In accordance with the latest syllabus prescribed by the

Central Board of Secondary Education, New Delhi.

A Textbook of CBSE
HOME SCIENCE
Class X
Author
Urvi Raval

OSWAL PUBLISHERS
1/12 Sahitya Kunj, M. G. Road, Agra-282 002
No part of this book can be reproduced in any form or by any means without
the prior written permission of the publisher.
Edition : 2021

ISBN : 978-81-951333-9-0

OSWAL PUBLISHERS

Head office : 1/12, Sahitya Kunj, M. G. Road, Agra-282 002

Phone: (0562) 2527771-4, +91 75340 77222
E-mail: contact@oswalpublishers.com
Website : www.oswalpublishers.com
 PREFACE
Home Science, as the name indicates, revolves around home and
family. It is an interdisciplinary field that prepares the students for the
two important goals in their lives; caring for their home and family as
well as preparing for their career. We feel immense pleasure in
introducing the latest Edition of Textbook of CBSE Home Science. This
book provides a comprehensive study of Home Science and closely
follows the syllabus prescribed by the Board for the CBSE
Examination. Great care has been taken to see that all the topics
mentioned in the new syllabus have been covered systematically and
in an lucid manner.
The subject matter dealt in this book is self-explanatory. The topics
have been fully explained so that students can acquire the relevant
knowledge as per their requirements. A good number of recent year's
short and long answer type questions, on the pattern suggested by
the board, are given at the end of each chapter for practice to
enhance the ability of students to understand the text clearly and
develop the skills to answer correctly.
We hope that this edition will generate interest among the students
towards self-study due to its clear, interesting and updated
information. Constructive suggestions will be appreciated and
thankfully acknowledged.
—THE PUBLISHER
 Home Science (Code No. 064)
Class - X
Course Structure: Theory & Practical
Theory: 70 Marks
Time: 3 Hrs.
Practical: 30 Marks

No. Units Marks No. of

Pd.
1. Human Growth & Development – II 12 30
2. Management of Resources 12 30
3. Food and Personal Hygiene 08 18
4. Meal Planning 13 42
5. Food Safety and Consumer Education 12 30
6. Care and Maintenance of Fabrics and 13 30
Apparel
Total 70 180
Practical 30 40
Grand Total 100 220

Unit I: Human growth & Development – II

(30 periods)

a. Play (birth-5 years), role of play in growth & development of

children. Types of play-active, passive, natural, serious and
exploratory, selection of play material forchildren.
b. Childhood (3 to11 years): Age specific milestones– Physical,
motor, social, emotional, cognitive and language

c. Adolescents: Special Features– Physical and biological, motor

,social, emotional, Cognitive and language

d. Problems of Adolescents: Consequences and management–

i. Eating disorders (Anorexia Nervosa, Bulimia Nervosa)

ii. Substance abuse

iii. Issues related to sex

iv. Anti social behaviour

Unit II: Management of Resources: Time, Energy and Money

(30 periods)

a. Time Management: Definition and Importance

b. Time plans: Factors affecting timeplan

c. Energy Management: Definition and Importance

d. Fatigue and work Simplification

e. Family Income and Types

f. Expenditure and Importance of Saving

Unit III: Food and Personal Hygiene

(18 periods)
a. Principles of hygienic handling and serving of food

b. Hygiene in kitchen

c. Personal hygiene of food handler

d. Hygiene during food storage

Unit IV: Meal Planning

(42 Periods)

a. Concept of Meal Planning

b. Factors affecting meal planning – age, sex, climate, occupation,

cost of food items, number of family members, occasion,
availability of food, family traditions, likes and dislikes

c. Basic food groups given by ICMR

d. Use of food groups in planning balanced meal for self and family.

Unit V: Food Safety andConsumer Education

(30 periods)

a. Problems faced by Consumer – Price variation, poor quality,

Faulty weights and measures, Non-availability of goods,
Misleading information, Lack of standardized products

b. Food adulteration: Concept, adulterants (Metanil yellow,

Argemone, Kesari dal) and harmful effects of these adulterants
on human health,
c. Food Safety Standards-FSSAI (2006)

d. Consumer Education-Consumer Rights and Responsibilities

Unit VI: Care and Maintenance of Fabrics and Apparel

(30 periods)

a. Cleaning and finishing agents used in routine care of clothes.

b. Stain Removal

c. Storage of cotton, silk, wool and synthetics

d. Readymade garments – selection, need, workmanship and care

label.

Practicals
40 Periods
30 Marks

1. Make a suitable play material for children between birth to 5

years (group activity)

2. Plan a balanced meal for yourself.

3. Make a time plan to self for one day.

4. Write a report on any five malpractices you have observed in the

market and write your responsibilities as a consumer in each
context.

5. Prepare a slogan/poster to create awareness on consumer

 education

6. Remove stains from white cotton fabric: curry, grease, ball pen
ink, lipstick, tea and coffee

7. List five areas of agreement and disagreement each with

parents, siblings and friends, and give your suggestion to
improve the relationships.

8. Examine positive and negative qualities of one readymade and

one tailor made garment.

9. Prepare a care label for a readymade garment according to its

fabric and design.

SCHEME FOR PRACTICAL EXAMINATION

M.M-30
CLASS X HOME SCIENCE
I LAB ACTIVITY
a) Plan a balanced meal for yourself 3
Marks
b) Prepare a time plan for self for one day 4
Marks
c) Remove one stain from white cotton sample- 3
curry, grease, ball pen ink, lipstick, tea and marks
coffee
d) Examine two positive and two qualities of one 4
readymade and made garment. Marks
 e) Prepare a care label for a readymade garment 4
according to its fabric and design Marks
II Play Material 5
Marks
III File Work 5
Marks
IV Viva 2
Marks

QUESTION PAPER DESIGN

HOME SCIENCE (CODE NO. 064)

TIME: 3 HOURS
Max. Marks: 70
S. Total %
Competencies
No. Marks Weightage
1. Knowledge and understanding based 28 40%
questions terms, concepts, principles,
or theories; Identify, define, or recite
interpret, compare, contrast, explain,
paraphrase information)
2. Application - or knowledge/concepts 21 30%
based questions
(Use abstract information in concrete
situation, to apply knowledge to new
situations. Use given content to
interpret a situation, provide an
example, or solve a problem)
3. Formulation, analysis, Evaluation and 21 30%
creativity based question (Appraise,
 judge, and /or justify the value or
worth of a decision or outcome, or to
predict outcomes) Classify, compare,
contrast, or differentiate between
different pieces of integrate unique
piece of information from a variety of
sources)
Total 70 100%

Total no of question is 31
NOTE: Internal Choice of 30% will be given
Easy- 20%
Average- 60%
Difficult- 20%
 CONTENTS

Unit 1: human growth and development-ii

1. Play

2. Childhood

3. Adolescents

Unit 2: Management of resources: time energy and money

4. Time Management

5. Energy Management, Fatigue and Work Simplification

6. Family Income: Expenditure and Saving Plan

Unit 3: Food and Personal hygiene

7. Safe and Hygienic Food Handling Practices

Unit 4: Meal planning

8. Meal Planning

9. Basic Food Groups

Unit 5: Food safety and consumer education

10
. Food Adulteration
 11
. Consumer Awareness

Unit 6: Care and maintenance of fabrics and apparel

12
. Laundering of Clothes

13
. Stain Removal

14
. Finishing and Storage of Clothes

15
. Readymade Garments

Practicals
 Go Back !

WHY DO CHILDREN PLAY?

ROLE OF PLAY IN GROWTH AND DEVELOPMENT OF CHILDREN

Physical Development
Emotional Development
Cognitive Development
Social Development
Moral Development

TYPES OF PLAY

Active play
Passive play
Natural Play
Serious play
Exploratory play
Other Types of Play
Cooperative play or Social play
Creative play or Constructive play
Dramatic play or Fantasy play
Manipulative Play
Quiet play
Motor or Physical play

AGE APPROPRIATE PLAY AND PLAY MATERIAL

Infant
 Toddler
Pre-schooler
School-going child
Play Therapy
Selection of Play Material for Children

TYPES OF PLAY SCHOOLS

Engaging in an activity for enjoyment and recreation, rather than for

some specific purpose that may have behavioural, social and
psychomotor rewards is termed as ‘play’.

Play can be of different forms for different children. It provides

freedom to children and invites their impulse to engage in foolishness.
Yet it provides a means for ego development and a process by which
social skills and physical skills develop as well. Play reinforces the
child’s growth and development. One of the most common functions
of play is to facilitate physical, emotional, cognitive and social
development of a child. Both indoor and outdoor games stimulate
their growth and development.

Children get abundant energy from playing, which they later

channelise in some productive work. Children explore their
surroundings using their five senses which give them a chance to
learn and develop to their fullest.

Play aids in their physical development, as their fine and gross motor
skills get strengthened and refined from doing various physical
activities during play. Play is also emotionally satisfying for children as
it exudes a sense of accomplishment in them, which in turn helps in
building their self-esteem. Through play, they can express and deal
with various emotions such as fear, stress, anger, frustration, jealousy,
etc. Play also helps in moulding a child’s personality as he/she gets a
chance to interact with others and thus develop socially as well. A lot
of moral and ethical values can be indirectly imbibed in the children
during play.
Parents and teachers can provide a nurturing environment and age-
specific toys and games to facilitate the learning process of the child.

Why Do Children Play?

Babies start playing at as an early age as of one month. They start
with sucking a toe or waving their legs and arms in the air. As they
develop and grow into children, their play becomes more complex and
intelligent, for example–animal charades, chess, etc. They develop
their skills slowly by observing others and trying to imitate the actions
of their elders during play. They recreate their imagination in their
play. By the time they reach the teenage years, they are well adjusted
young people who are generally able to do almost all activities that
elders carry out in day to day life such as cooking, cleaning and riding.

It is through play that children develop essential life skills. They learn
how to interact with their peers and with adults, they learn how to
choose friends and enemies, they learn how to run around, play team
games and sports. They also learn to be creative, to adapt and
develop new skills, and a whole range of emotions.
It is observed that children who are encouraged to express
themselves freely through play are more able to adapt and learn new
skills and perform better at school.

For a child, playing is life. Through play they learn how to visualise the
world and make sense of things . For adults, play is a form of
relaxation, when they finish their work. For young children, there is no
differentiation between play, learning and work.

Play is a pleasurable, enjoyable and engaging activity for children that

they love. A child may be invited to play but must never be compelled
because play is process-oriented. Children are more involved in the
process of experiencing than with the eventual outcome of play.
Compelling a child to play can make him/her avoid playing completely
as there is no fun involved when they do it for others or elders’
willingness. It rather becomes a punishment and can become a
performance presentation for the child instead of being fun-filled and
skill developing.

Role of Play in Growth and Development of Children

1. Physical Development: Play helps children to develop fine and
gross motor skills. Children repeat certain body movements
simply for pleasure, and these movements give them a sense of
body control. For example, a child may first throw a ball, then
fling it in the air and run to catch it, or practice tapping it on the
ground, first with both hands, and then with alternate hands. This
type of development occurs in children by engaging in simple to
complex activities. Play helps the children to become strong,
flexible and agile, and to develop their coordination ability.

2. Emotional Development: Play helps children to express and

work through their fears, anxieties and desires. Children at play
feel they are in control of their world, and it gives them a sense
of control over their environment. This builds a sense of
competence which strengthens their self-esteem and self-
confidence.

Children who suffer from anxiety may be helped by role-playing.

Role-playing is a way of coping with emotional conflicts by way of
expressing their thoughts. A child’s self-awareness also deepens
as he/she gets a chance to deal with a situation through role-play
or symbolic play.

When a child plays a board game or sport with his parents or

siblings, the child feels secure and the child’s self-esteem gets a
boost with the free communication and the spirit that parent or
sibling passes to the child during play.

Play allows children to gain control of their thoughts, feelings and

actions, and helps them to accept winning and defeat without
 making any complaint.

3. Cognitive Development: Children gain an understanding of

size, shape, and texture through play. They begin to understand
the differences between big and small, rough and smooth, safe
and dangerous.

Children gain knowledge and develop cognitive skills such as

imagination, creativity, logic, arithmetic, reasoning, judgement,
etc., through play. They employ their abilities to perceive, think,
remember and solve day-to-day problems. They develop cognitive
skills while playing as they get a chance to test their beliefs about
the world.

Children nurture their problem-solving and decision-making skills

through games and puzzles. Language is strengthened as the
children follow others and organise their thoughts to
communicate. Imaginative plays like playing the role of a parent
cooking in the kitchen or a doctor treating a patient widen their
imagination and perspective about the society. Books, videos, and
educational toys that show pictures and matching words also
increase a child’s vocabulary while creating the child’s concept of
the world.
4. Social Development: For the first few months, a new-born baby
is indifferent to social norms and obligations. But as he starts
exploring his environment and interacts with family members, he
begins to experience joy from contact with others and engages in
social behaviour that involves interaction with others. The child
discovers that when he/she coos or laughs, mother coos back.
The child soon repeats this for fun, playing with his/her mother.
Tickling the infant, playing peek- a- boo, etc., aids his social
development too.

As children grow, they enjoy playing with other children. Children

learn about setting and following limits and boundaries, taking
turns, teamwork and competition from group play. Children also
learn to negotiate with different personalities and the feelings
associated with winning and losing. While playing, they also learn
to share, wait and be patient.

5. Moral Development: Moral stories have indirectly played a big

role in teaching children values and morals such as honesty, value
of hard work, kindness, unity, empathy, etc. Also, playing with
others teaches them to respect others, cheer for team members
and to take failure positively. While playing in a group, they learn
to care for others, be fair and not to cheat and also how to adapt
and work as a team player.

Types of Play
Games or Plays that have a set of rules to follow are rarely played by
children under four years of age. Board games, card games and
sports are enjoyed typically by young children. While playing these
games, children learn to be disciplined by following the rules and to
be patient when they wait for their turns. Older children enjoy games
with specific rules; however, young children tend to like games in
which they can change the rules according to their convenience.
1. Active Play: A child is involved in playing and interacting with
people and objects (toys/games). A child learns more by being
involved in an active play. It involves a lot of movement and
physical activity. For example, running around in the building,
making sandcastles, riding a bicycle, swinging in the park, playing
hide and seek in a building, etc.

2. Passive Play: In this type of play, children remain passive or non-

interactive.
A child does not want to interact with anyone or anything.
Children usually need to have a passive play when they are tired,
angry or just need some time alone. Some examples of passive
play are reading a book, Drawing a picture, arranging building
blocks, etc.
 This type of play should be monitored and restricted as far as
possible.
Onlooker play is observed when the child watches other people
playing. Although the child may ask questions about the players,
there is no effort from his or her side to participate in the play.
This type of play usually starts during toddler years but can take
place at any age.

3. Natural Play: This type of play is intuitive and unstructured in

form, constructive (or deconstructive) in nature, and timeless. It
encourages a child’s interaction with his/her natural surroundings,
indigenous vegetation and different landforms.

For example, watching/plucking flowers from a garden, jumping or

balancing on wood logs, swimming in a pond, digging sand to
make sandcastles, playing in the mud, stacking boulders or
simply throwing stones in water, climbing up and down the hills
and trees. It could also include plays that do not have any rules
to follow, and which the children play naturally like hopping,
skipping, jumping, running, etc.

4. Serious Play: This type of play is structured, purposeful, and

goal-oriented, and it facilitates the learning process. For example,
 educational games played on computer, puzzles, rubrics cube,
board games, etc.

A child is completely engrossed in this type of play as the end

result is the major incentive for the child and he/she finds it
rewarding and satisfying.

5. Exploratory Play: A child naturally has a lot of curiosity and

wants to explore his/her environment all the time. It is usually
observed that children who are allowed to explore freely without
any restrictions develop their multiple intelligences to their
maximum potential.

They learn a lot of things by exploring and manipulating things in their

own ways using their five senses. Infants try to reach out to anything
and everything that is close to them. Colourful dangling objects attract
them a lot. They try to explore every object with their whole body,
especially with their mouth.

Pre-school children explore by dismantling toys, blocks, equipment at

home, etc., and putting them back together. They also explore by
filling containers, emptying them, pouring, stacking, etc.
Through exploration, they learn about the characteristics of materials,
their shape, size, weight, etc. Children learn dancing and gymnastics
very quickly as they observe and then learn the position and spatial
configuration.

Other Types of Play

Besides the above-mentioned plays which are played by children the
most, the following types of play also come under the above
categories in some ways.

1. Cooperative Play or Social Play: This type of play is usually a

form of active play but could also be a serious play or exploratory
play at times. It involves playing with a group of children. It could
vary from playing games in the building compound to playing
board games at home to playing basketball in the ground to
make-to-believe play. From these plays, children learn social
norms such as to give and take, reciprocity, cooperation and
sharing. They also learn to use moral reasoning to develop a
mature sense of values in enjoying such plays.

2. Creative Play or Constructive Play: This play is also active,

serious or exploratory in nature. It includes doing creative art and
craftwork using colour paints, clay, etc., or dancing or making
towers from building blocks. It also includes plays such as
drawing on walls and furniture in case of young children. It allows
them to experiment with objects, to explore which combinations
 work or don’t work, and to learn basic knowledge of stacking,
building, drawing with various mediums. It is also a form of
constructive play when children manipulate words, ideas and
concepts while playing..

3. Dramatic Play or Fantasy Play: This is like pretending or

make-to-believe play, and it involves a lot of perception, thinking
and imagination. It may include role playing or creating scenes
and unusual situations which w ill be fu n for children. They also
experiment with language and emotions and develop flexible
thinking during play. At a certain developmental stage, children
start believing that they can fly or even disappear.

4. Manipulative Play: Play that teaches children eye-hand

coordination and helps in developing their motor skills comes
under the category of manipulative play. Colouring, putting things
together in a tool kit, playing with slime, etc., are some of the
common manipulative plays. A child starts enjoying manipulative
play during the infancy stage. Infants play with their parents; for
example, they drop a toy and wait for the parent to pick it up,
clean it and return it, and then they drop it again. This interaction
brings the infant and parent together in the play. Children fiddle
with objects such as puzzle pieces and battery-operated toys to
satisfy their curiosity of how they function.
5. Quiet Play: This play involves children remaining silent and
physically inactive but their minds remain active. For example,
reading books, arranging puzzles, beading a necklace, etc.
Children usually intensely focus on this type of play.

6. Motor or Physical Play: This type of play helps in developing a

child’s gross and fine motor skills, strengthening the overall
integration of muscles, nerves and brain functions. Stimulating
activities in motor play also enhances brain development too. For
example, skating, cycling, dancing, basketball. This gives a sense
of accomplishment and builds self-esteem as the child becomes
better and better at motor skills. It may also include playing with
sand or mud, playing with play dough, packing or wrapping
things, etc.

Age Appropriate Play and Play Material

As children grow physically and develop their mental intelligence, they
move from individual (solitary) play to group play or team play. How
young children choose to play may depend on how they feel at that
moment or their personal preferences. The game most children decide
to play usually varies from day to day and situation to situation.

1. Infant: Infants have limited development of their social, motor

and cognitive skills, and they usually enjoy playing alone.
However, they enjoy the attention of their family members and
like to watch, mimic and interact with them. They like to be
carried around, talked to and sung to. They try to reach out to all
things around them and try to grasp them tightly. During the
infant stage, children are self-engrossed, and they play on their
own by swaying their arms and legs in the air and by making
different noises to see the effect. They try to creep or crawl when
placed on a mat or blanket on the floor. They enjoy colourful toys,
especially the ones which give them oral stimulation. They like
plays such as tickling, peek-a-boo, copying sounds, etc.
 Soft toys, baby gym, cradle mobile hangings, rattles and teethers,
blocks, mirrors, musical toys like drums and xylophones and bath
toys are some of the ideal toys for infants. Boxes, pots, pans and
hoops also attract and encourage them to stretch, crawl and
move fast.

2. Toddler: They have better motor skills than those of infants.

They enjoy exploring. Their environment, manipulating small
objects, filling and emptying containers, stacking and breaking
beakers and blocks, feeling different textures, imitating what their
elders do. They are not very social, yet they enjoy the company
of other children playing around them with their own toys.

Different sized balls, bubbles, bath toys, swings and walkers, big
sized puzzles, large crayons, large print waterproof books, dolls,
soft toys, big trucks and cars, shape sorters, Lego, etc., are some
common stimulating toys for toddlers. Games like hide and seek
and music is also enjoyed by them.

3. Pre-schooler: A pre-schooler has more developed motor and

physical skills. They enjoy running, hopping, skipping and
jumping. They also start socialising, and enjoy dramatic play and
dress up games. They start understanding simple rules to play
board or card games. They also like to ride a toy car and tricycle.
Listening to rhymes and watching selective videos also fascinate
them. Their play is simple and imaginative. Things that stimulate
them include sand, clay, slime, finger paints, stickers, colouring,
balloons, etc.

Balls, skipping rope, tricycle, cars, clay and slime, sand toys,
smaller Lego, puzzles, colouring and activity books and simple
board games are ideal toys for pre-schoolers.

4. School-going Child: The school going children are more

interested in sports related activities. They enjoy riding bicycles,
playing games like catch and cook, hopscotch, etc. Their
 imaginative plays are very creative. They like to have a collection
of dolls, cars, G. I. Joes, cards, stamps, superhero characters,
etc. They also enjoy guessing games, complex board games,
riddles, reading, listening to songs, playing an obstacle course of
following the leader and other such competitive games. They also
enjoy walking barefoot on various surfaces like grass, sand,
carpet, concrete, etc.

Nowadays, with less building compound spaces and not so safe

outdoors, children have taken on to a lot of screen time. Occasionally,
toddlers and pre-schoolers are taken to a soft play area, and young
children play games in malls. Playing video games is harmful to their
eyes, posture and overall physical and mental health.

Suggestions to Correct the Sedentary Behaviour and to

Reduce Screen Time for Children

1. Make mealtime your family time by turning off the TV while eating
with family.

2. Turn the TV off after the program has finished.

3. Set the time limit for watching TV and have rules for children’s
screen time.
4. Remove TV and computer from your children’s bedroom.

5. Play music or storytelling CDs instead.

6. Take a break from routine life, such as going on long car trips
with your children– stop at a park to let them enjoy the nature.

7. Give your infants a break from the stroller, and allow them to walk
for some distance of their journey.

8. Go for a short walk with your children, or give them a bike or car
ride for short trips.

Play Therapy
Play that involves imagination and fantasy is a child’s natural medium
of self-expression and one that gives cues about the child’s conscious
and unconscious state of mind. In play therapy, therapists employ
various techniques designed to reveal the child’s psychological and
social development. Play is designed by a professional to facilitate
understanding of a child’s thought process and to decide an effective
healing process for that child because play is the language of children,
children who have difficulty putting in their thoughts in words can
often speak clearly through play therapy.

When a child is ill or traumatised, the care plan may include

therapeutic play which is guided by a health professional to meet the
physical and psychological needs of the child.
Children act out or dramatise real-life situations. They act out of
anxiety and tension created from abuse, neglect and various painful
physical and mental experiences.

Many children draw pictures that reflect punitive images to explain

their unhappy experiences. They need reassurance that they are not
being punished. Other children may draw pictures that are symbolic of
death (an airplane crash, a sinking boat, a burning house or a
building, or children in graves). These children need an assurance that
they are not going to die. Some children express the fear of
abandonment and loss of independence. Older school-age children
and adolescents may not be interested in drawing, but they can make
a list of experiences they like and dislike.

Selection of Play Material for Children

Selection of play materials and toys largely depends upon age,
abilities, interests, likes and dislikes cultural experiences, personality
and level of intelligence of the child.

Play materials should have the following characteristics:

1. They should be safe, washable, lightweight, simple, durable, easy

to handle and unbreakable.

2. They should be realistic, attractive, constructive and offer

problem-solving opportunities to the children.

3. They should have no sharp edges or small removable parts that

may be dangerous to small children who might tend to swallow
them.

4. They should not be over stimulating or frustrating.

5. They should not be very noisy, inflammable or bear any kind of

toxic paint or finish.

6. Electronic toys should be avoided for small children.

7. The toy or game should be child friendly and age-specific.

8. All safety instructions must be clearly mentioned on the packing
of such toys.

Types Of Play Schools

1. Montessori nursery
2. Nursery schools
3. Kindergarten nursery
4. Daycare nursery
5. Pre-schools

1. Montessori: Montessori is a structured environment, where the

child will be allowed to learn at his / her own pace, using age and
stage appropriate specific Montessori equipment. The child will
also usually have outdoor play time, Art and Craft, and Music.

2. Nursery: A Pre-school, also known as Nursery school, Pre-

primary school, or Playschool, is an educational establishment or
learning space offering early childhood education to children
before they begin compulsory education at primary school.

3. Kindergarten: Kindergarten is a Pre-school educational

approach based on playing, singing, practical activities such as
drawing, and social interaction as part of the transition from
home to school.
There is a rapid growth and development between the age of one to
three years. Children grow up physically, mentally, socially and
emotionally. They learn to respond to simple commands, they learn to
express their feelings of love, anger and sorrow. They also learn to
focus on play activities and they keenly observe others during this
age.
MULTIPLE CHOICE QUESTIONS

1. School going children enjoy which kind of play?

(a
) Hopping, skipping and jumping

(b
) Sports-related games

(c) Big puzzles and simple board games

(d
) Playing with sand and clay
2. The toys chosen for children should be:

(a
) safe, washable and lightweight

(b
) unrealistic and de-constructive

(c) over stimulating and frustrating

(d
) noisy and inflammable
3. Cognitive development through play enhances:

(a
) fine and gross motor skills
 (b
) expressing and dealing with emotions

(c) problem solving and logical thinking skills

(d
) morals and values
4. How many senses does a child use while playing?

(a
) Five

(b
) Four

(c) Two

(d
) None
5. Which emotions can a child deal with during play?

(a
) Jealousy

(b
) Joy

(c) Excitement

(d
) Surprise
6. Play helps children to develop in which area?

(a
) Physical
 (b
) Social

(c) Moral

(d
) All of the above
7. Exploratory play mainly fulfils a child’s need of:

(a
) socialising

(b
) creativity

(c) curiosity

(d
) being independent

FILL IN THE BLANKS

1. Children are filled with ………….. energy.

2. Play helps to develop both ………….. and ………….. motor skills.

3. A newborn child is not ………….. at first.

4. ………….. is a structured, purposeful, goal-oriented type of play

useful in the learning process.

5. Play that involves eye-hand coordination and motor skills is known

as ………….. .
TRUE AND FALSE

1. Engaging in an activity for enjoyment and recreation, rather than

for some specific purpose that may have behavioural, social and
psychomotor rewards is termed as ‘play’.

2. Play does not helps children to express and work through their
fears, anxieties and desires.

3. A child learns more by being involved in an active play.

4. A child naturally has a lot of curiosity and wants to explore his/her

environment all the time.

5. Infants have unlimited development of their social, motor and

cognitive skills, and they usually enjoy playing alone.

VERY SHORT ANSWER TYPE QUESTIONS

1. What is physical development?

2. What is cognitive development?

3. What is serious play?

4. Define quite play.

5. Give an example of two play materials used by children to play.

SHORT ANSWER TYPE QUESTIONS

1. Which type of emotions can a child express through play?

2. What type of morals and values does a child learn from group play
and books? Explain how exploratory play helps a child develop.

3. Explain fantasy play. Children of what age like to play it?

LONG ANSWER TYPE QUESTIONS

1. Rohan spends most of his time in watching TV and playing

computer games. Suggest three alternatives he should adopt for
his entertainment.

2. What is play? List three criteria for selecting play material for
children.

3. What play material is enjoyed by an infant? Explain how choosing

the right play material encourages infants to move and crawl.

4. List and explain the type of usual plays in detail.

5. Explain in detail the role of play in a child’s growth and

development.

CASE STUDY BASE QUESTIONS

A. Tannu and Mannu are two sisters. Tannu loves to play with her
friends. She has got toys and dolls. Tannu shares her toys with
her friends while playing.
Mannu is usually sitting alone and does not actively participate in
the play actively with her friends. She loves watching television
and listening music.
1. Tannu involves herself in which type of play Tannu involves herself
in which type of play

(a
) Passive play

(b
) Serious play

(c) Active play

(d
) Natural play
2. Which of the following is not a type of active play?

(a
) Building sand castle

(b
) Watching television

(c) Swinging in the park

(d
) Running around in the building
3. Mannu is involved in the following type of play

(a
) Exploratory play

(b
) Passive play

(c) Serious play

 (d
) Natural play
4. Exploratory play shows the following characteristic

(a
) Curiosity towards the environment

(b
) Structured and goal-oriented play

(c) Intuitive play

(d
) Spending time alone

B. In a school picnic, students were divided into three groups. Group

A, B, and C
Group A was playing with large sized colourful balls. The teachers
arranged for a hide-seek game. Students then relaxed by
listening to music
Group B were seen skipping, solving puzzles, and playing with
clay. Teachers arranged for simple board games for their group.
Group C students were interested riding bicycles. They were also
playing barefoot.

1. To which age-group, Group B belongs to?

(a
) Pre-school

(b
) Toddler

(c) Play-group
 (d
) None of these
2. Which of the following is not a type of play for preschoolers?

(a
) Finger paint

(b
) Skipping and hopping

(c) Listening to rhymes

(d
) None of these
3. Copying sound is the age-appropriate game for

(a
) toddler

(b
) infant

(c) school-going

(d
) pre-schooler
4. Which of the following play will help in developing gross and fine
motor skills?

(a
) Physical play

(b
) Quiet play

(c) Fantasy play

(d
) None of these
 Go Back !

EARLY CHILDHOOD

Characteristics of Early Childhood

PHYSICAL DEVELOPMENT IN EARLY CHILDHOOD

MOTOR DEVELOPMENT IN EARLY CHILDHOOD
SOCIAL DEVELOPMENT IN EARLY CHILDHOOD
EMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD
COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD
LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD
LATE CHILDHOOD
PHYSICAL DEVELOPMENT IN LATE CHILDHOOD
MOTOR DEVELOPMENT IN LATE CHILDHOOD
SOCIAL DEVELOPMENT IN LATE CHILDHOOD
EMOTIONAL DEVELOPMENT IN LATE CHILDHOOD
COGNITIVE DEVELOPMENT IN LATE CHILDHOOD
LANGUAGE DEVELOPMENT IN LATE CHILDHOOD
DEVELOPMENTAL TASK
As discussed in the previous chapter, children grow physically and
develop socially, emotionally and cognitively. Also, their motor and
communication skills develop and get better as they grow older.

Though the rate of growth seen during the infancy stage is not as
rapid as in childhood but children grow and develop at a steady rate.
The phase of life after infancy and toddlerhood is called childhood.
Childhood can be further divided into early childhood (age of 2- 5
years) and late childhood (age of 6-12 years).

In this chapter, we shall learn about the growth and development of

children in early and late childhood.

Hygienic and nurturing environment, healthy and nutritious food,

comfortable clothing and a safe home are a few factors that provide
for proper growth and development of children. A child should also be
taught about personal hygiene practices and the importance of play
and exercise to stay healthy and fit.

Early Childhood
Early childhood is a stage of life when a child is between 2-5 years of
age. Children learn all the basic skills of survival in this stage only. Till
the age of 2, the children’s family meant everything to them, but now
as they start playing outside in the neighbourhood and start going to
playschool, they become socially more aware their emotions. Their
motor skills sharpen as they play a lot in their early childhood, and
their cognitive skills foster with the exposure they get from their
surroundings. Their vocabulary increases and communication
improves as they now communicate more with the outer world.

Characteristics Of Early Childhood

1. During early childhood, children become more independent.
2. They start developing hand-eye coordination.
3. They learn to play in a group (co-operative play as against solitary
play).
4. They like action games such as follow the leader, hide and seek
and imaginary play.
5. They start eating foods which the grownups eat.
6. Their vocabulary increases and they start communicating in short
sentences.
7. They gain control over their bladder and bowels.
8. They have specific likes and dislikes.
9. Their thinking is egocentric, i.e., they think more about
themselves.
10
. They like to imitate people, are very observant and full of curiosity
11
. They need approval and encouragement from parents.
12
. They start identifying genders and prefer playing with children of
the same sex.
13
. They may start hiding things, manipulating or even lying.

Physical Development in Early Childhood

1. Height and Weight: The average weight of a 2-year-old child is

approximately 12 kg and the average height is 86 cm. An average
6-year-old child weighs about 21 kg and is 116 cm tall. Thus, on
 an average, a child gains 2 kg weight and increases in height by
7-8 cm every year.

2. Body Proportions: Though growth is slow, remarkable changes

can be seen in the body proportion and appearance of children.
Pre-school boys are heavier and taller than girls, but girls develop
other physical changes like eruption of teeth earlier.

The ‘baby look’ disappears, facial features remain small but the
chin becomes more pronounced and the neck elongates. There is
a gradual decrease in the stockiness of the trunk, and the body
tends to become cone-shaped, with a flattened abdomen. The
arms and legs lengthen and may become spindly, and the hands
and feet grow bigger.

3. Internal Body Changes: Breathing slows down and gets

deeper, and the heart rate decreases as the size of the internal
organs increase in a child’s body.

4. Body Build: Striking differences in body build become apparent

for the first time in early childhood. Some children have
endomorphic or flabby, fat body build, some have mesomorphic
or sturdy, muscular body build, and some have ectomorphic or
relatively thin body build.

5. Bones and Muscles: The bones ossify (cartilages turning into

bones) at different rates in different parts of the body, following
 the laws of developmental direction. The muscles become larger,
stronger, and heavier, with the result that children look thinner as
early childhood progresses, even though they weigh more.

6. Teeth: By the time a child is 2 year and 6 months old, all the 28
milk teeth appear. With the end of early childhood, the milk teeth
begin to fall off and the child generally has one or two permanent
teeth (front central incisors) and some gaps in his gum where
permanent teeth will eventually erupt.

Motor Development in Early Childhood

Motor skills in children develop not just by their physical growth but
also by their body coordination with brain development. They start
making eye-hand coordination in early childhood. With more and more
practice, children start gaining control over gross motor skills first and
eventually fine motor skills. They can climb steps but they cannot put
alternate feet while going back down, they can jump short distances,
walk on tiptoe, ride the tricycle, draw a circle and straight line,
unbutton, put on shoes, etc.

In the infancy stage, they walk with their legs apart and often fall, but
in early childhood, they can stride lengths, walk with speed, and can
even make a balance for a longer period of time.

Some children are better coordinated, stronger and more athletic than
others. Malnourished and undernourished children take more time to
achieve these milestones.
Handedness i.e., prominent use of left/right hand too develops in this
stage.

Main Movement Milestones

12-18 months Walks unaided, climbs furniture, creeps backwards
down steps.

2-3 years Improved fine motor skills, explores travelling, climbs stairs.

3-4 years Can run and stop, tiptoe, come downstairs one step at a
time.

4-5 years Explores travelling and speeds, can hop, jump and ride a
tricycle.

6-8 years Explores travelling, balancing, fine motor tasks, games and
equipment, sending and receiving develops into catching,
throwing and kicking.

Social Development in Early Childhood

In early childhood, children spend less time in the proximity of their
mother. Their physical contact with their mothers also reduces. An
adult’s behaviour towards a child influences how a child behaves or
reacts. Although children know what to do and what not to do, they
may misbehave at times.

Socialisation is not just about learning what kind of behaviour is

acceptable or unacceptable to the society; the child must also learn to
act according to the norms of the society. Social development involves
learning social values, knowledge and skills that enable children to
relate to others effectively and to contribute in a positive way to their
family, school and community.

In early childhood, children learn to help others, resolve and avoid

conflicts, and play in groups. They also learn their sex roles. From
being self-centred, the children gradually start socialising as their
horizons widen when they start playing indoor as well as outdoor
games with their friends. They learn to share, first their toys, then
ideas and emotions. The child primarily learns social skills from home,
school and neighbourhood.

Children whose parents like and accept them turn out to be better
adjusted, stable, happy and confident individuals as compared to
those children whose parents constantly criticise or ignore them.
Physical punishment may lead to aggression.

A school teaches a child values, goals, aspirations, and approved ways

of behaving in the society.
Early childhood is called a ‘pre-gang age’, as in this age, children step
out of their homes, start making friends, and gradually develop deep
bonding with them.

Social development helps children develop language skills, build self-

esteem, strengthen cognitive skills, resolve conflicts and establish a
positive attitude towards life.

Social behaviour patterns developed in early childhood include

negativism, aggression, quarrelling, teasing, bullying, rivalry, co-
operation, generosity, desire for social approval, sympathy,
dependency and friendliness.

Emotional Development in Early Childhood

Children’s emotions differ from those of adults in intensity and
frequency due to their transitory nature and individual response
patterns.

Children experience happiness, pleasure and satisfaction when they

are played with, encouraged, appreciated and given due attention.
They get distressed when they are denied things. They also
experience a lot of curiosity in early childhood. Children at this age
may experience negative emotions such as fear, shyness, anger and
jealousy too.

They start becoming aware of their own feelings and emotions and try
to understand others’ emotions too as they grow older.
They are sympathetic and concerned toward peers. They may pretend
while playing or teasing and mislead others by their facial expressions.

They seek approval from family members and gain confidence as they
become more and more independent.
They try to remain calm in front of their peers. As their understanding
of emotions develops, they also develop socially. They slowly learn to
control emotions and manage distress, anxiety or anger.
It is the moral duty of parents and teachers to teach the children to
learn to tolerate a delay of gratification besides managing negative
emotions.

Cognitive Development In Early Childhood

According to Jean Piaget, a Swiss psychologist, pre-schoolers are in
the pre-operational stage. Now they master skills, learnt in the earlier
Stage where the child gains use and coordination of his/her muscles
and begins to experience the environment in the sensory motor stage.
They begin to represent words symbolically. They continuously
observe and interact with their environment, and are filled with
imagination and fantasies. Their thinking is ego-centric, which means
that they judge everything from their own perspective. By the age of
4-5 years, children realise that people may not have the same view as
theirs. They may have less memorising power and learning capacity
when compared to other kids. They have animistic thinking, i.e., they
attribute life to inanimate objects. They feel that non-living objects
also have thoughts, feelings and emotions. Though they have limited
perception, their spatial understanding increases. Playing has a major
role in brain development. At the age of 4-5 years, their cognition
improves and they ask questions about a lot of things. At this age,
they have developed skills to focus their attention for an extended
period of time as compared to children who are 2-3 years old. They
can recall old information and reconstruct it. For example, a child may
be able to tell his/her friends what they did in their vacations.

Language Development In Early Childhood

Language development helps to communicate, express and
understand feelings. Understanding a language is the first step which
focuses the basis to read and write.
A 2-year-old child has a vocabulary of roughly 200-300 words.
Children of this age group can frame short simple phrases. At the age
of six, a child is able to learn the vocabulary of over 2500 words.

At this age, their pronunciations become clear, they can make complex
sentences, they can play and talk together. They can put together
words in different ways. They can identify words with the same
sounds and rhyming words, they know that same sounding words can
have different meanings. They develop basic reading and writing skills
as they recognise the sounds of each letter.

Late Childhood
Late childhood is generally defined as ages 6 through 12. Apart from
their immediate family, children in late childhood are influenced by
their neighbourhood, friends, school and peers. They become more
and more aware about themselves and their surroundings. They learn
the ways of the world around them. They can perform complex tasks,
communicate effectively and develop their individuality and
personality.
Characteristics of Late Childhood

1. Eye and hand coordination is well developed in late childhood., as

needed in a game like badminton and carom.

2. By the age of 9 to 10, girls begin to grow faster than boys.

3. At this age, boys and girls have different and varied interests,
which were common earlier.

4. There is a strong need for belongingness to a group, and to have

best friends who are of the same age and sex. Peers are very
important for a child in late childhood.

5. A child likes to boast about himself/herself.

6. Attention span is quite long, and a child can concentrate for a

longer period of time.

7. A child looks for a warm, friendly and encouraging relationship

with others.
8. A child develops a new understanding of the old concepts such as
life, death, body functions, space, numbers, money, causality,
self, sex roles, social roles, beauty, etc.

9. A child likes to take decisions on his/her own.

10
. Talents and inclinations show up more clearly in children in late
childhood.

Physical Development in Late Childhood

1. Height and Weight: Children in late childhood grow 2-3'' in

height and 2 kg in weight annually. An average 12-year-old child
measures 147 cm in height and 37 kg in weight.

2. Body Proportions: Although the head is still proportionally too

large for the rest of the body, some of the facial disproportions
disappear in this age.

(a
) Arms and legs grow much longer and become proportional to
the trunk of the body and the head.

(b
) The body becomes much sleeker and thinner.

(c) The skeletal system develops fast.

3. Muscle-Fat Ratio: During late childhood, fat tissues develop

more rapidly than muscle tissues, which have a marked growth
spurt beginning at puberty. Children of endomorphic builds have
more fat than muscle Tissues, while the reverse is true for those
 of mesomorphic builds. Ectomorphs do not have a predominance
of either.

4. Teeth: At the age of 5-6 years, the milk teeth start to fall out and
get replaced with permanent teeth in the same pattern in which
the milk teeth erupted. By the onset of puberty, a child normally
has twenty-eight of the thirty-two permanent teeth. The last four
teeth, the wisdom teeth, erupt during adolescence.

Motor Development in Late Childhood

Growth is relatively slow in late childhood, and the changes are more
subtle. Most of the motor skills are mastered and perfected. Fine
motor skills such as drawing, cutting, threading a needle, other forms
of manipulation with fingers develop in children. Their eye-hand
coordination is well developed.

Due to increase in height, weight, age and strength, children in late

childhood can run faster, jump higher and balance and
coordinate movements well.

There may be gender differences based on exposure and interests of

every child. Usually, boys are seen to do better with gross motor skills
as they play and spend time more outdoors, while girls may seem to
be better at fine motor skills as they spend more time doing creative
stuff indoors. But this may not be always true. We can see girls good
in athletics and boys good with creative arts, or both may master fine
and gross motor skills depending on the kind of exposure they have
received and what their interest areas are.

Social Development in Late Childhood

By late childhood, the social circle of children widens. They get

influenced more by their peers than their parents.

First, they learn to play games by following the set rules and then
devise their own rules for convenience and fun. They make more
friends without much adult influence in late childhood. They learn to
share and cooperate by being the part of a group, build leadership
qualities, take responsibilities and become sensitive towards others.

They gain emotional security in a group, as their peers share similar

thoughts, problems and ideas which they face. They try to please
their friends and crave for peer approval. Young children sense the
fear very quickly and learn coping mechanisms towards bullying.

Late childhood can be called as the Gang Age. In this age, children
seek pleasure in interacting with the outer world, their focus shifts
from family to friends. Children love to cluster around their friends
who have common interests. They have a gang of neighbourhood
friends, a gang of school friends, etc.
Age mates help their peers develop a rational conscience, helping
them to learn appropriate and socially acceptable behaviours and help
them achieve personal independence.

Social behaviour in late childhood includes susceptibility to social

approval and disapproval, suggestibility to group influences and contra
suggestibility to adult influences, competition, good sportsmanship,
responsibility, social insight, social discrimination, prejudice and sex
antagonism .

Emotional Development in Late Childhood

As children in late childhood gain a better understanding of the
emotions of their own and of others, they learn to balance emotions
according to the prevailing situation and adjust better socially. This is
quite essential for them to become a good citizen and a good person.

They understand that people can feel two emotions at the same time
and that different people may have different emotional responses to
the same stimulus. They understand that people have good and bad
traits.

Though children experience negative emotions such as anger,

jealousy, embarrassment, anxiety, worry and grief, they develop
problem-solving, stress management and emotion coping mechanisms
which help them manage and understand their emotions. They have
increased social sensitivity and awareness. By this age, they learn to
differentiate between genuine and fake emotions.

Cognitive Development in Late Childhood

Piaget calls late childhood a period of concrete operations. The child
gains an understanding of principles such as conservation and logical
thought emerges. It is a period of intellectual development where the
children develop logical thinking and start analysing information. They
still struggle to grasp abstract concepts. Their ability to process, store
and use information increases. Children develop the ability to judge
how much information other people have and how much they need to
be given. They include sophisticated rules while paying games. Their
thinking becomes less ego-centric and they can understand others’
viewpoints. They can pay attention to more than one thing at a time
which allows them to think quickly. They start understanding the
concept of sickness, injury and death too gradually.

For a pre-schooler, a joke is some silliness. However, school-age

children appreciate verbal humour. As their cognition increases, they
appreciate jokes which they previously did not understand. As they
grow older, they become more efficient at encoding and storing
information, largely due to practice. They have improved visual
memory. They are less distracted and have a longer attention span
compared to pre-school children. They can compare themselves with
their age mates and assess their own abilities. If they have learning
disorders or ADHD (Attention Deficit Hyperactive Disorder), it
becomes prominent at this age.

Language Development in Late Childhood

As children grow older, their exposure to language and its rules
increases. Not only does their vocabulary increases but their
understanding about the use of language and its grammatical rules
also increases. They begin to understand the stories that they read,
and guess meanings of words they do not know according to the
context of the sentence. By 7-8 years of age, children start
communicating in the manner adults talk to each other.

