Home Science Human Ecology and Family Sciences Part I Class 11

Human Ecology and
Family Sciences
i
Part I
2018-19
ISBN 978-81-7450-972-7
First Edition
July 2009 Sravana 1931 ALL RIGHTS RESERVED
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2018-19
Foreword
The National Curriculum Framework (NCF) 2005 recommends that children’s
life at school must be linked to their life outside the school. This principle
marks a departure from the legacy of bookish learning which continues to
shape our system and cause a gap between the school, home and community.
The syllabi and textbooks developed on the basis of NCF signify an attempt
to implement this basic idea. They also attempt to discourage rote learning
and the maintenance of sharp boundaries between different subject areas.
We hope these measures will take us significantly further in the direction of a
child-centred system of education outlined in the National Policy on Education
(1986).
The success of this effort depends on the steps that school principals and
teachers will encourage children to reflect on their own learning and to pursue
imaginative activities and questions. We must recognise that, given space,
time and freedom, children generate new knowledge by engaging with the
information passed on to them by adults. Treating the prescribed textbook as
the sole basis of examination is one of the key reasons why other resources
and sites of learning are ignored. Inculcating creativity and initiative is
possible if we perceive and treat children as participants in learning, not as
receivers of a fixed body of knowledge. These aims imply considerably change
in school routines and mode of functioning. Flexibility in the daily time-table
is as necessary as rigour in implementing the annual calendar so that the
required numbers of teaching days are actually devoted to teaching.
This textbook marks NCERT’s resolve to reconstruct knowledge in all
areas from the perspective of the learner and the dynamic socio-economic
realities of contemporary India. The National Focus Group on Gender Issues
in Education, appointed under the auspices of NCF-2005, emphasises the
urgency of incorporating women’s perspective for epistemologically redefining
conventionally defined subjects like home science. We hope that the present
textbook will make this subject free of gender bias and capable of challenging
young minds and teachers for creative study and practical work.
NCERT appreciates the hard work done by the Textbook Development
Committee and its Chief Advisors, Dr. Neerja Sharma, Lady Irwin College,
University of Delhi and Dr. Shagufa Kapadia, M.S. University, Baroda, Vadodra.
We are indebted to the institutions and organisations which have generously
permitted us to draw upon their resources, material and personnel. We are
especially grateful to the members of the National Monitoring Committee,
appointed by the Department of Secondary and Higher Education, Ministry of
Human Resource Development under the Chairpersonship of Professor Mrinal
Miri and Professor G.P. Deshpande, for their valuable time and contribution.
We are particularly grateful to the members of the sub-committee for Human
Ecology and Family Sciences (HEFS), Dr. Mariamma Varghese, former Vice-
Chancellor, SNDT Women’s University, Mumbai, and Dr. S. Anandalakshmy,
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former Director, Lady Irwin College, University of Delhi for their contribution
for reviewing the textbook.
As an organisation committed to systemic reform and continuous
improvement in the quality of its products, NCERT welcomes comments
and suggestions which will enable us to undertake further revision and
refinement.
Director
New Delhi National Council of Educational
April 2009 Research and Training
iv
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Preface
The textbook on Human Ecology and Family Sciences (HEFS), a subject so far
known as ‘Home Science’, has been reframed keeping in view the principles of the
National Curriculum Framework – 2005 of the NCERT. Conventionally, the field
of Home Science encompasses five areas, namely, Food and Nutrition, Human
Development and Family Studies, Fabric and Apparel, Resource Management,
and Communication and Extension. All these domains have their specific content
and focus that contribute to the study of the individual and the family in Indian
socio-cultural context. They also provide ample scope for professional avenues of
higher education and career opportunities in this applied field. Many components
of the field have grown to become specialised areas and even super-specialisations.
They range from professions catering to various health and service institutions/
agencies, educational organisations, industry and business houses of textiles,
garments, foods, toys, teaching-learning materials, labour saving devices,
ergo-nomically appropriate equipment and work stations. In Class XI the ‘self
and family’ and the ‘home’ are focal points for understanding the dynamics of
individual lives and social interaction. In Class XII, the emphasis will be on ‘work
and careers’ through the life-span.
The subjects in HEFS concern themselves with enhanced human resources
as well as productivity, and with better quality of life for individuals and society in v
general. People cannot be productive if they are physically unwell due to unhygienic
personal and environmental conditions, children cannot learn if they are mal-
nourished, or scarred from abuse and neglect, people cannot work if disturbed
by family turmoil or resource management problems, or when preoccupied with
rejection in the family or domestic violence. Conversely, human beings whose
development is fostered by positive environmental surroundings, nurturing
relationships, good nutrition, access to basic amenities for health, safety and
sanitary living conditions, can be well-adjusted and productive citizens.
The possibilities of teaching and research careers are present at all levels
of education, be it at school or college or university. To the professionals in the
specialisation of Food and Nutrition, the spectrum of opportunities is wide ranging
from the service sector as dietitians, healthcare consultants / counsellors to the
food industry, in catering and food service management/institutional management,
in accordance with the thrust of their educational inputs and acquired interests,
skills and competencies. For professionals in Human Development and Family
Studies, job opportunities range from being at several cadres of functionaries in
social development organisations for children, adolescents, women and families,
in early childhood care and education programmes, to being professionals in
counselling settings at various levels and age groups. Those trained in Fabric and
Apparel find their future careers in textile design, textile or fashion or garment
industry, and entrepreneurship.
To the Resource Management trainees, the career choices abound between
interior decoration, hospitality administration, ergonomics, to consumer education
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and services as well as entrepreneurship, event management, investment and
insurance enterprising. Those who specialise in Communication and Extension can
work in media related fields, or be welfare and programme officers, administrators
and supervisors in field-based activities of NGOs, private and public sector
organisations.
The new textbook has attempted to break away from the conventional
framework of the discipline in significant ways. In the new conceptualisation the
boundaries between different areas of the discipline have been dissolved. This
has been done to enable students to develop a holistic understanding of life in the
home and outside. A special effort has been made to communicate respect for every
student’s life at home and in society by making the curriculum appropriate for
both boys and girls, living in different contexts, including those who are homeless.
It has also been ensured that all the chapters address the significant principles
of equity, equality and inclusiveness. These include gender sensitivity, respect
for diversity and plurality in relation to rural-urban and tribal location, caste,
class, value for both transformative traditions and modern influences, concern for
society and pride in national symbols.
The practicals have an innovative and contemporary character and reflect
the utilisation of new technology and applications that would strengthen critical
engagement with the lived realities of people. More specifically, there is a deliberate
shift to field-based experiential learning. The practicals are designed to foster critical
vi
thinking. Further, conscious effort has been made to move away from stereotyped
gender roles, thus making the experiences more inclusive and meaningful for
both boys and girls. It is imperative that the practicals are conducted keeping in
mind the available resources.
The textbook adopts a developmental framework using the life-span approach.
However, it is structured a little differently in terms of the sequence of stages in
human development. The first unit begins with adolescence, as this is the stage
of development being experienced by the student. Beginning with one’s own stage
of development would instill interest and enable identification with the physical,
emotional, social and cognitive changes that the student is undergoing. Once
the adolescent learner develops some understanding of the self, the second unit
spans to the diverse contexts in which one functions – these include the family,
school, community and society. Relationships, needs and concerns stemming
from each context are dealt with in this unit. Following this are two units dealing
with the study of ecological and family issues arising in childhood and adulthood
respectively. This approach would help the learner understand and analyse
the significance of nutrition, health and well-being, growth and development,
education and communication, apparel and management during these two phases
of life, thereby completing the cycle of development. Thus the textbook addresses
some significant concerns and challenges of each life stage, providing reasonable
suggestions and resources necessary to enhance the quality of life of self, family,
community and society.
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Objectives
The HEFS textbook has been framed to enable the learners to

1. develop an understanding of the self in relation to family and society.
2. understand one’s role and responsibilities as a productive individual
and as a member of one’s family, community and society.
3. integrate learning across diverse domains and form linkages with other
academic subjects.
4. develop sensitivity and critical analysis of issues and concerns of equity
and diversity.
5. appreciate the discipline of HEFS for professional careers.
vii
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Note for the Teachers
As mentioned in the Preface, this textbook is intended to reflect a holistic perspective
of what has been conventionally known as Home Science. The textbook is structured
in two parts i.e. Part – I and Part – II with a total of four units comprising 19
chapters. The units are organised along a developmental framework. Unit I begins
with the stage of adolescence and related concerns. Unit II deals with the expanding
interactions of the adolescent with others in the family, school, community and
society, and the needs emerging from each of these contexts. Units III and IV, i. e
Part – II, focus on childhood and adulthood respectively. The correspondence of
the units and the chapters in the textbook with the NCERT syllabus is indicated
below.
PART - I
Units and Chapters in Textbook Units and Sections in NCERT
Syllabus
Chapter Title of the Chapter Units and Sections
1. Introduction: HEFS: Evolution of the Introduction: HEFS: Evolution of the
discipline and its relevance to quality discipline and its relevance to quality
of life of life
viii Unit I Understanding oneself: Adolescence
2. Understanding the Self
A. What makes me ‘I’: A. Sense of self understanding who
am I?
B. Development and B. Characteristics and needs
Characteristics of the Self
C. Influences on Identity: How C. Influences on identity
do we Develop a Sense of
Self?
3. Food, Nutrition, Health and Fitness D. Food, nutrition, health and fitness
4. Management of Resources E. Management of resources- time
money, energy and space
5. Fabrics Around Us F. Fabric and Apparel
6. Media and Communication G. Media and communication
Technology technology
7. Effective Communication Skills H. Communication Skills
8. Living and Working in a Global I. Living and Working in a Global
Society Society
Unit II Understanding Family, Community and Society
9. Relationships and interactions with A. Relationships and interactions
‘significant others’ within: with ‘significant others’ within:
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A. Family - Family
B. School: Peers and Educators - School-peers and educators
C. Community and Society - Community
- Society
10. Concerns and needs in diverse B. Concerns and needs in diverse
contexts: Family school, community contexts: Family school,
and society community and society
A. Nutrition, Health and Hygiene a. Health, nutrition and hygiene
B. Work, Worker and Workplace b. Activity, work and
environment
C. Resource Availability and c. Resource availability and
Management management
D. Learning, Education and d. Learning, education and
Extension extension
E. Textile Traditions in India e. Textile heritage of India
PART - II
Unit III Childhood
11. Survival, Growth and Development - Survival, growth and development
12. Nutrition, Health and Well-Being - nutrition, health and well-being
13. Care and Education - care and education ix
14. Our Apparel - Clothes and apparel
- children with special needs
- socio-cultural influences on children
Unit IV Adulthood
15. Health and Wellness - Health and wellness
16. Financial Management and Planning - Financial planning and management
17. Care and Maintenance of Fabrics - Care and maintenance of fabrics
and apparel
18. Perspectives in Communication - Perspectives in communication
19. Individual Responsibilities and Rights - Individual responsibilities and rights
Each chapter begins with a brief introduction to the unit followed by learning
objectives which serve as a useful guide to the teacher and the student. Most
chapters also include instructions for activities. Please ensure that the activities
are carried out, as this would encourage active participation of the students,
create and sustain interest, and enhance learning. The activities may be modified
to adapt to local contexts (e.g., urban, rural, tribal, different social class groups)
as well as to gender variations.
The practicals depart from the conventional laboratory experiments and direct
the student towards field based experiences. This would enable the learners to
engage in first-hand interactions with children, adolescents and adults in real life
contexts, including the family, neighbourhood, and community. The practicals are
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also aimed at developing basic research skills of observation and interview. The
teachers are welcome to modify the practicals in accordance with the resources
available in their specific contexts.
Each chapter includes key terms; and definitions are provided only for the more
complex terms. Review questions are also provided at the end of each chapter with
the purpose of enabling both teachers and students to recapitulate and revise the
main ideas presented in the chapter. The key terms and review questions will
also help the students to connect with the content on which they are likely to be
examined.
The present textbook on Human Ecology and Family Sciences is the first
attempt to present at the higher secondary level contemporary and integrated
perspectives on the five areas – Food and Nutrition, Human Development and
Family Studies, Fabric and Apparel, Resource Management, and Communication
and Extension. The aim is to project the field as a professional discipline.
Your feedback to the textbook is of utmost importance to us to enable to
improve the content for the next edition of the textbook. A feedback form has been
given on page xiv consisting of a set of questions related to different dimensions
of the textbook. Please spare some time to respond to these questions after you
have used the book. You may encourage the students also to respond through
these forms or on a seperate sheet. In addition, you are free to provide any other
comments or suggestions. We look forward to your response. You may answer
x
on the sheets attached and send the feedback by post at the given address. The
feedback form is also available on the NCERT website www.ncert.nic.The
form can be filled and also sent to sushma.jaireth@nic.in
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Textbook Development Committee
Chief Advisors
Neerja Sharma, Reader, Department of Human Development and Childhood
Studies, Lady Irwin College, University of Delhi, New Delhi
Shagufa Kapadia, Professor, Department of Human Development and
Family Studies, Faculty of Family and Community Sciences, M.S. University
of Baroda, Vadodara, Gujarat
Members
Annu Jacob Thomas, Professor, School of Gender and Development
Studies, Indira Gandhi National Open University, New Delhi
Archna Bhatnagar, Reader, Department of Post Graduate Studies
and Research in Home Science, SNDT Women’s University, Mumbai,
Maharashtra
Asha Rani Singh, PGT, Home Science, Laxman Public School, New Delhi
Dorothy Jaganathan, Reader, Department of Food Service Management
and Dietetics, Avinashilingam University for Women, Coimbatore,
Tamil Nadu xi
Hitaishi Singh, Reader, Home Science, R.C.A. Girls (P.G.) College, Mathura,
Dr. B.R.Ambedkar University, Uttar Pradesh.
Indu Sardana, Former TGT, Home Science, Sarvodaya Kanya Vidyalaya,
Malviya Nagar, New Delhi
Meenakshi Gujral, Lecturer, Amity School of Business, Amity University,
Noida, Uttar Pradesh
Meenakshi Mital, Reader, Department of Resource Management and
Design Application, Lady Irwin College, University of Delhi, New Delhi
Mona Suri, Reader, Department of Fabric and Apparel Science, Lady Irwin
College, University of Delhi, New Delhi
Nandita Chaudhary, Reader, Department of Human Development and
Childhood Studies, Lady Irwin College, University of Delhi, New Delhi
Puja Gupta, Sr. Lecturer, Department of Resource Management and Design
Application, Lady Irwin College, University of Delhi, New Delhi
Ravikala Kamath, Former Professor, Department of Post Graduate Studies
and Research in Home-Science, SNDT Women’s University, Mumbai,
Maharashtra
Rekha Sharma Sen, Reader, Child Development Faculty, School of
Continuing Education, Indira Gandhi National Open University,
New Delhi
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Sarita Anand, Reader, Department of Development Communication and
Extension, Lady Irwin College, University of Delhi, New Delhi
Shashi Guglani, Reader, Department of Education, Lady Irwin College,
University of Delhi, New Delhi
Shobha A. Udipi, Professor, Department of Food Science and Nutrition,
Faculty of Home Science, SNDT Women’s University, Mumbai,
Maharashtra
Shobha B., Reader, Department of Resource Management, Smt. VHD
Central Institute of Home Science College. Bangalore University, Bangalore,
Karnataka
Shobha Nandwana, Reader, Department of Human Development and
Family Studies, College of Home Science, Maharana Pratap University of
Agriculture and Technology, Udaipur, Rajasthan
Simmi Bhagat, Reader, Department of Fabric and Apparel Science, Lady
Irwin College, University of Delhi, New Delhi
Sunanda Chande, Former Principal, SVT College of Home Science
(Autonomous), SNDT Women’s University, Mumbai, Maharashtra
Veena Kapur, Reader, Department of Fabric and Apparel Science, Lady
Irwin College, University of Delhi, New Delhi
xii
Member – Coordinator
Sushma Jaireth, Reader, Department of Women’s Studies, NIE, NCERT,
New Delhi
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Acknowledgement
The National Council of Educational Research and Training (NCERT) acknowledges
the valuable contribution of the individuals and organisations involved in the
development of this textbook.
Department of Women’s Studies (DWS) could not have gone ahead with this
endeavour without the direction and guidance of Professor Krishna Kumar,
Director NCERT.
We also gratefully acknowledge contributions of Professor Mariamma Varghese,
Former Vice-Chancellor, SNDT Women’s University and Dr. S. Anandalakshmy,
Former Director, Lady Irwin College, University of Delhi, for their expert review,
comments and suggestions for this textbook. The photographs in the book provided
on page nos. 197, 198, 201, 202, 205, 206, 209, 210 by Dr. Veena Kapoor and Dr.
Simmi Bhagat from Lady Irwin College, Delhi and on page no 63 by Dr. Sushma
Jaireth from NCERT, Delhi are acknowledged.
Special thanks are due to the members of the Syllabus Development Committee
and its Chairperson, Mrs. Arvind Wadhwa, Former Reader, Department of
Food and Nutrition, Lady Irwin College, University of Delhi, for their valuable
contribution in the development of HEFS syllabus initiated for the first time by
NCERT. Acknowledgements are also due to the team members of DWS, Dr. Neerja
Rashmi, Reader and Dr. Mona Yadav, Sr. Lecturer, for their support during the xiii
development of the syllabus.
NCERT is grateful to Professor Gopal Guru of Centre for Political Studies,
School of Social Sciences, Jawaharlal Nehru University, New Delhi, for his critical
comments and insightful observations.
The contribution of Ms. Meenakshi Tomer, the Computer Operator and Shumaila
Fatma and Hari Darshan Lodhi, the DTP Operator are also duly acknowledged.
Thanks are due to the Head, faculty, and administration of DWS for their
constant cooperation during the development of the textbook. Last but not the least,
the efforts of the Publication Department, NCERT are also duly acknowledged.
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Feedback form for HEFS
Textbook for Class XI
Please rate the following questions by putting a number, rating from 1 to 7 in the box
given alongside. '1' being 'Strongly Disagree' and '7' being 'Strongly Agree'.
__________________________________________________
7 6 5 4 3 2 1
Strongly Agree Strongly Disagree
1. The textbook communicates an integrated perspective of the field of HEFS?

2. The life-cycle approach is liked by the students/teachers?

3. The language is simple and can be clearly understood by students.
4. The activities are
(a) relevant to the chapter content
(b) interesting to carry out
(c) difficult to carry out
xiv
5. The practicals are
(a) relevant to the chapter content
(b) possible to carry out in our specific context
(c) interesting and enjoyable in carrying out
6. (a) The key terms were: Very useful /Not at all useful
(b) The review questions were: Very useful /Not at all useful
7. Which chapters did you like the most? Give reasons for your answer.
8. Please give your suggestions to improve the textbook.
The form may be posted or sent through email.

(This feedback form can be accessed on the website www.ncert.nic.in)
Postal address
Dr. Sushma Jaireth, Member Coordinator,
Department of Women’s Studies,
NCERT, Sri Aurobindo Marg, New Delhi 110016
Email: sushma.jaireth@nic.in
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Contents
Part – I
Foreword i
Preface iii
Chapter 1 Introduction
HEFS: Evolution of the discipline and its
relevance to quality of life 1
Unit I UNDERSTANDING ONESELF 5
ADOLESCENCE
Chapter 2 Understanding the Self

A. What makes me ‘I’ 6
B. Development and Characteristics of the Self 11
C. Influences on Identity
How do we Develop a Sense of Self? 18
Chapter 3 Food, Nutrition, Health and Fitness 28
Chapter 4 Management of Resources 47 xv
Chapter 5 Fabrics Around Us 57
Chapter 6 Media and Communication Technology 73
Chapter 7 Effective Communication Skills 91
Chapter 8 Living and Working in a Global Society 102
Unit II UNDERSTANDING FAMILY, COMMUNITY AND SOCIETY 105

Chapter 9 Relationships and Interactions with ‘Significant Others’
A. Family 106
B. School: Peers and Educators 121
C. Community and Society 127
Chapter 10 Concerns and Needs in Diverse Contexts
A. Nutrition, Health and Hygiene 140
B. Work, Worker and Workplace 155
C. Resource Availability and Management 163
D. Learning, Education and Extension 180
E. Textile Traditions in India 193
References 213
Appendix
Syllabus 215
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Contents of Part II
Unit III CHILDHOOD

Chapter 11 Survival, Growth and Development
Chapter 12 Nutrition, Health and Well-Being

Chapter 13 Care and Education

Chapter 14 Our Apparel
Unit IV ADULTHOOD

Chapter 15 Health and Wellness
Chapter 16 Financial Management and Planning
xvi Chapter 17 Care and Maintenance of Fabrics
Chapter 18 Perspectives in Communication
Chapter 19 Individual Responsibilities and Rights
THE FINALE Crossword Puzzle
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UNIT I
Understanding Oneself
Adolescence
Unit I focusses on the stage of adolescence –
5
the stage of life to which you belong at
present. This unit deals with understanding
your own self in terms of your personal and
social identity, your nutritional and health
requirements, management of basic resources
of time and space, fabrics around you, and your
communication skills. The last chapter of the
unit situates the adolescent in the context of the family
and larger society, thereby linking it to the next unit
that deals with the individual in relation to her/his
family, school, community and society.
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Human Ecology and Family Sciences – Part I
Understanding
the Self 2
A. What makes me ‘I’
Learning Objectives
After completing sections A,B and C the learner will be able to–
• discuss the importance of knowing oneself and the
significance of developing a positive sense of self.
• list the factors that influence the development of selfhood and
6 identity.
• analyse why the period of adolescence is critical for the
development of self and identity.
• describe the characteristics of self during infancy, childhood
and adolescence.
2A.1 Introduction
While we all have many things in common with our parents, siblings, other
relatives and friends, each one of us is also a unique person, different from
all others. This sense of being unique gives us our sense of self — the sense
of ‘I’ which is different from ‘you’, ‘them’ and ‘others’. How do we develop
this sense of self ? What we think about ourselves and how we describe
ourselves — does it change over the years? What are the elements of the
self? Why should we study about the self ? Does our self influence the way
we interact with people? In this unit we will study about these and other
interesting aspects of the self.
Related to the concept of the self are two other concepts — identity and
personality. While psychologists distinguish between these three concepts
in terms of their definitions, the concepts are intricately related and we
often interchange these terms in common usage.
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Understanding the Self
2A.2 What is Self?

The Webster’s Third New International Dictionary contains 500 entries
that begin with “self ”. The sense of self refers to the sense of who we are
and what makes us different from everyone else. During adolescence – the
period you are going through presently – we start thinking more than ever
about who am I? What makes ‘me’ different from ‘others’? At this stage,
more than at any other stage before this, we try to define our ‘self ’. Some of
you may have given this question a lot of thought, while some others may
not be aware that they have been thinking of these aspects.
Activity 1
Complete the following sentences starting with – I am.

1. I am…………………………………………………………………………………….....
2. I am…………………………………………………………………………………….....
3. I am…………………………………………………………………………………….....
4. I am…………………………………………………………………………………….....
5. I am……………………………………………………………………………………..... 7
6. I am…………………………………………………………………………………….....
7. I am…………………………………………………………………………………….....
8. I am…………………………………………………………………………………….....
9. I am……………………………………………………………………………..………...
10. I am……………….……………………………………………………………………....
Re-examine the statements you wrote to describe yourself, some of

these described the physical aspects of yourself, you described your bodily
self; in some you referred to your feelings and emotions; in some you
described yourself in terms of your mental abilities; in some others you
may have described yourself in relation to others, in terms of the roles
you perform and the relationships you are involved in every day such
as son/daughter, wife/sister, student, i. e., you defined yourself in terms
of your social relationships in the family and community. Some of you
may have described yourself in terms of your potential or capabilities
and some others in terms of your beliefs. In some you described yourself
as a doer, as a person performing actions, as an agent, while in others
you described yourself as a thinker. Thus, you can see that the self has
several dimensions. Very broadly speaking we can think of these various
dimensions of the self as the personal and the social. The personal self
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has those aspects which relate only to you while the social self refers to
those aspects where you are involved with others, and includes aspects
like sharing, cooperation, support and unity.
We can say that the term self refers to the totality of a person’s
experiences, ideas, thoughts and feelings with regard to herself/himself. It
is the characteristic way in which we define ourselves. The idea that we
hold of ourselves is the notion of the self.
You must have heard and used the terms self-concept and self-esteem
with reference to yourself and with others. What do you mean when you
use them? Write your thoughts in the box below and discuss these after
reading the definitions given after the box.
For your thoughts....
Self-concept and self-esteem are elements of identity. Self-concept

is a description of oneself. It answers the question of ‘Who am I?’ Our
self-concept includes our qualities, feelings and thoughts and what we are
capable of doing.
An important aspect of the self-concept is self-esteem. Self-esteem
refers to our judgment of ourselves according to the standards we have set
for ourselves which are largely influenced by society. It is one’s evaluation
of oneself.
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2A.3 What is identity? Activity 2

Refer to Activity 2 on this page. What did you
Are you the same person that you
conclude – ‘Yes’, you are the same person or
were five years ago? Reflect on this
‘No’, you are not the same person, or was
for some time, and write your views
your answer both ‘Yes’ and ‘No’! Which is
and the reasons for these views in the
quite likely. Over the years your body has
space below.
undergone many changes, you know many
more people now as compared to earlier times,
and you have developed a certain relationship
with them. Your way of responding to and
understanding events may have changed,
you may have changed some of your beliefs
and values, and your likes and dislikes may
have also changed. So you are not really
the same person as you were even a year
ago! Yet, you have an unmistakable sense
of having been the same person from as far
back as you can remember. Most of us are
able to maintain a sense of continuity and
sameness throughout our lives despite the 9
many changes and discontinuities that mark
our life over the decades. In other words, we
all have a sense of identity, a sense of who
we are which we carry throughout our lives.
Just as in the case of self, we can talk of
personal identity and social identity. Personal
identity refers to those attributes of a person
that make her different from others. Social
identity refers to those aspects of the person
that link her to a group – professional, social
or cultural. Thus, when you think of yourself
as an Indian you have linked yourself with
a group of people living in a country. When
you describe yourself as a Gujarati or a
Mizo, you are saying that you share some
characteristics with the people living in that
state, and that these characteristics seem to
you to be different from people living in other
states of India. Thus, being a Gujarati is
one dimension of your social identity in the
same way as being a Hindu, Muslim, Sikh
or a Christian or being a teacher, farmer or
lawyer.
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The self is thus multi-dimensional in nature. It also undergoes change

as a person grows and develops from an infant to an adolescent. The next
chapter describes the characteristics of self during infancy, childhood and
adolescence.
Key Terms
Self, Self-concept, Self-esteem, Identity
Review Questions
1. Explain what you understand by the term ‘self’. Discuss its various
dimensions giving examples.
2. Why is it important to understand the self?
10
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B. Development and
Characteristics 2
of the Self
The self is not something that you are born with, but which you create and
develop as you grow. In this section we will read about the development
and characteristics of the self in infancy, early childhood, middle childhood
and adolescence.
2B.1 Self during infancy

At birth we are not aware of our unique existence. Does that surprise 11
you? This means that the infant does not realise that she/he is separate
and distinct from the world outside – she/he has no self-awareness or
self-understanding or self-recognition. By each of these terms we mean
the mental representation (a mental picture) of the self. The infant brings
her/his hand in front of her/his face and looks at it but does not ‘realise’
that the hand belongs to her/him and that she/he is separate from other
people and things she/he sees around her. The sense of self emerges
gradually during infancy and self-image recognition happens around 18
months of age. One interesting experiment which has been carried out
with infants in the age range 14-24 months is described below. You can
try it out too.
Activity 1
Put a dot of red lipstick/colour on the cheek of the infant and then place the infant in front
of the mirror. If the infant has an awareness of the self, she/he will touch her own cheek
after looking at the red spot on the face in the mirror. If the infant does not have self-
awareness, she/he will touch the reflection in the mirror, or just play with the reflection in
the mirror as if it is another infant.
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Towards the latter half of the

second year, infants begin to use
the personal pronouns – I, me and
mine. They use these pronouns
to indicate possession of persons
or objects – “my toy” or “my
mother”; to describe themselves
or actions they are doing or their
experiences – “me eating”. Infants
also begin to recognise themselves
in photographs at this time.
2B.2 Self during early

childhood
Since children are able to talk quite fluently by the time they are 3 years
old, we need not rely only on self-recognition to know young children’s self-
understanding. We can use verbal means by involving them in conversations
about themselves. Researchers have found that the following are the five
main characteristics of young children’s understanding of themselves.
12
1. They use physical descriptions of their self or material possessions
to differentiate themselves from others – they may use descriptive
words like ‘tall’, or ‘big’ or refer to the clothes they wear or the toys or
objects they have. Their self-descriptions are in absolute terms – this
means they do not see themselves in comparison with others. To give
an example, instead of saying, “I am taller than Kiran”, the child will
say, “I am tall.”
2. They describe themselves in terms of things they can do. For example,
in terms of their play activities – “I can ride a cycle”; “I can make a
house”; “I can count”. Thus, their self understanding contains active
descriptions of themselves.
3. Their self descriptions are in concrete terms – i.e., they define
themselves in terms of things they can do or what is visible to them – “I
have a television.”
4. They often overestimate themselves. Thus, a child may say, “I am
never scared” or “I know all the poems”, but may not remember them
completely.
5. Young children are also unable to recognise that they can possess
different attributes – that they can be ‘good’ and ‘bad’, ‘mean’ and ‘nice’
at different points in time.
The following is a brief interaction between an adult and Radha, a girl
aged 3 years 8 months, which reveals the child’s perception of herself. The
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interaction is presented in the form of questions asked and the answers

given by the child.
o;Ld vius ckjs esa dqN crkvksA

Adult Tell me something about yourself
jk/k eSa [kkuk [kkrh gw¡] eSa xktj Hkh [kkrh gw¡] jksVh Hkh [kkrh gw¡A eSa cSV&ckWy [ksyrh
gw¡A rhu fnu ckn esjk tUe fnu gksxk D;ksafd tuojh esa esjk tUe fnu gSA eSa
ykbu eas [kM+h gksrh gw¡SA eSa eEeh ds lkFk i<+rh gw¡A
Radha I eat food, I eat carrots as well, I eat chappati also. I play with bat
and ball. After three days is my birthday because my birthday is
in January; I stand in a line; I study with my mother.
o;Ld vxj dksbZ rqels iwNs fd jk/k oSQlh cPph gS] rks rqe D;k dgksxh \
Adult If someone asks you ‘What is Radha like’, what would you say?
jk/k eSa vPNh gw¡ D;ksafd eSa fy[krh Hkh gw¡A (o;Ld us vkSj crkus dks dgk ij cPph
us dqN ugh dgk)
Radha I am good because I write as well. (The adult asked her to explain
more but she did not respond). 13
o;Ld rqEgkjs eEeh&ikik dks rqEgkjs ckjs esa D;k vPNk yxrk gS \
Adult What do your mummy-papa like about you?
jk/k eSa vPNh&vPNh ckrsa djrh gw¡ vkSj vPNh&vPNh dgkuh lqukrh gw¡A
Radha I talk about nice things – I tell good stories.
o;Ld rqEgsa vius ckjs esa D;k vPNk yxrk gS \

Adult What do you like about yourself?
jk/k esjs xqykch twrs vPNs yxrs gSa] csch vPNk yxrk gS] viuh lgsfy;k¡ vPNh
yxrh gSa---
Radha I like my pink shoes, I like baby, I like my friends…
o;Ld vkSj crkvks---\

Adult Tell me more…?
jk/k eq>s le> ugha vk jgk--- eq>s vius ckjs esa dqN ughsa irk---A
Radha I don’t understand… I don’t know anything about myself...
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2B.3 Self during middle childhood

During this period, children’s self-evaluations become more complex.
There are five key changes that characterise this increasing complexity:
1. The child shifts towards describing herself in terms of her internal
characteristics. The child is more likely to name her/his psychological
characteristics (such as preferences or personality traits) in her self-
definition and less likely to name physical characteristics. Thus, the
child may say, “I am good at making friends”, “I can work hard and
finish my homework on time.”
2. The child’s descriptions include social descriptions and identity –
they may define themselves in terms of groups they belong to, “I am in
the music choir in school”.
3. Children begin to make social comparisons and differentiate themselves
from others in comparative rather than absolute terms. Thus, they
begin to think about what they can do in comparison with others, for
example, “I can run faster than Kiran.”
4. They begin to distinguish between their real self and ideal self. Thus
they can differentiate between their actual competencies and those that
they want to have or those which they think are most important.
14 5. The self-descriptions become more realistic as compared to those of
the pre-school child. This may be because of the ability to see things
and situations from the point of view of others.
2B.4 Self during adolescence

Self understanding becomes increas-
ingly complex during adolescence. Activity 2
Adolescence is also seen as a critical
Make friends with a 5-year-old, a 9-
time for identity development. What
year-old, and a 13-year-old. Ask them
are the characteristics of this more
to describe themselves and note what
complex self understanding? Let us
they say. Do you find that their self-
discuss the first two aspects and then
descriptions correspond with what you
we shall discuss the features of the
have read in this section?
adolescent’s self.
Why is adolescence a critical time for identity

development?
According to a well-known psychologist Erik H. Erikson, at each stage of
our development, from infancy to old age, we have to accomplish certain
tasks which enable us to move on to the next stage of development. For
example, a task during late infancy and early childhood (between 2-4 years
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of age) is to achieve bowel and bladder control. Without this, participation

in most social and community activities would become impossible for the
child. The task during the period of adolescence, according to Erikson is
to develop a sense of identity, a satisfactory self-definition.
The reason why the stage of adolescence is critical for identity
development is because there is an enhanced focus on the development of
the self. It is believed that the adolescent faces an identity crisis. This is
because of three reasons—
1. This is the time when the person, more than at any other point of
her/his life before this, is preoccupied with trying to know oneself.
This means that the person is intensely concerned with understanding
herself/himself.
2. Towards the end of adolescence the individual creates a relatively
lasting sense of selfhood and identity and can say – “This is who I
am”.
3. This is also the time when the individual’s identity is influenced by
rapid biological changes and changing social demands.
Let us understand this in more detail

The adolescent is now expected to behave in an adult-like manner and
begin to take on responsibilities related to family, work or marriage. This 15
social transformation from dependent child to independent person occurs
differently in different cultures. Western cultures generally emphasise
independence in terms of ‘separation’ from parents (both physical and
psychological). On the other hand, non-western cultures, such as the
Indian, focus on interdependence within the family. In all cultures,
however, adolescence is reported to be accompanied by dilemmas and
disagreements. For instance, it is common to see that an adolescent
may rebel against being treated “like a child” but at the same time may
herself/himself seek comfort as a child would. The parents too may often
tell the adolescent to “behave like a grown up”, but their other actions
may indicate to the adolescent that they do not think that she/he is quite
grown up. This may be somewhat different for girls and boys depending on
the expectations of the family, in a particular culture. Thus, the adolescent
herself experiences conflicting feelings and also receives conflicting
messages and social expectations from the people around her/him. You
may have experienced this for yourself. For example, the family members
may expect you to behave in an adult-like manner in social situations as
far as talking or dressing is concerned, but may still think you are too
young to discuss the family budget.
Since individuals are different they may respond differently to situations.
The conflicting expectations from familial and societal sources, one’s own
changing needs and conflicting emotions may interfere with integrating
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the newly emerging selves during adolescence. Thus, the adolescents may
experience what is known as role confusion or identity confusion. They
may show behaviours like the inability to concentrate on the work at hand,
difficulty in starting or finishing work on time, and a general difficulty in
coping with schedules. It is important to stress that the difficulties that
the adolescent experiences in the process of developing an identity are a
normal part of development – there is nothing inappropriate with the
contradictory feelings and emotions the adolescent experiences during
this period. The feeling of identity crisis or role confusion arises when the
adolescent feels that there is a significant gap in terms of what she/he
is expected to do and how she/he is expected to behave as compared to
earlier times. However, for many adolescents, especially those who are
involved in family occupations, this sense of break may not be distinct
and may not cause much emotional upheaval. For example, if a child in a
village is assisting the family in agriculture, her/his role does not change
much from when she/he was 12 to when she/he is 16, except may be in
terms of being given more responsibility.
16
The following are the characteristics of an adolescent’s sense of self.

