Early Childhood Care and Education: Grade Pre I 2020
Early Childhood Care and Education: Grade Pre I 2020
Early Childhood Care and Education: Grade Pre I 2020
EARLY CHILDHOOD
CARE AND EDUCATION
GRADE PRE I 2020
The decades old educational apartheid amongst the different streams of education in the
country has not only kept the different educational institutions, educational quality,
teachers and students divided, but has also perpetuated inequity in opportunities of
social and economic progress amongst the population. These systems or streams of
education in the country are creating disparities and different mindsets.
In our beloved country, different systems of education cater to the educational needs of
children in the different classes of society. These include public sector schools, low cost
private schools and the well-endowed state of the art private schools. Alongside, across
the length and breadth of the country there are madrassahs which cater to the
educational needs of approximately three million children. These different educational
institutes follow completely different curricula, and resultantly we have graduates with
completely different thinking and approach to life and livelihoods. These are precisely the
differences that become stumbling blocks for nations aspiring to become great. A single
national curriculum is therefore, an important step in the journey to building a strong
nation.
Development of the Single National Curriculum for grade Pre 1-5 has been completed
under a broad-based consultative process with the engagement of experts from all
provinces and areas. To achieve this goal, the experts of provincial and area curriculum
authorities, textbook boards, faculty from renowned universities, research organizations,
teacher training institutes and assessment experts and representatives of minorities
participated in the consultative process. For the first time ever, distinguished experts from
the Ittehad Tanzeemat Ul Madaras Pakistan (ITMP) participated in the development of the
curriculum for grade Pre1-5 under an all-inclusive consultative year-long process
amassing extensive inputs of more than four hundred experts.
The key considerations in the development of SNC include: teachings from the Quran and
Sunnah; vision of Quaid-e-Azam Muhammad Ali Jinnah and Allama Iqbal; the Constitution
of Pakistan, national policies; international commitments, including Sustainable
Development Goals (SDGs); latest trends in education; societal values; inclusive education;
human rights and child protcetion; hygiene and sanitation; environment and climate
change; global citizenship; life skills based and civic education; respect for religious and
cultural diversity; move away from rote learning; activities and project based learning; 21st
century skills; use of information and communication technology; and the ever evolving
challenges and trends of the new era.
At the onset of the development of SNC, it was crucial to analyze and build upon its
predecessor national curriculum 2006 of Pakistan. In this regard, comparative studies of
the 2006 curriculum were conducted vis-à-vis the curricula of Singapore and Cambridge
CURRICULUM
EARLY CHILDHOOD
CARE AND EDUCATION
GRADE PRE I
2020
The 2006 national curriculum was revised in the light of recommendations derived from
the above-mentioned researches and conferences, under the careful supervision of
experts. The draft of the SNC pre 1-5, hence prepared was shared with the provinces and
areas for their review and feedback. For the first time in the history of curriculum
development of Pakistan, experts from Gilgit-Baltistan and Federal Government
Educational Institutes (Cantts & Garrisons) participated in the consultative workshops.
Moreover, the draft curriculum was also shared with the Cambridge University UK and
Institute for Educational Development, Karachi for expert inputs and value addition. The
draft curriculum was then updated in the light of feedback received. As a next step a
national conference was organized in which experts from all over the country participated
to conduct yet another thorough review of the updated curriculum draft. In an historic
moment, at the conclusion of the national conference, experts from different schools of
thought reached consensus and signed off on the Single National Curriculum for grade
Pre 1-5.
In addition to being aligned to modern international trends, the SNC has our national and
cultural values at its core. This curriculum endeavors to build a nation that takes pride in
its religious and national beliefs and values and at the same time inculcates respect for
religious and cultural diversity in the society and the world at large. It envisions the
development of exemplary attitudes and behaviors in individuals who are capable of
dealing with the challenges of the 21st century.
To enable implementation of the SNC in its true spirit, model textbooks, teacher training
modules and an assessment framework are being developed, which will ensure delivery of
education that is qualitatively superior and relevant to the children’s lives.
It is of foremost import to thank all provinces and areas, public and private institutions
and experts, university faculty and researchers, experts from ITMP and representatives of
minorities for their relentless efforts and invaluable recommendations which enabled the
development of the SNC grade Pre 1-5.
FOREWORD
The current review and revision of the National Curriculum for Early Childhood Care and
Education (NCECCE) comes after a decade and a half of its development under the
Education Sector Reform (ESR 2001-2004). Guided by the Prime Minister’s vision of a
single national curriculum for all streams of education in the country, with a view to the
imperatives of fairness and justice, the present revision also took into perspective
emerging trends in education development and research. The Single National Curriculum
(SNC) 2020 aspires to aid in preparing future generations that are conscious of their
expected role as globally competent, responsible citizens and vigilant custodians of
human heritage and resources.