They learn how to use plurals, pronouns, verbs, tenses and compound
words correctly. Initially, they do make errors, but they learn more
and more by reading and experimenting. They begin to enjoy jokes
and riddles. It is a good time for them to start learning a second
language too.

Developmental Tasks
“Developmental tasks are those milestones which an individual has to
master at the specified stage in his life before he reaches the next
stage of his life.”
Milestones of Developmental Tasks:

Birth to 5 Years (Early Childhood)

1. Learning to walk. (9-12 months)
2. Learning to talk. (18-24 months)
3. Learning to take solid foods. (1-3 years)
4. Learning to control the elimination of body wastes. (18-30
months)
5. Learning adjustment to school, to read, to write etc. (2-3 years)
6. Learning sex differences and sexual modesty. (4-5 years)
7. Achieving psychological stability. (5-6 years)
8. Forming simple concepts of social and physical reality. (5-6 years)
9. Learning to relate oneself emotionally to parents, siblings, and
other people. (3-5 years)
10
. Learning to distinguish between right and wrong, and to develop
inner conscience. (4-5 years)

6-12 Years (Late Childhood)

1. Learning physical skills necessary for ordinary games. (6+)
2. Building a wholesome attitude towards oneself as a growing
organism. (7+)
3. Learning to get along with age mates. (5-6 years)
4. Learning an appropriate masculine or feminine sex role. (5-7
years)
5. Developing fundamental skill in reading, writing and calculating.
(6-7 years)
6. Developing concepts, necessary for everyday living. (7+)
7. Achieving personal independence. (7+)
8. Developing attitudes towards social groups and institutions. (7-9
years)
MULTIPLE CHOICE QUESTIONS

1. Infant starts developing fear at:

(a
) 4 months

(b
) 6 months

(c) 8 months

(d
) 10 months
2. Children start using one word to communicate at the age of:

(a
) 12 months

(b
) 8 months

(c) 5 months

(d
) 10 months
3. The preoperational stage of 'Piaget's stages of congnitive
development' happens during:

(a
) Infancy
 (b
) Toddlerhood

(c) Early childhood

(d
) Late childhood
4. A developmental milestone for late childhood is:

(a
) learning sex differences and sexual modesty

(b
) achieving psychological stability.

(c) forming simple concept of social and physical reality

(d
) developing fundamental skill in reading, writing and
calculating.
5. Semantic development in language indicates:

(a
) ability to produce recognizable speech

(b
) understanding of the meaning of spoken or written language

(c) understanding grammatical rules in language.

(d
) ability of increased vocabulary.

FILL IN THE BLANKS

1. An average 2-year-old child weighs about ………….. kg and is
………….. cm in height.
2. The bones ossify at different rates in different parts of the body,
following the laws of ………….. .
3. Motor skills develop not just by the physical growth but also in
………….. with ………….. development.
4. Language development helps to ………….. express and understand
feelings.
5. According to Piaget, pre-schoolers are in the ………….. stage.

TRUE AND FALSE

1. Hygienic and nurturing environment, healthy and nutritious food,

comfortable clothing and a safe home are a few factors that
provide for proper growth and development of children.
2. During early childhood, children become more dependent.
3. Motor skills in children develop not just by their physical growth
but also by their body coordination with brain development.
4. In early childhood, children spend more time in the proximity of
their mother.
5. According to Jean Piaget, a Swiss psychologist, pre-schoolers are
in the preoperational stage.

VERY SHORT ANSWER TYPE QUESTIONS

1. What is the average weight of a 6-year-old child?

2. By what age do children get all their milk teeth?
3. Suggest a developmental task that a 6-year-old would have
achieved.
4. Name the two stages in which childhood is divided.
5. A rapid rate of growth is seen in which stage of life?
6. Name some games that children play in early childhood.
7. Name the types of body builds apparent in early childhood.
8. By what age will you know whether a child will predominantly use
his left hand or right hand?
9. Name some social behavioural patterns in early childhood.

SHORT ANSWER TYPE QUESTIONS

1. What factors play a key role in helping a child grow healthy?

2. What characteristic body proportions are observed in late
childhood?
3. Give one example each of cognitive development in early and late
childhood.
4. What social behavioural patterns are seen in children in early
childhood?
5. Give two examples each of the developmental tasks in early and
late childhood.
6. What motor skills does a pre-school child develop in his
childhood?
7. Aryan is a naughty child. His parents scold and criticise him all the
time, while Veer’s parents always praise and encourage him.
What kind of a person will both the children develop into?
8. Why language development is essential in the late childhood?
How a child learns this through his/her parents?
9. In what way does a child’s walk-in early childhood differ from that
in infancy or toddlerhood?
10
. What are some main movements an average 7-year-old child is
able to do?
11
. Why are children in late childhood able to pay more attention and
understand and perceive things faster and better than younger
 children?
12
. What factors influence the development of gross and fine motor
skills in late childhood?

LONG ANSWER TYPE QUESTIONS

1. How can one ascertain whether a child in early childhood is

developing physically in a normal manner?
2. Differentiate between cognitive developments in both the stages
of childhood.
3. Explain social development in early childhood.
4. Children in late childhood look outward and want to be around
peers all the time. Elaborate on the kind of development middle
school children goes through.
5. Discuss language development in early childhood.
6. Which four characteristics can reveal that a child is in early or late
childhood?
7. If you have to explain to your younger sibling about the pattern of
growth of their milk teeth and permanent teeth, then how would
you explain it?

CASE STUDY BASE QUESTIONS

A. Sunita is surprised that her son has adopted the habits of her
neighbour’s child. Sunita’s son goes out to play for longer hours
nowadays.

1. Which of the following is incorrect for late childhood children?

(a
) The social circle widens during this age.
 (b
) The children at this age try to please their friends

(c) This age is called the gang period

(d
) None of these
2. According to Piaget the late childhood is a period of

(a
) Sensory-motor stage

(b
) Pre-operational stage

(c) Concrete operational stage

(d
) None of these
3. ADHD is:

(a
) Attention Deficit Hyperactive Disorder

(b
) Attention Deficiency Hyperactive Disorder

(c) Attentive Deficiency Hyperactive Disorder

(d
) Attention Disorder Hyperactive Deficiency

B. Sweety has started questioning about the date of birth of all her
relatives and famous people. Sometimes Sweety would ask such
 questions that her parents are unable to answer. Her curiosity has
made her very popular among her teachers.

1. In which age group Sweety falls?

(a
) Childhood

(b
) Early childhood

(c) Late childhood

(d
) None of these
2. The number of teeth at this age is:

(a
) 24

(b
) 26

(c) 28

(d
) 27
3. While taking stairs Sweety will be able to:

(a
) take alternate steps

(b
) she will master to climb

(c) she will be hopping to climb

 (d
) none of these
4. Which of the following is not a characteristic of Early Childhood?

(a
) Children learn to play in group

(b
) They grow specific likes and dislikes

(c) Takes decision of their own

(d
) They like to imitate people
 Go Back !

Early Adolescence
Late Adolescence

PHYSICAL DEVELOPMENT IN ADOLESCENTS

BIOLOGICAL DEVELOPMENT IN ADOLESCENTS
MOTOR DEVELOPMENT IN ADOLESCENTS
SOCIAL DEVELOPMENT IN ADOLESCENTS
EMOTIONAL DEVELOPMENT IN ADOLESCENTS
COGNITIVE DEVELOPMENT IN ADOLESCENTS
LANGUAGE DEVELOPMENT IN ADOLESCENTS
PSYCHOLOGICAL CHANGES IN ADOLESCENTS
EMOTIONAL PROBLEMS OF ADOLESCENTS

Adolescence can be defined as a transitional stage of physical and

psychological development that generally occurs during the period
from puberty to adulthood when a child assumes the roles and
responsibilities of an adult. It is a transitory phase wherein a child is
transforming into an adult not only physically but also socially,
emotionally and intellectually.
A lot of changes occur in the life of children between the ages of 12-
16 years. Physical changes, hormonal and psychological changes, the
transition from middle school to high school, changes in the
relationship with peers and parents, etc. Adolescents take decisions
related to life and career on their own without any adult cognition or
experience. Conflicts between parents and adolescents are probably
inevitable. It is seldom seen that adolescents discuss important
matters like love, sex, alcohol, responsibility towards other people and
telling the truth with their elders.
The period of physical development, i.e., biological changes in
adolescence is divided into two phases.

Early Adolescence (10-14 Years)

Early adolescence can be broadly considered to stretch between the
ages of 10 and 14 years. It is at this stage that physical changes
generally commence, usually beginning with a growth spurt and soon
followed by the development of the sex organs and secondary sexual
characteristics.

Late Adolescence (15-19 Years)

Late adolescence encompasses the latter part of the teenage years,
broadly between the ages of 15 years and 19 years. The major
physical changes have usually occurred by now, although the body is
still developing. The brain continues to develop and reorganise itself,
and the capacity for analytical and reflective thought is greatly
enhanced.

Physical Development in Adolescents

Sexual Maturation: The physical changes in the human body are
triggered by increased production of sex hormones. These changes
begin with a burst of rapid physical growth. Puberty is said to be the
onset of sexual maturation in early adolescence. This milestone is
marked in girls by menarche, the first menstrual period, and in boys
by the first production of live sperms. In both sexes, fertility is low at
first and gradually increases.

Effects of Sex Hormones at Puberty

1. Development of hair in the pubic region and the armpits.

2. In boys, development of facial hair, cracking and deepening of the
voice, increase in muscle mass.
3. In girls, development of breasts, and thickening of hips.
4. Growth spurt.
5. Girls have menstruation.
6. Ejaculation (reflex in which semen is ejected from the penis;
usually follows an erection and may happen during sleep).

During biological development, the physical differences between

males and females become prominent. The boy’s voice deepens and
his facial hair begins to grow, the girl’s breasts develop. Such signs of
manhood or womanhood are called secondary sexual characteristics,
because they distinguish males from females, but are not directly
related to reproduction. Both sexes develop pubic hair. Sweat glands
become active leading to pimples or acne.

Primary sexual characteristics are the reproductive organs themselves

the penis and testes in males and the ovaries, uterus and vagina in
females. The timing of these changes varies among individuals
depending upon heredity and environmental factors.

Sexual development in girls begins about two years before menarche

with the first visible signs of developing breasts and pubic hair. The
average age at menarche is 12.5-13 years. Menstruation does not
occur until a girl has put on a minimum amount of body fat.

In boys, sexual development begins around the age of 12 years with

an increase in the size of the testes. The first ejaculation of semen
occurs about two years later. The deepening of the voice and the
growth of the beard and body hair are among the later changes in a
male’s physical development.

Changes in Girls and Boys

Other Body Changes During Adolescence (External Changes)

1. Height: During the age of 11-13 years, the girls become taller
and heavier than boys of the same age. By the age of 14, an
average boy surpasses a girl in build and strength. The average
height of a 15-year-old teenager is 165 cm.

The average girl reaches her mature height between the ages of
seventeen and eighteen and the average boy, a year or so later.
2. Weight: Adolescence is the period of a rapid increase in weight.
Body proportions change rapidly during growth spurts. For girls,
growth spurts take place between 11-13 years, and for the boys,
it is 13 to 15 years. An average 15-year-old weighs 50 kg.

3. Body Proportions: The various parts of the body gradually

come into proportion. For example, the trunk broadens and
lengthens, and thus, the limbs no longer seem too long.

Biological development in adolescents

All the organs in the skeletal, digestive, circulatory and respiratory
system reach their maturity and become stronger, and function to
their optimum capacity. The brain does not really grow but major
changes in brain functioning occur, and the brain becomes more
efficient. The various internal changes during adolescence are as
follows:

1. Digestive System: The stomach becomes longer and less

tubular, the intestines grow in length and circumference, the
muscles in the stomach and intestinal walls become thicker and
stronger, the liver increases in weight, and the oesophagus
becomes longer.

2. Circulatory System: The heart grows at a rapid rate during

adolescence. By the age of seventeen or eighteen, the heart
becomes twelve times as heavy as it was at birth. The length and
thickness of the walls of the blood vessels also increase and reach
its maturity level.

3. Respiratory System: The lung capacity of girls reaches its

maturity stage at the age of seventeen, while boys lung capacity
reaches this level several years later.
4. Endocrine System: The increased activity of the gonads at
puberty results in a temporary imbalance of the whole endocrine
system in early adolescence. The sex glands develop rapidly and
become functional, though they do not reach their mature size
until late adolescence or early adulthood.

5. Body Skelton Tissues: The skeleton stops growing at an

average age of eighteen. Tissues, other than bones, continue to
develop after the bones have reached their mature size.

6. The apocrine sweat glands, mostly situated near the genitals,

become active during puberty.

7. The bacteria in the skin are attracted to the apocrine secretions

that produce foul body odour.

Motor Development in Adolescents

Before the adolescent growth spurt, the stamina of boys and girls is
almost the same. But in later years, boys most often have the
advantage. During these years of rapid physical growth, adolescents
may be somewhat awkward or clumsy as they get used to longer
limbs and bigger bodies. Their brains need time to adjust to the
growing body. Stamina in both boys and girls can be increased further
by active participation in sports, yoga and exercise. A large and
growing number of kids do not participate in the physical activity for a
recommended number of hours every day.

Many children become less active during middle and high school, as
organised sports activities become more competitive at that age. The
growing bones of children could not handle as much stress as the
mature bones of adults can. Children who compete in sports are more
likely to get injured, such as smaller children who play football or
children who remain on diet to maintain weight.
Gross motor skills pertain to skills involving large muscle movements,
such as independent sitting, crauling, walking, or rumming. Fine
motor skills involve the use of smaller muscles, such as grasping or
drawing.

Social Development in Adolescents

Family, peers and school form the major source of influence in the
social development of a child. An adolescent turns to parents for
advice on education and occupation and turns to friends more for
personal advice.

Adolescents develop socially according to the parenting style their

parents follow and the rapport they can to build with their teenage
children. It is observed that in families where the parents lay rules for
their children, but also listen to their children and are flexible at times,
children are competent socially and cognitively. They are emotionally
more stable as compared to the children having authoritarian,
permissive and neglecting parents.

The peers of adolescents mean the world to them as peers listen to,
accept and understand the frustrations, challenges and concerns
associated with being a teenager. Peers may however have a positive
or negative influence on the adolescent. Peers may help mobilise a
teen’s energy into some productive work, motivate and encourage
them to excel in life, and help them conform to a healthy behaviour.
They may sometimes become a teenager’s role model too. However,
some teens can influence their peers negatively, and take them away
emotionally from their family. They may also involve themselves in
risky behaviours and substance abuse.

In schools, teachers provide a healthy atmosphere to the teenagers so

they can develop good habits as adolescents. Teachers make each
child in a class feel responsible for what he does. In schools, student
councils are set up, and students themselves establish the rules of
conduct and follow them. A school gives the students practical
experience of living in society. It inculcates in them a spirit of co-
operation. They learn to be empathetic and generous. Various
extracurricular activities, outdoor picnics widen their knowledge and
make them more active and experienced. They learn to live a life of
mutual help and cooperation.

Adolescence is said to be an age of problems, but if the adults around

them understand the problems of adolescents, then this stage of life
can also pass quite smoothly.

Emotional Development in Adolescents

With adolescence comes an additional struggle for independence.
Teens like to spend more time with peers and less time with their
family. Adolescents become less emotionally dependent on their
parents, but this emotional autonomy often emerges after a period of
conflict and increased experience of negative emotions. Young
adolescents often experience more negative effect than younger
children, but the negative effect often decreases during the high
school years. However, girls often experience a longer period of
elevated negative affect than boys. Adolescents tend to experience
more extreme emotions, both negative and positive, than their
parents even in response to the same event.

The rise in negative emotional thoughts during early adolescence

emerges in conjunction with the increased capacity for abstract
thinking. Adolescents often experience emotional distress in response
to ambiguous and imagined romantic exchanges, and their capacity to
experience complex and diversee motions further promotes the
development of abstract thinking. As adolescents grapple with
increasingly abstract and complex social problems, they often seek a
stable peer group as the context for emotional conflict management.

Positive peer relationships emerge from the recognition of equality

and the tendency to offer emotional support. Adolescents who are not
accepted by their peers face numerous risks, including school dropout
and delinquency. Even adolescents who are accepted by peers and
have close friends often show an increase in negative emotions such
as anger and anxiety in the peer context during adolescence.
However, positive and supportive peer relations during adolescence
promote healthy emotional development and mental health of
adolescents as they enter adulthood.

Cognitive Development in Adolescents

Piaget calls adolescence a stage of formal operations. An adolescent
uses a logical thought process with developed reasoning skills and
explores a range of possibilities for every situation. They develop the
ability to think abstractly and can imagine things not seen or
experienced before. This allows the adolescent to have the capacity to
love, think about spirituality and participate in advanced mathematics.
The adolescent questions everything and try to find logical answers to
them.

Language Development in Adolescents

Language is crucial for the adolescents to perform their everyday
personal chores such as texting friends, organising independent travel
plans and telephoning. The acquisition of new words takes place at a
rapid pace throughout the school years. Children shifting from primary
to secondary school tend to be exposed to new subjects, curriculum,
vocabulary, teachers, teaching style and organisational abilities, which
can be quite demanding. For a child to be able to have a good
understanding of different subject areas, understanding of technical
terms, and managing limited social time, is dependent on his or her
effective language skills. The changes that appear in children during
the adolescent period are characteristic of the adolescent thought
process, suggesting four developments that could explain many of the
specific developments in this period.

The first and foremost change, being the growth in the metacognitive
process, is the ability to analyse and reflect upon language,
understanding grammatical structures, new words, and building a
basis for the understanding of figurative expressions. The second
change could be attributed to the cognitive development, which is the
ability to think abstractly. The third change could be referred to the
aspect of social cognition, wherein a specific growth is evident in
social perspective-taking, laying the foundation of almost all the
sophisticated and complex changes in social interaction concerning
the people’s intentions during the use of language, as well as
expressing intentions. The final attribution could be in the introduction
of advanced syntax, vocabulary, and figurative expressions, which is
largely learnt by print input rather than by spoken input, and also
beginning to use a range of genres of discourse.

Psychological Changes in An Adolescent

Apart from physical and hormonal changes, an adolescent goes
through many psychological changes too. These have a great
influence on the child’s emotional, social and cognitive development.

1. Emancipation from Home: Adolescents move away from

parental authority and their emotional dependence upon parents
decreases as they redefine their relationship with parents from
parent-child to parent-adult. It is a phase where they want to
experiment and develop their independence and look for
individuality.
2. Search for Identity: It is a period of great confusion and
experimentation. The adolescents have confusions relating to
their developmental changes, their looks, their independence and
yet dependence on parents, about vocations, relationships,
health, emotions and many more.

3. Re-examination of Beliefs: The adolescent is engaged in a re-

examination of many of the beliefs which he/she had previously
considered to be true. New experiences and new cognitive
abilities that emerge, prompt them to challenge some of the
values and beliefs about religion, sex, drugs, etc. The value of
hard work and the omnipotence of one’s parents are those which
are most apt to be questioned in this phase of life.

4. Generation Gap: Now the adolescents feel that their parents

and teachers are too old to understand them in the right way.
The customs and beliefs of elders may look outdated and too old
fashioned to them. Their cool ideas may not appeal to their
parents and teachers, so a generation gap develops between the
two. It leads to poor mutual understanding, less communication
and reduction in the sharing of ideas and experiences that
happen during adolescence.

5. Environmental Influences: The adolescents might experience

shyness, blushing, smoking, drinking and substance abuse. A lot
of sexual curiosity arises in the adolescents which is expressed
through their admiration of celebrities, cricketers, teen idols and
musicians. For them, friends become more important than family.

The above are some psychological changes an adolescent feels.

The adolescents however should feel free to discuss their
problems, curiosities and ideas with parents and teachers when in
doubt. The parents and teachers should be prepared to accept
these new changes in adolescents, and be patient and give them
a listening ear instead of keep on giving them advice which most
 of the time they do not want to listen. A good communication
rapport reduces stress amongst adolescents and resolves all
turmoil within their mind. They do not need to hide things which
they feel might sound inferior to others. Sharing your thoughts
and experiences may always lead to finding solutions to your
problems.

Emotional Problems of Adolescents

Since adolescence is the age full of changes and adjustments, and
adolescents are vulnerable to internal emotional conflicts, they face
some common emotional problems which are discussed here. These
problems may hamper their emotional and social development, if not
addressed correctly.

1. Eating Disorders: Distress and fear of becoming overweight and

not looking good, feeling of helplessness and low self-esteem are
the major reasons for eating disorders in teens. To cope with this
issue, adolescents may adopt harmful eating habits and breed
disorders such as anorexia and bulimia. Some wrong eating
habits are also a result of peer pressure, as their friends suggest
eating more of fried and fast food (pizza, pasta, and burger) stuff,
which they feel is in fashion to eat but is not healthy enough.

Starvation is another reason for under-nutrition that is also

prevalent. It is a psychological reason, which is directly related to
one’s thinking about food and health. Overemphasis on
maintaining a slim body image due to peer pressure and
fantasized self-images lead to slimming down recklessly.
Continuous starvation to reduce weight leads to under-nutrition.
Along with energy, many nutrients become a deficit in the body,
which leads to numerous other hazards to health. Obsession for
getting a zero body figure similar to that of a celebrity, constantly
measuring body size and weight and comparing oneself to a set
idol model leads to eating disorders called “Anorexia nervosa” and
“Bulimia nervosa”.
(i) Anorexia Nervosa: It is a psychological and potentially life-
threatening eating disorder. Those suffering from this eating
disorder are typically suffering from an extremely low body
weight relative to their height and body type.

There are two common types of anorexia which are as follows:

a. Binge/Purge Type: The person struggling with this type of

eating disorder will often purge after eating. This alleviates the
fear of gaining weight and offsets some of the guilt of having
ingested forbidden or highly restricted food.

b. Restrictive: The individual suffering from restrictive anorexia is

often perceived as highly self-disciplined. They restrict the
quantity of food intake, especially high fat and high sugar foods.
They consume far fewer calories than are needed to maintain a
healthy weight. This is a heart breaking form of self-starvation.

(ii
) Bulimia nervosa: It is a serious and potentially life-threatening
eating disorder characterised by a cycle of bingeing and
compensatory behaviours such as self-induced vomiting, designed
to undo or compensate for the effects of binge eating. Although
both disorders are obsessions with weight watching, there are
differences in the psychological approaches and eating habits.

2. Addictions and Abuse: Due to negative peer and media

pressure, teenagers have been reported to be getting addicted to
substance abuse in many forms. They tend to get addicted to
smoking, drinking, drugs and other forms of abuse such as e-
cigarettes, weed, ingestion of expectorants, overdosage of
steroids, diuretics, insulin and other injections used to make for
hormone deficiencies. These substance abuses not only give
them a high kick but also help them in losing weight or body-
building quickly in an unhealthy way. Addiction to smartphones is
 another problem faced by teenagers these days, as it not only
affects their eyes and body posture but also makes them hyper
and anxious, reducing their concentration power. Surfing the net
for A-grade material may also lead them into many confusions
rather than informing them about actual facts.

Many adolescents do not manage their emotions and stress

effectively. As a result, they may become prone to depression,
anger, and emotional imbalance, which in turn can trigger
problems such as poor academic performance, drug abuse, eating
disorders etc. Adolescents need to be aware of their emotions,
evaluate themselves and their decisions rationally, and learn
effective coping mechanisms by taking help from the adults
around them.

3. Sexual Abuse: Sexual abuse is sexual contact or activities forced

on children or adolescents usually by adults. It has traumatic
effects on them. The cause sometimes maybe ignorance or
helplessness. Adolescents sometimes also experience guilt about
sexual issues.

4. Anti Social Behaviour: Adolescents do a lot of things out of the

desire for the acceptance and approval of their friends and
society. To become a part of the gang, they do same things like
 drinking, swearing or taking drugs that other members do, just to
fit in the gang.

5. Sibling Rivalry: Jealousy between siblings for reasons such as

over attention, vocations, love, etc. can endanger their
personality development. Communication between parents and
adolescents helps the adolescents vent out their negative
emotions to a great extent in such cases.

6. Friendship: Friendships have an important influence on

adolescents’ attitudes, sometimes behaviour and growth. It is an
important factor in the socialisation of adolescents and plays an
important role in the quest for self-awareness and self-definition.
It is during adolescence that friendship with members of their
groups and other gender become increasingly important.
Friendship can have positive and negative influences on a
teenager. Bullying is another common problem adolescents are
facing nowadays. They also have unrealistic ideologies about
friendship and courtship. They get confused and are often in
dilemma to prioritise academics and career or fun with friends.

7. Personal Interest: The awareness and interest about

themselves and those of the opposite sex highly increase during
this period. They are very particular about personal grooming.
They are conscious of orthodontic treatments (braces). The girls
indulge in nail art, hair curling and straightening, skin and hair
care. They are conscious about their weight and dressing sense.
The boys too take great interest in picking what to wear from
clothes to shoes to accessories. They want to style their hair to
look smart. They want to indulge in driving, riding and other
activities before their legal age. Sexual interests awaken around
the time of puberty. Boy’s sexual desire is centred in their
genitals. Sexual desire in girls does not suddenly or urgently
increase; what girls want is romance.
8. Suicidal Tendencies: Adolescence is a period of life that is often
confusing, leaving teens feeling isolated from family or peers.
Many troubling and confusing situations can make a teen commit
suicide. Those with a good social support network (e.g., family
and peers) are likely to have an outlet to help them deal with
their feelings. Others without such networks are more susceptible
to suicide.
MULTIPLE CHOICE QUESTIONS

1. The most commonly secreted male hormone is

(a
) Androgen

(b
) Testosterone

(c) Oestrogen

(d
) Progesterone
2. Which of the following is not an emotional problem faced by an
adolescent?

(a
) Generation gap

(b
) Sexual abuse

(c) Sibling rivalry

(d
) Personal interest
3. Early maturing girls are

(a
) good at sports
 (b
) not exposed to substance abuse

(c) popular among boys

(d
) emotionally ready for puberty
4. Which gland becomes active at puberty and leads to body odour?

(a
) Endocrine

(b
) Eccrine

(c) Pituitary

(d
) Apocrine
5. Choose the correct statement:

(a
) Menarche and menstruation are the same

(b
)Menstruation and menopause are different

(c) Both (a) and (b)are correct

(d
) Both (a) and (b)are incorrect.
6. How do anti-perspirants work?

(a
) By lasting for 8-12 hours
 (b
) By clogging pores

(c) By killing the bacteria

(d
) None of the above

FILL IN THE BLANKS

1. The physical changes are triggered by increased production of

………….. hormones.
2. The lung capacity of ………….. is almost at a mature level at the
age of seventeen while ………….. reach this level several years
later.
3. Adolescents move away from ………….. and from emotional
dependence upon parents.
4. Adolescents develop socially according to the ………….. their
parents follow and the rapport they can build with their teenager.
5. ………….. and fear of becoming overweight, feelings of
helplessness and low …………..are the reasons for eating disorders
in teens.

TRUE AND FALSE

1. The physical changes in human body are triggered by increased

production of sex hormones.
2. Primary sexual characteristics are the reproductive organs
themselves—the penis and testes in males and the ovaries,
uterus and vagina in females.
3. During the age of 11-13 years, the boys become taller and
heavier than girls of the same age.
4. The skeleton stops developing at an average age of eighteen.
5. Many children become less active during middle and high school,
as organised sport activities become more competitive in that
age.

VERY SHORT ANSWER TYPE QUESTIONS

1. Are peers more important to adolescents than their family?

2. What are some common reasons for sibling rivalry?
3. Name the male and female hormones responsible for the
development of secondary sexual characteristics.
4. Name some uncommon puberty traits in boys and girls during
puberty.
5. Define Adolescence.
6. What are the changes children go through during adolescence?
7. What are the common reasons of conflict between parents and
teenagers?

SHORT ANSWER TYPE QUESTIONS

1. How should a parent guide their children about the hormonal

changes their body will experience at puberty?
2. Describe the role of endocrine glands in the development of the
reproductive system during adolescence.
3. Discuss the change in height, weight and body proportions seen
in an adolescent.
4. What beliefs does an adolescent re-examines which he previously
believed to be true?
5. What are the common reasons for adolescents to face eating
disorders?
6. Riya enjoyed dressing up and participating in the religious rituals
in her house during Diwali as a child. As an adolescent today, she
 refuses to sit for those rituals. Explain the psychological change
behind this behaviour.
7. Shweta has a lot of confusion relating to the changes happening
in her body. She is not able to concentrate on her studies, she is
curious about many things, and she turns to her friends for
answers. Explain why she would prefer going to her friends than
to her family members.
8. Surya is a big fan of the singer Justin Bieber and has put up his
posters all over his room. He listens to his songs all day long.
Explain similar environmental influences on adolescents.
9. Priya is very self-conscious of her weight. She eats limited food,
weighs herself every now and then. Do you think this is a healthy
habit? Why do you think she does so? What will you suggest to
her as a best friend?
10
. Explain emotional, language and cognitive development in an
adolescent.

LONG ANSWERS TYPE QUESTIONS

1. Adolescents are faced with a whole lot of emotional and

behavioural problems. Discuss these problems.
2. An adolescent goes through a lot of internal and external body
changes during puberty. Elaborate on the internal changes
happening to an adolescent.
3. What are the psychological changes an adolescent goes through?
4. ‘Parents, peers and school play an important role in the social
development of an adolescent.’ Justify.
5. Friends or peers can have a positive or negative influence on an
adolescent. Discuss how you have been influenced by peers in
either way or both ways.
CASE STUDY BASE QUESTIONS

A. Rahul’s parents want him to learn classical music and join the
choir. Rahul is into punk music and hard rock. He does not want
to join classical music classes. Rahul has isolated himself from his
friends and always argues with his parents.

1. Why is Rahul not listening to his parents?

(a
) Rahul cannot hear

(b
) Generation gap between Rahul and his parents

(c) Rahul is having other diversion

(d
) None of these
2. In which age-group is Rahul in?

(a
) Toddler

(b
) Adulthood

(c) Adolescence

(d
) Infant
3. How can an adolescent be helped to come out of negative peer
group?
 (a
) Teacher and parent support

(b
) Scolding and spanking

(c) Listening to music

(d
) Isolating the adolescent
4. Which of the following are the characteristics of growth in
metacognitive process?

(a
) Understanding grammatical structure

(b
) Understanding figurative expressions

(c) Ability to analyse and reflect language

(d
) All the above

B. Ravi is 16 years old and has indulged into burglary and now he
has low parental support. To cope with stress, he has grown the
habit of smoking and drinking alcohol.

1. Which chemical leads to the addiction of smoking?

(a
) Tobacco

(b
) Nicotine
 (c) Caffeine

(d
) None of these
2. How can you bring change in Ravi’s behaviour?

(a
) By developing self-worth

(b
) Breaking negative attitude

(c) Changing peer group

(d
) All the above
3. Which of the following behaviour is observed after substance
abuse?

(a
) Depressive

(b
) Aggressive

(c) None of these

(d
) Both (a) and (b)
4. Delinquency is seen in which age-group?

(a
) Adolescents

(b
) Adulthood
(c) School-age

(d
) None of the above
 Go Back !

IMPORTANCE OF TIME MANAGEMENT

Tips to Manage Time

SCHEDULING (MAKING A TIME PLAN) AND FACTORS AFFECTING THE TIME

PLAN
FACTORS AFFECTING TIME PLAN

Time is an important resource and is extremely crucial for every

person. We all have got equal time for doing all our day-to-day
activities. How we use that time decides our success and failure? We
should not waste time and should plan it well. For homemakers, time
management is of utmost importance as they need to manage their
time in a way that they get time to take rest and involve in some
leisure activity as well.

Time management is not about squeezing as many tasks in a day as

possible. It is about simplifying the way you work, do things faster,
and relieve stress. It is about making enough time for work, people,
leisure and rest. Everyone gets the same number of hours each day,
but it may take a bit of planning, rearranging and thinking to be
productive, i.e., able to do maximum quantum of work in the
stipulated time.

“Time management” is the process of planning and organising your

tasks in such a way that you divide your time efficiently between
specific activities to use your time effectively.

Time management may be defined as “a system of controlling and

using time as efficiently as possible.
–Iain Maitland.

The main objective of time management is the proper utilisation of

time available in such a way that one can fulfil the individual as well
as family goals.
The old adage, “work smarter, not harder” is true even today.

Importance of Time Management

1. Improves Productivity: Unnecessary and avoidable activities
consume a large proportion of a person’s available time.
Sometimes, delays and lethargic work increase the problem. Time
management ensures higher work rate and improved
performance rate by reducing wastage of time and allowing a
person to make time for a wide range of activities that brings
more balance and fulfilment in life. It also helps to get work done
cheaper, faster and better.
2. Develops Control of the Situation: With effective time
management, people can take control of their situation and
achieve their set goals according to their desired plans.
3. Provides Leisure Time: When a homemaker manages his/her
time, he/ she prioritises and chalks out things in such a way that
there is enough time for work and leisure time for rest and
recreation. Thus, managing work properly leaves one with more
free time.
4. Helps to Develop Life Skills and Personal Interests: Many
people feel that they have so much work to do that they do not
get enough time to develop their life skills and personal interests.
Lack of time becomes an excuse for almost everything, right from
not exercising to poor finance, etc. Time management helps to
use time in productive ways by conscious planning, prioritising
tasks at hand, calculating workload and proper distribution of
time. This results in some leisure time which can be used to
develop a skill or interest. It gives a lot of self-satisfaction.
5. Creates Good will and Reputation: Time-oriented people are
always successful in life and respected in society. They are
comparatively more efficient and effective. Planning their time
and observing the same is a normal routine for people who lead a
disciplined life and follows punctuality in work pattern, and thus
they get goodwill and a special reputation among others.
6. Helps to Achieve Goals in the Stipulated Time: Careful
planning saves time and energy in execution. For example, when
a student makes a study schedule for himself, and puts aside
enough time for study and revision, at last minute before exams
he does not have to worry about finishing his/her lessons, and
thus saves up on energy due to proper planning.

7. Eliminate Nervous Strain and Fatigue: Long-term planning

helps one to keep tasks from piling up, and eliminates the
pressure of doing things at the last minute, and removes the
anxiety of whether the work will get over on time or not.
8. Helps in dealing with Emergencies: Sometimes all that we
plan in our daily schedule is not accomplished due to some
unavoidable reasons such as the arrival of unexpected guests,
falling ill, etc. Such emergencies can be dealt with by assigning
some free time in your daily schedule during planning in time
management.

Tips to Manage Time

Following are a few tips to manage your most important asset-‘‘TIME”
most effectively to bring out maximum productivity.

1. Prioritise: It is usually impossible to do every single task that

you need and want to do all at once, but if you prioritise your
tasks well, you will be able to complete the most important tasks
in the order you want to.

While assigning priority, consider factors such as which task needs

to be done first, how long it might take to finish, how important it
might be for others, what could happen if a task is not done, etc.
Complete the most important tasks with full concentration and
then move on to other tasks.

2. Scheduling: Since some tasks need to be completed at a specific

time, scheduling is important to lead a good life.
 Scheduling affects your life as well as that of other people. The
successful execution of short and long-term plans for
accomplishing big projects need scheduling. Most people also
have specific times of the day when they are most and least
energetic, and they become most productive when they schedule
themselves accordingly. Scheduling can be a good way to avoid
procrastination too.

3. Keeping a To-Do List: To-do list (properly prioritised and

integrated with your schedule) is a great tool to avoid forgetting
important day-to-day tasks. This is also a great way to avoid
spending all day thinking about everything you have to do.
Remembering tasks takes energy, and thinking about everything
you have to do all week can be exhausting and disturbing. Split
all the necessary tasks up into a list for each day, and you would
not have to worry about any of it anymore. Just look at today’s
to-do list.

4. Delegation: Depending on what type of work you have at hand,

you may be able to delegate it. Some people resist delegating,
 either because they want to keep complete control of the
situation or because they want to save money by not hiring
assistants. Both approaches ultimately affect productivity and
raise costs. Remember too, however, that if you practise time
management diligently and still cannot get everything done, you
may be trying to do too much. It is better to succeed at a few
tasks than to attempt and then fail at many.

5. Learn to Say “No”: One should learn to say no to unnecessary

and not so important or not so fruitful jobs. Take on only those
tasks that you know you have time for and that you truly feel are
significant.

6. Listen to Your Body and Take Care of Yourself: Eat well,

sleep enough and make time for exercise; this will boost up your
performance and productivity, and in turn, save time which you
can utilise in leisure.

7. Remain Focused: Distractions like thinking about trivial things

and unnecessarily worrying too much only drains your energy and
wastes your time. Focus at the job in hand and complete it with
full concentration. Avoid answering the phone, checking text
messages or e-mails, etc., while working. Immerse yourself
completely in the task you are doing for good results.

8. Start Your Day Early: “Early to bed and early to rise makes a
man healthy, wealthy and wise” is a very apt adage even today. If
you wake up early, you get enough time to do a lot. It may be
difficult in the beginning, but if one decides to firmly do it, a lot of
productive work can be managed in limited time. Take some time
to plan your day effectively for a good start.
9. Stop Procrastination: Procrastination means to put off a task
till another day or time or to delay it. Do things in time. Do not
procrastinate. It is often seen that a job left to the last minute
does not get done well, and it causes a lot of anxiety.

10
. Do not be a Perfectionist, always: It is not possible to do
every task to its perfection. It takes a lot of expertise and a great
experience to become a perfectionist. Do not keep on checking
work, again and again, to refine it and do it to the perfection.
Finish a task first and then review it at one go.

11
. Inculcate these Habits of Discipline: Apply above slowly
become a habit.

12
. Be Conscious of Time-Wasters: Consciously keep a tab on
how much time you have spent on T.V., gaming and social media.
For some, this could be a wastage of time. Positively develop the
willpower to limit the use of these time-wasters.

13
. Define a Time Limit for each task: Instead of just sitting
down to work on a project and thinking” I am going to be here
 until this is done, try thinking: I am going to work on this for
three hours. The time constraint will push you to remain focused
and be more efficient and productive, even if you end up having
to go back and add a bit more later.

14
. Always Take a Buffer-Time between Tasks: It allows you to
remain at ease during emergency, helps to stay focussed and
motivated. While taking a break, go for a short walk, meditate, or
perform some other mind-refreshing exercises.

15
. Do not Think about the Totality of Your To-Do List: One of
the fastest ways to overstress yourself is to think about your
massive to-do list. Realise that no amount of thought will make
your list any shorter. Start with difficult tasks first, as initially, you
are full of energy.

16
. Do Significant Work: Do those things first that have more
value, rather than those things that are not so significant.

17
. Be Organised: Create a filing system for documents. Make sure
you have a proper place to store all items in your dwellings.
Arrange cupboards neatly and kitchen cabinets in an organised
fashion. Streamline your work, it may take some time initially but
save up a lot of time in the future.

18
. Make Use of Waiting Time: Finish going through your to-do
list, read up a little, make quick notes or finish a few necessary
phone calls while travelling, waiting in queues, waiting for an
appointment, etc.
19
. Lock Yourself In: Sometimes you feel you want to be away
from distractions of the environment, keep yourself engaged in an
activity that you can do in your bed, like reading a book or
watching your favourite program.

20
. Stay Committed To Your Plan and Appointments: Try to
reach your destination on time, be at work or going for an
interview. Be punctual all the time. Do not flake on your own plan
to do something else. Complete it come what may.

21
. Accomplish Related Tasks Together: Different tasks demand
different types of thinking. So it makes sense to accomplish
related tasks together. This allows your mind to continue to think
and respond in its current flow rather than switching
unnecessarily to something that is going to require you to re-
orient.

22
. Find Time for Stillness: Action and inaction both play key roles
in our lives. Discovering time in your life for silence and non-
motion reduces anxiety and shows you that there is no need to
constantly rush. It also makes it easier to find your work
pleasurable.

23
. Do What You Enjoy and Enjoy What You Do: It will help you
to stay more focussed, save time and energy and improve
productivity.

Scheduling (Making A Time Plan) and Factors

Affecting The Time Plan
Making a time plan or scheduling is the process by which you look at
the time available to you and plan how you will use it to achieve the
goals you have set. You can make a daily, weekly or monthly time
plan as per your need. The plan should be chalked out at the starting
of the day or week.
It is important that your schedule has time for both your professional
and personal goals. Following are the steps to make an effective time
plan:

1. Listing All the Activities: The first and foremost step in

developing a well-thought time plan is to prepare a list of all the
tasks to be performed in a specific time-period to achieve your
goals. The time-period can be a day, a week or a month.

2. Classifying Various Activities: The next phase in developing a

time plan is to classify various listed activities. The various listed
activities can be divided into flexible and non-flexible activities.
The flexible activities include going to market for grocery
shopping as the timing and day for shopping can be changed,
whereas non-flexible activities include going to work as the time
and day for going to work cannot be changed.
3. Developing A Daily Time Plan: Once the activities are divided,
the next step is to develop a daily plan. This step is crucial and
necessary in case we are developing a time plan for a longer
duration such as a week or a month. This step encompasses the
already listed and classified activities to be put into a day’s plan.

4. Estimating Time Required for Each Activity: This step

requires the allotment of time for performing each activity that
was listed in step 1 of the process of developing a time plan. For
example, going to market may take about 10 to 15 minutes and
buying grocery from market may take approximately an hour.
Time allotment should be done based on each activity which has
been listed, whether it is a short duration activity or long duration
activity.
5. Sequencing the Activities: After allotting time to each activity,
the next step is to put the activities in order. The sequencing
should be done in such a way that the workload is distributed
evenly over a day. Putting activities in order would require taking
into consideration the peak load. Peak load is defined as a period
of time during a day when the workload is maximum. For
example, morning is considered as Peak Load Period for a
homemaker as she has to prepare breakfast and tiffin for her
husband and children, get her children ready for school, clean the
house, get ready to go to work, etc.One can put a light activity
after a heavy peak load period. For weekly plans, Thus, it is
important to sequence activities keeping in mind the peak load
periods.

ONE DAY TIME PLAN FOR A HOMEMAKER

Time Activity
Morning Morning Walk
6:00 to 6:30 Personal Cleaning
6:30 to 7:00 P r e p a r at io n o f T iffin f o r C h ild re n a n d
7:00 to 7:30 getting them ready for school
7: 30 to 8:00 Tea
8: 00 to 9:00 Preparation of Tiffin for Husband
9:00 to 9:30 Having Breakfast
9:30 to 11:00 Cleaning of House, Dusting, Washing Utensils
11:00 to 1:00 Weekly Activity
Afternoon Preparing Lunch
1:00 to 2:00 Serving and Eating Lunch with Children
2:00 to 2:30 Afternoon Lap with Children
2:30 to 3:30 Helping Children with Studies
3:30 to 4:30
Evening Preparing and having Evening Tea
Going for an Evening Walk
4:30 to 5: 30 Going and Meeting Friends
PM
5:30 to 6: 30
PM
6:30 to 7: 30
PM
Night Preparation for Dinner
7:30 to 8: 30 Serving and Eating Dinner with Family
8:30 to 9: 30 Time for Recreation (Watching TV)
9: 30 to 10: Pre-preparation for the Next day
00 Going to Sleep
10:00 to 10:
30
10: 30

Factors Affecting Time Plan

A time plan may prove effective or not depends mainly on the
following factors:

1. Realistic Plan: Be realistic about how much time you really

have. Schedule only that many tasks which can be completed in
that time period.

2. Flexibility: The time plan is only a plan or guide to help you

understand how best to manage your time. However, there may
be days which may be busier than others, and there may be
some unforeseen emergencies which need to be tackled. So
rearrange your schedule and try to re-fix it in the best possible
way.

3. Over Commitment: If you over commit yourself, you cannot

manage an effective time plan. Reassess your commitments,
prioritise and compromise where possible.
4. Procrastination: Things that you delay or postpone because
they may be boring or difficult yet important, eat up a lot of your
time and energy. These tasks should be done at the earliest for
the effective working of time plan.
MULTIPLE CHOICE QUESTIONS

1. Time management means:

(a
) proper utilisation of time available

(b
) squeezing in as many activities in a day as possible

(c) planning work so well in the day that there is no space for
leisure

(d
) controlling the number of jobs according to the time available
2. Time management helps improve productivity by:

(a
) giving in to unnecessary delays and unavoidable activities

(b
) increasing free time

(c) planning work all through the day

(d
) ensuring a higher work rate and improved performance
3. Which of the following is not a characteristic of time?

(a
) Time is limited
 (b
) Different people have a different amount of time

(c) We cannot stop or produce time

(d
) Time is intangible and easy to measure
4. Keeping a To-Do list:

(a
) Helps us to remember all that we need to do

(b
) Splits all necessary tasks into each day

(c) Comes handy if we need to make changes in our schedule

(d
) All the above
5. Choose the correct sentence regarding time management :

(a
) We should procrastinate sometimes

(b
) It is okay not to procrastinate.

(c) We should never procrastinate.

(d
) We can procrastinate most of the time.

FILL IN THE BLANKS

1. With effective ………….. people can take control of their situation.

2. ………….. affects our day, week, month, as well as other people.
3. ………….. and ………….. drains our energy and wastes time.
4. Different tasks demand different types of ………….. .
5. ………….. is an important resource and is extremely crucial for
every person.