1. Self-descriptions during the period of adolescence are abstract.
Adolescents are likely to lay less emphasis on describing themselves in
physical terms as “tall”, or “big”; they emphasise the abstract or inner
aspects of their personality. Thus, they may describe themselves as
quiet, sensitive, cool headed, brave, emotional or truthful.
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2. The self during adolescence carries several contradictions. Thus,

adolescents may describe themselves as “I am calm but get easily
disturbed” or “I am quiet and also talkative.”
3. The adolescent experiences a fluctuating sense of self. As adolescents
experience diverse situations and respond to different experiences,
their understanding about their own self fluctuates over situations and
over time.
4. The self of the adolescent contains ‘the ideal self’ and ‘the real self’. The
ideal self becomes more prominent now. Each one of us has an idea
of what and how one would ideally like to be. This could be called the
ideal self, towards which we would like to develop. For example, a girl
may want to be tall but is actually quite short.
5. Adolescents, more than children, are self-conscious and preoccupied
with themselves. This gives them a feeling of always “being on stage” – a
feeling that they are always being noticed. This is the reason why most
adolescents are over-concerned about their physical appearance.
We now know about the different
characteristics of self during certain Activity 3
life stages. But how do we develop a
sense of self in the first place? What Do you feel that you are experiencing
influences the development of a any of the feelings and thoughts we
17
person’s identity? The next chapter have described above? Do you feel
focusses on this aspect. you are able to handle these feelings
or do you experience confusion? Have
Key Terms you discussed these aspects with your
friends or family members? Talk to your
Infancy, Early childhood, Middle friend about it.
childhood, Adolescence, Identity
development, Real vs. Ideal self
Review Questions
1. Describe, giving examples, the characteristics of the self during—

– infancy
– early childhood
– middle childhood
– adolescence
2. “Adolescence is a time when all adolescents experience identity crisis”. Do
you agree with this statement? Give reasons for your answer.
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C. Influences on
Identity
How do we Develop 2
a Sense of Self?
You have read that we are not born with a sense of selfhood or identity.
How does it develop then? How does it evolve and change over time? The
self develops as a result of what you learn about yourself through the
experiences you have and through what others tell you about yourself.
Each person lives in a web of relationships – these relationships are in
the family, school, workplace and community. The sense of self develops
as a result of interaction with the people around you and through your
18 actions. Thus multiple people shape the development of your self and
the construction of the self is a continuous dynamic process. The word
‘construction’ implies that the self is not something that you are born with
but which you create and develop as you grow.
Activity 1
Recall any significant experience you have had. Did it influence the way you think about
yourself? Note your observations in the space below.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Let us trace how the sense of self develops from the early years. From
the earliest days, parents address the children by a particular name or
names in a variety of situations. The children begin to associate the name
with themselves. Along with this they also point to the child in the mirror
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and in photographs with that name. They use the pronouns ‘you’ and
‘your’ and when they are able to speak, the use of the pronouns ‘me’ and
‘mine’ appears. The child understands that ‘you’ and ‘your’ refer to another
person. Parents play various ‘body games’ pointing and labeling various
parts of the child’s body and ask the child to point out body parts in turn.
All this helps the child to gradually learn to see herself/himself as distinct
and separate from others.
Second, as the child grows during infancy she begins to realise that her
actions have an effect on the environment. For example, when she touches
a toy it moves. All such experiences help her/him have a sense of being
separate from other people and objects around her. If you recall the earlier
discussion, this is also the time (around 18 months) when the child is able
to identify that the spot of red is on her/his face and she/he does not treat
the reflection in the mirror as another child.
Third, as the child grows older and can talk, the parents encourage the
child to provide self–statements and ask her/him to give reasons. They ask
the child, “Why did you do this?” or “How do you feel?” These questions
help the child understand what she or he is experiencing or the reasons
for certain actions; in this way they help the child in defining the self.
Fourth, during the course of the day the child has several encounters
with people and objects around her/him which help to develop an idea about 19
abilities. People also give the child a feedback about her or his behaviour
and abilities. To a 6-year-old who helps in cleaning up the food area after
the meal, the father may say, “That was a good thing to do. You are a good
boy.” All this feeds into the child’s beliefs about herself/himself. The child
thus constructs and re-constructs selfhood and sense of identity through
the verbal-social interactions she/he has with caregivers and others.
Developing a sense of self and identity

The reasons why each one of us has a unique identity is because
• each one of us (except identical twins) has a unique combination of
genes.
• each one of us has different experiences.
• even if we have similar experiences, we respond to these in different
ways.
In this section we will study the influences on the formation of identity.

These can be classified as—
• Biological and physical changes
• Socio-cultural contexts including family and peer relationships
• Emotional changes
• Cognitive changes
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2C.1 Biological and physical changes

The period of adolescence is marked by certain universal physical and
biological changes in the body which take place in particular sequences.
These changes lead to the attainment of sexual maturity. The time when
sexual maturity is reached is called puberty. Menarche (first menstruation)
is usually considered the point of sexual maturity for girls. There is
no corresponding definite event marking puberty for boys, although a
criterion sometimes used is the production of spermatozoa. Puberty
occurs at different average ages in different cultures. A criterion of puberty
that has been found useful for both boys and girls is that of maximum
yearly increase in height. The age of most rapid growth comes just before
menarche for girls and before certain adult characteristics in boys. This
period during which physical and biological changes occur, leading to
puberty is called pubescence. For most girls this period ranges from 11
years to 13 years, and for boys it is 13 years to 15 years. Following is the
list of changes in girls and boys showing normal sequence for development
during pubescence.
Girls Boys
Initial enlargement of breasts Beginning growth of testes
20 Straight, pigmented pubic hair Straight, pigmented pubic hair
Kinky pubic hair Early voice changes
Age of maximum growth First ejaculation of semen
Menarche Kinky pubic hair
Growth of axillary hair Age of maximum growth
Growth of axillary hair
Marked voice changes
Development of the beard
While the physical changes that take place in the body with the onset
of puberty are universal, the psychological and social impact of these
changes on the person vary from culture to culture and within a culture
from person to person. We will discuss these aspects under the next two
headings – socio-cultural contexts and emotional changes.
2C.2 Socio-cultural contexts

It has been stated that physical changes in the body and the changing
social expectations are the two main aspects that influence the process
of identity formation during the period of adolescence. But to what extent
these physical and social changes impact the process of identity formation
varies with cultural, social and familial contexts. In this section, let us first
see how cultural and social contexts influence adolescent development
and then we will read about the influence of the family.
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Different sections of the society may respond differently to the physical

changes during adolescence. In traditional Indian society, the onset of
puberty places many restrictions on the girls while the boys retain their
freedom of movement. Certain avenues of entertainment or work are not
seen as appropriate for girls. The elements of the self and the identity of
a girl from a traditional community would be very different from that of a
girl living in urban areas.
Let us now compare our culture with Western cultures. In most Western
cultures (such as the U.S. and U.K.) adolescents are expected to be fairly
independent – in many cases they are expected to move away from the
family to set up their own home. In the Indian context, a large majority of
adolescents continue to be fairly dependent on parents as they are expected
to be, and the family continues to exercise control over them. While many
adolescents in India, especially in rural and tribal settings, begin to
contribute towards the family income, and in this sense begin to assume
adult roles, yet they do not break away from the family. Instead their efforts at
earning are often aimed at the welfare of family members. The development
of the self of an adolescent in these two cultural settings would be quite
different. Even within India, the experiences of adolescents would be quite
different in different communities. In traditional communities and regions
where technology is not yet advanced and where occupational opportunity 21
and choices for alternative lifestyles are limited, children are trained in
the traditional family occupations, such as weaving, up to the time they
reach adolescence. Such adolescents are, therefore, ready to assume adult
roles – this means they are seen as persons with responsibilities of
beginning work, getting married and bearing children, like adults. Thus,
in these communities the identity of the adolescent would be drawn more
from familial sources. The adolescent may not enter into much conflict with
elders since they are largely doing what adults expect of them. As a result,
there are likely to be fewer confusions and doubts while developing a sense
of self. On the other hand, in communities and families where a variety of
occupational choices are open for the adolescent, where technology makes
available many experiences and options to the individual, the adolescent
may need to enter into an extended period of training to prepare herself/
himself for the chosen occupation. During this period the adolescent still
remains dependent on the parents. While the period of adolescence is thus
extended, that of adulthood is delayed. Also, the increase in choices and
exposure to alternate lifestyles may bring the adolescent in conflict with
parents and other authority figures in society.
There is another reason why the development of identity is likely to
vary in traditional cultures and cultures of the West. In traditional Indian
communities, open reflection on oneself and the idea of talking about oneself
is not a common activity among adolescents. In fact, such an attitude is
often neither encouraged nor tolerated. Many Indians define themselves
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primarily in one or the other roles that they play – son/ daughter, mother/
father, sister/brother. To put it differently, they often speak of themselves
in terms of the family and the community – as “we” – rather than as “I”.
For example, while talking about her views on marriage, an adolescent
girl would say, “In our family marriages are arranged by parents”, rather
than saying, “I would prefer my parents to arrange my marriage”. Thus we
can see how important the socio-cultural context is in the construction of
a sense of self. Of course the impact of these cultural influences will vary
from family to family and person to person.
Having discussed how the culture and society impact adolescent identity
development, let us read how the family can impact the development of
the sense of identity. During adolescence identity formation is enhanced
by family relationships where adolescents are encouraged to have their
own point of view and where there is a secure relationship between
family members which provides the adolescent with a secure base from
which to explore her widening social world. It has also been found that
firm and affectionate parenting fosters healthy development of identity.
‘Affectionate’ parenting means that the parents are warm, loving and
supportive of the child’s effort and accomplishment. They often praise the
child, show enthusiasm in her/his activities, respond sensitively to her/
22 his feelings, and understand the child’s personality and points of view.
However, such parents are also firm in disciplining. Such parenting style
fosters independence and self-reliance in children.
Adolescence is the period in which the growing individual develops a
strong need for support and acceptance from the peers. At times, parental
and peer values can be in conflict with each other and the adolescent may
tend to lean more towards friends. This can cause disharmony in parent-
child relationships. Conforming to peer pressure can be both positive and
negative. The negative effects become evident when adolescents indulge
in harmful behaviours such as smoking or consuming, drugs or alcohol or
bullying. However, often peers and parents serve complementary functions
and fulfil different needs of the adolescents. It has been seen that a family
atmosphere that promotes both individuality and connectedness is
important for the identity development of the adolescent. By ‘Individuality’
implies greater opportunity and the ability to have one’s own point of view.
‘Connectedness’ suggests greater sensitivity to and respect for others’
views and openness to others’ views.
2C.3 Emotional changes

The adolescent experiences many emotional changes in the process of
growing up. Many of these changes are a consequence of the biological
and physical changes that the adolescent is undergoing. It is true that
adolescents are preoccupied with their physical body. They imagine that
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others are noticing each and every aspect of their body and behaviour.
A young person with pimples on the face may feel that everyone is first
and foremost noticing that. However, there are individual differences
in the way adolescents react to the bodily changes. A boy who does
not have adequate growth of facial hair as compared to all the other
boys of his age may feel peculiar about it. However, this same lack of
facial hair may not disturb another boy. A sense of pride or comfort
with the way one is developing physically will contribute positively to
the adolescents’ sense of self. On the other hand, if the adolescent
is dissatisfied with one’s appearance beyond a point, it can prevent
from concentrating on other aspects of her/his personality, work or
studies. This can cause a dip in performance at school and a lowering
of self-image or self-esteem. A negative self-image can cause a person
to feel insecure and also generate negative feelings about the body.
An adolescent with a physical disability may not experience herself/
himself as any less than others, whereas a well-built adolescent boy
may feel conscious and inadequate because he feels that his body is
not “good enough”.
The adolescent also experiences mood swings – for example, desiring
the company of family members and friends at one time and wanting to be
alone at other times. There may also be sharp bursts of anger. A lot of this 23
happens as the adolescent is trying to make sense of and understand the
variety of changes she/he is experiencing at different levels.
2C.4 Cognitive Changes

You will read in detail about the changes in thinking (cognition) that takes
place from infancy to adolescence in Unit III titled ‘Childhood’. At this
point we are briefly describing the cognitive changes that have an impact
on the development of the sense of identity.
The child develops from a person who has no sense of a separate identity
to one who describes the self during early childhood years. While the self-
descriptions during middle childhood are also concrete, the difference is
that these descriptions are now in comparative terms. By the time the
child is 11, the self descriptions are fairly realistic enabling the child to
differentiate between the ‘real’ and the ‘ideal’ self.
During adolescence, the leap that takes place is that adolescents can
think in abstract terms, i.e., they can think beyond what is present and
what they see and experience. Further, as thought becomes flexible, they
can think of hypothetical situations — in other words, they can imagine
the various possibilities and their outcomes without necessarily having
to go through them or act out the steps of any outcome. The implication
for identity formation is that adolescents can imaginatively link up their
present with a future they imagine for themselves. For example, the
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adolescent can think of the possible careers that she/he can take up as
an adult which are suited to her/his situation and temperament, and plan
the current direction of her/his studies accordingly.
Thus, adolescence is a crucial stage for the development of identity.
In fact, adolescence is a significant period of development involving many
changes and opportunities. If the adolescent is healthy, she/he is able to
deal with the changes in the best possible manner and realise one’s full
potential. Appropriate food and nutrition are the key elements of good
health. The next chapter discusses food, nutrition, health and fitness
concerns during adolescence.
Key Terms
Puberty, Pubescence, Menarche, Personality, Peer pressure
Review Questions
1. Discuss the concepts of puberty and pubescence. Explain the major

physical and biological changes in girls and boys during puberty.
2. What is the role of family in shaping the personality of the adolescent?
24
3. To what extent does culture shape the adolescent identity? Explain with
examples.
4. List the major emotional and cognitive changes during adolescence.
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Practical 1
Development and Characteristics of the Self
Theme Study of one’s physical self

Tasks 1. Recording of height, weight, hip size, round waist, round chest/bust
2. Recording of age of menarche (girls) and growth of beard and
change in voice (boys)
3. Recording o‫ت‬
Purpose of practical: You have read about physical growth and development
during the age of adolescence. This practical will help you to understand your
physical self better and also help you to know the average rate of growth and
development of adolescents in your region as you compare your data with those
of others. The measurements stated in Task 1 above are also important for you to
know for the purpose of garment sizing–
Conduct of practical: Take your own measurements as stated in Task 1 above.

Alternatively you can take each other's measurements in the class. The following
measurements can be taken as described–
• Around Hip: Use a measuring tape around the widest portion of the hips
with two fingers between the tape and the body. 25
• Around Bust/Chest: Hold the tape and measure across the fullest part of the
bust/chest. Hold tape firmly but not tight.
• Around Waist: Hold the tape around waist and let it settle into the smallest
portion of the body (that is the waistline). Take the measurement with one
finger between tape and body
• Around neck: Lay a still measure tightly around the neck and gently tap
it down until the lower edge settles at the base of the neck where the
measurement is taken.
• Across back: It is measurement taken between the lateral ends of scapulae
(shoulder blades). Take one more measurement 10-12 cms below the waist
measurement over the fullest part of back.

Record information required as per Tasks 1, 2 and 3 in the table below:
Your name ................... Age ...................

Gender ................... Colour of hair ...................
Colour of Eyes ................... Age at menarche ...................
Age at growth of ................... Weight ...................
beard, change in voice Around chest/ bust ...................
Height ................... Around neck ...................
Hip size . .................. Across back ...................
Around waist ...................
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Now form yourself into groups of 10 students each and pool all your individual
data together.
1. Note what the range is for each of the above measurements of the body
in your group. For example, weight in your group ranges from ……kgs to
…..kgs.
2. Note the range for age of menarche and the range during which growth of
beard and change in voice takes place.
3. Correlate the size of ready-made garments you purchase with your
measurement.
26
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Practical 2
Influences on Identity
Theme Emotions experienced by self

Tasks 1. Making a record of your emotions experienced during a day
2. Reflecting on the reasons for experiencing the emotions
3. Identifying ways of handling them
Purpose of the practical: We all experience a variety of emotions each day

and these influence the way we respond to situations. Being more aware of our
emotions and the reasons for feeling the way we do, can help us to manage them
better and respond appropriately to situations. This practical has been designed
with this objective in mind.

Conduct of practical: Identify a particular day and bring to your awareness the
emotions you experience since morning during that day. Keep a notepad and
pen with you and record the emotion, the context situation and the reason for the
emotion as soon as you become aware of it. You can use the following table for
recording.
27
Time of the day
Emotion
Situation / context
Your reaction on
experiencing
the emotion
Specific comment
or observation
you wish to note

Make groups of 4-5 students per group and in your group compare your notes
with those of others. Discuss the following:
1. Whether similar emotions were experienced by other group members?
2. The common features in the various situations that lead to the group
members experiencing these emotions.
3. Whether each person handled the emotions appropriately?
4. Could there have been alternate ways of handling the emotions?
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Food, Nutrition,
Health and 3
Fitness
Learning Objectives
After completing this chapter the learner will be able to —

• define the terms – food, nutrition, nutrients, health, fitness
and the role of food and nutrition in maintaining health.
• understand the term, balanced diet and apply the concept in
28 planning and consuming diets.
• understand the basis for defining the Recommended Dietary
Allowances (RDAs) and the difference between Dietary
Requirement and RDA.
• understand the basis for classifications of foods into
appropriate groups.
• analyse the factors which influence adolescent food habits.
• identify the causes, symptoms and nutritional interventions
related to eating disorders.
3.1 Introduction
The onset of adolescence brings with it many profound changes. The growth
rate speeds up dramatically. This growth spurt occurs due to the activity
of hormones that affect every organ of the body and this makes healthy
eating very important. The nutrient needs rise throughout childhood, peak
in adolescence and then level off or even diminish as the teenager becomes
an adult. The saying ‘‘You are what you eat” seems to be proven true. We
eat different kinds of food such as dal, chapatti, bread, rice, vegetables,
milk, lassi, etc. All these different kinds of food provide us with nutrients
to keep us healthy and active. It is important to know what food to eat in
order to stay healthy. The science of food and nutrients and their action
on our health is called Nutrition.
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Food, Nutrition, Health and Fitness
Nutrition and health, in fact, are two sides of the same coin. They
are, therefore, inseparable. Health depends to a large extent on nutrition,
and nutrition depends on the food intake. So food, is the most important
single factor for health and fitness.
Let us define and describe food, nutrition, health and fitness

• Food can be defined as anything solid or liquid which when swallowed,
digested and assimilated in the body provides it with essential substances
called nutrients and keeps it well. It is the basic necessity of life. Food
supplies energy, enables growth and repair of tissues and organs. It
also protects the body from disease and regulates body functions.
• Nutrition is defined as the science of foods, nutrients and other
substances they contain; and of their actions within the body including
ingestion, digestion, absorption, metabolism and excretion. While
this summarises the physiological dimensions, nutrition has social,
psychological and economic dimensions too.
• Nutrients are the constituents in food that must be supplied to the
body in suitable amounts. These include carbohydrates, proteins, fats,
minerals, vitamins, water and fibre. We need a wide range of nutrients
to keep ourselves healthy. Most foods contain more than one nutrient
such as milk has proteins, fats, etc. Nutrients can be classified as 29
macronutrients and micronutrients on the basis of the required
quantity to be consumed by us everyday. The figure on the next page
shows us the distinction between macronutrients and micronutrients.
3.2 Balanced diet

A balanced diet is one which includes a variety of foods in adequate amounts
and correct proportions to meet the day’s requirements of all essential
nutrients such as proteins, carbohydrates, fats, vitamins, minerals, water,
and fibre. Such a diet helps to promote and preserve good health and
also provides a safety margin or reserve of nutrients to withstand short
durations of deprivation when they are not supplied by the diet.
The safety margin takes care of the days we fast, or the short-term
deficiency of certain nutrients in the daily diet. If the balanced diet meets
the Recommended Dietary Allowances (RDAs) for an individual, then the
safety margin is already included since RDAs are formulated keeping extra
allowances in mind.
Recommended Dietary Allowances = Requirements + Margin of safety
A balanced diet takes care of the following aspects.
1. Includes a variety of food items
2. Meets the RDA for all nutrients
3. Includes nutrients in correct proportions
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Macronutrients Micronutrients
(Required in large amounts by the body) (Required in small amounts by the body)
Carbohydrates
Proteins Iodine
Minerals Iron
30 Fats
Calcium
Nutrients
Water
Fibre/Roughage Vitamins
Figure 1: Basic Nutrients in Our Food
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4. Provides a safety margin for nutrients

5. Promotes and preserves good health
6. Maintains acceptable body weight for height
3.3 Health and fitness

According to World Health Organisation (WHO) ‘‘Health is the state
of complete physical, emotional, and social well-being, not merely the
absence of diseases or infirmity.’’ This definition has remained unchanged
since 1948.
All of us want to maintain positive health, i.e., a perfect blend of physical,
social and mental. Taking adequate amounts of essential nutrients in our
diet is necessary to maintain positive health.
Physical health is probably the most easily understood aspect. Mental
health can be defined as a state of emotional and psychological well-
being in which an individual is able to use her or his cognitive and
emotional capabilities, function in society, and meet the ordinary
demands of everyday life. In other words, the absence of a recognised
mental disorder is not necessarily an indicator of mental health. One way
to assess mental health is to see how effectively and successfully a person
functions. Feeling capable and competent, being able to handle normal 31
levels of stress, maintaining satisfying relationships, and leading an
independent life; and being able to “bounce back” or recover from difficult
situations are all signs of good mental health.
Physical fitness is good bodily health; it is the result of regular exercise,
proper diet and nutrition, and proper rest for physical recovery. The term
physical fitness is used in two ways: general fitness (a state of health
and well-being) and specific fitness (a task-oriented definition based on
the ability to perform specific aspects of sports or occupations). Physical
fitness is the capacity of the heart, blood vessels, lungs, and muscles to
function at optimal efficiency. Earlier, fitness was defined as the capacity to
carry out the day’s activities without undue fatigue. Automation, increased
leisure time, and changes in lifestyles following the Industrial Revolution
meant that this criterion was no longer sufficient. In the present context,
optimum efficiency is the key.
Physical fitness is now defined as the body’s ability to function
efficiently and effectively in work and leisure activities, to be healthy, to
resist diseases and to meet emergency situations. Fitness can also be
divided into five categories: aerobic fitness, muscular strength, muscular
endurance, flexibility, and body composition. Being fit prepares one to
meet mental and emotional challenges. One feels strong and energetic if
one is fit. Fitness provides one with the ability to meet routine physical
demands with enough reserve energy to rise to a sudden challenge, such
as running to catch a bus.
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Thus, health is a state of complete mental, physical and social well-

being whereas fitness is the ability to meet the demands of a physical task.
A well-nourished and fit person is better able to learn and has more energy,
stamina, and self-esteem. A healthy eating pattern along with regular
exercise will certainly help to remain fit. Teenagers between the ages of 12
and 18 who have unhealthy eating behaviours and are undernourished
develop eating disorders.
3.4 Using Basic Food Groups for

Planning Balanced Diets
One of the simplest ways to plan a balanced diet is to divide foods into
groups and then make sure that each group is included in the meals. A
food group consists of different foods which have common characteristics.
These common features may be the source of food, the physiological
function performed, or the nutrients present.
Foods can be grouped on the basis of the predominant nutrients
present in them. This classification varies from one country to another
depending on many factors. The five food group classification is used in
India as a guide to meal planning. Many factors have been considered while
32 compiling these groups such as availability of food, cost, meal pattern, and
deficiency diseases prevalent. Not all foods in each group are equal in their
nutrient content. That is why a variety of foods from each group should be
included in the diet.
A classification based on nutrients present will ensure that all nutrients
are made available to the body and offer greater variety within the group.
There are five basic food groups suggested by the Indian Council of
Medical Research (ICMR). These include:
• Cereals, grains and products
• Pulses and legumes
• Milk and meat products
• Fruits and vegetables
• Fats and sugars
Activity 1
List 10 foods that you commonly eat. Identify the food group to which each food belongs.
Then list the macronutrients and micronutrients present in the foods listed. Identify the
foods which are the richest sources of energy.
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The five food groups are summarised in the table below:
Table 1: Five Food Groups

Food group Main Nutrients
Supplied
I. Cereals, Grains and Energy, protein, Invisible
Products fat, Vitamin – B1, Vitamin
Rice, Wheat, Ragi, – B2, Folic Acid, Iron,
Bajra, Maize, Jowar, Fibre
Barley, Rice flakes,
Wheat flour.
II. Pulses and Legumes Energy, Protein, Invisible

Bengal gram, Black fat, Vitamin – B1,
gram, Green gram, Red Vitamin – B2, Folic Acid,
gram, Lentil (whole as Calcium, Iron, Fibre.
well as dals) Cowpea,
Peas, Rajmah,
Soyabeans, Beans.
33
III. Milk, Meat and Products Protein, Fat, Vitamin –

Milk Milk, Curd, Skimmed B12, Calcium.
milk, Cheese
Meat Chicken, Liver, Protein, Fat,

Fish, Egg, Meat. Vitamin – B2
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IV. Fruits and Vegetables Carotenoids,

Fruits Vitamin – C, Fibre.
Mango, Guava,
Tomato Ripe, Papaya,
Orange. Sweet Lime,
Watermelon.
Vegetables (Green Leafy) Invisible Fats,

Amaranth, Spinach, Carotenoids,
Drumstick leaves, Vitamin – B2.
Coriander leaves, Mustard Folic Acid, Calcium,
leaves, Fenugreek leaves. Iron, Fibre.
Other Vegetables
Carrots, Brinjal, Ladies Carotenoids, Folic Acid,
finger, Capsicum, Beans, Calcium, Fibre
Onion, Drumstick,
34 Cauliflower.
V. Fats and Sugars Energy, Fat, Essential

Fats Fatty Acids
Butter, Ghee,
Hydrogenated oils,
Cooking oils like
Groundnut, Mustard,
Coconut.
Sugars Energy
Sugar, Jaggery
Source : Gopalan, C., Rama, Sastri, B.V. & Balasubramanian, S.C. (1989). Nutritive value of Indian
foods. Hyderabad. National Institute of Nutrition, ICMR.
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Remember
One gram of
• carbohydrate releases 4 Kcal. of
energy
• protein releases 4 Kcal. of energy
• fat releases 9 Kcal. of energy
Guidelines for using the basic food groups

The five food group system can be used both for planning and
assessing balanced diets. It is a simple daily food guide which can
be used for nutrition education as well. Guidelines could be adopted
depending on the food groups.
• Include at least one or a minimum number of servings from each
food group in each meal.
• Make choices within each group as foods within each group are
similar but not identical in nutritive value.
• If the meal is vegetarian, use suitable combinations to improve 35
the overall protein quality of the diet. For example, serving cereal-
pulse combinations or including small quantities of milk or curds
in the meal.
• Include uncooked vegetables and fruits in the meals.
• Include at least one serving of milk to ensure a supply of calcium
and other nutrients as milk contains all nutrients except iron,
vitamin C, and fibre.
• Cereals should not supply more than 75 per cent of total Kcal/
Calories.
In planning balanced diets, food should be chosen from each group in

sufficient quantity. Cereals and pulses should be taken adequately, fruits and
vegetables liberally, animal foods moderately and oils and sugars sparingly.
Now let us look at the concept of the food guide pyramid.
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Food Guide Pyramid

The following figure (Figure 2) illustrates the food guide pyramid for
Indians.
Fats and sugar
Milk, meat and products
Pulses and legumes
Fruits and vegetables
36
Cereal grains and products
Figure 2: Food Guide Pyramid
The food guide pyramid is a graphic depiction of the daily food guide.
The illustration was designed to depict variety, moderation, and also
proportions. The size of each section represents the number of daily
servings recommended. The broad base at the bottom conveys the message
that grains should be abundant and form the foundation of a healthy
diet. Fruits and vegetables appear at the next level, showing that they
have a less prominent, but still important place in the diet. Meats and
milks appear in a smaller band near the top. A few servings of each can
contribute valuable nutrients such as proteins, vitamins and minerals,
without too much fat and cholesterol. Fats, oils and sweets occupy the
tiny apex, indicating that they should be used sparingly.
Alcoholic beverages do not appear in the pyramid, but they too, if
consumed, should be limited. Items such as spices, coffee, tea and diet
soft drinks provide few, if any, nutrients, but can add flavour and pleasure
to meals when used judiciously.
The daily food guide plan and food guide pyramid emphasise grains,
vegetables, and fruits. These are all plant foods. Some 75 per cent of a
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day’s servings should come from these three groups. This strategy helps
all people obtain complex carbohydrates, fibre, vitamins, and minerals
with little fat. It also makes diet planning for vegetarians easier.
3.5 Vegetarian Food Guide

Vegetarian diets rely mainly on plant foods: grain, vegetables, legumes,
fruits, seeds, and nuts. Some vegetarian diets include eggs, milk products,
or both. People who do not eat meats or milk products can still use the
daily food guide to create an adequate diet. The food groups are similar
and the number of servings remains the same. Vegetarians can select
alternatives to meat such as legumes, seeds, nuts, tofu and for those who
eat them, eggs. Legumes, and at least one cup of dark leafy greens, help
to supply the iron that meats usually provide. Vegetarians who do not
drink cow’s milk can use soy ‘milk’ – a product made from soyabeans that
provides similar nutrients if it has been fortified with calcium, vitamin D,
and Vitamin B12 (i.e., these nutrients are added).
The food guide pyramid emphasises foods from the five food groups
shown in the three lower sections of the pyramid. Each of these food
groups provides some, but not all of the nutrients you need. Foods in
one group cannot replace those in another. No one food group is more 37
important than another – for good health you need all of them.
The pyramid is an outline of what to eat each day. It is not a right
prescription, but a general guide that lets you choose a healthful diet that
is right for you. The pyramid calls for eating a variety of foods to get the
nutrients you need, and at the same time, the right amount of Calories to
maintain a healthy weight.
3.6 Dietary Patterns in Adolescence

Healthy eating is vital for the teenager’s health and well-being. The
nutritional needs of adolescents vary tremendously, but generally increase
due to rapid growth and changes in body composition that occur during
puberty. Adequate nutrition is vital for ensuring overall emotional and
physical health. Good eating habits help prevent chronic illness in the
future, including obesity, heart disease, cancer and diabetes.
Studies of nutrient intakes have shown that adolescents are likely to
obtain less vitamin A, thiamine, iron, and calcium than recommended.
They also ingest (consume) more fat, sugar, protein, and sodium than is
currently thought to be optimal.
While concern is often expressed over the habit of eating between
meals, it has been shown that teenagers obtain substantial nourishment
from foods eaten outside of the traditional meals. The choice of foods they
make is of greater importance than the time or place of eating. Emphasis
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should be placed on fresh vegetables and fruits as well as whole-grain

products to complement the foods high in energy value and protein that
they commonly choose.
What are the commonly adopted eating habits of adolescents and why
are they important to recognise? Understanding diet patterns will help
us to be better prepared to evaluate the nutritional adequacy of diets and
ensure that they are meeting the minimum requirements to maintain health
and well-being. Among the more common eating idiosyncracies include
skipping meals, consuming fast foods in a routine way, avoiding fruits and
vegetables, snacking frequently and dieting. By addressing each of these
issues individually you can ensure that you are meeting the minimum
nutritional requirements.
Irregular meals and skipping meals: The numbers of meals teenagers
miss and eat away from home increases from early adolescence to late
adolescence, reflecting the growing need for independence and time away
from home. The evening meal appears to be the most regularly eaten meal
of the day. Girls are found to skip the evening meal, as well as breakfast and
lunch, more often than boys. In some homes with limited resources, the
adolescents may not even receive adequate number of meals or amounts,
leading to nutrient deficiency.
38 Breakfast is frequently neglected and is omitted more often by teenagers
and young adults under 25 years of age than by any other age groups in
the population. A likely explanation as to why girls are more apt to miss
breakfast than are boys is the pursuit of thinness and frequent attempts
at dieting. Many teenage girls believe that they can control their weight by
omitting breakfast or lunch. In fact, this approach is likely to accomplish
just the opposite. By mid-morning or lunchtime they may be so hungry
that they overcompensate for the “saved kilocalories.” As a matter of fact,
skipping breakfast can slow your metabolism contributing to weight gain
and poor performance.
Snacking: Snacking is probably a survival technique for teens.
Snacking does not have to be a bad habit. It can help maintain energy levels,
particularly in active and growing adolescents. Many adolescents fail to
eat three regular meals per day because of the ‘skipping meal’ factor. Thus
snacking can actually be beneficial to ensure adequate intake of essential
nutrients. However, surviving only on snacks is harmful to health.
Fast foods: Adolescents, particularly in urban areas, are more apt to
eat fast food because it is convenient and typically a social affair, and they
may believe it is the fashion of the day. Fast food is often packed with
fat and “empty Calories”. We should make smart food choices even when
visiting fast food restaurants. Table 2 provides important information
about fast foods.
Dieting: Obesity is becoming a crucial problem among adolescents.
Intervention is needed to maintain ideal body weight among the entire
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population. If this is not maintained, 80 per cent of them will stay

overweight as adults. This can put them at risk for many medical problems,
including diabetes, high blood pressure, high cholesterol and sleep apnea
(a sleep disorder).
Table 2: Nutritional Limitations of Fast Foods
The following factors appear to be the major nutritional limitations of fast-food meals.
Calcium, riboflavin, vitamin A: These essential nutrients are low unless milk or a
milkshake is ordered.
Folic acid, fibre: There are few fast food sources of these key factors.
Fat: The percentage of energy from fat is high in many meal combinations.
Sodium: The sodium content of fast food meals is high, which is not desirable.
Energy: Common meal combinations contain excessive energy when compared with
the amounts of other nutrients provided.
Although fast foods can contribute nutrients to the diet, they cannot completely meet
the nutritional needs of teenagers. Both adolescents and health professionals should be
aware that fast foods are acceptable nutritionally when they are consumed judiciously
and as a part of a well-balanced diet. But when they become the mainstay of the diet
there is cause for concern. A nutrient imbalance may not appear to be a problem until a
number of years have gone by, unless some specific problem such as a chronic disease 39
exists. However, evidence is accumulating to show that food intake patterns of teenagers
affect their health in later life.
However, adolescents with normal weight often diet because of the

perception that “thin is in”. Girls are bombarded with messages from the
media about thinness, images of what is considered a beautiful body, and ways
to achieve a lower body-weight. The images, in the context of a society that
places a high value on physical beauty, sends mixed messages to teenagers
and may result in unhealthy, unnecessary attempts to lose weight.
Dieting unsupervised by experts can lead to dangerous outcomes
including eating disorders in teens. Some symptoms of dieting include:
skipping meals, ‘binge’ eating, fasting or use of laxatives or diet pills.
Consequences of such dieting include its possible association with
cycles of weight loss and regain that increase the likelihood of developing
eating disorders and obesity, lowered self-esteem and other psychological
problems. This can lead to increased cardiovascular risk (heart problems)
and possible mortality.
One approach to overcome the problems related to dieting is to attempt to
eliminate the term ‘diet’ and replace it with ‘healthy eating’. If you regularly
incorporate healthy lifestyle and dietary practices into your life, you are less
likely to diet on a consistent basis. Recognising good eating habits is the
first step towards encouraging healthy diets. It is best to adopt a healthy
lifestyle that incorporates sound eating habits and regular exercise.
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3.7 Modifying diet related behaviour

As you have read in the chapter on ‘Self ’, adolescence is a time when an
individual begins to question authority and tries to establish her/his status.
Eating behaviour is one of the mediums through which individuality may
be expressed by adolescents. Thus, rejection of routine home food (which
may be healthy) and eating outside (not so healthy), sometimes in order to
conform to peer preferences, is not uncommon in adolescence.
It is easier for us to change lifestyle and diet patterns if we are convinced
that we want to do so. What are the ways in which adolescents can modify
their own behaviour? The next section tells us more about how to adopt
healthy dietary practices.
Limiting television viewing: Television viewing should be limited to
about one or two hours each day (this includes playing video games or using
the computer). Watching television does not use up many Calories and it
encourages eating erratically, since it is common to eat while watching TV.
Overeating and under-eating is common among those who do it.
Healthy eating habits: Eat three balanced meals of average size each
day, plus two nutritious snacks. One must try not to skip meals.
Snacks: Snacks should include low Calorie foods, such as raw fruits or
40 vegetables. Avoid using high Calorie or high fat foods for snacks, especially
potato chips, biscuits and fried foods. Of course, favourite snacks can be
consumed once in a while, but this should not be made a habit.
Drinking water: Drinking four to six glasses of water each day. Water
has no Calories and it will create a feeling of fullness. Avoid drinking soft
drinks and fruit juices too frequently, as they are high in energy (150-170
Calories per serving).
Diet journal: It helps to keep a weekly journal of food and beverage
intake and also of the amount of time that is spent in watching television,
playing video games and exercising. Recording body weight each week is
a good practice.
Exercise: This is essential for healthy life. Participating in extra-
curricular activities such as sports helps to keep activity levels high.
Some tips to increase physical activities include:
• Walk or ride a bicycle for short distances.
• Use stairs instead of elevators in a building.
• Do regular exercise for 20-30 minutes, 3-4 times each week. This can
include walking, jogging, swimming or bike riding. Playing games and
sports, such as skipping rope, hockey, basketball, volleyball, or football,
and doing yoga are also advisable at all ages.
Substance use and abuse: Substance use and abuse in adolescence is
a public health problem of major significance and concern. The substances
most widely abused by adolescents are tobacco, alcohol, and marijuana and
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other addictive drugs. The abuse of drugs and alcohol has a harmful effect
on the nutrition and health status of adolescents. Nutrition intervention,
support, and counselling would play a major role in the physical and
psychosocial rehabilitation process.
Much of what we have discussed may be more relevant for adolescents
in urban and semi-urban areas. Rural environments would be different.
Rural girls and boys are often engaged in agricultural tasks. They may also
be helping their parents in enterprises such as poultry-keeping, cattle-
rearing and bee-keeping. Boys may be helping in farming. Girls also help
in looking after their younger siblings as well as cooking and cleaning
while their parents earn livelihood. Then there are the tasks of collecting
fodder for the cattle, firewood and water. In tribal areas many people are
dependent on forest products like berries, flowers, leaves, roots. They
spend time gathering and processing these products.
Girls and boys doing these tasks will have high activity levels and
therefore, their energy needs will be higher. Protein needs are also higher
due to the high growth rate at adolescence. The chances of adolescents
being malnourished are, therefore, very high in rural areas among the
poorer communities. Girls in particular are known to be anaemic (low iron
in blood) and require iron rich foods to be healthy. Adolescents from rich
families in rural areas would face many of the same problems as those in 41
urban areas in the higher income groups. They would tend to be sedentary
and enjoy rich food having plenty of fat and carbohydrate.
Adolescence and Anaemia
Anemia afflicts an estimated two billion people worldwide, mostly due to iron
deficiency. It primarily affects women and girls. The National Family Health Survey-3
(NFHS-3) conducted in 2005-06 has revealed that 56 per cent of adolescent girls are
anaemic as compared to 30 per cent of adolescent boys. Compare this with the figure of
70 per cent for young children in the age range 6-59 months. It has also been found that
the incidence of anaemia is actually increasing when compared to the the last survey
conducted in 1991-92.
The prevalence of anemia is disproportionately high in developing countries like India,
due to poverty, inadequate diet, certain diseases, repetitive pregnancy and lactation, and
poor access to health services.
Adolescence is an opportune time for interventions to address anaemia. In addition
to growth needs, girls need to improve iron status before pregnancy. Both boys and girls
have access to information about anaemia through schools, recreational activities and
via the mass media. This can be used effectively to transmit messages about iron-rich
foods and iron supplements where necessary.
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• Social-economic-political
system
• Food availability,
production, and
distribution system
External factors Internal factors
• Family unit • Physiological

and family needs and
characteristics characteristics
• Parenting • Body image and
practices self-concept
• Peers • Personal values
• Social and and beliefs
cultural • Food preferences
• Norms and and meanings
42
values • Psychosocial
• Mass media development
• Fast foods • Health
• Food fads
• Nutrition
knowledge
• Personal
experiences
Life-style
Individual food behaviour
Figure 3: Factors Affecting Food Behaviour of Adolescents
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3.8 Factors influencing eating behaviour

By the time a person reaches adolescence the influences on eating habits
are numerous and the formation of those habits is extremely complex, as
shown in Figure 3. The growing independence of adolescents, increased
participation in social life, and a generally busy schedule of activities have
a definite impact on what they eat. They are beginning to buy and prepare
more food for themselves and they often eat rapidly and away from home.
In order to encourage adolescents to form reasonably healthy eating
habits parents should give their children the opportunity to choose from
a range of nourishing foods as they are growing up. By the time they are
teenagers they will need some freedom to use the kitchen; this is true for
boys as well as for girls.
While the basic foundation for eating habits is found in the family, many
influences on eating behaviour originate outside the home. The influence
of peers can be a useful source of support, as well as a source of stress for
the adolescent. Peer influence and support can be helpful for overweight
teenagers, although the same peers can also target such adolescents for
teasing.
Teenagers are very vulnerable to advertising messages. Television
food commercials and eating habits portrayed in programme content have 43
influenced people for more than a decade. The majority of advertisements
are for products with a high concentration of sweetness and fat. Hence,
adolescents have to be discerning while consuming such food products.
The ease of obtaining food that is ready to eat also influences the
eating habits of teenagers. Through home delivery/vending machines, at
movies, melas and sporting events, at fast-food outlets and convenience
groceries, food is available at numerous times throughout the day. Hence,
adolescents may eat more often as well as more of not-so-healthy food
stuffs. Watching this tendency is advisable.
3.9 Eating disorders at adolescence

Adolescence is associated with rapid physical growth and body-image
development eating disorders are of special concern at this time. These
changes intensify associated self-esteem problems. Anorexia nervosa, for
example, is a disorder so tied to body image distortion that it is most
commonly seen in adolescence, the period when a person is struggling
with self-identity and most vulnerable to body image problems. Progress
in adopting a normal adult body image will be interrupted for the teenager
with an eating disorder.
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To understand anorexia nervosa let us take the example of Sonam.

