Home-Economics-Literacy Chapter 1 ..pptx

HOME ECONOMICS LITERACY
CHAPTER 1

CHAPTER 1 - HOME ECONOMICS:
HISTORY, CONCEPTS, PRINCIPLES AND PHILOSOPHY
Learning Outcomes:
1. Explain the concepts, principles, and philosophy of Home Economics
2. Outline the milestones of Home Economics
3. Discuss the importance of Home Economics in the lives of people and
community
4. Identify major changes in the community brought about by Home Economics
5. Demonstrate interest in the different H.E specializations and the job
opportunities they bring to individuals

INTRODUCTION
 Home Economics (HE) is the profession and field of study that
deals with the economics and management of the home and
community. Home economics is a field of formal study including
such topics as consumer education, institutional management,
interior design, home furnishing, cleaning, handicrafts, sewing,
clothing and textiles, cooking, nutrition, food preservation, hygiene,
child development, and family relationships. It prepares students
for homemaking or professional careers.

INTRODUCTION
 As a prospective teacher in Home Economics, this Chapter will
give you a review about the subject as one of the areas in the
technical-vocational track specifically in the Junior and Senior
High. For those who have not taken the course in high school, this
course will give you a complete overview of HE and be able to
appreciate the importance it brings to the lives of future
homemakers in the future.

THE EVOLUTION OF HOME ECONOMICS
 The history of home economics is attributed to
Catherine Beecher (sister of Harriet Beecher Stowe) who
was the first to champion the economics of running a
house. The two sisters were both leaders in the middle of
the 1800s who talked about domestic science and valued
education especially for women.

 Home Economics education started in the United States after
the American Revolution. The land grant colleges and universities
established by the Morrill Act of 1862 were the first institutions
which provided a foundation for the growth of Home Economics
education. This Act led to educate farm wives to run their
households while their husbands were having taking agricultural
methods and processes..

 The first Lake Placid Conference was held in 1889, however, there was
not much documentation done on the different activities.
 Ellen Swallow Richards was the first woman started the Home Economics
movements. She was instrumental in getting her own space during the
World's Fair in 1893 called the Rumford Kitchen. She refused to participate in
the kitchen demonstration because she believed that nutrition was not only
the women's work, but information for all.

 For over 10 years, Ellen Richards and her
contemporaries explored the latest in this line of
profession. It was their goal to form an education
and scientific association as an important
component in formalizing the profession.

 The American Home Economics Association was formed in
January 1909. It was until 1993 when a group of modern home
economics met at Scottsdale, Arizona to include the course for
home economics in the new millennium. The Scottsdale
Conference changed the name of the American Home Economics
to American Association of Family and Consumer Sciences.

 Many colleges and universities used other names
although even long before the Scottsdale Conferences
such titles as Human Sciences, Human Ecology,
Consumer and Family Sciences and many more were
used. The use of different names contributed to the failure
in the move to have just one name to give recognition to
the profession.

 Home Economics is also known as Family and Consumer
Sciences. It is taught in secondary schools, colleges and
universities, vocational school and in adult education centers,
where students include women and some men. In the 1800s,
Home Economics classes were intended to prepare young women
for their duties in the home. Classes were first in the United States,
Canada and Great Britain, followed by Latin America, Asia and
Africa.

 The term Home Economics started in the 20th century amidst an increasing
population of a literate citizenry and the greater availability of printed materials
that catalyzed the consumption of literature in homemaking. In 1862, the
Morrill Act was passed which established land-grant to states that were open
to women and mandated to foster scientific theories and techniques and
modernized activities associated with home economics, such as cooking,
laundry, sewing, house cleaning, care of the sick, and sanitation.

 The Smith-Hughes Act mandated the importance of occupational
preparation in home economics, thus in 1917 funding was provided. It was
through this Act that women's role in home and in the society was elevated. It
was emphasized that the study of home economics should prepare students
for their effective discharge of duties in their respective homes and prepare
them for efficient administration of household affairs. In the early 1900's,
home economics gained popularity as a result of urbanization,
industrialization, and immigration.

 The Vocational Education Act of 1963 diminished the
funding that the field had been receiving from the Smith-
Hughes Act. In the 1960s and 1970s, home economics
came under fire with changing societal norms for women
at home and in the workplace.

 Many schools dropped these programs and in some cases the
educators of this profession were criticized for their lack of
sympathy towards modern feminism. However, home economics
legitimately created opportunities for women and greatly impacted
American society, creating vocational and economic opportunities
for women and educating boys and men about domestic skills.

 Catherine Beecher was one of the first to champion the
economics of running a home. She argued for the
importance of domestic life and sought the application of
scientific principles to childbearing, cooking and
housekeeping.