The Single National Curriculum (SNC) of Early Childhood Care and Education 2020 sets the
parameters and provides a road map and guidelines for designing activities and a scheme
of studies for pre-schoolers (age 04-05) with a keen eye on the inclusion of
developmentally appropriate practices for this tender age. This curriculum is aimed to
foster children’s overall well-being and to ensure the best possible conditions for growth
and development in a conducive, child friendly and all-inclusive environment where they
can experience choice and freedom of actions in a safe, guided and healthy environment.
This provision is aimed to help them develop into individuals who are able to learn
through play, discovery, experimentation and collaboration. An enlarged focus on
inclusion of values education and 21st century skills has added value to this curriculum.
Another vital underlying theme is personality development with local, national and global
perspectives where the aim is to help the child become a responsible, law-abiding citizen,
fully aware of his/her role as custodian of national heritage and natural resources aiming
to conserve and replenish.
The revised ECCE SNC 2020 is articulated under the renewed national commitments at
international forums like United Nations and E-9 as well as latest researches and
established theories of child development encompassing all aspects of physical, cognitive,
social, emotional and ecological developmental domains.
This curriculum is a reference document for all ECCE stakeholders, particularly policy
makers, researchers, teacher educators, teachers, parents, ECCE administrators/
managers, school administrators and textbook/ material designers. It has been developed
to provide a national tool for guiding the implementation of Early Childhood Care and
Education catering to the needs of all predefined parameters mentioned here. At all levels
of planning for and implementation of ECCE curriculum the key consideration remains
that education and development is linked to culture and constant change in local, national
and global society. This factor should always be sensitively taken into account in the
ongoing assessment of ECCE goal setting, implementation, realization of learning
outcomes and in future revision of curriculum.
Chapter 01: Introduction 07
1.1 The Significance of Early Childhood Care and Education (ECCE) 08
1.2 Philosophy and Values in ECCE 09
1.3 National Commitments to ensure steps to be taken to improve
Statistics and Quality of Education in the country 09
1.3.1 Education for All-EFA 09
1.3.2 Commitment to achieve EFA Goals at E-9 Forum 10
1.3.3 Sustainable Development Goal For Education (SDG-4) 10
1.4 Principles underlying quality ECCE Programmes 12
1.4.1 Holistic Development through Early Childhood Care and
Education 12
1.5 The Aims of Education 14
1.5.1 A Statement of Beliefs 14
1.5.2 A Statement of Objectives
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INTRODUCTION
1.1 THE SIGNIFICANCE OF EARLY CHILDHOOD CARE AND EDUCATION (ECCE)
A sound foundation laid in the early years makes a difference through adulthood and even
gives the next generation a better start. Educated and healthy people participate in, and
contribute to, the financial and social wealth of their societies. Early years of childhood
form the basis of intelligence, personality, social behaviour, and the capacity to learn and
nurture oneself as an adult. Latest research on brain development suggests that genes
provide the blueprint while the environment, early experiences and the relationships in
which children are exposed to, shape the quality of their brain development. Therefore,
early interventions, focussing on the achievement of milestones in this developmental
stage, need to be developed and implemented as a key national priority.
ECCE is increasingly being seen as one of the most cost-efficient investments in human
capital, and a key contributor to sustainable development. Economic analyses from all
over the world indicate that investing in the earliest years of children’s development yields
the highest rates of return to families, societies and countries. The investment case is not
only made with respect to returns but also with respect to the cost of inaction. Science has
demonstrated that early childhood interventions, early in life are important because they
help mitigate the impact of adverse early experiences which if not addressed lead to poor
health (e.g., non-communicable diseases such as obesity, cardiovascular disease and
diabetes), poor educational attainment, economic dependency, increased violence and
crime, greater substance abuse and depression – all of which add to the cost and burden
in society.
Globally, 250 million children are unable to meet their developmental potential in the first
5 years of their life due to a complex set of co-occurring risks and inadequate access to
early interventions and children in the lower and middle-income countries, including our
country, suffer the most. Implementing a comprehensive curriculum like this one as a part
of early interventions, can contribute to averting this situation.
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1.2 PHILOSOPHY AND VALUES IN ECCE
Every child should have the opportunity to grow up in a setting that values children, that
provides safe and secure environment, and that respects diversity. Because children are
both the present and the future of every nation, they have needs, rights, and intrinsic
worth that must be recognised and supported.
Children must receive appropriate nurturing and education within and outside their
families before birth and onwards, if they are to develop optimally. Attention to health,
nutrition, early stimulation, education, and psychosocial development of children during
their early years is essential for the future wellbeing of nations and the global community.