She aspires to have a perfect body. She has been ignoring the advice of
her parents and teachers and almost stopped eating. She has become
obsessed with having a very thin body. Although her current weight is
normal, she feels pressured to be “ideally” thin like some actresses in
movies or models in magazines. She has a low self-esteem and remains
depressed, and this has resulted in her withdrawing from her family and
friends. She is unaware that she is undernourished and insists that she is
fat. She is a clear case of the eating disorder called anorexia nervosa. She
is unaware that drastic loss of weight can even lead to death.
Bulimia is another type of eating disorder. Bulimia often begins in late
adolescence or early adulthood after a series of various unsuccessful weight
reduction diets. Those with bulimia indulge in bingeing (overeating) and
inducing purging by vomiting or using laxatives. Although more common in
females, about five to ten per cent of all eating disorders occur in males too.
Anorexia and bulimia can have serious consequences such as
convulsions, renal failure, irregular heartbeats and dental erosion. In
adolescent girls, anorexia can delay the onset of menstruation, permanently
minimise stature and result in osteoporosis (weakening of bones).
Perhaps a person’s best defense against these disorders is to learn to
44 appreciate one’s uniqueness. Respecting and valuing oneself will certainly
be life saving. Important dietary interventions include ensuring balanced
diets, enhancing dietary fibre intake and using nutrient/food supplements
to make up losses.
To sum up, physical, social and emotional changes experienced during
adolescence can profoundly impact the adolescent’s nutritional status
and eating patterns. Although young people are rarely motivated to learn
about nutrition for the sake of longevity, learning how to apply sound
dietary principles to reach our health goals can help build the foundation
to a healthier life, now and in the future.
Health is a key resource of young people; it influences the availability
and use of other resources that are important in everyday life. What are
the other resources that an individual has? The following chapter on
Management of Resources addresses this question and also discusses how
best one can utilise and manage key resources such as time, energy and
money.
Key terms and their meaning
Activity level
Level of activity of a person, i.e., sedentary or light, moderate, and heavy. This is
closely related to one’s occupation.
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Balanced diet
A diet which includes a variety of foods in adequate amounts and correct proportions
to supply all essential nutrients which promote and preserve good health.
Food group
A number of foods sharing common characteristics which are grouped together.
Characteristic for grouping may be function, nutrient, or source.
Lactation
The period when the mother nurses her infant.
Physiological state
State when nutrient needs increase because of normal physiological events such
as pregnancy and lactation.
Recommended Dietary Allowances

Allowances of nutrients which cover the needs of practically all healthy individuals.
These are not requirements for any individual but guidelines which tell us the
amount of nutrients to be consumed daily.
45
Review Questions
l Differentiate between the terms RDA and requirement.

2 Explain how the use of food groups simplifies planning of balanced meals.
3 List 10 foods which belong to the protective food group, stating reasons for
your choice.
4 Discuss the factors that influence eating behaviour at adolescence.
5 Explain the two eating disorders that may arise at adolescence. What would
be the best way to prevent their occurrence?
Practical 3
1. List 10 signs of good health. Evaluate yourself using the following format.
Signs of good health Rating of yourself
Satisfactory Normal Below normal

1.
2.
3.
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4.
5.
6.
7.
8.
9.
10.

2. Record your diet for a day. Evaluate each meal in terms of inclusion of the
five food groups. Do you think the diet is balanced? Use the following format
to write your response.
Meal/ menu Inclusion of five food Comment on whether meal

groups is balanced/not balanced
46
3. Interview members of your family such as your grandmother, mother or aunt

to collect information about—
(a) food taboos giving reasons why the taboos are followed.
(b) food practices during fasting and festivity from the region of India to
which you belong.
(c) preparations during fasting.
Tabulate the information as follows.
Region Occasion (nature Preparation Nutrients present

of fast)
Give two inferences on the basis of the information tabulated.
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Management of 4
Resources
Learning Objectives
After completing this chapter the learner will be able to

• discuss the concept of a resource.
• identify various resources.
• classify resources into human and non-human.
• describe the characteristics of resources. 47
• explain the need for managing resources.
• analyse the management process.
4.1 Introduction
Everyday we carry out various activities. Think of any activity you do and
you will find that to complete that activity you need one or more of the
following.
• Time
• Energy
• Money for purchasing required material
• Knowledge
• Interest/Motivation
• Skills/Strengths/Aptitude
• Material goods like paper, pen, pencil, colours, etc.
• Water, air
• School building
All these – time, energy, money, knowledge, interest, skills, materials
– are resources. Resources are anything which we make use of while
carrying out any activity. They help us in accomplishing our goals. You
may need more of a certain resource for a particular activity as compared
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to other resources. In the previous chapter, you have learnt about your
own strengths. These are your resources.
Anything which is not used by us is not a resource. For example, a
bicycle which has not been used for long and is just lying at your place may
not be a resource for you. However, it may be a resource to someone else.
If you re-look at the list of resources above, you will find that resources
can be classified as–
• Human resources
• Non Resources-human resources or material goods
Knowledge
Aptitude
Human Skills
Time
48
Energy
Resources
Money
Space
Non-human/
material
Furniture
Equipment
Resources
Resources can be classified in different ways.
• Human/non-human resources
• Individual/shared resources
• Natural/community resources
We will read about each of these classifications.
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Management of Resources
Human and Non-human Resources

Human Resources
Human resources are central to carrying out any activity. These resources
can be developed through training and self-development. For example,
knowledge regarding any field/task can be acquired, skill may developed
which will help you to develop aptitude. Let us read about human resources
in detail.
(a) Knowledge – It is a resource one uses throughout one’s life and is a
pre-requisite for carrying out any activity successfully. A cook must
have knowledge of how to operate cooking gas or chullah before she/he
starts preparing food. A teacher who does not have thorough knowledge
of her/his subject, cannot become an effective teacher. One needs to be
open to acquiring knowledge throughout one’s life.
(b) Motivation/Interest: There is a common saying, ‘Where there is a will
there is a way’. This indicates that to accomplish any task, the worker
must be motivated and interested in doing it. For example, if a student
is not interested in learning a task, even when other resources are
available, she/he still may give excuses and not finish the task. We
may pursue dance, painting, reading fiction, art and craft and other
hobbies as per our motivation. 49
(c) Skills/Strength/Aptitude: All individuals may not be skilled in
performing all activities. Each one of us has an aptitude in certain
areas. We can therefore carry out activities in these areas better as
compared to others. For example, pickles and chutney prepared by
different individuals will taste different depending upon their skill.
However, we can acquire skills we do not have through learning and
training.
(d) T ime: It is a resource available to everyone equally. There are 24 hours
in a day and every one spends it in her/his own way. Time once lost
cannot be regained. Hence, it is the most valuable resource. Managing
time in a specific period and attaining the goal is very important. We
need to continuously plan and be able to utilise the available time to
finish the desired task.
Time can be thought of in terms of three dimensions — work time,
non-work time, rest and leisure time. We need to learn and balance time
across these three dimensions in order to be able to accomplish one’s
goals. When one learns to balance all the three dimensions, it helps the
individual to be physically fit, emotionally strong and intellectually alert.
You should be aware of the peak periods when you are best able to work
and use this precious resource effectively to accomplish your goals.
(e) Energy: For sustaining individual growth and physical output, energy
is essential. Energy levels vary from person to person, according to their
physical fitness, mental condition, personality, age, family background
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and their standard of living. To conserve energy and to use it most

effectively, one must carefully think and plan through the activity so
that one can complete the task efficiently.
Non-human Resources
(a) Money: We all require this resource but it is not equally distributed
among us – some have less of this resource as compared to others. We
need to remember that money is a limited resource and must be spent
judiciously to fulfil our requirements.
(b) Material Resources: Space, furniture, clothes, stationery, food items,
etc., are some of the material resources. We require these resources to
carry out activities.
Individual and Shared Resources

(a) Individual Resources: These are resources which are available to an
individual for personal use only. These can be human or non-human
resources. Your own skills, knowledge, time, your school bag, your
clothes are some of the examples of individual resources.
(b) Shared resources: These are resources which are available to many
50 members of the community/society. Shared resources can be natural
or community based.
Natural and Community Resources

(a) Natural Resources: Resources available in nature, like water,
mountains, air, etc. are natural resources. These are available to all
of us. In order to protect our environment, each one of us has the
responsibility of judiciously using these resources.
(b) Community Resources: These resources are available to an individual
as a member of community/society. These are generally provided
by government. These may be human or non-human. Consultancy
provided by government hospitals, doctors, roads, parks and post
offices are some examples of community resources. Every individual
must strive to optimally use these resources and feel responsible in
maintaining them.
Characteristics of Resources
Though we can categorise resources in various ways, they also have certain
similarities. The following are some characteristics of resources.
(i) Utility : ‘Utility’ means the importance or usefulness of a resource in
helping one to achieve a goal. Whether or not a resource has utility
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Activity 1
Think of your own self and make a list of the human resources you have. Use the
following guidelines to reflect on this.
• Knowledge – which areas are you knowledgeable about
• Motivation / interest – what activities do you enjoy doing most
• Skills/strengths/aptitude – what are you particularly good at doing
• Time – which periods of the day are you most active
• Energy – Do you largely feel energetic or tired?
depends on the goal and the situation. For example, cow dung is
considered waste. However, it can be used as a fuel and can also be
used to prepare humus (manure). Proper use of important resources
available to a family or community leads to greater satisfaction.
(ii) Accessibility : First, certain resources are more easily available as
compared to others. Second, resources may be more easily available to
some people as compared to others. Third, the availability of resources
changes over time. Thus, we can say that accessibility of resources
varies from person to person and from time to time. For example, every
family has money as a resource. While some have sufficient money to
51
meet their needs, others have limited budgets. The amount of available
money is also different during the beginning of a month as compared
to towards the end of the month.
(iii) Interchangeability : Almost all the resources have substitutes. If one
resource is not available, it can be substituted by another. For example,
if your school bus does not arrive on time to pick you up, you can go
to school in your car, tractor, bullock cart or scooter. Thus, the same
function can be performed by a number of resources.
(iv) Manageable : Resources can be managed. Since resources are limited,
they should be managed properly and effectively for their optimum
utilisation. Resources should be used in such a way that we attain
maximum output with minimum input of resources. For example, we
should avoid using two-three buckets of water to wash clothes if we
can wash them using one bucket.
Managing Resources
It is important to note that none of the resources are unlimited. All
resources are finite. We need to utilise resources effectively to achieve our
goals faster and efficiently. Resources, therefore, should not be misused
and wasted. Thus, to achieve our goals, effective management of resources
is extremely essential.
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Managing resources is about getting the most from the resources which
are available to us. For example, everybody has 24 hours in a day. While
some plan their schedule everyday and utilise every hour to achieve their
goals, others waste their time and are not able to do anything productive
the entire day.
Management of resources involves implementing resource management
procedures which include planning, organising, implementing, controlling
and evaluation. We will read about these in detail in the following section.
The Management Process

As stated above, the management process involves five aspects – planning,
organising, implementing, controlling and evaluation.
(a) Planning: It is the first step in any management process. It helps us

to visualise the path to reach our goals. In other words, to plan is to
produce a scheme for action to achieve specified goals by using the
available resources.
Planning involves selecting the course of action. To plan effectively
to achieve a goal, you must ask the following four basic questions. The
52 answers to these questions will help you to develop a plan.
1. What is our present situation? This involves assessing the present
situation, analysing what one has at present and what one would
like to have in future.
2. Where do we want to reach? This involves setting specific goals or
targets which we desire to achieve keeping in mind the present and
future needs.
3. Gap. This is the difference between our present situation and the
desired situation. We need to cover this gap in order to achieve our
goal.
4. How can we reach our desired goals? Answering this question will
help you to decide how to cover this gap. This involves making a
plan to achieve goals.
3. Gap?
4. How can we reach the desired goals?
[Current Status] [Future Image Goal]

1. What is your present situation? 2. Where do we want to reach?
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• Steps in planning : The basic steps in planning are–

1. Identifying the problem
2. Identifying different alternatives
3. Choosing between alternatives
4. Acting to carry out the plan/Putting the plan into action
5. Accepting the consequences
For example, there is only one month left for your annual examination
and you have not completed your revision (present situation); your aim
is to score good marks (goal). To achieve this goal you need to study five
subjects in the specified time period (gap). You would think of a way
of achieving this goal (prepare a plan of action), which will include the
number of hours you will devote to each subject, prioritising subjects,
curtailing other activities and so on.
Activity 2
List the resources you would need in order to secure good marks and study well.
Compare your list with others.
_____________________________________________________________________
_____________________________________________________________________
53
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(b) Organising: It is collecting and arranging appropriate resources in

order to implement plans in an effective and efficient manner. If we take
the above example, you would organise and arrange all the resources
which you may require to study and secure good marks.
Some resources could include books, notes, space to study, light,

stationery, energy and time.
(c) Implementing: This stage involves carrying out the prepared plan. In
the above example, you would put the plan into action by starting to
study from the available resources (e.g., books, stationary, notes, etc.).
(d) Controlling: It refers to the task of ensuring that your activities are
producing the desired results. In other words, the plan you have put
into action is getting the desired results. Controlling helps monitor
the outcome of activities and makes sure that the plans are being
implemented correctly. It is important as it provides feedback and
helps to check errors. Feedback helps you to revise your plan of action
so you can achieve your goal. Therefore, while you are putting your
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study plan into action, yet you are unable to complete your allotted
chapter because you watch television, this gives you the feedback that
you need to minimise your distractions. You will not watch T.V, play or
chat with friends during the study hours, as it can affect the outcome
of your formulated plan (i.e., study as per the decided number of study
hours).
(e) Evaluation: In the final stage, the outcomes that you have arrived at
after putting your plan into action are evaluated. The end result of
the task is compared with the desired result. All the limitations and
the strengths of the task are noted so that they can be used in future
to achieve one’s goals effectively. With reference to the example of
studying, evaluation is what you do when you get back the checked
answer sheets of the examination. You evaluate your marked answer
sheets as per the preparation you had done for the examination and
the results you had wanted to achieve. If the scores for any subject
fall short of your expectations, you try to identify the reasons for the
same. At the same time, you also try to find out your strengths which
helped you to secure good marks in other subjects. Then you use these
strengths to overcome your limitations to secure better marks in your
next examination.
54
In addition to the different resources discussed in this chapter, there
are some other non-human resources that form an integral part of our daily
living. One such resource is fabrics. The following chapter tells us about
the various fabrics that we come into contact with and their properties.
Key Terms
Resources, Human Resources, Non-human resources, Planning, Organising,

Implementing, Controlling, Evaluation
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Activity 3
You wish to arrange a farewell party for Class XII students. Identify your resources and
state the aspects you will keep in mind at each stage of the management process in organising
the party.
Farewell Party for Class XII Students

S.No Resources Planning Organ-ising Implem- Controlling Evaluation
Available entation
1. Human – Venue? Division (i) Decor- Checking if Assess if
Non-human Menu? of respon- ating the the decor- the venue is
sibility venue? ation is being looking good
(ii) Keeping done as per or not?
food the plan?
ready?
2.
3.
55
4.
5.
6.
7.
Review Questions
1. Define a resource.
2. Classify resources in three different ways giving the definition of each
resource and two examples of each.
3. Why should resources be managed?
4. Explain the steps in the management process, using one example to clarify
each step.
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Practical 4
Management of Resources – Time, Money, Energy and Space
(A) Record your day’s activity from 6.00 a.m. onwards
Hours Activity
56
(B) Only one week is left for the annual examination. Prepare a time plan indicating the number of
study hours for each day. An example is given for Monday.

Day Hours
7-8 8-9 9-10 10- 11-12 12-1 1-2 2-3 3-4 4-5 5-6 6-7 7-8 9-10 10- 11-on-
11 11 wards
Mon Science Maths Bre- Rev- Lun- Social Sle- English Hindi Rev- Din- Sleep
Chapter 3 Chapter ak ise ch Science ep Chapter Chap- ise ner
4, 5 Scie- Chapter 3 5, 6 ter 4
nce
Tue
Wed
Thu
Fri
Sat
Sun
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Fabrics 5
Around Us
Learning Objectives

• discuss the diversity in fabrics.
• name and classify the fabrics commonly seen around.
• explain the concept of yarn and fabric making.
• describe the properties of each group of fabrics. 57
• make informed selection of textile products for
specific end use.
5.1 Introduction
Fabrics are all around us. They are an important part in our lives. Fabrics
give comfort and warmth, bring colour and decorative style, and add
texture. Just think of a day’s activity and recall how fabrics touch you.
When you wake up from your bed, the bedsheets and pillow covers are
fabrics. As you get ready for school the towel you use after bath is a soft
and absorbent fabric, and the school dress you wear is again a fabric of a
special type. The school bag in which you carry your books and other items
is also a fabric, but again different in texture. It may be slightly stiff and
coarse but strong enough to bear the load. If you observe your home you
will find fabrics in almost all places, from curtains to kitchen dusters, floor
mops and durries. Fabrics are of different kinds, weights and thickness
and their choice is related to their end use.
If you take a typical fabric in hand, and unravel it, you may be able to
pull out the thread like structures from it. These may be interlaced with
each other at right angles or interlooped as in your woollen cardigan or
T shirts, or knotted as in nets and laces. These are called yarns. If you
try to untwist the yarn you will see very tiny and fine hair like structures.
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Figure1: Fabric to Fibre
These are called fibres. Thus fibres are the basic building blocks of fabrics.
All these materials — fibres, yarns and fabrics are called textile products
or simply textiles. After the fabric is ready it may be subjected to further
processing which may improve its appearance (cleaning, whitening,
colouring) or make it more lustrous or improve its touch and feel qualities
or improve its service ability. This is called finishing. A large variety of
fabrics are available in the market these days and each one behaves
58 differently when in use. The behaviour of the fabric in use and in care and
maintenance depends on various factors such as type of fibre, yarn, fabric
and finishing.
Activity 1
Collect different kinds of fabric samples from home, a tailor’s shop, a cloth shop or
friends. Name each fabric.
5.2 Fibre properties

The properties of fibre contribute to the properties of the final fabric.
For a fibre to be really important and useful, it must be available in
large quantities and be economical. The most essential property is its
spinnability, i.e., a characteristic which is essential for ease of conversion
into yarn and later into fabric. It is the sum total of properties such as
length, strength, flexibility and surface structure of the fibre. From the
point of view of consumer satisfaction, properties such as colour, luster,
weight, moisture and dye absorption and elasticity are desired. Factors
that affect care and maintenance of the fabric such as abrasion resistance,
effect of chemicals, soaps and detergents, effect of heat, and resistance to
biological organism are also important to the user.
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Fabrics Around Us
5.3 Classification of textile fibres

Textile fibres can be classified on the basis of their origin (natural or
man-made or manufactured), general chemical type (cellulosic, protein or
synthetic), generic types (animal hair or animal secretion) and common
trade name (polyester, as terene or dacron). Further, fibres can be
staple, i.e., short length like cotton, or filament, i.e., long length like silk,
polyester, etc.
Natural Fibres
Natural fibres are those which are available to us in nature. There are
four types of natural fibres.
(a) Cellulosic fibres—
1. Seed hair-cotton, kapok
2. Bast fibres-flax(linen), hemp, jute
3. Leaf fibres-pineapple, agave(sisal)
4. Nut husk fibres-coir(coconut)
(b) Protein fibres
1. Animal hair–wool, specially hair (goat, camel), fur
2. Animal secretion–silk 59
(c) Mineral fibre: Asbestos
(d) Natural rubber
Manufactured Fibres (also called man-made fibres)
Most of you must have seen a cotton flower with fibres sticking to the
seeds, or sheep with long overgrown hair. You can also imagine how these
may be used for yarn and fabric production. However, you may find it
difficult to understand how the manufactured or synthetic fibres came to
exist.
The first manufactured fibre–Rayon–was commercially produced in
AD 1895, while most others are products of the 20th century.
The concept of creating fibres perhaps originated from human desire to produce a
fibre like silk. Possibly, the thought process could have been like this: the silk worm,
which basically feeds on mulberry leaves, digests them and spews a liquid through its
spinnerettes (two holes), which on solidifying becomes the silk filament (cocoon). Thus
if a cellulose substance is digested it should be possible to produce something like silk.
Therefore for a long time the rayons were referred to as Artificial Silk or simply Art Silk.
The earliest manufactured fibres were made by modifying a non-fibrous

material into a fibrous form. These were mainly from cellulosic substances
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like cotton waste or wood pulp. The second group of fibres were synthesised
completely from use of chemicals. Whatever may be the raw material the
basic steps for converting it into a fibrous form are the same.
• The solid raw materials are
converted into a liquid form of
a specific viscosity. This may
be due to a chemical action,
dissolution, heat application or
a combination action. This is
called the spinning solution.
• This solution is passed through
a spinnerette – a small thimble
shaped nozzle with a series
of very small holes, into an
atmosphere which hardens
it or coagulates it into fine
filaments.
• As the filaments harden they
are collected and stretched
for further fineness and
60 orientation or subjected
Figure 2: Spinnerettes
to further processing like
texurisation to improve its
stretch and/or bulk characteristics.
Types of Manufactured Fibres

(a) Regenerated cellulosic fibres: Rayon–cuprammonium, viscose, high-
wet-modulus
(b) Modified cellulosic: Acetate–secondary acetate, triacetate
(c) Protein fibres: Azlon
(d) Non-cellulosic(synthetic) fibres
(i) nylon
(ii) polyester – terelene, terrene
(iii) acrylic – Orlon, cashmilon
(iv) modacrylic
(v) spandex
(vi) rubber
(e) Mineral fibres
(i) Glass – fibreglass
(ii) Metallic – lurex
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Fabrics Around Us
5.4 Yarns
The textiles in the form of fibres cannot always be used for consumer
products except in products like surgical cotton, stuffing for pillows, quilts,
mattresses and cushions. To convert fibres into fabric form as we see
around us, they have to be converted into a continuous strand. Although
there are some fabrics like felts or non-wovens which are made directly
from fibres, in most cases the fibres are processed to an intermediate stage
called yarn.
Yarn can be defined as a continuous strand of textile fibres, filaments or
material in a form suitable for knitting, weaving or otherwise intertwining
to form a textile fabric.
Yarn Processing
Yarn processing from natural staple fibres is called spinning, although
spinning is the last stage in the processing.
Earlier young unmarried girls were commonly involved in spinning the finest yarn
because of their nimble fingers. The term ‘spinster’ for unmarried women originated in
that context.
Yarn processing, i.e., conversion of fibre into a yarn involves a number of 61
stages.
Let us take them one by one.
(i) Cleaning: Natural fibres generally contain extraneous impurities
depending upon their source, like seeds or leafy matter in cotton, twigs
and suint in wool. These are removed, fibres sorted out and converted
into laps (rolled sheets of loose fibres).
(ii) Making into a sliver: Laps are unrolled and subjected to straightening
processes which are carding and combing. The process is similar to
combing and brushing your hair. Carding disentangles the fibres and
lays them straight and parallel to one another. For finer fabrics the
laps are subjected to combing after carding. This process removes
finer impurities and short fibres as well. The lap then passes through
a funnel shaped device which helps to convert it into a sliver. Sliver is
a rope like mass of loose fibres, 2-4 cms in diameter.
(iii) Attenuating, drawing out and twisting: Now that the fibres have
been converted into a continuous strand, it needs to be made to the
size required. This is called attenuation. Several slivers are combined
for uniformity. The slivers are gradually drawn out so that they become
longer and finer. If a blended yarn is required (e.g., cotswol-cotton
and wool) slivers from different fibres are combined at this stage. The
resultant sliver is still of the same size as the original sliver.
The sliver after drawing is taken to the roving machine where it is
further attenuated till it becomes 1 1 of its original diameter. It is given
4 8
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a slight twist to keep the fibres together. The next stage is spinning.
Here the strand is given the final shape as the yarn. It is stretched to
the required fineness and the desired amount of twist given to it and
wound on cones.
Figure 3: Cotton spinning
All manufactured fibres are first made as filaments. The yarn can be
composed of a single filament or a multifilament yarn when a number
of individual filaments are taken together and twisted as one. It is also
possible to cut the filament into staple length fibres. These are then
subjected to spinning process as for natural fibres and are called spun
yarns. Staple length fibres are also required when a mixed fabric/
blend like ‘terecot’ (terene and cotton) or ‘terewool’ (terene and wool) or
‘polycot’ (rayon and cotton) is required.
62
Yarn Terminology
(a) Yarn number: You may have seen certain numbers 20, 30, 40, etc.,
on the labels of thread reels. If you observe carefully and compare the
fineness of the thread you will realise that thread reel with a higher
number is finer. There is a fixed relationship between the weight of the
fibre and the length of yarn drawn from it. This is designated as yarn
number which becomes the indication of the fineness of the yarn.
(b) Yarn twist: As fibres are transformed into yarn, twist is added to hold
the fibres together and is indicated as t.p.i. (twist per inch). Loosely
twisted yarns are softer and more lustrous, whereas tightly twisted
yarns may show as ridges such as in denim material of jeans.
(c) Yarn and thread: Yarn and thread are basically similar. Yarn is the
term usually used in the manufacturing of a fabric, whereas, thread
indicates a product used to join pieces of fabrics together.
5.5 Fabric production

There are many types of fabric available in the market. Variation in different
fabrics is due to the basic fibre content (cotton, wool, e.g.) or as you have
just learnt, the type of yarn. When you look at the fabrics you may be able
to distinguish between different structures as well.
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Fabrics Around Us
We will now discuss how these fabrics are produced. Most of the fabrics
you see are made from yarns. However, a small group of fabrics can be
made directly from fibres.
There are two main types of Activity 2
fabrics that are made directly from
fibres–felts and non-wovens or Try and note the difference between the
bonded fibre fabrics. These fabrics structure of the material of your shirt or
are formed by laying the fibre (after dress, pant/jeans, towel, socks, shoe
carding and combing) in the form of laces, floor covering felts (namdas) and
a matt and then adhesion is caused carpets.
between them. The matt can be made
not only of required thickness but also of any shape.
As already mentioned, the majority of fabric constructions require the
intermediate yarn stage. The main methods of fabric construction are
weaving and knitting and to a small extent braiding and knotting.
Weaving
Weaving is the oldest form of textile art, which was originally used for making
mats and baskets. A woven fabric consists of two sets of yarns which are
interlaced at right angles to each other, to form a compact construction. It is 63
done on machines called looms. One set of yarns is fitted on the loom, which
determines the length and width of the fabric to be woven. These are called
warp yarns. The loom helps to maintain these yarns at a fixed tension and
even space. The second yarn, which is the filling yarn, is then interlaced to
form the fabric. The simplest interlacing is when the filling yarn moves over
and under one warp yarn alternately in one row and
reverses the process in the second row. By passing the
filling yarn over and under different number of warp
yarns, in a specified sequence, different designs can
be created. Attachments like the dobby or jacquard to
the loom can help to create figurative designs as well.
These designs become clearer when different coloured
yarns are used for warp and filling. Certain designs
make use of an extra yarn which may run parallel to
warp or filling yarns. This can be held up as loops
during weaving, which may be left uncut or cut afterwards. This makes the
texture like one sees in towels (uncut) or velvets and corduroy (cut).
The direction of the yarns in a woven fabric is referred to as grain.
Warp yarns run along the length wise grain or selvedge. Filling yarns run
along the width wise grain or weft. Thus the length and width in a woven
fabric is called the selvedge and weft. When you buy a fabric, you see it has
two cut sides and two bound sides. The bound sides are the selvedges. The
fabric is strongest along the selvedge.
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Knitting
Knitting is the interlooping of atleast one set of yarns. It may be done by
hand using a set of two needles for flat fabrics or a set of four needles for
circular fabrics. Knitting may be done on machines. The process consists
of making a series of loops along the knitting needle or machine bed. Each
successive row is formed by interlooping with the first row of loops. The
movement of the yarn is along the width of the material and therefore it is
called filling or weft knitting. This method of knitting is used to produce
articles which can be shaped while being constructed.
At the industrial level, the knitting machines used are like the looms
for weaving. They have a set of yarns (like warp yarns) fitted on the
machine. The interlooping occurs with adjacent yarns. This is known as
warp knitting. This can produce continuous lengths of material, which
unlike the weft knitted fabric can be cut and stitched.
64

Figure 4: Weft knitting Figure 5 : Warp knitting
Knitted fabrics can be made more rapidly. Because of the system of

loops they have more elasticity and thus are suitable for fitted articles like
vests, underwear, socks, etc. They are porous and permit free circulation
of air, are comfortable and allow freedom of movement and are therefore
ideally suited for sportswear.
Braiding
Braided fabrics have a diagonal surface effect and are made by plaiting
three or more yarns that originate from a single location and lie parallel
before interlacing occurs. Braids appear in items as shoelaces, ropes,
insulation for wires and trimmings.
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Fabrics Around Us
Nets
Nets are open mesh fabrics with large geometric interstices between the
yarns. These are made by inter-knotting of yarns by hands or machines.
Laces
Lace is an openwork fabric consisting of a network of yarns formed into
intricate designs. It is a product of a combination of procedures including
yarn twisting, interloping and knotting.
5.6 Textile Finishing

If you see the fabric as it comes out from the loom you will not be able to
recognise it as the material you see in the market. All of the fabrics that
are available in the market have received one or more finishing treatments,
and except for whites, colour has been added to them in some form or the
other.
A finish is any treatment on
the fabric which can change its Activity 3
appearance, its textures or its 65
behaviour for specific use. Finishes Collect five labels of fabrics. Match the
that are considered absolutely information with what you have just read.
necessary are known as ‘routine’.
The finishes may be durable (do not
get removed on washing or drycleaning) like dyeing, or renewable (need to
be applied repeatedly as they get removed on washing) like starching or
blueing. A few important finishes depending upon their functions are:
• Change appearance : Cleaning (scouring, bleaching), straightening
and smoothening (calendering and tentering)
• Change textures: Starching or sizing, special calendering
• Change behaviour : Wash and wear, permanent press, water repellent
or water proof, mothproof, flame retardant or fire proof, antishrink
(sanforisation).
(a) Finishing with colour: Colour is often the most important factor in
selection of fabric, whether it is to be used for apparel or in the house.
Substances that can add colour to the fabric in a manner that it does
not easily wash out are known as dyes. The method of dying depends
on the chemical natures of the fibre and the dye, and the type of effect
desired. Colour application can be done
• at fibre stage – for yarns of different colours or designed felts.
• at yarn stage – for woven checks, stripes or other woven patterns.
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• at fabric stage – the most common method for solid colour dye, as
also for designed dying like batik and tie and dye and printing.
(b) Printing: It is a more advanced or specialised form of dyeing. It involves
the localised application of colour which is restricted within the given
limits of design. Printing uses special tools which cause the transfer of
colour only to the specified areas. Thus, it allows the application of a
number of different colours on the fabric. Printing can be done by hand
tools like blocks, stencils or screens and at industrial level like roller
printing or automatic screen printing.
5.7 Some important fibres
Cotton
Cotton is the most widely used fibre for apparel and home textiles. India
is the first country where cotton was grown and used, and it continues to
be one of the largest cotton growing areas. Cotton fibres are obtained from
the seed pod of the cotton plant. Each seed has a large number of hair
attached to it. When the seeds ripen the pod bursts open. The seeds are
66 separated from the fibres by a process called ginning and sent as large
bundles (bales) for spinning.
Properties
• Cotton is a natural cellulosic, staple fibre. It is the shortest fibre with
length varying from 1 cm to 5 cms, therefore the yarn or the fabric
made is dull in appearance and slightly rough to touch. It is heavier in
weight than most of the other fibres.
• Cotton has good moisture absorbency and it also dries easily. Thus it
is comfortable for summer use.
• It is available in fabrics of all types of weights, fineness, structures and
finishes. Muslin, cambric, poplin, long cloth (latha), casement, denim,
sheeting material and furnishing material are some of the cotton fabrics
available in the market.
Linen
Linen is a bast fibre, obtained from the stems of the flax plant. The term
bast means the fleshy part inside the bark. To obtain the fibres the stems
are steeped in water for a long time to rot away the soft parts, in a process
called retting. After retting the woody parts are separated and the linen
fibres are collected and sent for spinning.
Properties
• Linen is also a cellulosic fibre, therefore, many of its properties are
similar to that of cotton.
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Fabrics Around Us
• The fibre is longer and finer than cotton, so the yarn produced is
stronger and more lustrous.
• Like cotton, linen also absorbs moisture readily and, therefore, is
comfortable. However, it does not absorb dyes very readily and therefore
colours produced are not so bright.
Flax plant is cultivated in very few areas worldwide. Also it requires
longer processing time, therefore, linen is used less than cotton.
Jute and Hemp are also bast fibres like Linen. They are coarser fibres
and do not have good flexibility, and are therefore used for making ropes,
gunny bags and other such products.
Wool
Wool is obtained from sheep hair. It can also be obtained from other
animals like goats, rabbits and camels. These fibres are called speciality
hair fibres. Different breed of sheep provide different types of hair. Some
breeds are raised only for good quality of fibres they produce. Removal of
hair from the animal is called shearing. It may be done once or twice a
year depending on the climatic conditions. While shearing, effort is made
to keep the hair in one piece which is called fleece. This makes the sorting
of fibres easy because hair from different parts of the body vary in length 67
and fineness. After sorting, the fibres are scoured to get rid of dirt, grease
and dried perspiration. This is followed by carbonisation which removes
entangled vegetable matter like leaves and twigs. Thereafter, the fibres are
sent for spinning.
Properties
• Wool is a natural protein fibre. The fibres vary in length from 4 cms
to 40 cms and may be coarse or fine depending on the breed of the
sheep and the part of the animal body. It is characterised by a natural
crimp or a built-in waviness responsible for elasticity and elongation
properties.
• Compared to other fibres wool has low strength but has good resilience,
and elastic recovery.
• Wool has surface scales which are water repellant in nature. However,
it can absorb large amount of water but does not feel wet on the
surface. This ability is responsible for its comfort in humid and cold
atmospheres.
Wool is also used as blends with cotton, rayon and polyester, which
improves its care and maintenance properties.
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Silk
Silk is a natural filament fibre produced by the secretion of silk worms. If
silk is produced in controlled conditions (cultivated or mulberry silk), it is
smooth, and longer fibres are produced which results in a smoother, finer
and lustrous fabric. If silk is produced in wild or natural conditions, the
resulting silk is coarser, stronger and short in length, which results in a
thicker, coarser but stronger fabric (e.g., tussar silk). For production of
good quality silk, silk worm cultivation is carefully controlled. It is called
sericulture. Being a filament fibre silk does not require the spinning
process but has to be reeled carefully from the cocoon. The yarns are made
by twisting a number of filaments together. If the filaments break or when
the insects break the cocoon, the broken filaments are processed through
spinning like cotton, and this is called spun silk.
It is believed that silk was discovered accidentally when the cocoon of
an insect fell in the cup of tea of a Chinese princess. She took it out and
discovered that she could pull out a long continuous filament from the
cocoon. The Chinese kept the art of producing silk a secret for over 2000
years—until about 500 A.D.
Properties
68 • Silk is a natural protein fibre and the natural colour of silk is off white
to cream. Wild silk is brownish in colour. Silk filaments are very long,
fine, smooth and have a relatively high lustre or sheen. It contains a
natural gum which gives silk a crisp texture.
• Silk is one of the stronger fibres used in making fabrics. It has good
elastic recovery and moderate elongation.
Rayon
This is a manufactured cellulosic fibre. Cellulosic because it is made from
wood pulp and manufactured because this wood pulp is treated with
chemicals and regenerated into fibres.
Properties
• As rayon is a manufactured fibre the size and shape can be controlled.
It has uniform diameter and is clear and lustrous.
• Rayon being a cellulosic fibre has most properties like cotton. But it
has a lower strength and durability.
The main advantage of rayon and manufactured cellulosic fibres is that
they can be reprocessed out of waste material and have an appearance like
silk.
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Fabrics Around Us
Nylon
Nylon was the first true synthetic fibre (totally manufactured from
chemicals) to be manufactured. It was first introduced as bristles for tooth
brushes. In 1940, the first fabrics from Nylon were socks and stocking
which were very successful. Thereafter, it was used for all kinds of fabrics.
It also provided the impetus for other synthetic fibres which followed.
Properties
• Nylon filaments are usually smooth and shiny, with uniform diameter.
• Nylon has very good strength and abrasion resistance. Its resistance to
abrasion makes it appropriate to be used in brushes, carpets, etc.
• Nylon is a highly elastic fibre. Very fine and transparent fibres are used
for ‘one-size’ garments like stockings.
• Nylon is a popular fabric used in apparel, socks, undergarments,
swimsuits, gloves, nets, sarees, etc. It is a leading fibre in the
manufacture of hosiery and lingerie. For outerwear it may be blended
with other fibres.
Polyester
Polyester is another manufactured synthetic fibre. It is also referred to as 69
Terylene or Terene.
Properties
• Polyester fibre has uniform diameter, smooth surface and rod like
appearance. It can be made in any strength, length and diameter as
per the requirements of the end use. The fibre is partially transparent
and lustrous.
• The moisture regain of polyester is very low, i.e., it does not absorb
water easily. Thus, it is not very comfortable to wear in hot dry summer
months.
• The most advantageous property of polyster is its wrinkle resistance. It
is one of the most commonly used fibre for blending with rayon, cotton
and wool and, to some extent, spun silk.
Acrylic
This is another synthetic fibre. It resembles wool so much that even an
expert may not be able to find the difference between the two. It is commonly
called as Cashmilon. It is cheaper than wool.
Properties
Like all manufactured fibres the length, diameter and fineness of the
fibre are controlled by the manufacturer. The fibre can be made in varied
degrees of crimp and luster.
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• Acrylic is not very strong and its strength is similar to cotton. The
fibres have high elongation with good elastic recovery.
Acrylic is used as a substitute for wool and is used in children’s wear,
apparels, blankets and knitted goods.
Elastomeric fibres
Apart from the fibres mentioned so far, there are a few less known ones.
These are elastic, rubbers like substances and can be produced in various
forms. In its natural form they include rubber and the synthetic equivalent
is spandex or Lycra. These are usually used as blends with any of the
above fibres with low elasticity.
Having studied about fabrics in this chapter, you will be introduced
to the world of apparel, i.e., clothes, made from fabrics later under the
section ‘Childhood’.
Knowing about fabrics is important for the adolescent as it would
enable one to make wise selection of clothes – an interest that is commonly
shared by all adolescents. Apart from clothes, another interest that binds
adolescents from different contexts is media and communication. Let us
learn more about these two interrelated aspects in the next chapter on
70 Media and Communication Technology.
Key Terms
Fabrics, Yarns, Fibres, Textiles, Textile finishing, Weaving, Knitting, Cotton, Linen,
Wool, Silk, Rayon, Nylon, Polyster, Acrylic.
Review Questions
1. Name five articles of everyday use that are made from different types of
fabrics.
2. How are textile fibres classified? Briefly discuss their characteristics.
3. What is a yarn? Explain different methods of yarn processing?
4. List the processes in fabric production.
5. Mention any three properties of each of the following fibres.
• Cotton
• Linen
• Wool
• Silk
• Rayon
• Nylon
• Acrylic
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Fabrics Around Us
Practical 5
Fabrics Around Us
Theme Fabrics around us