TRUE AND FALSE

1. Time management is not about squeezing as many tasks in a day

as possible.
2. With effective time management, people can take control of their
situation and achieve their set goals.
3. Long-term planning does not helps one to keep tasks from piling
up, and eliminates the pressure of doing things at the last
minute.
4. Distractions like thinking about trivial things and unnecessarily
worrying too much only drains your energy and wastes your time.

VERY SHORT ANSWERS TYPE QUESTIONS

1. What is Time Management?

2. What is Delegation?
3. What is Procrastination?
4. Define Scheduling.
5. How can we improve our productivity with time management?

SHORT ANSWER TYPE QUESTIONS

1. State four steps we can take in order to save time.

2. What is the meaning of time management? Write two advantages
of time management.
3. Explain how time management helps eliminate nervous strain and
fatigue.
4. List four characteristics of time.
5. How does delegation of tasks help in time management?

LONG ANSWER TYPE QUESTIONS

1. List and explain the steps in preparing a time plan.

2. Shweta stays very anxious as she can not manage her time well,
and is always late in completing her work at home and at work.
Suggest five effective tips that will help her manage her time
better.
3. State and explain factors affecting a time plan.

CASE STUDY BASE QUESTIONS

A. Manoj is finding that there are less and less hours in the day.
Although the work load is same but Manoj feels exhausted and
more rushed than before. He feels demotivated and irritated
because of the noise in the surrounding of his office.

1. Which of the following is a schedule for Manoj’s time plan?

(a
) Classifying various activities

(b
) Listing the activities

(c) Estimating time required for the activities

(d
) All the above
2. Tips for managing the time depends on:

(a
) prioritising

(b
) scheduling

(c) delegating

(d
) all the above
3. Distractions means all the following but one:

(a
) thinking about trivial things

(b
) unnecessary worrying

(c) remaining focused

(d
) avoiding phone calls
4. Time management helps in the following:

(a
) improving productivity

(b
) providing leisure time

(c) helps to achieve goals

(d
) all the above
B. Radhika is a student of class X. She does her school for six hours
and then goes to coaching classes. Radhika also helps her mother
in cooking and father in his shop. She is not getting enough time
for self-study. Her exams are nearing and she is worried.

1. Which of the following strategies will help Radhika the most?

(a
) Being organised

(b
) Maintaining discipline in her routine

(c) Defining a time limit for each task

(d
) All the above
2. Radhika has __________ herself in all the work.

(a
) prioritize

(b
) over committed

(c) organised

(d
) flexible
3. While sequencing the work, one should keep in mind the following
point:

(a
) Activities should be in order
 (b
) Each activity should be allotted specific time

(c) Both (a) and (b)

(d
) None of these
4. While developing a daily time plan, Radhika can:

(a
) long term achievement should be kept in mind

(b
) flexibility in activities becomes easy

(c) time can be allotted to all activities

(d
) all the above
 Go Back !

ENERGY MANAGEMENT
FACTORS AFFECTING ENERGY MANAGEMENT
FATIGUE

Factors causing Fatigue

Types of Fatigue

WORK SIMPLIFICATION

Need for Work Simplification

Applying Classes of Change in Household activities

Both energy and time management are very essential for productive
work. Time and energy are closely related, the management and use
of one affects the other. For example, if you go to your friend’s house
by walk, you will require time to reach the friend’s house and energy
in walking. But if you go to your friend’s house on a bicycle, you are
saving both time and energy. Hence, you are managing your time and
energy more efficiently.
Making best use of time and energy is known as time and energy
management.
We discussed the importance and methods of time management in
the previous chapter. In this chapter, we shall discuss the need for
energy management and the ways to implement it.
Energy is defined as the ability to do work. Energy is required for
performing all types of activities. Our body consumes energy even
when we are resting. The amount of energy needed to carry out an
activity is determined in terms of oxygen consumed by the body per
minute. It is expressed in calories consumed per kilogram body weight
per minute (Cal/Kg/min) and is compared with the minimum
requirement of the body when resting. The extra energy required to
perform the task than resting level is termed as ‘energy cost’.

Energy Management
“It can be defined as minimizing the expendure of energy in daily
activities without affecting the quality of work and the person does
not feel fatigued after finishing the task”.

Importance of Energy Management

By managing energy efficiently
1. One can do more productive work in less time.
2. One can finish all work in time without feeling tired.
3. One can do better quality work.
4. One can take out time for rest, relaxation and recreation.
5. It saves us from last-minute anxiety, stress and confusion.
6. It gives the person a sense of satisfaction.

Factors Affecting Energy Management

1. Requirement of energy to perform various activities
2. Fatigue
3. Work simplification

Energy Required to Perform Various Activities

Energy is the force or an ability to do physical and mental activities.
Everyone requires energy to perform any task. It is difficult to
measure energy easily. One can feel tired or fatigued after work which
makes one aware of the energy used in the performance of that work.
Energy available to a person differs from person to person and from
time to time. One’s health, type of work assigned, working conditions
and efforts needed to complete the job, affects the energy
consumption.

Energy needed to complete a task can be classified into two parts:

1. Physical energy
2. Mental energy

1. Physical Energy: Physical energy is the ability and hidden

strength to do the physical work or activity. Various efforts such
as visual, mental, torsal, pedal, manual, etc., are required for
various activities like reading, walking, climbing, running, lifting,
etc.

2. Mental Energy: Visual and mental efforts require less energy

and torsal efforts need more energy. Decision-making process,
 thinking, reasoning, memorising and recalling require mental
energy. Mental energy is the power or force to do mental work.

Based on the energy required for performing different tasks, the

household activities are classified into three categories:

1. Light Work: Light work requires 100 per cent more energy than
energy consumed while resting on a chair. For example, knitting,
hemming, reading, sewing, preparing tea, watching television,
cutting or chopping vegetables, etc.

2. Moderate Work: Moderate work requires 100- 150 per cent

more energy than energy consumed while resting in a chair. For
example, drying clothes, cleaning, ironing, preparing meals, etc.
3. Heavy Work: Heavy work requires 150-200 per cent more
energy than energy required while taking rest. For example,
carrying heavy objects from one place to another, climbing stairs
with a heavy suitcase in hand, carrying children, making the bed,
hand washing clothes, etc.

The management of energy involves reducing the expenditure of

energy used for a specific activity. Knowledge of how much energy is
required for performing different activities will help in balancing work.
Doing light work after heavy work, taking rest after heavy work, not
doing all heavy work together are some examples of balancing work
in terms of energy needs.

Fatigue
Fatigue is an important factor in energy management. Fatigue has
been described as an overwhelming sense of tiredness, lack of energy
in the body and a feeling of exhaustion. Fatigue can be physical,
mental or emotional. A fatigued person feels drowsy, tired, lethargic,
weak and exhausted.
Lack of interest and motivation, irritability, frustration and loss of
concentration are also the signs of fatigue.

Factors Causing Fatigue

There are two types of factors that cause fatigue:

1. Internal Factors: The internal factors causing fatigue include

suffering from a health disease, lack or excessive physical activity,
lack of sleep, unhealthy eating habits, lack of interest and
motivation in work, lack of knowledge about work, psychological
disturbances, etc.

2. External Factors: The external factors causing fatigue include

the working environment, barriers such as noise, insufficient light,
furniture of wrong size/ design, things not properly arranged, etc.

Types of Fatigue

Fatigue can be physiological or psychological.

1. Physiological Fatigue: Physiological fatigue is also known as

muscle fatigue. While doing a muscular activity, the body
 consumes calories and gives out energy. It is also known as the
temporary physical inability of an individual to perform optimally.
The physical fatigue during an activity is gradual, and depends
upon a person’s state of physical fitness, and also upon other
factors, such as sleep deprivation and overall health. Ways to
avoid or reduce physiological fatigue include:

(a
) By providing short periods of rest in between heavy activities,
that is the reason tea breaks or lunch breaks are provided in
school, colleges and offices.

(b
) Through deep breathing, energy increases, blood pressure
lowers down and stress decreases in the body and the person
feels refreshed.

(c) By adequate planning of the sequence of daily activities.

(d
) By using time and labour saving devices like peeler, vegetable
chopper, beater, washing machine, pressure cooker, etc.

(e
) By learning skills for performing household activities efficiently.

(f) By maintaining correct body posture while working and

learning work simplification techniques for ease.

(g
) By taking adequate nutrition, increasing the intake of iron,
protein and vitamins in diet which helps in the development of
muscles and bones and smooth flow of oxygenated blood in
the body.
2. Psychological Fatigue: Psychological fatigue is a temporary
inability to maintain optimal cognitive performance. The onset of
mental fatigue during any cognitive activity is gradual and
depends upon an individual’s cognitive ability. Ways to avoid or
reduce psychological fatigue includes:

(a
) Making work more interesting.

(b
) Providing proper tools or equipment and a healthy work
environment.

(c) Motivating and appreciating workers.

(d
) Avoiding interruptions and unexpected demands.

(e
) Including recreation in the work schedule.

(f) Setting a number of smaller goals than one big goal.

(g
) Achieving one goal after the other.

(h
) Allocating some free time in the daily work schedule.
Work Simplification
Majority of the tasks we perform every day are tedious, monotonous,
time consuming and require different types of skills. Due to this, it is
imperative to know how we can simplify our work by learning work
simplification methods which are systematic, use necessary efficient
equipments and provide a suitable environment such that maximum
work can be done using minimum energy and time.

Nickell and Dorsey have defined work simplification as ''conscious

seeking of the simplest easiest and quickest method of doing work.''

Gross and Crandall define work simplification as ''accomplishing

more work with a given amount of time and energy or reducing the
amount of either or both to accomplish a given amount of work.''

Need for Work Simplification

1. It reduces time for doing work by using of motions which are

more effective than your regular motions.
2. It reduces body movement in work due to lesser motions,
resulting in lesser expenditure of energy.
3. More work can be done in given time as it is done systematically.
4. The work output is more.
5. Time consciousness and motion mindedness develop in a person.
6. It reduces frustration resulting from lack of effectiveness on a job.
7. People learn easier methods of doing specific tasks and develop a
habit of careful observation and evaluation of your own working
method.

The basic approach of work simplification to achieve the objective of

doing a better job with less effort and time at the lowest possible cost
is to:
1. Eliminate the unnecessary parts of a process.
2. Combine and re-arrange the rest of the process.
3. Simplify the necessary parts of the process.

Mundel’s Classes of Change

Dr Marvin Mundel has devised a study-‘classes of change’ by which
work gets simplified.
The changes can be classified into five types:

1. Changes in Body Posture and Motion: By making certain

changes in our body postures and motions while doing some
physical work, we can easily save time and energy. A person
should arrange his/her workplace so that his/her body is resting
while both hands work rhythmically from right to left. He/she
should avoid walking more while working.

A person can use both hands while working, arrange his

workstations close to each other in such a sequence that
unnecessary movement can be curbed. Small rhythmic hand
motions consume lesser energy than big jerky movements.

The body should be aligned in such a way that it is not causing

strain to any body part.
While sweeping the floor or lifting objects from the floor, one may
feel strain in his back. To avoid this, a long-handed broom can be
used to work in a comfortable erect and stable posture. Heavy
objects can be lifted by bending down a little so the stress is
distributed between the back and leg muscles evenly.
2. Changes in Work Arrangement and Equipment: The height
and width of the work station should be suitable for the user.
Storage areas should be
re- organised in a way that they can be accessed easily for use.
Grouping of similar material should be done to reduce unwanted
motions. Items needed frequently should be kept at easily
accessible places. Modern equipment and efficient tools should be
installed as they are labour-saving. However, the utility of these
equipments and tools should be weighed against the cost before
buying them.

3. Changes in Production Sequence: Work done haphazardly

creates confusion and causes delay. We do a lot of activities every
day which may follow a certain pattern or sequence. When we
have a lot of activities to do in a short period of time, we should
find the best order of these activities and easier methods of doing
 those tasks. We can also combine some activities. For example,
dusting, sweeping, and mopping the whole house in continuation
saves time, reduces the effort in handling cleaning tools and at
the same time a rhythm is developed, which helps the faster flow
of work. Also, getting everything assembled before cooking helps
in faster cooking using less energy than keeping on cooking and
preparing simultaneously.

4. Change in Finished Product: Mostly, families have certain

preconceived standards and practices for housekeeping. Habits
are deeply ingrained and sometimes difficult to change. New
ideas, openness to change in the finished product, how it should
be in appearance, taste, shape, size, etc., helps in energy
management. For example, maintaining plastic modular furniture
is much easier to clean than wooden carved furniture, using
plastic table linen is much easier to maintain than linen ones.

5. Change in Raw Material: This refers to change in raw

ingredients used for making a product while keeping the final
product same. For example, buying readymade packaged spices
rather than cleaning and grinding them at home or using
readymade products such as ketchup, sprouts or frozen foods.

Dovetailing plays an important role in saving time and energy. It is

the ability to do two-three activities at the same time. Combining
 activities and doing them in the right order saves time and energy
required to do each task separately.

For example, a home maker has to cook, clean, wash, make children
ready for school, etc. Activities can be combined in the following
ways:

(a
) While dal is getting cooked on the gas, homemaker can either
finish some washing of utensils or do some chopping of
vegetables while listening to the radio.
(b
) While the homemaker is resting, he/she can put the washing
machine on wash cycle so that when they get up, the washed
clothes are ready to dry.
(c
) While doing a monotonous activity, such as knitting, which does
not require much concentration, it can be coupled with making
children study. A combination of these five steps of changes and
imaginative thinking, willingness to modify old work habits, makes
tasks easier, quicker and much satisfying.

Applying Classes of Change in Household Activities

1. While Drying Clothes: The rod or cloth stand should be at a

comfortable height so as not to hurt and fatigue the back and
shoulder muscles; the bucket from which clothes are to be taken
must be kept close to the stand and at a comfortable height so as
not to bend too much to pick clothes every time.

2. While Sweeping/Mopping: A long-handled broom or mop

should be used so that the posture is kept comfortably erect. A
part of the floor should be cleaned thoroughly in one go to
reduce the number of movements. The motions should be
 smooth, rhythmic and minimum. Furniture should not obstruct
movements.

3. While Chopping Vegetables: A good quality knife with a sturdy

blade should be used for chopping vegetables and fruits. It
should have a good grip. All vegetables, containers for keeping
chopped vegetables and waste material should be assembled at
workstation beforehand. A chopping board improves efficiency.
The preparation counter should be near to the cooking counter.

The above are a few examples of using work simplification according

to Mundel’s classes of change. We may experience many such areas in
which these work simplification techniques can be effective, thus
conserving our time and energy.
MULTIPLE CHOICE QUESTIONS

1. Based on energy required for performing various tasks, household

tasks can be classified as:

(a
) heavy, light and moderate

(b
) light, moderate and semi moderate

(c) semi heavy, moderate and light

(d
) none of the above
2. Ways to reduce fatigue include:

(a
) developing motivation

(b
) avoiding difficult jobs

(c) resting all the time

(d
) working only when you feel like
3. The ‘classes of change’ was suggested by:

(a
) Nickell and Dorsey
 (b
) Piaget

(c) Gross and Crandall

(d
) Dr Marvin Mundel
4. Change in work equipment for work simplification include:

(a
) repairing old equipment

(b
) buying new expensive equipment

(c) buying labour saving equipment after assessing their cost

(d
) using only technologically advanced equipment
5. External factors causing fatigue include:

(a
) lack of sleep

(b
) unhealthy eating habits

(c) lack of work motivation

(d
) unhealthy working environment
6. Which of these is an example of moderate work?

(a
) washing clothes
 (b
) drying clothes

(c) making tea

(d
) chopping vegetables

FILL IN THE BLANKS

1. Both energy and time management are very essential for

………….. work.
2. ………….. energy is the ability and hidden strength to do the
physical work or activity.
3. ………….. work requires 100-150 per cent more energy than
energy consumed while resting in a chair.
4. Fatigue is an important factor in energy ………….. .
5. ………….. fatigue is a temporary inability to maintain optimal
cognitive performance.

TRUE AND FALSE

1. Both energy and time management are very essential for

productive work.
2. Energy is defined as the ability to do work.
3. Physical energy is the ability and hidden strength to do the
physical work or activity.
4. Heavy work requires 150-200 per cent more energy than energy
required while taking rest.
5. Fatigue is not an important factor in energy management.

VERY SHORT ANSWER TYPE QUESTIONS

1. What is energy management?
2. Define fatigue.
3. What is work simplification?
4. What is physical energy?
5. Define mental energy.

SHORT ANSWER TYPE QUESTIONS

1. Suggest four ways to reduce fatigue.

2. What do you mean by managing time and energy?
3. With the help of two examples, tell your mother how she can save
her energy and time by doing work in the right order.
4. Which are the factors that affect energy management?
5. What is energy and what factors affect energy consumption?
6. List four needs for work simplification.
7. Explain how a change in production sequence helps in energy
management.
8. Suggest three changes in work arrangement in a kitchen that will
help in work simplification.
9. Define energy management, stating its importance.

LONG ANSWER TYPE QUESTIONS

1. Write five examples of how you can save your energy while
working in the kitchen.
2. Explain the classification of energy needed to achieve goals and
complete the tasks, giving examples.
3. Explain fatigue, discussing the internal and external factors
causing it.
4. What is work simplification and what is its basic approach?
5. How can a homemaker apply ‘classes of change’ in household
work to simplify it and manage energy efficiently?
6. Make a list of 5-6 tasks a homemaker does every day. Explain
dovetailing and how it can be used in our daily life to save time
and energy.

CASE STUDY BASED QUESTIONS

A. While designing the kitchen Mr. Sharma did not think of using
work simplification techniques. He has kept the sink in the
balcony and the refrigerator is in the dinning room. The
cupboards are arranged without keeping in mind the height of
Mrs. Sharma

1. While working in the kitchen Mrs. Sharma will face the following
problem

(a
) more work to be done than required

(b
) fatigue

(c) incorrect posture

(d
) all the above
2. What can Mrs. Sharma do to avoid extra work?

(a
) Filling some water and keep in kitchen

(b
) Bringing all the required items from the refrigerator counter at
 one time

(c) Bothe (a) and (b)

(d
) None of the above
3. What type of fatigue will be encountered in such an arrangement?

(a
) Physiological fatigue

(b
) Psychological fatigue

(c) External fatigue

(d
) Both (a) and (c)
4. ' The household activities require changes in

(a
) drying the clothes

(b
) sweeping and mopping

(c) while chopping vegetables

(d
) all the above

B. Suresh has been invited to his friend’s house for lunch. His friend
stays two stops away from Suresh’s house. Usually, Suresh walks
down to his friend’s house, but today he needs to submit his
project too.
1. Which of the following resources should Suresh think of saving?

(a
) Time

(b
) Energy

(c) Money

(d
) Both (a) and (b)
2. The amount of energy needed to carry out an activity is expressed
as:

(a
) Cal/Kg/min

(b
) Cal/min/Kg

(c) Kg/min/Cal

(d
) All the above
3. Which of is not important while managing energy?

(a
) Proving better quality of work

(b
) Person gain satisfaction

(c) Tiredness will not be felt

 (d
) The person will earn more money
4. The household task can be divided into three categories:

(a
) heavy work

(b
) light work

(c) moderate work

(d
) all the above
 Go Back !

TYPES OF FAMILY INCOME

Money Income
Real Income
Psychic Income
Sources of Income

EXPENDITURE AND FACTORS AFFECTING EXPENDITURE

Factors Affecting Expenditure

Budgeting or Spending Plan

SAVINGS

In earlier times, the barter system was usually in practice in the

societies where people used to exchange goods and services to obtain
what they needed. However today, work is paid for, in terms of
money. Money is one of the most important resources for us, which is
used for buying goods and services.
Following are the characteristics of money:
1. It is a limited resource, but its quantity can be increased by doing
extra work.
2. It can be used in future by saving it in present.
3. It is accepted everywhere at all times as it can be exchanged for
any goods or services.
4. It is portable and can be transported or transferred easily.
5. It is divisible and can be broken down into smaller denominations.
6. It is durable in the form of coins, notes and e-money.

Money earned by family members during a specific period of time and

goods and services received or created in that time by the family e.g.,
goods like vegetables from the kitchen garden, services like doing
household chores, teaching children, etc., collectively contribute in
earning family income.

Family income as defined by Nickel and Dorsey is “that stream of

money goods, services and satisfaction that comes under the control
of the family to be used by them to satisfy needs and desires and to
discharge obligations.”
Thus, it is clear that income includes not only money in cash but also
other resources like knowledge, energy and skills, services of durable
goods owned as well as the advantages one receives from resources
of the community.

Types of Family Income

Family income is classified into three major types : money income,
real income and psychic income.

1. Money Income: The income that flows into the family in the
form of currency (coins and notes), bank drafts and cheques,
NEFT transfers or e-wallets are called money income. Money
income includes all the income received in the form of money like
salary or wages, rent, gifts, royalty, profit, scholarships, interest
earned from bank deposits and other investments. It is valued by
people for its purchasing power to buy goods and services like
food, clothing, shelter, medication, education, etc., which are vital
for survival.

2. Real Income: Apart from money income, a family may also

receive real income. Real income is the inflow of commodities and
services available to families for satisfying their needs and wants.
This income cannot be measured in monetary terms, but in an
emergency, money income can be obtained from real income or
 there is a saving of money income required to be spent over
them.

According to Donaldson, “The real value of income received is the

goods and services and security and well being, that income
(money) will purchase.”

Residential accommodation, medical and educational facilities are

obtained directly by spending money. Such services are included in
this income. Besides this, human resources such as knowledge, skill,
ability, energy of family members are also included in this income.
Real income can be classified as direct and indirect income.

(a
) Direct Real Income: Direct real income consists of those goods
and services available to the family members without spending
money. This income is directly utilised by the family. Examples are
vegetables, fruits and flowers obtained from kitchen garden as
well as other services like free legal advice from a friend lawyer.

(b
) Indirect Real Income: Indirect real income consists of those
goods and services available to the family from the use of money.
Money income cannot be directly utilised, but it is used as a
 medium of exchange for obtaining goods and services. So it is
called as indirect income of the family.

3. Psychic Income: Psychic income is the non-monetary or non-

material satisfactions that accompany an occupation or economic
activity. It is the pleasure and satisfaction a person derives from
the rewards (such as prestige, leisure, pleasant environment,
peace) which cannot be measured in terms of money. These
rewards serve as an incentive to work in a certain occupation or
economic activity.

One may have enough money income or real income or both, but
he/she may not necessarily have psychic income. If both types of
income are utilised wisely and the needs of all family members
are fulfilled according to their importance, psychic income can be
earned.

Sources of Income
From the income earned by a family, money is spent on monthly
expenditure and some part of the money is saved and invested for
future security. Before managing the income and making a financial
budget, it is important to know the sources of money income. Some
sources of money income are assured or fixed while some sources are
temporary where possible income may flow in.

Largely, the sources of income include: salary, wages, pension, rent,

interest and dividend from investments, capital gains, bonus and
allowances, royalty.

We can increase our money income by following these things: by not

unnecessarily employing paid help, by helping in the family business,
by developing your hobby as a side business, by using more of
homemade products than readymade products.

Expenditure and Factors Affecting Expenditure

Happiness of the family is secured by spending income on buying
goods and services to fulfil the needs and wants of a family. These
needs are necessary for living happily and maintaining a healthy,
efficient household which a family must take care of. There are also
some emergencies and special demands arising occasionally that also
we need to fulfil. The regular monthly items of expenditure for most
families include food, clothing, shelter, education, health,
housekeeping, recreation. Part of the income may be set aside in the
form of savings for special needs or emergencies such as marriage,
medical treatment, pleasure trips or sickness and old age.

Factors Affecting Expenditure

1. Availability of Money: The total money available as income in a

family affects the family expenditure. A low-income group may
prioritise basic necessities like food, education, house rent, etc.,
whereas higher income group will have more money in their
budget to spend on recreation, entertainment and other luxuries.

2. Composition of the Family: The number of members in the

family along with the earning members, affects the family budget.

3. Family Life Cycle: At what stage is the family at present i.e.,

whether beginning family, expanding family or contracting family,
is also one of the deciding factors of income expenditure.

4. Occupation of the Family Members: Certain jobs entitle

employees to certain facilities/exemptions. For example, railway
employees get staff quarters to live in, concession in travel fare,
etc. Similarly, other corporate packages may give employees
house rent allowance, free education for their children, health
check-ups and medical allowances, paid holiday packages, etc. In
such cases, the actual expenses in their budget are different from
that of other people.
5. The Needs and Objectives of the Family: Needs of every
family are different and so are their objectives. A family with an
infant may spend more money on baby foods, toys, paediatrician,
soft play areas, baby accessories, etc., whereas a family with
growing children may spend more on education, tuition classes
and healthy food. A house with all working members may need
more paid help for domestic work and that with elderly people
may need to spend more on nurse, medicines, etc.

6. Economic Status: As a person earns more money, his standard

of living starts improving. From spending on necessities, he starts
spending more on luxuries such as spa, house renovation or
owning a bigger house, car, club and gymnasium membership,
going abroad for higher education, entertainment (going to the
theatre, attending workshops and special events, family vacation
trip, etc.).

7. Religious Ceremonies and Celebrations: The amount of

observing and maintaining old traditional values, bring forth a
number of ceremonies to be performed in the traditional form,
which needs a lot of expenditure.

8. Place of Stay: If the family lives in a small town, rates are

comparatively low, overall expenses on necessities are less so the
family can spend on luxury items. The distance of the place of
work from home also affects the family budget.

Budget or Spending Plan

Money has always been a limited resource for any family, rich or poor.
So, the expenditure we make or the money we spend should be
managed wisely.

Making a budget, also known as a spending plan, is important and is

used to foresee if we have enough money to spend on our basic
needs as well as to save a little. In other words, it means balancing
between monthly income and expenditure.

Budgeting is chalking out a plan on how and where to spend money.

The plan that we make for future use of money based on our previous
and current expenses is called a budget.

A budget allows us to foresee if we have enough money to meet our

current needs and wants and to execute all the future plans.

Budgeting is important as it helps us to keep a check that we do not

end up spending more than what we earn; else we may soon land up
in debts. For having a realistic scenario and balancing out expenses
with our income, budgeting is very important.

Importance of Budgeting
1. Budget acts as an intelligent guide to spending.
2. A rational budget can help you steer clear of debt.
3. It enables families to have an overall view of their income.
4. Budgeting ensures that your spending is not greater than your
income.
5. It assists you to get ready for contingencies or unforeseen costs
that might push you towards financial adversities.
6. A budget determines how a family can use all its available
resources and helps identify the unnecessary and extravagant
expenditures.

Types of Family Budget

1. Surplus Budget: The family has extra money to save. Income is

more than the expenditure.
2. Balanced Budget: Both ends meet, i.e., income and
expenditure are almost the same.
3. Deficit Budget: Expenditure exceeds the income.
Factors Affecting Family Budget

1. Composition of the Family: The number of members in the

family, along with the earning members, affects the family
budget.
2. Family Life Cycle: The stage at which the family is at present or
‘the family’s present stage’ i.e., whether it is a beginning family,
an expanding family or a contracting family, also affects the
budget
3. Socio-Economic Status: As one earns more money, their
standard of living increases. From spending on necessities, they
start spending more on luxuries such as spa’s, house renovation
or owning a bigger house/car, club and gymnasium memberships,
abroad education, entertainment (theatres/ workshops/events).
4. Availability of Money: The total money available as income to
a family affects the family budget. A low-income group may only
accommodate basic necessities like food, education, rent, etc.
whereas a higher income group will have more money in their
budget to spend on recreation, entertainment and other luxuries.
5. Occupation of the family Members: Certain jobs entitle
employees to certain facilities or exemptions. E.g. Railway
employees get quarters to stay, concession in travel, etc.
Similarly, some corporate companies may give employees rent for
houses, education facilities for their children, health check-ups
and medical allowances, paid holiday packages, etc. In such
cases, the actual expenses in their budget differ from other
people.
6. The Needs and Objectives of the family: Needs of every
family are different and so are their objectives. A family with an
infant may spend more money on baby foods, toys,
paediatricians, soft play areas, baby accessories etc. whereas a
family with growing children may spend more on education,
classes and healthy food.

Advantages of Making a Spending Plan

1. Budget acts as an intelligent guide to spending.
2. A rational budget can help you steer clear of debt.
3. It enables family to have an overall view of their income.
4. Budgeting ensures that your spending is not greater than your
income.
5. It prepares you to get ready for contingencies or unforeseen costs
that might push you towards financial adversities.
6. A budget determines how a family can use all its resources and
can identify and avoid unnecessary and extravagant expenditures.
7. A budget allows you to regulate your funds rather than your
money regulating you.
8. It relieves the family members from future worries.
9. It helps one to live happily within one’s income.
10
. The family also takes proper decisions as to what is to be
included in their to buy list and what is to be omitted, and also
whether the income in future allows them to include certain
items. However, it helps in the proper distribution of family
income on various items of expenditure.
11
. Budgeting helps the family to see how best they can use their
income to attain goals which they consider most important.
Conscious choices and thoughtful decisions can be made using a
budget. It avoids the erratic decisions.
12
. It helps to save money for future plans.

Five Steps in Planning a Realistic Budget

1. List commodities and services required by family members
throughout the proposed budget period.
2. Estimate the cost of the desired items.
3. Assess the total expected income.
4. Bring expected income and expenditures into balance.
5. Check the plan for feasibility to see that it has a reasonable
chance of success and possibilities of having savings for future.

Savings
Saving can be defined as abstinence from present consumption for
the purpose of future consumption. It refers to the process of keeping
some amount of income aside from the current income for the
purpose to take care of future needs and wants.

Investing is the process of putting surplus funds in some productive

economic activity with the expectation of reasonable return with the
assurance of the capital remaining intact.

Savings and investments are the important components of financial

management of the family. Proper investment needs careful planning.

Need and Importance of Savings

1. It reduces economic insecurity especially in old age after
retirement.
2. It helps in meeting medical expenses the during illness.
3. It provides financial assistance during the emergency like loss of
job, accident, natural calamities, loss of the only earning member
of the family.
4. It provides future security.
5. It helps in meeting long-term goals such as children’s higher
education, marriage, constructing a house or any other family
expenditure.
6. It is useful in making big purchases like a house, car, etc.
7. It becomes a source of income post retirement.
8. It helps in maintaining a good standard of living with limited
income.
9. It keeps you debt- free.

Classification of Savings

Savings is generally classified into two categories:

1. Compulsory
2. Voluntary
1. Bank: It is the safest and the easiest form of investing money
and the money saved is readily available for use whenever
needed. The fixed deposit account pays a higher rate of interest
as the money is saved for a fixed long period of time, whereas a
saving account pays lesser interest but money is available for
withdrawl at any time. This form of saving does not give returns
as high as other forms of investments, but the money is safe
from market risks. Some bank schemes are:

(a
) Fixed Deposit Account

(b
) Recurring Deposit Account

(c) Saving Bank Account

(d
) Janta Saving Account

(e
) PPF Account

2. Post Office: It is one of the oldest savings institutions in India.

Savings in post offices are safe since the money security is
 guaranteed by the state government. There are many schemes
run by post offices:

(a
) 5-year Recurring Deposit Scheme

(b
) Monthly Income Scheme (MIS)

(c) National Saving Certificate (NSC)

(d
) Public Provident Fund (PPF)

(e
) Fixed Deposits

(f) Saving Accounts

(g
) Kisan Vikas Patra (KVP)

(h
) Time Deposit (TD) Scheme

(i) Senior Citizens Saving Scheme (SCSS)

3. Life Insurance: The Life Insurance Corporation of India (LIC)

looks after the insurance of a person’s life. The family members
are benefited or supported in case of a calamity wherein the
insured person (bread earner of the family) dies.

Types of Policies:

(a
) Term insurance
 (b
) Whole life insurance

(c) Endowment life insurance

(d
) Pension plan

4. Public Provident Fund (PPF): PPF scheme is a popular long-

term investment option backed by Government of India. It offers
safety with attractive interest rate and returns that are fully
exempted from tax on maturity. Investors can invest minimum ₹
500 to maximum ₹ 1,50,000 in their own name or on behalf of
their minors in one financial year, and can easily get the facilities
such as loan, withdrawal and extension of account in any bank
branch.

5. Unit Trust of India: This is an organisation that invests the

money received from its investors in various companies. The Unit
Trust buys shares and stocks of various companies. Individuals
can buy ‘Units’ from the following Unit Trust Schemes:

(a
) Children’s Gift Plan

(b
) ULIP (Unit Linked Insurance Plan)

(c) Unit 64

These schemes are subject to stock market risks, so the investors

should check the scheme thoroughly before investing their hard
earned money in them.
MULTIPLE CHOICE QUESTIONS

1. We can get a higher rate of interest if we invest money in the

following scheme of the bank:

(a
) fixed deposit account

(b
) current account

(c) savings account

(d
) recurring deposit account
2. Which of these is a type of compulsory saving?

(a
) Banks

(b
) Life insurance schemes

(c) Unit trust of India

(d
) Provident fund
3. Which of the following is not a stage in the family life cycle?

(a
) Beginning stage
 (b
) Middle stage

(c) Expanding stage

(d
) Contracting stage
4 . Which of the following comes under the category of real income?

(a
) Property, vehicles, jewellery

(b
) Coins, notes and cheques

(c) Skill, knowledge, ability

(d
) A and C
5 . Which of the following is a policy offered by the LIC?

(a
) Term insurance

(b
) Whole life insurance

(c) Pension plan

(d
) All the above
6 . For easy availability and safety of our money, we must invest it
only in:

(a
) Bank
 (b
) Shares

(c) Land

(d
) Gold

FILL IN THE BLANKS

1. ………….. is a limited resource, but its quantity can be increased

by extra work.
2. ………….. provides the satisfaction in life for the members of the
family.
3. The number of members in the family along with the earning
members, affects the ………….. .
4. ………….. is chalking out a plan on how and where to spend your
money.
5. A ………….. can help you steer clear of debt.

TRUE AND FALSE

1. In earlier times, barter system was usually in practice in the

societies where people used to exchange goods and services to
obtain what they needed.
2. The income that flows into the family in the form of currency
(coins and notes), bank drafts and cheques, NEFT transfers or e-
wallets is called money income.
3. Direct real income consists of those goods and services available
to the family members without spending money.
4. Happiness of the family is not secured by spending income on
buying goods and services to fulfil the needs and wants of a
 family.
5. Budget acts as an intelligent guide to spending.

VERY SHORT ANSWER TYPE QUESTIONS

1. Define real income.

2. State the types of real income.
3. Give two factors which affect the expenditure.
4. Is budgeting essential for a family?
5. What are savings?

SHORT ANSWER TYPE QUESTIONS

1. Write any four characteristics of money as a resource.

2. Your mother is enjoying the services of the car driver provided by
her office. Will you consider it as her income? If yes, what type of
income is it? Give two more examples of this kind of income.
3. ‘Stitching your clothes is your income.’ Justify the statement with
the help of two examples.
4. What is a spending plan? Give one reason for making it and its
two advantages.
5. List any four objectives of saving.

LONG ANSWER TYPE QUESTIONS

1. Your father wants to invest his savings to meet his financial needs
after retirement. Suggest him two schemes through which he can
meet his monthly expenditure and also get relief in income tax.
Enlighten him about two more benefits of each chosen scheme.
2. With the help of four examples, explain the benefits of saving
money.
3. What do you understand by expenditure? Explain six factors which
influence the expenditure of your family.
4. Why do we need to save money? Also, suggest some ways to
save money.
5. Explain, giving examples, the benefits of preparing a spending
plan.
6. Compare the advantages and disadvantages of investment in life
insurance and banks.
7. List the steps to be taken in preparing a realistic budget.
8. List the types of voluntary savings, suggesting two schemes each
type offers.

CASE STUDY BASED QUESTIONS

A. One of the schools in Dehradun has organised a workshop for

their students. The focus of the workshop is money management.
The management has thought of considering the importance of
record keeping. The workshop has been arranged for the
teachers in the city.

1. What are the different types of income?

(a
) Real income, psychic income

(b
) Money income, real income, and psychic income

(c) Money income, psychological income, mental income

(d
) None of the above
2. To supplement the real income a home maker can do the
following things:

(a
) can indulge in bulk buying

(b
) can grow vegetables in the garden

(c) can do the household work

(d
) all the above

3. The importance of keeping record helps in:

(a
) not getting over charged

(b
) systematic planning of money

(c) both (a) and (b)

(d
) none of the above

4. Which of the following are the examples of direct income?

(a
) Bargaining prices

(b
) Tailoring own clothes

(c) Using the community library

 (d
) All the above

B. Sita won a lottery of one lakh. She wants to invest this amount for
future gain. Sita has visited a bank, insurance company, and a
local broker. Help Sita to make decision.

1. Banks and insurance companies are classified under

(a
) voluntary savings

(b
) compulsory saving

(c) both (a) and (b)

(d
) none of the above

2. A bank can help saving the money through the following scheme:

(a
) fixed deposit scheme

(b
) PPF account

(c) saving bank account

(d
) all the above

3. Sita should think of PPF Account as:

 (a
) it has high interest rate

(b
) it sounds classy

(c) it helps in saving tax

(d
) both (a) and (c)

4. There are other ways to save money for Sita:

(a
) Post Office

(b
) Life Insurance

(c) Unit Trust of India

(d
) All the above
 Go Back !

PRINCIPLES OF FOOD HYGIENE

FOOD PREPARATION AND PERSONAL HYGIENE DURING FOOD PREPARATION

Proper Food Preparation

Proper Handling of Food and Equipment

HYGIENE IN KITCHEN

Hygienic Serving
Tips for Personal Hygiene of the Food Handler

SAFE FOOD PURCHASES, STORAGE AND HYGIENE DURING FOOD STORAGE

Safe Purchasing of Food

Proper Storage of Food
Storage of Perishable Foods
Storage of Semi-Perishable Foods
Storage of Non- Perishable Foods
Hygiene Practices to be followed during Food Storage

All foods if handled properly can be made safe for eating. Most
instances of food poisoning do not happen at all, and can be avoided
by following simple guidelines. Handling food properly and safely is
essential to prevent foodborne illnesses. It is important to know how
to handle food safely, right from buying to storing, cooking and
serving it. Cleanliness is the most important factor when it comes to
food handling. One should take these things into consideration:
maintaining personal hygiene, safe handling of food during
preparation, thorough cleaning of utensils, equipment, and kitchen
appliances, proper storage facilities, moping floors of kitchens and
dining areas using a disinfectant.

Hygienic food handling involves the following:

1. Safe purchasing
2. Proper storage
3. Proper food preparation
4. Hygienic serving

Principles of Food Hygiene

According to WHO, these are the five key principles of food hygiene:
1. Prevent contamination of food with pathogens that spread from
people, pets, and pests.
2. Separate raw and cooked foods to prevent the cooked foods from
getting contaminated.
3. Cook foods for the appropriate period of time and at the correct
temperature to kill the pathogens in the food.
4. Store food at the proper temperature.
5. Use potable water and safe raw materials in cooking.

Food Preparation and Personal Hygiene During Food

Preparation

Proper Food Preparation

Food preparation is an important step in meeting the nutritional needs
of a family. Proper preparation is a pre-requisite of food acceptance.
Food safety does not end with buying, transporting and storing food
safely. In fact, once you have food at home, the safety of your food is
in your hands. Food sanitation is required to keep the food safe for
consumption. Food sanitation implies cleanliness in the producing,
preparation and serving of food. Food sanitation is an essential aspect
of food preparation. It needs to be emphasised at every stage of food
preparation and handling. Some of the things that need particular
attention are as follows:
1. Proper handling of food and equipment
2. Hygiene in the kitchen
3. Personal hygiene of the food handler
4. Hygine during food storage

Proper Handling of Food and Equipment

1. Always wash fruits and vegetables thoroughly before use (before

peeling/ chopping).
2. Use chopping board for chopping fruits and vegetables.
3. Cook food immediately after chopping to avoid food deterioration.
Cook food in sufficient amount of water and at a required
temperature for the specific period required. Most of the bacteria
in food get destroyed by cooking it at high temperature.
4. Only the required amount of raw ingredients of food should be
taken out of the storeroom to avoid wastage of food.
5. Use oven gloves for baking dishes and a pair of tongs for handling
hot utensils.
6. Place cooking spoon or spatula on a plate rather than keeping it
directly on the cooking stove or work surface.
7. Do not put the spoon back into the food after tasting the food.
8. Use a tray or plate for collecting vegetable scrapings, peels, etc.
Throw waste in the dustbin immediately.
9. Keep the dustbin clean, lined with a plastic, covered with a lid,
and with no litter around.
10
. Bacteria can easily produce in cooked food, so transfer leftover
food into a utensil from the cooking vessel and preferably store in
a refrigerator.
11
. Ensure that the cooking and serving vessels are heat resistant
and non- poisonous.
12
. Keep knives, meat mincers, rolling pins, blenders, chopping
boards, metal and porcelain dishes, utensils, etc., clean at all
times.
13
. Utensils and cutleries should be scrubbed and cleaned with
detergent and water and then rinsed well with potable water. It is
a good practice to dip equipment in hot water at 80°C for at least
30 seconds and then allow it to drain dry.
14
. Parts of blenders, mixers, etc., should be inspected timely to
ensure that there is no food left over it, as this can lead to the
growth of harmful micro-organisms which can spoil the food.
Clean these kitchen appliances properly with special brushes and
wipe them dry.
15
. Dry all equipment after rinsing them properly with clean water.
16
. Do not use traditional methods, like soil to clean the utensils as it
contains a large number of harmful bacteria.
17
. Wash and dry brushes, dusters, etc., to avoid foul smell in them.

Hygiene in Kitchen
One of the common insects that contaminate food is the ‘housefly’. It
is possible that they may carry faecal matter or other such sources of
pathogenic bacteria with them and contaminate the food by sitting on
the food.

Another insect which can also be a source of contamination is the

‘cockroach’. Cockroaches usually prefer to live in darkness and have
been known to cause diarrhoea.

Apart from these two common insects, there are innumerable insects
ranging from the larvae found in wheat and rice, which can cause
serious damage to food.

Rodents, which include rats and mice, not only consume large
quantities of food, but may also be the carriers of diseases such as
plague.

The presence of insects, insect fragments, rodent excreta and other

matter of insects and rodent origin are harmful to consumers. Health
authorities condemn such food as unfit for consumption because it
indicates the poor practice of sanitation where the food was prepared.

It is thus essential that preventive measures should be taken to

exclude the entry of these insects and rodents in the house, especially
in the kitchen and serving areas. This can be done in the following
ways:

1. Keep the prepared food covered.

2. Fill the cracks and fissures in the walls, cooking marble tops and
flooring, which are usually the places where insects breed and
multiply.
3. Cover drainage holes with a wire gauze to prevent the entry of
rodents inside the house.
4. Collect all the waste in a covered dustbin. Throw away useless
items like pieces of paper, cardboard, and other wastes;
otherwise, microorganisms may grow in it.
5. Clean the cooking top, tables and floors with a good disinfectant
floor cleaner daily to keep insects and pests away.
6. Few hours of sunlight is needed in a kitchen to remove the
dampness and to kill some of the bacteria present in the kitchen.
7. Keep the drains clean and disinfected.
8. Kitchen should have a proper drainage system to avoid breeding
of mosquitoes in stagnant water.

The control of insects and rodents can be carried out in several ways,
of which the most common one practised in our homes is spraying or
cleaning with an insecticide. Fumigation may also be used in some
cases.
Baits in which chemicals may be mixed with food are also successful
in getting rid of the pests.

Hygienic Serving

1. Serve food neatly using appropriate crockery and cutlery,

preferably sterilised ones. If not sterilised, at least washed, clean
and dried well.
2. Keep the service counter and dining area clean and orderly. Clean
off any spillage immediately.
3. Always keep your food covered.
4. Hold glasses from their bottom and the utensils from their
handles.
5. Wear gloves while serving food.
6. Make an appropriate place for collecting used plates and soiled
utensils.
7. Throw away stale food which has the slightest indication of
getting spoilt.
Tips for Personal Hygiene of the food handler

Some personal hygiene tips for a food handler are:

1. Always wash hands with soap and warm water for 20 seconds
before beginning food preparation and after handling the food.
2. Use gloves to handle food, especially when you have a cut or
infection in hands.
3. Cover your mouth and nose when you sneeze or cough while
cooking.
4. Food handlers should wear neat clothes, preferably made of
cotton, and cover their head with a cap to avoid falling of hair in
food.
5. Pay special attention to the cleanliness of hands. Keep nails
trimmed and clean before preparing to cook food.
6. Ensure that the cook is not suffering from skin disease, diarrhoea,
common cold or any infectious disease.
7. Do not walk into the kitchen with dirty feet, footwear or clothing.
8. Water is essential in food preparation. Water is used to wash food
before cooking, and it is also used as a cooking medium. It is
used to wash utensils before and after preparation of food.
Therefore, it is essential that all the water meant for cooking and
washing purpose should be free from pathogenic bacteria and is
potable. Water used for making ice must be potable. Thus, it is
important to ensure that the water used for cooking is free from
contamination. Some of the diseases caused by contaminated
 water are cholera, typhoid, paratyphoid, bacillary dysentery and
amoebic dysentery.