Knowledge about human development is now more substantial than at any given point in
history. The new century offers opportunities to consolidate recent gains and respond to
new challenges that lie ahead. It is important to bear in mind that children, just like adults,
need to be respected as capable, thinking and feeling individuals with unique
personalities.
Central to the key considerations of the curriculum, to which the Government of Pakistan
is signatory, is the Convention on the Rights of the Child (CRC). A core value of the CRC is
human dignity of the child. Related to this basic value, the Convention consists of the
following four principles:
1. Non-discrimination
2. The child’s best interest
3. The child’s right to life and full development
4. Giving due weight to the views of the child
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The Education for all declaration and subsequent reiteration at World Education
Conferences has brought ECCE into the main policy discourse of more than 180 countries.
As a signatory to the framework, Pakistan has also made a commitment to support ECCE
programmes in the country.
Recognising that the ‘Education for All’ goals remains unachieved in the nine most
populous countries of the world, E-9 member countries gathered to sign a commitment to
strengthen collaboration with each other to improve education standards in their
countries. The E-9 Initiative, a consortium of the nine most populous countries of the
South was put in place in 1993, following the World Conference on EFA in Jomtien,
Thailand in 1990. “E” stands for education and “9” for those nine countries which are home
to over half of the world's population as well as to almost half of the world’s out of school
children and two thirds of the world’s illiterates: Bangladesh, Brazil, China, Egypt, India,
Indonesia, Mexico, Nigeria and Pakistan. The nine countries committed to pursue “with
determination” the Jomtien goals and have become over the years a driving force within
the Education for All partnership.
“Inclusive, relevant quality Education for All” has been identified as the thematic focus
for cooperation among the E-9 countries. With contribution from high-profile academia
from all the E-9 signatory countries, following four sub-themes have been identified:
Pakistan is also a signatory to Education 2030 vision which was adopted in the Incheon
Declaration on May 21, 2015 at the World Education Forum (WEF 2015) held in South
Korea. The Incheon Declaration constitutes the commitment of the education community
to Education 2030 and the 2030 Agenda for Sustainable Development, recognizing the
important role of the education as a primary driver of development.
In the post-devolution scenario of education in Pakistan, all provinces and areas have
developed their respective Education Sector Plans (ESPs) and are also working on
implementation plans for SDG-4 with specific focus on ECCE. In addition, the active forum
of Inter-Provincial Education Ministers’ Conference (IPEMC) discusses key issues, makes
recommendations and develops collaboration among all provinces and areas. IPEMC
provides an excellent forum to the provinces and areas for experience sharing in
implementation of two years pre-primary grades and to develop a way forward.
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SUSTAINABLE DEVELOPMENT GOAL FOR EDUCATION (SDG-4)
Obtaining quality education is the foundation to improving people’s lives and
sustainable development. Major progress has been made towards increasing access
to education at all levels and increasing enrolment rates in schools particularly for
women and girls. Basic literacy skills have improved tremendously, yet bolder efforts
are needed to make even greater strides for achieving universal education goals. For
example, the world has achieved equality in primary education between girls and
boys, but few countries have achieved that target at all levels of education (2015, EFA
Global Monitoring Report); hence the need is to renew world’s commitment to achieve
education related targets by 2030. A summary of SDG-4 targets is:
4.1: By 2030, ensure that all girls and boys complete free, equitable and quality
primary and secondary education leading to relevant and Goal-4 effective
learning outcomes
4.2: By 2030, ensure that all girls and boys have access to quality early childhood
development, care and pre-primary education so that they are ready for primary
education
4.3: By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational and tertiary education, including university
4.4: By 2030, substantially increase the number of youth and adults who have relevant
skills, including technical and vocational skills for employment, decent jobs and
entrepreneurship
4.5: By 2030, eliminate gender disparities in education and ensure equal access to all
levels of education and vocational training for the vulnerable, including persons
with disabilities, indigenous peoples and children in vulnerable situations
4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men
and women, achieve literacy and numeracy
4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to
promote sustainable development, including, among others, through education
for sustainable development and sustainable lifestyles, human rights, gender
equality, promotion of a culture of peace and non-violence, global citizenship and
appreciation of cultural diversity and of culture’s contribution to sustainable
development
4.8: Build and upgrade education facilities that are child, disability and gender
sensitive and provide safe, nonviolent, inclusive and effective learning
environments for all
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SDG target 4.2 is directly linked with the provision of access to quality Early Childhood
Care and Education or pre-primary education regardless of gender or area. Though little
has been done under the slogan of EFA and efforts to introduce and implement at least
one-year pre-primary education across the country, a lot remains to be done for ensuring
quality ECCE across Pakistan.
Schools should be ready to accommodate and cater to the needs of all young learners by
providing adequate resources including sufficient space.
Children learn best when:
• The environment provided is secure and enabling, where teachers appreciate their
previous experiences, and take them forward from where they are.