Task 1. Make a record of fabrics and apparels used in a day
2. Analyse the suitability of the fabrics to the product
Conduct of the practical: Identify a particular day and note the fabrics and
apparel that you use and experience throughout the day. You can use the
following table for recording in various categories – (for self and ‘in surroundings’
like the examples given in the table).
E.g.
Time of day Use Product Fabric
6:00 am Self Towel Cotton
6:00 am Surrounding Pillow cover Cotton
Form groups of 4-5 students and pool your observations; and also discuss the
fabrics used for apparel worn by them in school and at home.
71
Practical 6
Fabrics Around Us
Theme Thermal property and inflammability of fabrics

Task Burning test on various fabrics and analysis of its type
Purpose of the Activity: Inflammability of fabrics will help to test the behaviour
of fabrics in flame and while approaching flame. This will help consumer in taking
special care when in use. This is also a way of identifying fibre content of fabrics
which are in five composition.
Heat affects different fibres in different ways. Some fibres scorch and flame,
others melt and/or flame or shrink. Some fibres are self extinguishing, others are
completely non-combustible.
Burning Characteristics of Fibres

Fibre Approaching In flame Removed Odour Ash or
flame from flame residue
Cotton and Does not Burns Continues Burning Light, soft
Linen shrink, quickly burning, paper ash,
catches fire has an retains
afterglow shape
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Wool and Curls away Burns slowly Self extin- Burning Brittle,
silk from flame guishing hair curled,
small
amount,
crushable
ash
Rayon Does not Burns Continues to Burning Light, fluffy
shrink, quickly burn rapidly paper residue,
catches fire very small
amount
Nylon Shrinks Melts, Continues Acrid Hard, tan
catches fire melting coloured
bead
Polyster Shrinks Melts, Continues Plastic burn- Hard, black
catches fire melting ing coloured
bead
Acrylic Does not Burns Continues Acrid Hard, black
shrink, rapidly with burning coloured,
catches fire melting crinkly bead
72 Conduct of the practical

1. Take a narrow strip of the fabric ( ½ cm X 5 cm)
2. Hold the strip with a forceps or tongs and do the burning test by bringing it
near a burning candle, or low flame of spirit lamp.
Precaution
Perform this experiment on a very low flame of a candle or spirit lamp under the
supervision of a teacher.
3. Repeat the process by taking 4-5 samples of different fabrics and record the
observations.
Appro- In flame Removed Odour Residue Conclusion
aching from flame (colour
flame and
texture)
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Media and
Communication

6
Technology
Learning Objectives

• define the concept of communication.
• discuss the significance of communication in everyday life.
• enlist the different types of communication.
• describe the process of communication. 73
• explain the classification and functions of media.
• analyse the various communication technologies.
An important field of study that has an impact on adolescents is that of

media and communication. In this chapter we will discuss how these two
aspects of our everyday ecology have become an integral part of our lives,
usually adding to the quality of our lives. We will begin with the concept of
communication first.
6.1 Communication and communication

technology
Communication is very basic and vital for human survival and has existed
since the inception of life on earth. In modern times, with fast developing
technologies, new communication methods and gadgets are introduced in
the market almost every week. Some of these have become more popular
due to their cost effectiveness and utility, and have sustained over time.
Observe the following pictures and interpret the situation, feelings and
thoughts of the different persons.
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74
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Media and Communication Technology
What is communication?
Communication is the process of thinking, observing, understanding,
analysing, sharing, and transmitting or transferring feelings to others
through a variety of mediums in diverse settings. It also refers to seeing
or watching, listening or hearing, and exchanging ideas, thoughts,
experiences, facts, knowledge, impressions, moments, emotions, and the
like with self or with others.
As the name suggests, the word communication stems from the
Latin word communis meaning common. It is therefore, not only sharing
of ideas, thoughts or imparting knowledge and information, but it also
involves understanding the exact meaning of the content in a way that
is common to both, the communicator and the receiver. Thus, effective
communication is a conscious effort in creating a shared understanding
about the intended meaning of the message among people involved in
the communication. The process of communication is continuous and
permeates all areas of social life, including home, school, community and
beyond.
Classification of communication
75
Communication can be classified on the basis of the following depending
on the levels, types, forms and modes.
A. Classification based on the type of interaction What

s
a bogu I
(i) One-way communication: In such situations m m e.
progra
c nge
h a
the receiver receives information but is either should
nnel.
the a
c h
}
never able to reciprocate to the sender or cannot
T.V.
respond immediately. Therefore, communication
remains one–way. Speeches, lectures, sermons,
listening to music on the radio or a music system,
watching any entertainment programmes on
television, using internet to search information
on a website, etc. are examples of one-way Joseph
communication.
(ii) Two-way communication: This is comm-
Hello! I am unication that takes place between two
you beda.
}
How are ? fine Zu What
Sama ra yo u . or more persons where all the parties
Thank y o u?
ab o u t communicating with each other share or
exchange ideas, thoughts, information,
etc. either silently or verbally. Some of the
examples could be talking on mobile phone,
discussing about future plans with one’s
mother, using internet for chatting, etc.
Zubeda Samara
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When a baby cries to communicate her/his hunger, she/he is fed by the

mother in response. The cry of the baby is the message that communicates
the hunger of the child and is vital for the survival of the baby. Thus, in this
case the communication is two-way.
B. Classification based on the levels of communication
(i) Intra-personal communication:
This refers to communicating
with oneself. This is a form
of mental process involving
How can Polio drops be
good for the health of my observing, analysing, and
child? drawing conclusions meaningful
to the individual’s present, past
and future behaviour and life.
It is an on-going process that
transpires inside an individual.
For instance, mental rehearsal
before appearing in an interview
or oral exam.
(ii) Inter-personal communication: It refers to sharing of thoughts and
76 ideas with one or more people in a face-to-face situation. It can take
place in a formal or an informal situation. Varied means of
communication like
Face to face
body movements, facial communication Patient
expressions, gestures, – doctor conversation
postures, written text

and verbal modes such
as words and sounds
can be used for this
type of communication.
Examples are talking
to your friend about
difficulties faced while
studying or conducting
an experiment or
participating in a panel
discussion followed by question-answer session.
Inter-personal communication is the most effective and ideal type
of communication for two reasons. First, there is always proximity and
direct contact between the communicatee and the communicator, and
therefore it is easy to persuade, motivate and convince the communicatee
for acceptance of the introduced idea or thought. Second, instantaneous
and strong feedback with direct response of communicatee on the
introduced idea is possible.
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(iii) Group Communication: This form of communication is direct and

personal, such as inter-personal communication, but with the
involvement of more than two persons in the communication process.
Group communication helps to facilitate a participatory approach and
collective decision-making, gives an opportunity for self-expression, and
increases the individual’s impact in a gathering, thereby augmenting
one’s status in the group. It also helps in recreation and relaxation,
socialising and motivating. A range of audio-visual aids may be used to
enhance group communication.
(iv) Mass Communication: As a result of considerable advancement in
technology, making thoughts, ideas and innovations reach the larger
section of society has become possible. Mass communication can be
defined as the process of multiplying messages with the help of any
mechanical device and disseminating the same to the masses. The
means and media of mass communication are radio, TV, satellite
communication, newspapers, and magazines. The audiences of mass
communication are very large in size, heterogeneous and anonymous,
spread over a large area and separated from the communicator in
terms of time and space. For these reasons it is not possible to take a
correct, complete, direct and immediate feedback; rather there is slow,
cumulative, expensive, and delayed feedback. 77
(v) Intra-organisational Communication: Organisational communication
takes place in highly structured settings. Just like human beings, when
people work together in an organisation, organisations also establish
and maintain relationships. They use various levels of communication
within their environment and amongst their departments or sections.
Every organisation has different levels or hierarchy of ranks working
together for achieving common goals. The information flow in such
organisations is expected to be two-way at the same level and one-way
across levels.
(vi) Inter-organisational Communication: This refers to the communication
system developed by one organisation to communicate with other
organisations with the aim of working in cooperation and coordination
with each other. For example, for assistance in developmental activities
of the country, both technical and financial support is provided by
international agencies, whereas, administrative support is given by the
Central government and State governments.
It is important to note that in both inter-organisational and inter-organisational set-

ups, communication does not take place among the departments or organisations;
rather it is always human beings working in these organisations who communicate
with each other. Therefore, understanding of the human factor is very important.
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Government of India
Various Ministries of Various International

Government of India Agencies
E.g. Ministry of E.g. World Bank,

HRD, Ministry of UNICEF, USAID, UNDP,
Agriculture, Ministry Ford Foundation, OXFAM
of Women and Child includes various other
Development includes Indian Non-government
78 state governments, their Organisations
relevant department and
agencies
Figure 1: Communication System among various Organisations

C. Classification based on the means or modes of communication
(i) Verbal communication: Auditory means or verbal modes like speaking,
singing and sometimes even the tone of voice, etc. are of significance in
verbal communication.
Research shows that on an average, an individual spends about
70 per cent of her/his active time in communicating verbally, i.e.,
listening, speaking and reading aloud.
(ii) Non-Verbal Communication: Non-verbal means of communication are
gestures, facial expressions, disposition, posture, eye contact, touch,
para-language, writing, clothing, hair styles, and even architecture,
symbols and sign language such as smoke signals used by some tribal
people.

D. Classification based on the involvement of number of human senses
Have you ever tried to know why learning about our rich traditional
heritage by simply watching folk or classical dance performance live or on
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television makes it easy to understand and more interesting than reading

about them in a book?
Our senses and Communication

• People retain 10% of what they Read visual
• People remember about 20 – 25% of what they Hear audio
• People keep in mind about 30 – 35% of what they See visual
• People remember 50% and more of what they have Seen, audio-visual
Heard
• People remember 90% and more of what they have Seen and audio-visual
Heard and Done
Involvement of more number of senses makes the learning more clearly
understandable and permanent
Table 1: Classification of communication based on number of senses involved

Type of communication Examples
Audio Radio, audio recordings, CD players,
lectures, landline or mobile phones
Visual Symbols, printed materials, charts, posters
Audio-Visual Television, video films, multi-media, 79
internet
Activity 1
List the various means or modes, types and levels of communication involved in the
following experience. Pen down your observations—Did you have the opportunity to
live or visit a rural area or a village or a small town in the country? What was your
experience? Did you observe symbols of advanced technology and communication like
mobile phones, fax machines and other equipments, electricity poles and other similar
things? How was the experience of meeting and interacting with people–young, women
and older persons? Discuss this in your class.
How does communication take place?

The process of communication
Communication is the process of transferring information or content
from a sender to a receiver with the use of a medium. It involves flexibility
to exchange information using several methods in which the information is
correctly, clearly and completely understood by both sender and receiver.
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It also takes the feedback of the audience on the message sent for further
planning in the same way as carrying out market surveys before launching
a product in the market.
Let us see the sequence in which the communication events occur.
One way to describe it is as follows: Who says, what, to whom, when, in
what manner, under what circumstances and with what effect. The
basic elements of any communication process in general are arranged in
a definite order to complete the cycle. Six elements have to be handled
skillfully for effective and successful communication and can be easily
understood by “The SMCRE Model” of communication.
• SOURCE • MESSAGE • CHANNEL • RECEIVER

• Communicator • Information • Tools • Audience
• Originator • Ideas • Medium
• Sender • Content
EFFECT OF COMMUNICATION
(Feedback or Audience Response)
80
Figure 2: The SMCRE Model of Communication
The SMCRE model (Figure 2) shows the complete process of communication

and the elements involved in it.
1. Source: It is the person who initiates the process of communication.
She/he is the key factor responsible for the effectiveness of the whole
communication process. She/he gives the message to a specific
group of audience in such a manner that it not only results in correct
interpretation of the message but also yields the desired response.
She/he could be your teacher, parents,
Activity 2 friend or classmate, extension worker,
leader, administrator, writer, a farmer
Identify the possible sources of information or a tribal person from a remote area
in villages/rural areas. of the country possessing indigenous
knowledge.
2. Message: It is the content or information a communicator wishes to

receive, accept or act upon. It could be any technical, scientific or
simply generalised information or ideas, specific or general to any field
of knowledge or day-to-day life of an individual, group or even a larger
section. A good message should be simple yet appealing and clear.
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It should also be very specific,

authentic, timely, appropriate
Activity 3
and applicable for the channels
Collect one news story or a campaign or a
selected and the nature and type
social message from any two media such
of the receiver group.
as radio, print or TV.
3. Channel: The medium of communication through which the information

flows from a sender to one or more receivers is a channel. Face-to-
face, word-of-mouth is the simplest and one of the most effective
means of communication. It has been the most widely used medium of
communication in the world. But with the passage of time and social
change in society the emphasis has shifted to advanced mass media
and multi media technologies.
There can be two types of channels:
(i) Inter - personal communication Activity 4
channels such as individuals
and groups. Find out any one traditional method which
(ii) Mass media communication tribal and/or rural people in the country use
channels, e.g., satellite, wire- to make important announcements in their
less and sound waves. areas.
4. Receiver: It is the intended 81
audience of the message or the
target of the communication
function. It could be an individual Activity 5
or group, men or women, rural
or urban, old or young. The more As a receiver of information write down the
homogeneous the receiver group, type and quality of information you tend to
the greater are the chances of get from your school.
successful communication.
5. Effect of communication
(feedback): A communication process is incomplete unless the
response to the message is received. It is the initiating step as well as
the terminating element in any communication process. Termination
occurs when the response to the message is the same as expected. In
such a situation, since the objective is achieved, the cycle is complete.
However, if the response of the intended audience does not yield the
desired results, rethinking and recasting of message occurs and the
entire communication process is repeated. Here are a few examples:
(a) When a teacher has taught a lesson, at the end she/he asks the
students questions to find out if the lesson has been understood. The
activity of asking questions and finding out what themes and parts
were understood and which topics need to be explained again is a
feedback. (b) Letters from readers in newspapers and magazines are
a form of feedback to the editor and writers. (c) The ratings Television
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Rating Points (TRPs) of a television programme are another form of

feedback from viewers.
6.2 What is Media?

If you listen to the radio or watch television, perhaps you are aware that
what you hear or see influences you in one way or the other. That is media
influence. Let us see how the media influences us.
Identify the most common element in the following: Advertisements and
programmes we see on television, films on TV or theatre, the news we
read in the newspapers, the speech of a politician, instructions imparted
by the teacher in the classroom, or a complaint that is registered when an
appliance is not functioning well, or shopping through internet sitting at
home.
You will find that the common element in all these is that some or
the other medium has been used to pass on or share varied messages
or information across diverse fields. For instance, when we talk to
someone or hear someone talking, it is the air that acts as a medium
through which the sound waves travel since no sound can be transmitted
in a vacuum.
82 Therefore, if communication is a process, media is the means that uses
various methods of communication for disseminating and sharing,
ideas, thoughts, feelings, innovations experiences, etc. Mass media
essentially uses modern technology for communication but the presence
of technology does not always denote that mass communication is taking
place. Mass media is always meant for heterogeneous, anonymous and
large audience groups.
Does media mean only radio, and TV? No, all types of satellite
transmission, computer and wireless technology are also included in it.
Media has gone through a lot of change and development. Now numerous
modern technologies are available as media for communication purpose.
Media classification and functions

Media can be classified into two broad categories, traditional and modern
media.
Traditional media: Till very recently most rural extension
work was completely dependent on traditional media such as fairs
and radio. The situation is no different even today. Inter -personal
communication media largely remains the most used and effective
medium of communication in rural and remote areas. Examples of
other traditional folk media are puppetry, folk dances, folk theatre,
oral literature, fairs and festivals, rituals and symbols, print media
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such as charts, posters, newspapers, magazines, and other local

publications from ancient times. Various traditional folk media are
being used as indigenous channels of communication. Some very
popular examples are – traditional folk theatre or drama like Jatra
(Bengal), Ramleela and Nautanki ( Uttar Pradesh), Bidesia (Bihar),
Tamasha (Maharashtra), Yakshagana , Dashavatar (Karnataka)
or Bhavai (Gujarat). Likewise various oral literature-cum-musical
forms basically include folk or tribal songs and dances such as
Baul and Bhatiali (Bengal), Sna and Dadaria (Madhya Pradesh),
Duha and Garba (Gujarat), Chakri (Kashmir), Bhangra and Gidda
(Punjab), Kajri , Chaiti (U.P.) and Allha (U.P. and Bihar), Powda and
Lavni (Maharashtra), Bihu (Assam) and Mand , Panihari , and songs
sung by Charans and Bhaatt (Rajasthan). There are various drum
festivals with very rhythmic drum beats followed by dance and songs
of the North-eastern and other tribal communities of the country.
Different types of puppetry forms have also been common media for
communicating messages along with providing entertainment. Among
the most common are the string puppets or ‘ Sutradharika ’ mainly used
in Rajasthan and Gujarat, and Chhaya Putli (shadow puppets) which
are more common in the southern parts of the country. Besides, there
are numerous festivals, fairs, social rituals and ceremonies, yatras,
83
etc. for conveying messages, expressions, feelings and traditions of
the diverse communities across the country.
With changing times it became apparent that traditional communication
media were neither sufficient nor well-equipped to meet the diverse
information needs of the modern audiences. Hence, new media technologies
have been popularised.
Modern media: With the advent of modern technology the range of
communication media has expanded tremendously. New communication
technologies, such as the mobile phone, are emerging with exciting features
that have improved the quality and capacity of broadcast. The handy
size of equipments has made them convenient for use in rural as well as
remote areas. It has also increased the reach of modern communication
technology. The availability of and access to computers, particularly the
internet facility, has ushered a completely new era of communication
media. Radio, satellite television,
modern print media, films projected Activity 6
though various type of projectors,
audio cassette and compact disk Collect information on different folk media
technology, cable and wireless used in your state in both urban and rural
technology, mobile phone, video areas. If there are tribal areas in your state,
film and video conferencing are collect the folk media relevant there.
some examples of modern media.
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Functions of media: The previous chapters have made you aware

that as an adolescent you are likely to be influenced by media. It has the
following functions.
1. Information: It includes both, providing information and information
exchange. These days information is power. Communication is
facilitated through various media such as radio, television, magazines,
newspapers.
2. Persuasion/Motivation: We are not always convinced about whatever
idea or thought we come across. Suitable communication media can
be used to persuade an audience to accept an idea. This needs a
deeper understanding of audience psychology and their socio-cultural
background.
3. Entertainment: Both, traditional and modern communication media
provide a wide variety of entertainment options starting from folk
media and oral tradition to Direct to Home (DTH) telecast. Even for
educational purposes media is used in an entertaining form to make
learning easy and interesting.
4. Interpretation: Use of communication media, particularly pictographic
presentations, and facts and figures make many difficult and complicated
concepts easy to understand. For example, it is easy to locate and
84 understand a geographical area with the help of a cartographic map or
model of a globe than merely reading about it in a textbook.
5. Transmission of values: Media is expected to foster development of a
healthy society by the transmission of wholesome values. For example,
use of puppetry and cartoon films for teaching values through the story
format that are attractive options.
6. Education or training: New learning experiences with the help of
appropriate communication media in local language, and focussing on
local problems always enrich the teaching–learning experience. These
include interactive instruction video and audio cassettes, and discs of
basic printed teaching-learning material on various concepts.
7. Coordination: Due to the introduction of modern interactive
communication technologies, distance and physical proximity has
become less important. Pace, scope and accuracy of communication
has expanded to such an extent that it has now become very easy
to sit in one place and coordinate large projects spread over a vast
geographical area.
8. Behavioural change: All extension education activities related to varied
fields, be it health, literacy, environmental issues, empowerment
programmes and adoption of innovations depend largely on the art and
technique of effective communication. Media remains the main vehicle
for the transmission of useful messages, acceptance of which leads to
direct and indirect behavioural change in the target people.
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9. Development: Media is a catalyst (medium) in national development.

Communication mediates between specialists and lay persons.
Thus, communication occupies a pivotal position in the process of
development. Media has accelerated the pace of development and made
the world smaller by bringing people closer through communication.
Both communication and media employ modern technology for
reaching out to people. We will read about this in the next section.
6.3 What is communication technology?

The global scenario is passing through a communication revolution and
communication technologies are changing very fast. What is new today
may be obsolete tomorrow. People want to know everything in a very short
span of time. There is information overflow and it is easily available and
accessible to all through a wide variety of traditional and modern mediums.
It is here that communication technology is playing a key role.
We have been using different mediums and communication technologies
for communicating in different times (in the past and at present), in
different settings, for example rural/urban/tribal.
at
know th
“We all 85
. What
ta n c e is dead
dis near,
e d to be far is
us global”
h a t is local is
w
Pitroda
– Sam Tel
a n o f World
Chairm
2018-19
Let us have a look around us. You may have observed that many new
technologies related to electronic media have revolutionised communication
media?
Do you know that Pij village in Gujarat acquired the first TV transmitter
in India, which provided programmes in local language along with
common programmes from Delhi via satellite.
Communication technology refers to various technologies developed

and used to handle information and aid communication. This includes
modern technologies that are used to transmit data, which could either be
analogue (electronic signals) or digital. There are hardware, organisational
structures, as well as social values which individuals access to collect,
process, and exchange information.
Classification of communication technologies

A wide range of communication technologies are available. These fall into
two broad groups.
86 (i) Cable (land) based technologies: These are comparatively cheap and
less complicated. Landline telephone or a personal computer without
internet are examples of such technology.
(ii) Wireless technologies: These generally require less infrastructure,
but can be more expensive to use than cable-based technologies. Some
examples are radio, microwave and satellite wireless telephony, or
use of ‘bluetooth’ technology in
mobile phones and computers.
Activity 7
Two significant communication
technologies that acted as media Participate in a group discussion in your
and changed the whole communi- class on “Communication Technology – a
cation scenario are the radio and curse or a boon?”
the television.
Radio: Radio commands a
universal audience by geographical spread, income, education, age, sex
and religion. Through on-the-spot broadcast or simulated broadcast it
can overcome the barriers of time and space. With the use of small size
transistors it was made possible to receive communication in the remotest
parts of the country.
Television: TV was introduced in India in 1959 primarily to impact
education and promote rural development. TV programmes are planned
and produced using various techniques of visual magnification, sound
amplification, super-imposition, split screen processes, fading, zooming,
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etc. These techniques make it more effective and strengthen the impact on
the viewer.
Modern Communication Technologies

The list of modern communication technologies is long and every other
day we hear of innovation in the existing technology. Following are some
of the major types of modern communication technologies used primarily
for extension purposes.
1. Micro Computers: Computers are classified as mainframes
(large and costly), mini computers (less powerful) and micro-computers
(based on microchip
technology). This
classification is based What is Bluetooth Technology?
on their power, speed
of executing a set of Bluetooth Technology is a low-cost, short–
instructions and the range radio frequency (RF) link between
amount of memory mobile PCs, mobile phones and other portable
available to store
devices capable of transmitting voice and data
data as well as degree
at the rate of 1 Mbps, which is from three to eight
of inter connectivity 87
that the computer times the average speed of parallel and serial
offers. ports, respectively. It can transmit through solid, non-
The functions metal objects.
of micro-computer, It allows wireless control of and communication
particularly for between a cell phone and a hands free head set or a
extension work, car kit.
include processing,
keeping record of all
kinds of information,
performing accounting function, acting as repository of various cases
, experiences to be used for research and field purpose in a very
small space and publishing information material at reasonable cost.
Computers can also communicate with each other if linked together
and provide sourcing of information from across the globe.
2. Video text: Video text or view-data is an electronic text service
transmitted from central computer to home TV–set via telephone
network or cable system. It is interactive in the sense that the viewer
has the option to access the desired data.
3. Electronic mail (E-mail): It is the system which passes information
electronically from sender to receiver. E-mail system is like surface
mail in which a message is typed on the computer and sent to another
computer via the mobile phone. It is a simple way of communicating
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between two or more persons through the provision of a mail box.

The message is stored in the computer which acts as a post office,
unless the receiver asks for it. The mail can be viewed using a modem
connected to the telephone.
Satellite Communication
In the last 30 years satellite communication has reached almost all the countries across
the world and has brought about revolution not only in the field of communication but in
multifarious aspects of human life.
What is it?
Satellite communication is a method of communication carried out with the help of
satellite technology for various purposes. The satellite is placed in space and information
is obtained or transmitted across the globe with the help of optical sensors mounted on
an airborne and space-borne platforms.
Unique feature of Satellite Technology

88  It has the ability to establish quick and reliable communication between any two
points.
 It enables transmission of information from one location to many points over a
vast coverage area simultaneously.
 It gathers information from many locations in a central place.
Advantages and applications of Satellite Technology

 Remote sensing, i.e. serving an object from a distance. Data is collected rapidly
and repeatedly. The sensor data produces imageries which are further used
in wide range of applications. For instance, images helps in getting the right
status about the availability of natural resources thereby helps in using natural
resources efficiently or the climate forecaste is helpful in agriculture and
agro-based industries.
 Advancement in the application of space technology and Indian space
development programme.
 High quality telecommunication system available all over the world and improved
global competitiveness.
 Development benefits made available even in remote, isolated areas.
 Availability of quality and speedy communication has discouraged travelling and
facilitated speedy decision-making thereby enhanced conservation of energy
and other resources.
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SITE: A REVOLUTIONARY SOCIO-TECHNOLOGICAL EXPERIMENT
 Satellite Instructional Television Experiment (SITE) was conducted in 1976 using

USA’s Application Technology Satellite (ATS 6) and was one of the world’s largest
experiments of its kind.
 SITE provided valuable experience in the field of development, testing and
management of a satellite-based instructional television system, particularly in
rural areas.
 Site demonstrated the potential of satellite technology in the rapid development
of effective mass communications in developing countries like India.
Overall SITE proved that the dissemination of communication infrastructure in remote

areas is not only feasible, but it can concretely contribute to the promotion of national
development. In all terms SITE was a very successful experiment in achieving both
social and technical objectives. It paved the way for further applications of satellite
technology particularly for the use of television for communication in India with rural
orientation.
4. Interactive video: Interactive video refers to a video system which is 89

a combination of computer and video. It uses multi–media approach,
i.e., text, still photographs, video, audio, slides, overheads, etc. The
messages stored in different forms are received by the users as per
their choice. The users’ response to the system determines the path to
be followed.
5. Teleconferencing: Teleconferencing is interactive group communication.
It refers to a system meant for creating dialogue between geographically
dispersed participants and physically distant people. Advances in
telecommunication have made it possible to hold meetings without
travelling to long distances.
Activity 8
Write any two messages that you remember from the hoardings displayed on road sides.
Also write your interpretation of the messages:
• Message: _______________________________________________________
Interpretation: ____________________________________________________
________________________________________________________________
• Message: _______________________________________________________
Interpretation: ____________________________________________________
________________________________________________________________
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Communication Technology thus greatly facilitates communication;

more and more people across the world are using these technologies. Yet the
human touch cannot be ignored. In our everyday lives we need to engage in
face to face communication with different people. Every individual hence,
needs to develop certain basic skills for effective communication. The next
chapter on Effective Communication Skills, will help us understand this.
Key Terms
Communication, Group communication, Mass communication, Verbal and non-

verbal communication, Media, Communication technology, Bluetooth technology,
Satellite communication.
Review Questions
1. What do you understand by the term communication? What are the various
modes of verbal and non–verbal communication?
2. Explain the process of communication with the help of an example.
3. “The more the number of senses involved in the communication process,
the more effective and sustainable is the communication”. Write your
90
comments with justification.
4. How does media affect our day-to-day life? Enumerate the different types of
media.
5. How is the term communication technologies defined? Discuss two
important communication technologies that have brought a revolution in the
communication arena, giving justification for your answer.
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Effective
Communication 7
Skills

Learning Objectives

• explain the meaning of communication skills.
• discuss the importance of communication.
• describe various communication skills.
• develop one's own communication skills further. 91

Every individual needs to be well equipped with the tools to communicate
effectively, whether it is on the personal front or at work. According to
experts, being a good communicator is half the battle won towards a
successful personal and professional life. After all, if one speaks and
listens well, then there is little or no scope for misunderstanding. Thus,
the primary reasons for misunderstanding are the inability to express well,
or listen effectively.
In the communication process we receive or send information using
various skills, and effectiveness of the communication process depends on
use of appropriate communication skills. Initiation of the communication
process does not ensure that the intended receiver has received the message
with common mutual understanding of the content as delivered by the
sender. This is because distortions might occur at different sequential steps
of the communication process. To minimise gaps in communication, one’s
communication skills need to be sharpened so that the communication
process is more effective.
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7.1 Meaning of communication skills

• Communication skills are the abilities to use language (receptive) and
express (expressive) information. Thus, communication skills are the
abilities that help us send and receive information effectively. These
can be natural or acquired.
• Communication skills refer to the range of behaviours that serve to
convey information to another individual. This process requires one
or more of the skills of thinking, speaking, listening, reading, writing,
visualising and body language. This set of skills enables us to express
and receive information under different situations in different ways.
• Psychologically speaking, the set of behaviours that serve to transmit
and share common information to create a mutual understanding of
the content being shared are termed as communication skills.
Communication skills are thus the ability that enables a person to share
information consistently and effectively with a variety of audiences to create
mutual understanding of the content being shared. These include the art
or technique of persuasion through the use of spoken and written words,
code and content sequence, treatment to content and body language used,
visualisation and thinking towards configuring the contents according to
92 the audience and the situation.
Communication skills are needed both for sending and receiving
information. The one who sends the message needs to have the skills to
think, visualise and design the intended message considering the type
of audience, their needs and interests. The five Ws and one H need to
be taken care of by the sender: What? Where? Why? When? Whom? and
How? Similarly, the one who receives the message needs to receive the
message without assumptions, placing biases aside and actively listening,
viewing or reading the contents, often in-between the lines. It is said that
nature has provided us with two ears and one mouth just so that we listen
more and talk less. But do we follow that? The receiver needs to use one
ear for words and the other ear to feel what is being said. This will help the
receiver to have better understanding of the message.
Do you know that 70 per cent of all communication is misunderstood,

misinterpreted, rejected, distorted and not heard? Effective communication
skills will enable us to minimise these limitations.
7.2 Types of Communication Skills

The way in which one communicates is as important or even more
important, than what one is saying. Body language is equally or may even
be more important than words. How effectively we are able to send or
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Effective Communication Skills
receive information depends on how effectively we use one or more than

one of these communication skills—
• Thinking
• Reading
• Writing
• Listening
• Speaking
• Non-verbal communication
Thinking
This is an intra-personal communication skill. It implies individual
reflection, contemplation and meditation. Thinking enables a person to
select and organise one’s thoughts, opinions, judgments and feelings. In
a way, it is abstract as one cannot see the thinking process until it is
expressed through words or feelings or writings. This is the fundamental
step in communication. Your actions and expressions depend on what and
how you think.
How can you develop the skill of thinking?
• Concentrate on what you are thinking during.
• Do not be distracted during your thought process. 93
• Strengthen thinking by developing skills in creativity, problem-solving,
teamwork, criticality and flexibility.
• Be positive, always.
Reading
This is the ability to acquire meaning from print or written matter. Recreation,
gaining information and knowledge are some of the motivating factors for
reading. In order to read proficiently one requires knowledge of language,
reading fluency, vocabulary and reading comprehension, cognition and
decoding. Typically one gains familiarity with language and its sounds by
the age of 6 years. By 7 years of age, one is in the initial reading stage or
decoding stage. Decoding skills continue to improve, and children develop
speed in addition to accuracy in word recognition by the age of 8 years.
One learns to read fluently around the age of 9 and develops liking for
reading. By the ages 14 to 19 the reader begins to be able to analyse what
one reads, understand different points of view, and react critically to what
she/he reads.
How can you develop the skill of reading?
• Develop a liking for this skill, for example, by beginning with topics
that interest you.
• Follow a kind of rhythm from left to right first and then from row to row
while reading.
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• Physical conditions such as adequate light from the left side, appropriate
size of letters, and peaceful and quiet atmosphere are desirable.
Activity 1
List the following to know your reading habits—
• Note down how many pages of a textbook, magazine or novel do you read on an
average every week.
• Compare with five of your friends the type of literature you and your friends read.
Writing
There are times when writing is the best way to communicate, and often the
only way to get one’s message across. In writing, one needs to be aware of
the fact that once something is in the written form, it cannot be taken back.
Communicating in this way is more concrete than verbal communication,
with less room for error and even lesser room for mistakes. This presents
written communicators with new challenges, including spelling, grammar,
punctuation, writing style and wording. Today’s technology (e.g., computers)
provides reliable tools which make formal writing such as memos, letters
94 or proposals much easier. There are spell-checks and grammar-checks.
As students these skills are useful in writing essays, assignments, formal
letters, and descriptive answers in exams.
Some guidelines for writing well—
• Avoid the use of slang words (e.g., ‘kids’ for children).
• Try not to use abbreviations (e.g., ‘apt.’ for apartment).
• Try not to use symbols unless it is writing for science, maths or technical
subjects, or widely known and use symbols (e.g., ‘&’ for ‘and’).
• Use clichés with caution (e.g., ………… is middle class).
• Spell the names of people, companies and words correctly.
• Numbers should be expressed as words when the number is less than
10 or is used to start a sentence (example: Ten years ago, my sister and
I...) The number 10, or anything greater than 10, should be expressed
as a figure (example: My brother has 13 matchbox cars).
• Appropriate punctuation should be used.
• Keep your sentences short.
Activity 2
Collect samples of the following —
• Scientific writing (e.g, journal or textbook)
• Nursery school stories
• Magazine story
• Editorial in a newspaper
Study the difference in styles used in writing each of the above.
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Listening
In the communication process we either send or receive information.
Effective listening is the key to receiving information. Everyday we all listen
to a variety of messages from morning to evening. But we remember certain
things more easily and forget other things. Listening is a combination of
skills pertaining to hearing, the attitude towards the person sharing the
message and the content of the message, along with our psychological
connection with the sender and the message. Listening requires more than
hearing words. It requires a desire to understand, an attitude of respect
and acceptance of the message and speaker, and a willing tendency to judge
and evaluate others’ perception about the message. Listening requires a
high level of concentration and energy. Listening skill can be natural or
acquired. It can be acquired by using some basic principles.
Students spend 20 per cent of all school related hours in listening. If

television watching and one-half of conversations are included, students
spend approximately 50 per cent of their waking hours just listening. For
those hours spent in the classroom, the amount of listening time can be
almost 100 per cent.
95
How can you develop the skill of listening?
• Pay attention to the speaker with alertness “To listen is to
move. To liste
and relaxation. be moved by n is to
the talker – ph
• Stop talking while listening. and psycholo ysically
gically . . . The
• Listening requires setting aside the listener’s moving, unbl non-
inking person
thoughts and perception of the message reliably be sa can
id to be a non-
with a feel of empathy. The listener needs to . . . When ot lis te ner
her visible m
have the desire and willingness to try and has ceased an oving
d the eye blin
see things from another’s perspective. has fallen to k rate
less than once
• Listen to the words and feelings to seconds, liste in six
ning, for prac
understand the message and try to read purposes, ha tical
s stopped.”
between the lines.
• Be aware of the non-verbal messages such – Franklin Ern
st, Jr.
as the motive, expressions and attitude of
the speaker.
Speaking
Speaking is one of the most basic communication skills. Speech refers
to the processes of production, comprehension and use of sounds in a
spoken language. In our day-to-day life we speak with family members,
friends, and others for business and work to inform, share feelings and for
many other reasons.
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Speaking before a group and public speaking are the two types of
important speaking skills. Public speaking is the process of talking to a
group of people in a structured, deliberate manner with the intention to
inform, influence, persuade, motivate, or entertain the listeners.
96
Most great speakers have a natural ability to display the skills and
effectiveness that can help to engage and move an audience for a special
purpose. Language and oratory are among the two most important
aspects of public speaking and interpersonal communication. There are
four obvious and simple actions to ensure that your verbal messages are
understood and remembered. These are to —
• understand the purpose of the presentation.
• keep the message clear and concise.
• be prepared, rehearse well before speaking.
• be clear when delivering the message.
How can you make your talk or presentation effective?

