on the particular events you are expected to record.

To clarify your understanding of how to observe and analyse the information, a sample
of an observation made by a student has been givcn below.

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13
 You would have noticed that the analysis of a particular event has been written alongside it.
This is the format you' should follow while writing your observation. The conclusion i~
based on the analysis and is written in the end. The conclusion reflects the student's
interpretation of the child's behaviour. You will notice the use of the words "seems to be"
in the analysis and conclusion. There is a reason-for it, You are observing the child for a short
duration of time and you cannot draw any final conclusions. After observing the child for
a short duration one can at best say that the child "seems to be ", "there is a likelihood
of ", "maybe ", "perhaps ". Ouecannot make judgements like "she is ",
"It is clear that :.".
INTERVIEW
Sometimes the method of observation does not provide answers to all the questions. For
example, if you want to find out what the people feel about the political situation in the
country, you may notbe able to do so by merely observing them. You will have to talk to them
about it. It is also physically impossible for us to observe everything about a person. For
example, while you can find out about the relationship between the parents and the child
by observing their interaction, it is possible that during the period of observation the
parents and. the child do not display a11aspects of interaction. To know them fully you will
need to stay in the house for some days, perhaps months. Thus in some cases, observation
takes a long time. In many instances you may not have been present to observe the event
when it occurred. In all these cases you will need to ask people questions about the issue
you are studying. In other words, you will need to interview people. Interview is a method
through which one collects information about a particular person/event by question-
ing the person/persons and recording and interpreting the answers.

Let us become familiar with some terms that we will use in this Manual.

Interview schedule-the list of questions that are to be asked during the interview.

Interviewer-the person who asks the questions. (In these exercises you will be the
interviewer. )

Intel-viewee/Respondent-- the person to whom the questions are addressed.

As in the case of observation, this technique is not something very different from what we do
in our da y-to-day lives. All of us have had people askingus questions regarding our views on
some issue or the other, and we have questioned other people as well. So all of us have been
interviewers and respondents. The only difference is that while these every day discussions
are informal, the interview is formal and systematic.

Planning for the Interview

When you plan to interview a person, you can prepare a detailed list of the questions you will
need to ask, beforehand. Alternatively, you can think of a general plan for the interview,
without actually specifying the exact questions, and be guided by the responses to carry on
the interview. In this case you are formulating the actual questions on the spot. In both the
cases you have to ensure that the questions you plan get you the desired information, that
they are understood by the interviewee and that they do not reflect your own biases. A lot
of planning is required to formulate the interview schedule. Let us know the points one must
keep in mind while formulating it.

Formulating the Schedule

• The words used in the questions should be simple so that the respondent can
, understand the question.

• Your questions should, be so formulated that they awaken an interest in the topic of
discussion and should motivate the respondent to want to reply to them.

• The questions in the beginning should generally be neutral and simple instead of being
specific and requiring the person to give an opinion. The purpose of the first three or
four questions is to make the person feel comfortable. A sensitive question in the
beginning may ma ke the person feel appr< 'iensive. Consequently, you will not have a

14
 Successful interview. For example, while interviewing the mother about
supplementary feeding for the infant, it would not be wise to begin the interview by
asking her what she gives the child to eat. This is a sensitive question and, if asked in
the beginning, may offend the mother. You should instead start with questions such
as, "How old is your child?"; "At what age are children given supplementary food.in
your family?" These question~ will get the mother to talk about general things and
make her comfortable.

• The important questions should be placed in the middle of the interview schedule
because towards the end the interviewee may be tired and may not answer the questions
fully. In the above example, it is important to know what the mother gives the child as
supplementary food, so ask this question towards the middle.

• Questions that may emba rrass the interviewee should be avoided. If it is necessary
to ask these questions, the respondent should be given the choice of answering or not
answering the question and explaining her answer.

• Questions. related to a particular aspect of the topic should be asked in sequence. For
example, if you are questioning the parents about the child's physical development and
about her health eare and nutrition, you should ask all the questions related to the child's
acquisition of physical abilities together and then move on to another area, such as
immunization. There should be a smooth progression from one topic to another.

• The duration of the interview is also important. In no case should an interview go on

for more than half an hour because a long interview is likely to tire the respondent. If
you feel that by the end of half an hour all your points have not been covered, it is better
to schedule a second meeting.

• The presence of every question in the schedule should be justified. You should be
able to explain why <t particular question has been included, what kind of response is
expected and how it will help youleamabout the issue under study. If you think of the
rationale of each question beforehand, you will avoid incorporating unnecessary
questions in the schedule.

While these points for formulating a schedule have been stated here, you will not be asked
to formulate an interview schedule tocomplete the exercises given in the Manual. 'Along
with the practical exercises that require you to interview someone, we have provided the
interview schedule. The points discussed above will help you to understand the schedules we
have formulated. .

Conducting the Interview: Asking the Questions

Once the schedule is ready, the interview can be conducted. Before you do so, it is important
to form rapport with the respondent. You have read in the earlierseciion on observation about
forming rapport. The same principles apply here as well. Conducting the interview well
is most important. You must keep in mind the following aspects as you conduct an
. interview.

• The interview is primarily a social interaction. Before you go 011 to the interview, you
must make the person feel relaxed. One way to do this is to talk to the person briefly
about some" topic of her interest. This will make the interviewee feel comfortable and set
the pace for the interview. Though you should be friendly with the person, there are risks
in becomilig too friendly as well. If you do, a certain bias may enter your questions. It
is also possible that you will hesitate to ask certain sensitive and direct questions.
Therefore, a friendly distance should genera lIy be maintained between the interviewer
and the interviewee. In other words, a professional attitude towards the interview is the
best.

• It will be helpful if you tell the per-soil about the topic of tile interview. This will help
her to organize her thoughts. If the interviewee asks you the purpose of the interview,
explain it to her. Reassure her that the information is not going to be used in any way that
would harm her.

• The style of talking to the subject should, as far as possible, be conversational.

You should not sound as if you are attempting to educate her or are passing a jUdgement

15
 on her. Asuperior ora condescending manner will offend most people. If the respondent
says something you do not agree with, this need not be conveyed to her.

III While interviewing you should be alert to the facial expressions, gestures and
posture of the respondent. These non-verbal cues can give you a lot of information
besides what you get from the person's responses. From these you will be able to make
out whether or not the person is feeling comfortable in the situation, whether she
wants to answer a particular question or not or whether she feels embarrassed. Once you
become aware of what the person is thinking and feeling, you can take the necessary
steps. Perhaps you might want to rephrase the question or give her some reassurance. If
the respondent does not want to answer a particular question, you can re-word it and ask
it later at some point.
• You must also be aware of your own conduct and mannerisms during the interview
because the interviewee is judging. your motives and thoughts. She will be influenced
by your attitude. If, for example, you convey an interest in the feelings and ideas that she
is revealing, she will want to tell you more about them. If you appear uninterested or
imperso)}al and if you seem to be ridiculing her, you will not be able to get much
information from her.
• We have said that you must ask the qllestions in a particular sequence. This rule must
be followed but you can be flexible- To take an example, it is possible that you had
thought of talking about a certain topic a little later during the interview, but during the
actual interview that topic comes up first. At such times you should be flexible. In the
same way, if the actual interview raises some relevant issues, which you had not thought
of earlier, you should ask questions on these issues also. To summarize, while you must
have the specific questions written down before you interview the respondent, you
should also have a flexible approach so that you can modify your questions, add new ones
or omit some, depending upon: the situation. .

• If some of the answers are not clear to you and you want a clarification, you must do
so before the tuterview is over. In the same way, if the subject does not follow your
question you must reword it, clarify and explain it to her. As you are interviewing,
keep in mind the time factor. Do not take too long on some questions, leaving no time for
others.
• Read the interview schedule thoroughly before you interview. You must be familiar
with the questions or else you will fumble during the interview which will make the
interviewee lose interest in it.
• The end of the tnterview is as important as any other stage. When you finish asking
the questions, the subject should be thanked for her co-operation and the interview
should be closed on a pleasant note.

Recording the Responses

While interviewing you have to also record the answers of the interviewee. Butwhenshould
you do this? Should yOlI record each answer as the subject is speaking or should you wait
till the interview is over and record the responses from memory? If you write as the subject
is spea king, it will interfere with and break the tempo of the interview. If you wait till the
end, you may forget some of them. Then what should be done?

The best way out is to note down the keywords or phrases while the person is speaking so
that you do not forget the responses. After the interview is over, you should immediately put
down the responses in detail. Do not wait to make detailed notes till the next day as you may
not remember the details then.
1
Analysing the Responses )
The analysis of the responses will he guided by the major objectives of the interview.
The analysis of the interview should tell you aboutthe level ofinfonnation of the interviewee
and her attitudes and opinjons. Forexample, if you are interviewing a person about the kind
. of play material for children, some of the things you have to assess are: her attitude towards

1
16

,
I
 The a nalysis of the interview should tell you about the level of infonnation of the interviewee
Cl J herattitudcsa)ld opinions. For example, if you are interviewing a person about the kind
of play material for children, some of the things you have to assess are: her attitude towards
..play materia I for children, her opinion about the importance of providing play material, the
kind of toys she feels should be provided, her information about the toys available in the
region, a nd criteria for selecting toys.

The subject's responses to the questions will form the content of the analysis. The analysis
shouldbe written in a briefform at the end of the interview. As stated earlier it-should reflect
the attitudes, beliefs.anz] opinions, explanations and level of information of the respondent.
In each practical exercise w~ have stated the guidelines along which you can analy.se the
subject's responses.