• A partnership between home and school is valued.
• Adults are interested in them and the interaction between them is positive.
• They are respected; a positive self-image and high self-esteem are fostered.
• They are motivated to be independent active learners through first hand experiences
• They are given opportunities to make choices and decisions which develop their
confidence, helping them to take responsibility of their own learning and growth.
• Activities are planned to match their own pace, and are varied, with periods of activity
and quiet reflection.
• The experiences offered are relevant to their immediate interests and match their
individual needs.
• The programme is holistic and not compartmentalized with an established daily
routine.
• The programme is inclusive and adaptable to the diversified educational needs of the
learners.
One of the guiding principles of holistic childhood development is the unfolding process
of learning which is more important than the product. It is the approach to stimulate
willingness to learn rather than mere memorisation of facts and figures. Pushing children
to absorb facts and knowledge will not increase their desire to learn. It will, in fact, be to
the detriment of the child's development later on and his/her ability to learn effectively.
Learning by doing and the very basic need to know are the main motors in stimulating
children.
All educators, implementers and policy makers have a huge responsibility to ensure that
children, who enter schools at age four, are given a sound learning environment. The age
for pre-primary grade (04-05) specified directly connotes the existing structure of ECCE
grade as Prep/Nursery/Katchi/Undakhil as prevalent across the country. This aspect is the
SDG’s (SDG-4.2) indication of the need for implementation of 02 years ECCE Programme.
In this regard, it may well be noted that this curriculum for ECCE has the scope to expand
and a pre-primary grade for age 03-04 years can easily be derived, should the need arise.
This document will provide for the baseline of such introduction of extended pre-primary
grades in the Education System of Pakistan. It is important to have a fair level of
understanding about the different domains of development, so that developmentally
appropriate provisions can be made in response to children’s collective and individual
needs.
Development is not a linear process; it is simultaneous and integrated. However, for the
purposes of explanation and understanding, the domains have been compartmentalized
into the following major areas.
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• Physical Development: Involves the way children use their muscles, both large and
small. The large muscles are used for activities such as walking, jumping and lifting
large objects. The small muscles are used for fine motor activities such as threading
beads, writing, and drawing, cleaning rice and working with small objects. Exposures to
activities that help in muscle development help children in doing small tasks on a daily
basis. They start feeling capable of helping elders and gain confidence.
• Social and Moral Development: Refers to those processes where children develop
relationships with their culture, with people around them and the environment in
general. The social setting and value system form the core of a person’s identity –
children at a very young age try to figure out what is good, what is appreciated or
beneficial, based on what they observe in their surroundings. Quality ECCE
environment provides opportunities for children to form positive relationships with
other children and with elders, and to engage in conversations about social norms and
ethical issues.
• Language Development: Refers to the process by which children make sense of the
words, symbols and information around them. Children are born with the ability to
learn language but again, conducive learning environment is essential to help them
develop optimally. Learning to read and write the alphabets and make small sentences
is just one component of language development. Over emphasis on this component
especially through rote memorization, without giving children a chance to process the
information and relate it to their lives, cripples not only their language development,
but also their cognitive capacities.
• The World Around Us: The focus of this is on development of children’s knowledge and
understanding of their environment, other people, features of the natural and ‘human
world’. They provide a foundation for historical, geographical, scientific and
technological learning
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• Creative Arts: It focuses on the development of children’s imagination and their ability
to communicate and to express ideas, feelings, observations and experiences in
creative ways. This includes encouraging children to think of new and innovative ideas
which can be expressed through varied media.
Recent deliberations and group discussions also yielded the recommendation of adding
the following aims to augment the above-mentioned National level aims of education.
• Empathetic & patient participants in the world around them;
• Contributors towards building harmonious and tolerant society;
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• Create in children a sense of citizenship in community, country and the world.
• Foster a sense of independence, self-reliance and a positive self-image.
• Equip the child with life-long learning skills.
• Provide opportunities for active learning.
• Provide opportunities for self-initiated play and decision making.
• Developing values, morals, ethics and civic sense.
• Sharpen aesthetic sense of children.
• Develop intrinsic motivation.
• Develop teamwork and sharing attitude.
This curriculum is divided into four chapters to ease the understanding of concepts and
their implications.
Chapter 1 introduces the significance of ECCE while providing the underlying theoretical
frameworks of developmental domains catered for in this document. Chapter 2 enlists the
key learning areas, competencies and expected learning outcomes for each
developmental domain while identifying implementable ideas for teachers, practitioners
and textbook/classroom material developers. Chapter 3 provides detailed guiding
principles for establishing the learning environment in an ECCE classroom, assessment
and evaluation, teachers’ selection, training and continuous professional development
programmes, devising roles of school administrators, parents, developing text
book/materials for ECCE, and suggested timelines for future curriculum revisions and its
practical implications are also included in this chapter. Chapter 4 provides the theoretical
perspectives of age appropriate brain development, cognitive development, psychosocial
and emotional development as well as ecological system development theories to help
understand the holistic development of a child.