Before you start working on your talk or presentation, it is vital that you
understand—
Who are you speaking to? What are their interests, pre-suppositions
and values? What do they share in common with others? How are they
unique?
What do you wish to communicate? Adequate knowledge of the subject
matter is crucial to your success. One way of answering this question is to
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ask about the ‘success criteria’. How do you know if and when you have
successfully communicated what you have in mind?
How can you best convey your message? Choose your words and your
nonverbal cues with your audience in mind. Plan a beginning, middle and
end. If time and place allow, consider and prepare audio-visual aids.
When? Timing is important here. Develop a sense of timing, so that
your contributions are seen and heard as relevant to the issue or matter
at hand. There is a time to speak and a time to be silent. Remember ‘It is
better to be silent than to sing a bad tune.’
Where? What is the physical context of the communication you have
in mind? You may have time to visit the room, for example, and rearrange
the furniture. Check for availability and visibility if you are using audio or
visual aids.
Why? In order to convert hearers into listeners, you need to know why
they should listen to you and tell them if necessary. What disposes them
to listen? That implies that you know why you are seeking to communicate
– the value or worth or interest of what you are going to say.
Activity 3
Recall the best speaker that you have heard. Write down why she/he was good. 97
Non-verbal communication
Non-verbal skills, sometimes also known as visual skills, convey the
unsaid. They become a part of the communication process along with the
written and typed modes of communication.
Non-verbal clues include–
• Body language (e.g., arms crossed, standing, sitting, relaxed, tense
gestures, facial expressions, eye contact, posture).
• Emotion of the sender and receiver (e.g., shouting, speaking
provocatively, enthusiasm).
• Other connections between the people (e.g., friends, enemies,
professional similarities or differences, personal similarities or
differences, age similarities or differences, philosophical similarities or
differences, attitudes, expectations).
Eye contact: Eye contact, an important channel of interpersonal
communication, helps regulate the flow of communication. It signals
interest in others. Furthermore, eye contact with audiences increases the
speaker’s credibility. A speaker who makes eye contact opens the flow of
communication and conveys interest, concern, warmth and credibility.
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98
Inappropriate eye contact with the audience
Facial expressions: Smiling is a powerful cue that transmits —

• Happiness
• Friendliness
• Warmth
• Liking
• Affiliation
Thus, if you smile frequently you will be perceived as more likable,
friendly, warm and approachable. Smiling is often contagious and the
listener will react favourably and learn more.
Gestures: If you fail to gesture while speaking, you may be perceived as
boring, stiff and unanimated. A lively and animated teaching style captures
attention, makes the material more interesting, facilitates learning and
provides a bit of entertainment. Head nod, a form of gesture, communicates
positive reinforcement and indicate that you are listening.
Posture and body orientation: You communicate numerous messages
by the way you walk, talk, stand and sit. Standing erect, but not rigid, and
leaning slightly forward communicates that you are approachable, receptive
and friendly. Furthermore, interpersonal closeness results when you and
your audience face each other. Speaking with your back turned or looking
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at the floor or ceiling should be avoided; it communicates disinterest.

Proximity: Cultural norms dictate a comfortable distance for interaction
with others. You should look for signals of discomfort caused by invading
others’ space. Some of these are—
• Rocking
• Leg swinging
• Tapping
• Gaze aversion
Typically, in large college classes or in a large meeting room or a
presentation room space invasion is not a problem. In fact, there is usually
too much distance. To counteract this, move around the room to increase
interaction with your listeners. Increasing proximity enables you to make
better eye contact and makes it possible for the listeners to speak or to
communicate.
Paralinguistic: This facet of nonverbal communication includes six
vocal elements – tone, pitch, rhythm, timbre, loudness and inflection.
For maximum effectiveness in your speech, learn to vary these six
elements of your voice. One of the
common criticisms of instructors or
communicators is that they speak
Activity 4
in a monotone. Listeners perceive Find out the definitions of tone, pitch, 99
these instructors or communicators rhythm, timbre, loudness and inflection.
as boring and dull. In a formal Practise with variations of each of these
setting students report that they elements.
learn less and lose interest more
quickly when listening to teachers who have not learned to modulate their
voices.
Activity 5 Humour: Humour is often
overlooked as a tool to create a more
To improve your verbal and nonverbal
pleasant and relaxed atmosphere.
skills, record a segment of your speaking
It is too often not encouraged in
or presentation on a video/audio tape.
a classroom setting. Laughter
Then ask a colleague or friend to suggest
releases stress and tension for
refinements.
Let us recapitulate
– Every individual needs to be well equipped with the tools to communicate
effectively, whether it is on the personal front or at work.
– Communication skills are the abilities that help us send and receive information
effectively. They can be natural or acquired.
– Communication skills refer to a range of behaviours that serve to convey
information to others. The process requires one or more of the skills of thinking,
speaking, listening, reading, writing, visualising and body language.
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both the communicator and the listener. One should develop the ability
to laugh at oneself and encourage the listeners to do the same. It fosters a
friendly environment that facilitates better communication.
The Chapter X on Living and Working in a Global Society, which is the
last in this unit, highlights the different interrelated contexts of family,
community and global society with which an individual interacts in the
course of development.
Key Terms
Communication skills, Thinking, Reading, Writing, Listening, Speaking,

Non-verbal skills
Review Questions
1. Discuss the importance of communication skills.

2. Enumerate and describe each communication skill.
3. “Non-verbal skills are not as important as verbal communication skills”.
Comment.
4. Write an effective dialogue between two strangers who have met on a train.
100
5. According to you, which three communication skills are most important? and
Why?
Practical 7
Theme Understanding Communication Styles and Skills

Task Analysis of own communication styles and skills
Purpose of the practical: Students will be able to analyse their own skills, i.e.,
personal strengths and limitations and practice to overcome these.
Conduct of the practical–

• You have understood in the chapter that our communication skills have two
equally important components, i.e., verbal and non-verbal. Therefore, while
analysing communication skills one must observe both the components.
• Observe each of your classmates when they speak to study their body
language, proximity, and paralinguistic procedure.
Step 1: Ask students to think of one topic on which they can speak after putting
their thoughts together for five minutes.
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Step 2: Ask students to start presenting in the order they would like, either
alphabetically by their names or they may volunteer their turns.
Step 3: Now analyse each speaker’s style on the following checklist using one
for each person.
Characteristics Description Rating

3 2 1
Content Appropriate for young
student like you
Posture • Erect
• Erect but rigid
• Leaning slightly
Eye-contact • Frequency
• Movement of head
from corner to the
one other
Facial expression • Happiness
• Friendliness
• Warmth
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Proximity • Rockery
• Tapping
• Leg swinging
Paralinguistic • Tone
• Pitch
• Rhythm
• Timbre
• Loudness
Total score
Step 4: After a group of students have presented, total the score and match it
with the impression you made of the speaker.
Step 5: Make conclusions about each of the speakers and identify the
characteristics for which each one needs to practise in order to improve one’s
communication skills.
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Living and
Working in a 8
Global Society
Learning Objectives
After completing this chapter the learner will be able to–

• understand the relationship among the individual, the family,
community and global society.
102
In the previous chapters you have learnt a lot about yourself.
Understanding oneself is the first step towards understanding others. Every
individual lives and grows in a social context. Hence, to understand the
development and behaviour of an individual it is necessary to understand the
immediate context such as one’s family and the larger socio-cultural milieu.
As the individual grows and develops, she/he forms a growing network
of relationships with others. The family is the primary and most immediate
environment for the individual. During childhood, one’s activities, roles
and interpersonal relations are generally shaped in consonance with the
family context. As the child grows, her/his interactions with other settings
such as the school, peers and neighbourhood enhances.
All these systems operate within the larger culture and context which
include belief systems, norms, resources, opportunities and constraints.
All aspects of daily living such as food, nutrition, clothing, resources,
communication approaches and strategies, and interactions and
relationships are affected by the larger systems in one’s own society and
increasingly by other societies as well. Any change, positive development
or conflict, even in the distant environment, extends to the other settings
and influences the individual too. This is particularly applicable in the
present era of globalisation wherein the boundaries between countries are
less rigid and the world is becoming more and more interconnected in
different ways – geographically, economically, culturally, and politically.
The term “globalisation” refers to increased inter-connectedness and
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Living and Working in a Global Society
exchange between people across the world in the form of goods, services,
money, and information. Although globalisation is not a new development,
its pace has increased with the advent of new technologies, especially in
the area of telecommunications.
Each society is increasingly influenced by events and developments
occurring in other societies of the world. For example, the US sub-prime
crisis of 2008 impacted economies across the world and the ripple effect
was seen on the financial status of markets, families and individuals in
India. Many people lost money invested in shares and stocks or even their
jobs; hence they had to adjust their living standards markedly. Fashion
trends are another example. Increasingly we find ourselves adopting
international fashion trends in our dressing styles. Similarity the style of
dress is prominent in urban youth across the world, and between rural
and urban youth in India. Our everyday lives are thus influenced not only
by what we experience in our families, schools and neighbourhoods, but
also by events occurring at the global level.
What is important to note here is that we are not passive entities that
simply absorb any influence that comes our way. Every individual is an
active being who interprets the external influence or input according to
her/his own unique personality and cultural sensibilities. An example
from fashion is the adaptation of the Western style of wearing jeans with 103
T-shirt to wearing jeans with kurta. Furthermore, each individual in turn
also influences the environmental contexts or persons with whom she/he
comes into contact. For example, it is not uncommon to find adolescents
or even younger children influence
Activity 1 their parents on matters such as
the brand and colour of a new
Think and note down two to five examples vehicle or the place they want to
from your family where you may have visit during the holidays. Thus the
influenced your parents’ or other members influence is two-way. Even in your
decisions. own family, you would find that
not only are you being influenced
by your parents, but in some areas they too are being influenced by you.
Contexts and individuals are dynamic. Across the life course, an
individual passes through different stages of development and situations.
At the same time, the settings also undergo change. In the present times,
the pace of change is so rapid that what we know as “generation gap”
may occur not only between two generations, i.e., between parents and
children or grandparents and grandchildren, but it may also be evident
between older and younger siblings. What was an accepted practice or way
of thinking three years ago may have now changed. Those of you who have
older or younger siblings may be able to think of instances when you and
your sibling argued about something because both of you felt that what
you were saying was the right way to do something. Do you recall saying,
“When I was of your age…………..” to younger siblings or children?
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Thus, individuals are embedded in their context and both shape

each other. This is a reiteration of what you read in the ‘Introduction’
Chapter, i.e., individuals have a close relationship with their environment.
The quality of one’s life is influenced by the different ecological contexts
including the family, the neighbourhood, the community and the society,
both local as well as global. In Unit II we will move from understanding
oneself to understanding the contexts of family, school, community and
society.
Key Terms
Globalisation, Bi-directional ways, Culture, Adaptation, Context
Review Questions
1. Describe ‘globalisation’. Identify some of your everyday practices and

interests that may have been influenced by global trends or events.
2. Discuss the ways in which you think you have influenced your parents.
3. Think about your own family and identify two instances when you felt there
was a generation gap between you and your parents.
104
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UNIT II
Understanding Family,
Community and Society
The chapters in Unit I were all addressed to you
105
for the understanding of self and of the factors
that influence your decision making. Let us
now move on to understanding the family, the
community and the society that you are a part of.
In the first section – Chapter 9 the focus will be
on relationships and interactions with ‘significant
others’, i.e., those important to you in these
contexts. The second section –
Chapter 10 will discuss concerns and needs,
such as those of health, work, resources,
education and textile tradition in the adolescent’s
diverse social contexts.
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Relationships
and Interactions
with ‘Significant
Others’ 9
A. Family
Learning Objectives
After completing this section the learner will be able to—

• understand the meaning and definition of family.
• explain the importance of the family and its functions.
• describe the functions of family for overall development of the
106 individual.
• gain knowledge of the family life cycle.
• analyse dynamics within the family.
• understand the importance of effective communication in the
family.
Importance of family
The pictures show you scenes of children in their homes. Notice that there
are adults taking care of children, including some older people. In some
pictures there is only a mother or father and children. They are all related
to each other by blood or through marriage or adoption. One thing common
to all situations regardless of the socio-economic or cultural variation is
that there are at least two or more than two generations of persons staying
together, i.e., mother and children, grandparents and children, parents
and adult unmarried children, related to each other by blood or marriage.
An exception is that of two adults, a husband and wife, who are of the
same generation, and yet they form the beginning of a family.
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Relationships and Interactions with ‘Significant Others’
107
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9A.1 Introduction
You and all of your classmates live with your families. Families are basic
units of society. Families are needed to meet the needs of individuals,
both children and adults. The family also helps to continue the culture
of any society. It provides care and nurturance to all the children, thus
contributing to their wholesome development. In the earlier chapters you
have studied how adequate nutrition and other experiences contribute
to the physical well-being of the child. Similarly, for a baby to grow into
a caring and productive member of the society, she must have positive
socio-emotional experiences, relationships and a feeling of belongingness.
Through parenting, families attempt to provide all these experiences to
children. You could recall incidents in your family when you were down
with fever. How did your parents take care of you? Or the times when
you were not feeling cheerful and happy, and the other members of your
family may have tried to make you feel better. There are numerous such
examples in everyone’s life where parents, or siblings or other members
may have given a comforting hand or encouragement. Thus families not
only nurture, they also provide stability and support in times of need.
Every child has a right to be reared in a family.
108 Not all children are so fortunate to have families with both parents
staying together, under one roof. In your neighbourhood, you may know
that there are some children who have lost a parent due to death. In such
cases, the other parent, usually fulfil the tasks of father as well as mother,
may be helped by an aunt or grandmother. We are also aware that many
times mothers and fathers have problems living together and decide to
separate. In such circumstances children may be cared for by a single
parent.
As far as possible, children should not be removed from their families.
You may now think about those children who, due to unfortunate
circumstances, such as flood or earthquake, may become destitute. How
can they seek experiences of living in a family? In such instances adoption
or care in an institution are the available options. It is the responsibility of
the state to care for these children.
You may be familiar with the sight of young children or adolescents
who appear to be homeless. Some of them have left home or children’s
institutions on their own in search of livelihood. Some others may have
been abandoned by families or may have got lost. Such children are referred
to as ‘street children’. They usually do live in their families of origin, but
the other children they live with on the street become like family to them.
Sometimes, these children return to their families.
We could hence define the term family as “a group of persons united by
– the ties of marriage, blood or adoption constituting a single household,
interacting with each other in their respective social roles of husband and
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wife, mother and father, son and daughter, brother and sister or any other,
creating a common culture”.
When you fill up your examination forms, you had to write the name
of the head of the family. Whose name did you write? Reflect on your own
name; your first name is a name given by your parents but the second
name for many, that is surname, is common for all family members. This is
mostly the father’s family name. Among tribes in the North-East and South,
the second name is that of the mother. The families that use father’s name
for identification are called Patrilineal and the ones that use the mother’s
name are known as Matrilineal. Being patriarchal or matriarchal decides
the authority, i.e., father’s or mother’s, and more importantly the rules of
inheritance are also governed by this.
Patrilocal and matrilocal residence refers to the living arrangement
where patrilocal families are those that reside in the father’s native home
and matrilocal ones are those where the residence is in the mother’s native
home.
On the basis of who all live together, the family could be identified as
nuclear or extended. If you are living with your parents, brothers and
sisters, then it is called a nuclear family. Some of you must be having
grandparents and/or uncles and aunts living with you, which is called
an extended family. A joint family is one where several generations of 109
members live together; specifically a couple with married children (usually
sons) and unmarried children and their offspring live together as a joint
household. These can be of a very large size, and are often also joined
by the same occupation. In families where there are adults other than
parents, usually work and responsibilities are shared, especially the care
of children. In nuclear families, the parents are largely on their own for
the care for their children. In some families you will see that though the
grandparents or other family members do not stay with the family, they
keep coming regularly to stay. Sometimes if both the parents are going
out to work, they may leave the children at a relative’s place. Therefore,
even when children are living in a nuclear family, they have the experience
of interacting with others. There are advantages and disadvantages of
having large families, but the well-being of members depends mostly on
the individuals concerned.
9A.2 Functions of the family

Whatever the structure or number of members or location of the family,
this institution is committed towards providing some essential functions
for its members, especially children. These are:
1. Providing nurturance: All families provide legitimate platforms for
couples to live and reproduce, and continue the lineage. Recalling
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your own experiences as children, you would know that all families
make efforts to provide nurturance to their children by looking after
their needs. The provision for emotional needs through affection and
care are equally important in nurturing a sense of belongingness. As
we grow older our need of being wanted and loved does not diminish.
These needs for affiliation and affection are present at every age,
although the expression and manifestations can be different. A young
adolescent boy may not appear as if he needs to be nurtured due
to sudden physical change in his body and the need for autonomy,
but he does not stop needing the loving support of a caring family.
A grandmother may also be eagerly awaiting the arrival of her
grandchildren to share her time and do things with them. Thus the
family attempts to provide love, care and support to its members at all
ages, and through various experiences and situations.
2. Socialisation: This is the process of teaching the young generation
about social processes through everyday interactions. We can see that
the family is in a unique position to act as a link between continuity and
change through the process of socialisation. The ‘We’ feeling within the
family is helpful in transmitting
attitudes and sentiments. How Activity 1
110 often have you heard your mother
or father saying “No, you can’t do Make a list of do’s and don’ts in your
this because it is not done in our family for boys and girls. Discuss
family” or “In our family children these in class and make comparisons
have to study very hard”. The with children from other families. This
values that families pass on to the should help you to understand that
young ones are often filtered and although there are similarities, each
adapted from the general social family provides a unique experience to
scenario of the community, the its members.
region and the nation. Although
there are many common practices,
each family adopts these in its own unique way.
3. Conferring a status and role to individuals: Do you realise that
here in school, you have the status of a student regardless of your
gender; but in your home setting, you
Activity 2 have a different status which can vary
from family to family. An adolescent
Convene a debate in the class on the boy may be playing the roles of a son,
topic, “Traditions are a hindrance to a brother and a brother-in-law. Each
modern living”. role carries certain responsibilities
Conclude in the class by noting the and features that are socially defined.
positive and negative dimensions of These arrangements bring stability
traditions. and predictability in an individual’s
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life because of which it becomes easier to perform day-to-day

responsibilities.
4. Economic function: Parents all over the world are busy earning
a livelihood to generate income to provide for the family. Families
provide for their children and also for other adults, older persons, and
developmentally challenged children/adults, who may be temporarily
non-productive. Your own experiences in and around your family and
community can substantiate this point.
The family is a primary unit of society. Maintaining relations with
the community and the society
are also within its purview. Activity 3
Thus the family also needs to
spend resources for maintaining Interact with your parents and make
relations with relatives, friends, a note of a recent expenditure that
the community and the country. was special, like a gift for a relative or
For instance, we contribute to friend. Note the amount and choice of
different groups like panchayats gifts, and any comments your parents
and welfare associations, give may have.
gifts at marriages and birthdays,
and we participate by giving our time to social events. These are all
examples of active participation of families in the larger society.
111
5. Fulfilling the need for psychological support: Everyday, family
members travel out of the home to various places, for example, children
go to school and parents go to their workplaces. Yet at the end of the
day there is often a feeling of comfort of returning to the familiar space
of the family. Along with the basic needs of food, clothes and shelter,
a person needs intimate human response, acceptance and love. This
feeling of security is known to be quite important for the development
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of a healthy all-round individual. The absence of a positive atmosphere

at home can be a likely cause of stress and disturbance at any age.
Thus, maintaining harmonious relationships and supportive roles for
all of its members remains one of the significant responsibilities of
the family. Within a family, members are likely to have caring and
reciprocal relationships. We learn to give and take affection from each
other. This formulates the basis for later development. Most societies
rely almost entirely upon the family for affectionate responses.
It is important to reiterate here that there is a small minority of
street children who lack social and psychological support from their
biological family. They may seek such support from their peers or
adults in similar situations. Many children who are abandoned or
orphaned may find themselves in children’s homes run by the state
or various NGOs. All of them have a right to care and education.
6. Other functions: The family also fulfils other functions which are
112
recreational, religious and social and are important for the continuity
of society.
Families usually visit others (family or friends) for social functions like
birthdays, puja ceremonies or other such activities.
Another important task that the families have been doing is in socialising
its young ones for community duties. Family is the ‘school’ of civic values.
Can you recall your first lessons regarding ownership of property or things
when, by mistake, you may have brought home another child’s pencil or
eraser, and you were asked to return it? Similarly if you look back at your
childhood experiences you will be able to recollect incidents which are
evidence of families providing opportunities for learning to share, love,
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cooperate, tolerate, sacrifice and obey. These qualities enable one to grow
into a healthy citizen.
9A.3 Family Life Cycle

Saguna had gone to the wedding of her elder sister. She came back home
and asked her mother. “Could Sudhadi and jijaji be called a family? Or are
they a couple?” Her mother took some time to reflect and then said that
“Look Saguna, Sudha and her husband are a couple; yet they are at the
beginning stage of the family”. Now does that make you wonder about the
stages in family life? Look around and you will find that there are families
at different stages. If we continue the example of Sudha and her husband
they may soon have children who will grow from infancy to adulthood and
then they are likely to establish their own families. When they are old,
Sudha and her husband will probably be left as husband and wife in the
household. The cycle that started with their being a couple brings them
back to being a couple again. Thus, you will see that the entire family life
is cyclic in nature. That is why it is called the “Family Life Cycle”. In the
box you will find the different stages of the family life cycle. Each stage
has challenges and tasks to be performed which are beneficial for the
development of its members, at that phase of family life.
113
The family life cycle adopts a longitudinal view of family life. It is based
on the recognition of successive phases and patterns as they happen
over the years.
Stages in the family life cycle of a nuclear family

The family life cycle generally consists of seven stages. These include–
1. Married couple (without children)
2. Child bearing family
3. Family with preschool-age children
4. Family with school-age children and adolescents
5. Family launching young adults into higher education/work
6. Middle-aged parents with grown up/married children
7. Ageing couple—retirement to death of both spouses
9A.4 Family Developmental Tasks

Shri and Shrimati Kumar live in Ravi’s neighbourhood. They are taking
care of their newborn baby and their older daughter goes to school. The
Patels who stay upstairs have school going children and they are always
worried about the marks the children are getting in school. In Ravi’s family
the maid who comes to help is anxious because her daughter wants to
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Activity 4
Pick out the family developmental tasks related to the stage which your family is in and
observe the tasks that your parents have been doing. Report in the class noting the
variations in the performance of tasks due to family structure, number of children and
adults present.
pursue her studies further, but she does not have the money. In all these
stories you will notice that the parents are performing different tasks for
the family. The variety in the tasks that the parents perform depends
on the age group of their children. Therefore, we can say that family
developmental tasks are those responsibilities that are specifically related
to the needs of the family members.
9A.5 Family dynamics

Family members perform their roles while interacting with one another.
Each family has its own patterns of interaction. These are called family
dynamics. They are influenced by factors such as the structure of the
114
family — the number of children and adults, and how they are related
– the personalities of family members, cultural background, values, and
personal or family experiences.
Understanding and relating with parents is one of the most important
activities in the family. Parents have a very powerful influence over children’s
Activity 5
How well do I know my mother/father?
• What is your mother’s full name? Note for the
• What is her birth place? teacher–
• What is your father’s full name? By the end of this
• Who gave you your last name? session the students will
• Where did your mother spend most of her childhood? be able to assess their
• Where did your father spend most of his childhood? own understanding and
• What is your mother's level of education? knowledge of their parents
• What is your father's level of education? as individuals. Moreover
• What makes your mother happy? this is likely to sensitise
• What makes your father happy? them to their parents’
• What does your mother want you to become? needs, perceptions and
• What does your father want you to become? aspirations.
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personality and future life. When parents and adolescents share an easy
communication based on positive understanding together they could
build a happy, successful family life. To accomplish this understanding all
members need to value and respect each other.
9A.6 Handling Situations

Parents’ advice to young people is sometimes seen as interference by
children. However, it is important for children to realise that parenting
is a difficult and challenging task that requires life-long commitment.
Similarly, parents and other adults also need to realise that children have
a need to make their own place in the family and society. It is important for
each member to appreciate the responsibilities of others without conflict
and tension. Career choices, dresses young people wear, choice of friends,
sharing household responsibilities and television watching are some areas
of family disagreements and conflicts. Each family has different ways of
handling such conflicts. In single parent families where either parent is
Activity 6
Perspective taking 115
1. Choose a conflict situation, e.g., career choice.
2. Teacher could point out that there are four perspectives to it — (1) Adolescent’s
(2) Mother’s (3) Father’s (4) the fourth perspective could be that of the teacher/
school counsellor.
3. All four perspectives could be role-played by the students in class.
4. After 10 minutes of role play the parts should be exchanged, i.e., the student
who played Father shall now play the part of an Adolescent and the one who
became the counsel or could be the Mother.
5. The activity could be concluded by discussing how the experience may have
helped them in having better insights into the other persons’ perspectives.
absent for one reason or the other, the responsibility of the remaining
parent becomes more crucial. As a young person one needs to show extra
sensitivity and understanding to a mother/father who is trying to do the
job of both the parents. Understanding the other person’s perspective is
an effective way of conflict management.
9A.7 Support and Strength to Members

You have learnt in the earlier unit on development of self that one of the
developmental tasks of a person of your age is learning to act as adults
among adults. Middle-aged parents may develop problems such as poor
health, a set-back in career, transfer of either parent to a distant place,
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death in family, added responsibility of an older relative, financial crisis,

etc. The understanding and contribution of young people and children
during difficult circumstances cannot be underestimated. The presence
and company of children have the potential to help families through even
the most difficult crisis.
Let us now see what helps family members understand one another’s
needs and emotions. It has been found that communication has an
important role in this.
9A.8 Communication in the Family

You must have often heard that human beings are social animals. But,
did you know that 70 per cent of our active time, that is waking hours,
are spent communicating in some form or the other? Perhaps your day
begins with someone in the family or an alarm clock waking you up to
get ready for school, and then go to school with friends, all this while
talking to someone or the other. From morning assembly, to interacting
with school teachers, class mates and the principal, the entire learning
experience involves formal and informal communication. The ability to
communicate effectively in a variety of settings is essential for leading a
116
happy and productive life.
Similarly, while we are at home, we communicate differently with elders,
our siblings—younger or older, grandparents, neighbours and helpers
at home. Thus family communication is the way verbal and non-verbal
information is exchanged between family members. These interactions
develop over time among a group of related individuals who share common
living space.
Communication within the family is extremely important because
it enables members to express their needs, wants, and concerns to one
another and offer social and emotional support. It is a unifying element
since speaking and listening behaviours are intertwined. Communication
involves the ability to pay attention to what others are thinking and feeling.
In other words, an important part of communication is not just talking,
but listening to what others have to say. It is through communication that
family members are able to resolve the unavoidable problems that arise
in all families. Open and honest communication creates an atmosphere
that allows family members to express their differences as well as love and
admiration for one another.
Four styles of communication have been identified which are as
follows—
(i) Clear and direct communication: Clear and direct communication
is the healthiest form of communication and occurs when the message
is stated plainly and directly to the appropriate family member. An
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example of this style of communication is when a father, disappointed

about his son failing to complete his chore, states, “Son, I’m
disappointed that you forgot to take your grandmother to the doctor
today”.
(ii) Clear and indirect communication: In this second style of
communication, the message is clear, but it is not directed to the
person for whom it is intended. Using the previous example, the father
might say, “It’s disappointing when people forget to complete their
chores.” In this message the son may or may not know that his father
is referring to him.
(iii) Masked and direct communication: Masked and direct communication
occurs when the content of the message is unclear, but directed to
the appropriate family member. The father in our example may say
something like, “Son, people just don’t pay attention as they used to.”
(iv) Masked and indirect communication: Masked and indirect
communication occurs when both the message and intended recipient
are unclear. In unhealthy family relationships, communication
tends to be very masked and indirect. An example of this type of
communication might be the father stating, “The youth of today are
very lazy and irresponsible.”
It is important to note here that the communication styles are also 117
mediated by culture. For instance, direct and open communication
may be more acceptable in a western society (e.g., U.S.); however in the
hierarchical structure of Indian families, indirect communication may be
preferred as direct communication with older persons may be considered
disrespectful.
9A.9 Keys to Building Effective Family

Communication
With increased professional commitments for urban families and anxiety
and competition experienced by young people in rural areas, it is important
that our communication behaviour equips us to face these daily challenges
rather than feel. There are many approaches that families can adopt to
become more effective communicators, and in turn, to improve the quality
of their relationships. Following are some suggestions for building effective
family communication.
• Communicate frequently: One of the most difficult challenges facing
urban families today is finding time to spend together. With our
busy schedules, it is difficult to find sufficient time to spend with
one another in meaningful conversation. It is extremely important for
members in families to make time to try and communicate regularly to
and directly. Sometimes, eating meals together is a good idea, without
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the TV turned on. It can be a good idea to switch off the TV and eat
dinner together; or sit together on a Sunday afternoon to talk about
important issues that effect the family. Similarly, spending time with
elders in the family will strengthen family bonds, and talking with
them will help young persons relax and make the elders feel that they
are important, thus inducing a feeling of mutual love and respect.
• Communicate clearly: It has been found that families that appear
happy, usually communicate their thoughts and feelings in a clear
manner. This is especially important while attempting to resolve
problems that arise between family members (e.g., between spouses,
parents and children). Indirect and vague communication will not only
fail to resolve problems, but it will also contribute to a lack of intimacy
and emotional bonding between family members.
• Be an active listener: An essential aspect of effective communication
is listening to what others are saying. Being an active listener involves
trying one’s best to understand the point of view of the other person.
It is important to pay close attention to the verbal and non-verbal
messages and cues. As an active listener, one must acknowledge
and respect the other person’s perspective. Another aspect of active
listening is seeking clarification. This can be done by simply asking,
“What did you mean when you said?” or “Did I understand you
118
correctly?” Active listening involves acknowledging and respecting the
other person’s point of view.
Family will always remain a significant context for an individual. With
development; however, the child’s universe of interaction widens. After the
family, for most children school is another vital context which offers the
opportunity to interact with other people who are likely to have a significant
influence on their lives. The school also provides the opportunity to build
multiple, significant non-family relationships. The next chapter on ‘School:
Peers and Educators’ discusses this aspect.
Key Terms
Family, Patrilineal, Matrilineal, Nuclear family, Extended family, Family life cycle,
Family developmental tasks, Communication in family
Review Questions
1. Define the term family. Discuss the different variations in family types.
2. Discuss any three functions of the family with examples.
3. Write short notes on—
(a) Family life cycle
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(b) Family developmental task

(c) Family dynamics
(d) Conflict situations in the family
4. What is the significance of communication in the family? Using your own
family as an example, describe the communication patterns. Suggest how
communication between family members can be improved.
Practical 8
Family
Theme Areas of agreements and disagreements with family members, friends
and teachers.
Tasks 1. Listing the areas of agreements and disagreements
2. Identifying ways of resolving disagreements
Purpose of practical: Adolescence is a time when you are forming a sense of

your identity. Often, but not always, this process may bring you in conflict with
your family members and significant others as your views on particular aspects
may be different from theirs. This can cause stress in relationships. This practical
will help you to identify sources of disagreements and will also encourage you to
reflect on how you can minimise and resolve these differences.

119
Conduct of practical: Form yourself into groups of 4-6 students. For the first
10 minutes, reflect individually upon your interactions with your family members,
friends and teachers in the past few months. Use the following format to record
the areas of agreements and disagreements.

Person Area of Agreement Area of Comment
Disagreement
Father
Mother
Sister
Brother
Friends
Teachers
Now share your data with the other members of the group and discuss the
following—
1 (a) Whether there are areas where most of you have disagreements with
a particular family member, friends, teachers.
(b) Why do you think this happens?
(c) What are you doing presently to resolve the disagreements?
(d) What can be done to resolve/minimise the differences?
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2. (a) Whether there are areas where only you seem to be having differences
while the rest of the group members do not have disagreements in that
area?
(b) What could be the reason for this?
(c) Can you do something to resolve the disagreements?
3. (a) Which are the areas where most of you are in agreement with
the family members, friends and teachers.
(b) Can you use these areas of agreement to build a stronger relationship
with the persons around you and thus reduce the areas of
disagreements?
120
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B. School 9
Peers and Educators
Learning Objectives

• discuss the role of school in developing new relationships.
• understand how relationships with peers transform as the
child grows.
• know the importance of developing friendships. 121
• analyse the influence of education and teachers on students’
development and achievement.
9B.1 School
In your view is school just a place to study or something more? What is the
first thing that comes to your mind when you hear/read/think of the word
‘school’? Studies and examinations, most of you would say! Hard work
and some degree of fear, you may want to add! But school is also a place
where you meet friends and some of these friendships lead to lasting, even
life-long relationships. You also meet adults in the role of teachers and
many of them shape your attitude towards learning, towards new subjects,
and in fact towards life! Most of you would have a special feeling about one
or more teachers who have taught you during your school life – teachers
whom you admire and look upto. Thus school, apart from serving an
academic function in our lives, is also a network of social relationships
that influence our values, behaviour and thinking, both directly through
the process of teaching-learning, and indirectly, as we interact with peers
and educators in the school. In other words, it is one of the agents of
socialisation. In this chapter we will focus on the role of school as a place
for developing relationships and interactions with ‘significant others’ in
our life.
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9B.2 Peer Relationships

Infants as young as six months show an interest in other infants. When
placed together they may attempt to touch each other, smile and look at
each other. But at this time they treat the other just as an object – they
do not respond to or see them as persons in the ways that we understand.
Between one and three years of age, the child begins to realise that other
children are persons and begin to have social interactions with them. In
the early years, a friend is someone who lives close to you; in other words
one who is available for play. These friendships usually have nothing to do
with liking the person or her/his qualities. At this age, most children do not
show a preference for any one playmate. They play together occasionally,
using the same toy or interacting with each other, but most of the time
they play on their own.
In the preschool years the child starts relating to others in a more
sustained manner. But early friendships are superficial. They are quickly
formed and quickly broken – the child may be friends with another child
who has a toy that she wants; however, the friendship may not carry over
to the next day, unlike the friendships of an older child. Thus during the
preschool age, a friend is someone with whom the child ‘does things’ such
122 as playing with toys. During the later part of preschool years, interactions
between children become more sustained. Older preschoolers play with
each other, cooperate and take turns during play. They may also prefer
some peers over others. By the beginning of middle childhood years,
the child begins to realise that friends are those with whom one shares
common interests and feelings and not just those who have things one
likes. The child begins to realise that trusting each other, responding to
each other’s needs and presence of desirable qualities such as kindness
and considerateness in friends are critical features of friendship. They
understand that friends help each other. During the middle childhood
years the child’s circle of friends usually increases – the child spends more
time with friends and their influence also becomes more powerful. By
adolescence friendships become deeper and friends share each others’
innermost thoughts and feelings.
You have read in the chapter on ‘self ’ that by the time the child becomes
an adolescent, friends may become even more important than the parents.
Most adolescents usually have a small group of close friends – called ‘clique’
– and a larger number of friends who are at some distance – called ‘crowd’.
The crowd is a loosely organised group of peers who tend to be together
because of shared interests and activities. However, members of the crowd
are not close to each other as members of cliques are. Thus young people
watching a stage show form a crowd and a group of adolescents planning an
outing together are part of a clique.
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9B.3 The Importance of Friendships

Friendships at every age are important because they help the child feel
accepted by people who are like her. This gives the child a sense of emotional
security which is important for the development of social and emotional
relationships in adult life. Children who are rejected by peers are likely to
show aggressive behaviour and are also likely to interrupt group activities
through deviant behaviour. They tend to remain alone or; may join deviant
subcultures whose values and activities may be markedly different from
those of the mainstream culture. This can cause a lot of harm to the child.
During adolescence there is a tremendous pressure on the adolescent to
conform to the values held by the peer group and behave in ways considered
appropriate by them. These values and behaviours may be contradictory
to parental values, and this coupled with decline in conformity to parents’
values and demands by the adolescents, can lead to tremendous conflict
with the parents. However, it is important to understand that experiencing
such a peer pressure to conform is a normal feature of growing up. In fact,
being able to express feelings and experiences with friends which the
adolescent would not be able to share at home helps the adolescents
feel ‘normal’ and not alone, as they realise that their friends have similar
concerns and experiences. Also, by the end of adolescence, peer pressure 123
tends to decline and the growing adult is able to look at issues from multiple
perspectives. However, it is also true that under pressure to conform many
adolescents can get involved in anti-social activities which are dangerous
to the self and the society. These include experimenting with drugs and
sex without adequate protection and information. Adolescents and their
parents need to understand each others’ points of view and concerns. This
can happen when there is free-flowing communication between parents
and adolescents – something which both parties have to work towards.
It is also important to remember that in many cultures peer values
may be quite similar to values held by adults in the society, in which case
adolescents would not experience as much conflict with parents. In such a
situation, peers would serve to reinforce the values held by the society.
Activity 1 Activity 2
You have read about many aspects of As adolescents, are there aspects in
friendship in various stages of a child’s which you agree with your friends but
development. Reflect upon your own disagree with parents? Discuss these
experiences and think of friends who in the class.
have influenced you in different ways.
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9B.4 Influence of the Teachers