INTERVIEWING CHILDREN

Research studies have shown that the interview method is not very successful with young
children. Young children find it difficult to sit and answer questions. They have a short
attention spa n. Their language is still developing and they may not understand all questions
or be able to express themselves well. They do not gave the cognitive abilityto think about
their feelings or talk about them. They cannot visua lize an abstract situation and will not be
able to answer questions related to them. But despite these constraints, there may be no
choice but to interview them. One of the areas, for example, on which you lllay need
to interview children is when you want to find out whether they like going to a preschool
centre and why. Of course, you can and should observe them in the preschool setting.
But this observation will not tell Y011 aboutthe child's thoughts and feelings, about which
you can find out through an interview.

I
While using this method with children, their language, social and cognitive abilities must 1
be kept in mind. If you keep certain aspects in mind, the interview will be more fruitful. .,:1
"
Special attention must be given to forming rapport, formulating questions and conducting
the interview. Let us look at all these aspects one by one. I

Needless to say, you must be friendly with children. Before conducting the interview you ea n
play a game with them, show them some pictures or give them Some toys to play with. This
will help them to relax.
.'J

Special care must be taken to see tbat the questions are clear and precise. To help them
understand your question you can give examples such as, "Some children like to p1ay with
dolls, others like blocks. What do you like to play with?" Another way to help children
answer is to provide them a set of pictures and ask them to pick out the one that depicts their
answer. In the above question, for example, you could have drawn the various toys on
sepa rate ea rds it nd asked the child to pick up the cards depicting the toys she likes to play
with. You can also narrate a story about the topic on which you want children's reactions
and then ask questions about the story. In this manner you will indirectly get to know the
a nswers, If children do not understand a question, it should be presented in different forrns
to filcilitilte understanding.

To retain the child's attention, you can play games during the interview as well. However,
when you are asking sensitive questions to which answers are important, the child's
attention should be specifically focussed on the question.

The child's curiosity can be used effectively to carry on the interview. When she sees you
recording the answer she may want to know what you are doing. The child's curiosity
should be satisfied by giving her appropriate answers. She should not be ignored or told
untruths.

17
 "

,
 Before you do a particular exercise you MUST read it
completely once, so that you know exactly what you have to do
and are familiar with all the steps of the exercise.

In the two exercises on interview you will find some lines

printed in brown ink and the others in black ink in the interview
schedules. The lines printed in blackink Cl re the questions you
have to ask the subject. The lines printed in brown ink along
with each question are guidelines for you. They will help you
in asking the question and recording the answe.r.

You have to identify the person to observe or interview. With

. each exercise it has been clarified whom you have to observe/
interview. Before you go to interview or observe, you must
seek the permission of the family members and fix a time and
a day suit<lhle t(o) them.

Towards the end of the Practical Manual there-are some blank

pages. Use these pages for rmking a rough recording of your
nbservation. Late" you can use these to make a fair recording of
the observation on the response sheets provided to you in the
Manual.

19
••

•
EXERCISE 1 (This exercise is related to Unit 1)

To interview two children, between the ages six and ten years, and their mothers to find out
about the children's activities during a day. One child should be from the middle social class
and the other from the lower social class. Both of them should be approximately of the
same age. i.e., two six-year-olds, or seven, eight, nine or ten-year-olds. The interview
schedules you have to use for collecting information are provided in the exercise.

Objectives
1) To compare the experiences of chil?ren belonging to different social classes by
talking to the children and their mothers.

In Unit 1 you have read that one of the factors that influences the experiences of
childhood is social class. There are similarities as well as differences in the
experiences of children from different social classes. By doing this exercise you
will be able to see for yourself how social class influences a day's routine of a child.
This will also help you to understand the text better.

2) To become familiar with the technique of interviewing.

You have read in the preceding section of the Practical Manual that with the help
of the interview technique you can gather information from people regarding their'
activities, attitudes and beliefs. You also read the points that must be kept in mind
while interviewing. This exercise will provide you an opportunity to practice and
develop the skills of interviewing.

Before the Exercise

1) Look at Unit 1 to refresh your memory about tbe factors that influence the experience
of childhood, with special reference to social class.

2) Identify two children, one from lower social class and the other from middle social
class, keeping in mind the description of social class as given in Unit l.

You may beable to identify children forthis exercise from the families that you know.
But if this is not possible, then you will have to look for other children in your
neighbourhood whom you may not know very well. In such a situation, you will need
to visit their house two or three times and get acquainted with the family members
before you interview them. Remember the necessity of forming rapport. Fix a day
and time for the interview with each person. .

3) List in your mind the points to remember while conducting the interview.

Tips that will help you do the Exercise

1) You must interview the mother before the child. This will help you to know the child's
activities during a day.

2) Take the interview schedule with you when you go for interviewing so that if
you forget the questions you can look them up.

3) For recording the subject's responses at the time of the interview, use the blank
sheets provided at the end of the Manual. After the interview, the responses
should be written in the space below each question in the interview schedule. You do
not have to send the blank pages, on which you have made. rough notes, to the
counsellor.

4) When you ask questions, give the interviewee enough time to answer them. Do not
hurry her in your anxiety to finish the interview.

S) While you are inter iewing, you must also be alert towards what is going on in the
house. It is possible that you may see the child engaged in some activity which will
help you to form an opinion.

21
 (i) To get the appropriate answer from the interviewee, read out the choices provided
with each question.

Time to be spent on the Exercise

To read the entire Exercise once 20 minutes

Interviewing the first mother and child 20 minutes (mother) + 15

minutes (child) = 35 minutes

Interviewing the second mother and child 20 minutes + 15 minutes = 35 minutes

Recording the information in the schedule .: 15 minutes per interview;

=
15 X 4 60 minutes

Analysis and conclusions 30 minutes for one

mother and child pair, i.e.
30 X 2 = 60 minutes for the
two pairs of respondents

Total 190 minutes = 3 hrs 30 minutes

•

22
 I
I
I
Interview Schedules to be used in Exercise 1
I
I The interview schedules you will require for interviewing the mothers and the children have

II separately.
been provided in duplicate so that you can record the information from each respondent

I
I Interview Schedule for the Mother - 1
I 0.1 a)
How many people live in the house?
I
b)
I How many of them are adults and how many are children?
I
(If there are children in the family other than the one you will be interviewing,
I i.e. the subject, ask the fOllowing questions)
I c)
I How many children are younger to the subject (use the name of the subject)?
I d)
How many children are older to the subject (use the name of the subject)?
I
~Record the information for all par'ts'of Q. 1in the following table:
I
I
I
No. of people
in the house
No. of adults
in the house I No. of children
in the house
No. of children
older to the
No. of children
I subject·
younger
to the subject
I
,
I
I
I
X-
I
I
I
I
I
I ,
I
I
I 0.2 a)
I How many people in the family are earning members? What is the income and
occupation of each?
I b)
What is the level of education of each person in the house?
I
I
I
I
I
I
I
I
I
I
I
I
I
X
I
I
I
I

23
 Occupation Income
Relationship of the Educational
(Approx.)
Person to you level

: i('?

Ii.
.l
I
.,

--r.. .,

0.3 Are you (the mother)

a) helping in the family occupation such as craft

b) an earning member (such as school teacher, vegetable seller, typist in

...-
an office)?
- ..,
Yes D No D

, ~
0.4 Do you work at home or do you go out to work? If you go out to work, for how long in
a day are you away?
, om-:
..................................................................................................................................
............ "' .
...................................................................................................................................
.............. , .
...................................................................................................................................

24

I
 ................................................................................................................................
I ................................................................................................................................
I Q.5 When you are away from the house for long periods in a day, who looks after the
I children?
I
I ............................................................................................................. ' .
I ................................................................................................................................
I Q. 6 Does your child. go to school ?
I are going to interview)
(Ask this question with reference to the child you
I a)
I
I
Yes
o
I
b) No
o
Q. 7 If yes, how much time in a day does -he/she spend in school?
I
I ................................................................................................................................
I Q. 8 After coming from school is there a peziod in the day when the child studies at home?
I
I
I
(a) Yes D (b) No
o
(If the response is 'yes', ask Question 9. If the answer is 'no' ask Q.lO (a) and (bj),
I Q.9
-
How much time is spent in this?
I
I ..............................................................................................................................
I Q.lO If the child does not go to school
I a)
X can she count, recognize colours, shapes, alphabets, read and write?
I ................................................................................................................................
I
I ................................................................................................................................
I .................................................................................................................................
I
I (If the child can do any of the tasks mentioned above, ask the following question.)
I b) Who helped the child learn this? -
I
I i) mother
I ii) father o
I
I iii) older children o
I iv) other adults in the family
o
0
I
I
I o
(There may be more than one person who has helped the' child learn this. Tick
all the people the mother mentions)

I Q. 11 Does the child do any ot the tOlJowmg tasks at home?

I (The child may be doing more than one task. Tick each task the child does.)
I
I a) helps the parents in the family occupation such as farming, 0
fishing or craft
I
X b) assists in household work
D
I c)
I looks after the younger siblings while the parents go out to work 0
d) earns money
I
I e) goes with the mother to her place of work
D
I t) any other work o
I
I
~
(If (f) is ticked, ask the mother what tasks are these and write in the space provided
o
I below.)
I
I

25
 ................................................................. , .

................................................................................................................................

................................................................................................................................

................................................................................................................................

............................. .

-
_ (If the answer to Q. 11 is (b), ask Q. 12)
Q. 12 When the child helps in house work, what does she/he do?
(The child may be doing more than one task. Tick the ones the mother mentions.) .

a) fetches water
o
collects firewood
D'
b)

c) washes utensils
o
d) distributes food at meal time
o
tI

assists in cooking o
e)
runs errands/helps with shopping
o
f)
g) sweeps the house
o
h) any other
o
does and write in the space
(If the answer is (h), ask the mother what the child
provided below)
'I
................................................................................................................................

................................................................................................................................

................................................................................................................................

...................................................................................................................... : .

(If the answer to Q. 11 is (d), ask Q.13)

'2, j3 What work does the child do to earn money? For how much time in the day does she/
he stay away from the house to do this work?
................................................................................................................................