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CHAPTER
The key learning areas outlined in this curriculum contains competencies, or goals which
have been outlined for children at the pre-primary stages of education. These six areas of
learning provide a foundation for later learning and achievement. It is important to
remember that children progress at different rates, that individual achievement will vary
and that ECCE teachers must appreciate and recognise the language and culture of the
children.
Children whose achievements exceed the expected outcomes should be provided with
opportunities which extend their knowledge and skills. There may be others who will
require continuous support to achieve all or some of outcomes at entering Grade I. Care
must be taken to ensure that they get the opportunities of revision and reinforcement.
Children with special educational needs may also need varied kinds of support
throughout schooling.
This curriculum for the early years has been divided into the following key learning areas.
Each key learning area has been assigned between three to ten competences of learning
goals.
These outcomes focus on children’ learning how to work, play, co-operate with others and
function in groups beyond the family. They cover important aspects of personal, social,
moral and spiritual development and of personal values agreed upon by the adults in the
community, including the parents.
These outcomes cover important aspects of language development and provide the
foundation for literacy. At the start, the language used in the programmes for all six areas
of development, could be in mother tongue, based on local culture and it can then
gradually and progressively be further developed to acquire competence in English.
Children should be helped gradually to acquire competence in Urdu, making use where
appropriate, for developing understanding and skills in languages. The outcomes focus
on children’s developing competence in talking and listening and becoming readers and
writers. It is important to note that the other areas of learning make a vital contribution
to the successful development of communication and literacy.
These outcomes cover important aspects of understanding mathematics and provide the
foundation for numeracy. They focus on achievement and application through practical
activities and on using and understanding mathematical language.
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2.1.4 The World Around Us
These outcomes focus on the development of children’s imagination and their ability to
communicate and to express ideas, feelings, and observations and experiences in creative
ways. They include encouraging children to think about new and innovative ideas which
can be expressed through varied media.
Children learn at their own individual pace according to their interest and learning styles.
At the young age of 4-5 years children should not be forced to learn beyond their capacity
because this will impede their learning and cognitive development.
The ECCE Curriculum charts out learning outcomes that young children are expected to
attain. However, given the diverse learning styles and paces, many children may not
achieve all the outcomes in one year of the pre- primary grade. Therefore, the outcomes
for the subject pre-primary grade are termed “Expected” and educators and supervisors
should not be overly concerned about children completing activities or meeting each and
every outcome. It is the process and not the production of the learning that is more
important at this stage!
For all the key Learning Areas, and Competencies there is a list of Expected Learning
Outcomes, which start with, “By the end of the year, children will begin to …”It is important
to reiterate that in the early years, children learn and achieve the expected outcomes by
the end of the year. This is why the outcomes in the National ECCE Curriculum are called
expected learning outcomes and not student learning outcomes, as are in the curricula
for Grade 1-12. As long as the teacher is providing continuous and varied opportunities
for hands-on learning and children are engaged enthusiastically, teacher supervisor and
parents should not be overly concerned.
An additional column containing examples and ideas for implementation has been added,
to this curriculum to provide some implementation suggestions, for teachers writers of
Teachers’ Guide and for those who will develop teaching-learning resources for this age
group.
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As the term suggests, these are examples and ideas only, and are not intended as a
prescriptive or exhaustive list of activities for teachers to follow.
It is hoped that teachers will use these suggestions as a starting point, and localize the
ideas to meet the needs of the children’s context and make cross-curricular links for
enhanced learning. In case special needs child necessary adaptations will be made to
meaningfully engage the child in learning.
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Competency 2: Children will be willing to share and work in collaboration with their
peers, teachers, family members and neighbours, regardless of any differences, such as,
in gender, ability, culture, language and ethnicity.
Competency 3: Children will learn about and appreciate their heritage and culture and
develop acceptance, respect and appreciation for the diversity of cultures and languages.
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Competency 3: Children will learn about and appreciate their heritage and culture and
develop acceptance, respect and appreciation for the diversity of cultures and languages.
Competency 4: Children will develop an understanding of their own religious values and
practices as well as respect for others’ religious values and practices, with acceptance
and appreciation for the differences that exist.
22
Competency 5: Children will demonstrate a sense of responsibility for self and others in
class, school, home and neighbourhood.
23
Competency 6: Children will use common courtesy expressions like greetings, please,
welcome, thank you, sorry, excuse me.
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Competency 8: Children will develop and demonstrate ethical and moral values such as
honesty, inner accountability, social justice, empathy, compassion and respect.