Teachers are a major influence in the school. Like parents, they set limits,
make demands, communicate values and foster development. Teachers
are powerful role models and often impact a child’s development. Children
are most likely to imitate the behaviour of teachers they like and value,
and they also tend to enjoy subjects taught by teachers whom they admire.
Teachers’ expectations of students often, but not always, have a major
influence on student performance and behaviour. It has been found that
teachers’ expectations influence student achievement, motivation, self-
esteem, expectancy for success and actual achievement. This has both
positive and negative aspects. The positive aspect is that, by and large,
teachers may behave more positively towards students from whom they
have high expectations. They smile at them more frequently, praise them
more often, supervise their work more closely, and press them harder to
find answers. And when they perform poorly, the teachers are likely to
encourage them to work harder. Thus they communicate to these students
that they are expected to succeed. The negative aspect is that the teachers
are not likely to press or motivate the students from whom they have
lower expectations. The teachers’ expectations become a self-fulfilling
124 prophecy, with the children becoming, achieving and behaving as the
teacher expect them to become. Studies have shown that if a student has
average ability, but the teacher is informed that the child has tremendous
potential, the teacher modifies her/his ways of relating to the child so that
the child actually improves upon past performance.
The implication of the above discussion is that teachers need to be
conscious of the harmful effects of low expectations. There is need to avoid
pre-judgment of children’s abilities. Also, even if the child is not performing
adequately at any given time, there is every chance that the child can do
better in the future, given adequate support and encouragement. Teachers
need to have reasonably optimal demand of achievement from all students
and not merely from a few. Children’s achievement needs to be judged
against their own past performance and not compared only with the class
average.
The teacher-taught relationship is the essence of the teaching-
learning process. Philosophers and educators in India and the world have
visualised the teaching-learning process as one where knowledge is co-
constructed between the teacher and the learner. The Guru in the ancient
learning tradition of India had a vibrant role – his role as revealed in the
Upanishads was to make the pupil completely independent and himself
completely superfluous. However, this independence was believed to be
achieved after years of hard work, learning, dedication and devotion. They
encouraged questioning, probing and sustained enquiry by the students
so that the students’ own creativity came to the fore. In the contemporary
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Indian context, the role of the school and educators is mediated by factors
such as the pressure of ensuring that students get high marks in their
examinations. There are teachers who merely dictate lessons to their
students, allowing no questioning. When students do not experience
the school and the learning process as one of psychological safety, it is
doubtful that the education system would succeed in helping them form
healthy relationships with their teachers. However, there are teachers who
play a very constructive role in the education of their students, and act as
their mentors and guides for future.
School is thus a significant context influencing the adolescent’s
development. In the next chapter we shall learn about Community and
Society, the larger contexts in which the micro-contexts of family and
school are situated.
Key terms and their meaning
Clique: a group of a few close friends

Crowd: a larger number of peers who are at some social distance from
each other
Peer pressure: pressure on the adolescent to conform to the values held by the
peer group and behave in ways considered appropriate by them.
125
Co-construction: when the teacher and the student both contribute to the
development of understanding and knowledge, it is a perspective that holds
that knowledge is not a static body of information that is passed on from the all
knowing teacher to the ‘empty’ student; rather both the student and the teacher
recreate knowledge during the teaching-learning process as they bring their own
experiences and understanding to the teaching-learning situation and try to
re-discover and re-interpret the knowledge as stated in the books or as being
stated by the teacher
Psychological safety: an atmosphere where the person does not experience
threat to her/his self-esteem; where the person experiences a sense of self-worth
and a positive regards of her /his abilities. In such an atmosphere the person is
able to participate freely with a sense of security about the negative reactions of
others.
Here is a brain teaser for you. Check your skill in solving the puzzle
In Column 1 are some words you have read in the chapter above. Unjumble the
words and match them with the meaning after locating it in Column 2.
Column 1 Column 2
1. dowcr …………. • larger number of friends who are at
some distance
2. quelci …………… • a group of small number of close
friends
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3. repe repsruse ……… • need to conform to the values and

behaviours
4. fles-uliflflgin oprhpcey ….…. • children becoming, achieving and
behaving as the teacher expected
them to become
5. urug ……….. • encourages questioning, probing
and sustained enquiry by the
students
Review Questions
1. Explain how the school is a place for forming relationships and interacting
with significant others?
2. Explain how the nature of friendship changes from infancy to adolescence?
3. Why are friendships important?
4. What is meant by the term ‘peer pressure’? How can this be a source of
stress for the adolescent?
5. Discuss how teachers and their behaviour can influence students’
achievement and motivation?
126
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c. Community and 9
Society
Learning Objectives

• discuss the concepts of community and society.
• describe the significance of society in the lives of individuals
and families, and its relationship to culture.
• explain the role of media as a social influence. 127
• elaborate on the responsibility of individuals towards
community living.
9C.1 Introduction
In the preceding chapters, you have learnt about the importance of the
family, school and friends in the lives of individual people. Human beings
are a social species; we live in close connection with other people in our
lives. After birth, the human infant is the most dependent of all newborns
across all mammals, and remains so for the longest period in comparison.
This period of dependence allows for close interactions between the
caregiver and infant and facilitates important developments in early life
that lay the foundations for the future. Sociability is a critical attribute
in human life. We like to be among other people, we build our idea about
ourselves from listening to others and seeing their reactions to us, we
learn about our society and culture by engaging with people around us;
and we develop a sense of right and wrong by looking around us. These
are some of the examples of the ways in which groups can influence
individual development. This does not imply that the reverse cannot be
true. As sentient living beings (beings that have sensory organs) we are
deeply affected by what we experience. This is one of the primary reasons
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why we are deeply affected by our experiences; our dealings with other
people are one of the main influences on our lives.
9C.2 Community
The idea of a community is of a group that shares common values, beliefs,
spaces, interests and a common heritage. The size of the group does not
matter; a community can be a small group of people who share common
activity, or even a group of people who may temporarily gather for common
purposes like a chat community on the internet, or a group of children
getting together to play regular sports in a field. The term ‘community’ is
also used to refer to people who live within a common area and share a
common environment. Due to these shared features, community members
are of importance to each other, whether they are aware of it or not.
The terms society or ethnic group also imply the same shared reality as
‘community’. In common usage, these terms can be used interchangeably.
From ancient times, individuals have lived in clusters where work, food,
shelter, children’s care and many other activities are shared with other
people. Although the family has sustained as the longest standing group
over centuries, people outside the family also provide very important input
128
in people’s lives. Even people whom you never meet may play a critical
role in your life. In some sense, people living in a country, and indeed,
people of the world can also be considered as a community. For instance,
if we wish to speak about the consequences of global warming, we can
discuss the consequences of collective action on the people of the world as
a community. Citizens of a country share a government, a constitution,
and an economy. Thus community is an abstract idea of a collection of
people, and is not limited to any one shared characteristic. In Sociology,
the terms community and society have slightly different meanings. Society
implies a larger, more abstract concept of human grouping, whereas, a
community is defined as a grouping with a more cohesive unit. Family
and kinship are considered examples of communities, with a great deal of
shared knowledge and experience, beliefs and values.
Different types of communities

Let us consider examples of communities around us, that is, people with
whom we share certain experiences. The simplest starting point after the
family is the neighbourhood. A neighbourhood is an important social unit
since these are the people among whom we live, with whom we share
our daily activities. Of course this does not imply that all members of
a neighbourhood are exactly the same. Far from it! However, there is a
sharing of life circumstances that makes us similar in some ways. For
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instance, most neighbours use services of the locality that are provided,
like marketplace, health care, schooling and play areas for children. This 129
brings people together, and often results in conversations, friendships and
even cooperation. During festival time, for example, people belonging to
different religious groups may bring food specially prepared for families to
share their celebrations with others. Neighbours are also very important
in times of crises. In emergencies, sometimes neighbours are the first
people towards whom we can turn, even before family and friends. People
usually help each other in such moments, although there are differences
in the extent of support that different people are willing to offer. It is true
that we will be more willing to assist someone living near us, whom we
know, than we are to help a stranger on the street, about whom we may
know nothing. At this point, it is important to discuss the organisation
of community living and social institutions that are different in different
ecological settings like a village and a city.
There are differences between cities, towns and villages in the way the
homes, the services and the society are organised. We do find that homes
in a neighbourhood of a big city can become quite distant and many people
do not often talk to or know each other very well, although there are many
exceptions to this. In villages and towns, in contrast, there is a greater
sense of belonging and closeness among neighbours. People usually know
all the families living in their locality in a village, and if the village is small,
then they would even know all the families that reside within. People would
recognise each other by name, at least of the head of the family, and any
stranger would be spotted instantly. This does not mean the city people
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are not friendly; sometimes the pressures of dual incomes and city life
can leave little time for interactions such as these. Further, the increasing
mobility in urban spaces, where everyone does not own the house they live
in, can also result in lower interaction. In villages, on the other hand, it
seems that everyone knows everyone else. Families are identified by their
members, and not by address. Life in townships is somewhere in between
these extremes, where some of the character of village life sustains, since
people do know each other reasonably well; and yet there is some mobility,
higher employment outside the home, and other factors common with city
life. That is why social scientists tend to differentiate between rural, urban
and tribal societies, since these are organised somewhat differently from
each other. Another important feature to note is that social institutions,
like schools, community centres, health clinics, local political bodies, are
also differently organised in rural and urban areas. There is a greater sense
of anonymity in urban spaces, which remains an important characteristic
in the social interactions, social control and changing social reality.
Apart from the neighbourhood, village, town or city, we also have other
kinds of communities. For example, people who speak a common language
or belong to the same native place (in a large city, for example) get together
for specific occasions. For instance, we can see that during the period
130 around September/October, Durga Puja is an important event for the
Bengali speaking community. We find several pandals put up for the days
of the prayer where people come and celebrate, eat and worship together.
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Children have fun and games in these

areas, young people dance for worship Activity 1
and older members sit and watch and
pray to the goddess for her blessings. List the names of a few communities
In the state of Maharashtra, as that you can think of including your
another example, the celebration of own. List the common characteristics
Ganesh Puja is performed with a lot of these communities. Discuss this
of pomp and show during Ganesh with your peers as well as the teacher
Chaturthi. People get together, collect to get ideas about the communities of
funds and organise special activities which you are members. Sometimes
regularly over a period of several you may not realise that these are your
days and then finally culminate the characteristics too.
celebrations with the immersion
of the Ganesha idols in sea/river water. Thus we can see that religious
membership, ethnic group and common language are some of the ways
in which larger society can be organised into smaller, more identifiable
groupings.
Note that one person can potentially be a member of many
communities. For example, a child from a Parsi family is also attending
a school, and automatically becomes a member of the school community.
She may also be learning dance under the guidance of a teacher, so she is 131
also a member of that dance group. This girl may be a part of a group of
people who have got together to prevent cruelty to animals on the street.
This makes her a member of that animal lovers group also. Thus, at any
given time, we are all members of several groups and communities and
sometimes we may not even be aware of these memberships. However,
these memberships are important for us in the formation of our identity
and our sense of belongingness to a group.
Functions of communities
As discussed already, communities play an essential role in a person’s life.
However, it is also true that communities cannot exist without people. Thus
there is a dynamic, co-constructive relationship between the individual
person and her/his community. Although the community provides a
person with identity, support, social control (what to do and what not to
do), goals and activities, individuals comprising a community do the actual
work in order to make things happen. Without the participation of the
individual members of a community, there can be no social organisation.
For instance, when a family gets together to fulfil the function of teaching
new members the rules of any given community, it is transacted through
the participation of individual family members. The mother is commonly
expected to fulfil the responsibility of bearing and rearing young
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children, the father often provides support to the mother for fulfilling
these responsibilities by providing for the family in terms of protection
and income. These responsibilities can be shared between fathers and
mothers, and with other members of the family, or even others like friends
and neighbours. For instance, when the mother goes out of the home for
employment, the care of her children may be shared with the father or/
and grandparents. Sometimes even neighbours can help to keep the child
until the parents return home. Often older members of a family who share
the home can be the caregivers of young children and therefore participate
actively in the care of the child. Let us now attempt to enumerate some of
the functions of a community, any community, whether it is a family, a
kin group, a residential community or a country. A community attempts
to do some of the following things for its members—
• Provide a sense of identity to a person.
• Provide opportunity for survival, learning, livelihood, entertainment,
security and care. This is especially true during periods of vulnerability
(when a person is at risk), for
example, illness during old age.
• Prepare younger generations for Activity 2
social participation.
• Ensure the survival of the group. For each of the above functions,
132
• Participate in the transformation of discuss with a classmate examples
a person into a functional member from your own life. Share them in the
of community and society. class as a whole.
9C.3 Society and Culture

As discussed in the previous section, the concept of society is more flexible
in comparison with community. Society can be seen perhaps as people in
general, without the notion of sharing specific features, the way we define
a community. However, the two terms can also be used interchangeably
in ordinary language. The term culture refers primarily to the way of living
of a people. Culture consists of all those elements of a person or a group’s
environment, both tangible (material things) as well as intangible (beliefs,
values, practices) that are created by people for their own use. This term
(culture) is also used in different ways in ordinary language. Sometimes,
culture is used to imply ‘high society’ when we refer to a person as very
‘cultured’ for example. This is not the way the term is used in our subject.
We use culture to simply mean the beliefs of people and their ways
of living. It includes the food we eat, the clothes we wear, the language
we use and the celebrations that we participate in, among other things.
Culture also consists of ideas of people. Thus we can say that culture is a
dynamic and complex construction of a variety of things that are part of
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our present, our past, as well as our future. Like a community, a cultural
group is seen as a group that has shared ideas about things, usually living
in close proximity to each other. Also culture should not be confused with
country, especially in a country as large as ours where there are countless
ethnic groups, several ecological settings and thousands of languages. Our
country can be called a multi-cultural society. Officially our country has
22 scheduled languages as per the Eighth Schedule to the Constitution
of India when four new languages were added. These are: Bodo, Maithili,
Santhali and Dogri. For each scheduled language, there are many other
dialects that are spoken in the concerned states. These official languages
can be counted very easily on a 10 rupee note (see Activity 3). You will find
only 18 languages on it since this note was printed prior to the addition of
the last four. In your counting, do not forget that Hindi and English appear
in larger fonts on the note.
Activity 3
Take a 10 rupee note and look very carefully at all the images and words printed on it.
You will see the term Ten Rupees written in both Hindi and English. Note that there are
many other languages listed, all of which say the same thing: Ten Rupees. Try to identify
all the languages listed here. Hint: These are arranged in alphabetic order.
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9C.4 Media and Society

Media is an important factor in modern society. Along with the legislature,
judiciary and executive, it is the fourth pillar of modern society. Whereas,
the other three are concerned with social organisation, social control and
functioning, media is the means whereby communication takes place at an
organised, group level. The different media that we have, keep us abreast
with the events, personalities, and advances in society, local, national and
international. Some of the different media that we encounter in our daily
lives in modern society include television, newspaper, radio and internet.
Each of these sources provides us with a window to the world. If it were
not for the media, then we would know only what we discover for ourselves
or what people tell us. Media provides us with information from the past
and the present, from near and far away. It also exercises an influence on
the social trends. For example, television advertisements have been found
to have an important influence on the consumption patterns of its viewers.
That is why businesses use television for advertising their products.
Advertising is now a powerful and vibrant career today.
Media also provides us with information about events related to
education and careers. For example, information about examination dates,
careers and scholarships are all advertised in national dailies. This way we
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134
can access possible places to apply for further education or occupation.

However, it is important to note that the influence that media information
has upon an individual depends on several factors like the person’s age,
sex, education, ethnic background and of course, temperament. Whenever
a new technology is introduced (take for instance mobile phones) it is
usually seen that younger generations are more impacted by the invention
Activity 4
From a recent newspaper/ magazine, identify one article in each of the following areas
and bring to the class:
1. Article related to sports
2. Article related to entertainment
3. Matrimonial advertisements
4. Advertisement for a product
Discuss the articles collected in the class. You may classify them in different ways.
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if it is available to them.
Apart from TV and newspaper, we are also connected with the world
through the internet. Today, we find cyber cafes even in small towns and
villages. The information available on the internet is much more varied
and detailed than any other media source. Like every powerful medium,
there is as much potential harm the internet sources can do; and like any
other media source, the most important factor that determines its positive
impact on society is the judicious use of the internet. For instance, when
we access information on the internet, we can also access sites that have
material that may be potentially damaging to the minds of young people.
Internet is also a powerful source of sharing information by criminals who
work towards harming other people and therefore society in general. It is
very important for parents and other concerned adults to be aware of the
media accessed by their children. Without being overly strict, parents,
teachers and others can guide children towards the optimal use of media
sources, and can thus gather important information, receive entertainment
and also network with other people.
Thus we can say that no medium is harmful in and of itself; it is the
way in which it is used and the purpose for which it is used that makes
it good or bad. In the following box, there are a few simple guidelines to
parents or caregivers for facilitating responsible television viewing among 135
children.
In order to facilitate responsible TV viewing the following points

are helpful for caregivers.
• Always be aware of what programmes your children are watching; preferably
watch WITH them rather than using the TV as a substitute for you.
• TV viewing is a habit, so set the trend early.
• If you expect the child to be watching limited hours, remember your own pattern of
watching TV is the biggest guide for the child.
• Recommend to the child the programmes that are fun and informative for children.
• It is often useful to place a TV in a central place so that everyone can watch.
• Do not use the TV as a punishment (switching off) or reward (can see all the
time); this adds unnecessary complication to the dynamics around viewing for
long hours.
• During exams, children want movement and entertainment; let the child watch
some TV, BUT ensure that the child gets adequate outdoor activity. This is good
for the memory and emotional stability during exams.
• Explain to the child that the violence and bloodshed (even if it is the news) is
hurtful for the people experiencing it, even if you cannot feel the pain.
• Limit TV viewing to a few programmes a day rather than leaving it on all the time.
• Avoid viewing late into the night with young children, since many of the
programmes are unsuitable for children.
• Have a variety of activities like indoor games, board games, stories and book
reading along with TV.
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Another important social influence on individuals is films. India is

the largest producer of films and it is no surprise that some of the most
influential role models are film stars. The fan following of Amitabh
Bachchan must include millions of people. These fans look up to
him as a role model and try to follow his actions, his appearance and
sometimes even his lifestyle. People want to become like him. Actors
are therefore charismatic and have a lot of influence on the society.
Their conduct is always under scrutiny and our newspapers and TV
channels follow their every move very closely. We also listen carefully
to news items about them and discuss their lives with our family and
friends. Apart from actors, films both reflect and affect social reality.
For example, over the years, the image of women in movies has changed,
and we are now accepting a greater variety of stories in film. Meanwhile
we also see that a number of films are banned by the censor board or
a religious community. If films were inconsequential, no one would
ban them. The truth is that the multicultural fabric of Indian society
provides rich material for film scripts, as well as multiple challenges
to movie makers. Films also bring home to us the cultures of different
countries. Through foreign films, we
136 learn about new places and people Activity 5
and may know some of their ways
of living, whether it is in Europe or Name the latest film you have seen or
America or Australia. heard about, recall the story of the film
In this manner, different media and focus on any one character/role
provide us with windows to the world, that you liked and one that you did not
through which we are entertained, like. List the reasons for each of your
informed, emotionally moved and choices.
socially networked with people around
and all over the world. It is thus a critical dimension of social reality and
cultural dynamics.
9C.5 The Individual Child, Community and

the Society
Individual children enter into the world, in the company of several members,
that comprise a family. In previous chapters, you have been able to grasp
the importance of the family in the lives of individuals. The family is the
primary unit of social life that forms the intersection between the larger
social reality, the community life and the individual. It is family members
who decide (consciously or unconsciously) what values and practices of
larger society they will adopt and which they will oppose. In this manner,
every family of a community or a culture will not have identical values.
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Human beings are diverse on account of personal experiences, social

historical factors and individual temperament, that makes each individual
unique.
In same instances, like due to natural or man-made disasters,
personal constraints or social difficulties can sometimes lead to the
absence of a caring group for the child to grow up in. Sometimes, a
family may also be too poor to care for the child adequately. In situations
like these, it is important to remember that the State or Central
Government is responsible for providing adequate care for the child.
The Fundamental Rights in our Constitution state the basic provisions
for individual needs. Due to the economic situation in our country, the
lack of resources, inadequate distribution and sometimes also lack of
outreach, the care of children and families in difficult circumstances
by the Government remains unfulfilled. This is a distressing fact of the
Indian society; despite the many success stories that we have in the
field of technological and educational development, we have not been
able to ensure that all children receive adequate food, and that every
child has access to schooling and health care. In India, we have a long
way to go before the community becomes organised and is involved more
effectively in the care of people in difficult circumstances. Undoubtedly,
the NGO sector has provided an alternative movement for developing 137
programmes and advocacy for such situations, but we need a more
concerted will of the Government machinery along with improved
work ethics and better funding to take responsibility for health care,
education, entertainment and overall well-being of children and people
in difficulty.
All of us have to be aware that if a community provides us with security,
and if we have rights in any community, we also have individual and group
responsibilities. Giving back to society and communities from where
we have taken is a very important duty of every individual member.
Remember that communities cannot survive without individual will and
participation. Therefore, you must resolve to be an active member of your
family, community, society, country and the world, in order that you can
play your role in the betterment of the future for the generations to come.
That is the strength of the relationship between any individual and the
group; that there is an exchange of mutual dependence, of rights and
responsibilities which we all have to fulfil.
In the next four chapters we shall learn about some crucial concerns that
are relevant to all individuals in society. These are – health and nutrition,
work and work place, resource availability, learning and education and
textile heritage of our country.
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Key Terms
Community, Society, Culture, Social control, Television, Internet, Rights and

responsibilities
Review Questions
1. Briefly discuss the meaning of a community. What are some of the functions
of a community?
2. What do you understand by the term society? How is it different from
community or similar to it?
3. What is culture? Discuss using examples.
4. How do TV and internet impact society?
5. Discuss the ways in which an individual can contribute to the society.
Practical 9
Community and Society
Theme Observing and recording group dynamics in different situations

138
Tasks Observing group dynamics at home, eateries, playfield, school,
recreation areas
Purpose of practical: Each of the above constitutes distinct communities.

People in a community have certain ways of responding and interacting with
each other, depending on the purpose for which the community is organised, the
degree of closeness of the community members and the duration for which they
are together.
Conduct of practical: Spend one hour each at each of the following locations
and observe the group dynamics that takes place while you are present:
Home, eateries, playfield, school, recreation areas
You are not required to interact with the people present – just observe; however if
someone initiates interaction with you, respond in a natural manner. Some of the
aspects you can note in each of the above communities are the following–
• Number of people present at the location
• Whether all the people were together as a cohesive group or were there
many smaller groups of people
• The age range of people in the group
• What was the role of different members? Were some members of the group
more active as compared to others? For example, was someone the leader
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in the group and others were following him?

• What was the communication style among the group members:
formal–informal; democratic-hierarchical?
• What was the language used for communication among the group members-
mother tongue, English? Was the language used formal or informal?
• The duration for which the group members were together: Will the group
form again on another day with the same members or was it a one-time
coming together of people?
Record the observations using the following format :
Community Group Dynamics

Number Role of Comm- One time
of people members unication group or
present; age style; sustained
range language group
used
139
In the class, form groups of 4-5 students and present your findings to each other.
Discuss amongst yourself whether the group dynamics were similar or different in
different communities. Each group should then make its presentation to the entire
class.
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Concerns and
Needs in Diverse
Contexts
A. Nutrition, Health
and Hygiene
10
Learning Objectives

• discuss the importance of health and its dimensions.
• understand the interrelationship of nutrition and health.
• identify the consequences of undernutrition and
140 overnutrition.
• select appropriate and healthy food choices.
• identify the interrelationship between nutrition and
disease.
• explain the importance of hygiene and sanitation for
preventing food- borne diseases.
10A.1 Introduction
Every person wants to live a good quality life and have a sense of well-
being. As far back as 1948, the Universal Declaration of Human Rights
stated: “Everyone has the right to a standard of living adequate for the
health and well-being of oneself and one’s family including food”. Yet, many
of the environmental conditions and our own lifestyles affect our health,
sometimes having harmful effects. At the outset let us define “health”.
The world’s premier organisation concerned with health, the World Health
Organisation (WHO) defines health as “a state of complete mental, physical
and social well-being and not merely the absence of disease”. Disease
means impairment of body health, alteration/disruption/derangement in
function of some part or organ of the body, interrupting normal functions
and deviating from a state of complete well-being. Health is a fundamental
human right. All persons, irrespective of age, gender, caste, creed/religion,
place of stay (urban, rural, tribal) and nationality, throughout their lives,
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Concerns and Needs in Diverse Contexts
should have the opportunity to achieve

It is the aim of every health
and maintain the highest attainable
professional (persons who deal with
state of health.
various aspects of health) to promote
good health; in other words, to
promote maintenance of well-being
10A.2 Health and Its or wellness, quality of life.
Dimensions
You must have noticed that the definition of health includes various
dimensions–social, mental and physical. Let us briefly deal with all three
dimensions before we discuss physical health in greater detail.
Social health: It refers to health of individuals and of a society. When we are
concerned with society, it refers to a society in which there is equal opportunity
and access for all citizens to the goods and services essential for good health.
When we refer to individuals, we refer to each person’s well-being – how well the
individual gets along with other people and with social institutions. This includes
our social skills and the ability to function as a member of the society. When we
are faced with problems and stress, social support helps us to cope with them
and solve the problems facing us. Social support measures contribute to positive
adjustment in children and adults, and encourages personal growth. Emphasis
on social health is gaining importance as scientific studies have shown that 141
persons who are socially well adjusted, tend to live longer and recover faster
from disease. A few social determinants of health are:
– Employment status
– Safety in workplaces
– Access to health services
– Cultural/religious beliefs, taboos and value systems
– Socio-economic and environmental conditions
Mental health: This refers to emotional and psychological well-being. An
individual who experiences a sense of well-being can utilise his/her cognitive
and emotional capabilities, function well in society and meet the ordinary
demands of daily life. The box below lists the indicators of mental health.
A person who has positive mental health–

• feels that he/she is capable and competent.
• can handle normal levels of stress he/she faces in daily life.
• has satisfying relationships.
• can lead an independent life.
• if faced with any mental or emotional stress or events, he/she can cope with them
and recover from them.
• does not fear things.
• does not feel defeated or depressed for unusually long periods of time when small
difficulties/problems are encountered.
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Physical health: This aspect of health encompasses physical fitness

and functioning of the body. A physically healthy person is able to
undertake normal activities, does not feel unusually fatigued and has
adequate resistance to infection and disease.
10A.3 Health Care

Every individual is responsible for his/her own health, but it is also a major
public concern. Thus the government assumes considerable responsibility
and provides health services at various levels to the citizens of the country.
This is because good health is the foundation for good quality of life and
standard of living for the individual and the family, and is the key for ensuring
social, economic and human development of a community and a nation.
Health Care consists of all the various services provided to individuals
or communities by agents of health services or professions for the purpose
of promoting, maintaining, monitoring or restoring health. Thus health
care includes preventive, promotive and therapeutic care. Health Care
services are delivered at three levels – primary care, secondary care and
tertiary care levels.
Primary Health Care: The first level of contact between individuals
with the health care system is known as Primary Health Care.
142
Secondary Health Care: When patients from primary health care are
referred to specialised hospital also like district hospitals, it is called as
Secondary Health Care.
Tertiary Health Care: When patients are referred from primary and
secondary health system for specialised intensive care, advanced diagnostic
support serious and medical care, then it is called as Tertiary Health Care.
10A.4 Indicators of Health

Health is multidimensional, with each dimension being influenced by
several factors. Therefore, several indicators are employed to assess health.
These include indicators of mortality, morbidity (illness/disease), disability
rates, nutritional status, health care delivery, utilisation, environment,
health policy, quality of life, etc.
10A.5 Nutrition and Health

Nutrition and health are intimately interlinked. In the global campaign
of ‘Health for All’, promotion of nutrition is one of the primary elements.
Nutrition is concerned with maintenance of body organs and tissues in
structure and function. It is also concerned with growth and development
of the body. Good nutrition enables the person to enjoy good health, resist
infection, have adequate energy levels and perform daily tasks without
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feeling fatigued. In case of children and adolescents, nutrition is vital for

their growth, mental development and achieving their potential. For adults,
adequate nutrition is crucial to lead a socially and economically productive
and healthy life. In turn, the health status of an individual determines
the nutrient requirements of a person and food intake. During illness,
nutrient requirements increase, and breakdown of nutrients are higher.
Therefore, illness and disease adversely affect nutritional status. Hence,
nutrition is a ‘fundamental pillar’ of human life, health and development.
10A.6 Nutrients
There are more than 50 nutrients in food. Nutrients are broadly
classified into macronutrients (required in relatively larger amounts)
and micronutrients (required in small quantities) based on the
amounts required by the human body. Macronutrients are generally
fat, protein, carbohydrate and fibre. Micronutrients include the
minerals such as iron, zinc, selenium and the various fat-soluble and
water-soluble vitamins, each of which performs important functions.
Some of them function as co-factors and co-enzymes in the various
metabolic reactions that occur in the body. Nutrients can also influence
gene expression and transcription. Different organs and systems
143
play a critical role in the digestion, absorption, metabolism, storage
and excretion of nutrients and their end products of metabolism. In
essence, each and every cell in all parts of the body requires nutrients.
Nutrient requirements in the normal healthy state vary according to
age, sex and the physiological state, i.e., during periods of growth
such as infancy, childhood, adolescence, and pregnancy and lactation
in women. Level of physical activity also determines requirements for
energy and nutrients involved in energy metabolism, e.g., vitamins
like thiamine and riboflavin.
Knowledge about nutrients, their metabolism and sources as well as
functions are vital. One should consume a balanced diet which includes
foods that will provide all the necessary
nutrients in required amounts.
The science of nutrition is
concerned with access to, availability
and utilisation of food and nutrients
for life, growth, development
and well-being. Nutritionists
(professionals who work in this field)
are concerned with myriad aspects.
These range from biological and
metabolic aspects to what happens
Balanced meal in disease states and how the body
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is nourished (clinical nutrition). Nutrition as a discipline studies the

nutritional needs of populations and their nutritional problems, including
health problems caused by lack of nutrients (public health nutrition)
and prevention of diseases such as heart disease, diabetes, cancer,
hypertension.
We all know that when one is ill, one may not feel like eating. What and
how much is eaten by a person not only depends on taste but availability
of food (food security) which in turn is influenced by purchasing power
(economic factors), environment (water and irrigation), and policies at the
national and international levels. Culture, religion, social status, beliefs
and taboos also influence our food choices, food intake, and nutritional
status.
How do good health and nutrition help? Look around you. You will
notice that people in good health are generally in a happier frame of mind
and are more productive than others. Healthy parents are able to take
adequate care of their children, and healthy children are generally happy
and do well in school. Thus, when one is healthy, one is more constructive
for oneself and can take active part in activities at the community level. It is
therefore obvious that one cannot achieve good health and be productive,
sociable and a contributory member of society if one is starving and
144 undernourished.
Table 1: Optimum nutritional status is important because it—

maintains body weight provides resistance to infection
maintains muscle mass helps to cope with physical and
mental stress
decreases risk of disability improves productivity
Productivity
Good
Food Environ-
ment
Optimum Education
Nutrition and Skills
Access
Positive
Sanitation to Services/
Health
and Health Facilities
Figure 1: Health and Nutritional inputs required for Productivity
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Figure 2 summarises the benefits of good nutritional status for

children’s education.
Good nutrition has positive influence on
Brain development General state of health Vision
Which affects cognitive Active interaction with the Reduce risk of

development environment, therefore, visual impairment
reduce absenteeism and
reduce risk of failure and
dropout
Attention 145
Memory
span
Concentration
Figure 2: Benefits of Good Nutritional Status for Children’s Education
What is malnutrition? Malnutrition is a deviation from the normal

state of nutrition. When the intake of nutrients is less than the amount
that is required by the body, or in excess of the requirements, malnutrition
results. Malnutrition can take the form of overnutrition or undernutrition.
Excess intake of nutrients results in overnutrition; inadequate intake
results in undernutrition. Wrong food choices and combinations can be a
very significant cause of malnutrition in adolescents.
10A.7 Factors Affecting Nutritional

Well-being
The World Health Organisation has listed four main factors (as shown in
the diagram) that are important for nutritional well-being.
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Nutritional Well- being
Food and Care for the Good Health Safe

Nutrient Vulnerable for All Environment
Security
Food and nutrient security means that each and every person
(regardless of age) has access to and can obtain adequate food and nutrients
throughout the year, as per his/her requirements to enable him/her to
lead a healthy life.
Care for those who are vulnerable means that each individual needs
loving care and attention reflected by caring behaviour. In the case of
babies it means whether the baby receives the correct type and amount of
food as well as care and attention. In case of expectant mothers, it refers
to whether they get all the care and support they need from the family, the
146
community and in case of working mothers, from employers. Similarly,
persons who are ill and suffer from any disease require care and support
in various ways including food, nourishment, medication, etc.
Health for all includes prevention of disease and curing disease when
it occurs. Special attention needs to be paid to infectious diseases since
they can deplete the body of nutrients and lead to poor health and poor
nutritional status. Every citizen should get a minimum amount of health
care. Health is a basic human right. Some of the diseases that take their
toll in India, especially among young children are diarrhoea, respiratory
infections, measles, malaria, tuberculosis among others.
Safe environment focusses on all aspects of environment including
physical, biological and chemical substances which may influence health.
This includes safe, potable drinking water, hygienic food, and prevention
of environmental pollution and degradation.
10A.8 Nutritional Problems and Their

Consequences
In India, there exist several nutritional problems in the population.
Undernutrition is a major problem which is reflected in the high numbers
of pregnant women who are undernourished and have small babies with
low birth weight as well as young children (below 3 years of age) who are
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underweight and stunted. One-third of the babies born in India are low
birth weight, i.e., less than 2500 gms. Similarly, considerable percentage of
women too are underweight. There are other nutrition-related deficiencies
such as iron deficiency anaemia, vitamin A deficiency and consequent
blindness and iodine deficiency. Undernutrition has several negative
effects on the individual.
Undernutrition not only reduces body weight but has devastating
effects on children’s cognitive development, immunity and can also result
in disability, e.g., blindness due to vitamin A deficiency. Iodine deficiency
is a threat to health and development, specially for young children and
pregnant women since it results in goitre, still birth, and miscarriage in
women, and deaf-mutism, mental retardation and cretinism in children.
Iron deficiency also has negative impact on health and well-being.
In infants and young children, its deficiency impairs psychomotor and
cognitive development, and thus adversely affects scholastic performance.
It also decreases physical activity. Iron deficiency during pregnancy affects
the growth of the foetus and increases risk of morbidity and mortality for
the mother.
Conversely, overnutrition is also not good. Intake in excess of
requirements leads to several health problems. In case of some nutrients
if may lead to toxicity, and the person may become overweight and even 147
obese. Obesity in turn increases the risk of several diseases such as
diabetes, heart disease and hypertension. In India, we face problems at
both ends of the spectrum, i.e., undernutrition (nutritional deficiencies)
and overnutrition (diet-related chronic, non-communicable diseases). This
has been termed “double burden of malnutrition”. In our country, the third
National and Family Health Survey shows that 28.9 per cent men and
22.2 per cent women from urban areas are overweight or obese, the
percentage being much lower among rural men (8.6 per cent) and women
(7.3 per cent).
Nutrition and infection: Providing enough food to fulfil nutritional
requirements is not adequate. The influence of environment is also
important. Nutritional status does not depend only on sufficient supply of
food and nutrients but also on the person’s health status, to a great extent.
Nutrition and infection are intimately interlinked. Poor nutritional status
decreases resistance and immunity, and thus increases risk of infection.
On the other hand, during infection, the body loses considerable amount of
its nutrient reserves (through vomiting and diarrhoea), while the nutrient
requirements are actually increased. If nutrient intake is insufficient
compared to the requirement due to loss of appetite or inability to eat
(if there is nausea and/or vomiting), infections will affect the nutritional
status adversely. Thus the risk of another infection increases, and all
persons, especially children, the elderly and those undernourished are at
the risk of contracting more infections/diseases.
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In developing countries, food-borne illnesses such as diarrhoea and

dysentery are major problems since they can lead to dehydration and
death. Many of the infectious and communicable diseases are due to poor
environmental sanitation, poor household, personal and food hygiene. The
key therefore is to look into how these diseases can be prevented.
10A.9 Hygiene and Sanitation

Prevention and control of disease has to address both intrinsic and
extrinsic factors which are linked with various diseases. The box below
lists these factors.
Table 2: Intrinsic and Extrinsic factors linked with various diseases

Intrinsic/host factors Extrinsic/environmental factors
Age, sex, ethnicity, race Physical environment – air, water, soil,
housing, climate, geography, heat, light,
noise, radiation
Biological factors such as heredity, blood Biological environment includes the human
groups, enzymes, levels of various being, all other living beings such as
148 substances in blood, e.g., cholesterol animals, rodents, insects, plants, viruses,
Functioning of various organs and systems micro organisms
Some of these act as disease-producing
agents, some as reservoirs of infection,
intermediate hosts and vectors of disease
Social and economic characteristics, e.g., Psychosocial factors-emotional well-being,
occupation, marital status, housing cultural values, customs, habits, beliefs,
Lifestyle factors, e.g., nutrition, diet, physical attitudes, religion, lifestyle, health services,
activity, living habits, use of addictive etc
substances such as drugs, alcohol, etc.
Among these factors sanitation and hygiene, nutrition and immunisation

are key inputs. When we speak of hygiene we are concerned with essentially
two aspects: personal and environmental. Health depends to a great extent
on the social environment as well as on lifestyle and behaviour, including
food intake. It is also closely related to hygiene. Poor hygiene leads to
several infections and infestations such as worm infestations.
Environmental hygiene comprises external matter, both organic and
inorganic, at the domestic hygiene (home) and community levels. This
includes physical factors such as water, air, housing, radiation, etc.,
as well as biological factors such as plants, bacteria, viruses, insects,
rodents and animals.
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Personal
Hygiene
149
Figure 3: Personal Aspects of Hygiene
Water supply Disposal

Food
of human
sanitation
excreta
Vector Disposal of
Environ-
control liquid
mental
e.g. mosquitoes wastes
hygiene
and malaria and sewage
Garbage
Sanitary
disposal
practices Housing (solid waste
management)
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Figure 4: Environmental Aspects of Hygiene

Environmental health needs attention so as to create and maintain
ecological conditions that will promote health and prevent disease. Among
these, safe drinking water and sanitation, especially feaces disposal, are of
great importance. Similarly air and water pollution are of concern. Water
quality is important as contaminated water is the cause for many diseases
such as diarrhoea, worm infestations, skin and eye infections, guinea
worm, etc.
Food Hygiene: Food-borne illnesses occur when we consume food that
contains disease-causing (pathogenic) micro-organisms. Several factors
are needed for a food-borne illness to occur.
• Either the organism or the toxin must be present in the food eaten.
• The number of pathogenic micro-organisms must be in sufficient
numbers.
• The contaminated food must have been consumed in sufficient quantity.
The illnesses that are caused include diarrhoea, dysentery, amoebiasis,
infective hepatitis, typhoid, listeriosis, botulism, cholera, gastroenteritis.
Most of these are traced back to poor personal and food handling practices
as outlined below.
Use of food items that are spoiled/infected/unsafe, include water,
150 spices, seasonings, mixes.
Improper storage leading to multiplication of disease causing micro-
organisms.
Not practising insect and vermin control.
Use of contaminated equipment, utensils and plates, spoons, glasses
Inadequate cooking.
Storage of foods at temperatures favourable to growth of microorganisms
( 4 to 600C).
Improper cooling.
Improper/inadequate heating/reheating of cooked foods/left overs.
Cross contamination.
Leaving food uncovered.
Use of contaminated substances for garnishing.
Poor hygiene and sanitation of persons handling food, such as unclean
clothes, not washing of hands, dirt and grime under the nails.
Effective practices related to nutrition, health and hygiene are essential
to be productive in the work that one does, within home or outside the
home. The next chapter discusses the relationship between work, worker
and workplace.
Key Terms
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Health care, Nutrients, Malnutrition, Hygiene and sanitation, Food hygiene.