 Also from the Beecher family was Harriet Beecher
Stowe, an American abolitionist and author and is best
known for her novel Uncle Tom's Cabin 6 Both Catherine
and Harriet were leaders in mid-19th century North
America in talking about domestic science.

 The Morrill Act of 1862 propelled domestic science further
ahead as land grant colleges sought to educate farm wives in
running their households as their husbands were being educated
in agricultural methods and processes, In the last decades of the
nineteenth century, the land-grant schools, along with a few private
institutions, established courses of instruction in what was
generally called "domestic Science."

 Late in the 19th century, Richards convened a group of contemporaries to
discuss the essence of domestic science and how the elements of this
discipline would ultimately improve the quality of life for many individuals and
families. A home economics class was started in 1911 in Toronto and was
named as Oekology or the science of right living or Euthenics, the science of
controllable environment. Ultimately, "Home Economics" was chosen as the
official term in 1899.

 Beginning in 1899 Richard, along with Melvin Dewey
and other educators and activists, organized a series of
annual gatherings that became known as the Lake Placid
Conferences. These educators worked tirelessly to elevate
the discipline, which was to become home economics, to a
legitimate profession.

 Conference participants formed the American Home Economics
Association (AHEA). This organization effectively lobbied federal
and state governments to provide funding for home economics
research and teaching, including adult education work through
agricultural extension services, leading to the rapid expansion of
educational programs in 1908.

 In 1993, American Home Economics Association was
changed to American Association of Family and Consumer
Sciences during Scottsdale Conference in Scottsdale,
Arizona.

HISTORY OF HOME ECONOMICS IN THE PHILIPPINES
 Home Economics in the Philippines is attributed to the late Dr.
Helena Zoila Tirona Benitez, who founded the Philippine Home
Economics Association in 1948. This was a national non-
government organization composed of individuals, institutions, and
organizations for the purpose of improving Home Economics
education in the Philippines.

 1901-American methods of instruction were ensured by
bringing in hundreds of American teachers called Thomasites.
 1913-Elvessa Ann Stewardt, a graduate of the University of
Nebraska, went to the Philippines as a teacher in Home
Economics

 1920-Girls in grade 5 to 7 were required to devote 80 minutes a
day to home economics activities which included cooking, sewing,
housekeeping. sanitation, home nursing, infant care food
selection, embroidery, lacemaking.
 1929 Elvessa Ann Stewart became the Superintendent of Home
Economics in the Bureau of Education in Manila.

 1941-Every secondary girl was required to have at least one
year of home economics before graduation. Required subjects
included nutrition and child care. Teachers of Intermediate Home
Economics were required to be graduates of the Philippine Normal
School or the equivalent which required 3 years of study beyond
secondary level. For 20 years, domestic training had flourished in
Filipino schools starting with sewing, cooking and housekeeping.

SOCIETAL CHANGES AND DEVELOPMENT BROUGHT ABOUT
BY HOME ECONOMICS
 Curriculum development and changes relate to Home
Economics education at all levels, elementary through adult and
professional, and in all aspects of the Home Economics program-
prevocational, horne and family living, occupational, pre-
professional, and teacher education. We require comprehensive
and detailed training for every important profession and career that
serve human life and well-being.

BY HOME ECONOMICS
 Therefore, home management and nutrition science are
clearly important. It is evident that Home Economics
education has many opportunities to develop a visionary
approach to education for sustainable development and
for improving the quality of life of every individual.

BY HOME ECONOMICS
 Obesity has become the most common nutritional disorder in the
industrialized world. Poor eating habits and improper diet are
notoriously serious causes of disease. Careful detailed planning is
important and, with this, Home Economics will make an important
contribution to counteracting such a development.

BY HOME ECONOMICS
 Home Economics as a creative subject can allow for
experimentation and the development of critical judgment relating
to food and meals. As a practical subject, the teaching of Home
Economics encourages students to cook and develop a sense of
pleasure in work as well as good working habits, and to be
conscious consumers, allowing them to take responsibility for food
and meals, both in recreation and in the workplace and society.

THE ROLE OF HOME ECONOMICS EDUCATION IN NATIONAL
ECONOMY
 Dr. Michelle Pinnack (2015), Director of the Ministry of Education, Youth
and Information's Western Regional Office said "home economics education
continues to be an important subject area that plays a critical role in nation
building." Speaking at the 22nd Biennial Conference of the Caribbean
Association of Home Economists Inc. at the Montego Bay Convention Centre,
Dr Pinnock said "the subject area provides the knowledge, skills and attitude
needed for healthy family life and community living, which are regarded as
integral for national development."

