4-month certificate course on Foundations of Holistic Child Development

Certificate Course

“4-month certificate course on Foundations of Holistic Child Development Assessment: A Rabindrik psychotherapy-based Pedagogical Approach (Ages 3–8)”A Teacher Training Programme aligned with NEP 2020 & NCF–Foundational Stage (India)

1. Course Identity 

This is not only a pedagogy course. It is a developmental observation, assessment, and documentation course grounded in psychology, neuroscience, and Indian aesthetic–ethical traditions.

2. Duration & Structure

Duration: 4 Months (16 Weeks)

Total Contact Hours: 48 Hours

Weekly Structure: - Wednesday-9-10p.m , Thursday- 8-10 p.m.

Mode: Online (Interactive + Practicum‑based)

3. Target Group

• Foundational‑stage teachers (3–8 years)

 • ECCE educators (Anganwadi, Preschool, Montessori, Kindergarten) 

• Special & inclusion educators 

• School counselors & school psychology trainees 

• Teacher educators & academic coordinators

4. Course Rationale 

NEP 2020 positions the Foundational Stage as a developmental continuum, not a preparation phase for academics. This course operationalises that vision by training teachers to see, understand, and document holistic development through theory‑informed observation rather than premature testing or behaviour control.

Rabindrik psychotherapy’s topography of consciousness Theory (Murta–Raag–Saraswat )framework is used as an integrative developmental lens layered over established childhood developmental theories (Piaget, Vygotsky, Erikson, Bowlby, Greenspan, Bronfenbrenner). The focus is on embodied regulation, emotional expression, moral imagination, and inner discipline—capacities essential for healthy learning, well‑being, and citizenship.

5. Course Aim 

To equip educators with the capacity to:

 - Understand holistic child development (3–8 years) through psychology‑based theories

 - Observe children ethically and developmentally 

- Prepare anecdotal records and developmental checklists 

- Evaluate NEP‑aligned holistic report cards suitable for Indian schools 

 - Interpret behaviour without labeling, ranking, or diagnosing

6. Learning Outcomes 

By the end of the course, participants will be able to:

• Apply major developmental theories relevant to the foundational stage 

• Observe physical, emotional, social, cognitive, and moral development 

• Prepare accurate anecdotal records across contexts 

• Construct age‑appropriate developmental checklists 

• Integrate observations into holistic child profiles 

• Design narrative, parent‑friendly report cards aligned with NEP 

• Demonstrate reflective teacher awareness and bias sensitivity

7. Psychological Foundations

The course is grounded in: -Rabindrik psychotherapy model ( consciousness theory, value theory)

- Piaget’s Cognitive Development Theory

 - Vygotsky’s Sociocultural Theory 

- Erikson’s Psychosocial Development Theory 

- Bowlby & Ainsworth’s Attachment Theory

 - Greenspan’s Emotional Development (DIR) 

- Sensory Integration Theory (Ayres)

 - Interpersonal Neurobiology (Schore, Siegel) 

- Kohlberg’s Moral Development (descriptive use) 

- Executive Function Development 

- Bronfenbrenner’s Ecological Systems Theory 

- Authentic Assessment in Early Childhood Education

MODULE STRUCTURE 

MODULE 1: Development, Safety & Regulation 

Developmental Focus

Body, sensory integration, emotional safety, co‑regulation

Theories

Piaget | Bowlby | Ayres | Interpersonal Neurobiology

Units

1.1 Embodied Cognition & Sensorimotor Foundations

1.2 Attachment, Emotional Safety & Co‑Regulation

1.3 Rhythm, Routine & Nervous System Regulation

1.4 Nature‑Based Sensory Pedagogy

1.5 Foundational Observation Skills & Anecdotal Recording

Core Practicum

• Free‑play observation

• Transition observation

• checklist construction

Module Assignment

Prepare an observation portfolio (anecdotal records + checklist)

MODULE 2: Emotional Expression, Imagination & Social Play 

Developmental Focus

Emotion regulation, imagination, peer interaction

Theories

Erikson | Greenspan | Vygotsky | Bruner

Units

2.1 Emotional Development & Raag Consciousness

2.2 Music, Movement & Affect Regulation

2.3 Symbolic Play, Storytelling & Meaning‑Making

2.4 Social Play, Empathy & Emotional Repair

2.5 Documenting Emotional & Social Development

Core Practicum

• Storytelling-based observation

• Music/movement session observation

• Emotional‑social checklist development

Module Assignment

Compile an emotional development profile with interpretation notes

MODULE 3: Values, Reflection & Self‑Regulation 

Developmental Focus

Moral imagination, responsibility, self‑regulation

Theories

Piaget | Vygotsky | Kohlberg | Executive Function Theory

Units

3.1 Reflective Thinking & Inner Speech

3.2 Moral Imagination & Ethical Sensitivity

3.3 Responsibility, Choice & Self‑Regulation

3.4 Nature, Silence & Inner Discipline

3.5 Interpreting Values‑in‑Action (Non‑Judgmental Assessment)

Core Practicum

• Conflict observation

• Responsibility role observation

• checklist creation

Module Assignment

Prepare a values‑based anecdotal case study

MODULE 4: Integrated Holistic Assessment &Report card evaluation 

Developmental Focus

Integration, ethics, documentation, and family communication

Theories

Bronfenbrenner | Developmental Systems Theory | Authentic Assessment

Units

4.1 Integrating Murta–Raag–Saraswat Observations

4.2 Teacher Bias, Ethics & Reflective Practice

4.3 Designing Developmental Checklists

4.4 Holistic Report Card Design (NEP‑Aligned)

4.5 Communicating Development to Families

 Project Report 

• One complete Holistic Child Profile

• One Narrative NEP‑aligned Report Card

• Observation and interpretation

8. Assessment

• Reflective Journal – 10

• Written Exam – 40

• Project Report – 30

• Viva + Case Study Presentation – 20

 

 Certification

Participants who successfully complete the programme will receive a Certificate. 

This course treats assessment as an ethical developmental act, not a measurement exercise. Teachers are trained to become developmental witnesses, capable of supporting children’s growth without fear, comparison, or labeling.