Exercises
1. Look up the following websites and discuss them in the class

• UNICEF’s report on State of the World’s Children
http://www.unicef.org/sowc08/
• Human Development Index
http://hdr.undp.org/en/statistics/
• WHO’s World Health Report
http://www.who.int/whr/en/
2. Identify at least 5-6 key indicators that you think are important for health and
see how India ranks among the various countries in the world.
Or
Alternative for rural students: Interview two mothers of young children
in your village. Ask each mother how many episodes of diarrhoea have
occurred in the case of her child in the last one year. Give your comments
on the reasons given by the mothers.
3. There are so many dimensions of health. List the various occupations or
professions which are involved in providing services for health and 151
nutrition – including prevention of health problems, promotion of good
health and therapeutic services.
Review Questions
1. “Nutrition affects productivity, income and quality of life”. Write your opinion
about this statement.
2. How is nutrition linked to mental and visual disability and quality of life?
3. Divide the class into groups. Each group should visit a food service
establishment, e.g., canteen/cafeteria, restaurant, street food vendor.
Identify the bad hygiene practices related to (a) food hygiene (b) personal
hygiene.
4. Have a class discussion on how hygiene can be improved and food can be
rendered safer.
Or
Divide yourselves into three groups. One group will study the ‘Food’ aspect,
the second will study ‘People’ and the third will assess ‘Unit, facilities and
equipment’. After listing the various aspects/parts/activities that increase
risk of illness, the groups can be asked to give a presentation followed by a
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discussion on remedial measures.

Note for Teachers
Teachers may guide students to organise an exhibition on Health, Nutrition and Hygiene
for the school children, parents and members of community.
Note for students
In the vicinity of (a) your school (b) your home, observe and rate as very good, good, fair,
poor and very poor at least three factors that are related to environmental hygiene.
Practical 10
A. Nutrition, Health and Hygiene

Compare the energy, protein, calcium and iron content of 150 g. edible portion of
foods using the food composition tables provided—
(a) Cereals
Name of Cereal Energy Protein Calcium Iron content
content content (g. content (mg (mg per
(Kcal. per 150 g.) per 150 g.) 150 g.)
per 150 g)
1. Bajra
152
2. Rice (raw, milled)
3. Maize (dry)
4. Wheat (whole)

(b) Pulses
Name of Pulse/ Energy Protein Calcium Iron content
legume content content (g. content (mg (mg per
(Kcal. per 150 g.) per 150 g.) 150 g.)
per 150 g)
1. Bengal gram dal
2. Black gram dal
3. Lentil
4. Soyabean

(c) Vegetables
Name of Vegetable Energy Protein Calcium Iron content
(Kcal. per 150 g.) per 150 g.) 150 g.)
per 150 g)
1. Spinach
2. Brinjal
3. Cauliflower
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4. Carrot
(d) Fruits
Name of Fruit Energy Protein Calcium Iron content
(Kcal. per 150 g.) per 150 g.) 150 g.)
per 150 g)
1. Mango (ripe)
2. Orange
3. Guava (country)
4. Papaya (ripe)

B. Identify the rich sources of carbohydrate, protein, fat, vitamin A, iron
and calcium in your family’s diet. Can you suggest improvements? Use the
following formats to record your answer.
Sources Sources of Sources of Sources of Sources of Sources of

of carbo- protein fat vitamin A iron calcium
hydrate
153

Diet practices Suggestions
which need
improvement
Note for Teachers

Teachers can encourage students to calculate the nutritive value of foods in their
own region (which may not be listed in the table provided). A useful reference
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published by Indian Council of Medical Research (ICMR) is as follows.
FOOD COMPOSITION TABLES

(Nutritive Value per 100 g edible portion)
Cereals
Name Energy (Kcal.) Protein (g.) Calcium (mg.) Iron (mg)
Bajra 361 11.6 42 8.0
Rice (raw, 345 6.8 10 0.7
milled)
Maize (dry) 342 11.1 10 2.3
Wheat (whole) 346 11.8 41 5.3
Pulses
Name Energy Protein (g.) Calcium (mg.) Iron (mg)
(Kcal.)
Bengal gram 360 17.1 56 5.3
dal
Black gram dal 347 24.0 154 3.8
154 Lentils 343 25.1 69 7.58
Soyabean 432 43.2 240 10.4
Vegetables
(Kcal.)
Spinach 26 2.0 73 17.4
Brinjal 24 1.4 18 0.38
Cauliflower 30 2.6 33 1.23
Carrot 48 0.9 80 1.03
Fruits
(Kcal.)
Mango (ripe) 74 0.6 14 1.3
Orange 48 0.7 26 0.32
Guava (country) 51 0.9 10 0.27
Papaya (ripe) 32 0.6 17 0.5
(Source : Nutritive Value of Indian Foods (1985), by C. Gopalan, B.V. Rama Sastri and S.C.
Balasubramanian, Revised and Updated (1989), by B.S. Narasinga Rao, Y.G. Deosthale
and K.C.Pant (Reprinted 2007))
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B. Work, Worker 10
and Workplace
Learning Objectives

• identify the components of work.
• define work, worker and workplace.
• describe the importance of workplace design for better work
efficiency. 155
• explain the interdependence among work, worker and
workplace.
10B.1 Introduction
All of us work for long hours daily – while children study and attend to
other essential tasks, parents earn livelihood and manage the home.
Although we perform a lot of activities everyday, have you ever thought of
the number of ways in which you can perform one activity? Why is it that
you perform well in certain activities and not so well in others?
Nisha, a skilled labourer, is unable to perform well because of her
inconsistency in work. Her place of work has a very poor work environment.
The place is uncomfortable and the work-stations are also poorly designed. As
a result, she has lost interest in her work. She can deliver better results and
optimally utilise her resources (skills and knowledge) if the work environment
improves. There can also be factors other than work environment that may
affect work performance. Let us try to understand these.
For optimal performance, it is important to understand work in relation
to the environment in which it is performed — the workplace and those
who perform it — workers. This understanding helps to reduce the energy
used and time spent on the task, thereby increasing work efficiency. At
the same time, it will also prevent fatigue and other health problems. It is
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therefore necessary to create a healthy work environment for the worker

instead of forcing the worker to perform the task in an uncomfortable
workplace.
For example, your mother works in the kitchen and has to bend again
and again to pick up utensils which may be kept at a distance from the
kitchen counter. In this case, she would be using more energy and spending
more time to take out the utensils and will also experience fatigue and
backache. On the other hand, if the utensils are kept near the counter and
at a suitable height she will be able to work more comfortably, thereby,
increasing her work efficiency!
WORKER
156
WORK WORK PLACE
Figure 1: Relationship between work, worker and workplace
The diagram above clearly shows the interdependence between work,

worker and workplace. To understand this relationship well, the following
three components should be studied in detail.
10B.2 Work
To create a better match between worker, workplace and the equipments
or tools used, understanding work is of prime importance. Work is defined
as the activity directed towards making or doing something. Work is to
exert oneself physically and/or mentally in order to do or complete a task.
It forms the basis for accomplishing our goals. It is something that is done
or performed, especially a duty, task or an activity. For a student, work
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primarily means studying to gain knowledge.

Work comprises many smaller jobs, tasks or sub-tasks. Such tasks
become instrumental in achieving desired goals. But before deciding the tasks
and sub-tasks one should be clear about goals or else work will suffer.
Work performed will be of good quality if the
(a) Worker understands the goal well.
(b) Worker sets certain standards for herself/himself for personal
satisfaction.
(c) Work is organised as per the goal.
However, there are certain forces like ‘time’ and ‘attention requirement’
which affect completion of certain tasks. To avoid this, work simplification
is necessary. It is the management of both time and energy. Work
simplification may be defined as accomplishing more work in the given
amount of time and energy.
Therefore, it is essential to make the activity simple, perhaps, more
interesting. If one likes the activity one gets involved in it and finishes it
faster and more efficiently. (You will study about this in detail in the next
chapter.)
10B.3 Worker 157
A worker is a person who performs a particular task or activity to achieve

productive outcomes. A student doing her/his school work, and a
homemaker cleaning the house, are examples of a worker. The following
aspects are involved in any work done by an individual.
Physical
It is related to the body of the worker. It includes human energy,
physical activity, and growth.
– Energy : We all need energy to live and to work. Where does this
energy come from? Energy is supplied by the food we eat. The dietary
energy needs depend on the factors that include age, sex, body type,
type of work and duration of work.
– Physical activity : The amount of energy needed by the individual
to do any work depends on type of activity, intensity of work and
duration of time, age and sex of the individual. The more the number
of muscles used and the longer the duration of work, the greater is the
energy demand or energy requirement.
The following table shows the energy required to perform different
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common activities that most of us perform on a daily basis.
Table 1 Energy costs of some common activities

kcal per minute per kg
body weight
S.No Activity Males Females
General Personal Activities
1 Sleeping 1 1
2 Lying 1.2 1.2
3 Sitting quietly 1.2 1.2
4 Standing 1.4 1.5
5 Dressing 2.4 1.6 - 3.3
6 Plaiting hair 1.8
7 Eating and drinking 1.4 1.6
8 Walking slowly 2.8 3
Activities involving household tasks
1 Dusting 7.6
2 Mopping 12.2
3 Washing clothes 10.5
158 4 Ironing 7.9
5 Cooking 6.4
6 Storing water 13.9
7 Grinding masalas 9.7
Source: Varghese, M.A., Atreya, N., Bhatnagar.A, & Chatterjee, L. (1989):Ergonomics in

the home, DRS Report, Mumbai, S.N.D.T Women’s University.
– Growth : Energy is also required for growth. Hence when growth at a

particular stage of life is faster, energy requirements are greater. For this
reason infants, children and adolescents have higher energy needs.
Cognitive
Cognitive or mental aspect includes the psychological features of the worker.
These are attitudes, skills, knowledge, etc. To reach our goals we require
ability and aptitude. Also we need to gain knowledge on the subject,
develop skills by undergoing formal training and repeated practice, and
have the willingness to improve performance — attitude. Significance of a
positive mind-set can be seen in the following case.
Shobha, a young talented girl with a fertile imagination and drawing
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skills, aspired to be an artist. She had enrolled herself in a course where

she improved her skills and acquired the knowledge she needed to achieve
her goal. With her efforts, hard work and available resources she achieved
her goal to be a successful teacher of art.
Affective
It includes likes, dislikes and preferences a worker has towards work. It
concerns the worker’s personal feelings about the activity and contributes
towards achieving goals. Dissatisfaction leads to a feeling of fatigue,
whereas satisfaction contributes to work efficiency.
Temporal
This is concerned with time management. Sometimes the number of
activities that one has to perform in a specified time period is large. This
requires good management of time, which you will study in the next
chapter.
Thus, an understanding of these components of the worker is an
indicator that every worker is different and has different physical, cognitive,
affective and temporal compositions. Perhaps tools, equipments and work 159
spaces should be designed according to different body types. For example,
tools such as scissors must be designed in order to suit both left-handed
Activity 1
Make a list of activities under the following headings—
• Physical activities that require extra energy expenditure.
• Activities which require mental work and skills.
• Activities you like and dislike.
• Activities that require time management.
and right-handed workers. Equipments should also be designed such,

that they fit the safety needs of all workers.
10B.4 Workplace
This is the place where a worker performs a job. Some examples of
workplace are school, office, study room, kitchen, etc. A well designed
workplace is important to prevent health problems related to poor working
conditions, as well as for ensuring work performance and productivity.
Every work station should be designed with both the worker and the task
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in mind so that the work can be performed comfortably, smoothly and

efficiently with minimum energy expenditure.
A work place includes the following components–
Physical and Chemical Environment

Workplaces typically contain a number of physical and chemical
environmental factors. We cannot completely avoid being exposed to these
factors, but we must ensure that we are not exposed to them to such an
extent that our health is adversely affected.
The environmental factors which are of concern while selecting or
designing a workplace are—
Noise : Exposure to high levels of noise affects our concentration
while performing a task. The source of noise can be indoor (like TV
volume, whistle of a pressure cooker, running of a tap, machines, etc)
or outdoor (like road traffic, loud speakers, processions, etc).
Illumination : Illumination is the amount of light that falls on the
work surface. A workplace should be well-illuminated depending
on the task to be performed, age of the worker, duration of activity,
placement of light fixture, colour scheme of the work area, etc.
160 Climate : The four important factors which influence climate are
air temperature, radiation temperature of hot and cold surfaces, air
velocity and relative humidity. These factors also influence the energy
cost for the individual at work. The indoor climate can be controlled
by artificial means like fans, exhaust fans, room heaters, coolers and
air-conditioners.
Radiation : As you may have studied in Physics or Chemistry, when a
substance sends out rays or waves that are electromagnetic in nature,
it is called radiation. . Radiation has some benefits and some harmful
effects, depending on the type (alpha, beta, gamma, X-rays, UV rays),
intensity and duration of exposure.
Microbiological pollution : We are constantly exposed to micro-
organisms in the environment because they are present in air, water,
food, as well as in our bodies. When individuals do not maintain good
standards of hygiene and cleanliness, it promotes micro-organisms.
If they are harmful, they can cause disease. For example, a person
preparing food should wash her/his hands before starting work or
else the food will be contaminated with the micro-organisms on her/
his hands.
Chemical substances : At any given point of time, we are surrounded
by chemical substances present in the environment in the form of
liquids, gases, vapours, dust or solids. Some of these may cause
discomfort and some may be hazardous to health.
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Work Surface
Apart from the physical and chemical environment of a workplace, work
surface design also affects a worker’s comfort and health. This concept is
concerned with the height, width and depth of the work station. Appropriate
storage design and equipment design are also important factors which
affect work surface design.
While designing the work place the following points should be kept in
mind—
• What tasks are done?
• How the tasks are done?
• How many tasks are done?
• In what order are the tasks done?
Workplace design is concerned with the workstation, the equipments
and the body positions of the worker. Good workplace design reduces
stationary positions, repetitive movements and awkward body positions,
thereby improving the work quality.
Following points should be kept in mind while designing a good
workplace— 161
• Equipments or tools should be kept in places and at positions where
the worker can easily reach them. For example, in a kitchen, used
utensils and washed utensils should be kept on either side of the
washing area. Utensil detergents and cleaners should also be within
easy reach of the worker.
• For work that needs detailing, the workbench should be at a lower
position than for heavy work.
• Hand tools and other equipments used should be comfortable to
handle and should not cause injury.
• While performing a task the worker should not stay in difficult
positions, such as reaching or bending for long periods of time.
For most of the tasks that are performed, a worker may not have the
option to choose her/his workplace. However, she/he can design it as per
her/his needs and requirements.
A well designed workplace of a
student should include a well lit study Activity 2
area, preferably with a table. Room
temperature should be comfortable Design your study area as per your
and there should be minimum noise requirements, keeping in view the
in the room. If using a chair, the three components–work, worker and
height of the chair should neither be workplace.
too high nor too low, but according to
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the height of the study table. Books and stationery cupboards shelves
should also be placed nearby and easily accessible to the student.
The interface between work, worker and workplace can thus be
strengthened by judicious use of resources such as time and space. Let
us learn more about these two important resources in the next chapter on
Resource Availability and Management.
Key Terms
Work, Worker, Workplace, Work environment, Energy cost.
Review Questions
1. What is work? List the components of work.

2. What components of a worker facilitate efficiency of work?
3. Discuss the environmental factors that can inhibit a student’s work-related
activities.
4. How will you explain the interdependence between work, worker and
workplace?
162
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c. Resource
Availability and 10
Management
Learning Objectives

• describe time and space as important resources.
• analyse the need for managing time and space.
• discuss ways of managing time and space.
• discuss tools in time management. 163
• explain the principles of planning space.
As you have learnt in the previous chapter, resources are possessions,

material or funds which can be used to achieve goals. You have also learnt
that money, time, space and energy are some examples of resources. These
resources are assets for an individual. They are rarely in abundant supply
and are also not equally available to everyone. Therefore, to achieve our
goals appropriate management of all the resources that are available to us
is important. If these resources are wasted or not utilised properly we may
be hindered in reaching our goals.
Timely and efficient management of resources enhances their
optimism utilisation. In this chapter, you will learn about time and space
management. Money as a resource and its management will be dealt with
in Unit IV.
10C.1 Time Management

Time is limited and irreversible. Time is measured in years, months, days,
hours, minutes and seconds. We are provided with 24 hours of time each
day to use it as we like. The key is how we use that time. If not managed
properly, time keeps slipping away inspite of our effort to control it. No
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matter how important and valuable an individual may be, one cannot stop
time, nor slow it down, or speed it up. Once passed, time can never be
regained.
In today’s fast changing lifestyle, our demands and responsibilities at
home, at school and at work have increased. This has made the need for
managing time very important. To be successful it is essential to develop
time management skills. People who use these techniques become high
achievers in all walks of life, from agriculture to business to sports to
public service in all other professions and personal life. Time management
allows one to have adequate rest and recreation along with work.
The principle of time management is to concentrate on results, not
on being busy. People often spend their days getting anxious about the
unfinished task, but achieve very little, as they do not concentrate on what
matters the most– time. For example, some students may spend their time
worrying about examinations rather than actually studying for them.
All time management begins with planning. A time plan is necessary.
A time plan can be defined as an advance schedule of activities to be
performed in a given time period.
How good is your time management?

164
Before understanding the steps in time and activity planning, it is essential
to determine how effective your own time management is. How often are
you able to complete the task planned? Are you able to efficiently complete
your weekly, daily or hourly work? For most of us, it seems that there is
just never enough time in the day to complete all our activities.
Activity 1
The activity given below will help you identify your own time management skills.
Instructions: Score the questions given below and determine how well these statements
describe you. The following are the ratings for your answers:
Not at all =1
Rarely =2
Sometimes =3
Often =4
Very often =5
Examples: If for the first question the answer of your choice is ‘often’, then write a score
of ‘4’ in the respective box, and if your answer is ‘rarely’ you may write your score as ‘2’
and so on.
After answering all the questions add your scores across all the questions to get the
final total.
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Question Not at Rarely Some- Often Very

all times often
1. Are you able to complete your highest
priority tasks during the day?
2. Are you able to place all your tasks
according to their priority?
3. Are you able to perform your tasks in
the given time period?
4. Do you keep separate time for planning
and scheduling?
5. Do you keep track of the time spent on
the jobs done by you?
6. How often are you able to work without
distractions and interruptions?
7. Do you do goal setting to help you
decide the various tasks you would
work on?
8. Do you keep extra time margin in your
schedule to deal with ‘the unexpected’?
9. Do you prioritise the importance of any 165
new assignment given?
10. Are you able to complete your task
without being pressured by deadlines
and commitments?
11. Are you able to work effectively
on important tasks because of
distractions?
12. Are you able to complete your work
at the work place instead of taking it
home?
13. Do you prepare a “To do” list or an
action programme before carrying out
the tasks?
14. Do you consult persons with
experience before setting priorities for
a given task?
15. Do you consider whether the task
would be worth the time put in, before
you start your task?
Total =
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Score Interpretation
Score Comment
46-75 You are managing your time very effectively! However, check the section
below to make it even better.
31-45 You are good at some aspects, but there is scope for improvement
elsewhere. Focus on the key issues in the section below and you will most
likely find that work becomes less stressful.
15-30 The good news is that you have a great opportunity to improve your
effectiveness at work for long term success! However, to realise this you
have to improve your time management skills.
Steps in time and activity plan

(a) Start your work as quickly as possible. Do not waste time in avoiding
or delaying the task. When a student reaches home, she/he should
relax for a while, have a meal and then start with the school work
without postponing it for the end of the day.
(b) Get into a routine every day. Choose a time to accomplish certain
tasks, such as completing school work, doing household chores;
166 and then stick to the routine activities. The student should make an
everyday routine to complete work in time, without any delay.
(c) Prioritise your tasks. Before picking up any new task make sure it
does not impact the already existing activities. Do not undertake
too many activities at a particular time. If the time available is less
and work is more then keep the optional tasks for a later time and
complete compulsory activities first. For example, if the student has
a class test, she/he should first study for the test, then do homework
and later get involved in other activities.
(d) Do not commit yourself to unimportant and low priority tasks. Learn
to say ‘No’. If you have less time and more tasks in hand, you should
be able to say ‘No’ to the tasks which are not very important. For
example, the student can avoid watching television, if she/he has to
complete a task for the next day.
(e) Divide the big tasks into a series of small manageable activities. The
day’s school work (big task) can be divided into smaller tasks by
dividing the work as per different subjects.
(f) Do not waste energy and time on tasks which do not need much
attention.
(g) Deal with a task one at a time till it is completed or decide when to
deal with it. Do not put it aside before completion.
(h) Arrange ‘start’ and ‘stop’ times to schedule activities. Appropriate time
should be allotted to each subject without spending too much time on
each subject.
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(i) Make a schedule of your activities and tasks. This will help to effectively
manage time allocated to each task. A proper time schedule should be
prepared for the entire day, which must always include leisure time.
Types of Activities
Compulsory Optional
Example: Going on a
journey, planting trees and
Daily herbs at home, participating
in some functions, etc.
Example: Daily dusting and
cleaning of house, school
assignments, preparing for
school, cooking, resting, etc.
167
Weekly
Example: Washing clothes,

ironing clothes, weekly
cleaning of house, buying
grocery, preparing for weekly
school assignments, etc.
Monthly
Example: Paying monthly

school fee, rearranging
cupboards.
Yearly
Example: Final examination,

annual school events, health
check-ups, etc.
Figure 1: Types of Time Schedules
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Activity 2
An example of a time and activity plan of a student studying in Class XII, who lives in a
small town and lives near the school, is given below. In the next column write your own
time and activity plan.
Time Plan of a Student Your Time Plan

5:00 am wakes up
5:00 am – 6:00 am daily personal activities
6:00 am – 7:00 am studying/ helping in kitchen
work
7:00 am – 7:30 am bathing and getting ready
for school
7:30 am – 7:50 am breakfast and reading
newspaper
7:50 am – 8:00 am reaching school
8:00 am – 2:00 pm in school
2:00 pm – 2:10 pm reaching home
2:10 pm – 3:00 pm changing clothes, washing
168 hands and face, eating
lunch, etc
3:00 pm – 4:00 pm Resting/sleeping
4:00 pm – 6:00 pm studying and completing
school related work
6:00 pm – 8:30 pm playing outdoor, leisure
time, watching TV,
spending time with
parents, siblings, and
friends, etc.
8:30 pm – 9:00pm Dinner
9:00pm – 10:00 pm studying and preparing
school bag for next day
10:00 pm – 5:00 am Sleeping
Time plans are made according to the individual needs of a person.

Every individual has different goals and requirements, and therefore, a
different routine. For example a time plan for a student is very different
from a time plan of a person who goes out to work.
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Activity 3
Time Plan of a Rural Your Mother’s Time Plan

Homemaker
4:00 am wakes up
4.00 am – 5.00 am feeds and milks the cow
5:00 am – 5:30 am bathes and offers prayer
5:30 am – 7:00 am cooks and serves meal to
family
7:00 am – 9:00 am works in the fields
9:00 am – 10:30 am finishes other household
chores like cleaning the
house, utensils, washing
clothes.
10:30 am – 12:30 pm rest period which includes
activities like knitting,
chatting with family
members and neighbours,
watching TV
169
12:30 pm – 1:30 pm serves lunch to the family
and self
1:30 pm – 3:00 pm afternoon rest
3:00 pm – 4:30 pm fetches water for cooking
and drinking
4:30 pm – 6:00 pm other household chores
6:00 pm – 7:30 pm prepares dinner
7:30 pm – 8:30 pm serves dinner and has it
herself
8:30 pm – 9:30 pm finishes the remaining
household chores and
winds up
9:30 pm – 10:00 pm watches T.V, goes to sleep
Tips for effective time management

1. Create a simple “To Do” list
It helps you to identify the activities, reasons for doing them and a timeline
for completing them.
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S.No. Activity Day/ date of Reason for carrying

completion out the activity
2. Daily/ weekly planner

DAY Hours
A.M. P.M.
7-8 8-9 9- 10- 11- 12- 1-2 2-3 3-4 4-5 5-6 6-7 7-8 9- 10-
10 11 12 1 10 11
Mon
Tue
170
Wed
Thur
Fri
Sat
Sun
3. Long term planner

Use a monthly chart so that you can plan ahead. Long-term planners will
also serve as a reminder to constructively plan time for oneself.
January
February
March
April
May
June
July
August
September
October
November
December
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Tools in time management

Following are the tools which help in managing time effectively—
(i) Peak load period: It is the maximum load of work during a specified
period of time. For example, early morning time or dinner time.
a c BREAK
WORK
TIME
171
(ii) Work Curve: A device to trace the work against time.

Here, a to b is warming up period, c is plateau of maximum ability to
do work and d is maximum fall due to fatigue.
(iii) Rest periods/break periods
are defined as unproductive Activity 4
interruptions of working time.
The frequency and duration of Identify your daily peak load and rest
rest period is very important. It periods.
should neither be too long nor too
short.
(iv) Work simplification can be defined as the conscious seeking of the
simplest, easiest and quickest method of doing work. It implies proper
blending and management of two important resources, namely time
and human energy. It aims at accomplishing more work with a given
amount of time and energy, or at reducing the amount of either or
both to accomplish a given amount of work. In order to bring change
in work procedure as well as to simplify it, three levels of changes are
important. These include the following—
Change in hand and body motions: It involves changes in hand
and body motion only, keeping the same work tools and product.
Many tasks can be completed with less effort by—
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(i) Eliminating and combining certain process as, for example

• Allowing dishes to dry on utensil racks eliminates the
need to dry them by wiping.
• Making a list of all the items required from the market
and buying them together rather than getting each item
separately.
(ii) By improving the sequence and rhythm of work, for example
• Doing like tasks together – while cleaning the house, all
the processes of dusting, sweeping and mopping should
be done in continuation in all rooms together, rather
than cleaning each room separately. This also helps in
maintaining rhythm.
(iii) By developing skills at work – knowing and mastering a job
well help to eliminate extra motions thereby saving both time
and energy.
(iv) By improving body posture – i.e., maintaining a correct
and good body posture (see Figure 2 below), using muscles
effectively, keeping the body parts in alignment and finally
carrying the maximum weight on the bony framework, thus
releasing the muscles of all strains. For example, use of long
172 handle on the broom instead of bending and sweeping in
order to maintain a stable posture (see Figure 3).
Good Standing Posture – a good standing

position is one in which the head, neck,
chest and abdomen are balanced one upon
the other, so that the weight is carried mainly
by the bony framework and minimum effort
and strain is placed upon the muscles and
ligaments.
Similarly, Good Sitting Posture for work is
a well-balanced and poised position. The
weight is carried by the bony support of the
skeleton thus releasing the muscles and
nerves of all strain. The poise is such that as
much adjustment is done as is necessary to
carry out the work.
Figure 2: Figure showing alignment of body parts in line with gravity
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Broom with handle of comfortable length Broom with uncomfortable handle

leading to bending of back and
strain of back muscles
Figure 3
173
Change in work, storage space and equipment used: This requires
organising storage spaces, rearranging kitchen equipment,
planning work surfaces with proper height and width according
to the user, using labour-saving devices like pressure cookers,
washing machines, microwave oven, etc., which help in saving
time as well as hand motions.
Change in the end product: These changes result from the use of –
– Different raw materials – for example, using readymade
ground spices instead of whole spices, using organic seeds
to grow produce, etc.
– Making different products from same raw materials – for
example, making kulfi instead of ice-cream, lauki paranthas
instead of kofta curry, etc.
– Changes in both the raw material and finished product – for
example, using ball pen instead of ink pen, etc.
10C.2 Space management

Space is utilised by people to carry out various activities at home, outside
the home and at workplace. You must have observed that a well-designed
room gives a sense of spaciousness, while a room with similar dimensions,
if not managed well, results in the room looking apparently cramped or
cluttered. Space management involves planning of space, organising it as
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per the plan, implementing the plan in terms of its utilisation, and evaluating
it in terms of achieving functionality and aesthetic appeal. A well-managed
space not only offers comfort while working but also appears attractive.
Space and the home

Sitting, sleeping, studying, cooking, bathing, washing, entertainment, etc.
are the major activities to be carried out in the home. To conduct each
of these activities and the actions that may follow them, usually specific
areas are identified in the home. Wherever there is space available,
specified rooms are built to carry out such activities. Most urban middle
Socio-economic Status (SES) homes are likely to have sitting room/area,
bed room/rooms, kitchen, store room, bathroom and toilet, verandah/
courtyard (optional).
Besides the above, some homes may additionally have other rooms like
dining room, study room, entertainment room, dressing room, guest room,
children’s room, garage (for scooter, car), stairs, passages, puja room,
garden, terrace, etc. Let us learn, how to plan spaces?
Activity 5
174
Make a list of different rooms/areas in your house and the activities carried out in each
of these. For example–
Rooms Activities
Kitchen Cooking
Principles of space planning

Space must be planned for its optimal utilisation. Following are the
principles to be kept in mind while assigning/designing work areas in the
house–
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(i) Aspect: ‘Aspect’ indicates the arrangement of doors and windows in

the external walls of a building which allows the occupants to enjoy
the nature in the form of sunshine, breeze, scenery, etc.
(ii) Prospect: ‘Prospect’ in its proper sense, is the impression or impact
that a house is likely to make on a person who looks at it from outside.
Therefore, it includes the attainment of pleasing appearance using
natural beauty, positioning of doors and windows, and covering up of
undesirable views.
(iii) Privacy: Privacy is one of the most important principles in space
planning. Privacy requires consideration in two ways:
Internal privacy : Privacy of one room from another is referred to
as internal privacy. It is attained by careful planning in the house
with respect to grouping, positioning of doors, provision of small
corridor or lobby, etc. Internal privacy can be also be achieved
by setting up screens and curtains. In some homes with large
families separate sitting area is provided for women, ensuring
their privacy.
External privacy : This means privacy of all parts of a house from
the neighbouring buildings or houses, public streets and by-ways.
It can be a shade secured by carefully planning the entrance and
covering it with a tree or creepers. 175
External privacy – A house secured by fence and shrubs
Activity 6
Talk to members of your family from different age groups and ask them what they
understand by privacy.
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(iv) Grouping: It implies the outlook of rooms with respect to their relative
position with each other. For example, in a building, the dining area
must be close to the kitchen and the kitchen must be away from the
toilet.
Livingroom
Bedroom
176
Toilet
Kitchen
House plan
(v) Roominess: It is the spacious effect a room gives to those who live in
it. The available space should be fully utilised. For example, one can
have built-in wall cupboard, shelves and storage area so that the floor
of the room is left free for various activities. In addition, the size and
shape of the room, the furniture arrangement as well as the colour
scheme used have a bearing on its roominess. Well proportionate
rectangular room looks spacious compared to a square room of similar
dimensions. Light colours make a room look more spacious than dark
ones.
(vi) Furniture requirements: The rooms must be planned with due
thought to the furniture to be placed there. Every room in a building
should serve its purpose well. Care must be taken to place only
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required pieces of furniture. Furniture must be arranged in such a

way so that one gets free circulation spaces.
177
Unfurnished rooms, which are later furnished, meeting all the furniture requirements
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(vii) Sanitation: Sanitation consists of providing ample light, ventilation,

facilities for cleaning and sanitary conveniences in the following
manner:
(a) Light: Light has two-fold significance, firstly it illuminates, and
secondly, it helps maintain hygiene. Light in a building may be
provided by natural or artificial sources. Windows, bulbs, tube-
lights are some sources of light.
(b) Ventilation: It is the supply of the outside air into the building.
Good ventilation is an important factor which affects comfort in
the building or room. This is generally achieved by placing the
windows, doors and ventilators such that they may allow as much
breeze as possible. Windows, if placed opposite to each other,
provide good ventilation. Lack of fresh air in the building may
lead to headaches, sleepiness, inability to focus attention, etc.
Ventilation may be natural or mechanical (using exhaust fan).
(c) Cleanliness and sanitary conveniences: General cleaning and up-
keep of the building is the responsibility of the occupants, but
even then some provision to facilitate cleaning and prevention of
dust are necessary in planning. Sanitary conveniences include the
provision of bathrooms, water closets and lavatories in a building.
Lavatories and bathrooms in rural houses are constructed as a
178
separate unit, usually in the backyard or the frontyard, away
from the other rooms, thus maintaining hygiene.
(viii) Circulation: Air circulation from room to room should be possible.
Good circulation includes an independent entry to each living space
through a common space. It also ensures privacy to members.
A School Building
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(ix) Practical Considerations: While planning spaces, one may consider

practical points such as strength and stability of the structure,
convenience and comfort for the family, simplicity, beauty and provision
for expansion in future. One should not economise by creating a weak
structure.
(x) Elegance: ‘Elegance’ is the effect produced by the general layout of the
plan. Without compromising on economy, the space plan should be
aesthetically appealing.
The above mentioned principles when considered, aid in space
planning and management.
In this chapter we learnt about two very important resources—time
and space, and the efficient ways to use them. In the next chapter we shall
learn about yet another significant resource – knowledge, and the ways
in which it can be acquired. The processes of learning, education and
extension are basic for knowledge acquisition.
Key Terms
Time management, Space management, Time plan, Activity plan, Work

simplification.
179
Review Questions
1. Describe time and space resources.