................................................................................................................................

................................................................................................................................
................................................................................................................................

. 1.4 Do you or the child's father play with her/him ? What kind of games do you play? ~
,
................................................................................................................................

................................................................................................................................
. ~ .

.., ~ .
•
Q. 15 Does the child play with other children in the family? What do they play?

.........................................................................................................................•......

................................................................................................................................

.................................................................................................................................
................................................................................................................................
 ,
, ,). 16 Does the hi Id have friends in her/his neighbourhood with whom she/he plays?
, ...............................................................................................................................

..............................................................................................................................
t
I
, ...............................................................................................................................
, ...............................................................................................................................
,
, ..............................................................................................................................

, Interview Schedule for the Child - 1

, Q.1
,,
What do you do during the day?

,,
'(If the child finds it difficult to answer the question, help her by breaking up the \
question- ask her, what do you do in the morning, afternoon and evening? Give
her /him time to reply to each part of the question. Do not hurry.)
,
, ..............................................................................................................................
,
,
,,
•••••••••••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••••••••••••••• •••••• r ••••••••••••••••••

...............................................................................................................................

,,
Q.2 Do you go to school?
a) Yes o
X, b) No o
, (If the child says 'yes' to Q.2, ask Q. 3)"
, Q.3 What time do you go and when do you come back?
,
, ........................... , .

, ..............................................................................................................................
,
, Q.4 ..............................................................................................................................

,,
Do you study at home?
a) Yes
o
,, b) No
o
, Q.5 -, (If
the child says 'yes' to Q. 4, ask Q. 5) .

,I When do you do so? Does someone help you with this?

, ..............................................................................................................................
.,, ..............................................................................................................................

, Q.6 ..............................................................................................................................

, Do you help in the work at home?

a)
I Yes'

,r b) No
,
, Q.7
(If the child answers 'yes' to Q. 6, ask Q. 7)
What do you do ')
,
(You lllay need to prompt the child to help her. You can name the various tasks and
,
X note down her responses.)

, ..............................................................................................................................

,I •••••••••••••••••••••••••••••••••••••• !,t••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••.•••••••••••

...............................................................................................................................
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27
 Interview Schedule for the Mother - 2
0.1 a) How many people live in the house?

b) How many of them are adults and how many are children?

c) How many children are younger to the subject (use the name of the subject)?
d) How many children are older to the suhject (use the name of the subject)?

No. of children No. of children

No. of adults No. of children
No. of people younger
in the house older to the
in the house in the house
subject to the subject

.
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i .,.
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0.2 a) How many people in the family are earning members? What is the income and
occupation of each?
b) What is the level of education of each person in the house?

28
 I ,Flll m the mJormatLOn to ttus question In tile }ol/owmg It/O!

I
I - Relalionship of rrre
Educalional
Person 10 you Occupalion Income
I level
(Approx.)
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I 0.3 Are you (the mother)

I a) helping in the family occupation such as craft or fanning?

1
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Yes D NoD
b)
I an earning member (such as school teacher, vegetable seller, typist in
I an office)? Yes D No D
1
In this question, and in the others where a box is provided, you have to PUt
1
I
a tick mark 0
in the appropriate box according to the response. For exam-
ple, if the mother says she is an earning member, tick ~ the box in front
I of it. If the respondent gives more than one answer, tick mark in each of the
I boxes .
• 1
1 (If tile answer to 0.3 (a) or (b) is 'Yes', ask the following question.)

I 0.4 Do you work at home or do you go out to work? If you go out to work, for how long in
I a day are"you away?
I 'Through this question you will come to know
1 "
for how much time the mother is at home.

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1 ................................................................................................................................
1 ................................................................................................................................
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29
 Q.5 When you are away from the house for long periods in a day, who looks after the
children? .
..................................................................................................................................

..................................................................................................................................
Q. 6 Does your child go to school? (Ask this question with reference to the child you \
are going to interview.)-

a) Yes
D
b) No D
Q. 7 If yes, how much time in a day does he/she spend in school?
......................................................... ~ .
Q. 8 After coming from school is there a period in the day when the child studies at home?

(a) Yes D (b) No D

(If the response is 'yes', ask Q. 9. If the answer is 'no', ask Q. 10 (a) and (b)).
,
Q.9 How much time is spent in this?
.................................................................................................................................

Q.lO If the child does not go to school

a) can she count, recognize colours, shapes, alphabets, read and write?

....................................................................................................................

.....................................................................................................................
....................................................................................................................

(lf the child can do any of the tasks mentioned above, ask the following question.)

b) Who helped the child learn this?

i) mother D
ii) father D
iii) older children D
iv) other adults in the family D
(There may be more than one person who has helped the child learn this. Tick
o all the people the mother mentions)

:J.11 Does the childdo any of the following tasks at home?

(The child may be doing more than one task. Tick each task the child does.)

a) helps the parents in the family occupation such as fanning, ", ·0

fishing or craft -

b) assists in household work D~

c) looks after the younger siblings while the parents go out to work D
d) earns money D
e) goes with the mother to her place of work D
.f) any other work D
(If (1) is ticked, ask the mother what tasks are these and write in the space provided
•
below.)
.............................................................................................................................
...........................................................................................................................
..........................................................................................................................

30
 I
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I - (If the answer to'Q. 11 is (b), ask Q. 12)
I Q. 1,2 When the child helps in house work, what does she/he do?
I (The child may be doing more than one task. Tick the 0!1es the mother mentions.)
I a) fetches water D
I'I b) collects firewood D
.I c) washes utensils, 0
: d) distributes food at meal time .: - D
le) assists in cooking D
I f) runs errands/helps with shopping D
: g) sweeps the house D
I h) any other D
I (If the, answer is (h), ask the mother what the child does and write in the space-
I provided below)
X-
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I ';! ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

, (If the answer to Q. 11 is (d), ask Q.13) -

I
I Q. 13 What work does the child do to earn money? How long in the day does she/he stay
I away from the house to do this work?
I ••••......•••••.••.•••.......•...................•....•..•.•...•. , ..•.........••.•.•.••••.••••••••...•......•..••.. ! .•••••.•••

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.I Q. 14 Do you or the child's father play with her/him? What kind of games do you play with
I her?
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Q. 15 Does the child play with other children in the family? What do they play?
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Q. 16 Does the child have friends in her/his neighbourhood with whom she/he plays?
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 Interview Schedule for the Child ~ 2
O. 1 What do you do during the day?
(If the child finds it difficult to answer the question, help her by breaking up the.
question- ask her, what do you do in the morning, afternoon and evening? Give
her /him time to reply to each part of the question. Do not hurry.)

................................................................................................... ' .

.................................... , . .
.

0.2 Do you go to school?

a) Yes D
b) No D
(If the child says 'yes' to 0.2, ask O. 3)
0.3 What time do you go and when do you come back?

..
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0.4

a)
Do you study at home?

Yes D
r
b) No D
(If the child says 'yes' to O. 4, ask 0.5)
0.5 When do you do so? Does someone help you with this?

0.6 Do you help in the work at home?

a) Yes D
b) No D •
(If the child answers 'yes' to O. 6, ask O. 7)
Q.7 What do you do ?
(You may need to prompt the child to help her. You can name the various tasks and
note down her responses.)

.................................................................................................................................

.................................................................................................................................
• ••••• ~ ••••••••••••••••••••••••••••••••••••••••••••••••••••• 0 ••••••••••••••••• 00 ••••••••••••••••••••••••• 0 ••• 0 •••••••••••••• 0 •• 0 •

•• I I I •••••• It. " I I •••••• , I I I I I If I I I '" ,.,.,. I. '" I ••• I I •••••••••••••••• I •••• I I •• " •••• If ••• ~'•• t •••• f ••• 1.1 I. I I I " •••• I.' I I ••• If I

32 ~
·1

Analysis and Conclusion

To write the conclusions of the. interviews conducted by you, read the responses of the
mothers and children carefully. List down the points of similarities and differences in
.the experiences of the children. Compare the children and present your information in the
following space. You may first like to make a rough note of the analysis on the blank sheets
provided at the end of the Manual.
..................................................................................................................................................
................................................................................................................................................
•••••••••••••••••••••••••• " •••••••••••••••••••••••••• '; •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• '!: ••••••••••••••••••••••••••••••

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 Reflections

After you have completed the exercise, reflect on how' you conducted the inter-
views. What have you learnt about the technique of interviewing? If you were given
a chance to do the exercise again, would you change your manner of conducting the
interview? Write a par:grapb on this. .

............................................................................................................................................

...........................................................................................................................................

•
...........................................................................................................................................

............................................................................................................................................

•••••••.••••••••••••••••••••••••••••••••••• 10 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ; •••••••••••••••

. . .. . . ' ~ .

34

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 I EEDHACK ON EXERCISE 1
I
11 ) HI)\\' long did it take you to conduct each interview'!
For the first mother For the Sl'C(lIlU mother
1
ore than IO minutes
o D
~'ss than 2() minutes o D
ion' than 112 hour o C
I,"hout 20 millutt's
1
D D
I For the first child For the second child
1
IMore than 1:) minutc-, o D
:Less than 15 minutes D o
IMore than 25 minute» D o
IAbou I 15 mi 11 u tl's-
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o D
12) Did you find that sonic questions were not needed?

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Yes
o No 0
13 ) If yrs-, which ones do Y(lU think were not needed? Give reasons.
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lM Do you think some more questions could have been asked'!
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I Yes o No 0
,15) H yes, which (lIIl'S'! Please write these questions,
,
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It)) Did you find thc exercise
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Useful o Partly Useful o Not Usefui D
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 7) If you did not find it useful, why do you say so?

Was the exercise

Easy D Difficult D Just right D

•
If you found it difficult, why do you say so? How, in your opinion, can it be made
easy'!