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Competency 2: Children will describe objects, events and their plans for the day.
27
Competency 3: Children will enjoy listening to stories and poems/rhymes and make
up their own stories and rhymes.
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2.5.2 READING SKILLS
Competency 4: Children will enjoy age appropriate books and handle them carefully.
By the end of the year children will begin to: This competency focuses on pre-reading skills.
a. Hold, open and turn pages of a book Children will enjoy books and handle them
with care. carefully.
b. Enjoy skimming/scanning through age Teachers can facilitate learning in the
appropriate books. following ways:
c. Predict the story by looking at the cover • Hold up books for children when reading
page and flipping through pages. a story and show them the pictures.
d. Predict what comes next in stories. Show enjoyment and respect of books
e. Ask open ended questions about the through actions and facial expressions.
story to support critical and logical Share own feelings about books during
thinking. circle time. Encourage the children to
f. Repeat simple repetitive sequences in tell a story by looking at the pictures. If
they make up their own stories, just
traditional and popular children’s
accept them. However, if they are
stories. re-telling a favourite story, and they
g. Tell a simple story by looking at pictures. miss important steps in the sequence,
h. Retell a favourite story in the correct help them to remember by questioning
sequence. gently and appealing to their sense of
reasoning.
• Establish a reading corner in the
classroom. Encourage children to bring
books (used books) from home
(wherever possible) to keep them in the
reading corner for a few days.
• Show children how to hold and open a
book without spoiling or tearing it. Show
them also how to turn the pages with
care. Learning to respect other people’s
property is an important part of learning
about right and wrong.
• Build up a sense of anticipation and give
children the opportunity to guess what
will happen next in a story. Also wait for
and encourage them to join in when a
sentence is repeated in a familiar story.
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Competency 5: Children will understand how books are organized.
Competency 6: Children will recognise letters and familiar words in simple texts.
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Competency 6: Children will recognise letters and familiar words in simple texts.
Competency 7: Children will use pictures, symbols and familiar letters and words to
communicate meaning, show awareness of some (symbols, letters and words), for the
different purposes of writing.
By the end of the year children will begin to: This competency will help children use pictures
a. Make marks and scribble to symbols and familiar letters and words to
communicate meaning communicate meaning, showing awareness of
b. Use some clearly identifiable letters in some of the different purposes of writing. It will
their writing to communicate meaning, also focus on learning the skills they will need in
representing some sounds correctly and writing legibly.
in sequence. Teachers can facilitate learning in the
c. Draw pictures to communicate meaning. following ways:
d. Hold writing tools properly to develop a • Provide a variety of writing and drawing
comfortable and efficient pencil grip. materials (pencils, crayons, chalk etc.) to
e. Colour a simple picture keeping within scribble and make marks on
designated space. paper/Slate/takhti and sand-paper.
f. Trace, copy, draw and colour different Accept children’s scribbling/drawing as
shapes, such as circles, squares, their first attempts at writing. Look
triangles and rectangles. carefully to find letters and images
g. Trace and draw vertical, horizontal and emerging from their scribbling. Gently,
wavy lines and simple patterns made up help them to hold their writing tools
of lines, circles, semi circles and other correctly; use computers with children’s
simple shapes. software where possible.
h. Trace, copy and write the letter of Urdu • Talk to them about their drawing and
alphabet. write a word or sentence, exactly as they
i. Trace, copy and write the letters of the say it, and then let them trace over it if
English alphabet. they want to. They may return to it the
next or another day and “read” what was
written. This will help them see that
pictures communicate meaning.
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2.5.3. WRITING SKILLS
Competency 7: Children will use pictures, symbols and familiar letters and words to
communicate meaning, show awareness of some (symbols, letters and words), for the
different purposes of writing.
j. Trace, copy and write the letters of • Provide a tray with sand in it. Encourage
regional languages (where applicable). children to draw lines and patterns in
k. Know that print carries meaning and in the sand and then later on paper. They
English, it is written from left to right, can trace or copy lines and patterns that
begins at the top left corner of the page have been made for them.
and moves across and down, and words • Provide practise by writing letters in the
are separated by space. air, moving hand in the correct direction
l. Know that print carries meaning and in asking the children to follow.
Urdu, it is written from right to left, • Give them plenty of opportunities to
begins at the top right corner of the trace, draw and colour pictures prepared
page and moves across and down, and for them and simple shapes which have
words are separated by space. been introduced earlier. Let them trace
m. Write their own names in English & Urdu and copy letters of the alphabet (mother
and their native language with tongue, Urdu, English) and their own
appropriate use of upper and lower case names.
letters.
n. Write a word or a sentence while
describing a picture.
o. Articles (a or an)
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Competency 1: Children will develop basic logical, critical, creative and problem solving
skills by demonstrating an understanding of the different attributes of objects (such as
colour, size, weight and texture) and match, sequence, sort and classify objects based on
one/two attributes.