Safe Food Purchase, Storage and Hygiene During

Food Storage

Safe Purchasing of Food

Raw ingredients such as cereals and pulses, fruits and vegetables and
pre-processed ingredients such as curry pastes, ground spices, fruit
jams, pickles and sauces, frozen foods or other such ingredients
should be bought from a reliable local shop. Selection of wholesome
and non-adulterated food is essential to make sure that consumption
of such foods does not cause any health hazard. It is not always
possible to ensure the quality of whole some food just by looking at
its outer appearance, especially when there is a chance of toxic
contaminants to be present in the food at microbial level. However,
visual inspection of the food before its purchase helps to ensure
absence of insects, growth of fungus on surface, presence of foreign
matters, etc. in the food. Therefore, it becomes imperative to carefully
and thoroughly examine food before purchasing it.

In case of packaged food, check for labels. It is important to know the

ingredients and nutritional value of the food you are buying. The label
also helps in checking the freshness of food by checking its
manufacturing date and expiry date.

One must avoid buying foods from the places which are unhygienic or
where the food has been prepared under unhygienic conditions, as
consuming such food may lead to various diseases.

Do not buy foods which are cut and kept under open unhygienic
conditions. Always buy food whose quality is certified by any
government quality control Agency, and from reputed shops or
reputed food suppliers only who do a quality check of their food from
time to time.
Also, to prevent cross-contamination, store meat, poultry and seafood
in plastic bags, and keep them separate from ready-to-eat foods such
as fruits and vegetables; also, keep frozen foods in separate bags
away from other foods. Keep readily perishable foods in the cold
condition during transportation to very long distances.

Proper Storage of Food

Proper storage of food, either produced or cooked at home or
purchased from outside, is important for meeting the hygienic food
needs of a family. It is necessary to decide what food to store and
how to store, after considering the space available and the shelf-life of
the foods.

On the basis of two factors:

1. The stability of food in good condition during storage.
2. The moisture content of food. All foods are divided into three
categories: perishable, semi-perishable or non-perishable foods.

Food
Non-Perishable Semi-Perishable Perishable
Group
Pulses spilt, Flours of pulses, Cooked pulses and
legumes, whole nuts roasted pulses, legumes, milk,
I and oilseeds, dry roasted nuts and curd, butter- milk,
salted fish and oilseeds and eggs. cheese, meat,
meat. poultry and fish.

II (a) Nill Nill All foods in this

II (b) Pickled mango, Citrus fruits- group are amla,
pickled lemons and oranges lemons, guava, cashew,
other citrus fruits. sweet limes, apple, pineapple,
grapes, etc. tomato, etc.

III Nil Apples, apricots, Peas, beans,

pumpkin, ash brinjals, carrots,
Food
Non-Perishable Semi-Perishable Perishable
Group
gourd roots and etc.
tubers, yams,
potatoes and
onions.

Whole cereals and Biscuits, cakes, Bread, chapati, rice

millets, dry cereal cereal flours, rice or other cooked
IV
products. flakes, popped cereals.
cereals.

V Sugar, jaggery Sweets. Butter, cream.

hydrogenated fat,
vanaspati, oil or
ghee.

Storage of Perishable Foods

Perishable foods are the foods that are likely to spoil the most quickly
and require refrigeration for storage. Perishable foods include fruits,
vegetables, dairy products such as milk, eggs, meat and seafood like
fish, crab, etc. Perishable foods spoil quickly and need to be stored
properly to stay fresh and keep germs from multiplying.

1. Vegetables: Vegetable tissues change with time during storage.

These changes include loss of water, modification of the fibres,
and change in the pectin. The loss of water can be reduced by
storing the vegetables in an atmosphere of relatively high
 humidity. It is better to buy these vegetables in the quantity
needed for immediate use only. Succulent vegetables should be
kept cold in a dampened cloth or in a covered ventilated
container. Roots and tubers must be stored in a cool ventilated
place with a storage temperature maintained between 3°C and
10°C to keep sprouting to a minimum.

Leafy vegetables and fruits start ageing soon after harvest. The
changes related to ageing are triggered by low-temperature
storage. Leafy vegetables tend to shrivel when stored uncovered
in the refrigerator. Most refrigerators provide at least one covered
container called a ‘crisper’ for storage of vegetables and fruits.
Use of plastic bags for storage of clean dry vegetables and fruits
limits the evaporation of moisture from them to a great extent.

2. Milk: Deterioration in milk starts as soon as it is collected from a

dairy. It is necessary to slow down the changes during storage so
that there is minimal loss of quality of the milk prior to its
preparation and consumption.

Milk is usually boiled as soon as it is brought to the kitchen, and

stored in the covered containers. Boiling destroys micro-
organisms and enzymes present in milk. Thus, boiling helps in
storing milk in good condition for about 12-24 hours at room
temperature. The storage life of milk can be further extended by
keeping it in a refrigerator. Butter and cheese are also perishable
products, and their storage period can be extended to two weeks
by refrigeration.

3. Fish, Meat, Poultry: Fresh fish, meat, poultry can be stored for
a short period of time at a temperature just above freezing point.
Ground meat is more likely to spoil than roast, chops, steaks,
etc., due to more exposure to the larger surface of air. Organ
meats such as liver, kidney, brain are also more perishable than
other meat cuts. It is recommended that any kind of meat be
held for very short periods prior to use.
Storage of Semi-Perishable Foods

1. Processed cereal products develop an off-flavour or are infested

by insects very easily if not taken proper care. Therefore, they
should be sieved and cleaned before storage to avoid such
contamination. They can also be exposed to sunlight for a few
hours or roasted and allowed to cool and then store in air-tight
containers.
2. Onions, garlic cloves and potatoes should be stored in a cool, dry,
dark and airy place to prevent them from developing moulds or
growing shoots. They are best hung up from the ceiling in a wire
or plastic-mesh basket, or kept in mesh containers which permit
good air circulation. Temperature of potatoes should be
maintained between 3 to 10°C (38-50°F) to keep off shooting of
buds to a minimum.
3. Nuts become rancid and get infested with insects very easily,
therefore, they should be bought in small quantities, and stored
in air-tight containers.
4. Fruits like apples, oranges and semi-ripe mangoes last for a few
weeks and should be put in a basket, lined and covered with
paper to prevent them from drying up. They need a cool, dry
environment to last for a longer period of time.
5. Roast suji and dalia before storing. Their shelf life can be
increased for a longer period if they are stored in dry, air-tight
jars.
6. Spices should be stored in dry, air-tight containers to retain their
flavour for a longer time.
7. Ghee, cooking oil and butter should be stored in air-tight
containers in a dry place because air and moisture make them
rancid.
Storage of Non-Perishable Foods
Non-perishable foods are the ones that take a very, very long time to
spoil and do not require refrigeration for storage. They can be kept for
months or years without being spoilt, unless handled and stored
carelessly. Examples of such foods are all preserved food products
(canned, dried, pickled foods), whole cereals, pulses and grains, oil
seeds, fats and oils, honey, sugar, jaggery, salt, spices and essence,
tea, coffee, etc.
Following points should be followed while storing non-perishable
foods:
1. Foods should be cleaned properly, i.e., make them free from
gravel, husk or any other foreign matter and are dried thoroughly
in the sun or drier before storage.
2. Storage of foods should be done in clean containers with tight-
fitting lids. Containers can be made of tin, aluminium, plastic or
glass. Clay pots or gunny bags may also be used in case of large
quantities.
3. A dry, cool and dark area should be chosen for storage of non-
perishable foods.
4. There are several home remedies to preserve cereals and pulses.
For example, put some dried neem leaves in wheat to prevent it
from the attack of insects. Similarly, big pieces of salt and dried
turmeric can be used for storing rice.
5. Pickles should be levelled well with a big spoon or spatula before
packing.
6. Sugar and salt are hygroscopic in nature, which means when they
get exposed to air, they naturally absorb moisture from the air.
Therefore, sugars and the food items that are rich in sugar should
be stored in dry places and in air-tight containers because it
becomes sticky when exposed to moisture.

Hygiene Practices to be Followed during Food Storage

1. Store food at the correct temperature, this prevents it from

spoilage, sprouting or fermenting.
2. Expose grains to sunlight and air before storing in a cool dry
place.
3. Store hygroscopic foods in air-tight containers only.
4. Handle food using spoon and spatulas rather than fingers.
5. Ensure storing food in clean containers without any previous
residue. Also, cover the containers well.
6. Store perishable foods separately to avoid cross contamination,
picking up odour or increase in bacteria count.
7. Never mix old milk, curd, cream or paneer with the new one.
MULTIPLE CHOICE QUESTIONS

1. A food handler must practice the following hygienic practice(s):

(a
) wash hands with soap and warm water after cooking

(b
) wear gloves only when he has an infection or cut

(c) keep nails trimmed and clean

(d
) all the above
2. Vegetables should be washed:

(a
) before cutting

(b
) after peeling and chopping

(c) before storing in the fridge

(d
) before cooking
3. Based on the stability during storage, the foods which have the
least moisture are classified as:

(a
) perishable foods
 (b
) semi-perishable foods

(c) non-perishable foods

(d
) healthy foods
4. Changes that occur during storage of vegetables include:

(a
) loss of water

(b
) modification of fibres

(c) changes in pectin

(d
) all the above
5. Examples of perishable foods are:

(a
) lemons and citrus fruits

(b
) cereals and dals

(c) milk and eggs

(d
) sugar and jaggery
6. Onions, potatoes and garlic cloves should be stored in:

(a
) the fridge
 (b
) an airtight container

(c) a kitchen drawer without ventilation

(d
) a mesh basket
7. Storing foods at the right temperature helps to prevent them
from:

(a
) spoilage and sprouting

(b
) fermenting

(c) both (a) and (b)

(d
) none of the above
8. Safe potable water does not help to prevent which of the
following diseases?

(a
) Flu

(b
) Cholera

(c) Typhoid

(d
) Dysentery
9. Filling cracks and fissures in walls and flooring helps in:
 (a
) preventing breeding and multiplication of insects

(b
) preventing the entry of rodents

(c) keeping insects and pests away

(d
) all of the above

FILL IN THE BLANKS

1. Proper ………….. of food that is produced at home or purchased is

an important part of meeting the food needs of the family.
2. ………….. and other vegetables and fruits start ageing soon after
harvest.
3. ………….. starts soon after the collection of milk.
4. Pickles should be levelled well with a big ………….. before packing.
5. Chopping board should be used for ………….. .

TRUE AND FALSE

1. One must avoid buying foods from the places which are
unhygienic or where the food has been prepared under
unhygienic conditions.
2. Proper storage of food, either produced or cooked at home or
purchased from outside, is important for meeting the hygienic
food needs of a family.
3. Deterioration in milk starts as soon as it is collected from a dairy.
4. Ghee, cooking oil and butter should be stored in air-tight
containers in a dry place because air and moisture make them
rancid.
5. Pickles should not be levelled well with a big spoon or spatula
before packing.

VERY SHORT ANSWER TYPE QUESTIONS

1. Define food hygiene.

2. Why is proper storage of food essential?
3. How should semi-perishable food be stored properly?
4. Give two essential things to be kept in mind before the
preparation of food.
5. Is maintaining hygiene during serving of food essential?

SHORT ANSWER TYPE QUESTIONS

1. Giving examples, list how foods are characterised on the basis of

their moisture content and stability during storage.
2. List the four main areas where hygienic food handling is required.
3. Suggest three hygiene tips a food handler must practise.
4. Suggest three ways to handle kitchen equipment properly to
maintain hygiene.
5. How should food be served hygienically?

LONG ANSWER TYPE QUESTIONS

1. What are the key principles of food hygiene as proposed by WHO?

2. What preventive measures should be taken to prevent the entry
of insects and rodents in cooking and serving areas in a house?
3. Suggest ways to maintain hygiene during food storage.
4. Suggest tips to store semi-perishable foods in a good condition.

CASE STUDY BASED QUESTIONS

A. After eating in a restaurant Raju and Rima are suffering from
diaorrhea and vomiting. They had been to the doctor and were
reported to be suffering from food poisoning.

1. What could have been the reason behind the food poisoning?

(a
) Faulty hygienic service

(b
) Low personal hygiene of chef

(c) Faulty storage practices

(d
) All the above
2. The basic points to be kept in mind for kitchen hygiene are:

(a
) housefly can enter the kitchen

(b
) knives should be kept clean

(c) cooking spoon can be washed only with plain water

(d
) put the spoon back into the food after tasting
3. Dampness in the kitchen can removed by:

(a
) hair dryer

(b
) water heater
 (c) sunlight

(d
) all the above
4. Food should be handled after:

(a
) wearing clean clothes

(b
) washing the hands

(c) by using safe water

(d
) all the above

B. Nilima is a working mother. She is hiring a cook for help at house.

1. What points Nilima should emphasize?

(a
) Daily bath of the helper

(b
) Clean dress

(c) Washing of hands

(d
) All the above
2. Vegetables can be stored by the helper through:

(a
) vegetable tissue
 (b
) polythene packets

(c) garbage bags

(d
) all the above
3. While storing milk one should keep in mind:

(a
) boiling the milk properly

(b
) keeping in a reused vessel

(c) may not be covered

(d
) should be kept outside
4. Which all items come under semi-perishable food?

(a
) Nuts

(b
) Grains

(c) Garlic

(d
) All the above
 Go Back !

CONCEPTS AND PRINCIPLES OF MEAL PLANNING

Importance of Meal Planning

FACTORS AFFECTING MEAL PLANNING

How to save Money, Time and Energy by Meal Planning

MEALS OF THE DAY

Breakfast
Lunch
Evening Tea or Snack
Dinner

Meal planning involves deciding what to eat each day at each meal in
a week. Meal planning involves making a diet plan in which meals with
adequate nutrition for every member of the family can be included
within the available resources (time, money, etc). It is a simple
exercise which involves applying the knowledge of food, nutritional
requirement, and individual preferences to plan adequate and
acceptable meals. It is a skill which improves with practice.
Meal planning is the art and science of implementing the principles of
nutrition in one’s daily diet while deciding what to serve in a meal. It
can be achieved in an appetising way by meticulous planning, food
purchase, meal preparation and serving.

Concept and Principles of Meal Planning

Following are some of the basic principles of meal planning:

1. Knowledge of nutritional needs of the family members according

to their age, sex and occupation. (I.C.M.R.)

2. Use of all food groups in diet plan i.e., green leafy vegetables,
citrus fruits, cereals and millets, milk and milk products, nuts, oil
and butter, egg, fish, poultry and meat products.

3. Knowledge of nutrients, the nutritive value of foods and their

available sources Also, how to bring variety in a meal using the
same ingredients.

4. Use of recommended tables (charts) of balanced diets (I.C.M.R.).

5. Budget of the family: Ability to procure foods with high nutrients,

and yet economical and good knowledge of seasonal foods.
Knowledge of using cheap alternative sources of food for
obtaining the same nutrients e.g., pulses instead of meat for
protein.

6. Planning in advance to save time and energy by planning for a

day, week or even a month.

7. Composition of the family: Infants, children, teenagers, pregnant

or lactating mothers and elderly people.
8. Traditional eating habits: Vegetarian, non-vegetarian, South
Indian or Punjabi, etc.

9. A good meal plan has to be well-balanced, and at the same time,

palatable, appealing to eyes and meeting the likes and dislikes of
individuals.

10
. Proper knowledge of equipment available for cooking and
methods of cooking to retain maximum nutrients.

11
. Knowledge of the closest local market, general store or
supermarket to get fresh foodstuff at reasonable rates.

12
. Storage facilities available at home for perishables, semi-
perishables and non-perishable foods.

Importance of Meal Planning

1. A good meal plan caters to the nutritional needs of the family.

2. Attractive meals can be prepared if proper planning is done in

advance.

3. Prior meal planning saves money, time, energy and fuel.

4. It is a good exercise for a housewife to record and find out how

the meals she serves can be improved further.

5. It also enables the housewife to think of how the nutritive value

of food can be enhanced:
 (a
) By including the correct combination of foods in a meal, e.g.,
rice and pulses taken together improve protein quality, as in
idli sambhar.

(b
) By using different techniques in preparing meals, e.g.,
sprouting (mung sprouts for salad) and fermentation (dhokla).

6. Leftover food from the previous meals can be used to make a

new meal, instead of getting it wasted, e.g., leftover rice in lunch
can be used to make biryani.

Points to be Considered While Planning Meals

Meal planning requires a number of skills to be used in making a tasty

nutritional meal. These are as follows:

1. Use of nutritious, locally available, fresh, seasonable and

affordable food, to ensure variety in the diet.

2. Knowledge of all the nutrients present in a meal to fulfil the

nutritional needs of all the family members.

3. Knowledge to use unutilised foods such as leaves of root

vegetables like carrot, radish, turnip and beetroot.

4. Sensitivity to include dishes in a meal according to the likes and

needs of each family member.

5. Aptitude to creatively use leftover food in the kitchen to make

new tasty food energy and money to serve balanced meals.
6. Goal setting, planning, problem solving and decision making to
save, time, energy and money to serve balanced meals.

Factors Affecting Meal Planning

1. Age and Sex: Every individual’s nutritional requirement is
different according to their age and sex. A small child may need
more milk than other foods, as calcium from milk helps in their
bone development. As children grow, their calorie and protein
intake also increase. At the same time, they may have to adjust
to the eating patterns that accommodate school hours, and thus
they have to carry packed lunch. Older people also require a
change in food habits; they should eat more fibrous foods that
digest very quickly. Similarly, the nutritional needs of a working
male member may be very different from that of a lactating
mother. A woman usually needs lesser calories compared to a
man of the same age doing the same work due to the difference
in their body structure.

2. Climate: In the older days, foods used to be seasonal i.e.,

available only for a few months, but now we get almost all fruits
and vegetables round the year. So the meal plan could be made
with ample choices for the family members. However, we should
select the menu depending on the season also. We can include
hot soups and pudding in cold winter days and refreshing salads
and juices in summers in our meals.

3. Occupation: More calories are required by people who do hard

physical work, whereas more proteins are required for people
doing mental work. Based on the amount of physical work,
people are categorised as:

(a
) Sedentary worker: Teacher, Lawyer, Doctor, Nurse, etc.
 (b
) Moderate worker: Driver, Potter, Carpenter, etc.

(c) Heavy worker: Athlete, Labourer, Farmer, Ironsmith, etc.

4. Cost of Food Items: A large part of a person’s income is spent

on food. Food budget of a lower-income family permits them to
spend only on necessary items, and thus the choice becomes
limited as compared to that of a higher-income family. However, if
the person making a meal plan has the knowledge of less
expensive alternatives with high nutritional value available in the
market, he/she can bring great variety in meals without
compromising on the nutritional value of the food.

5. Number of Family Members: In a joint family, the number of

members is more but the per head cost turns out less as grains
and other foodstuffs are bought in bulk quantities in a joint
family. Whereas in a nuclear family, the amount of food required
may be lesser but per head cost is slightly higher. Also, if the
choice of family members in terms of tastes is different; meal
planning can be a little tedious and also expensive.

6. Occasion: The daily meals should be planned according to its

nutritive value, but sometimes when there are festivals and
special occasions like functions, birthdays or get together, then
little more emphasis is laid on colour, presentation, palatability,
number of recipes and festival-specific dishes like cakes in
Christmas, sweets in Diwali, sevaiya during Eid, etc.

7. Availability of Food: With an increased facility of

transportation, preservation and storage facilities, all food is
available easily, which means more variety can be added to the
meal. However, buying fresh ingredients from the local vendor
turns out to be economical, tasty and compatible with the area or
climate.
8. Family Traditions: People develop the taste of specific kind of
foods made traditionally in their homes. Gujaratis typically have
roti, sabzi and dal-rice, South Indians may prefer rice items,
Punjabis prefer thick curry, curd, butter, etc.

Religion also plays an important role in the tradition, for example,

some families may not eat non-vegetarian foods because non-
vegetarian foods are prohibited in certain religions, while some
may not eat onion-garlic because of the same factor. Some
people make special traditional dishes on some days.

9. Likes and Dislikes: Every person has certain likes and dislikes
towards food. While a person like some food; there can be some
foods he/she may not want to have in his plate. Omitting a food
group completely is not a good idea. Instead, it should be
modified and served in more palatable forms. For example, milk
can be given in the form of curd, cheese, custard or other sweet
dish; soya beans in the form of soya flour chapattis mixed with
wheat flour.

How to Save Money, Time and Energy by Meal Planning

1. Plan the meal for several days, or at least for a week to save
time.

2. Make an accurate shopping list, including the quantity and quality

of food items you need after checking your stock in the kitchen.

3. Purchase from the market after comparing prices of different

brands (best available options and purchase information).
Seasonal and locally produced foods are cheaper and have
immediate nutritional value.
4. Choose food items from each food group which has low cost but
the same nutritive value. For example, pulses can be a good
substitute for meat. Similarly, guava and amla are more nutritious
than apple or orange, bajra and jowar can replace wheat, jaggery
in place of sugar, groundnuts in place of pistachio.

5. Avoid wastage of food and use appropriate preparation

techniques and adequate storage facilities so that economy of
energy and time can be achieved.

6. Avoid ‘Impulsive Buying’.

7. Meals cooked at home are cheaper, healthier and better than

those bought from the market.

8. If possible, grow fruits and vegetables in your kitchen garden.

9. Use leftover foods properly; some adjustment in the menu can

save time, money and energy.

10
. Use methods like sprouting, fermentation and combination of
foods to enhance nutritive value. For example, khichdi made of
cereal and pulses is very nutritious food. Use methods like
pressure cooking to retain nutritive value of foods.

Meals of The Day

1. Breakfast: Breakfast should be eaten within two hours of waking
up. A healthy breakfast should provide calories in the range of
20-35% of your Guideline Daily Allowance (GDA). Apart from
providing us with energy, breakfast foods are good sources of
important nutrients such as calcium, iron, vitamins, protein and
fibre.
 Breakfast can be heavy or light depending on an individual’s daily
activities, preferences and gap between the meals.

2. Lunch: This is a mid-day meal which usually has some cereal

preparation like boiled rice or pulav, wheat products such as
chapatti or parantha, along with protein in the form of pulses,
paneer or meat preparation. Seasonal vegetables in the form of
salad and sabzi, along with plain curd/ buttermilk is also the part
of lunch. Children and working members should be given healthy,
tasty and easy-to-carry lunch.

3. Evening Tea or Snack: Children usually take milk or fruit juice

with some quick snacks like biscuits, whereas adults prefer to
have coffee or tea or seasonal juices accompanied with some dry
 snacks like samosa, mathri, namkeen, biscuits, etc. Some health
conscious people may only want to eat fruits in evening snack.

4. Dinner: A family, where all the members have been out the
whole day, prefer to sit together and have a four-course meal in
dinner, while some prefer to keep it light, like eating moong dal-
khichadi. A desert- like a halwa, ice cream or milkshake might
follow.
MULTIPLE CHOICE QUESTIONS

1. People doing moderate physical work include:

(a
) Potter

(b
) Teacher

(c) Tennis player

(d
) Lawyer
2. Time, energy and money can be saved:

(a
) By planning meals for each day at a time

(b
) By doing kitchen gardening

(c) By ordering foodstuff online

(d
) By planning meals according to only a few foods groups
3. A healthy breakfast should provide calories ranging from …………..
of your guideline daily allowance (GDA).

(a
) 15-25%
 (b
) 20-30%

(c) 30-35%

(d
) 20-35%
4 . What can be served after dinner?

(a
) Accompaniment

(b
) Beverage

(c) Dessert

(d
) Starter
5 . Which of these is the lightest meal of the day?

(a
) Breakfast

(b
) Lunch

(c) Snack

(d
) Dinner
6 . Which one of the following is not a factor affecting meal planning?

(a
) Age and sex
 (b
) Likes and dislikes of family members

(c) Occupation of members

(d
) Use of leftover foods
7 . Breakfast provides us with the following nutrients:

(a
) Calories, calcium, iron, vitamins, protein and fibre

(b
) Only calories

(c) Calories and proteins

(d
) None of the above
8 . Which of the following is a food group?

(a
) Proteins

(b
) Nuts and oilseeds

(c) Fruits and vegetables

(d
) Vitamins and minerals
9 . The recommended daily allowance of nutrients for an individual is
formulated by:

(a
) Nutritionists
 (b
) Doctors

(c) ICMR

(d
) RDA

FILL IN THE BLANKS

1. ………….. involves deciding what to eat each meal every day.

2. Every individual’s nutritional requirement is different according to
their ………….. and ………….. .
3. Meals cooked at home are ………….., healthier and ………….. than
bought from the market.
4. Use of the methods like sprouting, fermentation and ………….. of
foods enhances the nutritive value of the food.
5. ………….. items in the lunch can be easily used for making new
dishes.

TRUE AND FALSE

1. Meal planning involves deciding what to eat each day at each

meal in a week.
2. A good meal plan caters to the nutritional needs of the family.
3. Sensitivity to include dishes in a meal according to the likes and
needs of each family member.
4. Age does not affects the meal planning.
5. People develop the taste of specific kind of foods made
traditionally in their homes.

VERY SHORT ANSWER TYPE QUESTIONS

1. What is meal planning?
2. Give two principles involved in meal planning.
3. State any two factors which affect the meal planning.
4. How do family traditions affect the meals planned at home?
5. Is the meal planning for breakfast, lunch and dinner same?

SHORT ANSWER TYPE QUESTIONS

1. Explain the effect of economic condition of a family on the

selection of food items while planning meals.
2. Give two examples of how the likes and dislikes of the members
of a family influence planning of their meals.
3. Give two important reasons for planning of daily meals.
4. Write four advantages of planning meals.
5. Explain how lunch and dinner are important meals of the day.

LONG ANSWER TYPE QUESTIONS

1. Explain with the help of examples, how the planning of meals for
a family is affected by the availability of food items and the
purchasing power of the family.
2. Write the factors that influence the meal plan of a family. Explain
with the help of any four examples.
3. “Occasion and climate affect the planning of a meal for the
family.” Elaborate the statement giving suitable examples.
4. “If you have good knowledge of using leftover foods, you can plan
a balanced meal for the family.” Elaborate with the help of four
examples.
5. List and explain the importance of each meal in a day.
6. Suggest ten ways to manage time, energy and money while
planning a meal.

CASE STUDY BASE QUESTIONS

A. Rama is a 18 year old student. Her daily dietary routine is as

follows:
Guava and health drink in breakfast. Some fresh salad and curd in
lunch. One chapatti and some vegetable in dinner. Rama is a very
diet conscious girl and eats a very restricted diet. Sometimes, she
even skips her meals.

1. Which meal is most important meal of the day?

(a
) Lunch

(b
) Dinner

(c) Breakfast

(d
) Snack
2. The principles of meal planning include:

(a
) knowledge of nutritional needs

(b
) use of recommended tables

(c) composition of the family

 (d
) all the above
3. Rama skips meal because

(a
) she is figure conscious

(b
) she remains healthy

(c) she has myth about food intake pattern

(d
) doctor has suggested Rama
4. Being 18-year-old, what nutrient are recommended for Rama:

(a
) protein, carbohydrate, fat

(b
) all major and minor nutrients

(c) low carb diet

(d
) all the above

B. Your mother plans to cook with left over foods in the lunch. Help
her to prepare the lunch.

1. The basic objective of meal planning includes:

(a
) providing nutritionally adequate meals for all
 (b
) prior planning to save energy, time, and fuel

(c) preparing attractive meals for the family

(d
) all the above
2. What kind of food combination is preferred by Guajarati’s?

(a
) Rice and fish

(b
) Roti and sabji

(c) Chole and bhatura

(d
) Idli and sambar
3. Planning left over food needs knowledge of:

(a
) nutrients

(b
) budgeting

(c) cooking method

(d
) all the above
4. Suppose, the leftover food is veg-capsicum and is disliked by one
member of the family. Then in what way it can be utilised?

(a
) As pakoda
(b
) As stuffing in paratha

(c) As an ingredient in salad

(d
) Both (a) and (b)
 Go Back !

BALANCED DIET
NUTRITIONAL CONTRIBUTION OF FOOD GROUPS IN DIET

Cereal, Grain and Products

Pulses and Legumes
Milk and Meat Products
Fruits and Vegetables
Oils and Fats
Sugars, Sweets and Sugary Drinks

RECOMMENDED DIAETARY ALLOWANCES (RDA) (ICMR)

MEAL PLANNING ACCORDING TO RDA (ICMR)
USES OF FOOD GROUPS IN PLANNING BALANCED MEAL FOR SELF AND FAMILY
THERAPEUTIC DIET

Diet Therapy or Therapeutic Diet

Objectives of Therapeutic Diet
Importance of Therapeutic Diet
Principles used in Planning Therapeutic Diets

A food group is a collection of foods that share similar nutritional properties of biological classifications.
Nutrition guides typically divide foods into different food groups and recommend daily servings of each
food group for a healthy diet.

Food and Health are inextricably linked. Our health primarily depends on the food we eat. It is said that
“You are what you eat”. In Ayurveda, the diet has been given a very important position in the alleviation
and prevention of diseases. Modern science also has a lot of evidence uncovering the good and bad
effects of foods on health conditions. The selection of foods in our diet is therefore crucial.

Food is one of the basic essentials of life. Man must eat wisely to keep himself healthy, happy and
active. The food that we eat affects our efficiency, health, ability to work, to be happy and live long.
Poor status of wellbeing and health may be caused by improper diet, poor digestion and improper
utilisation of nutrients.

Food can be defined as “anything, solid or liquid which when swallowed, digested and assimilated in the
body, helps to keep the body in a state of health.”

“Nutrients are the chemical substances present in food which perform different functions relating to
body growth and development and maintenance of good health.”
‘Nutrition’ comes from a Latin word ‘Nutr’ which means to nurture or nourish. Adequate nourishment
sustains life. It gives us immunity to fight diseases, maintenance of body strength and mental fitness for
the performance of variety of functions throughout our life.

A food pyramid or diet pyramid is a triangular diagram representing the optimal number of servings to
be eaten each day from each of the basic food groups.

The five major food groups which are classified on the basis of nutrients are given in the table below:

Food Group Main Nutrients

1. Cereals, Grains and their Products
Rice, wheat, ragi, bajra, maize, jowar, barley, rice flakes, Carbohydrates, fibre, protein, fat, vitamin
wheat flour, pasta, bread, etc. B1, vitamin B2, folic acid, iron, protein, etc.

2. Pulses and Legumes Protein, energy, fat, vitamin B1, vitamin B2,
Bengalgram, black gram, green-gram, redgram, lentil folic acid, calcium, iron, fiber, etc.
(whole as well as dals), cowpeas, peas, rajma, soyabean,
French beans, etc.

3. Milk and Meat Products Calcium, protein, fat, vitamin A, vitamin K

Milk: and vitamin B12, etc.
Milk, curd, skimmed milk, cheese, paneer, etc. Protein, fat, vitamin B2, iron, magnesium,
Meat: zinc, vitamin B12, etc.
Chicken, liver, fish, egg, meat, etc.

4. Fruits and Vegetables Carotenoids, vitamins C, fibre,

Fruits: carbohydrates, antioxidants, etc.
Mango, guava, ripe tomato, papaya, orange, sweet lime, Fats, carotenoids, vitamin B, folic acid
watermelon, etc. calcium, iron, fibre, etc.
Vegetables (Green Leafy): Carotenoids, folic acid, calcium, fibre, etc.
Amaranth, spinach, coriander leaves, mustard leaves,
fenugreek leaves, lettuce, etc.
 Food Group Main Nutrients
Other Vegetables:
Carrots, brinjal, ladyfinger, capsicum, beans, onion,
drumstick, cauliflower, etc.

5. Fats and Sugars Energy (carbohydrates), fat, etc.

Fats:
Butter, ghee, hydrogenated vegetable oils, cooking oils like
groundnut, mustard, coconut oil, etc.
Sugars: Energy
Sugar and jaggery

In the food grouping, food items are classified on the basis of their nutrients content, and the foods with
similar nutritional value are placed together. For example, all fruits are similar in their nutrient content.
Similarly, all dairy products like milk and the products made from milk such as curd, cheese, cream, etc.,
have similar nutrients. Therefore, if we substitute one food for the other in the same group, we will get
the same nutrients.

Balanced Diet
A balanced diet is one which contains carbohydrate, fat, protein, vitamins, mineral salts, water and fiber
in adequate amounts and correct proportion required for healthy growth and activity.

Characteristics of a Balanced Diet

A balanced diet has a major role in achieving a long and healthy life:
1. It helps in controlling body weight, heart rate and blood pressure.
2. Increases one’s exercise capacity and muscle performance.
3. Improves blood sugar, lowers harmful cholesterol and triglycerides and increases the beneficial HDL
cholesterol.
4. Facilitates mental and physical relaxation.
5. Helps to build body immunity.
6. Balanced Diet leads to a good physical and a good mental health.
7. It helps in proper growth of the body.
8. Also, it increases the capacity to work
9. Balanced diet increases the ability to fight or resist diseases.

Nutritional Contribution of Food Groups in Diet

1. Cereal Grain and Products: Grain foods are mostly made from cereal grains, such as wheat,
oats, rice, rye, barley, millet, quinoa and corn. The different grains can be cooked and eaten whole,
ground into flour to make a variety of cereal foods like bread, pasta and noodles, or made into
ready-to-eat breakfast cereals. They make up the basis of our daily diet as they are important
sources of energy.

The nutrients provided by grains include carbohydrates or starch (energy), protein, fibre and a wide
range of vitamins and minerals including the B vitamins folate, thiamine, riboflavin, niacin, iron,
vitamin E, zinc, magnesium and phosphorus.Cereals and wholegrain foods can reduce the risk of
developing certain diseases, such as coronary heart disease, colon cancer, diabetes and diverticular
 disease. High fibre present in the whole grain cereals also assist in the maintenance of the digestive
system and can help prevent constipation.

Always choose wholegrain and/or high fibre varieties of breads, cereals, pasta, noodles, etc. Refined
grain products such as cakes and biscuits are high in added sugar, fat and sodium.

2. Pulses and Legumes: Legumes are plant seeds that are eaten in their immature form, for
example, green peas and beans, and in the mature form as dried peas, beans, lentils and
chickpeas. Red kidney beans, soya beans, lima beans, cannellini beans, lentils and split peas all
come under this category. Legumes provide a range of essential nutrients including protein,
carbohydrates, dietary fibre, vitamins and minerals that include iron, potassium, magnesium and
zinc. Legumes, which are rich in dietary fibre, are essential for the body’s digestive system to
function well. Legumes are also a particularly good source of soluble fibre. Soluble fibre may play a
part in reducing blood cholesterol level, which in turn reduce s the risk of heart disease. Pulses are
also particularly abundant in vitamins B including folate, thiamine and niacin. They are useful in
growth and development of our body.

3. Milk and Meat Products:

(a
) Milk and Dairy Products: This food group is important because dairy products (milk, yoghurt,
cream, cheese, cottage cheese, milk-based desserts, etc.) are an important source of high-
quality protein, lactose, vitamins (A, D, B2 and B12) and calcium. Calcium is an extremely
important mineral which is required for the formation of bones and teeth and for the prevention
of osteoporosis. The most abundant protein in milk is casein. This protein protects our teeth
from getting decayed as it forms a thin film on the enamel surface, which prevents loss of
calcium and phosphate from the enamel when the teeth are exposed to acids in the mouth.
Studies have shown that calcium intake may reduce the high level of bad cholesterol in the
blood and increases the level of good cholesterol, both of which are known to be the major risk
factors responsible for cardiovascular diseases.

Fresh yoghurt and other fermented milk products are included in the group of probiotic foods,
which have certain beneficial effects on the body, such as strengthening of the immune system,
helping people with the weak digestive system in digesting lactose, and protecting the intestines
 from harmful micro-organisms. Dairy products have a low glycaemia index which helps to control
blood sugar levels.

(b
) Meat Products: Meat products include poultry, fish, eggs and sausages. Eggs are a nutrient-
dense food, which means that they provide a high proportion of daily nutrient needs, while
accounting for a small proportion of daily calorie needs. One large egg has only about 75
calories, yet eggs are an excellent source of high-quality protein and contain 13 different
vitamins and minerals. Eggs are also the natural source of vitamin D.

Meat is an important source of protein with a high biological value, vitamin B12, iron, potassium,
phosphorus and zinc because of the high saturated fat content, it is very important to choose lean
cuts of meat. Meat contains iron that can be absorbed easily by the body. Fatty sausages should
only be consumed occasionally, as they contain large amounts of saturated fats, cholesterol and
sodium, which can affect our cardiovascular system adversely. Our body uses the protein we eat to
make specialised chemicals such as haemoglobin and adrenalin. Protein also builds, maintains and
repairs the tissues in our body. Muscles and organs such as heart are made of protein.

4. Fruits and Vegetables: Fruits and vegetables provide a number of vitamins, minerals, dietary
fibre and many phytonutrients (nutrients naturally present in plants) that help our body stay
healthy. Hence, we should make them a large part of our daily food intake, and should encourage
the family members to eat them at every meal. We should consume all types of vegetables and
fruits, especially the seasonal ones that can be bought fresh.

Fruits should preferably be eaten in whole form, as juices do not give as much nutrient content as
we get from whole raw fruits. Also, juices do not have fibre which is good for our body. Citrus fruits
like oranges and sweet lime are concentrated sources of vitamin C which improves body immunity.
Dry fruits like fig, raisins, dates, etc., are concentrated form of fruits.

The best way to make the most of all of the vitamins and minerals present in vegetables is to eat
them raw, alone or in salads. If they are boiled, the leftover water can be used to make soups or
purees, because many of the minerals and water-soluble vitamins present in the vegetables are left
behind in the cooking water. Steamed vegetables restore most of their nutrients.

5. Oils and Fats: Fats are essential for our body because they are used in the composition of cell
membranes. However, fats and oils must be consumed in moderation due to their high-calorie
content. Plant oils, particularly virgin olive oil, are considered as the healthiest oil type. Olive oil is
rich in mono-unsaturated fats and antioxidants. Olive oil is recommended for both cooking and in
salad dressing due to its beneficial properties that strengthen our cardiovascular system, as it keeps
a check on cholesterol levels in the blood.
6. Sugars, Sweets and Sugary Drinks: Quick-release sugars such as table sugar and honey make
food and drinks taste pleasant. They are characterised by the high levels of energy they provide.
This is a superfluous food group that we do not need to consume much. Intake of these sugars
should be kept moderate, as consuming too much of them can lead to weight gain and teeth decay,
and they provide little or no nutrition. We should consume sugary foods only occasionally.

All food groups are important and have their own functions to play in our body. According to the
food pyramid, these food groups should be balanced in the correct proportion and included in our
daily diet.

Recommended Dietary Allowances (Rda) (Icmr)

The amount of nutrients considered adequate to meet the needs of people to make them stay healthy is
called the RDA (Recommended Dietary Allowances for Indians). It is based on scientific knowledge and
is prepared by the National Nutrition Advisory Committee of ICMR (Indian Council of Medical Research).
This committee revises the RDA every 10 years. It was last revised in 2020.

The table shows the revised allowances which should be judiciously used in meal planning using the
knowledge of different food groups.

Meal Planning According To Rda (Icmr)

The amount of calories required by a person depends on his age, height, weight, gender, body
composition, level of physical activity and physiological conditions such as pregnancy, physical injury,
etc. Due to biological changes, the calorific requirement is high for an adolescent than for a small child.
People who are physically more active need more calories compared to those living a sedentary lifestyle.

While planning a meal for a family, the age and nutritional requirements of each member should be kept
in mind. Meal planning for small children, adolescents, pregnant and lactating women and elderly, need
careful attention.

A family may consist of people of various age groups, and it is not always possible to cook different
menu for each member. Thus it is important to have knowledge of the basic food groups and the RDA
and make minor alterations in the diet of family members so as to provide them all with required
nutrients.

Principles of Meal Planning

1. Knowledge of the nutritional needs of the family members according to their age, sex and
occupation (I.C.M.R.).

2. Use of five food groups in the diet plan i.e., cereals and grains, pulses and legumes, milk and meat
product, fruits and vegetables, fats and sugars.

3. Knowledge of nutrients, its sources and the nutritive value of foods. Also, the ability to create a
variety of dishes using the same ingredients is important.

4. Use of recommended tables (charts) of balanced diets (I.C.M.R.).

5. Budget of the family-The ability to source foods with higher nutrients through alternative cheap
economical sources of food, e.g., pulses instead of meat for protein. Good knowledge of seasonal
foods is also essential.

6. Planning in advance for a day, week or month, to save time and energy.

7. Dietary or traditional habits—vegetarian, non-vegetarian, South Indian, Punjabi, etc.

8. The food planned, has to be balanced, palatable and appealing to the eye, considering the likes and
dislikes of individuals.

9. Proper knowledge about methods and types of equipments available for cooking to retain maximum
nutrients, e.g., air fryer to cook using least oil.

10
. Knowledge of the closest local market, general store or supermarket to get fresh foodstuffs at
reasonable rates.

11
. Storage facilities available at home for perishable, semi-perishable and non-perishable foods.

Importance of Meal Planning

1. Caters to the nutritional needs of the family.

2. Attractive meals can be prepared, if prior planning is done.
3. Prior meal planning saves money, time, energy and fuel.
4. Helps the homemaker to record and make improvements on the meals they serve.
5. It also enables the homemaker to enhance, the nutritive value by:

(a
) Combining foods. e.g., rice and pulses taken together improve protein quality, so does idli-
sambhar.

(b
) Sprouting (e.g., mung sprouts for salad) and fermentation (e.g., dhokla).

6. Leftovers from the previous meals can be used instead of being wasted. e.g., leftover rice at lunch
can be used to make biryani for dinner.

Use of Food Groups in Planning Balanced Meal for Self and Family
A healthy diet is a balanced meal that should provide us with the right amount of energy (calories or
kilojoules) to maintain energy balance. Energy balance is when the calorie intake from the diet is equal
to the calories used by the body. Our body needs these calories to carry out everyday tasks, such as
walking and moving about, and also to perform those functions we may not even think about.

Meal planning is important for meeting the nutritional requirements of all the family members. It helps
us to decide what to eat each day and in each meal. We can call it our ‘daily food guide’.

Six principles that are important to be incorporated into a diet plan are:
1. Maintaining adequate levels of energy, nutrients, movement and rest for optimal health.
2. Balancing different food groups, and consuming foods in the right proportion.
3. Consuming the appropriate number of calories to maintain a healthy weight depending on the
metabolism and exercise levels.
4. Focusing on creating a diet that is nutrient-dense, without being high in calories.
5. Learning how to be moderate with foods that are higher in fat or sugar.
6. Exploring a varied diet that provides all the nutrients necessary for good health.

There are many factors which affect the planning of a meal, such as nutritional adequacy, age, sex,
physical activity, economic considerations, seasonal availability, cultural patterns, traditions and customs,
likes and dislikes of individuals and providing a balanced diet.

The Recommended Dietary Allowances (RDAs) are estimates of nutrients to be consumed every day to
ensure that the dietary requirements of all individuals in a given population are fulfilled. The RDAs are
suggested for physiological groups such as infants, pre-schoolers, children, adolescents, pregnant
women, lactating mothers, and adult men and women, taking into account their physical activity.

Dietary Requirements in Different Age Groups:

Babies (infants up to 6 months old) should be exclusively breastfed for the first six months of their life,
which should be started within an hour after delivery. The first milk (colostrum) boosts the immunity of
the baby and protects it from several infections. Exclusive breastfeeding ensures overall development of
the baby and providing safe nutrition to the infant, thereby reducing the risk of infections. After six
months, the baby can be fed with complementary foods rich in nutrients while continuing to breastfeed.
As the child grows, he/she needs energy and body-building foods in ample amounts to support the
growth and development of body and brain.
In adolescence, the nutritional requirement of a child starts changing, especially for girls as they start
menstruating. High protein, iron and vitamin-rich diet ideally meets the requirement of the body that is
changing rapidly. Adolescent boys require more energy, protein, minerals and vitamin in their diet to
keep their body healthy and strong.

Young adults are completely grown up and need energy only to meet the requirements of their daily
activities. At this age, women go through pregnancy and lactation. This is a very important phase
nutritionally. The dietary requirements change drastically.

Middle-aged and elderly people need to maintain their body weight, bone strength, blood sugar levels
and control their blood pressure. This makes their dietary changes very specific. In elderly people, it is
commonly seen that their ability to digest food diminishes and they should eat easily digestible, fibre-
rich diet.

Special Dietary Requirements based on Other Factors:

1. Gender: Under normal work and health conditions, men require more calories than women. This
difference accounts for the higher muscle mass and higher metabolic rate in men than in women. In
most cases, after reaching adolescence, females require higher vitamin and minerals than their
male counterparts.

2. Pregnancy: It is a demanding physiological state. The daily diet of a woman should contain an
additional 350 calories, 0.5 g of protein during the first trimester; 6.9 g during the second trimester,
and 22.7 g during the third trimester of pregnancy. Some micronutrients such as folic acid, calcium,
iodine, and vitamin A are specially required in extra amounts during these physiological periods.
The pregnant or lactating woman should eat a wide variety of foods to make sure that her own
nutritional needs as well as those of her growing foetus are met. Though it is possible to meet the
requirements for most of the nutrients through a balanced diet, pregnant or lactating women are
advised to also take daily supplements of iron, folic acid, vitamin B12 and calcium.