What else would you like to say about the exercise?

...................................................................................................................................

36

I
EXERCISE 2
(This exercise is related to Unit 5)

To find out about one folk toy/play material specific to the region where you live and to
write a description of it.

Objectives
1) To find out about the toys and play material specific to your region.
In Unit 5 you have read that our country has a rich heritage offolk toys. Each part
Of our country has specific toys and play materials for children. The following are
pictures of some folk toys.

•
M(J1:X1t, ~ bea.d.&. tlJvJ.
~, be/.Al·

, ""
37

,
 2) To collect information that will contribute towards a store of information regarding
folk toys in the country. As we have said earlier, if each one of you collects this
information, we will have collected information from almost all parts of our country.
It would be very helpful if you send us as much information as you can gather.

Time to be spent on the Exercise

To read the Exercise 10 minutes
To collect the information 60 minutes
To write the description 20 minutes
of the toy/play material
Total time 90 minutes = 1 hour 30 minutes

To Collect the Information

Perhaps you already know of some folk"toys specific to your region. Maybe you played
with them as a child or have bought them for children.

If yon are not aware of any, you could find out about them by talking to your family
m~mbers, craftsmen and toysellers when you go to the market or a fa ir.

Description of the Toy/Play Material

Write a description of the toy in the space provided below. The description should include
the following aspects:

• What is the toy like? (Is it something to pull, build, does it make a sound and so forth?)

• What is the material used for making the toy?

• How safe is it for the child to play with?

• How durable is it?

• How can the child play with it-- is it to be played with by the child alone or can children
play in a group with it?

• Children of what age group can play with the toy?

If you paste a picture ofthe toy/play material or draw it here it will clarify your description .

.~ .

.
..........................................................................................................................................

38
39

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,

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EXERCISE 3
(This exercise is related to Unit 7)

To interview a mother, who has an infant between 9and 12 months of age, to find out about
the feeding of the infant, the mother's awareness about good feeding practices and health
care of the infant, with particular reference to immunization.

Objectives
1) To find out what type of food the infant is given and what is the feeding schedule.
In Unit 7 you read that adequate nutrition is important for the child's health. When
the infant is 4 to 5 months old, milk alone is not sufficient to meet the needs of her
growing body. Supplementary feeding should start now. In the Unit you also read
about the types of food the infant should be given to eat. This exercise will enable
you to find out what feeding practices the mother follows for her infant.
,
2) To find out aboutthe mother's awareness of the immunization schedule, her attitude
towards the importance of adequate nutrition and health care, and her opinion about
the infant's health status.
In Unit 7 you also read about the immunization schedule. This exercise will help
you to find out the mother's attitude towards feeding practices and health care for
children.
3) To give you further practice in the technique of interviewing.
4) To collect information that will reflect on the feeding practices followed by one
particular mother.
As all of you send this information back to us, we will get a picture of the feeding
practices being followed in the country. You, ac£ipg as researchers, w~uld
contribute significantly towards collecting information.

Before the Exercise

1) Identify a mother who has an infant between 9 and 12 months of age.
2) Get acquainted with her and fix a day and a time for the interview.
3) Look through Unit 7, with particular reference to the section on 'Care of the Infant'.
4) You have done one exercise on interviewing. Keeping in mind how you felt about
your method of interviewing, plan for this interview. Read the points 2, 3 & 4 given
under the heading 'Tips' in Exercise 1.
5) If you have not done the first exercise on interview, list in your mind the points to
remember while conducting the interview. This will help you to conductthe Interview.
6) Read the interview schedule thoroughly before interviewing.
7) If, while you are interviewing the mother, she gives the child something to eat, make
a note of it. This will help you in your analysis.

Time to be spent on the Exercise

To read the exercise completely 20 minutes
Interviewing the mother 30 minutes
Recording the information 30 minutes
Analysis and conclusions 30 minutes
Total time 110 minutes = 1 hour 50 minutes

4J.
Interview Schedule for the Mother \
Name , Age , Village/City/State . I
Q.l a) What is the name of (he child? \
(The child is the infant about \
whose feeding you are going to . \
ask the questions) . \

b) Is the infant a boy or a girl? Boy D Girl D \

\
c) How old is he/she? . \
.................................................................................................................... I
.......................................................................
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Q.2 a) Whatis your age? I
b) What is your husband's age? ...................................................................... I
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Q.3. a) What is the educational level of your husband?
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b) What is your educational level? \
. I •
(Fill in this information in the appropriate boxes below) I
Mother Father
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Not educated D D I
Education less than class 12/high school D D I
D D X
Passed class 12/ high school I
Graduate D D I
D I
Post -graduate D I
c) What is the occupation of your husband? What is his income? I
.............................................................................................................................. I
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d) Do you work for an income? I
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Yes D No D , I
(If the mother answers 'yes', ask the following question.) I
e) What is your occupation and income'!
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..............................................................................................................................

Q.4 Are you breast feeding the infant presently?

YcsD No D
. ~
(If the mother says 'yes', ask Q. 5. If the mother says 'no'; ask Q.6)

{J. What are your reasons for brens,t feeding your Infant? ,.
11
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..............................................................................................................................

..............................................................................................................................
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f
....... , , "",, .

........... , ,. . .
 Q.6 Did you breast-feed the infant earlier?

Yes. D No I I
(If the mother says 'yes', ask Q,"(a). If the mother says 'no', ask Q. (b).)

a) How old was the infant when you stopped breast feeding?

b) Why did you not breast-feed your infant?

......................................... ~ .

I
(If the mother has breast-fed sometime or the other, ask the following question
I to find out whether she gave colostrum to the child or not.)
I
I Q.7 Did you begin breast feeding from the first day or did you begin breast feeding after
I two or three days of the child's birth?
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X
Q.8 Are you giving the child anything other than milk presently?

Yes I] No D
I (If the mother says 'no', ask Q.9. If the mother says 'yes', ask Q.lO and Q.ll)
c

Q.9 Why are you not giving anything other than milk?

Q.l0 _Ho», old was the infant when you started giving foods other than m.ilk to her/him?
(Tick the appropriate box) ';

Four months D
Five months -D
Six months D
Seven to eight months
D
Nine to ten months
D
Q.ll At what ages did you start giving the following foods to the infant? (If the mother
says that she does not give a particular food, write 'no' in front of it.)
X Food Items Age
I
Bottle milk
I
I Vegetables (in the form of soups, mashed or cooked)
I Fruits (juices, mashed or cooked)
I Pulses/dals (in form of soup or da 1)
I Cereals (such as rice or rice water. roti, biscuits, dalia/porridge)
I Any food other than the ones specified above

43
 Q.12 In your opinion how important are the following foods for the infant?
(Give the mother the .nre boic s sted below and tick the ones she indicates. Do th):>
for each food item mentioned hP.rP..\

ery important Important Not important

a)" Breast milk D D D

b) Bottle milk D D D
c) Cereals D D D
d) Pulses D D D
e) Fruits D D D
1) Vegetables D D D
g) -Other foods such as ...................................................................................

I (Write any other food the mother mentions)

..13 What are the foods you normally give to the rnt in a day? Please state the time
when you give these foods and the approxim, .c amount of food given.
The example given oel W ts for JOU to study. It illustrates what you have to ask the:
mother.

Example
Food Time of Approximate
the Day amount

1) Breast milk 6a.m 1 feed

2) (Dalia or suji) porridge in milk 9a.m. 1 katori
3) Banana 11.30 a.m. 1
4)
5)
6)
7) Bottle milk 10p.m. 1 feed

(Fill in the mother's responses in the following table, according to the above
~ example.) r'
~
, Food item Time of the day when Approximate amount of
food item given food item given I
1)
·2) h
3)
4) /

5) 1-

6)
7)
8)
9)

Q.14 Has the infant been given the following vaccinationsiTick the appropriate box.)

Yes No

a) BCG
D D
b) DPT
D D

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 Yes No

c) Polio o o
d) Measles o o
(If the mother says 'no' to any or all choices, ask her Q.1S)
(If mother says 'yes' to' one or more vaccinations in Q.14, then ask Q.16 and according
to her responses, tick in the appropriate boxes.)
Q.1S Why has the infant not been given the vaccinations?

......................................................... : .

Q.16 When was the infant immunized against the following?

1st dose Booster 1 Booster 2 Booster 3

a) BCG 0 D 0 0
b) DPT 0 0 0 0
c) Polio
0 ·0 0 0
X d)Measles 0 0 0 0
(If the mother has the infant's health card, you could check this information from the
card.)
Q.17 Do you think that your child is

a) growing at a normal pace o

b) ahead of others of his/her age o
c) slower than others of his/her age
o
Give reasons for your answer .

. ~ t······················································

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 Analysis and Conclusion

After you have completed the interview, you will have information about the type of food
the infant eats, her/his feeding pattern and the mother's views about the importance of
nutrition and health care .of the infant. Analyse these responses with reference to the
information provided in Unit 7 in the section 'Care of the Infant'. Your concluSion should
reflect whether the infant is getting a nutritious diet and an adequate amount of food for her
age, whether or not the mother is aware of the immunization schedule and her attitude
towards the nutrition and health care of the infant.

......•.......................................................................................................................

,
 I Reflections .
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I This is the second exercise in which you have interviewed a person, Was it more or less
I successful compared to your earlier attempt? Reflect upon this and write a paragraph.
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I1EEDBACK ON EXERCISE
. 3
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't) How long did it take you to conduct the interview?