Expected Learning Outcomes Examples and ideas for implementation
e. Match and compare one object with • Design various interesting activities
another on the basis of similar using simple everyday material to help
attributes. children build their skills. A few ideas are
f. Sort and group objects (classify) based given below:
on a single attribute (for e.g.; colour or
size etc) and based on two attributes • Use concrete materials such as,
(e.g. colour, weight, size, number of beads, blocks, and buttons. Help
sides). them recognise and describe the
g. Observe, identify and extend patterns attributes of these objects.
developed with various concrete • Ask children to compare the given
materials. objects and identity similarities and
h. Observe, identify and extend the given differences between them.
picture/symbol patterns. Encourage them to group various
i. Group objects together according to objects and explain the reasons for
their shapes and colours. doing so.
j. Sequence objects according to their size, • Use a variety of materials to help
shapes and colours children build their classification
k. Identify and differentiate between skills. For example, give children
broad and narrow red and blue beads of the same
l. Identify that 'some' is less than 'all' size and ask them to sort these in
m. Differentiate between 'more', 'less' and two groups. Later, give them red
'equal. and blue beads in small and large
n. Differentiate between half and full. sizes and ask them to sort these. In
o. Create own patterns using concrete the second case, children may
materials and pictures and then explain come up with different ideas. They
them. can make four groups (small red
p. Observe and identify the “odd one out” beads, big red beads, small blue
from the given set of concrete material beads and large blue beads). They
or pictures and explain the answer. may make only two groups (red
beads and blue beads or small
beads and big beads. (Encourage
children to consider various
attributes while sorting.
• Use the concept of sorting and
sequencing in daily class activities,
such as making a queue of children
in the order of height, dividing the
children for various group
activities, organizing class
materials in boxes and arranging
books in various piles.
• Use low cost materials, such as,
beads, nut shells, ice cream sticks and
pebbles for pattern seeking
exercises. Start by showing a few
patterns to children, and then engage
them in extending the given patterns
and developing their own patterns
using concrete materials and
pictures.
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Competency 1: Children will develop basic logical, critical, creative and problem solving
skills by demonstrating an understanding of the different attributes of objects (such as
colour, size, weight and texture) and match, sequence, sort and classify objects based on
one/two attributes.
Expected Learning Outcomes Examples and ideas for implementation
• Engage children in observing the
environment and identifying various
patterns. For example, pattern on floor
tiles (one red tile and one blue tile)
pattern of lines and flowers on various
clothes and patterns of day and night
and daily routine of the child.
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Competency 2: Children will develop a basic understanding of quantity, counting up to
50 and simple number operations of 0-9.
35
Competency 3: Children will recognise basic geometrical shapes and the position of
objects in relation to each other and surroundings
36
Competency 4: Children will develop an understanding of measurement.
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2.7 WORLD AROUND US
Competency 1: Children will develop an understanding of how families are important
and talk about their family history.
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Competency 2: Children will develop an understanding of the people and places around
them.
39
Competency 2: Children will develop an understanding of the people and places around
them.
Competency 3: Children will recognise the differences between living and non-living
things.
40
Competency 4: Children will recognise the plants and animals in their environment and
explore their basic features and habitat.
41
Competency 5: Children will observe the weather and develop understanding of the
seasons and their significance to people.
42
Competency 6: Children will develop a caring attitude towards the environment.
43
Competency 7: Children will recognise and identify natural resources and physical
features of Earth.
Competency 8: Children will be able to explore and use basic types of technology.
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2.8 PHYSICAL DEVELOPMENT
Competency 1: Children will develop a sense of balance, agility and coordination.
45
Competency 2: Children will have increased hand-eye coordination and the ability to
handle tools and materials effectively.
46
Competency 3: Children will develop sensory motor skills.
47
Competency 1: Children will develop an understanding of the importance of healthy,
safe and hygienic practices.
48
Competency 2: Children will develop an understanding of personal safety and
security.
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Competency 1: Children will express themselves through the use of drawings and
colours.
Competency 2: Children will work with a variety of low cost and no cost/ waste
material to create craft project of their choice.
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Competency 2: Children will work with a variety of low cost and no cost/ waste
material to create craft project of their choice.
51
Competency 4: Children will learn the skills of collage work and printing and use these in
a variety of ways to create their own art pieces and patterns developing their fine motor
skills.
52
Competency 5: Children will observe, practice and explore various techniques of folding,
cutting, pasting, tearing and weaving paper to make objects and patterns.
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2.10.2 SOUND, RHYTHM AND ACTION
Competency 6: Children will listen to, identify and appreciate a variety of sound
patterns, rhythms and rhymes as a form of expression.