ECONOMY
 She pointed out how home economics education makes
significant contribution to family life and stability. "Home economics
exposes our students to the fundamental principles of budgeting
and financial management, home and resource management,
health and nutrition to name a few, she added, noting that
significant strides have been made "in educating our people about
preparing foods within budget and eating a balanced diet."

ECONOMY
 Pinnock pointed out that home economics
education has matured into a range of offerings
which include home ecology, human and consumer
sciences, family resource management, clothing
and textiles, home management, food safety, family
life, food and nutrition.

ECONOMY
 She noted that the theme for the conference: "Future-Proofing
Families for 21st Century Living" is timely and implies a broader
appreciation of the need to prepare persons to take care of their
families amid the challenges of conternporary living. "It calls upon
us as innovators to share strategies and best practices to
minimize, the effects of...limited budget, increase in cost of living.
scarcity of goods, just to list a few.

ECONOMY
 Home economists, you have the answer for successful
living in the future so please take the lead," she said. She
further urged educators to continue to celebrate, to
broadcast and to advocate for home economics to take its
pride of place amongst subjects as we prepare for a
successful future,"

WHAT IS HOME ECONOMICS?
 Home Economics is a field of study that is primarily
concerned with strengthening family life and increasing
productivity of individuals in the social economy. It
synthesizes knowledge from arts and science-based
disciplines to Improve manipulative skills, organizational
skills and social skill (James, 2003).

 Home Economics is a broad field of knowledge and services
concerned with all phases of family life. Lemchi (2001) also noted
that Home Economics is a skill-oriented subject which is capable
of equipping the individuals with basic skills and knowledge that
will help them to be self-reliant and thereby contribute to the social
and economic development of the individual, the family and the
nation at large.

 . Some of the careers open to a Home Economics include
designing clothes, clothing retailers, home services representative,
food specialist, home economist in journalism, nutrition and
dietetics, family and child development, catering advertising,
magazines and public relation writing, television, publications,
business and industry.

 Home Economics is also a diversified field of knowledge that
involves education and research in many areas including food and
nutrition, clothing and textiles, family life and human development,
household and institutional resource management and community
health. This is a course that has a greater role to play in poverty
alleviation, a global phenomenon ravaging some countries in the
world.

 Poverty reduction becomes the most difficult challenge facing
the developing countries and Home Economics has to help
families of the world (Arogundade, Adebisi & Ogunro, 2011). Home
Economists should realize that they themselves should be
producers of goods and services, producers of saleable
knowledge, attitudes in order to alleviate poverty.

AREAS OF HOME ECONOMICS IN THE 19TH CENTURY
 The Basic Education Curriculum has undergone several
revisions including the subject Home Economics. In the 19th
century, Home Economics included cooking, child development,
education and community awareness, home management and
design, sewing and textiles, budgeting and economics, and health
and hygiene.

COOKING
Early home economics
programs taught women how to
cook a balanced meal, and included
food safety and preservation.
Additionally, they studied how to
properly set a table and learned
how to host meals, not only for their
immediate families, but for larger
groups as well. This element of
traditional economics still exists
today for both men and women in
culinary schools, culinary programs
for family and consumer sciences
students, and in nutrition degrees.

CHILD
DEVELOPMENT
In addition to cooking and
nutrition, Home Economics
students were taught how
to rear children. This
included learning about the
stages of child development
and how to correctly
respond to children at each
stage.

EDUCATION AND
COMMUNITY
AWARENESS
Education and community
awareness, which included
moral and ethical lessons, were
originally a part of Home
Economics education. Today, it
has become so significant that
elementary education has
branched into its own field of
study - but one that is still
dominated by women.

HOME
MANAGEMENT
AND DESIGN
Early women who studied
Home Economics learned the
elements of design in order to
better decorate and care for
their homes. This area of study
also included cleaning and
organization, which was
significant because
homemakers were expected to
keep the house clean and
organized.

SEWING AND
TEXTILES
Another of the earliest skills
taught to Home Economics
students was sewing.
Sewing was a significant
part of lesson plans
because many women
sewed not only their own
clothes, but clothes for their
children.

BUDGETING AND
ECONOMICS
In addition to cooking, child
rearing, home planning and
sewing. Home Economics
students learned how to
budget. Because women
did all or most of the family
shopping, they were
expected to understand
how to spend wisely and
make the most judicious
use of available funds.

HEALTH AND
HYGIENE
In addition to caring for
the home, students who
studied Home Economics
learned how to properly
care for sick family
members. This included
sanitation, keeping the sick
family member fed and
quarantined, and at-home
treatments for common
illnesses.

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