I 30 minutes
I
D
More than 30 minutes
I Less than 30 minutes
D
1 o
I More than 45 minutes
1) Did you find that some questions were not needed?
o
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I Yes 0 No D
i) If yes, which one's do you think were not needed? Give reasons.
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X ...............................................................................................................................
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~) Do you think some more questions could have been asked?
I Yes 0 NoD
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~) I~ 'Yes', which ones? Please write these questions.
I ..............................................................................................................................
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I ••• # •••••••••••••••••••••••••••••••••••••••••.•••••••••••••••••••••••••••••••••••••••••••••.••••••••••••••••••••••••••••••••••••

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1

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16) Did you find the exercise

1
I Useful
o Partly Useful
o Not Useful 0
b) If you did not find it useful, why do you say so?
I ............................. ~ .
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1'8)
Was the exercise
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I Easy o Difficult o Just right
o
49
lJ) I r you found il di Ilicult, why do you say so? How, in your opinion, ca n it be made
'itsy?
..~ , , .

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

.. .. .. .. ....... . ..... ..... .. . ....... .... . \ ~ .

1ll) What else would you like to say about the exercise?
........... ~ , .

.... , ' , , "., , , , "

................................................................................................................................

................................................................................................................................

................................................................................................................................

...........................................................................................................................
 EXERCISE 4 (This exercise relates to Unit 9)

To observe the mother's/father's/ caregiver's language behaviour with their infant who is
between 9 and 12 months of age by observing their interaction with the infant for 10 minutes.
You can observe the interaction as the caregiver plays with, bathes or feeds the infant or
talks to her/him.

Objectives

1) To find out about how and whatthe caregiverspeaks to the infant, how sensitive and
responsive she/he is to the infant's vocalizations and how she/he encourages the
infant.

2) To find out how the infant responds to the caregiver's speech.

In Unit 9 you have read that the carcgiver's use of language has a great influence on
the language development of the infant. You know that it is important to talk to the
baby from the time she is born and to respond to hervocalizatiollS. The infant also
initiates communication by cooing or ba15bling, to which the caregiver responds.
Through such exchanges the infant Iearns language and acquir~ the skill of turn-
taking. This exercise will help you to apply the theoretical concepts that you have
studied to real life situations.

You have read that infants must be provided a rich language environment. Through
this exercise you will get a glimpse of the kind of envirollllent the infant has for
la nguage lea ruing.

3) To familiarise yourself with the technique of observation.

In the preceding section of the Practical Manual you have read about the technique
of observation. Using this technique you can come to know about people's natural
behaviour. This exercise gives you an opportunity to apply this technique and develop
the skills of observation.

Befol"e the EXel"cise

1)
Identify a family where there is an infant between the age 9 and 12 months. The family
ma y be known to you.

2) Look at Unit 9 on Language Development.

3) Recall the points that have to be kept in mind while carrying out an observation.

Time needed for the Exercise

Reading the exercise completely
20 minutes
Observing the caregiver and child
10 minutes
Recording the observations and the
analysis on the response sheets
45 minutes
Conclusions
20 minutes

Total time
95 minutes = 1 hr 35 minutes

Observing the Caregivel"~Child Interaction

When you have to observe the interaction between the caregiver/mother/father and
the infant, you must choose such a time when the infant is active. If the infant is sleepy or
irritable, she will probably not interact much with the caregiver and you will not be able
to observe much, from the point of view ofJanguage interaction. You can ask the mother/
ea regiver for the best time to c me to the house. .

51

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 Do not tell the carcgiver that yOtlplan to note d?wn her language interaction with the nfar.
Give her a truthful answer that you are doing this exercise for your course work, but ,J not
specifica lIy tell her that you will note down her language interaction with the infant, ince
this may cause her to modify her behaviour.
If the carcgiver asks you some question during the period of observation, answer her, but
do so briefly. Seat yourself in a place where you do not interfere in the interaction between
the father/mother/caregiver and the child.
Take a diary, a pen and a watch with you. Record the caregiver's and the infant's speech
and non-verbal communication. The recording must continue even if the mother and the
child shift to another activity. Follow the mother and the child unobtrusively.
After the recording of observations, do not abruptly get up and go away. You can stop
writing but wait for an opportunity to properly thank the mother and then leave.

You have to record

1) the infant's vocalizations with the father mother/caregiver and her responses to the
mother' s/fa ther' s caregiver' ss peech and also to tha t of ot her people, if any are,present
at the time of observation.
2) the infant's gestures and other non-verbal communication such as smiling, laughing,
gurgling or gazing.
3) the caregiver's speech with the infant.
4) the caregiver's non-verbal communication such as gestures, laughter and smile.

S) , the description of the situation in which the communication between the infant
and the caregiver takes place. In other words, you must record the context.

Read the example given below to understand what you have to record and how you have
to analyse. This is a three-minute sample of language interaction between the father and,
his ten-month-old son.

Example
«naiysis
Observation
The father is repairing the table
The child uses babbling' to
fan and the infant crawls upto him.
attract tirelather's attention -l-
He pulls at his shirt and babbles.
The jiJlher looks at child, smiles
The father responds to [he
and <;ay. "Ye~/ How are YOII? What
ctutd's I'Ocalizations -2
do YOII want?" and then goes back
(-) ['0 hi~ work.
The clii1d holds on 10 the father )'
{lice an( stands lip and /1'1<- tr
each J • the tools. His [atli«
stops liin andp1ayfully says,
The father initiates eo '\'trsation
'So yOIl will repair the
wiit, the child. --3
fa J1?H/11/11 Where is D idi ?
Play with her Where is she?
HmJJ1 Where is Didi?"
The child seems to nndersiand the
Till child looks towards the'
question and responds
room where the sister is and
appropriately. -4
babbles.
This is only a three-minute observation Analysis 1and 4 tell you about the cbild's level of
langua gc development and analysis 2 and 3 about IllL ~.ll1glJagebehaiour of'the father. As
this interaction will goes on (or 10 minutes, one will be able to observe more about the
la nguage development of the child.
You would have noticed that we do not have to analyse behaviour other than the language
of the caregiver and the child, For example, wc do not have to note here that the child is
able to crawl and can stand with support.

52
 I Now rcconlyollrobservationsandanalysisinthefollowing table according to the example
I given above. Take the blank sheets provided at the end of the Manual with you to the
I infant's home to write the observations. Come back and write these observations in
I the following table and analyse them.

I-- ~~---------------
I Observation
Analysis
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 Observation Analysis

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Observation
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55
 Conclusions
You have already written the analysis of the observations in the table above. Now you have
to use this to write your conclusions about the infant's language ability and the mother's/
father's/caregiver's interaction with the infant in terms of language. Your conclusions
should reflect:
• whether the caregiver is sensitive and responsive to the infant's verbal and non-verbal
efforts.
• does the infant use gestures, does he/she vocalize to initiate conversation and respond
to the people around her/him.
• can the infant follow what the other people say to her/him.
• is there an encouragement of the infant's attempt to speak by people in her/his
environment.
Making SUIe that you keep these aspects in mind, write the conclusion in a paragraph in
the space provided below .
................................................................................ ; .

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

.................. , .

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•••••••••••• ! •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

..........................................................................................................................................

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........... , .

....... , .

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..........................................................................................................................................

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56
 I
I FE,EDBACK ON EXERCISE 4
I
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1) . Did you find this exercise
\I
I Very interesting D Interesting D Not interesting D
I Give reasons for your answer.
I
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.....................................•.......................................................................................

2) Were you able to record the data

Easily D With difficulty D Could just manage D
If you found it difficult, what were the reasons?
X
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I ;

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3) Did you find the exercise
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I Useful D Partly useful D Not useful D
I If you did not find it useful, why was it so?
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4) Were you able to analyse your observations according to the guidelines given?
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I Yes D No D
I 5) Were the instructions and guidelines given to you for recording the
I observation
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Clear • D Unclear D

57

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 6) Do you want to say anything else about the exercise?

....................................................................................................................................

................................................................................................................................. ,
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............................................................................................................................ ,~ .
...............................................................................................................................

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...........•....................................................................................................................

58
EXERCISE 5 (This exercise relates to Unit 11)

To prepare a toy for an infant more than six months of age, using material available at home,
and to use it to play with the infant.

Objectives
1) To learn to make a toy for infants, from easily available material at home.

2) To be aware of how to use a toy according to the abilities of the infant.

3) To interact with an infant and carry out a play activity with him/her.

In Unit 11 you have read about the play activities that infants would find interesting as well
as about some play material that can be made for them at home. This activity gives you a
chance to be with an infant for some time and to strengthen your skills of interacting with
children. "

Before the Exercise

1) Recall the principles to be kept in mind while interacting with infants mentioned in
Unit 11, and the abilities of infants described in Block 2.

2) Identify an infant who is more than 6 months of age. Be sure that the child is
eo mforta ble with you before you do the activity. If you do this when the mother
is around, the child will be more relaxed. This means that you must form rapport with
both the mother and the infant.

Time needed for the Exercise

To read the exercise completely 20 minutes
To make the toy 45 minutes
Playing with the infa nt 15 minutes
To record your interaction
with the infant 10 minutes
To analyse the activity and write
a conclusion 20 minutes

Tota I time 110 minutes = 1 hour 50 miniutes

Making the Toy

1) To ma,ke the toy collect the following material:

a) Colourful piece of cloth (size 5 inches x 5 inches)
b) Needle, thread and wool
c) Colour pens, pencils, crayons
d) Two cardboard pieces from old notebooks
e) Thin wire about 7" to 10" long. If you do not get a wire you can use a thin twig
of the same length. These should be flexible so that the.y can be bent.
f) Two or three spoons of glue which can be made from maida at home.
g) Three used thread reels. If you do not have these you can make tubes of the
size of thread reels using some thick pltper.
h) O~e sttlTdy broom stick.

59

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 2) Procedure for making the toy
a) Make two cardboard cut-outs of the shape indicated below .

. ,

•..

b) Stick two empty reels or the tubes in a straight line on one of the cardboard cut-
outs.

c) Paste the second cardboard cut-out on the otherside of the thread reels so that
the reels are no longer visible on the other side.