3. Health Conditions: In most physical disorders and diseases, diet plays an important role in
healing, recovery and prevention of worsening of the affected condition. Overweight and
underweight people have to be very careful and precise about their calorie intake. Those who are
diabetic, hypertensive or have heart complications, also have different dietary requirements.

Therapeutic Diet
Food has been one of the most important things in our life, as it nourishes us and keeps us healthy. It
plays an important role in one’s health and well-being.

However, people do fall ill due to bacterial and viral attacks and also due to the various stress and strain,
they take in life. Food not only plays a vital role in building the body’s immunity to fall ill lesser and fight
diseases; but certain alterations in diet also help one to revive health back faster after an illness or
sickness. The alterations may include adding, reducing or removing some ingredients in the diet or
changing the consistency of food and method of cooking used to prepare meals.

Often, the nutritional requirement changes during an illness. The body sometimes demands more
nutrition to fight with disease and regain good health.

Diet Therapy or Therapeutic Diet

Diet therapy or therapeutic diet is derived from a normal diet, and it aims at retaining and reviving the
health of weak and diseased people. It means modifying the patient’s normal diet to meet special
nutritional requirements created by a disease or an injury. A dietician or nutritionist usually works out a
diet based on what the doctor prescribes. It is used as a part of treatment in hospitals in addition to the
medical treatment used to treat the patient. Every hospital essentially has an in-house nutritionist or
dietician who chalks out the patient’s meal plan in terms of menu, consistency and timing, according to
the patient’s physical condition.

Such diets are also prescribed for medical conditions that affect the psychological state of a person for
example, weakness caused by anorexia, loss of appetite due to depression, loneliness and other mental
disorders, that discourage healthy eating habits, are some illnesses in which the patient needs to take a
therapeutic diet.

Objectives of Therapeutic Diet

The objectives of therapeutic diets are:
1. To correct dietary deficiencies and to provide the patient with an optimum nutritional balance.
2. To formulate a diet for a patient suitable to his/her eating habits and lifestyle.
3. To educate the patient about the importance of following the prescribed therapeutic diet.

Importance of Therapeutic Diet

1. To maintain nutritional balance.
2. To restore or correct nutritional imbalance.
3. To reduce calories for weight control or provide extra calories for weight gain as required.
4. To balance amounts of carbohydrates, fat and protein to control diabetes and other diseases.
5. To exclude foods that cause allergy or intolerance (e.g., sour foods, lactose intolerance to milk
products, etc.).
6. To provide texture modification due to problems with chewing or swallowing.
7. To provide additional feedings or diet supplements if required.

Principles Used in Planning Therapeutic Diets

1. Type of Diseases: Dietary modifications are done according to the nature of the disease. For
example:

(a
) Low carbohydrate diet is planned for diabetic patients.

(b
) High fibrous food is recommended during constipation.

(c) Salt and saturated fats should be avoided in the meal of the patient suffering from hypertension.

2. Duration of Disease: The duration of existence of disease should be kept in mind while planning
a therapeutic meal, such as long duration or short duration, and modifications should be made from
time to time in accordance with the patient’s progress or regress in health.

3. Selection of Ingredients: The quantity and type of foods to be used for curing the disease
should also be considered.

4. Case History and Food Habits of the Patient: The food habits according to culture, likes and
dislikes, meal timings, economic condition, availability of food, knowledge of cooking methods, etc.,
should be taken into account while deciding a therapeutic meal, and the diet should be planned
accordingly.
5. Psychology of the Patient: The emotional, physical and social aspect of the patient’s personality
should be considered, and the diet should be planned such that he/she does not feel different from
others.

6. Variety and Presentation in Meals: A well-planned meal is effective only when the patient can
eat it. A person under normal conditions too gets bored if there is no variety in the meal. An ill
patient is already coping with his illness and loss of taste in tongue at times makes it hard for the
patient to eat. A variety in meal presented in a visually appealing manner increases the food
palatability of the patient.
MULTIPLE CHOICE QUESTIONS

1. To prevent iron deficiency in school children, which food item will you include with aloo parantha in
their breakfast?

(a
) Coriander and mint chutney

(b
) Soya bean vegetable

(c) Put cauliflower in potatoes

(d
) Orange
2. As compared to a normal woman, a lactating mother needs:

(a
) 100 extra calories

(b
) 200 extra calories

(c) 300 extra calories

(d
) 550 extra calories.
3. The food group ‘cereal’ is a source of:

(a
) Calcium

(b
) Iodine

(c) Energy

(d
) Vitamin C
4. The food group ‘fruits and vegetables’ is a good source of:

(a
) Proteins

(b
) Iodine

(c) Vitamin A
 (d
) Fats
5. Therapeutic diet includes:

(a
) adding nutrients to the diet to balance nutritional requirements

(b
) removing allergic ingredients from the diet

(c) changing food consistency according to the patient’s need

(d
) all of the above
6. The requirements of a therapeutic diet are prescribed by a:

(a
) Physician

(b
) Nutritionist

(c) Dietician

(d
) Nurse

FILL IN THE BLANKS

1. A food group is a collection of foods that share similar ………….. properties of biological
classifications.
2. ………….. and wholegrain foods can reduce the risk of developing certain diseases.
3. ………….. are the seeds of the plant and are eaten in their immature forms such as green peas and
beans, and the mature forms such as dried peas, beans, lentils and chickpeas.
4. ………….. diet is derived from a normal diet and aims at retaining and reviving the health of weak
and diseased people.
5. The ………….. and ………….. of foods to be used for curing the disease should be considered.

TRUE AND FALSE

1. Food group is a collection of foods that share similar nutritional properties of biological
classifications.
2. High fibre present in the wholegrain cereals also assist in the maintenance of digestive system.
3. Legumes are plant seeds that are eaten in their immature form.
4. Fresh yoghurt and other fermented milk products are not included in the group of probiotic foods.
5. Quick-release sugars such as table sugar and honey make food and drinks taste pleasant.

VERY SHORT ANSWERS TYPE QUESTIONS

1. What is RDA?
2. Give the full form of ICMR.
3. What is the nutritional contribution of cereals and grains?
4. What is therapeutic diet?
5. What is the importance of therapeutic diet?

SHORT ANSWERS TYPE QUESTIONS

1. Give an example of a balanced diet. Also, name the nutrients that should be present in the
suggested diet.
2. Why is the knowledge of food groups important for planning meals for the family?
3. List two food groups which provide protein. Name one food from each group.
4. Explain why milk and meat products should be included in a school going child’s diet.
5. What is diet therapy? State the two objectives of diet therapy.
6. Why is therapeutic diet recommended and for whom?

LONG ANSWERS TYPE QUESTIONS

1. Explain the effect of age and body weight on a person’s requirement of calories.
2. You have planned wheat flour chapati, dal and curd for lunch. You have a pregnant woman and a
two-year-old child in the family. Suggest suitable modifications in the planned meal for both. Give
reasons for each suggestion.
3. Your sister has decided to serve boiled rice, dal and cauliflower sabzi in lunch for the family. There is
a pregnant woman in the family for whom you think this meal is not adequate. Giving reasons why
this meal is not adequate, suggest three suitable modifications in the meal.
4. What factors should be considered while planning a balanced diet for the elderly?
5. List the importance of a therapeutic diet.
6. Explain the principles used in planning a therapeutic diet.

CASE STUDY BASED QUESTIONS

A. Riya is celebrating her second anniversary. She is going through the third trimester of her
pregnancy.

1. The additional protein requirement needed by Riya is

(a
) 0.5 g

(b
) 22.7 g

(c) 6.9 g

(b
) 7.2 g
2. What is her physiological state?
 (a
) Additional

(b
) Demanding

(c) Depressive

(d
) None of these
3. What can be Riya’s age group?

(a
) Adolescent

(b
) Young adulthood

(c) Middle adulthood

(d
) None of these
4. The requirement of calories will increase by

(a
) 450 calories

(b
) 550 calories

(c) 300 calories

(d
) 350 calories
5. A pregnant woman should have the daily supplement of

(a
) Iron and folic acid

(b
) Calcium and vitamin B12

(c) Fat and lipids

(d
) Both (a) and (b)

B. Mr. Verma is suffering from viral fever. Doctor has advised therapeutic diet for Mr Verma; Mrs Verma
is trying her level best to learn about these diets. Let us help her.

1. Which of the following is not an objective of therapeutic diet?

 (a
) To correct dietary deficiency and maintain nutritional balance

(b
) To keep in mind the food suitable for the patient

(c) Low calorie diet should only be provided

(d
) To educate the patient about the importance of therapeutic diet
2. What are different modifications done in therapeutic diet?

(a
) Low carbohydrate diet is planned for diabetic patients

(b
) High fibrous food for patients suffering from constipation

(c) Salt restricted diet for hypertension patients

(d
) All the above
3. Which of the following is not a psychological disease?

(a
) Depression

(b
) Fever

(c) Anorexia

(d
) Loneliness
4. Which of the following are the principles used in planning therapeutic diet?

(a
) Variation in meals

(b
) Selection of ingredients

(c) Duration of disease

(d
) All the above

SUMMARY OF RDA FOR INDIANS-2020

Body Protein Dietary Calcium Magnes- Iron Zinc Iodine Thia- Ribo Niacin Vit Folate Vit Vit Vit
Age Category Wt Fibre* ium mine flavin B6 B12 C A
Group of work (mg/ (mg/ (µ/ (mg/ (mg/ (mg/ (mg/ (mg/ (mg/ (µg/ (mg/ (µg/
(kg) (g/d) (g/d) (µg/day)
d) d) day) d) d) d) d) d) d) d) d) d)
 Sedentary 32 1.4 2.0 14 1.9
Men
Moderate 65 54.0 41 1000 440 19 17 150 1.8 2.5 18 2.4 300 2.2 80 1000

Heavy 52 2.3 3.2 23 3.1

Sedentary 25 1.4 1.9 11 1.9

Moderate 55 46.0 32 1000 370 29 13 150 1.7 2.4 14 1.9 220 2.2 65 840

Heavy 41 2.2 3.1 18 2.4

+9.5
(2nd
Women Pregnant 55+ trimester)
– 1000 440 27 14.5 250 2.0 2.7 +2.5 2.3 570 +0.25 +15 900
woman 10 +22.0
(3rd
trimester

Lactation +17.0 2.1 +0.26 330

3.0 +5
0-6m – 1200 400 23 14 280 +1.0 +50 950
2.9 +5
7-12m +13.0 2.1 +0.17 330

0-6m* 5.8 8.0 - 300 30 - - 100 0.2 0.4 2 0.1 25 1.2 20 350
Infants
6-12m 8.5 10.5 - 300 75 3 2.5 130 0.4 0.6 5 0.6 85 1.2 30 350

1-3y 12.9 12.5 15 500 90 8 3.3 90 0.7 1.1 7 0.9 120 1.2 30 390
Children 4-6y 18.3 16.0 20 550 125 11 4.5 120 0.9 1.3 9 1.2 135 1.2 35 510
7-9y 25.3 23.0 26 650 175 15 5.9 120 1.1 1.6 11 1.5 170 2.2 45 630

Boys 10-12y 34.9 32.0 33 850 240 16 8.5 150 1.5 2.1 15 2.0 220 2.2 55 770

Girls 10-12y 36.4 33.0 31 850 250 28 8.5 150 1.4 1.9 14 1.9 225 2.2 50 790

Boys 13-15y 50.5 45.0 43 1000 345 22 14.3 150 1.9 2.7 19 2.6 285 2.2 70 930

Girls 13-15y 49.6 43.0 36 1000 340 30 12.8 150 1.6 2.2 16 2.2 245 2.2 65 890

Boys 16-18y 64.4 55.0 50 1050 440 26 17.6 150 2.2 3.1 22 3.0 340 2.2 85 1000

Girls 16-18y 55.7 46.0 38 1050 380 32 14.2 150 1.7 2.3 17 2.3 270 2.2 70 860

DAILY NUTRIENT RECOMMENDATIONS FOR THE ELDERLY IN INDIA-2020

Vit- Thiamin Ribo Vit- Vit- Vit-
Energy Dietary Protein Niacin Vit-C Folate Calcium Magnesium Iron Zi
Nutrients A B 1 flavin B 6 B 12 D
(Kcal)* Fibre (gr) (mg) (mg) (µg) (mg) (mg) (mg) (m
(µg) (mg) B2(mg) (mg) (µg) (IU)

EAR 1700 – 42.9 460 1.2 1.6 12 65 1.6 250 2.0 400 800 370 11 1
Men
>60 Yrs
RDA – 32 54.0 1000 1.4 2.0 14 80 1.9 300 2.2 800* 1200 440 19 1

EAR 1500 – 36.3 390 1.1 1.6 9 55 1.6 180 2.0 400 800 310 11 1
Women
> 60Yrs
RDA – 25 45.7 840 1.4 1.9 11 65 1.9 200 2.2 800* 1200 370 19 13
*There is no RDA for Energy. The EAR is equivalent to the Estimated Energy Requirements (EER)

ACCEPTABLE MACRONUTRIENT DISTRIBUTION RANGE (AMDR) BY AGE AND

PHYSIOLOGICAL GROUPS AS PERCENT OF ENERGY (%E)
Age group 1-2 3-18 Adults Pregnant and
Nutrients years years Iactating
 women

Protein
5-15 5-15 5-15 5-15
(PE ratio)*

Total Fat 30-40 25-35 15-35 20-35

n-6 PUFA# 4-10 4-10 4-10 4-10

n-3-PUFA 0.5-1 0.5-1 0.5-1 0.5-1

Carbohydrate 40-60 45-65 45-65 45-65

*Depends on protein quality and total energy intake, #n-6 to n-3 ratio should be
between 5-10:1
Note: For good health, adults should consume minimum of 100 to 130g
of carbohydrates and atleast 20g fats (food sources)

SUMMARY OF RECOMMENDED INTAKES FOR OTHER MINERALS AND TRACE ELEMENTS

Recommended intake
Sr. No. Minerals/Trace Element
(per day)

1 Phosphorous 1000 mg

2. Sodium 2000 mg

3 Potassium 3500 mg

4 Copper 2 mg

5 Manganese 4 mg

6 Chromium 50 µg

7 Selenium 40 µg

TOLERABLE UPPER LIMIT (TUL) FOR NUTRIENTS-2020

Protein Calcium Magnesium* Iron Zinc Iodine Niacin Vit. Folate Vit. C Vit. A Vit. D
Age Category B6
Group of work (PE (mg/
(mg/d) (mg/d) (mg/d) (mg/d) (µg/day) (mg/d) (µg/d) (mg/d) (µg/d) (IU/d)
ratio d)

Sedentary

Men Moderate <40% 2500 350 45 40 1100 1000 2000 3000

Heavy
35 100 4000
Sedentary

Moderate <40% 2500 350 45 40 1100 1000 2000 3000

Heavy

Women Pregnant
<30% 2500 350 45 40 1100 – – 1000 2000 3000 4000
woman

Lactation
0-6m <40% 2500 350 45 40 1100 – – 1000 2000 3000 4000
7-12m
 0-6m <15% – – 40 4 – – – – – 600 1000
Infants
6-12m <15% – – 40 5 – – – – – 600 1500

1-3y <15% 1500 65 40 7 200 350 600 2500

Children 4-6y <15% 2500 110 40 12 300 – – 550 900 3000
7-9y <15% 2500 110 40 12 400 300 800 900 3000

600-800
Boys 10-12y <15% 3000 350 40 23 600 - - 1050 1700 4000
(9-17y)

Girls 10-12y <15% 3000 350 40 23 600 – – – 1300 1700 4000

Boys 13-15y <15% 3000 350 45 34 900 – – – 1550 2800 4000

Girls 13-15y <15% 3000 350 45 34 900 – – – 1800 2800 4000

Boys 16-18y <15% 3000 350 45 34 1100 – – – 1950 2800 4000

Girls 16-18y <15% 3000 350 45 34 1100 – – – 2000 2800 4000

The TUL is the maximum level of habitual intake from all sources of a nutrient or related substance judged to be unlikely to lead to adverse
health effects in humans
*Note: TUL values are only for non-dietary pharmacological doses.
 Go Back !

COMMON FOODS AND THEIR ADULTERANTS

PREVENTION OF FOOD ADULTERATION ACT (PFA-1954)
TYPES OF ADULTERANTS

Intentional Adulterants
Incidental Adulterants

HEALTH HAZARDS OF COMMON FOOD ADULTERANTS

FOOD LAWS AND STANDARDS

Food Safety and Standards Act,2006 and its Regulations

Instead of just being concerned about the number of calories present

in our food, we also need to pay due attention to the substance and
quality of the food we eat. We need to learn how to protect ourselves
from the rampant food adulteration practices. Adulteration means
non-compliance with food standards prescribed by the Prevention of
Food Adulteration Act (PFA 1954) and rules (1955).

Food is essential for life. The food a person consumes should be pure,
nutritious and free from any type of adulteration for proper
maintenance of human health.

Despite careful handling in production, processing and packaging of

food, more and more cases of food adulteration and the health
hazards caused by it are surfacing these days.

It is not only the foods in which some inferior substances are mixed
are adulterated; packaged food can be adulterated too. Any
substance, artificial or natural, can be an adulterant, and any food can
get adulterated.

Nowadays, we have become a little sceptical about the purity and

quality of the food we consume. Food colours, chemicals and additives
often creep up not just in our local produce, but even in packaged
products. Injecting chemicals in fruits and vegetables to ripen them
quickly and to maintain their fresh colour are also forms of intentional
adulteration.
Food adulteration can be intentional or incidental.

Incidental adulteration generally happens due to improper handling

and storage of food.
A lack of awareness, negligence, indifference and lethargy among
consumers and inadequate enforcement of food laws and food safety
measures by the government agencies also lead to food adulteration.
Adulterated food is dangerous for health because it may be toxic and
can affect the health adversely. It could deprive the consumer of
essential nutrients for proper growth and development.

Food adulteration can be intentional when it is done to add volume,

texture, taste or stability to the food. Or it can be due to carelessness
or poor maintenance of the facility or logistics on part of the food
manufacturer or distributor. In either case, it can cause serious long-
term harm to your health.
According to FSSAI, some of the most common adulterated foods are
milk and milk products, wheat flour, edible oils, cereals, condiments,
pulses, coffee, tea, confectionery, baking powder, vinegar, besan and
curry powder.

Mixing milk with water to add volume, starch in paneer to make it

thicker and fluffier, hydrogenated oils and Vanaspati in ghee, and
anatta in butter to give it that dark, rich yellow colour, stories like
these often shake us up and make us question what we should eat.

Unlike certain cases of adulteration which might be purely cosmetic,

some adulterations like Maggi Noodles can have serious health
implications. For example, what would happen if you were to eat lead
as part of your food over a long period of time? Prominent
nutritionists and doctors have asserted that lead, if consumed in
larger quantities, could damage almost every organ of our body,
causing them to become dysfunctional one by one.

The technical definition of food adulteration according to the Food

and Safety Standards Authority of India (FSSAI) is, “The
addition or subtraction of any substance to or food, so that the natural
composition and quality of food substance is affected”

The Annual Public Laboratory Testing Report for 2014-15 brought out
by the FSSAI states that out of the 49,290 samples of food items it
had tested, 8,469, nearly one-fifth, were found adulterated or
misbranded.

A 2014 report warned users of how the milk produced by Indian cows
might be adulterated because they graze on garbage. A 2012 study
conducted by the FSSAI across 33 states found that milk in India was
adulterated with diluted water, detergent, fat and even urea.

Even the tomato sauces mostly used in a large fast food centres in
numerous areas of West Bengal, are also artificially made from
‘pumpkin pulp’, ‘sugar’, ‘non-edible colours and flavours’. No tomato is
present in that sauce to maintain a very cheap price in the local
market. These sauces with ‘artificial colours and flavours’ are highly
carcinogenic. These are being supplied rampantly without being
checked by the health department.

Local packaged water is being ‘misbranded’ in a large number of cases

after removal of bacteria and projected as ‘mineral water’ with no
required ISI or BIS authentication. But health officials said that it was
not at all mineral water, instead, it was simply packaged plain water.

COMMON FOODS AND THEIR ADULTERANTS

Foods Adulterants
Rice or wheat Stones, straw, low grade rice, talc, chalk powder,
flour tapiocaflour, bran.
Whole pulses, Kesari/arhar/bakhla dals, dyes like metanil yellow of
dals and flours lead chromate, flours like yellow maize, tapioca,
kesari.
Vegetables and Colouring and sweetening agents.
fruits
Sugar Chalk powder, white sand, semolina.
Honey Invert sugar, concentrated sugar solution, jaggery.
Vegetable oils Castor oil, argemone.
Ghee Vanaspati, animal body fat.
Salt Powdered white stone, chalk.
Turmeric Dyes like lead chromate, metanil yellow and coal
tar; starch, yellowearth, yellow coloured talc or
sawdust.

Prevention of Food Adulteration Act (Pfa,1954)

This act, passed in 1954, prohibits the manufacture, sale and
distribution of not only adulterated foods but also foods contaminated
with microorganisms and toxicants, and misbranded foods. PFA
specifies microbial standards for pasteurised milk, milk powder,
skimmed milk powder, infant milk food and malted milk food.
According to PFA, an article of food shall deem to be adulterated.

1. If the article is not up to the prescribed standard.

2. If the article contains any other substances which affect the
nature or quality of the substance.
3. If any inferior or cheaper substance has been added wholly or
partly.
4. If any constituent of the article has been wholly or partly
abstracted.
5. If the food item has been prepared, packed or kept under
unsanitary conditions whereby it has become contaminated or
injurious to health.
6. If the article consists of decomposed or diseased animal or
vegetable substance or insect-infested or otherwise unfit for
human consumption.
7. If the article contains any poisonous or other ingredients which
renders its contents injurious to health.
8. If any colouring matter other than that prescribed and in amounts
not within the prescribed limits of variability is present in the
article.
9. If the article contains any prohibited preservative or permitted
preservative in excess of the prescribed limits.
10
. If the quality or purity of the article falls below the prescribed
standard, or its constituents are present in quantities over above
prescribed limits of variability.

Types of Adulterants
In the process of adulteration, extraneous matters are directly added
to food grains. Two types of food adulterants are:
1. Intentional Adulterants: These are those substances that are
added as a deliberate act on the part of the adulterer with the
intention to increase the margin of profit. Unscrupulous traders
normally adulterate food and innocent consumers often get
cheated by purchasing this food from them.

The following table shows some common methods of detecting

intentional adulterants in different foods at home.

Simple Method for Detecting the

Food Article Adulterant
Adulterant
Put a drop of milk on a polished vertical
surface. The drop of pure milk either
stops or flows slowly, leaving a white
Water
trail behind it. Whereas, the milk
adulterated with water will flow
Milk immediately without leaving a mark.

Take 5 ml of milk in a test tube and add

2 drops of bromothymol blue solution.
Urea Development of blue colour in the milk
after 10 minutes indicates presence of
urea.

Argemone seeds have rough surface

whereas mustard seeds have smooth
Mustard Argemone surface; also, mustard seeds on
Seeds Seeds pressing appear yellow from inside
while argemone seeds are white.
Argemone seeds have a tail too.

Dissolve sugar in a glass of water, chalk

Sugar or salt Chalk will settle down at the bottom, similarly
do this test for salt.
 Simple Method for Detecting the
Food Article Adulterant
Adulterant
On ignition, genuine silver foil burns
away completely leaving glistening
Aluminium
Silver Foil white spherical ball of the same
Foil
mass, while aluminium foil is reduced to
ashes of black-grey colour.

A cotton wick dipped in pure honey

burns when ignited with a match stick.
Honey Water If adulterated, presence of water will
not allow the honey to burn, if it does,
will produce a cracking sound.

Coffee Chicory seeds Gently sprinkle coffee powder on the

Tamarind surface of water in a glass. The coffee
seed powder floats over the water but chicory begins
to sink within few seconds. The falling
chicory powder particles will leave
behind them a trail of colour due to the
large amount of caramel present in
them.

Coloured Rub leaves on white paper, artificial

leaves colour comes out on a paper sheet.

Used tea Tea leaves sprinkled on wet filter paper.

Tea Pink or red spots will appear on paper
colour.

Iron fillings Move magnet through the sample, iron

will stick to the magnet.
 Simple Method for Detecting the
Food Article Adulterant
Adulterant
Radamine Take 2 g sample in a test tube, add 5 ml
culture of acetone. Immediate appearance of
red colour indicates the presence of
Red Rodamine.
Chilli Powder
Brick powder Brick powder settles fasts but chilli
powder settles slowly when put in
water.

Turmeric Metanil yellow Add a few drops of HCl to the extract of

Powder turmeric, violet colour is visible instantly.
If the colour persists when diluted with
water, it indicates the presence of
metanil yellow.

Dal arhar, Metanil yellow Extract the colour with lukewarm water
moong, Kesari dal from the sample of pulses, add a few
washed drops of HCl to it. A pink colour
channa indicates presence of metanil yellow.

Green Malachite Take a small part of the sample and

vegetables green place it over a moistened white blotting
like chill and paper, the impression of the colour on
peas the paper indicates the presence of
malachite green.

Pure ghee or Vanaspati Take one teaspoon full of melted ghee

butter or butter with equal quantity of
concentrated. hydrochloric acid in a test
tube. Now add a pinch of cane sugar in
it. Shake well for one minute and let it
stand for five minutes. Appearance of
crimson colour in lower layer shows the
presence of Vanaspati.
 Simple Method for Detecting the
Food Article Adulterant
Adulterant
Black pepper Papaya seeds Float a few berries of black pepper
sample in alcohol. The mature black
pepper berries sink while papaya seeds
and light black pepper float.

Hing Soapstone or Shake a little portion of the sample with

earthy matter water and allow it to settle down.
Soapstone or earthy matter will settle
down at the bottom.

Saffron Coloured Pure saffron will not break easily like the
dried tendrils synthetic one. Pure saffron when
of maize cob allowed to dissolve in water will
continue to give its colour so long as it
lasts.

Common salt White Stir a spoonful of sample salt in water.

powdered Chalk will make the solution white and
stone other insoluble impurities will settle
down.

Asafoetida Soapstone or Add a pinch of sample to water and let

earthy it settle, if impure, the solution turns
materials and turbid due to the presence of starch.
resins Also, pure asafoetida burns like
camphor but not when adulterated with
resin or gum.

Chilli powder Sawdust and When put in water, sawdust will float on
colour water and colour will run. If sediments
at the bottom feel gritty when rubbed, it
indicates the presence of brick powder.
 Simple Method for Detecting the
Food Article Adulterant
Adulterant
Whole Lead It will release colour when placed in a
turmeric chromate beaker of water.

Coriander Horse dung When immersed in water, the horse

powder powder dung floats while coriander powder
sinks.

Starch Starch can cause stomach disorders.

Starch greatly reduces the nutritional
value of the food. Boil a small quantity
of sample food product in water. When
Paneer, the heated mixture cools down, add a
few drops of iodine solution to it. If the
Khoya,
colour of the mixture turns blue, it
Condensed
means there is starch in the food.
milk and milk
Argemone oil Add concentrated nitric acid to a sample
and shake carefully. Red to reddish
brown colour in acid layer indicates the
presence of argemone oil.

Edible oils Mineral oil Take 2 ml of edible oil and add an equal
quantity of N/2 alcoholic potash. Heat
the mixture in boiling water for 15
minutes and add 10ml of water. Any
turbidity shows the presence of mineral
oil.

Castor oil Dissolve some oil in petroleum in a test

tube and cool it in ice salt mixture.
Presence of turbidity within 5 minutes
indicates the presence of castor oil. This
test is not for minute traces.
2. Incidental Adulterants: These adulterants are found in food
substances due to negligence, ignorance or lack of proper
handling of food. For example, pesticide residues, tin from cans,
droppings of indents, larvae in food and metallic contamination
with arsenic, lead, mercury can also occur incidentally.

The following table shows the toxic effects of some common

incidental unintentional adulterants.

Incidental or Food Commonly Bad Effects

unintentional Involved
Adulterant
Arsenic Fruits sprayed with Dizziness, chills, cramps
lead arsenate, paralysis, leading to death.
drinking water.

Barium Foods contaminated Violent peristalsis,

by rat poison (barium muscular twitching and
carbonate). convulsions.

Cadmium Fruit juices and soft Excessive salivation, liver,

drinks that come in kidney damage, prostate
contact with cadmium cancer, multiple fractures
and plated vessels, (painful ‘itai-it ai’ disease
crabs, oysters and reported from Japan due to
kidneys. cadmium poisoning).

Cobalt Water and beer. Cardiac failure.

Copper Acid foods in contact Vomiting, diarrhoea,

with tarnished copper abdominal pain.
ware.

Lead Some processed Paralysis, brain damage,

foods, water. blindness.
Mercury Mercury fungicide Paralysis, brain damage
treated seed grains of and blindness.
mercury
contaminated fish
particularly pike, tuna
and shell fish.

Tin Canned foods. Colic, vomiting,

photophobia.

Zinc Foods stored in Dizziness and vomiting.

galvanised ironware.

Pesticides All types of foods. Acute or chronic poisoning

causing damage to liver,
kidney, brain and nerves
leading to death.

Diethyl stilbestrol Present in meat of Teratogenesis and

stilbestrol fed animals carcinogenesis.
and birds.

Antibiotics Meat from animals Drug resistance, hardening

fed with antibiotics. of arteries, heart diseases.

The incidental poisoning can be prevented by:

1. Regular market surveys to warn people of a dangerous build-up
of toxins in foods.
2. Using safer pesticides like synthetic pyrethroids or malathion.
3. By washing vegetables thoroughly before cooking.
4. By teaching farmers to use pesticides judiciously.

Health Hazards of Common Food Adulterants

1. Inedible substitutes like talc, chalk powder, clay cause gastro-
intestinal damage, abdominal pain, diarrhoea and aggravate
 existing G.I. disorders.
2. Unapproved additives (colours, flavours or preservatives) have
serious side effects. For example, lead chromate causes
convulsions, peripheral nerve disease and kidney impairment.
3. Argemone oil causes epidemic dropsy (oedema, congestive heart
failure) and kesari dal causes lathyrism (a neurological disease).
4. Improper storage results in fungal contamination (e.g., ergot
infestation causing a disease called ergotism) or production of
natural toxins (e.g., solanine causing solanine poisoning).
5. Other adulterants like antibiotics, mineral oil, methanol, non-food
grade packaging material, metals have grave health impacts
ranging from cancer to organ damage.
6. Edible substitutes like tapioca flour in besan compromise on
nutritional value and cause dietary imbalance.
7. Argemone seeds are mixed with mustard seeds. Argemone seeds
have proved to be dangerously toxic when used in the form of oil
and seeds in cooking. The seeds closely resemble mustard seeds
in appearance, although their surface is rough and uneven. The
only difference is that the argemone seeds have a little tail at one
end.
There were report of argemone poisoning in cities like Kolkata,
Mumbai and Chennai. Gujarat, Bihar and West Bengal have
topped the list of reported cases
Regular consumption of this oil gives rise to epidemic dropsy
(resembling wet beriberi). Watery fluid is collected in the tissues
of the body, causing swelling. It starts with gastro-intestinal
disturbances, irregular fever with rashes on exposed parts of the
body and low pulse. Swelling of feet and legs follows, leading to
oedema of thighs, hands and face. As the disease progresses,
glaucoma (eye disease which causes blindness), enlargement of
liver, cancer and respiratory distress are possible. It may even be
fatal as it can cause cardiac arrest.
8. Lathyrus (Kesari dal) is often mixed with other pulses. This is a
staple food of the low-income group in many parts of Madhya
Pradesh, Uttar Pradesh, Bihar and West Bengal. This plant grows
 with very little effort and yields abundant crops even under worst
conditions.

Common food materials adulterated with lathyrus are:

(a
) The whole pulses like black masoor, black bengal gram mixed
with whole kesari pulse.

(b
) Split pulses such as arhar and chana dal mixed with kesari dal.

(c) It is also mixed with besan; hence it is used in all preparation

made out of besan.
The PFA has banned the use of lathyrus in all forms.Excessive
consumption of kesari dal produces lathyrism (a form of crippling
paralysis of both lower limbs), mainly in boys and men in the age
group of 5-45 years. If a diet consists of 40% or more of
lathyrus, then this disease manifests itself in 2-4 months. The
disease starts with stiffness of the knee joints and legs with pain
around the knee and ankle joints within 10 to 30 days of the
onset of the symptoms, paralysis of the lower limbs sets in. The
patient gradually becomes crippled as his knees get bent and
stiff.
9. Colour plays an important role in food acceptability. It introduces
variety in food and makes it look attractive and appetising. It is
mostly used in foods such as ice creams, dairy products, biscuits,
confectioneries, pastries, fruit products, processed and preserved
vegetables, jelly, custard powder and soup powder. Inedible
colourings can contaminate food with their poisonous ingredients.
Some of the common non-permitted colours used for adulteration are
mineral pigments like lead chromate, red or yellow earth, colour dyes
like metanil yellow, Rhodamine B, Orange I and II. Most popular food
colour is the water-soluble metanil yellow (peela rang). It is widely
used to colour pulses, spices, sweet meats (Jalebies, laddoos, karachi
halwa) and aerated waters. These colourings are carcinogenic in
effect, intake of these colours produces various abnormalities of
bones, eyes, skin, lungs, ovaries, testicles, mental retardation,
anaemia and accumulation of lead in body and blood.
The non-permitted coal tar dyes are generally found as adulterants in
the following foods:
Metanil yellow-Ice candy, falooda and ice balls, pulses, jaggery, spices
etc.

Pesticides: Hitting You All Over

Pesticides Toxic impact
Chlorpyriphos Nerve damage
Endosulfan-T DNA mutation, hormone disorders, neurotoxicity
Heptachlor Nerveous system and fiver damage
Quinalphos Developmental, reproductive, neurological damage
Aldrin Cancer, infertility
Chlorofenvinfos Developmental, reproductive, neurological damage
Chlorodane Affects nervous system, lungs liver, kidneys, eyes
DDT Cander, hormone disorders, infertility

Orange II–Karachi halwa

Rhodamine B–Red chili powder and churan
Blue VRS–Coloured sweets
Auramine–Sugar coated saunf and supari
Malachite green–Coconut

As consumers, we need to be vigilant about food adulteration and

check the quality of food products by doing the above-mentioned
tests at home. If we come across adulterated food, we should take
prompt action and complaint to respective authorities.
The situation is so grave that the common people should come
forward and take an initiative to inform the health departments of
respective states immediately. But at the same time, the health
departments of various states should be active in responding to their
helpline telephone calls and emails on official addresses. Specific raids
should be conducted from time to time with proper prosecution of
convicted merchants. Any kind of political pressure to save the culprits
must be overruled for the sake of mankind.

Food Laws and Standards

Effective means of food quality can be achieved by legislative
measures, certification schemes, public participation and involvement
in the programme.

In India, the Food Safety and Standards Authority of India

(FSSAI) is the apex food regulator agency. It is empowered by and
functions under the Ministry of Health and Family Welfare,
Government of India. FSSAI implements and enforces food regulations
as prescribed in the Food Safety and Standards Act, 2006 (FSS Act).

FSSAI is responsible for protecting and promoting public health

through the regulation and supervision of food safety standards. It
conducts various raids and safety checks at the godowns of big
wholesalers, grocery shops, etc. from time to time to ensure
consumer safety. According to the international food standards, FSSAI
has developed science-based standards to regulate and monitor the
manufacture, processing, storage, distribution, sale and import of food
so as to ensure the availability of safe and wholesome food for human
consumption.

Food Safety and Standards Act, 2006 and its Regulations

In order to regulate food industry, including dairy industry, and also
with a view to address food safety and quality comprehensively and
holistically, the Government of India has enforced the new Food
Safety and Standards Act 2006 and the Regulations, thereunder, with
effect from August 2011.

The new food laws provide for a scientific risk-based approach in

dealing with food safety, and a rational approach in dealing with
issues of compliance by the food industry. The dairy sector as such is
dealt with more comprehensively by the Food Safety and Standards
Act 2006 and the Regulations there under, given the extensiveness of
the provisions relating to milk and milk products or dairy businesses in
these Regulations. This highlights the importance of milk and milk
products as food, and also the prominence of the dairy sector in our
country.

A brief summary of the Food Safety and Standards Act 2006 and the
Regulations is as follows:

A. Food Safety and Standards Act, 2006

Objectives of the Act

As provided in the preamble of the Act, its main objectives are to:

(a
) Have a single law relating to food.

(b
) Establish the Food Safety and Standards Authority of India.

(c) Lay down science-based standards for articles of food.

(d
) Effectively regulate food processing industry.

(e
) Ensure the availability of safe and wholesome food for human
consumption.
 Scope of the Act
All types of foods intended for human consumption, including

(a
) Primary foods.

(b
) Unprocessed, semi–processed or processed food.

(c) Genetically engineered foods.

(d
) Organic foods.

(e
) Substances and water used in food preparation.

(f) Packaged drinking water fall under the purview of the Act.

It, however, excludes animal feeds, live animals and plants prior
to harvesting from its scope. The provisions of the Act also do not
apply to any farmer or farming operations or crops or livestock,
and supplies used or produced in farming or products of crops
produced by a farmer at farm level.

B. Regulations under Food Safety and Standards Act, 2006

Several Regulations have been notified under the Act and

enforced with effect from August 2011.

These include:
Food Safety and Standards (Licensing and Registration of Food
Businesses) Regulations, 2011:
The regulation gives detailed requirements for getting the registration
or license to operate a food business.
Food Safety and Standards (Food Product Standards and Food
Additives) Regulations, 2011:
The Regulations provide identity (compositional and quality) and food
safety (chemical and bacteriological) standards of milk and different
milk products, and also specify a list of food additives permitted for
use in various milk products.
Food Safety and Standards (Contaminants, Toxins and Residues)
Regulations, 2011:
The Regulations specify maximum limits or maximum residue limits of
various contaminants, toxins, etc., in food products including milk and
milk products.
Food Safety and Standards (Prohibition and Restrictions on Sale)
Regulations, 2011:
These Regulations provide for certain restrictions and prohibition on
sales or use or storage for sale of some food products.
Food Safety and Standards (Packaging and Labelling) Regulations,
2011:
These Regulations deal with the general packaging and labelling
requirements for food products, and also specify some product-
specific requirements for their packaging and labelling.
MULTIPLE CHOICE QUESTIONS

1. When traders add adulterants to increase the volume of food, it is

called:

(a
) Incidental adulteration

(b
) Toxic adulteration

(c) Intentional adulteration

(d
) None of the above
2. Metanil yellow is used as an adulterant in:

(a
) Red chilli powder

(b
) Pulses

(c) Mustard oil

(d
) Honey
3. Whole kesari dal is used to adulterate:

(a
) Chana dal
 (b
) Besan

(c) Arhar dal

(d
) Masoor
4. Which of these is an incidental adulterant?

(a
) Pesticide

(b
) Lead chromate

(c) Water

(d
) Chicory seed
5. What is the most common toxic colouring agent used in jalebies
and ladoos?

(a
) Orange II

(b
) Auramine

(c) Blue VRS

(d
) Metanil yellow

FILL IN THE BLANKS

1. ………….. can be intentional when it is done to add volume,
texture, taste or stability to a food item.
2. ………….. is the common adulterant found in rice.
3. PFA was passed in the year ………….. .
4. Water is the most common adulterant found in ………….. .
5. ………….. is responsible for protecting and promoting public health
through the regulation and supervision of food safety.

TRUE AND FALSE

1. The food a person consumes should be pure, nutritious and free

from any type of adulteration for proper maintenance of human
health.
2. Lack of awareness does not leads to food adulteration.
3. PFA was passed in 1954.
4. We should teach farmers to use pesticides judiciously.
5. FSSAI is responsible for protecting and promoting public health.

VERY SHORT ANSWER TYPE QUESTIONS

1. What is food adulteration?

2. What is FSSAI?
3. Name the common adulterants present in turmeric.
4. Define PFA.
5. What are intentional adulterants?

SHORT ANSWER TYPE QUESTIONS

1. Name the adulterants used in gur (jaggery) and mustard oil. Write
one ill- effect of each on human health.
2. What effects do toxic colourings have on our health?
3. What are intentional and incidental adulterants?
4. Who should be contacted in case there is a complaint of food
adulteration?

LONG ANSWER TYPE QUESTIONS

1. State the conditions under which PFA considers any food as

adulterated.
2. Apart from the general information, what information should any
packaged food label bear?
3. Explain why lathyrus (kesari dal) has been banned by the PFA.
4. Describe with examples, ill effects of five incidental adulterants on
our health.
5. Give a test we can conduct at home to detect adulterated milk,
honey, tea, saffron and ghee.

CASE STUDY BASE QUESTIONS

A. Mr. John bought a packet of basmati rice of a branded company

last week. The rice is full of stone chips. Mr. John wants to file a
case in a consumer court against the company for selling faulty
product.

1. Guide Mr. john on the objectives of Food Safety and Standard Act
2006.

(a
) One single law related to all food

(b
) Science based standard laid down for articles of food

(c) Effective regulation in food processing industry

 (d
) All the above
2. What kind of adulterant is stone chips?

(a
) Intentional

(b
) Accidental

(c) Both (a) and (b)

(d
) Only (b)
3. When was the Food Safety and Standard Act 2006 came into
effect?

(a
) 2012

(b
) 2011

(c) 2010

(d
) 2013
4. The act does not include which kind of the food?

(a
) Primary food

(b
) Organic food

(c) Live animals

 (d
) Packaged drinking water

B. Looking at the fact the consumers in Mangalore lack the

awareness for food items, an NGO arranged for an awareness
programme.

1. What all should be included in the programme?

(a
) Adulterants

(b
) Food items

(c) Labelling

(d
) All the above
2. Mercury has the following health effect:

(a
) Dizziness

(b
) Kidney damage

(c) Paralysis

(d
) None of the above
3. Pure saffron can be adulterated by:

(a
) Starch
 (b
) Kesari dal

(c) Metanil yellow

(d
) Coloured tendrils of maize cob
4. PFA includes the following as adulterated food:

(a
) Pasteurized milk

(b
) Food packed under unsanitary condition

(c) Misbranded food

(d
) All the above
 Go Back !

CONSUMER RESPONSIBLITIES
PROBLEMS FACED BY THE CONSUMERS
CONSUMER RIGHTS

Right to Safety
Right to be informed
Right to Choose
Right to be Heard
Right to Seek Redressal
Right to Consumer Education

CONSUMER GUIDANCE
CONSUMER PROTECTION ACT (COPRA), 2019

Objectives of COPRA
Scope of the COPRA Act
Other laws for Consumer Protection

CONSUMER AIDS
SOURCES OF CONSUMER EDUCATION- GOVERNMENT AND NON-
GOVERNEMENT AGENCIES
NGO
We all are consumers. Every day, we spend money in some way to
fulfil all of our basic needs like food, clothing, shelter, health,
education, etc. We always buy things necessary for us. The basic
knowledge of economic principles, selection of products, and
awareness of consumer rights and responsibilities along with the
problems consumers face are useful and necessary for all of us. When
faced with a problem, we must seek redressal from government and
non-government agencies that play a very important role in consumer
protection and awareness. We should keep ourselves updated by
accessing all sources of consumer education.

The word “consumer” has been defined under Consumer Protection

Act of 2019 as follows:

“Consumer” means any person who:

1. Buys any goods for a consideration which has been paid or

promised or partly paid and partly promised, or under any system
of deferred payment and includes any user of such goods other
than the person who buys such goods for consideration paid or
promised or partly paid or partly promised, or under any system
of deferred payment, when such use is made with the approval of
such person, but does not include a person who obtains such
goods for resale or for any commercial purpose.

2. Hires or avails of any service for a consideration which has been

paid or promised or partly paid and partly promised, or under any
system of deferred payment and includes any beneficiary of such
service other than the person who hires or avails of the services
for consideration paid or promised, or partly paid and partly
promised, or under any system of deferred payment, when such
services are availed of with the approval of the first-mentioned
person, but does not include a person who avails of such service
for any commercial purpose.
In other words, a consumer is anyone who buys and uses any kind of
product and services for fulfilling one’s own needs. A homemaker or
any family member is a consumer in an economic and marketing
system.

Consumers must act rationally. They should accept a reasonable level

of responsibility while exercising choice and entering into a buying
transaction in the market.

Consumer Responsibilities
1. Get a bill and the warranty card for every important purchase and
preserve it carefully.
2. Check the standard quality certification marks such as ISI mark,
FPO or Agmark on the label on packaged goods.
3. Consumer should avoid any hasty and impulsive decision
regarding a purchase in the lure of sales schemes.
4. Form consumer awareness groups.
5. Make a complaint on genuine grievances.
6. Consumers must be aware and should know the way to exercise
their rights.
7. Shop carefully and wisely.
8. Understand the terms and conditions of the sale.
9. Read and follow the instructions given on the packaging for
safety.
10
. Get guarantees or warranties in writing.
11
. Save the receipts.
12
. Ask questions at the point of sale to get maximum information
about the product or service.
13
. Keep informed about new products.
14
. Consumers should check the product carefully and immediately
when it is delivered to your home.
15
. Always read warning signs and product information and use
products according to the given instructions.