2. Why is time management necessary?
3. Discuss the steps in a time and activity plan.
4. What are the tools in time management?
5. Define space management. Discuss the principles of planning space inside
the home.
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D. Learning,
Education and 10
Extension
Learning Objectives

• discuss the meaning and types of learning.
• describe the role of education in the context of family, school,
community and society.
180 • explain the significance of extension education and methods.
• examine some of the extension programmes in India.
10D.1 Learning
Introduction: By now, so much learning must have taken place in your
life that you do not need to be told what it means. You would agree that
learning plays a very vital role in our lives. It is the key to our knowledge,
understanding and behaviour. We start learning from the moment we
are born. In fact, research has shown that the foetus learns even in the
mother’s womb! In other words, learning begins with life. Thus, learning
can be described as–
• the acquisition of new behaviour or the strengthening or weakening of
old behaviour as a result of experience.
The process of learning involves three main components–

• Learner, whose behaviour gets modified
• Training required for behaviour modification
• Resources, human and material.
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Learning can be of five types

(i) Verbal learning: Acquisition of verbal behaviour such as learning
of languages is the result of verbal learning. Normally, we use
communication devices such as signs, pictures, symbols, words,
figures, sounds and voices as instruments for this type of learning.
It also includes learning of semantics or procedural knowledge from
written or spoken prose. For example, learning by reading lessons in
a textbook.
(ii) Rote learning or memorisation: This is also a form of verbal learning.
However, this form gives less importance to understanding the deeper
meaning and inferences of the subject being learned; instead it
focusses on memorising the material. The major practice involved in
rote learning techniques is learning by repetition. Rote learning is
used in diverse areas, from mathematics to music to religion. For
example: learning poems and multiplication tables or the Surahs/
Shlokas (religious sayings) are examples of rote learning.
(iii) Motor learning: In this type of learning we learn to use all types
of muscles leading to physical dexterity and ultimately development
of skill. Some examples are learning to swim, drive, sew, knit, type,
181
play musical instruments, cycle, draw, paint, dance, etc. Acquisition
and mastering of various skills through this type of learning provides
confidence and satisfaction to the learner.
(iv) Concept learning: In concept learning an image is acquired in our
mind as a result of perception, previous experience, training and/or
certain cognitive processes. A mental image denotes a generalised idea
about something. For example, when we have developed a concept of
an animal called dog, every time the word ‘dog’ is uttered a mental
image with all the characteristics of a dog comes to our mind. Concept
learning is useful in recognising, naming and identifying things and
ideas. Gradually this enables learners to grasp theoretical concepts
such as justice, truth and heterogeneity.
(v) Problem-solving: As the name indicates problem-solving denotes
higher order learning. It requires cognitive abilities like thinking,
reasoning, discrimination, generalisation, imagination, ability to
observe, to infer, and draw conclusions. People of all ages are engaged
in problem-solving – an infant solves her/his problem of being hungry
by crying for milk, while a student solves her/his problem of finishing
an assignment by working on it in earnest. Thus in the process of
problem-solving one learns a lot.
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To sum up
Types of Learning
• Verbal Learning: e.g. learning a new language.
• Rote Learning: e.g. learning of poems, multiplication tables, religious
hymns.
• Motor Learning: e.g. driving, typing, sewing, cycling, swimming.
• Concept Learning: e.g. national flag, liberty, emotion.
• Problem-solving: e.g. maths sums, puzzles, crossing a busy road.
10D.2 Education
Have a look at the picture on this page and respond to the following
statements. In your daily experience does education mean:
(a) Reading a lot of bulky books and memorising

them?
Yes  No  Sometimes 
(b) Something that is taught in the formal
system using a pre-defined curriculum?
182 Yes  No  Sometimes 
(c) Acquiring new concepts?
(d) Realising one’s potential?
In this section we will see how education contributes to our

understanding of human ecology, i.e. the family, the school, community
and society.
Education facilitates our understanding of the world through
our physical, emotional, cognitive and transcendental
experiences. It also helps in unfolding the of
n tr al aim
potential that human beings have. Education The
c e in of
g
is th e build
can occur in various settings, both formal educati
o n man
s o f the hu
and informal. Formal education implies wer is the
the po s p ir it… it
teaching through focussed instruction n d and
mind a k n o wledge
g o f e
whereas informal education refers to learning evokin r to us
that is accomplished with relatively little o f th e powe a d
n
d
will, an c h a racter
input, in every day, unstructured settings. It dge ,
knowle
is critical to understand that teaching can only
culture
. 20th
u r o b in do, a
be meaningful when learning has happened; A sopher
– Sri ia n Philo
and that learning is a process that a student y In d
Centur
undergoes rather than something that is ‘done
to’ a learner.
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As a student of Class XI you may wonder how the processes in

education mentioned above are linked to your education so far. In school,
you are a student in formal education, although a lot of your learning and
education take place outside school as well. The figure that follows provides
a graphic representation of the different components of institution-based
education.
Learner (Adult or Curriculum

Child/Male or Female/ (Content/ Themes/
Urban or Rural) Language)
Learning Environment Teacher/Educator/

and other Physical EDUCATION Facilitator
Settings
183
Research Extension
Activities Activities
Figure 1: Components of Education
Education and the family

You have read in the chapter on ‘Family’ in Unit II A that the family begins
to perform the function of ‘socialisation’ from well before the child goes to
school, and also while she/he attends different educational institutions.
Socialisation includes ‘educating’ the child about the family’s ways of
living, its values, beliefs and attitudes. Thus the child not only learns
to speak the language of the family, but also learns, for example, how to
behave when visitors arrive, and what she/he must not do to displease the
parents and others.
Now, the question is how does education contribute to our understanding
of the family, its concerns and needs? From Figure 1 you can see that
all formal education has content, referred to as curriculum. Throughout
different stages of education, from primary to tertiary, there are many
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lessons and subjects that inform us about the family. Starting from writing
your first essay and drawing a picture of the family in a primary class, you
began to form the broad concept of a family. Then many aspects of the
184 Social Studies curriculum also provided information about diversity in
families in the world. Subjects like Sociology, and now Human Ecology
and Family Sciences enrich your knowledge further in this area. Thus,
we get to know that there are urban, rural and tribal families with varied
needs and experiences.
Activity 1
Recall the first time you may have written an essay on ‘My Family’. If you were to write
on this topic today which five points will you highlight in it?
1. ______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
4. ______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________
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Education and the school

Most of you associate education first of all with school. You have read
about the significance of school in forming relationships in a chapter in
Unit II A.
In the present times the school is an important institution in providing
formal education to children from Classes I to Classes XII. In many parts
of the country, the preschool group is also attached to the formal school.
In many systems after Class X, the students join a college to complete
Classes XI and XII. We have used the term ‘formal’ education many times.
It is also possible for a student to be in ‘non-formal’ education. What is the
difference between formal and non-formal education? In what contexts are
the two systems relevant?
(a) Formal education: Formal education is systematic teaching-
learning activity, undertaken by institutions which may be run by the
government or by recognised non-government agencies. Thus schools,
colleges, universities, technical and professional institutions provide
formal education. All formal institutions of education share certain
characteristics. These are–
Formal education is chronologically graded starting from primary
schooling, reaching to higher secondary, and then tertiary 185
education at the university level. It implies that before moving to
a higher grade it is mandatory to formally pass the previous grade
or level.
The curriculum is pre-determined, although there is flexibility in
how the teacher transacts it in the classroom.
The learners have shared goals for seeking that particular kind
or level of education.
All learners are examined during the session and at the end of
completion of the curriculum. After successful completion, they
are awarded a certificate/diploma/degree.
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(b) Non-formal education: In India there are many children who are
unable to go to school due to various reasons. These are listed in the
chapter on ‘Care and Education’ of Unit-III. Then there are adults who
could not attend school or complete their education when they were
younger. The system of non-formal education provides opportunity to
these learners to receive education.
Thus non-formal education is a systematic educational activity that is
carried out outside the formal framework. There are non-formal centres
for street and working children, and adult education programmes for
older persons. While the goal of education here too is to gain knowledge
and develop skills, some of the characteristics are different from formal
education. These are given below:
Since the learners are heterogeneous in age, previous educational
experience and goals, the system is not rigidly graded.
The instruction is learner-centred and learners’ perspective is
given importance.
Teachers act as facilitators and the curriculum they impart is
need-based.
Local initiatives and self-help groups are encouraged to develop
such programmes for meeting the needs in their community.
The learners may receive certificates, however, diplomas and
186
degrees are not awarded.
Activity 2
Other than your school, name one formal government school and one private school in
your city.
1. ____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
Find out if there is any centre of non-formal education in your city, town or village. Write
down its name.
__________________________________________________________________
Education, community and society

All education that children, youth and adults experience must finally
help in the development of the community around us and the society as a
whole. Knowledge gain, personal development as well as skill acquisition
through processes in education empower individuals to contribute to
nation building, and at a global level to human development.
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If you can look up Figure 1 on Components of Education, you will note

that ‘extension activities’ are an integral part of education. The next section
deals with Extension Education and its relevance to the development of
communities.
10D.3 Extension
Three important processes in education besides learning are–
• Creating new knowledge through research
• Disseminating knowledge through teaching
• Putting knowledge into practice, and applying it through extension.
Thus there is a close link between education and extension. Today,

extension is a tool for national development through research, training
approach, communication and technology, NGO movement and government
interventions.
Extension and extension education

Extension means to extend knowledge from known to unknown. It is a 187
two-way process of sharing knowledge and experiences for mobilising
individuals and groups for personal and community development. For
example, Gram Sevaks and Gram Sevikas working in the community take
the problems of the people to the extension officers or other educational
institutions; after these are discussed at the block level the solutions are
carried back to the community.
Extension education is a full-fledged discipline, with its own philosophy,
objectives, principles, methods and techniques which must be understood
by every extension worker and others connected with community
development. When learning and knowledge are put into practice, and
extended to the community, it is referred to as extension education.
A look at the historical perspective reveals that this field has evolved
as a result of the efforts of social reformers. Social reformers attempted to
do reconstruction work to rebuild rural life through experiments.
Some of the examples are:

1. Sevagram in Maharashtra by Mahatma Gandhi in 1920 to provide basic
education and achieve self sufficiency
Website for more information: http://wardha.nic.in/htmldocs/sevagram.asp
2. Shantiniketan in Bengal by Rabindranath Tagore in 1921 to assist villagers in
solving their pressing problems. A full-fledged university called the Visva Bharati
University came up here later.
Website for more information: http://www.wb.nic.in/westbg/shanti.html
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Principles of extension education

(i) Principle of interest and need: Extension work must be based on
the needs and interests of people. As these differ from individual to
individual, from village to village, from block to block, and from one
state to another, there cannot be one programme for all people.
(ii) Principle of cultural difference: Extension work takes into account
the cultural background of the people with whom the work is being
done. This means that the extension worker has to know the knowledge
level, and skills of the people, methods and tools used by them, their
customs, traditions, beliefs, values, etc. before starting any extension
programme.
(iii) Principle of participation: Extension helps people help themselves.
Good extension work is directed towards assisting rural and urban
families to work out their own problems rather than giving them
ready-made solutions.
(iv) Principle of adaptability: An extension programme should be flexible,
so that whenever required, necessary changes can be made to meet
the varying conditions on the ground.
(v) The grassroot principle of organisation: Extension work should be
188 sponsored by the local community. The aim of organising the local
groups is to demonstrate the value of new practices or programmes
so that more and more people would participate to adopt them.
(vi) The leadership principle: More extension work is based on the
utilisation of local leadership. People have more faith in local leaders
and hence their identification and training is essential so that new
ideas are accepted in the community with least resistance.
(vii) The whole-family principle: Extension work will have a better chance
of success if it is carried out with the whole family, i.e., all men, and
women, children and the youth members of the family.
(viii) Principle of co-operation: Extension is a co-operative venture. It is
a joint democratic enterprise in which people co-operate with their
village, block and state officials to pursue a common cause.
(ix) Principle of satisfaction: The end-product of the effort of extension
teaching is the satisfaction that comes to the participants in the form
of solving a problem, meeting a need, acquiring a new skill or bringing
about some other change in behaviour.
(x) The evaluation principle: Extension is based on methods of science,
and it needs constant evaluation. Effectiveness of the work done is
measured in terms of the changes brought about in the knowledge,
skills, attitudes and adoption behaviour of the people, and not merely
in terms of achievement of physical targets. For example, when Gram
Sevikas inform women about immunisation of children against Polio,
then afterwards they must try to evaluate whether or not the incidence
of polio has gone down.
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Extension teaching methods

Extension work is carried out using several methods. These are:
(i) Farm and home visits: These constitute the direct or face-to-face
contact by an extension worker with the individual or/and the
members of the family to exchange information and to get acquainted
with their problems.
(ii) Result demonstration: Result demonstration is an educational test
to prove the advantages of recommended practices and to demonstrate
their applicability to the local condition. This method can be used to
show the superiority of certain practices, such as the use of fertilisers,
insecticides and pesticides and high yielding varieties of seeds in
farming.
( iii) Method demonstration: It is used to show the technique of doing
things or carrying out new practices, e.g. preparing a nursery-bed,
treating seed with insecticides and fungicides, line-sowing, taking a
soil sample, grafting fruit trees, etc.
(iv) Group discussions: All the farmers cannot be contacted by extension
workers individually because of their large number. It is convenient
and feasible to contact them in groups. This method is commonly
known as group discussion. 189
(v) Exhibitions: An exhibition is a systematic display of information,
actual specimens, models, posters, photographs, and charts, etc. in
a logical sequence. It is organised for arousing the interest of the
visitors in the items displayed. Exhibitions are used for a wide range
of topics, such as planning a model village or demonstrating improved
irrigation practices.
(vi) General meetings: These are usually held for passing on certain
information to the people for future action. For example to prepare
the community for celebration of Van mahotsav, a national festival.
(vii) Campaigns: Campaigns are used to focus the attention of the people
on a particular problem, e.g. rat control, village sanitation and plant
protection, the production of rabi crops and family planning. These
build up community confidence and involve the people emotionally in
a programme.
(viii) Tours and field-visits: Conducted tours for farmers are used to
convince them and to provide them with an opportunity of seeing the
results of new practices, demonstration skills, new implements, etc.
and to help them gain an idea regarding the suitability and application
of these in their own area.
(ix) Use of Audio-Visual Aids such as:
Printed matter (literature). Includes newspapers, magazines,
bulletins, leaflets, folders, pamphlets and wall news-sheets for
communicating information to a large number of literate people.
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Radio is a mass medium of communication and can reach a

large number of people at any given time involving the
least expense.
Television is one of the most powerful medium of communication.
It combines both audio and visual impact and is very suitable for
the dissemination of all kinds of information.
Motion-pictures (movies) are an effective tool for arousing
interest among the people, because they involve seeing, hearing,
and action, and sometimes to near life experiences.
Some of the Rural Employment Generation

and Other Schemes
There are many schemes planned by the government for improving the
quality of life of people in both rural and urban areas. Some of these are
described below.
1. Swarnajayanti Gram Swarojgar Yojana (SGSY): This programme was
launched in April, 1999. It is a holistic programme covering all aspects
of self-employment such as organisation of the poor into self-help
groups, training, credit, technology, infrastructure and marketing.
190
The objective of SGSY is to provide sustainable income to the
rural poor. The programme aims at establishing a large number of
micro-enterprises in rural areas, based on the potential of the poor.
It is envisaged that every family assisted under SGSY will be brought
above the poverty-line.
2. Jawahar Gram Samridhi Yojna (JGSY) is the restructured, streamlined
and comprehensive version of the erstwhile Jawahar Rozgar Yojana.
Designed to improve the quality of life of the poor, JGSY was launched
on 1 April 1999. Its primary objective is the creation of demand
driven community village infrastructure including durable assets (e.g.
training centre) at the village level. These assets are created to enable
the rural poor to increase opportunities for sustained employment. The
secondary objective is the generation of supplementary employment
for the unemployed poor in rural areas.
3. MP Local Area Development Programme: MPLADP was launched in
December 1993 as a central sector scheme to enable members of Lok
Sabha and Rajya Sabha to execute the schemes of their choice that are
developmental and based on locally felt needs within the guidelines
for this purpose.
The works which can be carried out under this scheme are
construction of buildings for schools, hostels, libraries and shelter
for old/handicapped, construction of link/approach roads, culverts/
bridges, public irrigation and public drainage facilities, etc.
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Expand the following acronyms

1. SGSY ______________________________________________________
2. JGSY ______________________________________________________
3. MPLADP ______________________________________________________
Locate one more extension programme in your area and write its name below.
___________________________________________________________________
Look up the following website for more information

http://www.krishiworld.com/html/agri_extension_edu1.html
Group assignment: (make groups of 6-10, each group to select a separate field of
study and target group)
1. Select an appropriate topic from the field of farming or agriculture or technology
or health and hygiene for one of the following groups–
• Adolescent girls from an urban slum
• Adolescent girls from a rural area
• Urban youth in the age group of 20-30 years
• Rural youth in the age group of 20-30 years
• Parents of primary school in rural/urban area
• Your own classmates 191
• Marketing management trainees to be posted in villages
• Housewives
• Working women
2. Search appropriate subject matter for the same.
3. Choose an extension method to teach selected topic to the selected group.
4. Give reasons for your choice of topic, subject matter and extension method.
One distinct advantage of being involved in extension activities at the

grassroot level is that it offers the valuable opportunity to know the cultural
heritage of our country. India has a rich and diverse cultural heritage. In
the next chapter we shall learn about one aspect of this heritage – the
Textile Heritage.
Key Terms
Learning, Education, Non-formal Education, Extension Education, Rural

Employment Generating Schemes
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Review Questions
1.
Explain the term—learning and its types.
2.
Describe any three components of education.
3.
Differentiate between formal and non-formal education.
What do you understand by extension education? Enumerate its principles.
4.
5.
Select and describe two most suitable extension methods for the following
situations. (Teacher’s guidance may be required)
(a) To popularise education for the girl child.
Or
(b) Importance of men sharing house work.
192
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E. Textile
Traditions in
India
10
Learning Objectives

• recognise the diversity of textile products produced in India
since millennia.
• identify the areas associated with production of cotton, silk
and wool fabrics. 193
• describe the concept of dyeing and its occurrence on textiles.
• explain the characteristic features of embroideries of different
parts of the country.
• discuss the significance of prevailing traditions of textile
production in the socio-cultural and economic setup of our
lives.
10E.1 Introduction
In the earlier chapter ‘Fabrics Around Us’ you became aware of the diversity
of the textile products and their usage. Have you ever wondered how these
came to exist, and how in India they are considered an important heritage?
If you ever visited a museum, you must have noticed a section where fabrics
and apparel are displayed. You may have realised that not only there are
fewer exhibits in this section, they are also not as old as other objects. This
is because fabrics decay much more quickly than bone, stone or metal.
However, archaeological records depicting clothed human figures on wall
and sculptures indicate that humans knew the art of making cloth even
20,000 years ago. We also learn about them from references in ancient
literature and paintings on walls in caves and buildings.
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Textile materials have fascinated humans since ancient times and have
been an essential part of civilisation. People of all ancient civilisations
developed techniques/technologies for utilising the raw material available
in their region. They also created their own distinctive designs and produced
elaborately designed products.
10E.2 Historical Perspective in India

The manufacture of sophisticated textiles in India is as ancient as the Indian
civilisation. Fabric has been used as a symbol while describing the creation
of the universe in the Rig Veda and the Upanishads. The universe, in these
texts, is described as ‘a fabric woven by the Gods’. The appearance of Day
and Night, as they bring light and darkness over the earth, are compared to
the movement of the shuttle in the loom by the weaver.
Weaving is one of the oldest arts and fine fabric products have been
made from very early times. Cloth fragments, as well as terracotta spindles
and bronze needles, that have been found at the excavation site at Mohenjo-
Daro, are evidence that the traditions of cotton spinning, weaving, dyeing
and embroidery in India are at least 5000 years old. India was first among
the ancient civilisations to discover colour and perfect the technique of
194
application on textile materials, especially on cotton. Dyed and printed
cotton fabrics were exported to other nations and they were known for
their colourfastness properties. Classical (Greek and Latin) literature has
reference to them, e.g. “colour on Indian fabrics is as lasting as wisdom”.
Throughout the period of recorded history there are references extolling
the excellence of Indian fabrics made from cotton, silk and wool. They
were known for their fabric characteristics as also for designs produced on
them through weaving, resist dyeing, printing and embroidery. They soon
became coveted items of trade, helped in political linkages and influenced
the establishment of such industries in other countries. From around 15th
century onwards India was the greatest exporter of textiles ever known. The
setting up of the various East India Companies by the European nations
was associated with textile trade from India.
10E.3 The Three Main Fibres

Traditionally Indian fabric production is associated with three main
natural fibres, which are cotton, silk and wool. Let us now discuss their
significance.
Cotton
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India is the home of cotton. Cotton cultivation and its use in weaving
are known since prehistoric times. The spinning and weaving techniques
developed here produced fabrics, which came to be known for their
extreme fineness and decorations. Cotton travelled from India to all over
the world. That it was a trade item is learnt from the material recovered
from archeological digs in the ancient land of Babylon with Harappan
seals. When the Romans and Greeks first saw cotton, they described it as
wool that grew on trees.
The legends associated with cotton weaving are many. Dacca (now in
Bangladesh) produced the finest fabric—the mulmul khas or the royal
muslin. It was so fine that it was almost invisible and thus had poetic
names; baft-hava (woven air), abe-rawan (flowing water), shabnam
(evening dew). The Jamdani or the figured muslin traditionally woven in
Bengal and parts of North India using cotton is one of the finest brocade
products of Indian weaving.
In regular weaving, the filling yarn passes over and under the warp yarn in a specific
sequence. But when brocade designs in silk, cotton, or gold/silver yarns are to be
woven, these yarns are transfixed in between regular weaving. Depending upon the
fibre content used for patterning there may be cotton brocades, silk brocades, or zari
(metallic yarn) brocades. 195
Besides the proficiency in making cotton fabrics, India’s crowning

textile accomplishment was the creation of pattern in the cotton cloth with
brilliant fast dyes. Until the 17th century, Indians alone had mastered the
complicated chemistry of cotton dyeing, which was not mere application
of pigments to the surface, but produced fast and lasting colours. Indian
Chintz (printed and painted cotton cloth) had revolutionised European
fashion and market. Indian craftpersons were ‘the master dyers to the
world’.
Cotton is woven universally all over India. Super fine yarn is still spun
and woven in many places, though the bulk production may be thick. The
materials are made in a variety of designs and colours and find specific
usages in different parts of the country.
Silk
Silk fabrics have been made in India since ancient times. We learnt in the
earlier chapter that the origin of silk was in China. However, some silk
must have been used in India as well. Silk weaving is mentioned as early as
the 3rd century BC., and distinction is made between Indian and Chinese
silk. The silk weaving centres developed in and around the capitals of
kingdoms, holy cities or trade centres. As the weavers migrated, it helped
in the development and creation of many new centres. Different regions
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in our country have specific silk weaving styles. Some of the important
centres are–
Varanasi in Uttar Pradesh, which has an old tradition in weaving special
styles. Its best-known product is the brocade or kinkhwab. Its splendour
and elegance and the high cost of the fabric gave it its name—kinkhwab
meaning something a person cannot even dream of or a fabric which is
seldom seen in a dream or the golden (kin) dream (khwab).
West Bengal is traditionally famous for its silk weaving. By using a
loom similar to that of Jamdani weavers, the weavers of West Bengal weave
a silk brocaded sari called Baluchar Butedar. This style originated from
a place called Baluchar in Murshidabad district. It is now successfully
being produced in Varanasi. Here the plain-woven fabric is brocaded with
untwisted silk thread. The most characteristic feature of these sarees is
their pallav or the end piece. It has unique designs, depicting scenes from
epics, royal court, domestic or travel scenes with riders and palanquins.
Mango motif is most commonly used in borders and pallavs.
Gujarat developed its own style of kinkhwabs. Very fine textiles were
produced in Bharuch and Cambay, which were popular in the courts of
Indian rulers. The Ashavali sarees of Ahmedabad are known for their
beautiful brocade borders and pallavs. They have rich gold or silver metallic
background on which patterns are woven with coloured threads, giving
196
the fabric an enamalled appearance. Human, animal and bird motifs are
frequently incorporated into the pattern as they are an integral part of
Gujarati folk tradition.
Kanchipuram in Tamil Nadu is a famous brocade weaving centre in
South India from ancient times. The traditional sarees display bird and
animal motifs with rich brocaded pallav. Dark colours like red, purple,
orange, yellow, green and blue predominate in South Indian fabrics.
Paithan, located on banks of Godavari River near Aurangabad in
Maharashtra, is one of the oldest cities in Deccan region. It is famous
for a special silk saree with gold inlay weaving for borders and motifs.
The tapestry weave used in Paithan is the oldest technique of decorative
weaving. It is known for its closely woven golden fabric. In the shimmering
gold background, various patterns (butas, the tree of life, stylised buds
and floral borders) are worked in red, green, pink and purple glow like
jewels.
Tapestry weave utilises the principle of discontinuous weft or filling yarns, thus
allowing multicoloured yarns to be used. It results in the fabric appearing the
same on its face and reverse side.
Surat, Ahmedabad, Agra, Delhi, Burhanpur, Tiruchirapalli and

Thanjavur are other traditionally renowned centres of zari brocade
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From Kanchipuram
197
Kinkhwabs
Baluchar Butedar
Piathani
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198 Banaras Brocade Kullu Shawl
Shawl Jamawar
Shawl
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weaving.
Wool
The development of wool is associated with the colder regions like hills of
Ladhakh, Jammu and Kashmir, Himachal Pradesh, Uttar Pradesh, hills
of West Bengal, some N.E. states, Punjab, Rajasthan and a few places of
Central and West India. Specialty hair, i.e., the hair of animals other than
sheep, (mountain goats, rabbits and camels) have also been used in India.
The earliest references of wool make mention of very fine hair obtained
from mountain goats and some deer like animals.
Kashmiri literature of 11th century confirms the weaving of multicoloured
woolen fabrics during the period. From the 14th century, the Persian
influence led to the production of shawls. It utilised the most complex
tapestry weave in a multitude of colours and intricate patterns. The best
shawls were made from pashmina and shahtus, the hair of mountain
goats. The Mughal emperors were responsible for promoting this art and
shawls of Kashmir became world famous. Like the printed cotton these
were a major export item from 18th century. Later embroidery was also
introduced in shawls. The designs of the shawls copy the beauty of nature
of Kashmir. The mango motif, also known as paisley, is seen in countless 199
varieties and colour combinations.
Akbar is said to have introduced the style of Jamawar shawls. These were
large shawls designed in a manner, which were also suitable for making
garments (Jama, i.e. cloak and war meaning yardage). You may have noticed
in paintings in museums or illustrations in books, the Mughal rulers usually
have large shoulder wraps in intricate designs.
The shawls of Himachal Pradesh are mostly woven in angular geometrical

motifs grouped in straight horizontal lines, bands and stripes, one or two
placed vertically as well. Kullu valley specifically is known for shawl weaving
and several other woollen fabrics like pattu and dohru (wraps for men).
In the recent years shawl weaving in other places have also gained
importance. Special mention can be made of Amritsar and Ludhiana in
Punjab, Uttrakhand and Gujarat.
10E.4 Dyeing
We have already learnt that the history of dyeing in India is very old. Before
the middle of 19th century the dyes were obtained only from natural
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sources. Most of the dyes used were from plants – roots, bark, leaves,
flowers and seeds. Some insects and minerals also yielded colour. The
analysis of the old samples confirms that Indians had a deep knowledge
of chemistry of dyes and techniques of dye application to produce fabrics,
renowned for their colourfastness properties.
Resist dyed fabrics

The oldest form of designing with colour is resist dyeing. Having perfected
the art of dyeing, it must have been discovered that if certain parts of
material were prevented from absorbing the dye, it would retain its original
colour and thus appear designed. The resist material could be thread,
pieces of fabric, or substances such as clay and wax that offer physical
resistance. The most common method of resist is tying with thread. There
are two methods of tie and dye fabrics produced in India; fabric tie and
dye and yarn tie and dye. In both cases the part where design is required,
is tied up by tightly winding a thread around it and dyeing. During the
dyeing process, the tied areas retain the original colour of the ground. On
drying, some tied up parts are opened and some more tied and dyed again.
The process can be further repeated for more colours, always proceeding
200 from light to dark colours.
Tie and dye has a ritualistic significance. Among the Hindus, the thread
tied around the wrist before any religious ceremony is white, yellow and
red tie-dyed. Tie and dyed fabrics are considered auspicious for marriage
ceremonies; the dress of the bride and turbans of male members are
generally of these fabrics.
(i) Fabric tie and dye: Bandhani, chunari, laheria are some of the names
of materials in which the pattern is created by tie-dyeing the fabric
after it is woven. A typical tie and dye design is bandhej where the
patterns comprise innumerable dots; another is the laheria type where
the pattern is in the form of diagonal stripes. Gujarat and Rajasthan
are the homes of this type of fabrics.
(ii) Yarn tie and dye: This is a complicated process of producing designed
fabrics. These are known as Ikat fabrics. Fabrics are produced by a
technique in which the warp yarns or filling/weft yarns or both are
tie-dyed before weaving. Thus, when the fabric is woven, a specific
pattern appears depending on the dyed spaces of the yarns. If only
one yarn, i.e., only warp or weft yarn is tie-dyed, it is called single Ikat;
if both yarns are so treated, it can be combined Ikat (both are creating
separate patterns) or double Ikat (a unified pattern is created).
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201
Ikat Fabrics
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202
Ikat Fabrics
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The Ikat artisan is not only proficient in the art of dyeing; she/he also has
the technical knowledge of weaving. The process consists of calculating the
amount of warp and filling yarns required for the article to be made. The tying
of the yarn and weaving it after dyeing require great expertise so that warp and
filling yarns match to produce the design.
Gujarat has the richest tradition of Ikat weaving. Patola is the most
colourful double Ikat sari made in silk. Its manufacture is concentrated
in Patan, in Mehsana district. Apart from geometrical design patterns
inspired from local architecture, other designs are flowers, birds, animals
and dancing dolls. The colours most commonly used are red, yellow, green,
black and white. They tend to flow into one another without the harshness
of outline.
Orissa is another region where Ikat saris and fabrics of cotton and silk
are produced. The process here is known as Bandha, which may be single
or combined ikat. Compared to Patola, the designs here have a softer and
curvilinear quality. They are also characterised by the addition of extra
weft yarn woven in small figurative designs.
Pochampalli and Chirala in Andhra Pradesh have the tradition of
production of cotton ikat fabrics called Telia Rumals. These were designed
75–90 cms. square pieces of fabric usually woven as a pair. The coarser
ones were used as lungis, shoulder cloth or loincloth by the fishermen 203
community and the finer ones as dupattas or veils.
10E.5 Embroidery
Embroidery is the art of surface ornamentation of fabric with threads of
silk, cotton, gold or silver using needle or needle like tools. Embroidery,
an ancient art form, referred to as painting with a needle, was practised in
many parts of the world. In India too it has been practised from very early
times and there is evidence to indicate that embroidery was prevalent all
over the country–
• at all socio-economic levels – from the nomadic cattlemen to members
of royal households.
• on all kinds of fabrics – from the most coarse cotton and camel wool
to finest of silks and pashminas.
• with all materials and threads – cotton, wool, silk or zari along with
cowrie shells, bits of mirror and glass, beads, gems and coins.
• used in making varied articles – personal clothing, household use,
home decoration, offerings for religious places and decorative items
for their animals and cattle.
Embroidery is generally regarded as a homely handicraft, an occupation
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that women undertake during their leisure hours, mainly to ornament

or decorate articles of apparel or household use. Nevertheless, certain
embroideries became items of trade within country and also in different
parts of the world. Let us now have a glimpse into some of the styles,
which are being commercially produced today.
Phulkari
Phulkari is the art of embroidery of Punjab. It is the term used for both the
embroidery and the chaddar or shawl made with this type of embroidery.
Phulkari means ‘flower work’ or a bed of flowers. The other term bagh
(literally a garden) has also the same connotation. Phulkari was mainly
a domestic craft, executed by the girls and ladies of the household and
sometimes by women servants under their directions. The embroidery is
done on coarse cotton (khaddar) material with untwisted silk floss called
pat. In the heavily embroidered baghs, the embroidery covers the fabric
so completely that the base colour of the fabric can only be seen on the
reverse side. Traditionally, this embroidery was associated with wedding
ceremonies and baghs were made by the maternal grandmother for her
grand-daughter or by the paternal grandmother for her grand daughter-
204 in-law.
Kasuti
Kasuti is the term used for the embroidery of Karnataka. Kasuti word is
derived from the Persian word kashida, which means embroidery. Like
phulkari, it is also a domestic craft mainly done by women. This is the
most subtle form of embroidery, where the embroidery threads follow
the pattern of the weave of the fabric. It is done on silk material with
fine strands of silk threads. Even the colours used tend to blend with
the background material. The main designs seem to be inspired from the
temple architecture of the area.
Kantha
Kantha embroidery of Bengal is done on a base prepared by 3-4 layers of
old cotton sarees or dhotis. The embroidery is like quilting – small running
stitches going through all the layers of the base material. The article thus
produced are also known as Kantha. This embroidery may have had its
origin in darning to strengthen the worn-out areas, but now the stitches
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205
Tie and Dye Fabrics
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206
Phulkari Embrodery
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fill up the shapes that are drawn on it. It generally has a white base with
embroidery in multi-coloured threads, which were originally pulled out
from borders of old sarees. The articles made vary from small comb case
and wallet to shawls of various sizes. There are also kanthas with ritualistic
importance made for presentation to religious places or for use on special
occasions.
Kashida
Kashida is the general term used for embroidery in Kashmir. The two most
important embroideries are suzani and zalakdozi. Kashmir being the land
of wool, the embroidery is done on woollen fabrics – from the finest of
shawls to medium thickness cloaks like ‘pherans’, to thick namdas used
as floor coverings.
On shawls and fine woollens, perhaps the embroidery had its origin
in repairing the defects that occurred during weaving. Later the multi-
coloured weaving patterns were copied, to which were added the styles
of Chinese embroideries like satin stitch and long and short stitch. The
suzni embroidery includes all the stitches that lie flat on the surface and
also show uniformity on both sides of the material. This embroidery is
done with silk threads, in a multitude of colours, and shades to make the 207
designs look natural.
The twill tapestry technique that was used for weaving often required small
corrections and alterations. This was done like embroidery repeating the
pattern of the weave, thus was called darning. The embroiderers in Kashmir
are still referred to as rafugars, i.e., darners.
Zalakdozi is the chain stitch embroidery done with ‘ari’ – a hook like the
cobblers use. Originally it was done mainly on namdas, but now it is done
on all kinds of materials, including shawls. Unlike the other embroideries
discussed so far, Kashmir embroidery is a commercial activity, done by
men folk and thus caters to the demand of the buyers.
Chikankari
Chikankari of Uttar Pradesh is the embroidery, which was commercialised
at a very early stage. Although ladies do the main work, the master craft
persons and organisers of the trade are mainly men. Lucknow is considered
the main centre for the work. Originally it was done on white material with
white thread. The main effects produced are shadow work by embroidering
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on the wrong side of the material, net like surface by tightening the yarns
of the fabric with embroidering, and raised patterns on the face of the
fabric by knotting stitch resembling rice or millet grains. The past few
years have also seen the inclusion of zari threads, small beads and shiny
discs (sitara) incorporated in the designs. Since it is a commercial activity,
the designs and styles keep changing with fashion.
Gujarat has a very rich tradition in embroidery

It has basically been a land of nomadic tribes who have thus been
responsible for amalgamation of designs and techniques of various cultures.
Here embroidery is used for all aspects of life; decoration of the doorways
with torans or pachipattis and walls with chaklas or chandrawas, ganesh
sthapnas (all these are important in a nomadic lifestyle), garments for
men, women and children in styles specific to various tribes, coverings
for cattle, horses, elephants. Many of the embroideries are known by the
names of the tribes – Mahajan, Rabari, Mochibharat, Kanbibharat, and
Sindhi. Most of the colours used are bright and loud.
Appliqué work in Gujarat has its own style. It is a patchwork, in
which the pieces of fabric with different designs are cut in different sizes
208 and shapes and sewn on a plain background. This is used mainly on
household items.
Bead work of Saurashtra and Kutch is also an important art. It is
not an embroidery, but interlacing of different coloured beads through a
network of threads to create coverlets for utensils, hangings, purses, etc.
The close proximity of the states of Gujarat and Rajasthan, and because
Rajasthan also has a tribal population has resulted in embroidery in a
similar style. The colours and the motifs used vary between the tribes and
the occasions for which they are produced.
Chamba rumals
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209
Kasuti Embrodery
Chikan Kari Embrodery
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Kantha Embrodery
210
Chikan Kari Chakla
Toran
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Chamba rumals, from the erstwhile hill state of Chamba in Himachal

Pradesh were made mainly for covering trays of gifts, when being presented
to dignitaries or special guests. They depicted mythological scenes similar
to Pahadi Paintings, by using running stitch in outline and darn-stitch in
filling. At their best, the scenes appeared the same on either side of the
textile.
10E.6 Conclusion
India has beautiful textiles which have been recognised the world over
for their beauty and craftsmanship. Repeated and persistent invasions,
migrations, political upheavals and many other ups and downs led to
a synthesis that enriched the textile craft of India. The richness and
diversity of contemporary form of art practised in India owes much to the
coexistence of numerous cultural strains on its soil.
Specific geographical regions in India have age-long traditions
associated with fabric production. This is in terms of different fibre groups
– cotton, silk and wool and different manufacturing processes – spinning,
weaving, dyeing and printing and surface ornamentation. With changing
times, the production centres have evolved their own grammar in terms of
colour, design and ornamentation and their usage for specific products. A
211
large number of such centres continue to be important in the social and
economic life not only for the production of items associated with religious
and social rites, also in their effort to make a statement which fits into
contemporary usage. Thus they are making an effort to go in for product
diversification and alternate usage of traditional textiles. Gradually the
emphasis is also shifting from customised products to mass production.
Almost all the traditions of Indian textiles have survived. New design
development has only enriched these age-old traditions. Numerous
government and non-government organisations, along with many academic
institutions, have joined hands to preserve, revive and contemporarise the
textile traditions.
Key Terms
Brocade, Mulmul, Jamdani, Kinkhwab, Shawl, Tapestry, Tie and Dye, Ikat, Patola,
Embroidery, Phulkari, Kashida, Chikankari.
Review Questions
1. From which historical sources of information can one learn about the
antiquity of Indian textile art?
2. What are the two aspects of cotton production which made the Indian
fabrics world famous?
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3. Name some of the areas associated with silk brocade weaving. What are
the special characteristics of each?
4. Why were the Indians called ‘master dyers’ to the world?
5. What do you associate with the following terms: phulkari, kasuti, kashida,
kantha and Chikankari.
Practical 11
Textile Traditions in India
Theme Documentation of traditional textile art/craft of neighbouring area

Task Make a folder or catalogue giving information and pictures of traditional
textile art and craft of any one selected area.
Purpose of the practical: Indian craft and its millions of prastising craft people
are a huge and important resource of traditional knowledge and indigenous
technologies. It will help the students to understand and appreciate the craft
traditions of India. They will be able to collect relevant information and develop
their creative skills in expressing textile traditions. Also it is a means of linking
rural and urban youth.
212
Conduct of the practical: Visit a nearby exhibition or craft mela or museum

to collect information on selected textile craft in terms of origin/history, fabrics,
techniques, colour, design and products of the selected craft. Present it in the
form of a folder or a catalogue.
Craft could be associated with any one more of fabric production processes
– spinning, weaving, dyeing, printing or embroidery.
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Human Ecology and

108, 100 Feet Road

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Rs. 160.00 CWC Complex

The HEFS textbook has been framed to enable the learners to

1. The textbook communicates an integrated perspective of the field of HEFS?

8. Please give your suggestions to improve the textbook.

The form may be posted or sent through email.

Chapter 2 Understanding the Self

Unit II UNDERSTANDING FAMILY, COMMUNITY AND SOCIETY 105

Unit III CHILDHOOD

2A.2 What is Self?

Complete the following sentences starting with – I am.

Re-examine the statements you wrote to describe yourself, some of

For your thoughts....

Self-concept and self-esteem are elements of identity. Self-concept

2A.3 What is identity? Activity 2

The self is thus multi-dimensional in nature. It also undergoes change

Self, Self-concept, Self-esteem, Identity

2B.1 Self during infancy

Towards the latter half of the

2B.2 Self during early

interaction is presented in the form of questions asked and the answers

o;Ld vius ckjs esa dqN crkvksA

o;Ld rqEgsa vius ckjs esa D;k vPNk yxrk gS \

o;Ld vkSj crkvks---\

2B.3 Self during middle childhood

2B.4 Self during adolescence

Why is adolescence a critical time for identity

of age) is to achieve bowel and bladder control. Without this, participation

Let us understand this in more detail

The following are the characteristics of an adolescent’s sense of self.

2. The self during adolescence carries several contradictions. Thus,

1. Describe, giving examples, the characteristics of the self during—

Developing a sense of self and identity

In this section we will study the influences on the formation of identity.

2C.1 Biological and physical changes

2C.2 Socio-cultural contexts

Different sections of the society may respond differently to the physical

2C.3 Emotional changes

2C.4 Cognitive Changes

Puberty, Pubescence, Menarche, Personality, Peer pressure

1. Discuss the concepts of puberty and pubescence. Explain the major

Development and Characteristics of the Self

Theme Study of one’s physical self

Conduct of practical: Take your own measurements as stated in Task 1 above.

Your name ................... Age ...................

Theme Emotions experienced by self

Purpose of the practical: We all experience a variety of emotions each day

After completing this chapter the learner will be able to —

Let us define and describe food, nutrition, health and fitness

3.2 Balanced diet

Figure 1: Basic Nutrients in Our Food

4. Provides a safety margin for nutrients

3.3 Health and fitness

Thus, health is a state of complete mental, physical and social well-

3.4 Using Basic Food Groups for

The five food groups are summarised in the table below:

Table 1: Five Food Groups

II. Pulses and Legumes Energy, Protein, Invisible