60

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d) Paint faces on the cardboard cut-outs and stick a colourful lehnga/saree onto
the cardboard body. Use the wool to make hair by pasting strands on the head.

e) Take the wire/twig and one broomstick and attach them firmly at right angles
as shown in the figure below.

Cut the third thread reel into half and insert it on the stick so that it rests on
the joint of the broomstick and the wire/twig as shown below.

61
 g) Insert the prepared doll on the broomstick attached to the wire.

h) Curve the wire/twig and join it at point 'A' using a thread as shown below
Make sure that the doll can spin freely around the broomstick. Make
adjustments if this does not happen.

Playing with the Infant

Once the infant is friendly with you, take the toy to her and spin it in front of her. Play with
her for some time. Give the infant the toy and let her play with it. You can also hang it
within her reach. As you play with her, observe her reactions to the toy to know how suitable
the toyis and how well you played with her.

As you observe, concentrate upon the following aspects:

1) Did the infant show an interest in the toy?

2) How long did she look at it?
3) Did she reach for the toy and show a desire to play with it?
4) Did she laugh, smile and vocalize while playing with it/as you played with it?

I
I ~Ull'-.U,:)'Ul

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I The observations you have recorded above will tell you how effective the toy was. If, for
example, the infant did not show any interest in the toy, it might mean that you were
I
unfamiliar to her or that the toy did not interest her. There may be some otherreasons besides
i these. Mention these in your conclusion. Your conclusion should reflect your own interaction
I with the infant.
I
I In summary, your conclusion should reflect:

: • whether or not the infant enjoyed the game.

I • how effective do you think the toy was.
I • whether you need to develop more skills for interacting with children.
I Write the conclusion in the space provided below.
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I You might like to make some more toys for the infant. You can refer to the section 'Things
I to Make' of Unit 11.
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]

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FEED]JACK ON EXERCISE 5

1)· Did you find this excercise

Very interesting D Interesting D Not interesting D

Give reasons for your answer .

................................................................................................................................
................................................................................................................................
................................................................................................................................
......... ~ .
", ••••• '0 ••••• ~ ••••••••••••••••••••••• ~ ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

. , .
2) a) Were you able to make the toy described in the exercise?
'to Yes D No D
1
b) Were the instructions for making the toy clear or did you have to make some
1 modifications?
1
1 ................................................................................................................................
................................................................................................................................
................................................................................................... , .
c) Was the material required to make the toy easily available?

................................................................................................................................
................................................................................................................................
• ••••••••••••••••••••••• ~ ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ,o •••••••••••••

3) Do you think the toy was ~propriate to the abilities of the child? Did the infant enjoy
playing with t~e toy?

................................................................................................................................
........................................................................................................... ~ .
................................................................................................................................
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1
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4) Did you find the exercise
I
I Useful D Partly useful Not useful
I Give reasons for your answer.

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65
 •••••••••••••••••••••••• ,. ••••••••••••••••••••••••••••••• c ••••.•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••.••

........... ,.. '. ~ -

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5) Do you wantto say anything else about the exercise?

•••••••••.•••.•.•••• ~ •••••••••••••••••••••••••••••••••.•••••••••••••••.•.•.•.•.•••• ;. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••.•.•••••••••••••••••••••••••••.•••••••••••••••••••••.••• to ••••••••••••.••••••••••••••

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I ~-------------------------
EXERCISE 6'(This exercise is related to Units 8 and 13)

To observe a toddler (between 1 and 3 years of age) for 10 minutes, while she is playing, to
find out about her cognitive abilities.

Objectives
1) To find out about the cognitive abilities of the toddler.

In Units 8 and 13 you have read about cognitive development. You know that the
abilities of discrimination, generalization, problem-solving, concept-formation,
symholizing, recalling events, imitation, goal-directed behaviour, experimentation
and doing things with an intention begin to develop during infancy and toddlerhood.
These abiliries are reflected in the child's day-to-day activities such as playing, eating
and talking. This exercise provides you an opportunity to observe the toddler at play
and will help you identify her/his cognitive abilities .
•
2) To develop your skills of observation and analysis.

.
Before the Exercise .~

1) Identify a child in the age range of 1 to 3 years III your f~mily or neighbourhood,

2) Recall the information in Units 8 and 13 about cognitive development. Read the
examples in the text because these will help you to understand how the child's play
reflects her cognitive abilities.

3) Rec311the points to be kept in mind while observing. This is the second observation
that you will be making. If you feel that you should make some changes in your
method of observation or style of recording, now is the time to do so.

Time needed for the Exercise

Reading the complete exercise 20 minutes
Observing the toddler 10 minutes
••
Recording the observation 45 minutes
and analysis
Writing the conclusion 20 minutes

Total time 1hour 35 minutes

Observing the Toddler's Play

Make your observations at a time when the toddler is active and playing. When you arc (It
home, spend some time talking to the toddler and playing with her. Depending upon the
situation, you may give the child something to play with or start some activity, However,
after some time let the toddler play by herself and make your observations. It is possible that
the child may be playing with other children. In such a case you can begin recording the
toddler's play activity immediately.

While you arc recording the observations, do not interfere with the toddler's play to make
her do something, but if she approaches you and seeks your attention then respond to her.

The following is an example which will show you what to record and how to analyse the
observations.

67
 r--- . -_.
----
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Observation Analysis I
Aditya is sitting on the floor
I
I I
with many objects around him.
I
He picks up a stick and bangs it on Curiosity and I
the floor many times. He examines symbolizing I
it and bangs it again saying, "Drum, I
drum". Sometimes he bangs the I
stick with force to make a loud I
noise; sometimes he only touches the I
I
tip to the floor to make a soft noise Experimenting ,
Use the following table to record your observation and analysis. I
I
Observation I
Analysis
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1 • Observation Analysis
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69
Observation Analysis

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 I Conclusion
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I The analysis in the table above will help you in arriving at a conclusion. Your conclusion
I should reflect the cognitive abilities of the toddler.
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 1- -
IFEEDBACK ON EXERCISE 6
11

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11) Did you find this exercise

Very interesting D Interesting D Not interesting D

Give reasons for your answer .

...............................................................................................................................

..............................................................................................................................

..............................................................................................................................

...................... ..................•.. ~
....•...................................................................................................................................................................................................
J
...................................................................•............................................................

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~) Were you able to recordthe data

1
X
Easily D With difficulty D COl!ld just manage D
If you found it difficult, what were the reasons?

...................................................................... " .

...............................................................................................................................

................................................................................................................................

................................................................................................................................ , .

• ••••••• ; •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• l •••.•••••••••••••••••••••••••••••••••••

..............................................................................................................................

r')'; Did you find the exercise

11
Useful D Partly useful D Not useful D
I' If you did not find it useful, why was it so?
1
..................................................................................... ~ .
I
1 ..............................................................................................................................
1
I ................................................................................................................................
1
X ••••••••••••••••••••••••••••.••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• .! ••••••••••••••••••••••••••

1
1 ...............................................................................................................................
1
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~) Were you able to analyse your observations according to the guidelines given?
1
1
Yes
,
D No D
~) Were the instructions and guidelines given to you for recording the
1 observation
1" Clear D Unclear D
I

73
 c) Do you want 10 say anything else about the exercise?

','

74 /
 EXERCISE 7
(This exercise is related to Unit 18)

To fmd out about the abilities of children in the age group 3-3 ~ years and 5 ~ - 6 years
as regards the tasks of matching and conservation.

Objectives
1) To know about the abilities of children in the age group 3-3; years and 5-1 - 6
years. 2

2) To understand how the abilities of matching and conservation develop over the
years.
In Unit 18 you have read about the development of cognitive abilities. You know
'that findings of the later researchers have contradicted Piaget's notion that
preschoolers are unable to classify, conserve or seriate. Through this exercise, you
to
will be able carry out some of the tasks we have described in the Unit and see the
developmental trend as regards the abilities of matching and conservation.

Before the Exercise

1) Look through Unit 18, with particular reference to the section: "Some Cognitive
Abilities and Skills." ,
2) Identify two children, one between 3-3 ~ years of age and the other between 5; - 6
years of age.
3) Form rapport with children and ensure that they are comfortable with you before
you carry out the activities with them. If you are able to identify children from the
families that you know, it will be helpful.
4) Keep the materials for carrying out the activities ready beforehand.
5) Carry out the activities with the two children separately.

Time to be spent on the Exercise

To read the entire exercise 20 minutes
Referring to Unit 18 20 minutes
Carrying out the activities with children 60 minutes
Recording your observation and writing
the analysis 50 minutes

Total time 150 minutes = 2 hours 30 minutes

75
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Activities to know about the Ability to Match
You know that when asking the child to match, you ask the question: "Give me the two
I things from this group of objects that are like each other" or "Give me the two things.
which are. exactly the same." In this exercise, you are being asked to carry out some
activities with children to find out about their ability to match. It is possible that
children, may not be able to do the activities because they are unfamiliar with them and
do not understand what they have to do. Therefore, before you carry out these activities
to find out about the child's ability to match, carry out an activity similar to these that
familiarises them with what they are required to do.
Carry out the following activity with both the children to make them familiar with the
task. Remember, you do not have to base your observation on this activity.
Cut out paper in the shape of a circle, a square, two triangles, a semi-circle
and a rectangle. Now place all of these in front of the child, and ask her/him
to "Give me the two pieces that are exactly like each other." If the child hands
you the right pieces. then proceed to Activity 1 and Activity 2 described below.
on the basis of which you will make your observations.
,
lithe child does not hand you the right pieces. then show her/him the two
pieces that are the same and explain to her. When you feel that the child has
understood. carry out Activity 1 and Activity 2.
You have to carry out the activities with each child separately.

Activity 1
Take a collection of six leaves, of which two are identical and the rest are different
Place these in front of the child and ask her to pick out two leaves which are exactly,
the same. Record whether or not the child was able to do the task.