Problems Faced by consumers

1. Price Variation: While purchasing certain products, you may

notice that the price of the same product is different in different
shops within the same market. Big retail shops are more
expensive than the small ones, as they spend more money on the
maintenance of shop, staff salary, advertisements and free home
delivery, which is collectively a hidden cost incurred by the sellers
at the expense of their customers. Some shopkeepers charge
higher price by putting their own tag over the printed price tags,
and some increase the costs by adding local taxes. Sometimes,
price varies due to certain valid reasons such as when a crop
damages due to sudden natural calamity and sometimes it varies
because the sales person wants to overcharge you to make more
profit.
The valid reasons for price variations in the market are as follows:

(a
) Better quality products are sold at a higher price than the
average or lower quality ones.

(b
) Purchasing power of people varies in different areas. The
sellers, in the name of better services, charge more from
people who have the capacity of paying more.

(c) Price of the same product in the wholesale market is low as

compared to that in the retail market.

(d
) Packaging of products is also a cause of price variation in the
market as the prices of properly packed products are higher
than the prices of the same product when sold loose.
There are some other ways in which the sellers can overcharge
you. These are:

(a
) By copying brand names for goods that are made locally and
selling them at a higher price. For example certain products
like washing soap, detergent powders, tube lights, jams,
edible oil, and even medicines carry well-known brand names
although these are made locally.

(b
) By selling loose products without a label or packaging so that
a customer cannot read or check the product details like date
of manufacturing. For example, pulses, namkeens, etc.

(c) By charging highest MRP for the product whose price varies in
 different states and these are mentioned on the label. On
packaged drinking water and cold drinks, restaurants and
theatres charge much more than MRP, giving an excuse of
transportation and cooling charges.

2. Adulterated and Poor Quality Goods: Foods are usually

adulterated intentionally to earn more profits by increasing the
quantity. This is achieved by adding substandard foods or by
injecting them to improve colour and to ripen them quickly.
Adulterated food is very harmful to health. For example, pebbles
in rice, starch in milk/cheese. The government enacted the PFA
(Prevention of Food Adulteration Act in 1954 to keep a control on
this malpractice.

Besides food, clothes, medicines, cosmetics, ornaments and

household items are also adulterated or made of substandard
goods and sold at a higher price to make extra profit. For
example, furniture made of inferior quality wood, use of
substandard steel sheets in making steel cupboards.

3. Faulty Weights and Measures: Use of false weights and

measures is another malpractice which some traders adopt while
selling the goods. Goods which are sold by weight (kg.) like
 vegetables, cereals, sugar, etc., those sold by measures (meter)
like textile fabrics, suit pieces, etc., are sometimes found to be
less than their actual weight or length. False weights, measuring
tapes or sticks having false markings are used for the purpose
and innocent buyers are cheated without their knowing about it.
Some vegetable vendors also use stones instead of actual
weights; some have been caught using magnets to alter the
weighing machine.

Sometimes packaged goods and sealed containers (tins) contain

lesser quantities than what is stated on the label or packet. This
cannot be easily verified. Sweets are often weighed along with
the cardboard box which may weigh up to 100 grams. You pay
for it at the same rate as that of the sweets. Meters at petrol
pumps are also tampered with, to cheat customers in small cities.

At times, the packaging and container looks big but the actual
product is very little. The Standard Weights and Measures Act
was passed in 1976.

4. Non-availability of goods: When any essential commodity is

not made available in the open market and stocks are
intentionally held back by dealers to create shortage of supply in
the market, it is known as hoarding. Its purpose is to create an
artificial scarcity to push up the prices. Black marketing is the
illegal business of buying or selling hoarded goods secretly at a
higher price.

Many times, manufacturers increase the price of their product by

temporarily reducing the supply of their product in the market,
thus causing artificial scarcity. For example, you may have read in
the newspapers about scarcity of onions in the open market in
some states and high prices being charged by traders who had
stocks. These practices are mainly adopted just before the
government announcement of budget or during festive seasons.
Hoarding and black marketing of L.P.G. cylinders and tomatoes
were also reported a few years ago.
5. Misleading Information: Some advertisements falsely
represent a product or service to be of superior quality, grade or
standard, or falsely assert the need for or usefulness of a product
or service. For example, misleading advertisements by the
pharmaceutical companies that claim the use of a paracetamol
tablet does not have any side effect like that of aspirin, but it
suppresses the medical expert’s report that says the use of
paracetamol has adverse effect on the liver. These are all false
unethical practices followed by the manufacturers to make a
profit. Most health-related telemarketing products such as slim
tea, sauna belts, fat loss pills etc., are misleading products that
are advertised heavily. The products sold online are shown to be
cheaper to the consumer, but there are hidden charges like sales
taxes and delivery costs which turn out more expensive
eventually. Fairness creams and flavouring milk powders also
mislead consumers by their advertisements which say that skin
becomes fairer or milk powder makes a child grow taller and
stronger.

6. Lack of Standardised Products: Some products bear standard

marks like wool mark, Agmark, FPO, BIS, ISI, etc. These
standardisation or certification marks are issued by the Indian
government agencies to the companies whose products match
their quality standards, and the unique numbers displayed along
with these marks are the numbers of Indian standard,
corresponding to a product.

The products that bear these standardisation marks are highly

trusted by the customers as such products are considered to be
of good quality, correct weight and safe to use. However, not all
products sold in the market including some very popular brands
bear these standardisation marks. Duplicate goods are also
available in the market having such certification mark to mislead
the consumers.
7. Unfair Trade Practices: Use of brand names, labels and
packaging similar to branded high-quality products for selling low-
quality products are the unfair trade practices used for the
purpose of earning profits. This is most usually seen in designer
clothes, car and computer accessories, food, etc. A lot of
imported chocolates have their Indian versions too. There are
many offers in the market today to attract consumers to buy
certain products which are not genuine.

For example, offering gifts having no additional value or coupons

to collect a gift on the next purchase of some product are
practices aimed at alluring consumers to buy a product. And
these coupons or vouchers have so many terms and conditions
with them that they are not of any use to the customer. It is also
observed that these gifts are offered after the price of the
product on sale has been increased to cover the price of that gift.
Dealers also announce contests or lottery among buyers of a
product without the intention of awarding any prize. The gaming
section of malls promises some gifts on winning tickets on each
game. The gifts are so tiny and worthless; it is just to mislead the
children that the more they spend and play games, the more they
will earn points.

8. Lack of Consumer Information: Many consumers often rely

on the retailers and manufacturers for the information required to
make any purchase. But the sellers do not always give us the
correct information or they themselves may not have sufficient
information. Some salespersons do not pay attention to the
customer’s demand but suggest only those brands that they sell
for high commission. Thus, while buying goods, consumers get
very little help from the retailers or salespersons in buying the
right product at right price.

Consumer Rights
1. Right to Safety: Right to safety is referred to as “the right to be
protected against the marketing of goods and services which are
hazardous to life and property” (NCDRC 2002). The product
should not only meet their immediate needs but also fulfil their
long term interests. Before purchasing, consumers should be
informed of the products and services. They should preferably
purchase quality marked products, such as ISI, AGMARK, etc. For
example, inferior quality goods such as gas stoves, electrical
home appliances, etc., that do not bear standardisation marks,
could lead to fatal accidents. Thus, this right ensures that the
manufacturer shall not produce or sell sub-standard, defective
and dangerous products.

2. Right to be Informed: This implies a consumer has the right to

be informed about the quality, quantity, potency, purity, standard,
safety instructions and price of goods or services, to protect the
consumer against unfair trade practices”. The consumer should
insist on getting all the information about the product or services
before making a choice or a buying decision to enable him to
save from falling prey to high pressure selling techniques. The
manufacturer should provide detailed information about the
contents or ingredients of the product, quantity, nutritional
information, FSSAI license number in case of food product, date
of manufacturing, date of expiry, maximum retail price,
precautions to be taken while using the product, address of the
manufacturer, etc., on the label and package of the product to
help consumers in making correct buying decisions.
3. Right to Choose: Right to choose is “the right to access variety
of goods and services at competitive prices, satisfactory quality
and service at a fair price”. It also includes right to basic goods
and services. This right can be better exercised in a competitive
market where a vast variety of options is available to the
consumer so that rather than settling for something not as useful
or good, the consumer get the best and precise choice of what
he/she wants. However, in case of monopolies like railways,
postal service, etc., the right to choose implies “a right to be
assured of satisfactory quality of service at a fair price”.

4. Right to be Heard: This right has three interpretations. This

right means that consumers have a right to be consulted by
government and public bodies when those decisions and policies
are made which affect consumer interests. Also, consumers have
a right to be heard by manufacturers, dealers and advertisers
about their opinion on production, and grievances of the
consumer. Many manufacturers have set up consumer grievance
cells to attend consumer complaints, and lastly, consumers have a
right to be heard in legal proceedings in law courts dealing with
consumer complaints.
5. Right to Seek Redressal: Consumer has “the right to seek
redressal against unfair trade practices or unscrupulous
exploitation of consumers.” Consumers must make a complaint
for their genuine grievances. At times, their complaint may be
very large. They can also take the help of consumer organizations
in seeking redressal of their grievances. If required, the product
must be repaired or replaced by the seller or manufacturer.

6. Right to Consumer Education: This means the right to acquire

the knowledge and skill to be an informed consumer throughout
life. Exploitation happens due to ignorance of rights. Consumers
should know their rights and must exercise them while
purchasing and using a product. Only then consumer exploitation
will be prevented. The consumers must have information about
laws and unfair means adopted by producers, should insist on
getting a bill or receipt at the time of purchase, and must be well
aware about the procedure to be followed while making
complaints. Consumer education may be imparted through
schools, colleges and consumer awareness campaigns run by
both government and non-government agencies.

Thus, the concern of consumer protection laws is to ensure fair trade

practices; maintaining quality of goods and efficient service quantity,
potency of the product, composition and price for their choice of
purchase. With such a consumer protection policy, consumers would
exercise their rights and seek satisfaction from the consumption of
goods and services purchased by them.

Consumer Guidance
Consumer education plays an important role in protecting consumers
from getting exploited by the sellers who adopt malpractices to earn
more profit. Every one of us is a consumer and therefore has a right
to consumer education, which enables us to act as informed
consumers throughout our life.
1. Consumer guidance makes people aware of their rights and
responsibilities as a consumer.
2. It develops a person’s ability to choose goods and services
intelligently.
3. It provides information about existing laws and standards for the
benefit of consumers. For example, the introduction of GST, the
recent law related to taxes.
4. It helps a person to become a discriminate buyer who can
distinguish their needs from their wants.
5. It prepares consumers to demand safe, reliable, quality products
and services at fair prices.

Consumer Protection Act (Copra), 2019

The Consumer Protection Act, 2019 received the President's assent on
9 August 2019 and has replaced the Consumer Protection Act, 1986 to
protect and strengthen the rights of the consumers by establishing
authorities, imposing strict liabilities and penalties on product
manufacturers, electronic service providers, misleading advertisers,
and by providing additional settlement of consumer disputes through
mediation. It extends to the whole of India except the State of Jammu
and Kashmir. The basic aim of the Consumer Protection Act, 2019 is to
save the rights of the consumers by establishing authorities for timely
and effective administration and settlement of consumers’ disputes.

Mentioned below are some rights that consumers are entitled

to under the act:
1. The right to be protected against the marketing of goods,
products or services which are hazardous to life and property.
2. The right to be informed about the quality, quantity, potency,
purity, standard and price of goods, products or services, as the
case may be, so as to protect the consumer against unfair trade
practices.
3. The right to be assured, wherever possible, access to a variety of
goods, products or services at competitive prices.
4. The right to be heard and to be assured that consumer's interests
will receive due consideration at appropriate forum.
5. The right to seek redressal against unfair trade practice or
restrictive trade practices or unscrupulous exploitation of
consumers.
6. The right to consumer awareness.

Under the Consumer Protection Act, 2019, the following remedies are
available to the aggrieved consumer:
1. Refund of price paid to the seller.
2. Removal of defects in the goods or services bought.
3. Replacement of defective goods with new goods.
4. Payment of compensation by seller for loss incurred by consumer.
5. Withdrawal of hazardous goods from the market.
6. Discontinuance of unfair and restrictive trade practices.
7. If a trader or person against whom a complaint is made, fails or
omits to comply with any order made by a redressal agency, he
shall be punishable with imprisonment up to three years or with
fine not less than 25,000 extendable to 1 lakh, or both.

Objectives of COPRA
The objective of this Act is to provide for better protection of the
interests of consumers, and for that purpose, to make provisions for
the establishment of consumer councils in each state by the
respective State Government.
The Consumer Protection Act recognises the following rights to save
them from becoming a victim of trader malpracties:
1. Right to safety
2. Right to be informed
3. Right to choose
4. Right to be heard
5. Right to seek redressal
6. Right to consumer education
7. Right to healthy enviornment
The Act provides a more accessible and speedy legal avenue for
consumers. No fees, no lawyers, and judgement too is delivered in 90
days of filing complaint in the court.

Scope of the COPRA Act

1. The Consumer Protection Act extends to the whole of India

except the state of Jammu and Kashmir.
2. Unless otherwise provided by the Central Government by
notification, this act shall apply to all goods and services.
3. It covers all sectors whether private, public or cooperative ones.
4. The provision of this Act is compensatory in nature.

Consumer Redressal Machinery: The Consumer Protection Act,

2019 sets up a three-tired quasi-Judicial redressal machinery at
District, State and National levels for the speedy redressal of
consumer disputes and grievances. They help enforce consumer laws
and enable justice to people.

1. District commission: The State Government shall, by

notification, establish a District Consumer Disputes Redressal
Commission, to be known as the District Commission, in each
district of the State:

The State Government may establish more than one District

Commission in a district, if it deems fit.

Each District Commission shall consist of:

(a
) A President; and

(b
) Not less than two and not more than such number of
members as may be prescribed, in consultation with the
 Central Government.

Jurisdiction: Subject to the provisions of this Act, the District Forum

will have Jurisdiction to entertain complaints where the value of goods
or services and the compensation of any claim does not exceed 1
Crore.

2. State commission: Each state commission shall consist of:

(a
) A President; and

(b
) Not less than four or not more than such number of members
as may be prescribed in consultation with the Central
Government.

Jurisdiction: Subject to the provision of the Act, the state

commission has the jurisdiction:
1. To entertain complaints where the value of goods or services or
compensation claimed is between 1 Crore and 10 crore.
2. To entertain appeals against the orders of any District Forum
within the state, and
3. To call for the records and pass appropriate orders in any
consumer dispute that is pending before or has been decided by
any District Forum within the State, where it appears to the State
commission that such District Forum has exercised jurisdiction not
vested in it by law or has failed to exercise a jurisdiction so
vested or has acted in exercise of its jurisdiction illegally or with
material irregularity.

3. The National commission: The National Commission will

consist of:
 (a
) A President; and

(b
) Not less than four and not more than such number of
members as may be prescribed.

Jurisdiction: The National commission shall have jurisdiction:

1. To entertain complaints where value of the goods or services and
the compensation if any claimed exceeds 10 crore.
2. To entertain appeals against the orders of any state commission,
and
3. To call for the records and pass appropriate orders in any
consumer dispute which is pending before or has been decided
by any State Commission where it appears to the National
Commission that such state commission has exercised a
jurisdiction not vested in it by the law, or has failed to exercise a
jurisdiction so vested or has acted in the exercise of its
jurisdiction illegally or with material irregularity.

Consumer Aids
Consumer aids are those tools that guide consumers in selecting and
buying a product they need.
Some of these are discussed below:

1. Standardization Marks: A standardization mark is a mark given

to a product which meets certain standards with respect to the
quality of the product in terms of material used, method of
manufacture, labelling, packaging, sale and performance.
The functions of standardisation marks are:

(a
) It makes selling and buying easy.
 (b
) It facilitates easy and rationalised choice between various
products.

(c) It establishes a quality and safety level to the product or

serivce.

(d
) Since quality, measure, size of the product are known, the
customers can buy goods with fair price after studying the
market price.

Standardization Mark Symbol Examples of

Products
Wool Mark: It promotes pure Wool and woolen
woollen products. It makes garments.
necessary the label of wool and
woollen garments. Wool and
woollen garments.
Seco Mark: It has been Food items like edible
launched recently by the BIS. It is oil, tea, coffee,
given to those products which not beverages, processed
only meet the ISI standards, but foods, paper, textiles,
also environment friendly and food additives,
saves energy. Such products help cosmetics, soaps and
in reducing environmental detergents, plastics,
pollution. paints, batteries,
packaging material,
electrical goods, wood
substitutes, etc.
FPO: The order requires all Pickles, jam, squashes,
manufactures of fruit and ketchups, frozen and
vegetable products to acquire a canned fruits.
 Standardization Mark Symbol Examples of
Products
license for their production and
sale after meeting the FPO
standards.
ISI Mark: Given by the over Covering a variety of
15000 standards BIS products like
specifications and method of vegetables, fruit and
testing are available. meat products,
processed foods,
vanaspati, soaps and
detergents, helmets,
pipes, immersion rods,
cookers, fire
extinguishers, paper,
paint, non-stick
utensils, electrical
goods, stoves, LPG
cylinders, cement etc.
AGMARK: So far, the standards Wheat flour, gram
have been prescribed for about flour, rice, pulses,
142 agricultural, horticultural, ghee, oil, butter,
forest and livestock products. coffee, fruits,
Wheat flour, gram flour, rice, vegetables, jaggery,
pulses, ghee, oil, butter, coffee, spices, honey, eggs,
fruits, vegetables, jaggery, spices, etc.
honey, eggs, etc.
FSSAI: It lays down science- All packaged food and
based standards for articles of beverages, nutritional
food, and regulates their supplements, etc.
manufacture, storage,
distribution, sale and import to
ensure availability of safe and
wholesome food to the citizens of
 Standardization Mark Symbol Examples of
Products
the country. The authority is also
responsible for creating an
information network across the
country so that public,
consumers, etc., receive rapid,
reliable and accurate information
about food safety and hygiene
and its related issues of concern.

The standardisation marks discussed above have been laid down by

the government to prevent poor quality, duplicate and unsafe products
from entering into the market. Thus, these marks help consumers to
make wise choices while buying a product without wasting their time,
energy and money.

2. Advertisements: You must have seen and heard about many

advertisements on TV, radio, newspapers, magazines, billboards,
hoardings, pamphlets, banners and even on the Internet. The
purpose of an advertisement is to inform the consumers about
the availability, use and special features of a particular brand of
product. A good advertisement should give you the correct
information about a product and not mislead you. Some
advertisements persuade you to buy things that the you may not
need. As a conscious and alert consumer, you should judge a
product by actually examining it and not on the basis of its
advertisement alone.

3. Packaging: Packaging refers to the container or wrapper in

which a product is kept for storage, transportation and sale.
Properly packed products cost more than the products that are
sold loose. A good packaging helps in many ways:
 (a
) It protects the products from any type of damage, breakage
and spoilage.

(b
) It helps in the easy handling, transportation and storage of
products.

(c) It prevents the products from pilferage and adulteration.

4. Labels: A label may be a piece of paper pasted onto the

packaging of a product. This label has all the product information
printed on it. It gives you the following important information
about a product. Consumer must develop the habit of reading
and checking the label before buying any product.

(a
) Name of the product

(b
) Net weight or volume or length

(c) Brand name

(d
) Maximum retail price (MRP inclusive of all taxes)

(e
) Manufacturer’s name and address

(f) Contents or Ingredients

(g
) Use of the product
 (h
) Warning and precautions

(i) Directions for use, care and maintenance

(j) Date of manufacture and expiry

(k
) Guarantee period

(l) Dosage in case of medicines

Importance of Labelling
1. Consumers get authentic information about the quality of the
product, constituting factors, name of the manufacturer, price,
date o f manufacturing,etc.
2. Consumers get a chance to study and compare the products of
different manufacturers before selection. It helps in wise buying
and thus, consumers can get their money’s worth.
3. Labels provide instructions regarding use and care of the product,
and thus avoid any kind of loss or damage due to carelessness in
handling or using a product.
4. It is mandatory that a label should provide true and enough
information regarding the product. It reduces the possibility of
consumers getting deceived. If the product fails to satisfy the
quality standards indicated on the label, consumers can take legal
action against the manufacturer.
5. Labels are more authentic because they provide factual
information. They never give exaggerated information.
6. Labelled information is generally long-lasting. Consumers can
refer to it as and when required.

Sources of Consumer Education-Government and Non-

Government Agencies
There are several government and non-government agencies that
provide consumer education to the common man through their
advertisements, newspaper and magazine articles and workshops.
School and college curriculums also include consumer education to
make each one of us aware of their rights and responsibilities as a
consumer, and redressal mechanisms in case one feels cheated by a
seller.
List of Government and Non-government Agencies:
1. CERC (Consumer Education and Research Centre)
2. FEDCOT (Federation of Consumer Organisations in Tamil Nadu)
3. Citizen Consumer and Civic Action Group
4. Consumer Voice
5. SMN Consumer Protection Council
6. Consumer Guidance Society of India
7. CUTS (Consumer Unity of Trust Society)
8. Ministry of Consumer Affairs
9. Mumbai Grahak Panchayat
10
. CONCERT (Centre for Consumer Education Research, Teaching,
Training and Testing)
11
. Bureau of Indian Standards

Ngo
An NGO is a non-government organisation that does not operate for
profit, and is engaged in activities related to human rights,
environment protection and development work. In the context of
consumer protection, NGOs mainly aim at promoting consumers’
awareness towards their rights. To accomplish this task, the activities
they perform are as follows:

1. Publishing: NGOs usually publish brochures, journals,

newsletters, etc., on various consumer related topics.
2. Public Speaking: They also arrange seminars, conferences and
workshops across states, districts, etc., to spread awareness.

3. Education: Education is directed in such a way by these NGOs

that it enables consumers to help themselves in need. This
includes providing solutions through services or providing advice
or consulting.

4. Special Education: NGOs also provide special education to

women about consumerism.

5. Encouragement: They encourage traders to maintain desirable

quality standards while making goods.
MULTIPLE CHOICE QUESTIONS

1. The standardisation mark on a bottle of coffee is:

(a
) FPO

(b
) ISI

(c) Agmark

(d
) PFA
2. The standardisation mark on a pack of pure ghee is:

(a
) FPO

(b
) Agmark

(c) ISI

(d
) PFA
3. For a consumer grievance worth Rs. 5 lakh, the consumer must
approach:

(a
) District forum
 (b
) State commission

(c) National forum

(d
) N.G.O.
4. A vegetable vendor was using stones for weighing vegetables.
Which of the following consumer problems will you categorise it
into:

(a
) Unfair trade practices

(b
) Adulterated and poor quality foods

(c) Defective weights and measures

(d
) Hoarding and black marketing
5. Which act makes the manufacturers of products made from fruits
and vegetables, maintain a certain standard in packaging,
labelling and sanitary conditions during production, storage and
sale of these products?

(a
) FPO

(b
) MRTP

(c) Agmark

(d
) FSSAI
FILL IN THE BLANKS

1. Foods are usually ………….. to earn more profits by increasing the

quantity.
2. When any essential commodity is not made available in the open
market and stocks are intentionally held back by dealers, it is
known as ………….. .
3. Use of brand names, labels and packaging similar to good quality
products for low quality products are the ………….. used for the
purpose of earning profits.
4. Some products bear ………….. like wool mark, FPO, ISI, etc.
5. Under BIS Act, the quality certification mark ISI is given to those
products which meet the specifications and standards set by the
…………..

TRUE AND FALSE

1. Consumers must act rationally.

2. We should never save the receipts.
3. Sometimes advertisements also mislead.
4. Consumer guidance makes people aware of their rights and
responsibilities as a consumer.
5. ISI mark is approved by BIS.

VERY SHORT ANSWERS TYPE QUESTIONS

1. State two problems faced by consumers.

2. Give the name of two standards used on food products.
3. What is Right to Safety?
4. Define FPO.
5. Give the full form of COPRA.
SHORT ANSWER TYPE QUESTIONS

1. Your mother is going to buy packed/bottled food items. Enlighten

her about four items on which she should check FPO mark.
2. List two government and two non-government agencies which
help the consumers.
3. Explain how advertisements influence consumers.
4. Draw three care signs on a label you may find on a woollen coat.
What do these symbols indicate?
5. Write the effects of advertisements on consumers. What is the
disadvantage of this marketing influence for a consumer?
6. Mention two objectives of COPRA.

LONG ANSWER TYPE QUESTIONS

1. A consumer must be aware of his rights and responsibilities.

Explain this statement, discussing two rights and two
responsibilities.
2. Prepare a complete label for a bottle of pickles.
3. Prepare a label for a bottle of jam.
4. Prepare a label for a packet of besan.
5. Explain any four functions of standard marks.
6. As a consumer, how will you ensure that the shopkeeper is selling
unadulterated jaggery and he is weighing it properly?
7. Enlighten your mother about the way producers can cheat buyers
by using incomplete but attractive labels.
8. In what ten ways do shopkeepers cheat buyers while measuring
and weighing the goods they sell?
9. With the help of two examples, explain the concept of black
marketing and hoarding. How can the consumers prevent the
 greedy businessmen from practising it?
10
. Explain the problems faced by consumers.

CASE STUDY BASE QUESTIONS

A. An NGO is working on a nation-wide project to create awareness

among consumers regarding COPRA. They are conducting
workshops in various states regarding the same.

1. In Jammu and Kashmir, the COPRA will be:

(a
) similar to all states

(b
) not yet decided

(c) COPRA does not extend to J & K

(d
) none of the above
2. The objectives of COPRA include:

(a
) right to be heard

(b
) right to choose

(c) right to safety

(d
) all the above
3. The COPRA Act can be dealt by:
 (a
) Local Panchayat

(b
) President of the country

(c) Police

(d
) All the above
4. The rights provided to the consumers are:

(a
) Right to consumer awareness

(b
) Right to be assured

(c) Right to seek redressal

(d
) All the above

B. Ramu went to the local shop in his village. He asked for a packet
of AMUL butter. The local shopkeeper gave him a butter packet
on which ANUL was written.

1. The shopkeeper was indulged in:

(a
) unfair Trade Practice

(b
) black Marketing

(c) price Variation

 (d
) all the above
2. Ramu is a type of consumer who:

(a
) lacks consumer information

(b
) is an aware consumer

(c) both (a) and (b)

(d
) none of the above
3. What is the cause behind black marketing?

(a
) To increase the price

(b
) To create artificial scarcity

(c) It is act of intention

(d
) All the above
4. Butter should have the standardized mark of:

(a
) AGMARK

(b
) FSSAI

(c) ISI
(d
) All the above
 Go Back !

METHODS OF CLEANING
COMMON STEPS IN LAUNDERING AT HOME (WET METHOD)
LAUNDERING SPECIFIC FABRICS

Cotton and Linens

Wool
Silk

LAUNDERING OF ARTIFICIAL (MANMADE) FIBRES

Rayon
Synthetic Fabrics

LAUNDERING OF SPECIAL ARTICLES

Difference between Wet and Dry method of Cleaning

There are different fabrics available in the market, and they should be washed
and treated according to their characteristics in the best possible way. If
treated with care during laundry and storage, we can prolong the life of the
fabrics or clothes.

There is a fixed sequence of steps to be taken for cleaning the fabrics. The
main objective of cleaning a garment is to remove the dirt, grease and stains
from its fabric. Laundering is a combination of cleaning and finishing.

Laundering consists of three main steps:

1. Regular washing of fabric to remove the dirt, grease or stains.
2. Giving a finishing to the fabrics to give them body and shine and also to
restore their colour and original finish.
3. Storing the fabrics properly after ironing and folding them.

While most of the laundry process is carried out at home, there are some
processes to be carried out at the commercial laundry, as it demands complex
methods, use of various chemicals and special equipment can be used with
some expertise.

Methods of Cleaning
The methods of cleaning can be broadly divided into:
1. Wet cleaning method (using water, soaps, deter-gents, etc.)
2. Dry cleaning method (using solvents and absor-bents without water)

The usual equipment's required for wet cleaning method include:

1. A stainless steel or enamel sink.
2. A boiler and a pair of tongs to disinfect clothes and to restore their
whiteness.
3. Tubs and buckets of plastic for steeping, washing, bluing, starching and
rinsing.
4. Enamel bowls and basins for washing of small and delicate fabrics and to
make starch paste or blue solution.
5. Scrubbing brushes with soft bristles and boards usually made of wood.
6. Suction washer.
7. Drying racks, clothes lines and pegs or clothes pins.
8. Irons, ironing boards or tables.

The procedure of laundering clothes at home follows a fixed pattern:

1. Examining the garment well to check for the amount of dirt, whether they
are white or coloured, mending all tears and holes if any, sorting them
according to fabric type, etc.
2. Dusting off or brushing off loose dirt on the fabric.
3. Soaking or steeping the fabric to loosen out embedded dirt.
4. Washing in soapy water.
5. Rinsing out all excess soap.
6. Drying.
7. Ironing, pressing or steaming.
Stiffening and whitening are finishing methods used before drying. Ironing,
pressing and steaming are methods of finishing used after the garment dries.

This completes the laundering process and makes the clothes ready to store
and for use again.
Though the above is the general procedure of cleaning any garment,
depending on the fibre, there is slight variation in laundering each type of
garment.

Regular wear clothes can be washed in the washing machine too. Some
people prefer to scrub more dirty areas like collars and cuffs by hand and then
do machine wash. The washing machine also follows the same procedure of
steeping (preserves materials and lessens the labour of washing and is optional
step), washing, rinsing and drying. However, fabrics should be of the same
type if they are washed together in a washing machine. It works on the
principle of agitating the clothes in a soap solution by revolving or moving
them to remove dirt. There are top load and front load models of fully
automatic washing machines available in the market. Detergents especially
made for washing machines like Surf Excel Matic or Ariel Matic are suitable for
best results. Clothes are washed, rinsed and spun dry in the same tub. Hot and
cold water options are available. Also, there are different washing cycles
according to the type of cloth you wash, such as heavy wash, normal wash,
quick wash, delicate wash, etc.

Delicate fabrics should be hand washed. Some special garments like heavy
clothes, occasional wear clothes, embroidered and delicate fabrics, silk fabrics,
animal fabrics like leather, mink, etc., which cannot be laundered at home, are
dry cleaned in a commercial laundry. It is not easy to carry out dry cleaning at
home as it requires special equipment, chemicals and washing techniques. At
the household level, the dry cleaning method is usually used to remove stains
only.

Common Steps in Laundering at Home (Wet Method)

Fabric properties such as texture, colour, chemical properties etc., should be
kept in mind while laundering clothes. As we know, cotton and linen garments
are strong fabrics and become stronger when wet, while wool and rayon lose
their strength in water. Thus, there will be specific differences in washing
garments made of different fibres, but the common laundering steps remain
the same.
The steps to be followed while laundering clothes at home using wet method
are:

1. Sorting: Mend and repair all holes and/or tears, replace missing buttons,
etc., because, many tears are made larger by the strain of washing.
Sorting of clothes to be laundered could be done as follows:

(a
) Fibre or texture: Cotton garments together, silks and woollen
separately.

(b
) Size: Big articles such as table linen, bed linen could be separated from
smaller garments of personal use.

(c) Colour: Coloured clothes should be separated from the white ones.

(d
) Degree of dirt: Heavily soiled clothes need extra soaping and
steeping, so these should be washed separately from the slightly soiled
clothes.

2. Soaking or Steeping: It means soaking the clothes in soapy water

solution before washing.

(a
) Heavily soiled fabrics like bedsheets, towels, table linen, etc., can be
soaked overnight in hot water.

(b
) Lightly soiled to medium dirty clothes can be soaked for 10-30 minutes,
according to the degree of dirty they have.

(c) Use of warm water to soak clothes reduces soaking time as dirt is
removed faster.

(d
) If clothes are soaked for an unduly long time, the fibres get weakened
and dirt tends to get lodged more firmly.
 (e
) Coloured fabrics must never be soaked for long, as the colour might
bleed.

(f) Addition of washing soda while steeping heavily soiled clothes gives
better results.

(g
) Addition of salt while steeping handkerchiefs and linen used by sick
people, helps to disinfect them.

Advantages of soaking:

(a
) It saves time, labour, detergent and soap.

(b
) The clothes get thoroughly wet which helps in the removal of fixed dirt.

(c) Loose and soluble dirt is removed by action and impact of water
particles.

(d
) Stains soluble in water are removed and starch of the previous
laundering is softened.

3. Washing: This process involves the application of pressure or friction on

clothes in the presence of soap or detergent. Washing should be done in
 soft water. Heavily soiled parts of clothes should be soaped well and
washed thoroughly. The temperature of water used should vary according
to the fibre content, for instance, 95°F (lukewarm) for wool, 100°F (warm)
for silk, and 140°F (hot) for cotton clothes. When the water becomes dirty,
drain it off and replace it with clean water.
Cottons and linens can be cleaned by application of pressure using a
scrubbing brush or scrubbing on a board; however, woollens and silks
should be washed with a gently kneading and squeezing technique only
using a mild liquid detergent. Other cleaning agents used in washing are:

(a
) Reetha nut or Soapnut: It is a dried fruit of soapberries This tree is
found in Northern India. The nut is cracked and deseeded. They are
soaked and the solution is sieved.

Reetha nut solution is slightly acidic unlike soap which is alkaline. It is

ideal for dark coloured wool and silk.

(b
) Shikakai: It is a soap pod Obtain from a bush found in South India
known a Acacia concinna. It restores the lustre of silk and is ideal for
washing wool too.
4. Boiling: Cotton or linen clothes may be boiled to disinfect, whiten and
freshen them. It is done by placing clothes in fresh hot soapy water and
boil for 5 to 10 minutes. Longer boiling tends to make white fabrics pale.
As the clothes are lifted from the boiler, allow them to drain as much as
possible.

If the clothes are very dirty or yellowed, kerosene or turpentine may be

added in the proportion of 1 to 6 teaspoon for a boiler full of water. The
clothes must be thoroughly rinsed in order to remove the odour.

5. Rinsing: After the clothes have been washed and boiled, rinse them
thoroughly in plenty of hot, clear soft water. It is mainly to make the
clothes soap-free after washing. Cold water hardens the soap and makes it
more difficult to remove, though the final rinse should be done in cold
water. This helps to retain the whiteness of the fabric.

6. Bleaching: Clothes that get discoloured from long storage or poor

washing, may require bleaching. Often, merely moistening and spreading
 them on the grass in the sun is sufficient. This acts as a natural bleach. If
this is not effective, chemicals should be used with proper precautions.
Avoid using chemical bleaching agents on dyed fabrics. All bleaching
agents must be thoroughly rinsed from the clothes after the desired
results have been obtained. Bleaching is defined as the process by which
fabrics are made whiter or by which colour (stain) is removed from
coloured fabrics. Bleaches may be oxidising or reducing in nature.

Nowadays, we get readymade bleach solutions like Rin and Ujjala. A capful
of this solution should be mixed in half a bucket of clean water and mixed
well. The white garment that needs bleaching for brightness is immersed
in the bucket for 10 minutes. The fabric is then rinsed well. The garment
should be bleached with a dilute form of bleach at first since bleaches are
strong chemicals. Also, if over bleached, the fibres become weaker with
time.

For removing stains from coloured fabrics, solutions like vanish are
available in powder and liquid form. The powder form is used to remove
tougher stains. Vanish liquid or paste made out of powder is applied
directly on the stain. Hot water is poured over it or the garment can be
soaked in hot water too. After 10 minutes, the garment may be washed
with detergent normally and rinsed.

7. Stiffening and Bluing: To save time, stiffening and bluing may be

combined in one process. It happens after the rinsing process.

Blueing is done only on white fabrics. Earlier, blues in powdered form were
used, but nowadays liquid blue is more convenient to use and easily
soluble in water. Also, it does not leave blue patches on the fabric, so
liquid is preferred.

vAccording to the shade we want, a dilute or slightly concentrated form of

blue solution is made in water. The garment is soaked in this for a specific
period of time and then dried in the sun for better result.

Precautions in the bluing process:

(a
) Coloured fabrics should not be blued as they may get bluish tinge all
over.
(b
) Fabrics should not be left standing in blue water for more than five
minutes. If blue water is left undisturbed for some time, blue particles
settle down at the bottom and fabrics will get blue patches.

(c) If patches of blue appear in the fabrics, they should be rinsed in the
vinegar water to remove blue stains.

(d
) Blued fabrics should be dried in the sun for better results. Stiffening or
starching helps to keep clothes clean and fresh for a longer time.

Advantages of applying a stiffening agent are:

(a
) It gives the fabric a nice crisp look.

(b
) It makes the fabric appear smoother and shining.

(c) Starch seals the individual fibres, making it more difficult for stains to
penetrate inside the fabric.

(d
) It makes the fabric easier to iron.

Starching is an effort to restore the original finish which the textile

manufacturer gave to the fabric, and which in most cases is removed
by laundering.

Home-based starches made out of potato, sago balls, arrowroot flour,

etc., were used earlier.

But these days, starches like Revive, StaFlo, etc., are easily available in
powder, liquid and spray form.

The powder form works better in hot water. Liquid can be mixed with
cold water and made into a solution for soaking. Garments wrung very
drily before starching will be stiffer than wetter ones. We can also
spray starch solution and directly iron the garment.
 Liquid starch solution is best to use, as we can adjust the consistency
of the starch and it spreads evenly over the garment.

Gum Arabia water is used to stiffen fabrics like silk. It stiffens the fabric
and helps it to retain its natural lustre.

Conditioning or softening using readymade solutions like ‘Comfort’ can

also be done to give the garment softness, a faint aroma and long-
lasting freshness.

Before any finishing method, the garment should be spread out

completely so that the finish is even and does not form patches.

8. Hanging and Drying: Before hanging the clothes for drying in the sun,
squeeze out excess water using hands or spin them in electric dryer or
machine. Cotton or hemp rope, galvanised iron or copper wire, plastic rope
either solid or twisted, are used as clothes lines. Boiling a new rope for a
few minutes in soapy water softens it and lengthens its life.

Clothespins and pegs must be used to keep clothes in place. Clothes can
also be dried indoors on clothstands available in the market in various
sizes and patterns.
 White clothes should be dried in the sun and coloured clothes can be
either turned inside out and dried in the sun or can be dried indoors to
retain their colours.

Dry similar garments together. Removing the clothes from a line in a

systematic manner and folding the straight garments before placing them
in a wardrobe will save time later, especially, if some are to be kept un-
ironed.

Laundering Specific Fabrics

We have learnt the common steps involved in the process of laundering while
using the wet method of cleaning. The table given below is the summary of
how the methods vary according to different fabrics and their characteristics.

Laundering of Fabrics From Natural Fibres

Cotton and Linens

Cotton and linen are strong natural cellulosic fibres. Clothes made from them
soil and wrinkle easily and hence require frequent laundering. They are good
heat resistant and so can be safely placed in boiling water and can be usually
washed with friction method with any strong soap or detergent.

1. Preparation: Examine the garments for tears, holes, stains or foreign

particles, and mend them.

2. Steeping: Sort out white and coloured garments. If white cottons and
linens are much soiled, then they can be soaked overnight or either in
 boiling water for some time. If they are less dirty, they can be soaked for
about an hour. For coloured garments, soaking should preferably be
avoided. If required, they should be soaked in tap water for not more than
fifteen minutes to half an hour. Colourfast and non-colourfast garments
should be separated before being soaked.

3. Washing: Cotton and linen garments are strong fabrics which become
stronger when wet. When they are heavily soiled, they are washed with
scrubbing on board. Rough clothes like aprons, towels and dusters can be
rubbed with the brush. All the clothes can be placed in boiling water and
can also be washed in a washing machine. Friction, rubbing or scrubbing
method can clean such strong fabrics conveniently and quickly.

4. Rinsing: Rinsing of garments two or three times in clean tap water is very
important. This is done by dousing each garment in a bucket up and down
separately many times till we get soap free clean water in the last rinsing.
Bleeding of colour in cotton and linen is prevented by boiling them in salt
water.

5. Starching and Bluing: It saves time, energy and material if these two
processes are combined. Bluing must be done only on white fabrics.

6. Drying: White clothes can be dried on a clothesline in the sun in a

balcony or terrace area. Coloured clothes should be turned inside out
before drying in the sun, otherwise their colour will fade soon. Salwar and
pajamas are spread full width. Shirts and kurtas should be dried on
hangers. Sarees and bed sheets should be hung after straightening their
edges. Trousers too are hung folded on the clothes line for drying.

7. Ironing: Cotton and linen fabrics should be ironed when they are a little
damp. If they are dried fully, water will have to be sprayed on them to
moisten them to get good results of ironing. For starched clothes, it is
preferable to iron them when still damp. Ironing temperature for cotton is
400°F, and for linens it is 450°F.

Wool
It is a weak protein fibre, susceptible to abrasion, very sensitive to acids and
alkalis. Woollen garments get damaged by heat. They should be washed by
gentle kneading and squeezing technique with a neutral soap.
1. Preparation: Examine the garments for tears, holes, stains or foreign
particles and treat accordingly. For knitted woollens, tracing their outline
on a sheet of brown paper is essential before they are washed. Wool has
high elasticity which further increases when it is wet. So the knitted
woollen fabrics invariably lose their shape. The tracing helps to restore the
cloth to its original shape.

2. Steeping: Steeping of woollen clothes is generally avoided because wool

is a weak and elastic fabric. If at all required, they are not soaked for more
than 5–10 minutes in cold water. Even lukewarm water is harmful to wool.

3. Washing: Wool is a protein fibre and is highly sensitive to alkalis. Washing

it with even mild soaps may harm it. Only neutral soap or reetha should be
used for washing woollens. Moreover, wool being extremely weak fibre, it
is susceptible to abrasion. It must be washed very gently with tender
kneading and squeezing method, otherwise its fibres will break.

4. Rinsing: Extra soap is gently squeezed out from the woollen fabric by
pressing it between flat palms and is then rinsed off several times in a lot
of water. Woollens should never be twisted or wrung. Bleaching and fading
of colours in woollens can be stopped by adding vinegar in the rinsing
water.

5. Drying: Since wool has high absorbency power, it retains a lot of water in
it and becomes heavy. This is Because of its low strength, it cannot be
wrung tightly to remove excess water. It is, therefore, rolled tightly in a
towel and squeezed so that extra water is absorbed by the towel without
straining the wool fibre. Then it is spread flat within the outline marked for
 its original shape and is allowed to dry in shade. It should never be hung,
otherwise it will lose its shape.

6. Pressing: Knitted woollens being highly elastic, tend to lose their shape
on ironing. Therefore, knitted woollen clothes are not ironed but they are
simply pressed. A moist, thin muslin cloth is spread over woollen cloth and
is pressed vertically with hot iron at 100°F. When the area under the
muslin cloth is pressed, it gets dried and absorbs moisture from the
woollen cloth lying beneath. The iron is lifted and the muslin cloth is re-
moistened and the process is repeated for better results.

Silk
It is a protein fibre which is strong but does not have good abrasion resistance.
It is very elastic and has a natural shine. Kneading and squeezing method is
therefore suitable for washing a silk garment and stiffening it with gum water
restores its original shine.

1. Preparation: Examine the garments for tears, holes, stains and foreign
particles and give suitable treatment accordingly.

2. Steeping: Steeping of silk is avoided due to its weak strength when wet.
Though silk is even stronger than cotton in the dry state, it is very weak
when wet. If the garments are much soiled, steeping can be done in
lukewarm or cold water for a short time, about 10–15 minutes. Only
neutral soaps should be used for washing silks.

3. Washing: Silk should be washed with gentle handles using kneading and
squeezing method. In much soiled areas like neckline, elbow, cuffs etc., a
gentle rubbing with flat hand can be done.

4. Rinsing: Extra soap water should be removed by gentle squeezing.

Rinsing should be done in clear, soft tap water till all the soap is removed
from the garments. Last rinse is given to the silk garments by adding
vinegar for increasing their lustre.

5. Stiffening: Since silk is very soft and pliable, it requires a treatment of

gum water to give it stiffness, proper shape, body and shine.

6. Drying: Coloured silk garments should be dried in shade and white silk in
sunlight. All the silk garments should be properly ironed before they are
 completely dry.

7. Ironing: Ironing temperature of silk is 100°F. If the silk fabrics are

completely dry or if they are to be ironed after some time, they should be
rolled up in a moistened towel so that they remain uniformly moist. Water
is never sprinkled on silk clothes proper ironing because it leaves uneven
stains on the fabric.

Laundering of Artificial (Manmade) Fibres

Rayon
It is a manmade cellulosic fibre which has various properties.

1. Preparation: Examine the clothes for tears, holes, stains and any foreign
particles and treat them accordingly.

2. Steeping: Rayon is a weak fibre, it becomes weaker in wet condition. It

should, therefore, not be soaked in water before washing. If it is very
dirty, it can be directly washed with lukewarm water.

3. Washing: Mild soap can be used for washing rayon fabrics. Always use
kneading and squeezing method for washing rayon fabrics. Sturdy dirty
spots should be cleaned with gentle rubbing by a flat hand.

4. Rinsing: Soft tap water should be used to rinse off soap water from rayon
fabrics and extra water should be squeezed out. Very sheer fabrics should
be rolled in a towel to remove extra water.

5. Stiffening: Only sheer fabrics made of rayon like georgette, chiffon, etc.,
need stiffness. Gum water is used for this purpose.

6. Drying: Coloured rayon fabrics should be dried in shade and white ones in
sunlight. Very sheer fabrics made of rayon are dried on a roller in a
stretched position so that they retain their shape.

7. Ironing: Rayon fabric is ironed at 275°F. However, care should be taken

so that thin and light fabrics made of rayon do not get damaged with the
point of iron.
Synthetic Fabrics
They are called ‘wash-and-wear fabrics’ as they can be washed easily, dried
quickly and need little or no ironing.

1. Preparation: Examine the clothes for tear, holes, stains or any foreign
particle and treat them accordingly.

2. Steeping: Synthetic fabrics like polyester, nylon or their blends are easy to
wash. They need not be soaked if not very dirty. Tap water is generally
used for soaking synthetic fabrics. For very dirty clothes, lukewarm water
is recommended as the hot water gives them too many wrinkles.

3. Washing: These fabrics can be washed with any soap or detergent. Since
they are strong fabrics, method of friction can be used for cleaning and
removing dirt from synthetic fabrics.

4. Rinsing: Synthetic fibres absorb very less quantity of water, hence they
can easily be rinsed off. It should be done with clear tap water. Though
strong, synthetic fibres should not be wrung to remove extra water. By
doing so, wrinkles appear on synthetic garments.

5. Drying: Wrinkles can be conveniently avoided if the clothes are left to drip
dry and then put for drying. They dry very quickly. Even coloured synthetic
garments, if solution-dyed, can be dried in the sun without their colour
fading out.

6. Ironing: As synthetic fabrics are wrinkle-resistant, and even fewer

wrinkles appear if drip-dried, they require little or no ironing.

Laundering of Special Articles

Lace articles are very delicate and valuable and need proper care to preserve
their appearance and prolong their life. Lace articles are washed in lukewarm
water. Very dirty laces are washed in borax solution (2 teaspoon borax in 1/2
pint of water). Silk laces are put in a broad-necked bottle containing soap
solution. The bottle is closed and shaken to clean it. Take out the lace and
rinse. To remove out extra water, wrap the lace article in a hanky and squeeze.
The lace articles can also be wrapped in a towel to remove extra water from
them. They can be given slight crispness by sprinkling gum water, rice water,
starch, etc., on them. These articles should be ironed when half dry. They
should be properly clipped on flannel or any base and then ironed.

Difference between Wet and Dry Method of Cleaning

Dry cleaning is the method of cleaning clothes using solvents (liquids) like
petrol, turpentine, etc., or absorbents (powders) like talcum powder, powdered
sulphur, chalk, etc., to remove dirt without the use of water, soaps or
detergents.

Dry Cleaning Agents

There are two types of dry cleaning agents:

1. Absorbents: These are dry powders which absorb the grease from the
fabric. Some of the substances used as dry cleaning powders are fuller’s
earth, chalk powder, talcum powder, bran, salt, bread crumbs. French
chalk and powdered sulphur are also used as grease absorbents.

Process of Dry Cleaning by Absorbents

(a
) Make the garment ready by mending it properly in case it is torn or
damaged. Then clean the garment with a brush to remove loose dirt.

(b
) If the garment is less dirty, sprinkle the absorbent powder so that it is
embedded into the recesses of the garment.

(c) In case the garment is very much soiled and dirty, absorbent powder is
used in the form of a paste made by mixing it with either water or
solvent, and applied directly on the fabric.

(d
) Now the garment is allowed to remain undisturbed for about half an
hour or till the paste dries.

(e
) Then brush off the garment gently till there is no trace of powder or
paste left.
2. Solvents: There are certain liquids such as petrol, benzene, kerosene,
carbon tetrachloride, ether, etc., which dissolve the grease from the fabric
and release the dirt from it.
Nowadays, though most of the dry cleaning processes are done at the
commercial laundry, knowledge of how to do these at home primarily
helps to do spot cleaning and stain removal at home as it has become
quite expensive to give the clothes in the laundry for a minor stain.

Dry cleaning using Solvents

(a
) Take the cloth away from absorbent paper to brush off the loose dirt.

(b
) Spread an absorbent paper on a flat surface of the floor or a table.

(c) Put the cloth on absorbent paper and spread properly.

(d
) Take a blob of cotton and dip it in a solvent.

(e
) Brush the blob with the solvent over the surface of the cloth, some dirt
is picked up by the cotton and some gets absorbed by the paper
beneath.

(f) If only one or two spots are to be cleaned, the cotton blob dipped in
the solvent is rubbed over the spot in circular motion only. The
movement of the hand should be from the outer edge of the spot
towards its centre. This is called spot cleaning.

(g
) In case the entire cloth is very dirty, it is not enough to clean it with a
cotton blob. Take a container which is big enough to accommodate the
cloth to be washed.

(h
) Take petrol or some other solvent in the container.

(i) Brush off the loose dirt from the cloth and immerse it in the solvent.
 (j) Wash the cloth with kneading and squeezing method.

(k
) Squeeze out the extra petrol by using a centrifuge machine and let it
dry for at least a day. The finishing is done by pressing the cloth to
remove wrinkles (if any) and to bring its brightness and proper shape.

Advantages of Dry Cleaning

1. It cleans the clothes which cannot be washed with soap and water.
2. Dry cleaning causes no shrinkage of clothes which is generally seen in
washing with soap and water.
3. Dry cleaning does not flatten the pile of velvet or velveteen.
4. Finishes like moiring are retained even after dry cleaning.
5. Colours of the fabrics do not bleed or get damaged by dry cleaning.
6. Hard stains are easily and quickly removed by dry cleaning.

Disadvantages of Dry Cleaning

1. Dry cleaning is more expensive as compared to washing with soap and

water due to the high cost of solvents and chemicals.
2. Dry cleaning solvents are harmful for health, if inhaled for long durations.
3. After dry cleaning with solvents, an unpleasant smell of solvent is retained
by the garments for a few days.

Other Chemicals or Reagents Used in Laundry

1. Alkaline Reagents:

(a
) Washing soda (sodium carbonate): It is an alkaline reagent which
softens water, removes vegetable and scorch stains and neutralises
acids in stain removal.

(b
) Borax: It helps in removing vegetable stain and neutralising acids in
stain removal. It also has a bleaching action and is sometimes used
with starch to give a bright finish to the fabric. It helps to prevent
scorching of fabric when ironed at a high temperature.

(c)Ammonium hydroxide: It is a strong alkaline reagent used for

treating grease and scorched and animal stains. Rock ammonia is a
mild alkali used for washing new woollen garments.

2. Acidic Reagents:

(a
) Oxalic acid: It is used to remove stains of iron, rust, ink and fruit pulp.
It is also used to remove brown stains after use of potassium
permanganate. Its action should be neutralised by borax or ammonia
to prevent damage to the fabric. It should not be used on wool and silk
as it is very harsh on these fabrics.

(b
) Vinegar: It is used to retain lustre in fabrics, especially silk when
added in the last rinse. It is also used to remove stains of medicine,
grass and varnish.

3. Grease Absorbents: Talcum powder, fuller’s earth, bran, French chalk,

etc., are dry powders that absorb grease from stains and remove it.

4. Grease Solvents: Petrol, carbon tetrachloride, acetone, methylated spirit,

turpentine are liquid solvents which dissolve the grease and thus facilitate
stain removal. They are highly inflammable and should be used with care.
 Acetone is used to remove stains such as shoe polish, nail polish, lipstick,
paint and varnish.

5. Bleaching Agents :

(a
) Oxidising bleaches (sunlight, sodium hypochlorite): They
provide oxygen which combines with stain to form colourless
compounds. Fabrics are left open in the grass with little water sprinkled
in open sunlight. This has a natural bleaching effect due to chlorophyll.
Sodium hypochlorite is powerful bleach used only on white cotton and
linen fabrics for removing any kind of stain. Hydrogen peroxide is mild
oxidising bleach used for delicate fabrics such as rayon, silk and wool.
It is also used to remove most vegetable stains.

(b
) Reducing bleaches (sodi um hydrosulphite, sodium
bisulphite):They remove oxygen from the colouring matter of the
stain and make it colourless. They can be partially used for silk and
wool which cannot be treated with strong oxidising bleaches. Thus,
using the above methods, a garment is washed and made fresh and
free from any stain.
MULTIPLE CHOICE QUESTIONS

1. During laundering of clothes, we use vinegar to:

(a
) brighten cotton

(b
) stiffen silk

(c) brighten silk

(d
) stiffen rayon
2. To disinfect and whiten clothes, boiling should be done on:

(a
) cottons and linens

(b
) rayons and synthetics

(c) woollens and silks

(d
) coloured bedsheets and towels
3. Which of the following is a manmade cellulosic fibre?

(a
) Nylon

(b
) Silk

(c) Polyester
 (d
) Rayon
4. The stiffening agent used for finishing a silk garment is:

(a
) starch

(b
) gum water

(c) shikakai

(d
) blue
5. The technique used to wash delicate fabrics is:

(a
) rubbing and scrubbing

(b
) kneading and squeezing

(c) rinsing

(d
) friction and agitation
6. Linen fabrics should be ironed at:

(a
) 450°F

(b
) 100°F

(c) 275°F

(d
) 400°F

FILL IN THE BLANKS

1. Ironing, pressing and steaming are methods of ……….. used after the
garment dries.
2. Regular washing of the fabric is done to remove the dirt, grease or ………..
.
3. Regular wear clothes can be washed in the ……….. too.
4. ……….. process involves the application of pressure or friction in the
presence of soap or detergent.
5. Clothes that are very much discoloured from long storage or poor washing
may require ……….. .

TRUE AND FALSE

1. Laundering is a combination of cleaning and finishing.

2. Stiffening and whitening are finishing methods used before drying.
3. Fabric properties such as texture, colour, chemical properties etc., should
be kept in mind while laundering clothes.
4. Reetha Nut is not used as a cleansing agent.
5. Home based starches made out of potato, sago balls, arrowroot flour, etc.,
were used earlier.

VERY SHORT ANSWER TYPE QUESTIONS

1. What is bleaching?
2. Define rinsing.
3. Give one advantage of using the stiffing agent.
4. What is the use of hanging and drying?
5. Give two examples of manmade fibres.

SHORT ANSWER TYPE QUESTIONS

1. Give one use of each of the following cleaning agents in laundry:

(a
) Borax
 (b
) Reethanut

(c) Hydrogen peroxide

(d
) Vinegar

(e
) Acetone
2. Write four advantages of stiffening agents.
3. Write any four precautions to be kept in mind while applying blue to cotton
clothes.
4. Write four precautions to be taken while washing synthetic clothes.
5. Explain spot cleaning.
6. What criteria are used for sorting clothes before they are washed?
7. Write a short note on how clothes are washed in a washing machine.
8. Explain how laces are laundered.
9. What is the difference between wet and dry cleaning method?

LONG ANSWER TYPE QUESTIONS

1. Enumerate two advantages and two disadvantages of dry cleaning.

2. Write the steps involved in washing and finishing of knitted woollen
sweater.
3. How is the process of laundering a rayon fabric different from laundering a
cotton fabric?
4. Explain the use of bleaching agents in laundry.
5. Suggest your mother a few tips on laundering her lace saree she wore to a
function last night.

CASE STUDY BASE QUESTIONS

A. Silk Emporium has got some sarees in their store room that needs to be
washed and sold in the market. These sarees have been kept packed for a
 year now. The shopkeeper wants some recommendations regarding the
laundering process.

1. What kind of fabric is silk?

(a
) Delicate and soft

(b
) Harsh

(c) Rough and tough

(d
) Glossy
2. For how long silk can be steeped in water?

(a
) 5-8 minutes

(b
) 20 minutes

(c) 10 -15 minutes

(d
) Not required
3. The ironing temperature for silk can be:

(a
) 100°F

(b
) 120°F

(c) 215°F

(d
) 20°F
4. Silk garment can be dried in:
 (a
) shade if coloured

(b
) sunlight if coloured

(c) sunlight if white

(d
) both (a) and (c)

B. Nitu has given her mother’s sari for dry cleaning. The laundry man told him
that no water will be used to wash the sari. Nitu is unable to understand
how the sari will get cleaned.

1. Dry cleaning can be done by:

(a
) Absorbent

(b
) Solvent

(c) Both (a) and (b)

(d
) None of the above
2. What are the advantages of dry cleaning?

(a
) Hard stains are easily removed

(b
) Uses soaps for cleaning

(c) Garments become very brittle

(d
) All the above
3. Which of the following are the dry-cleaning agents?
 (a
) Petrol

(b
) Cotton blob

(c) Absorbent paper

(d
) All the above
4. Dry-cleaning mainly removes:

(a
) grease

(b
) powder

(c) tough stain

(d
) both (a) and (c)

Synthetic
(nylon,
Cotton/linen Wool Silk Rayon
polyestor,
etc.)

Sorting Sort clothes according to their fibre, whether they are white or
coloured and how dirty they are. Also check if they are delicate
and need special treatment.

Preparation Mend and repair all tears replace broken buttons, treat visible
stains beforehand. Draw outline on borwn paper.

Steeping Heavily soiled- Generally Generally Never Not

or soaking hot or boiling avoided, if avoided, if too soaked; needed to
water needed 5- soiled soak in washed be soaked;
overnight 10 mins in lukewarm/cold directly in can be
 Synthetic
(nylon,
Cotton/linen Wool Silk Rayon
polyestor,
etc.)
lightely soiled- cold water, water for 10- lukewarm soaked in
10-30 mins lukewarm 15 mins. water, if lukewarm
add washing water too very dirty. or tap
soda for harmful. water hot
better result water
avoid for causes
coloured wrinkles.
garments, if
needed 15-30
mins in tap
water.

Washing Strong Weak Weak fabric, Kneading Any soap

fabrics- fibres- wash using and or
friction, suscptible kneading and squeezing detergent
rubbing, to abrasion; squeezing method can be
scrubbing wash with technique mild soap used,
method on gentle only neutral can be friction
scrubbing kneading soaps; much used; method
board with and soiled areas- dirty can be
brushes, squeezing necline or spots to used.
washing using cuff-gentle be
machine, neutral rubbing flat cleaned
whites-place soaps like hand. by gently
in boiling reetha. rubbing
water. with flat
hand.

Rinsing Double up Rinse Remove extra Rinse with Can be

and down several soap by clean soft rinsed
2-3 times in times in lot gentle water quickly as
clean tap of water squeezing sequence they
water till last gently rinse in soft, out extra absorb less
rinse is sequence clear tap scopy water rinse
soapless. out extra water add water in clear tap
 Synthetic
(nylon,
Cotton/linen Wool Silk Rayon
polyestor,
etc.)
Bleeding of soap add vinegar in last very water
colour vinegar in rinse for sheer never
prevented by last rinse to lusture. fabrics- writing
boiling in salt avoid fading roll in allow
water. of colours. towel to water to
remove drain
extra before
water. drying.

Starching Double up Rinse Remove Rinse with Can be

or blueing and down several extrasoap by clean soft rinsed
2-3 times in times gentle water quickly as
clean tap in lot of squeezing sequence they
water till last water rinse in soft, out extra absorb less
rinse is so gently clear tap scopy water rinse
apless. sequence water add water in clear tap
Bleeding of out extra vinegar in last very water
colour soap add rinse for sheer never
prevented by vinegar in lusture. fabrics- writing
boiling last rinse to roll in allow
avoid fading towel to water to
in salt water.
of colours. remove drain befor
extra drying.
water.

Drying Moisture can Never White in White in Drip dry

be squeezed wiring or sunlight, sunlight and can
out with hang roll coloured in coloured when be
hand or using tightly in a shade. in shade, put in sun
a spin towel to very they dry
dryer, whites absorb sheer quickly.
can be excess dried on a
dried in sun, water roller in
coloured in spread strectched
shade or flaton position
outline
 Synthetic
(nylon,
Cotton/linen Wool Silk Rayon
polyestor,
etc.)
inside-out in marked on to retain
sun. brown shape.
pageodry in
shade.

Salwars and
pajamas-full
width shirt
and durtas-
hangers;
sarees and
bedsheets
after
straightening
edges,
trousers-hung
folded on
clothes line or
driying racks.

Ironing Iron when Not iron but Iron before Iron at Require
damp, if pressed completely 275ºF, little or no
completely 100ºF; dry 100ºF; care to be ironing.
dry sprinkle moist thin never sprinkle taken thin
water for muslin cloth water leaves and light
better results spread over stains, roll up fabrics
cotton-400ºF; woolen, in moistened don't get
linen-450ºF. pressed, towel for damaged
muslin making with iron
remoistened uniformly spoint.
and moist if it is
pressing completely
repeated. dry.
 Go Back !

A stain is a spot or a mark of discolouration left on the fabric by the

contact and absorption of some foreign substance.
Most of the dirt held on the fabric can be removed by ordinary washing
method. But certain discolouration of the fabric cannot be removed by
ordinary washing treatment. Discolouration of a small patch of the fabric
may be termed as stained.

The method to be chosen for removing the stain depends on the following:

1. Nature of Stain: This means the type of stain, such as animal stain,
curry stain, grease or miscellaneous.

2. Age of the Stain: This refers to the freshness and staleness of the
stain.
3. Nature of the Fabric: Different fabrics require different treatments
for removing stains.

4. Colour of the Fabric: Special care needs to be taken to remove

stains from coloured fabrics than white ones.

Classification of Stains
Stains are classified as:

1. Neutral Stains: The stains which can be removed by ordinary

washing methods. i.e., just by steeping the garment in soap solution
or by boiling and washing.

2. Acidic/Basic Stains: The stains which can be removed by special

treatments either by applying acidic or alkaline reagents.

3. Greasy Stains: The stains which can be removed using grease

solvents or absorbents.

Nature of Stains

1. Animal Stains: Stains of blood, egg yolk, meat, gravy, etc. These
contain a protein substance called albumin. These stains can be easily
removed by washing in cold water. Do not use hot water as it fixes the
protein matter of the stain on the garment as protein coagulates when
heated. However, once the stain is removed, the fabric can be then
boiled.

2. Vegetable Stains: Stains of tea, coffee, cocoa, fruit juice, wine,

perspiration, etc. Most of these stains are acidic in nature, and can be
removed by cold or hot water. Being acidic, they need alkaline
reagents to get removed and they should be removed immediately to
avoid further damage.
3. Grease Stains: They may be just green spots or colouring matter
fixed with grease. E.g., stains of curry, butter, oil paint, ghee, lipstick,
shoe polish, varnish, etc. A grease absorbent or grease solvent agent
is used to absorb or dissolve the grease before removing the colouring
matter. The fabric is then washed with solvent and soap to remove the
stain.

4. Scorch: It is a brown stain caused by very hot iron and is a kind of

stain by itself.

5. Mineral Stains: Stains of dye, rust, mud, etc.

6. Dye Stains: Ink colour bled from other fabrics while washing.

7. Grass Stains: It comes under the vegetable stain, but since the
colouring matter contains chlorophyll, a different method is used to
remove the stain.

Methods of Removing Stains

1. Dip Method: This method involves steeping the stained part of the
garment in soap or chemical solution till the stain is loosened from the
garment and can be washed off. E.g., blue ink, kum-kum, etc.

2. Drop Method: Pouring of a reagent with a filler drop by drop over

stain is called drop method.

3. Sponge Method: The reagent is taken on a piece of sponge or cotton

blob and then it is lightly pressed over the stains in a circular motion
from outside to inside (otherwise stain spreads) till the stain becomes
light and vanishes. The cotton absorbs the stain after dissolving it.
E.g., removal of nail-polish stain with acetone.
4. Dry Cleaning: Stains which do not get removed with the use of water
have to be dry cleaned. It is usually done for greasy stains.

5. Laundry: Laundry is ordinary washing with soap and water. The

stained part is rubbed or scrubbed by hand friction until the stain is
removed. The process is repeated in case the stain does not go
completely in the first attempt.

6. Steaming: Materials like velvets and other fine and delicate fabrics
can be cleaned by steaming.
 If it is satin, the required reagent is added to boiling water and the
steam from the spout of the boiling kettle or steam machine should be
directed to the stain. The stain dissolves and evaporates along with
the reagent and the steam.

7. Rubbing Method: Rubbing the reagent on the stain with the back of
the spoon till the stain is removed and then washing it. E.g., fruit stain
is removed by rubbing borax and salt over the stain.

8. Pouring Method: The fabric where the stain is to be removed is

placed tightly over a bowl and boiling water is poured on the stain.
The hot water strikes on the stain and helps to loosen it from the
fabric.

General instructions for identifying stains:

1. Colour: Ink, urine, blood, rust, paan
2. Texture: Sturdy, stiff or greasy
3. Appearance: Oily/powdery
4. Smell: Nail paint, paan, egg

General Instructions for Removing Stains

1. Reaction of the fabric to the treatment should be considered first,

especially while treating coloured garments or delicate fabrics like silk
and wool.

2. Selection of reagents needs great care. Strong chemicals may damage

or weaken the fabric. Hence, strong chemicals should be used last or
in the end.

3. Stains should be removed immediately when they are fresh.

4. If the stain is resistant to the treatment, it is better to repeat the

process with dilute or weak solutions rather than using strong
solutions of undiluted reagents. After using the chemicals, wash the
fabric thoroughly.

5. If the stain is known, use specific reagents.

6. If the stain is unknown, use the following methods:

(a
) Dip in cold water.

(b
) Then dip in warm water.

(c) Keep it in sunlight.

(d
) Use a mild alkaline solution.

(e
) Use a mild acidic solution.
 (f) Treat with a reducing bleach.

(g
) Lastly, treat with an oxidising bleach.

7. Bleaching treatments should only be tried in the end using dilute or

weak solutions several times, rather than the use of strong solution in
one application.

8. If the fabric is not stained completely and only a little area is stained,
apply chemicals on the stained part only. This is called spotting
method.

9. All acid reagents should be neutralised by an alkaline reagent and vice

versa before applying them on garments.

10
. Chemicals should be used carefully and rinsed out completely.

11
. One should not place the material on the floor as the stain might get
re-deposited on the fabric.

The stain should be identified and treated accordingly. Nowadays, a lot of

readymade solutions for stain removal are available in the market. They are
safe to use on coloured clothes too, such as vanish, tide stain remover,
oxiclean, clorox, etc. They are easy to use and effective on most stains.
However, they are not safe to use on woollens and silk. If stains are
difficult to remove at home, they should be sent to the laundry.

When stains are grouped, i.e., stains of similar nature or characteristics are
treated together, stain removal becomes easy as the same treatment is
used for different garments with similar kind of stain. Also, there are few
chances of one stain getting on to another fabric and staining it too. In
case, there are different garments with different stains, then they should
be treated separately as they will not only need different types of
treatment and reagents but also to prevent them to stain other clothes
which require different treatment.
Common Stains and Their Removal
In the table mentioned on the next page, various types of common stains,
their class, probable reagents and procedure to be adopted are described:

TREATMENT OF COMMON STAINS

Home
Reagents
Name Class Procedure Method
Used
(if any)
1. Blood Animal 1. Acetic acid 1. Dip the stain 1. Steep in
protein 2. Ammonia in acet ic acid for a concen
about two hours. trated
Then rub it. solution of
salt.
 Home
Reagents
Name Class Procedure Method
Used
(if any)
2. Neutralise with 2. Rub
ammonia with hand
solution. or brush.
3. Apply starch 3. Apply a
paste for some strong
time and then soap.
rub salt on it.
2. Chewing Miscellaneous Dry-cleaning 1. Put ice
Gum solvent on it to
harden.
2. Scrape
with knife.
3. Sponge
with a
solvent.
3. Candle Grease Benzene 1. Scrape off as
Wax much as
possible.
2. Place the cloth
between two
tissue papers and
put hot iron on it.
3. Sponge with
benzene.
4. Chocolate Miscellaneous 1. Soap 1. Wash with Rub the
or Ice 2. Borax coldwater stain with
cream 3. Petrol 2. Apply soap borax
4. KMnO4 and 3. Steep in warm solution till
borax solution. it vanishes.
oxalic acid for
old stains 4. Sponge with
petrol or any
other solvent.
 Home
Reagents
Name Class Procedure Method
Used
(if any)
5. Coffee or Vegetable 1. Soap 1. Pour boiling Dip the
Tea 2. Borax water over the stain in
3. Glycerine stain. boiled
2. Wash with borax
soap water. solution for
3. Spread borax 5-10
over the stain. minutes.
Pour boiling
water over it.
4. Steep in
glycerine in case
of old stain till
stain is removed.
6. Catechu Vegetable 1. Potassium 1. Apply dilute Rub with
(Kattha) permanganate solution of lime
2. Sodium potassium powder
bisulphate permanganate and pour
3. Solvent 2. Apply sodium milk over
soap bisulphate. it.
3. Treat with
solvent soap.
7. Curry Vegetable + 1. Soap 1. Wash with
(Gravy) Grease 2. Potassium soap and water
permanganate 2. Put in the sun
3. Javelle light to bleach.
water 3. Apply borax.
4. Soak in
potassium
permanganate.
8. Dye Mineral 1. Steep the
1. Soap fabric in water
2. Ammonia
 Home
Reagents
Name Class Procedure Method
Used
(if any)
3. Acetic acid 2. Wash with
soap.
3. Treat with
Ammonia.
4. Treat with
acetic acid.
5. Bleach with
javelle water.
9. Egg Animal 1. Soap 1. Wash in cold
2. Salt water.
2. Rub with soap.
3. Soak in salt
solution, if
required.
4. If it is an old
stain, apply salt
and pour warm
water through.
10. Fruit Vegetable 1. Starch 1. Apply starch
2. Borax paste on the
3. Glycerine stain and leave
4. Soda for one hour.
2. Rub off the
paste.
3. Pour boiling
water containing
soda over it.
4. Rub borax and
salt over stain.
5. Pour boiling
water over it.
 Home
Reagents
Name Class Procedure Method
Used
(if any)
6. Can be
bleached with
javella water or
sodium
perborate.
11. Grass Miscellaneous 1. 1. Soak in
Mehthylated methylated spirit.
spirit 2. Wash with
2. Soap soap.
3. Bleach 3. Bleach if
needed
12. Ghee, Oil Grease 1. French 1. Rub french In case of
or Grease chlak chalk and brush old stain-
2. Soap off. press
3. Solvent hot 2. Repeat if between
water required. two
3. Wash with blotting
soap and warm papers and
water. iron
4. If the stain still Wash with
remains, wash hot water.
with a solvent. Use a
grease
solvent
and again
wash with
hot water
and soap.
13. Henna Vegetable 1. Milk 1. Soak in
(Mehandi) 2. Soap warm milk
for half an
hour.
 Home
Reagents
Name Class Procedure Method
Used
(if any)
2. Wash
with soap
and water.
14. Ink Mineral 1. Absorbent If stain is fresh, 1. Rub any
(black powder rub with cut absorbent
blue) 2. Sour milk tomato, wash, powder
or curd rub salt and over it.
3. Soap repeat till stain 2. Soak the
4. Salt goes. stain in
5. Lime juice If old stain-steep curd or
in oxalic acid and sour milk
rinse well with for 1/2
dilute borax hour.
solution. 3. Wash
with soap
and water
before
curd dries.
4. Apply
lime juice
Leave for
half hour.
5. Wash
and repeat
the
treatment,
if required.
15. Ink (Red) Mineral 1. Soap 1. Wash the stain Rub with
2. Borax with soap and cold milk
water. till the
2. Steep in borax stain
solution. vanishes.
 Home
Reagents
Name Class Procedure Method
Used
(if any)
3. Treat as in dye
stain, if it still
remains.
16. Ball Point Mineral 1. Solvent 1. Spread the Rub the
Pen Ink 2. Methylated stain on blotting spot with
spirit paper. slycerine
3. Glycerine 2. Treat it with a or spirit till
solvent. the stain is
3. If the stain removed.
does not go,
soak it in
methylated spirit.
4. Old stain may
be soaked in
glycerine to
soften it and
then treated.
17. Ball Point Mineral 1. Soap 1. Wash with
Pen Ink 2. Starch soap and water.
3. Sodium 2. Apply starch
thiosulphate paste on it and
leave for 1/2
hour.
3. Soak old stains
in solution of
sodium
thiosulphate
18. Iron rust Mineral 1. Oxalic acid 1. Steep in oxalic Spread
2. Borax acid solution. mild acid
2. Rinse in dilute like milk,
borax solution. lemon or
vinegar.
Pour
 Home
Reagents
Name Class Procedure Method
Used
(if any)
boiling
water
through.
19. Lipstick Grease 1. Methylated 1. Steep in Rub with
spirit methylated spirit. Eucalyptus
2. Glycerine 2. Soften in oil till the
3. Soap glycerine stain
3. Wash with disappears.
soap and warm
water.
20. Medicine Mineral 1. Soap 1. Steep in warm
2. Oxalic acid water.
3. Borax 2. Wash with
soap and water.
3. Steep in oxalic
acid.
4. Wash with
borax solution.
4. Methylated 5. Steep in
spirit methyl alcohol.
6. Bleach.

21. Mildew Animal 1. Soap 1. Brush it off the Rub with

2. Lime juice fabric. cold milk
3. Salt 2. Wash with till the
4. Javelle soap and water. stain
water 3. Bleach in the vanishes.
sunlight.
4. Soak it in lime
juice.
5. Spread salt
over it.
 Home
Reagents
Name Class Procedure Method
Used
(if any)
6. If still persist
bleach with
javelle water.

22. Milk Animal 1. Soap 1. Wash with

2. Solvent soap and water.
2. Sponge with
benzene or
carbon
tetrachloride
wash.

23. Mud Miscell- 1. Soap 1. Brush off Wash with

aneous 2. Potassium when dry. the water
permanganate 2. Wash with in which
3. Oxalic acid soap and water. potatoes
4. Javelle 3. If it remains, have been
water treat with boiled.
potassium
permanganate
and oxalic acid.
4. Bleach with
javelle water.

24. Nail Mineral 1. Amyl 1. Place the stain Never use

Polish acetate over a blotting acetate on
2. Soap paper. rayon
3. Acetone 2. Sponge it with fabric.
4. Bleach amyl-acetate.
5. Sodium 3. Wash with
hydrosulphite soap and water.

25. Oil/Paint Grease 1. Solvent 1. Sponge it with Rub

or Varnish 2. Turpentine a solvent or ammonium
3. Alcohol Turpentine. chloride
 Home
Reagents
Name Class Procedure Method
Used
(if any)
4. Benzene 2. If the stain (nausadar)
remains, soak it or put
in a mix ture of nausadar
alcohol+benzene. powder on
it.
26. Perfume Mineral 1. Ethyl- 1. Treat with
alcohol ethyl alcohol.
2. Bleach 2. Bleach, if
required
27. Scorch Miscell- 1. Soap 1. Wash with
aneous 2. Bleach water and soap.
3. Borax 2. Bleach it in
4. Ammonia sunlight.
3. Rub dry borax
over the stain
and wash.
4. Steep in dilute
ammonia and
expose to
sunlight.
28. Shoe Mineral 1. Liquid 1. Sponge with Apply little
polish detergent liquid detergent. oil or
2. Carbon 2. Steep in grease to
tetrachloride turpentine and soften
3. Glycerine then methylated stain.
spirit.
3. If the stain be
old, soften with
glycerine first.
29. Urine or Animal Non- 1. Salt 1. Steep in warm Let it
Vomit protein 2. Ammonia salt water with evaporate
3. Soap few drops of then wash.
ammonia in it.
 Home
Reagents
Name Class Procedure Method
Used
(if any)
4. Chloroform 2. Wash with
soap.
3. Apply
chloroform.
30. Turmeric/ 1. H2O2, 1. Apply few Soak in hot
Kumkum 2. Javelle drops of H2O2; soapy
leave for some water, dry
3. KMnO4
time and rinse. and bleach
4. Oxalic acid with
2. Bleach with
javelle water. If sunlight
the stain still and grass.
doesn't go use
KMnO4 and oxalic
acid.

Precautions while Removing Stains from Expensive Dresses

1. Read the label attached to the garments carefully for laundry
instructions. They can be dry clean only or hand wash.
2. Gently hand wash or wash in a machine at delicate mode.
3. Treat the stain as soon as possible by dabbing plain water on the cloth
from behind the stain and setting its face on an absorbent tissue or
cloth.
4. Dry the clothes flat in shade rather than hanging in the sunlight.
5. Do not use chlorine bleach and harsh chemicals.
6. Always use mild detergents and rinse in plenty of clean water. Never
wring when wet.
7. If there are chances of colour to bleed, then never soak them.
8. Give the dress to a professional laundry if you are unsure of the stain
type or the fabric.
9. Always neutralise reagents before using them in removing stains on
clothes.
10
. Never iron the clothes before treating the stain.
MULTIPLE CHOICE QUESTIONS

1. To remove tea stain from white cotton clothes, we should use:

(a
) glycerine

(b
) ammonia

(c) kerosene oil

(d
) salt and lemon
2. To remove lipstick stain, we should use:

(a
) glycerine

(b
) methylated spirit

(c) ammonia

(d
) salt and lemon
3. Perspiration is what kind of stain?

(a
) Animal stain

(b
) Vegetable stain

(c) Mineral stain

 (d
) Greasy stain
4. A paan stain can be easily recognised by its:

(a
) colour

(b
) texture

(c) appearance

(d
) smell
5. Unknown stains should be first treated with:

(a
) Mild alkaline solution

(b
) Mild acidic solution

(c) Cold water

(d
)0 Warm water

FILL IN THE BLANKS

1. ……….. and ……….. are animal stains.

2. ……….. stains can be removed by ordinary washing methods.
3. ……….. is steeping the stained part of the garment in soap.
4. Materials like ……….. and other fine and ……….. can be cleaned by
steaming.
5. ……….. should be read carefully for laundry instructions.
TRUE AND FALSE

1. Stain is a spot or a mark of discolouration left on the fabric by the

contact and absorption of some foreign substance.
2. The stains which can be removed by ordinary washing methods. i.e.,
just by steeping the garment in soap solution or by boiling and
washing are known as acidic stains.
3. Materials like velvets and other fine and delicate fabrics can be cleaned
by steaming.
4. Stains should be removed immediately when they are fresh.
5. Never iron the clothes before treating the stain.

VERY SHORT ANSWER TYPE QUESTIONS

1. What is a stain?
2. Give two examples of animal stains.
3. What is scorch?
4. Define the drop method of removing the stains.
5. State one precaution to be taken care of while removing stains.

SHORT ANSWER TYPE QUESTIONS

1. How will you remove fresh paan and old ink stain from a cotton shirt?
2. How is the method of removing neutral, acidic and greasy stains
different from each other?
3. Explain any three methods of removing stains.
4. Can a strong bleach solution be used for stain removal for the first
time? Justify.
5. What is a stain? The method chosen to remove the stain is based on
what criteria?
6. Name a few readymade stain removal solutions. Mention one
advantage and one precaution of using it.

LONG ANSWER TYPE QUESTIONS

1. How can you identify a stain? Write the need and method of sponging
used for removing stain.
2. Classify stains. Give one example of each type of stain. State the two
advantages of grouping clothes of similar stains.
3. Write any 10 precautions you will follow while removing stains from an
expensive dress.
4. Explain the process of treating an unknown stain.

CASE STUDY BASE QUESTIONS

A. Sulochana has some grease and coffee stain on her cotton dress. She
wants to remove the stain at home.

1. Under which class coffee stain:

(a
) animal protein

(b
) vegetable + Grease

(c) vegetable

(d
) miscellaneous
2. To remove the stain of grease Sulochana should use:

(a
) bleach

(b
) curd

(c) french chalk

 (d
) lime juice
3. Medicine is which kind of stain?

(a
) Animal

(b
) Mineral

(c) Grease

(d
) None of the above
4. What precautions should be taken while removing stain?

(a
) Use harsh chemicals

(b
) Never iron the clothes before treating the stain

(c) Dry the clothes in sunlight

(d
) All the above

B. Mona used a chemical to remove stain from her woollen sweater. After
washing the cloth, she noticed some ink stain in her dress.

1. What kind of stain is ink?

(a
) Grease

(b
) Mineral
 (c) Vegetable

(d
) Animal
2. How can Mona remove the ink stain?

(a
) By washing with soap

(b
) By using blotting paper

(c) By rubbing tomato and salt

(d
) None of these
3. Chemical is used to remove stain by taking the precautions like:

(a
) selecting chemical according to the stain

(b
) using mild form of the chemical

(c) absorbing the extra chemical by blotting paper

(d
) all the above
4. What are the different methods of removing the stain?

(a
) Drop method

(b
) Sponge method

(c) Dip method

(d
) All the above
 Go Back !

Finishing of clothes include operations done to the washed clothes to

restore the lustre, shape and original appearance of the fabrics. Some
processes of finishing are common to all fabrics while some special
finishes are given to particular fabrics only. Some of the finishing
operations are done to the washed clothes before drying them while
some are done after drying.
The finishes given before drying are bluing and starching. Following
finishes are given to the washed clothes after they are dried.

1. Ironing: For this, the cloth is spread on a flat and hard but
lightly padded surface. Hot iron is moved back and forth over it
along the length of the fabric with pressure. This method is used
for ironing cotton, linen, silk and synthetic fabrics.
 Since different fabrics have different heat resistance, hence
ironing machine has to be set on different temperatures to get
different intensities of heat. Synthetic clothes require very little
heat to crease out their wrinkles, whereas, cotton and linen are
ironed at high temperature. In automatic ironing machine, a
thermostat is provided to maintain particular specified
temperature, and thus, the temperature of the iron can be
controlled easily by setting the dial at the proper mark.

The most important precaution to be taken while ironing clothes is

maintaining an appropriate temperature according to the fabric.
This is because if a cloth is ironed at a temperature higher than it
required, the cloth will turn yellow or may scorch or even get
burnt. Low temperature will not iron out the creases properly.
Some irons also have the option of using an in-built steam
mechanism.
Points to be considered while ironing:

(a
) Damp the fabric evenly all over by wrapping it in a wet towel
or sprinkle water by spraying it evenly on the fabric.

(b
) Do not iron when wet, as it may leave patches.

(c) Adjust the iron to the required temperature according to the

fabric which is to be ironed.

(d
) Iron all over the garment with equal pressure.

(e
) Iron darts, hemming and necklines from the wrong side first
and then the right side.

(f) Iron the sleeves, then the back and then the front in case of
dresses, shirts, tops, etc.
 (g
) Do not iron on the fold unless you want the crease.

(h
) Fold the garment neatly.

2. Pressing: Ironing and pressing are the terms used quite

interchangeably, but there is a difference in both.

Pressing is done by placing a hot iron over a spread out fabric at

one place, lifting it vertically up from the place after a few
seconds, and again placing it over another area. Pressing is done
on clothes which have great elasticity, e.g., woollens, lace, net,
georgette, crepe, etc. In pressing, iron is not run flat on the
surface of the fabric. If iron is run along their surface, they will
lose their shape. Hence for finishing purpose, pressing is done on
these elastic fabrics.

3. Steaming: This process is applied to fabrics which have piled

weavings, e.g., velvet and velveteen. The piled fabric is neither
ironed nor pressed for removing its wrinkles. On a gas stove or
heater, water is boiled in a kettle.
 The damp fabric, before it gets completely dried, is held before
the jet of the steam coming out of the nozzle of the kettle. The
steam removes all the wrinkles and gives a nice finish to the
cloth. Nowadays, we have a variety of simple sleek equipment
available in the market to use this method.

Care and Storage of Clothes

1. Brush the garments thoroughly from time to time to keep them
away from dust. Empty the pockets, and shake the clothes well
before brushing. Exposing clothes to sunlight and air kills germs
and keeps moths away from the clothes.

2. Garments which are worn occasionally for a short duration and do

not need washing, should be exposed to fresh air well before
storing it back. However, make sure they are free of any food
item, sweat, moisture, dirt or oil before storing them, as moth,
mildew and silverfish are drawn towards these organic secretions.

3. Cupboards, boxes and clothes should be aired frequently. Wipe

the drawers of your cupboard and storage boxes with a damp
cloth first, then with a dry cloth, and finally keep it in sunlight if
possible.
4. Spread newspaper or plastic sheet on every wooden shelf before
placing the clothes in it so that they are not in direct contact with
the polish of the wood.

5. Washable garments should be laundered frequently.

6. Woollen coats, suits and shawls should be sponged and pressed.

7. Garments that cannot be laundered frequently should be dry

cleaned once in a while.

8. Suits and overcoats should be hung away on clothes hangers,

ensuring that the shoulders fit properly on the hanger. The
sleeves of the coat should be stuffed with tissue paper to keep
their shape intact.

9. Never hang knit and woollen wear as it will lose its shape.

10
. Domestic clothes, curtains and draperies should be stored flat.
11
. Light often fades certain fabrics, so keep the fabrics in proper
covers in a slightly dark closet which can be frequently aired to
the avoid the growth of fungus and moth.

12
. Never put away garments in a damp place. Moisture causes
mildew to appear, which penetrate into the fibre, changes its
colour and may even cause the fabric to tear. This can be
prevented by brushing the garment after wear, hanging it in a dry
place till completely dry before storing.

13
. The garments which are stored for a long time should be checked
often, they should be unfolded and their fold should be changed.

14
. Garments with jari work, pure cotton, woollens and silk should be
wrapped in a muslin cloth to prevent dirt from setting in.

15
. While storing cotton, starch should be removed.

16
. Buttons should be replaced and torn clothes should be mended
before washing them.

17
. Hangers used for hanging clothes in a cupboard, should be rust
free to avoid brown stain on the clothes.

18
. Naphthalene balls or calcium chloride can be put inside the old
socks. They should be kept in the closet to absorb excess
 moisture and do away with unwanted odours.

19
. Destructive insects such as moths feed on woollen fabrics,
carpets, furs and leathers. They can be prevented by:

(a
) Spraying insecticides in storage places like wardrobes, almirah,
boxes, etc.

(b
) Repellents such as tobacco, dried neem leaves, eucalyptus
leaves, camphour, naphthalene flakes and moth balls act as
insect repellents, but they cannot be relied on completely.

(c) Packing all woollens and furs in newspapers as moth dislikes

printer ink. The box may be lined or covered with tarred
paper. Sandalwood dust, dry eucapylaptus and neem leaves
are good as long as their odour lasts. These clothes can also
be packed in air tight plastic bags for safety.

(d
) Fumigation destroys germs and moths, but gets it done only
by a specialist.
 (e
) Insecticide is sprayed on woollens; this either poisons the larva
or renders the wool indigestible.

(f) Synthetic clothes should always be washed after wearing them

once. Avoid touching these clothes with oily or moist hands as
they quickly absorb oil or moisture and may attract pests.
Always fold them by the seam and store in a clean and dry
place. Baking soda can be kept in the closet to absorb the bad
odour.

Storage of Clothes
1. Cotton and Silk Clothes: Silk clothes enhance the beauty and
elegance of the person wearing them. Especially the silk saris are
proud possessions of women, which they want to flaunt in any
function, get together or a simple family dinner at a special place.
Similarly, most people just fall in love with cotton clothes because
of the comfort provided by them. Cotton clothes come in amazing
and appealing colours which are suitable for all the seasons alike,
and hence are adorned by the majority of the members of the
family.

(a
) Cotton and silk clothes must be covered with a white and
clean muslin cloth to prevent the dust from settling on them.

(b
) If you want to store delicate clothes like silk if stored for a
longer period of time, they must be kept in a well-ventilated
area to avoid the growth of fungus and moth in the fabric.

(c) Cotton and silk clothes must be stored in a cool and dark place
as insects get attracted to light.
 (d
) When the clothes need to be stored for a longer period of
time, then make sure to unfold them frequently to avoid the
creases becoming permanent.

(e
) Never starch cotton clothes when they are going to be stored.

(f) When the cottons need to be stored in a cupboard after

ironing them, make sure to put ample spaces between the
stacks of clothes for air to flow through.

(g
) Naphthalene balls rolled up in socks or any chemical like
calcium chloride that would prevent the accumulation of
moisture on the clothes, must be placed inside the storage
space for keeping all cotton and silk clothes.

(h
) When cotton and silk clothes are stored on wooden shelves,
try to avoid spoiling of clothes from the wooden polish by
placing newspapers over the shelves first.

(i) Cotton and silk are natural fibres and are hence delicate., Thus
storing them in extreme temperatures or fluctuating
temperatures must be avoided.

2. Woollen clothes: Woollen clothes and blankets should be folded

using the sheets of acid-free tissue paper and stored in air-tight
containers or vacuum bags. Woollen coats should be thoroughly
cleaned, dried, brushed and aired out before storing them in
breathable, natural-cotton coat bags to avoid moth getting into
them during summer.
 (a
) Always brush the woollen garments lengthwise after every
wear, and give them a good brush down before packing them
away until the next winter.