1
I
Response of the younger child

I
I •••••••••••••••••••••••••••••••••••••••• ~ •••••••••••••••••••••••••••••• C" ••••••••••••••••••••••••••••••••••••••••••••••

I .
I ...........................................................................................................
,
., .....
,. .
Response of the older child

Activity 2
Make small cards (about 2" by 2" in size). Colour,two cards red and the remaining four
in different colours. Ask the child to "Give me the cards which are the same/like each
other." Note down the child's response.

Response of the younger child

•••••••••••••••••••••••••••••••••••••••••••••.••••••••••••••••• '! •••••••••••••••••••••••••••••••••••••••••••••••••

............. -.- .

1
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................................................................................................................

Response or the older child

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ~ ••••••••••• e •••••••••••••••••••

........................................................................................................................

............................................................ ~ .
Analysis
While writing the analysis, comment about the responses of the two children. Were both
the children able to do both the activities? ITone of the children or both the children could
not do a particular activity, what do you think is the reason for it? Was the activity too
difficult or did children not understand what they were required to do? On the basis of
these activities, what do you have to say about the development of the ability to match in
preschool children?

.......................................................................................................................
................................................................................................................

.............................................................................................
, .

.....................................................................................................................

.................................................................................................................
.....................................................................................................................
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,
 I

1 Activities to know about the Ability of Conservation

Through Activities I, 2, 3 and 4 you will be able to know about children's ability to
conserve amount. Carry out the activities with the two children as described below.
Remember that you have to carry .out the activities with each child, separately.

Activity 1 .
Take two glasses which are identical. Then, in front of the child, pour water to the same
height in both the glasses, as shown in Figure 1. Then ask the child: "Is the amount of
water same in both the glasses or is there more water in one of the glasses?" Ensure
that the child has understood the question. If it seems that he/she has not grasped it
fully, repeat the question, rephrase it and explain it. Note the child's response.

--------- ,
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- - - ---
--=~=-=== ------
Fig 1
Response of the younger child

•••• •••••••••••••••••••••••••••••• 0 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

.............................................................. _ ,. .
.......... " .......................................•................................................. ~ .
Response of the older child

...................................... " ~ .
.......................................................................................................................
................................................................................................................
After the child answers your question, pour water from one of the glasses into another
.
glass which is different in shape, as shown in Figure 2. The water in this glass
(Le. glass 3) will rise to either a lower or a higher height as compared to the earlier
glass (i.e., glass 2). Now ask the child the same question as before. Note down the
responses of the two children.

...;...--------
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- - - --
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-------- - - ---!
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 Response of the younger child

............................................... ~ ~ I
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..........•............................................................................•....... , ~ .
...................................................................................................................
Response of the older child

............................................................................................................. ....
;

What do the responses indicate? Did one or both the children conserve? What do their
responses tell you about preschoolers' ability to conserve?
Write ananitysis in the following space.

Analysis

..................................... _ ,._ ,.~ .

.......................................................................................................... , .
···>·············~·································r··.~ .

.................................................................................................................
................................................................................................................
............................................................................... , .

Carry out Activity 2 with the child/children who did not show conservation.

Activity 2
Ask the following question to the child/children who did not conserve: ."Before I
poured the water from this glass (glass 2) to this one (glass 3) (point at the glasses),
you agreed that the amount of water was the same in both glasses. (Wait for the 'child
to respond. Then continue with the question.y Has the amount of water remained the
same after pouring it into this glass (point at the third glass) or has it become
more/less? (depending upon what the child has answered) Note the child's/children's
response.

80
1 Response or the youn&er chUd

...........................................................................•....................................

....................................................•...........................................................
Response or the older cliUd

..................................................................................................................

••••• CI ••••••••••••••.••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

If the child/children again say that the amount or water has increased or
·'1 decreased upon transrerring, carry out Activity 3.

I Activity 3 •
I
I In front of the child pour water back from the third glass jnto the secoad glass and ask
die child if there is the same amount of water in both.Jhe glasses i.e.. glasses 1 and 2.
I Note the child's response. Then pour the watCr back from the SC<:bQ4 glass 10 the third
I glass and repeat the question. Note down the response. agaiiL .
I
I Response or the younger cbUd
I
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1
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................................................................................................................
Response or the older chUd

..............................................................•.................................................

........................................................•.......... - .
If the chUd/children again say that there is more water iD one of the glasses, then
carry out Activity 4.

Activity 4
Pour the water back from the thfrd.glass-t4)·the;secondglass. Then cover the third glass
with paper or cloth so that wheD/~_ is poured in it>the child is not able to see the
level to which the water rises. Now.:pour the water from the second glass to the third
glass and repeat the question. Nofd,down the child·s response.
/ .

Response or the younger child

••••••••••••••••••••••••••••• $ ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• , •••••••••••••••••••••

...................................................................•.......... ~ .

et
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Response of the older child

................................................................................................................
..................................................•..................................................................
..................................•.............................................................................
If the child states that the amount of water has remained-the same on transferring, then
remove the cloth/papef from the third glass in front of the child and ask whether "there is
the same amount of water in both the glasses or is there more in one?" Note down the
child's response.

Response of the younger child

................................................................................................................

,
.11; ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

Response of the older child

Analysis
Analyse the responses of the children and state what stage of conservation they are in.
You have read about the stages of conservation in Unit 18. In the Unit an activity along
similar lines has been described. Reading through that activity will-help you in writing the
analysis. Based on your activities with children, what do you have to state about the
development of the ability of conservation in preschoolers?

••••••••••••••••••••••••••••••••••••••••••••••••••••••• 1iI •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

.................................................................................................................

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81
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84
 I

i FEEDBACK ON EXERCISE 7

1) Did you find the exercise

Useful o Partly useful o Not useful o
Give reasons for your answer.

.......... "'
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••••••• 1' •••••••••••••••••••••••••••••.••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

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..................... ~ " .
2) Were the children able to understand what they were required to do in the various
tasks?
Yes D No o
If they did not understand the tasks, what do you think was the reason for this?

.....................................................................................................
.......................................................................................................
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1
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3) DO you think tasks could have been devised to find out about other abilities? If
yes, for which abilities could tasks have been devised?

......................................................................................................
.... - .
. .
.....................................................................................................
................... .
4) Did you face any difficulty while carrying out the tasks with children?

.....................................................................................................
........................................................................................................
........ _ .
.......................................................................................................
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1 85
 ,5) Do you want to say anything else aboot the exercise?

••••••••••••••• a ••••••••••••••••••• ••••••••••••••••••• •••••••••••••••••••••••••••••••••••••••••••••

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.......................................................... " .
.....................................................................................................

86.

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EXERCISE 8
(This exercise is related to Units 17, 21 and 33)

To plan and carry out two play activities with six to eight preschoolers and subsequently,
to evaluate the activities. These should be group activities. one of which should focus on
the development of gross motor skills and the other one should further the development of
fine motor skills. The activities you plan should not be the same as those mentioned in the
course material; they should be modifications or entirely different.

Objectives
1) 'I'd plan play activities which focus on a particular aspect of development and are
appropriate for a particular age.

You have been reading how play activities can facilitate development in different
areas. Through this exercise. you will get practice in planning age-appropriate play
activities that focus on enhancing motor-skills.
2) To interact with preschoolers and carry out play activities with them.

Before the Exercise

1) Identify the preschoolers with whom you would like to carry out the activities and
form a rapport with them:'2 will be better if you are able to identify children whom
you know well as well as who are familiar with each other. This will lessen the time
required to establish a rapport and you will find it easier to carry out these group
activities.

2) Refer to Units 17, 21 and 33 to refresh your memory about the motor abilities of
preschoolers, the kind of play activities you can plan and the criteria which you can
use to evaluate the activities.

Tips that will help you to do the Exercise

1) While planning the activities, bear in mind the age of the preschoolers with whom
you will carry out the activities. Your activities should be age-appropriate.

2) The activities you plan should be fun. In addition to keeping in mind this aspect
when designing the activities. remember that the way you conduct them will also
influence the extent to which children enjoy them.

Time needed for the Exercise

To read the exercise 20 minutes

To refer to Units 17, 21 and 33 2(j minutes

To plan the two activities 15 minutes for each activity

To carry out the activities 25 minutes for each activity

To' analyze and evaluate the activities 20 minutes for each activity

160 minutes = 2 hours 40 minutes

87
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1
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Planning the Activities
Having revised the relevant portions of the text, give your creativity a chance and think
I of suitable activities. When doing so, see how you can utilize material easily available
I in the environment for the activities.
I ·In the space below, write down the goal, content and materials required for each
activity. Also specify the age group for which the activity would be appropriate.

Activity for gross motor skills

•••••••••••••••••••••• * •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

.....................................................................................................................
.......... ,

................................................................................................................
· .
........................................................................................................... .....
.. .
· " .
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......................... .
................................................................................................................
......................................... _ .
........................................................... ~ .
............................................................................................................. ,. ..
.. .
........................................ .
Activity for fine motor skiDs

· .
........ .
................................................................................................................
••••• 4t ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 0 ••••••••••••••••••••••

· .
· .
....................................................................................................... .
..... .

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............................................. .
............................................................................. .
••••••• 0 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

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....................................................................................................... .
..................................... .
:arrying out the Activities
After you have planned the activity, organized the materials required for it and established
rapport with the preschoolers, carry out the activity with them. Remember that you may
need to do some explaining and demonstrating before the children understand what they
are required to do. .
You may carry out both the activities one after the other or you may need to carry out the
activities on different days, depending upon the interest and response of the children.
Analysis
In the space below, write down your impressions about each activity. Analyse the activity
in terms of:
i) whether the children enjoyed it
ii) whether it was age-appropriate
iii) whether you carried out the activity appropriately or not.
You may refer to Unit 33 in this regard. Your analysis should also state what modifications
you would make if you were to carry out the activities once again.