(b
) For machine wash, set the water temperate to cool. Hand
washing, however, is the best way to take care of those
woollens not marked ‘dry- clean only’.

(c) Always wash or dry-clean your woollens at the end of the

season before packing them away. To remove excess water
after washing, gently roll the garment in a towel.

(d
) Before packing away the woollens, clean the storage space
thoroughly. If you are using suitcases, plastic boxes or metal
bins, wipe them with a wet cloth and leave them in the sun to
dry.

(e
) Scatter mothballs in the cupboard to prevent moths from
attacking clothes, but do not let them touch the woollen fabric
to avoid yellow stains.

3. Synthetic Clothes: The overall care of synthetic garments is an

important aspect of having beautiful and attractive clothing. This
is because of their special characteristics, they need to be
washed, stored and maintained properly in order to look beautiful
at all times.

(a
) To protect the beauty of the synthetic garments, avoid
touching them with hands after using oils and lotions, as they
 absorb oils very quickly.

(b
) The way to store them is very important, hanging the
garments in the wardrobe is fine if they are going to be worn
again soon, but for long term storage, folding them is better.

(c) Avoid storing them after they have been worn, as permanent
stains may appear.

(d
) To preserve the original shape of the garment, always try to
fold them by their seams.

(e
) If using storage boxes to store the garments, try to fold them
gently avoiding a sharp crease. If several items need to be
kept in a single box, place the heavy ones at the bottom of
the box.

(f) Keep the closet clean, fresh and free from insects. Place a
small amount of baking soda to absorb any bad odours
instead of using other perfumes which may cause the
garments to smell bad.

(g
) Keep the synthetic garments in a dark cool place, away from
direct sunlight and radiators which may destroy them. Damp
rooms like basements are also not recommended for the
storage of clothes as mould could develop on the garments.

(h
) When necessary, do some repairs on the garments to cover
any permanent stains and tears with embroidery or just to
replace a button.
MULTIPLE CHOICE QUESTIONS

1. Woollens get damaged from:

(a
) Food products

(b
) Moisture

(c) Mildew

(d
) Perspiration
2. Steaming is a finishing technique used on:

(a
) cotton and linen

(b
) velvet and velveteen

(c) woollens

(d
) silk and georgette
3. Cotton and linens should be given a finish using:

(a
) ironing
 (b
) steaming

(c) pressing

(d
) calendaring
4. Garments that have been worn only for a short time should be:

(a
) folded and stored away quickly

(b
) always washed before storing

(c) dry cleaned immediately

(d
) aired well and then stored
5. Knit wear and woollens should never be hung as:

(a
) they lose their shape

(b
) they lose their elasticity

(c) their fibres break

(d
) all of these
6. What can be kept in closets to absorb moisture?

(a
) Newspaper
 (b
) Neem leaves

(c) Naphthalene balls

(d
) D.D.T.

FILL IN THE BLANKS

1. ……….. of clothes include operations after cleaning.

2. The ……….. and ……….. are used quite interchangeably but there
is a difference in both.
3. The garments should be ……….. thoroughly. often to keep them
away from dust.
4. Garments that cannot be laundered frequently should be ………..
once in a while.
5. Good care of clothes while storage prolongs their ……….. life.

TRUE AND FALSE

1. The finishes given before drying are bluing and starching.

2. Do not iron when wet, as it may leave patches.
3. Brush the garments thoroughly from time to time to keep them
away from dust.
4. Naphthalene balls rolled up in socks or any chemical like calcium
chloride that would not prevent accumulation of moisture on the
clothes.
5. Delicate clothes like silk, if is stored for longer period of time,
must be kept in a well-ventilated area to avoid growth of fungus
and moth.
VERY SHORT ANSWER TYPE QUESTIONS

1. What is finishing?
2. Define drying.
3. Give two points to be considered while ironing the clothes.
4. Give one difference between steaming and pressing.
5. Name one chemical used to store the clothes in cupboards for a
long period of time.

SHORT ANSWER TYPE QUESTIONS

1. List some insect repellents used during storage of clothes.

2. Name the finishes given to clothes before and after drying.
3. Suggest two tips to use while storing garments for a long time.
4. Explain how an insecticide works while storing woollens.
5. Explain the difference in finishing a cotton garment and a woollen
garment.
6. How does dampness affect the clothes to be stored?
7. Suggest four caring and storage tips for keeping synthetic clothes.

LONG ANSWER TYPE QUESTIONS

1. Your mother found that her silk saree was damaged when she
opened it after a few months. Mention any five possible reasons
for the damage. Suggest her some precautions to avoid this
problem in future.
2. Mention four precautions you will take while packing woollens.
Give reasons for your precautions.
3. You found your woollen sweater damaged when you took it out
from the cupboard after six months. Mention the possible reasons
for this damage. What precautions should we take to avoid this
problem in future?
4. Explain the various methods of finishing applied on clothes after
they are washed and dried.
5. List the points to be kept in mind while ironing clothes.
6. List the methods to store silk and synthetic garments and the care
needed to store them.

CASE STUDY BASE QUESTIONS

A. Ravi is getting late for his school. He needs to iron his school
shirt. The material of the shirt is cotton and his mother has used
a stiffening agent.

1. What points are to be considered by Ravi while ironing his shirt?

(a
) Damp the shirt

(b
) Do not iron the shirt when wet

(c) The shirt is to be ironed with equal pressure

(d
) All the above
2. When are the garments steamed?

(a
) Garments with pile weave

(b
) When garment is hanging in hanger

(c) When the garment is worn by a person

 (d
) All the above
3. What kind of stiffening agent can be used on Ravi’s shirt?

(a
) Revive

(b
) Starch

(c) Arrowroot

(d
) All the above
4. The temperature for ironing should:

(a
) low

(b
) high

(c) medium

(d
) none of the above

B. The winters are going and spring is setting in the temperature of

the climate is not chilled. It is time to store the winter garments.

1. What precautions are to be taken while storing the woolens?

(a
) Use of naphthalene balls
 (b
) Can be stored when slightly damp

(c) Newspaper should be used

(d
) Both (a) and (c)
2. How can moth be repelled from the garments?

(a
) Use of insecticide

(b
) Use of sandal wood

(c) Lining the box with tarred paper

(d
) All the above
3. Woolens must be washed in:

(a
) warm water

(b
) cool water

(c) bleaches

(d
) all the above
4. What kind of things should be used to store the woolens?

(a
) Air-tight containers
(b
) Vacuum bags

(c) Acid-free tissue paper

(d
) All the above
 Go Back !

SELECTION OF READYMADE GARMENTS

NEED OF READYMADE GARMENTS
ADVANTAGES AND DISADVANTAGES OF READYMADE GARMENTS

Advantages of the Readymade Garments

Disadvantages of the Readymade Garments

WORKMANSHIP OF READYMADE GARMENTS

Factors Affecting Consumption of Readymade Garments

CARE LABEL FOR READYMADE GARMENTS

Why is Care Labelling Important?

General Information of Care label.

In today’s fast-moving life, it is very difficult to take out time for

getting clothes stitched. You have to go to the market to buy a fabric,
look for a tailor, order stitching and wait till the dress is ready. Or you
have an alternative of buying a readymade dress.

Readymade garments are textile products that are produced in bulk.

These are not customised or tailor-made according to a particular
person’s exact measurements. Instead, they are made taking into
account average body dimensions. Standard body dimensions are
considered for making garments for new-born babies, toddlers, pre-
schoolers, school going children, teenagers, adults and old people.

Selection of Readymade Garments

Consumers should assess the quality, suitability, versatility, durability,
convenience, comfort, care, safety, appearance, price and style of the
garment before they buy any piece of garment. The person should
think beforehand of what to buy, where to buy, how many to buy and
in what budget. The following points should be taken into
consideration while buying readymade garments:

1. Determine what you want for buy, suitable for the need or
occasion exactly and from which shop. Buy from a reliable shop.

2. Select garments according to the age, personality and budget.

3. Buy the best quality garment that your budget permits. Shop
according to your budget-do not get tempted to overspend.
4. Buy garments suitable to the climate.

5. Select the right time of buying. Avoid rush hours. Buying during
off season sales might get you good deals.

6. Compare the clothes selling in various shops for the value of

money and quality.

7. Assess the conveniences offered by the stores and their cost. Do

not overpay for conveniences such as delivery services and gifts if
you do not use them.

8. Read the labels carefully and check for the information such as
the fibre content and care instructions.

9. Try to avoid buying on credit whenever possible.

10
. Select basic colours and styles with pleasing designs and prints.
Avoid extremes that may last for a limited period of time. Check
the colour of the garment in natural daylight.

11
. Check the workmanship and finishing of the garment.

12
. The comfort of the dress can be ensured in standing, sitting,
walking, etc., during the trial. There should not be any stiffness or
looseness.

13
. Read the wash and care instructions beforehand, and check for its
colourfastness with the salesman.
14
. Beware of sales promotion tactics such as discounts, gift coupons,
buy one get two free offers, bonus points on shopping for a
certain amount of money, etc.

15
. One should also be vigilant about malpractices such as giving
lesser quantity, defective goods, cheating on price, incomplete
labels and misleading salesmanship.

Need of Readymade Garments

Today, everybody likes to follow fashion and wants to look trendy.
They want to feel good, dress well and flaunt their style as well as
social status. It is a dynamic world where people do not have time or
patience to select a fabric, choose a pattern, find a tailor to have an
outfit stitched. They rather prefer to go to a readymade garment
shop, choose pre-stitched readymade garments, try them, and if
needed, get them altered to fit their size. Readymade shops
sometimes also keep unstitched fabrics for sale, but the customer gets
a fairly better idea on seeing a finished product.

Readymade garments are available in all sizes across all age groups.
Many shops also sell expensive accessories that match with them
suitably.
The various garment sizes available for sale in each age group ranges
from XS (extra small), S (small), M (medium), L (large), XL (extra
large), to 2XL or XXL (double excel/ two times larger). For example,
men’s shirts are available in the following sizes:

100% Cotton Men Shirt Size Chart

Size: XS S M L XL XXL
Height (cm): 150-160 160-165 165-170 170-175 175-180 180-185

Readymade garments are made out of different types of fabrics and

they range from formal wear to casual wear, ethnic wear, innerwear,
sleepwear, sportswear, seasonal wear, etc., suitable for different
seasons and occasions.

They are available in different colours and styles according to the

latest fashion trends in vogue. They have appealing designs with nice
textures, variety in print and colour combinations. Their finishing and
weaves are usually good. Reversible garments and mix-and-match
styles attract customers for daily wear clothes, such as hood jackets.

These garments are sold by wholesalers, retailers, boutiques and even

on online too. They are available in a varied price range according to
their quality, finish and workmanship.

Advantages and Disadvantages of Readymade Garments

Advantages of Readymade Garments

1. As no tailor is required, it saves the effort to find a tailor and give

time for stitching.
2. The final product is available at hand, that too in a variety of
styles and materials according to the latest trends.

3. A consumer can take a trial and check the fitting and look of the
garment before buying it.

4. Many garments are branded so they are very reliable in terms of

fabric quality, embroidery and stitching.

5. Good after-sales services such as alteration and exchange.

6. They are cheaper in comparison to stitched clothes as they are

made in bulk.

7. They are readily available in all sizes at any time, therefore

purchase is quicker. Also, garments for various seasons and
occasions can be purchased whenever required.

8. No tailoring errors are usually there in readymade garments as

quality control is done before dispatching from the factory.

9. Better decision making for consumers is possible in case of

readymade garments.

10
. Usually no wobbling or bleeding of colours happen; if they do,
then shopkeepers or manufacturers replace the garment without
any worry.

11
. Labels provide care instructions.

Disadvantages of Readymade Garments

1. Too commonly available patterns, as they are produced in bulk.

2. Difficult to get a personalised fit and style especially in India
where there is a lot of variation in the build of people.
3. Alteration is possible, but not suitable for very thin or very fat
people.
4. Proper body size of the person is to be known before buying a
garment.
5. Some selected garments may not be available in the required size
at all times.
6. Some of the readymade garments are less durable due to poor
quality in stitching.

Cities and Their Specialities

1. Kolkata: Kolkata is famous for hand embroidery work like

resham and zardosi.

2. Delhi: Delhi is known for its style, concepts and design

innovations.

3. Jaipur: Lahriyas, bandhej, bandhani, gotapatti, printing and

dying on cotton, chiffon, crepe and tusser are popular works of
Jaipur, as here the climate and water are most suitable for dyeing
and printing of clothes.
4. Ahmedabad: This city is known for producing a cheaper variety
of cotton fabrics.

5. Surat: It is known as the textile hub of Asia, and it specialises in

the production of polyester, synthetics, yarns, fabrics, sarees,
dress material, suits and suit material. It is also the
manufacturing city of textile machinery.

6. Mumbai: It is also a big garment hub especially for cotton-based

looms (in bhiwandi) and cotton mix fabrics.

Workmanship of Readymade Garments

The most important factor in choosing a garment is its workmanship,
as it is directly related to the quality and price of the garment.
Following are the areas of workmanship which should be looked at
before choosing a garment.

1. Check the fibre of the cloth and the quality of its weave. Clothes
with a tight weave are better and those with a loose weave are
tending to shrink easily.
2. Type of cloth used in lace, piping and lining of the garment should
also be checked. It should match the main cloth, otherwise, it will
cause inconvenience in washing and ironing. Lining should not be
affected by sweat and shrinkage.

3. It is important to look for the weave in hosiery and knitted

readymade garments.

4. Drape of a cloth is an important aspect in its selection. If

readymade gent’s garments do not have good drape, then it
would not have good crease also. Lehenga, skirt, sarees, etc.,
look more attractive if these have good fall.

5. Check the design of the garment. Also check the hemming,

plackets and fasteners.

6. Prints should be uniform and free from any misprints. Stripes and
checks should be stitched at proper angles.

7. In fuzzy clothes, one must ensure that the piles are in the same
direction.

8. The seam should be durable and finished properly. Stitches should

be small, equal and straight. Some space for alteration in future
should be left.

9. The thread used in stitching should be of fast colour and almost

matching to the colour of the cloth.

10
. Stitches of hemming should be at short intervals and equal in size
and their ends locked properly.
11
. The strip on which buttons are appended is called placket. The
plackets should be large enough for easy changing of the dress.

12
. Buttons should be appended firmly. The thread used should not
be visible from the front surface. Append one or two extra
buttons on the inner side of the garment. Check the working of
the zips. The durability and colour of buttons, hooks and zip
should match the dress.

13
. Embroidery such as resham, zari, kasab, zardosi, cut dana,
phulkari, cross stitch, appliqué is done by machine or hand (by
specialists). Check the finishing, evenness and thread used for it.

Factors Affecting Consumption of Readymade Garments

1. Mode of Living: The consumption of readymade garments

largely depends on the culture and mode of living of the people.
In cold countries, people buy more of synthetics and woollens. In
villages, people prefer light wears such as dhotis, pyjamas, and
sari. While in cities, pants, shirts, and indo-western wear are
common.

2. Social Status: One’s buying capacity depends mainly on his or

her social status which is directly related to one’s earning. In
earlier times, labourers and workers wore inexpensive rough
quality fabric, whereas kings and ministers wore fine quality
heavy clothes. Today, according to how much one can spend, one
buys fabrics based on quality, style, design, workmanship, etc.

3. Purchasing Power: Every person divides his income for his

necessities i.e., food, clothing and shelter. As income increases,
people spend more on clothes and buy better quality garments.
4. Availability: Production of readymade garments depends on
labour and raw materials. Making quality products available with
consumer satisfaction is very important.

5. Price: This factor is of great significance in deciding the

consumption of a product. Price of the garments depends on the
availability of raw material, transportation cost, water, electricity,
labour charges, climate, etc.

The price controls not only the production but also the quantum
of purchases. When prices are lowered, people tend to buy more,
and luxury items may turn into necessities for them. When a
choice has to be made between two garments, the price can be a
big deciding factor.

6. Fashion: The fashion trends currently dominating the market

plays an important role in the consumption of a garment. For
example, there have been trends of buying Anarkali dresses,
Patiala’s, kaftans, etc., from time to time.

Care Label for Readymade Garments

A care label is a tag attached to a readymade garment by the
manufacturer for providing information about the garment to the
buyer. It mostly includes a laundry symbol to indicate how a particular
item should best be washed, dry cleaned or ironed or information on
the composition of the material. Sometimes, a label with logos,
websites and contact details is used for branding purpose also.

In short, the label is a tag that presents information about clothing

and textile product for the purpose of aiding the consumer in
selection. The label gives information like
(a
) Fabric content
(b
) Make of the fabric
(c
) Importers identification number
(d
) Country of origin
(e
) Care instruction

Why is Care Labelling Important?

Care labelling provides the consumers with enough information to:
(a
) Avoid damage such as running of dyes (e.g. wash separately).
(b
) Have prior knowledge of maintenance costs such as dry cleaning.
(c
) Know how to care for clothing and textile products.
(d
) Maximise the useful life of clothing and textile products.
(e
) Understand how to clean clothing and textile products properly
(e.g. cold hand wash only).

General Information of Care Label

Care label is the most important aspect of readymade clothing and
textile products. Care label provides the durability and maintenance of
a textile product during its normal period of usage. For this reason,
many clothing manufacturers provide consumers with additional
information regarding the maintenance of their clothing, in order to
help them get the most out of it for long use.
Care taken in handling a garment on the basis of the information
given on the label provides a guarantee that the product will not be
damaged if used properly. It does not, however, guarantee that all
varieties of dirt and stains will be removed. It mainly provides
maintenance-related information like cleanliness, size, physical
integrity and colour, as they were when purchased, taking into
account wear, usage, and/or care procedures.

THE BASIC CARE LABEL SYMBOLS

Treatment Description Symbol Instruction
Washing For the washing The symbol
processes, a indicates weather
washtub as domestic washing
shown. is possible and
applies both to
hand and machine
washes.
Bleaching For the The symbol
bleaching indicates whether
processes, a the article may or
triangle as may not be
shown. bleached.
Drying For the drying The square is the
processes, a symbol of the
square as drying process. The
shown. circle inside the
square is a
reference to tumble
drying; the line(s)
inside the square
symbolizes natural
drying after the
washing process.
Ironing For the ironing The dots indicate
and pressing the temperature
processes, a ranges for ironing.
hand iron shape
as shown.
Professional For the The symbol gives
professional dry- information on the
cleaning and possibility of
professional wet professional dry or
cleaning wet cleaning.
processes
(excluding
commercial
laundering), a
circle.
MULTIPLE CHOICE QUESTIONS

1. Which Indian city is known for its style, concept and design
innovation?

(a
) Delhi

(b
) Mumbai

(c) Surat

(d
) Jaipur
2. Resham and Zardosi are types of:

(a
) fasteners

(b
) plackets

(c) embroideries

(d
) threads
3. The price of a readymade garment depends on:

(a
) raw material
 (b
) labour charges

(c) water

(d
) all of these
4. Readymade clothes:

(a
) give the best fit for everyone

(b
) are cheaper than stitched clothes

(c) are expensive than stitched clothes

(d
) are of the best quality
5. Readymade garments are more economical as:

(a
) they are made of cheap raw material

(b
) the tailor is not to be paid according to his charges

(c) they are produced in bulk

(d
) they are sold in bulk
6. Rohan has a medium body build. What size of cotton shirt should
he buy for himself?

(a
)S
 (b
)M

(c) L

(d
) XL

FILL IN THE BLANKS

1. Readymade garments are textile products that are produced in

……….. .
2. Readymade garments are available in all sizes across all ……….. .
3. In readymade garments, ……….. is not required.
4. ……….. is famous for hand embroidery work, such as resham and
zardosi.
5. The consumption largely depends on the ……….. and mode of
living of the people.

TRUE AND FALSE

1. Readymade garments are textile products that are produced in

bulk.
2. Select garments according to the age, personality and budget.
3. Labels provide care instructions.
4. Ahmedabad is known for producing cheaper variety of cotton
fabrics.
5. Care label is not the most important thing for clothing and textile
products.

VERY SHORT ANSWER TYPE QUESTIONS

1. What are readymade garments?
2. What is the need for readymade garments?
3. Give one advantage of readymade garments.
4. Give one disadvantage of readymade garments.
5. What is Surat city famous for?

SHORT ANSWER TYPE QUESTIONS

1. Why do some readymade garments not give a good fit for some
people?
2. Why do people prefer to buy readymade garments nowadays?
3. What kind of readymade garments are available in the market?
Who sells them?
4. What are some common sales tactics and malpractices textile
traders use to sell their readymade garments?
5. Name four cities in India specifying what they specialise in, with
reference to the garment industry.
6. Explain with examples how a mode of living is a factor affecting
the use of textiles.
7. What factors affect the price of a readymade garment?

LONG ANSWER TYPE QUESTIONS

1. Your friend has come from abroad and wants to shop some
regular and ethnic wear for herself. Suggest ten tips she should
consider while purchasing readymade garments.
2. Analyse the advantages and disadvantages of readymade
garments and justify what you think about buying them.
3. How should one check the workmanship of a readymade garment
before purchasing it?
4. Discuss five factors affecting the use of readymade garments.
CASE STUDY BASE QUESTIONS

A. You have to attend a marriage ceremony. There is no time to get

a new dress stitched so you are looking for a readymade dress.

1. What points will you keep in mind while selecting the dress?

(a
) Climate of the place

(b
) Checking finishing of the garment

(c) Select according to age and budget

(d
) All the above
2. What are the advantages of such buying?

(a
) Time allotted is less

(b
) Branded company’s dress

(c) Labels are mentioned

(d
) All the above
3. While buying what care measures should be kept in mind?

(a
) Cheating on prices

(b
) Defective cloth
 (c) Both (a) and (b)

(d
) Only (b)
4. How does comparing help in buying readymade garments?

(a
) Product is value for money

(b
) Product’s quality

(c) Offers available

(d
) All the above

B. Shashi is looking for a fashionable outfit for the college party. He

went to many tailors to get him stitched an attire similar to
fashion show’s garment. None of the tailors were ready to stitch
from scratch.

1. How can the tailors help Shashi?

(a
) By convincing him to wear ethnic dress

(b
) By asking Shashi to shop for unstitched garment

(c) Only (b)

(d
) None of these
2. Shashi went to the men’s section to buy a shirt. It is written XL.
What is the height of the shirt in cm?

(a
) 150-160

(b
) 170-175

(c) 180-185

(d
) 175-180
3. Which city is hub of cotton-based loom?

(a
) Surat

(b
) Jaipur

(c) Mumbai

(d
) Kolkata
4. What all qualities should Shashi look for in the garment?

(a
) Design of the garment

(b
) Type of cloth or fabric

(c) Stitches and hemming

(d
) All the above
 Make a suitable play material for children between birth to 5 years (group activity)
Plan a balanced meal for yourself.
Make a time plan to self for one day.
Write a report on any five malpractices you have observed in the market and write your responsibilities as a
consumer in each context.
Prepare a slogan/poster to create awareness on consumer education
Remove stains from white cotton fabric: curry, grease, ball pen ink, lipstick, tea and coffee
List five areas of agreement and disagreement each with parents, siblings and friends, and give your
suggestion to improve the relationships.
Examine positive and negative qualities of one readymade and one tailor made garment.
Prepare a care label for a readymade garment according to its fabric and design.

Activity 1:
Make suitable play material for children between birth to 5 years (group
activity) in the age group of 1 to 5 years.

Tool: Making age-specific play material.

Method:

The teacher introduces the play and how it is important in the overall growth and
development of a child. Then he/she briefs the children on the motor, social and
cognitive skills of children in the age group of 0-3 years.

A discussion should then take place about what are the type of toys and play
material that is available in the market according to their age. Are they
educational toys? Do they help in meeting certain goals that help children
develop in any way? What play material can they design or make for children?

In groups of 2-3 students, age-specific play material is created keeping in mind

certain themes or goals. For example, a colourful mobile hanging or rattle made
out of craft paper and other easily available materials for infants, big 4 piece
puzzle out of foam paper on vehicles for 1.5-2 years, a simplified model of
snakes and ladders and dice for 2-3 years old, a kaleidoscope, drums out of
waste boxes, etc.
1. What do you think will happen if a child does not play?

Ans. A child’s motor, social, cognitive and emotional development will be hampered and
delayed if a child does not play.

2. Why does a child move from solitary play to group play as he grows older?

Ans. As a child grows older, he learns to socialise more. He enjoys interacting with
others, follows rules and thus plays with more number of children. So a child
moves from a solitary play where he plays alone, to more of a group play as he
grows older.

3. How can you make any game more interesting for children?

Ans. For younger children, games can be made interesting by making them more
interactive, having things pop out, make it colourful, their favourite character
being linked to some game-like peppa pig or pepper the puppy, Bruno, minion,
etc. Something that involves movement and control, like a battery-operated
vehicle or robot is loved by small and older kids. For older children, games
involving flexibility of rules, moderate duration games, games that physically do or
make something interesting like maybe a 3D solar system model which is battery
operated, interests them.

4. How can you teach children about wild and domestic animals through play?

Ans. Children can be taught about wild and domestic animals by creating a model of a
farm with plastic animal dummies kept inside, by showing animated videos of
these animals, by showing puppets making their sounds, taking them to a real
farm to see domestic animals and show a movie on wild animals.

5. While selecting toys for small children, what safety measures should be taken?

Ans. The toys selected for small children should be age-appropriate, non-toxic, should
not have very small pieces and sharp edges. They should be durable and easy to
handle.

Activity 2:
Plan a balanced meal for yourself

Tool: Planning using knowledge, skills and self-evaluation.

Method:

The teacher discusses what a balanced diet or meal is, the basic food groups, the
recommended allowances by the ICMR. The meals of the day are also discussed.

Each student works out a balanced diet for himself/herself using the RDA- ICMR
2020 table for lunch or dinner using all food groups carefully.

An open discussion should then be done on what they have for lunch or dinner
and how to change it if required, according to the carefully evaluated and made
a balanced diet plan.

Name of Meal
Amount Sources
Required carbohydrates as per RDA ICMR:
Required proteins as per RDA ICMR:
Required fats as per RDA ICMR:
Required vitamins as per

Required minerals as per RDA ICMR:

Meal planned

1. Why do you think all food groups play an important role in making up a balanced
diet?

Ans. Each food group has its own importance and plays an important role and function
in the body as each food group provides different nutrients. Proteins are needed
for body-building and repairing of cells, carbohydrates for energy, fats provide for
cushioning of vital organs; vitamins and minerals help in building immunity, fight
 infections and in the metabolic processes in the body. Fibre is essential in waste
removal from body and water regulates body temperature and provides body
fluid. Without any one of these, our body would not function normally.

2. Why are all food groups not kept in the same proportion in a balanced diet?

Ans. A balanced diet is a diet which balances all the macro and micro-nutrients
required in our body in the correct proportion. The macro-nutrients like
carbohydrates, proteins and fats are required in bigger amounts in our body than
micro-nutrients like vitamins and minerals for the functioning they perform in our
body. Hence, all food groups are not taken in the same proportion in a dit.

3. Why is RDA-ICMR-2010 referred to in planning a balanced meal?

Ans. The RDA (Recommended Daily Allowance) formulated by the ICMR (Indian
Council of Medical Research) gives the basic requirements of all nutrients required
for a person according to his/her age, sex, occupation and physical condition.
Hence, to make sure that a person is getting enough nutrients from his/her diet,
the RDA should be referred to while planning a balanced meal.

4. How do you think RDA-ICMR 2020 has come to certain figures in the table? Why do
they need to be evaluated and changed periodically?

Ans. Every 10 years, the ICMR studies the height, body weight, work output and other
parameters of different groups of people and comes to an average value of the
nutrient requirements of each person according to his/ her age, sex, occupation
and physical condition.

5. In which stage of life cycle is growth spurt rapid?

Ans. Growth spurt is rapid in infancy and adolescence.

6. Is it a good idea to skip breakfast if you are getting late to school, college or work?

Ans. Skipping breakfast affects the efficiency in physiological performance during late
morning hours. Breakfast provides fuel to the body and brain after an overnight
fast. Breakfast should be eaten within two hours of waking. A healthy breakfast
should provide calories in the range of 20-35% of your Guideline Daily Allowance
(GDA). Hence, breakfast should never be skipped.

Activity 3:
Prepare a time plan for yourself for one day.

Tools: Planning using knowledge, skills and self-evaluation.

Method:

The students should be asked to make a plan of how they usually spend their
time on a usual day in doing activities, such as wake up, breakfast, school,
classes or tuitions, rest, play, leisure or entertainment, homework, etc.

Usual Time Plan on a Week Day

Time Slot Activities Done
6.00-7.00 a.m.
7.00-8.00 a.m.
8.00-9.00 a.m.
9.00-10.00 a.m.
10.00-11.00 a.m.
11.00-12.00 p.m.
12.00-1.00 p.m.
1.00-2.00 p.m.
2.00-3.00 p.m.
3.00-4.00 p.m.
4.00-5.00 p.m.
5.00-6.00 p.m.
6.00-7.00 p.m.
7.00-8.00 p.m.

The teacher then discusses how each one of us has only 24 hours every day, and
if we do not procrastinate and use time management tools, then we can
effectively achieve our goals and get satisfaction.

The students are then asked to write down goals or priorities for the next day.

They are then asked to evaluate their current day plan and see what changes to
make for efficient utilisation of time by prioritising important jobs, re-scheduling
or avoiding unimportant jobs, re-arranging work sequence, etc.
The students are to follow this new time plan for the next day and report their
experience about the same.

STUDENT ANALYSIS OF THE EXPERIENCE

List of all Activities you do in a Day
1
2
3
4
5
6
7
8
9
10
11
12
13

CLASSIFY THE ACTIVITIES

Flexible Non-flexible
1
2
3
4
5
6
7
8
9
 Flexible Non-flexible
10
11
12

NEW TIME PLAN ACCORDING TO PRIORITIES AND NON-FLEXIBLE TASKS

Time Slot Activities to be Done Estimated Time for Each Activity
7.00-8.00 a.m.
8.00-9.00 a.m.
9.00-10.00 a.m.
10.00-11.00 a.m.
11.00-12.00 p.m.
12.00-1.00 p.m.
1.00-2.00 p.m.
2.00-3.00 p.m.
3.00-4.00 p.m.
4.00-5.00 p.m.
5.00-6.00 p.m.
6.00-7.00 p.m.
7.00-8.00 p.m.
8.00-9.00 p.m.
9.00-10.00 p.m.

1. Why do you think time is an important resource?

Ans. Time is the most important resource as it is limited and it always keeps depleting.
We cannot stop it or store it for future use. If we lose time, we cannot ever get it
back. Hence it is important to use it as efficiently as one can.
2. How does making a time plan help in managing time efficiently?
Ans. Making a time plan helps us to prioritise, set goals and achieve them well with in
the time. It also helps us see through and analyse how best to use our time by
changing the sequence and cut down our time wasters. It also helps to reduce
our last-minute stress and anxieties and we find time for rest and leisure.
3. What are the areas where you usually waste your time?

Ans. Time is usually wasted on mobile phones, television, Internet browsing,

oversleeping, etc.
4. Why do people say “time is money”?

Ans. Like money, time is also a very useful and productive resource. If we use time
wisely, we can be very productive and create wealth. However, if we waste time
doing unnecessary things, it is not good for our life, and we may end up in need
of money. Hence, the famous idiom ''Time is money'' is always apt.
5. What are the things we usually procrastinate? What will happen if we do them
immediately?

Ans. The things which look difficult and boring to us are those which we usually
procrastinate. If we do them immediately, not only task gets over in time but we
are also able to save ourselves from last-minute stresses and anxieties of thinking
how the job will be done.
6. We spend so much energy on thinking about the number of tasks at hand, and if
we stop worrying about it, the tasks get done faster and our energy and time we
invest in thinking are saved. Do you agree or disagree with this statement?

Ans. We do end up a lot of time in just thinking about the tasks we have to do. We
also tend to procrastinate, feel guilty about it and then worry about how the task
will get completed. We spend a lot of time and mental energy into this. Instead, if
we just do the tasks in time, a lot of our energy can be saved.

Activity 4:
Prepare a report of any five malpractices you have observed in the market,
and write your responsibilities as a consumer in each context.

Tools: Market survey and interviewing followed by a report.

Method:

The common malpractices like food adulteration, use of faulty weights and
measures, defective goods, hoarding and black marketing, etc., are discussed by
the teacher.
 The students discuss if they have had any experiences of such malpractices.

The students go back home, talk to their parents, neighbours, friends or relatives
whether they have ever been cheated by unscrupulous traders. They may also
visit a shop to check for any malpractices they suspect.

They will then make a detailed report of five malpractices they came across in
the survey. They mention the shop or dealer’s name, the commodity, how they
were cheated, and was any action taken or compensation made. They may also
suggest redressal mechanisms.

Relating Name of Your

to dealer/ Description Details of responsibility
S. Malpractice
which manufacture/ of compensation/ as a
No. Observed
good/ service malpractice redressal consumer in
service provider this context
1
2
3
4
5

1. Why do traders involve in malpractices?

Ans. Traders involve in malpractices to earn higher profits in a quick and easy way.

2. How effective are the redressal mechanisms in our city?

Ans. Earlier, redressal procedures were elaborate and time consuming. However, with a
lot of awareness now and with various government and non-government
agencies, the redressal mechanisms are more organised and faster. If a consumer
has a bill or other proof of malpractice or defect, the redressal procedure become
quite effective.

3. As a consumer, what are your responsibilities to avoid being getting cheated?

Ans. As a consumer, our responsibilities include being alert and aware of the
malpractices, checking the goods and services and asking related questions
before purchase, taking a bill and preserving it safely, checking and preserving all
guarantee and warranty cards after understanding all its terms and conditions and
taking required action whenever needed.

4. What procedure should one follow for redressal?

Ans. For redressal, go to your manufacturer or dealer or service provider with the bill,
warranty or guarantee card. Approach your district forum or other government
and non-government agencies, if you do not get a satisfactory response from your
local person. You can also register your complaint online on redressal forums.

5. Name some common commodities on which traders cheat consumers. How do they
do that?

Ans. Traders cheat consumers by adulterating food products. This they do by

increasing the quantity by mixing inferior adulterants or by injecting non-
permitted colours or chemical to make food look attractive.

Low-quality wires are sometimes used in electronics.

Fruit and vegetable vendors use defective weights and measures to cheat
consumers.
Traders hoard and black-market onions and gas cylinders.

Activity 5
Prepare a slogan or poster to create awareness on consumer education.

Tools: White sheet of paper, colour box, pencil, pens, scissors, tape etc.

Method:

1. On a white sheet of paper, draw a sketch related to consumer education based on

your studies or with the help of the Internet and books.

2. Colour the sketch drawn neatly.

3. Write an appropriate slogan for the same in order to give a clear message to the
readers.
4. Such slogans or posters can be used to make the consumers aware about the
products, its details and other useful information.

5. Alongside is given a sample of the same.

1. State any one Right of Consumers?

Ans. The right to be protected from all kind of hazardous goods and services is one of
the main rights of the consumer.

2. Who can file a complaint with the Redressal Agencies?

Ans. A consumer

3. What is Consumer Law?

Ans. Consumer Protection Law or Consumer Law is considered an area of law that
regulates private law relationships between individual consumers and the
businesses that sell those goods and services.

4. When was Consumer Protection Act enacted?

Ans. Consumer Protection Act is an Act of the Parliament of India enacted in 1986 to
protect the interests of consumers in India.

5. What do you mean by Consumer Protection?

Ans. Consumer protection laws are federal and state statutes governing sales and
credit practices involving consumer goods to safeguard consumers.
6. Why is consumer education necessary?

Ans. Consumer education is necessary to make the consumers aware of their rights,
roles and responsibilities so that they may not be cheated by any salesman.

Activity 6
Remove stains from white cotton fabric : curry, grease, ball pen ink, lipstick,
tea and coffee.

Tools: stain removal using reagents and techniques

Method:

Students work in pairs.

12 cotton cloth samples approximately measuring 5 cm x 5 cm are taken.
The student will stain 2 pieces of cloth with the same stain.
The stains of curry, paint, ball pen ink, grease, lipstick and tea/coffee are
analysed for their nature, and accordingly, the method of stain removal and
reagents are chosen.
Stain removal is done with one sample, and then pre-wash and post-wash
samples are compared.
The following table is then filled based on the treatment given to each stain.
Stick samples here:

S. Name of Reagents Method Was the Stain Effectively

Nature
No. Stain Used Used Removed?
1
2
3
4
5
6

Stain Stained Sample Cleaned Sample

White Cotton Fabric
Curry
Grease
Ball Pen Ink
Lipstick
Tea/Coffee

1. Why are different methods used to remove stains of different nature?

Ans. Due to the different nature of each stain, it has to be suitably treated with a
proper reagent and proper method. If not treated according to the nature of the
stain, the stain may not be removed, and instead, the fabric may also get
damaged.

2. Is it easy to remove old stains? How should they be removed?

Ans. New stains are easier to remove than old ones. Try to remove the stain when it is
still fresh. Never iron on the stain. The old stains can be removed by soaking
them with a more concentrated reagent mixed in water for a slightly longer period
of time. Also, the stain removal process may have to be repeated 2-3 times for
tough stains.

3. What method should be used for stain removal in case we cannot identify the type
of stain?

Ans. If the stain is unknown, use the following method :

Dip the cloth in cold water

Then dip it in warm water
Keep it in open sunlight
Use a mild alkaline solution
Use a mild acidic solution
Treat the cloth with a reducing bleach
Lastly, treat with an oxidising bleach.

4. Is there any special treatment for removing stains from coloured or delicate clothes?

Ans. For removing stains from delicate fabrics or coloured clothes, they should ideally
be sent to a commercial laundry. If it is to be done at home, then mild reagents
should be used depending on the nature of the stain. Oxidising bleaches should
be avoided. Coloured clothes should never be soaked and delicate fabrics should
 not be subjected to any abrasion.

5. What is spot cleaning? Why is it used?

Ans. If only one or two stains are to be cleaned in a garment, then the entire garment
need not be treated. A cotton blob dipped in a solvent is taken and rubbed on the
stained spots in a circular motion from outside to inside. This is called spot
cleaning.

Activity 7
List five areas of agreement and disagreement of self (adolescent) with:
(a) Parents
(b) Siblings
(c) Friends

Tool: Role play

Method:

Each student makes a list of 5 areas where he/she agrees and 5 areas where
he/she disagrees to parents, siblings and friends.

Make a group of 3 students each.

Student 1- plays the role of narrator
Student 2- plays the role of an adolescent
Student 3 –plays the role of parent/sibling/friend

Each group is given one situation, for example, disagree with parent to be
partying till late with friends, buying a new I-phone, agreeing with parents on
vocational advice, disagree with sibling to share personal belongings, agree with
sibling to watch the same movie, agree with friends for a night out against
parents’ wishes, disagree with friends to try out alcohol, etc.

Each group introduces their topic of agreement and disagreement, acts out their
situation and analyses it and talks about it.

At the end of all the acts, a productive discussion involving suggestions to tackle
the disagreement situations more positively should be encouraged. This involves
trying to understand the opposite person’s perspectives, goals, motivations and
feelings when they enter the situations. Different approaches to same situations
can be suggested and discussed. The activity helps bringing integrity.
 Areas of Agreement Areas of Disagreement
With parents 1 1
2 2
3 3
4 4
5 5
With siblings 1 1
2 2
3 3
4 4
5 5
With friends 1 1
2 2
3 3
4 4
5 5

1. How do you share your responsibilities with your siblings?

Ans. Clearing up the messy room, putting books and toys in order, taking turns to do
daily household chores are the ways to share responsibilities with siblings.

2. Do you think social media helps to socialize?

Ans. Social media does help to create a social network, through which we get in touch
with long lost friends and know what other friends are doing, but it does not fulfil
the actual objective of socialisation and need for interpersonal interaction. On
social media, people do not have long engaging social contact needed for healthy
development of relations.

3. Why do adolescents get depressed?

Ans. Adolescents get depressed due to a variety of reasons which include conflict with
parents, the pressure to perform academically, loneliness, confusions about
friendships, relationships, career, etc.

4. Can peer group encourage you to do good things? How?

Ans. Yes, peer group can encourage one to do good things and have a positive
influence as peers understand each other’s problems. They may help by
encouraging you to participate in sports activities by forming teams, or study
together or give some sane advice over common issues.

5. How can you deal with peer pressure?

Ans. Peer pressure can be dealt with by taking advice from elders like parents and
teachers and then developing a clear opinion and not giving in to negative peer
pressure. It may sometimes mean keeping away from bad company, if not only
not doing what they do.

6. Is it okay to answer back your parents? Do you regret and apologise for doing so?

Ans. Parents advise according to their experience and to how best they understand the
situation, but it is always for the good of their child. Their perspective may be
different from that of the child but this does not justify the child to back answer
or the parent to get angry. Both should try to understand each other’s perspective
and act wisely.

7. On reasons you disagree with your parents, are they always completely wrong?
Where do you think you can understand their perspective even if it may not be
same as yours?

Ans. The opinion of parents and children may vary in terms of cultural habits, dressing
sense, eating habits, music and language. Also, some disciplinary habits may lead
to conflict between parents and children. Both need to understand each other’s
perspective, but children should try to do it more as their parent’s advise them
only because they are concerned and out of whatever best lessons life has taught
them. It is good to learn from mistakes. But certain mistakes are better not made.

Activity 8
Examine positive and negative qualities of a readymade and a tailor-made
garment.
Tools: Market survey, discussion and evaluation.

Method:

The students are to consider one readymade outfit and one tailor made outfit.
They are to evaluate themselves or by a discussion with friends or family
members the advantages and disadvantages between readymade and tailor
made garments in terms of fitting, workmanship, quality, availability, design, cost
and similar factors they can think of.
They list down the positives and negatives of both and conclude what they think
is better and in what aspects.

Advantages of Readymade Advantages of Tailor-made

Garments Garments
1 1
2 2
3 3
4 4
5 5
6 6
7 7
Conclusion :

1. Why do people prefer buying readymade garments nowadays?

Ans. People prefer to buy readymade garment nowadays as they are readily available
in all sizes in many variations and patterns. They are pretty economical too in
comparison to getting them stitched.

2. What are the two disadvantages of buying readymade garments?

Ans. The two disadvantages of buying readymade garments are: pattern of dress may
be pretty common, and sometimes people might not get a perfect fitting for their
build.
3. Give two reasons why some people prefer to have their clothes stitched rather than
buying readymade garments.

Ans. Some people find the fitting of tailor-made clothes much better than readymade
garments. Some people may want to have a unique pattern to their outfit which is
uncommon in the market. Also, they may trust the workmanship of a known tailor
more than a readymade garment manufacturer, hence some people prefer
wearing only tailor stitched clothes.

4. What types of readymade garments are available in the market and for what age
groups and in what sizes?

Ans. The garment sizes available for each age group like infants, children, adults, old
people range from XS (extra small), S (small), M (medium), L (large), XL (extra-
large) to 2XL or XXL (double excel/two times large). Readymade garments are
made out of different types of fabrics and they range from formal wear to casual
wear, ethnic wear, innerwear, sleepwear, sportswear, seasonal wear, etc., suitable
for different seasons and occasions.

5. How do we check the workmanship of a readymade garment?

Ans. Workmanship of a garment is checked by checking the fabric, its weave, type of
cloth used in lace, piping and lining of the garment. It is important to look for the
weave in hosiery and knitted readymade garments. Drape and design of the
garment should be thoroughly checked. Also check the hemming, plackets and
fasteners.

Activity 9
Prepare a care label for a readymade garment according to its fabric and
design.

Tools: Market survey, research and evaluation

Method:
 A readymade dress is selected by the student.
He/She carefully examines the garment for its fabric, design, the work done on
it, etc.

Based on the properties of the fabric such as colourfastness, shrinkage, susceptibility to

temperature and abrasion, heat susceptibility, fibre strength and its reaction to
reagents, a label is to be prepared, clearly stating the care instructions based on the
selected garment so that the consumer can take proper care of the garment while
cleaning, finishing and storing it.

1. How are care labels helpful to consumers?

Ans. Care labels help a consumer in understanding how to clean, finish and store a
garment and thus prolong its life.

2. What will happen if the consumer does not pay attention to the care label while
washing the garment?

Ans. If the consumer does not pay attention to the care label and does not follow the
instructions given on it while cleaning the garment, then the garment may get
spoilt. Its colour might bleed, it may catch stain patches, it may shrink, and the
embroidery work can turn black.
3. How is the care label of a cotton saree different from that of a silk suit with
embroidery?

Ans. Cotton is a strong cellulosic fibre whereas silk is a weak protein fibre. Both the
care labels will have different water temperatures and ironing temperatures for
finishing. Some silk garments may need only drycleaning whereas cotton
garments may need only first wash to be dry cleaned. Bleaches and other strong
 reagents may be used on cotton garment, but never on silk fabrics. Thus, their
labels differ.
4. Is the care label important for garments which are hand washed or is it necessary
for all types of garments?

Ans. Ideally, all garments should have a label attached, whether they are to be hand
washed or dry cleaned; whether they are shrinkage free or not; at whatever
temperature they can be ironed; either machine washed or wrung, can be
bleached or not, etc.