Activity for gross motor skills

.................................................................................................................

••••• ••••••••••••••••••••• ~ ••••••••••••••••••••••••••••••••••••.•••••••••••••••••••••••••••••••••••••••••••• 0 ••••

............................................................... .

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Activity for fine motor skills .

••••••••••••••••••••• !! ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

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7£.EDB .C ON EXf..R !SE ~
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1) i-jow long did it take you to plan each activity?

lnvo vmg gross Involvir ~~fine
motor s:.ociUs motor skins
Less than 15 minutes
Abo l 15 minutes
More than 15 minutes
More than 25 mlUUiCS

2) How long did it take you to carry out each activity?

Involving gross Involving fine
motor skills motor skills

About 25 nunutes •
More than 25 mmUICS

More than 40 rrunutes

:.) Did you Iace any difficu! y in doing the exercise? If yes, what was it?

OIl •••••••••• ~ •••••••••••••••••••••••••••••••••••••••••••••••••••• o..o. .•.•••••..••.•.•.•.••••.•..••.•••••••.•...•.•.•...•••.•...•...•.•.•••.....•.•...•..••

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D Not useful
I GIve reasons for your answer,
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..........................................................................................................

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94

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,
 EXERCISE 9
(This exercise is related to Block 5 and Unit 30 of Block 7)

To plan activities to be carried out with preschoolers in the child care centre during a
particular week, that focus on a festival that falls during that week.

Objectives
1) To be aware of .how you can help children understand a particular concept through a
variety of activities.

2) To learn to plan and schedule activities that center around a particular theme, over a
period of days.

3) To understand how activities based on a specific concept can further development in

different areas.
,
Before the Exercise
Refer to Units 21, 22, 23, 24 and 30 to decide what activities can be planned and how
they can be-spread over a period of time to emphasize various aspects of the concept, as
well as provide variety.

Tips that will help you to do the Exercise

1) Select any festival of your region and think of the decorations, sweets, folk tales,
songs etc. associated with it. This will help you in planning activities related to that
festival.
2) Include one or two activities related to the festival in the daily curriculum for that
particular week. Remember that these activities should relate to different aspects of
development. If you think about it, you will find that you can easily modify a
language game or an art activity you have read about, and focus it around this
theme.

Time needed for the Exercise

To read the exercise 20 minutes
To refer to Units 45 minutes
To plan activities and
schedule them over a week 70 minutes

- Total time 135 minutes = 2 hours 15 minutes

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In the following space, state the festival which you have chosen as the theme for the
week and write a brief description of it

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how you will involve the preschoolers in doing so.

................................................................................................................
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................................................................................................................

Activities -
In the space provided below. describe (including the content and the materials required)
the activities which you would organize during the week, centering around the festival.
For each activity, specify the time required to conduct it, that is, how long the children
would be engaged in it Also indicate the day on which the festival falls.
a
You may have mentioned couple of activities under the preceding heading. Now you
may describe them in detail.

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et FEEDBACK ON EXERCISE 9

1) How long did it take you to plan the activities and schedule them over a week?
Less than 70 minutes
About 70 minutes
More than 70 minutes
More than 90 minutes
2) Did you face any difficulty in doing the exercise? If yes, what was it?

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3) Did you find the exercise

Useful
Give reasons for your answer.
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.................................. ~ .

102
 EXERCISE 10
(This exercise is related to Unit 30)

To formulate a week's schedule, stating the activities that you will carry out with a group
of 15 toddlers between two and three years of age. The toddlers stay in the centre from
8.30 a.m. to 4.30 p.m. You have one helper to assist you.
Briefly describe the play activities and the material required for them. Within the week
. you have been asked to take up the project 'Animals Around Us' with the.children.

Objectives
1) To apply the principles of planning a curriculum and scheduling activities which you
have read in Block 7.
You have read about formulating daily and weekly schedules. You know that the
schedule of activities will depend upon the age group of children as well as the
number of hours they are in the eentre. This activity will give you practice in
formulating a plan for a week.
2) To know the activities that can be carried out with older toddlers.
In Block 3 you have read about development during toddlerhood as well as the play
activities to foster development. This exercise provides you an opportunity to
identify and think about activities appropriate for children between two and three
years of age.

Before the Exercise

1) Look at Unit 30 to refresh your memory about the factors to keep in mind while
planning schedules. The Unit also gives an example of a day's schedule in a full-day
centre. Do not copy the schedule mentioned in the text.
2) Glance through Unit 16 to recollect the play activities you can carry out with
toddlers. You may have thought of some other activities as well. You can include
these as well in the week's plan.
3) You have already done a similar exercise related to planning a week's curriculum
for preschoolers in the Check Your Progress Exercise 2 of the Unit 30. If there were
some aspects that you overlooked while doing that exercise, keep them in mind now.

Tips that will help you to do the Exercise

1) First formulate a tentative list of play activities that you plan to carry out during the
week. Use the; 'Checking Chart' described in Unit 30 to see whether or not you have
included a few activities for each area of development throughout the week. In this
way you will be 'able to take care that the plan is not faulty in this regard.·
2) Check to see that there is a balance between structured activities and free play,
indoor and outdoee-activities, vigorous and quiet activities.
3) Remember that the theme for the week is "Animals Around Us". So some of the
activities should focus on this theme.

Time to be spent on the Exercise

To read the entire exercise once 20 minutes
Referring to Unit 16 & Unit 30 20 minutes
Formulating the Schedule 45 minutes
Writing a brief description of the
play activities 45 minutes

150 minutes = 2 hours 30 minutes

103

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~ Formulating the Schedule
I Use the following table to write the week's schedule. Mention the play activities in the
table and then write a brief description of the content of the activities and the materials
required for them in the space provided after the table. You have read in Unit 22 how
to do so.

SCHEDULE OF A WEEK'S ACTIVITIES FOR TODDLERS (2-3 YEARS)

Time Monday Tuesday Wednesday Thursday Friday

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 Description of Play Activities Suggested in the Schedule
If you feel that the following space-is less. attach separate sheets of paper and write the
1
description on them.

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~EEDBACK ON EXERCISE 10 .
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1) How long did it take you to fonn?la~e the schedule?
Less tnan 4::>minutes
About 45 minutes
About 60 minutes
More than 60 minutes
2) Did you find the exercise

Useful 0 Partly useful D Not useful 0

Give reasons for your answer.

•
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3) Did you come across any difficulty in formulating the schedule? If yes, what was it?

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ORGANIZING CHILD CARE SEH\'ICES

BLOCK 1 INTRODUCTION TO CHILD CARE BLOCK 2 THE CHILD: DEVELOPMENT IN THE

AND DEVELOPMENT
FIRST TWELVE MONTHS

Unit I The Experience of Childhood Unit 6 Prenatal Development and Care

Unit 2 Basic Concepts in Child Development Unit 7 Physical, Motor and Sensory Development
Uilit 3 The Principles of Development Unit 8 Cognitive Development: The Emergence of
Unit 4 The Needs and Rights of Children Thought
Unit 5 The Importance of Play in Development Unit 9 Language Development: Learning to Speak
tI Unit 10 Socio-Emotional Development: The First
Relationships
Unit II Play Activities for Fostering Development

BLOCK 3 THE CHILD: DEVELOPMENT BLOCK 4 THE CHILD: DEVELOPMENT

DURING TODDLER HOOD
DURING PRESCHOOL YEARS
(13-36 MONTHS) (3-6 YEARS)

Unit 12 Physical and Motor Development: Increase in Unit 17 Developing Physical Strength and Motor
Mobility and Control
Coordination
Unit 13 Cognitive Development: Towards Mental Unit 18 Developing Cognitive Abilities and
Representation
Understanding Concepts
Unit 14 Language Development: From Words to Unit 19 Enhancing Language Skills
Sentences Unit 20 Social Relationships and Child Rearing
Unit IS Socio-Emotional Development: Expanding
Relationships and the Emerging Self
" Unit 16 Play Activities for Fostering Development

BLOCK 5 PLAY ACTIVITIES FOR BLOCK 6 PLAY ACTIVITIES FOR

PRESCHOOLERS-l
PRESCHOOLERS-2

Unit 21 Play Activities for Movement and Mobility Unit 25 Fantasy. Story Telling and Dramatization
. Unit 22 Exploring the Environment Unit 26 Art for Children
Unit 23 Play Activities for Developing Cognitive Unit 27 Rhythm: Music and Movement
Abilities and Some Concepts Unit 28 Nurturing Creativity
Unit 24 Furthering Language

BLOCK 7 ORGANIZING CHILD PRACTICAl. \\:\i\UAL

CARE SERVICES

Unit 29 Child Care Services in India

Unit 30 Planning the Curriculum
Unit 31 Setting-up and Running the Centre
Unit 32 Involving the Family and the Community
Unit 33 Evaluation

).
/
SOCE-IGNOUlP.O.IT! July, 2000 (Reprint)

PLAY TODAY?
You say you love your children,
'And are concerned 'they learn today?
So am I - that's why I'm prouiding
A variety of kinds of play.
You're asking me the value
Of blocks and other such p?ay?
Your children are solving problems.
They will use that skill everyday.
You're asking what's the value
Of having your children play(
Your daughter's creating a tower;
She may be a builder someday ..
You're saying you don't want your son
To play in that "sissy" way?
He's learning to cuddle a doll;
He may be father someday.
You're questioning the {activity] centers;
They just look like useless play?
. Your children are making choices; .
They'll be on their own someday.
You're worried your children aren't learning;
And later they'll have to pay?
They're learning a pattern. of learning;
For they'll be learners alrvay.
-L~ila P. Fagg

From: Maxim, G. W. (1989) TN Vtry Young.

Merrill Publishing Company: Columbus