By the end of the year children will begin to: This competency focuses on developing
a. Listen to and identify sounds and children’s sense of sound in terms of rhythm and
rhythms in their surroundings. rhyme, using a variety of objects from their
b. Experiment with different sound environment.
producing objects and observe the Teachers can facilitate learning in the
differences in the sounds produced by following ways:
them. • Collect several sound producing objects
c. Produce sound patterns/rhythms by such as, wooden and metallic spoons,
counting out beats. wooden sticks, hard plastic tubes,
d. Explore the sounds made by various metallic and plastic bowls.
musical instruments. • Engage children in exploring sounds
e. Recite poems, folk songs, national songs produced by various objects when they
in chorus and solo. are struck with another object, (such as
f. Children will perform poems with a spoon or stick) or tapped with the
actions fingers. Provide opportunities to explore
the difference in sound when a
bottle/container is filled with different
levels of water and when it is empty.
• Engage children in producing repetitive
sounds using various objects, leading to
musical patterns. For examples, gently
tapping a metallic bowl and plastic cup
with a metallic spoon in sequence and
listening to the sound and then
changing the sequence and observing
the difference.
• Demonstrate beats and rhythms by
clapping out number patterns, for
example, 1-2-3 stop 1-2-3 stop. These
beats can then be played out by tapping
or shaking various sound producing
objects.
• Engage children in reciting poems, folk
songs and national songs in chorus and
in solo with rhythm and appropriate
actions and expressions by depicting
kindness, help, love and friendliness
• Sound boxes/shakers can be made with
empty boxes, grains and pebbles.
• Teacher will recite poems with actions
and children will follow.
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2.10.3 DRAMATIC PLAY
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2.11 SUMMARY OF KEY LEARNING AREAS AND COMPETENCIES
Key Learning Areas Competencies
Competency 1: Children will develop an understanding of their likes,
dislikes, strengths, emotions and self-grooming, decision making and
problem-solving skills. Children will further enhance their positive
Personal, Social and Emotoinal Development
attributes.
Competency 2: Children will develop a basic understanding of
quantity, counting up to 50 and simple number operations of 0-9.
Competency 3: Children will recognise basic geometrical shapes and
the position of objects in relation to each other and surroundings
Competency 4: Children will develop an understanding of
measurement.
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Key Learning Areas Competencies
coordination.
Physical
57
CHAPTER
CHAPTER
Young children learn by interacting with their environment, with other children, and with
adults. Learning is an active and creative process in which children are working on making
sense of the world around them. We need to give them the opportunity to engage in this
process purposefully and actively, by using all five senses and their imagination. A wide
range of experiences and activities provide children with the opportunity to develop their
knowledge, skills and attitudes in a meaningful way.
Young children look for causal links in their experiences. For example; what happens
when they pile up 20 blocks on top of each other, or what happens when they drop a
pencil into a tub of water or what happens when they move a pencil or crayon on a flat
surface, such as a wall, slate or paper? They need opportunities to explore these situations
and come to their own conclusions. Their conclusions, however, may differ from an adult’s
as they are based on limited experience. Having designated areas or learning corners for
specific activities and storage of classroom equipment is an efficient and effective way of
organizing, and optimizing children’s learning experiences. Learning corners encourage
children to learn in ways that are natural to them; they allow children to work
independently, in small groups or one-on-one with the teacher. Learning Corners provide
for a wide range of abilities and interests where children can progress at their own rate
and repeat an activity for pleasure or reinforcement. Learning corners encourage children
to be independent, make decisions and solve problems. They foster experimentation,
curiosity and creativity.
These corners are ideal work spaces for children where they can learn in simulated
real-life situations. Working in different corners helps develop children’s ability to:
• Take initiative; make choices and decisions about what they are going to do (i.e. plan)
and how they are going to do it.
• Complete self-chosen tasks and review their plans.
• Question, experiment, discover and make sense of the world around them.
• Work, share and cooperate with other children, thereby developing their social skills.
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• Work independently towards mastery of different skills.
• Conform and adhere to classroom rules.
• Reason and express themselves in a wide range of naturally occurring situations,
thereby building their self-confidence.
Learning corners need to be separated from each other. They also need space, such as low
shelves or boxes/cartons to store the materials, books and toys for the various corners.
Three or more of the following learning corners can be set up at any given time:
• Language Corner: This corner should be equipped with material related to increasing
vocabulary and learning reading skills.
• Library Corner: This corner should be set up with age appropriate big and small
colourful books to promote the reading habit and to learn how to care for and value
books.
• Art Corner: This corner provides children with opportunities for creative expression.
• Math Corner: Appropriate material for the Math corner includes objects that will help
children grasp basic math concepts of size, shape, width, classification and number
through direct experimentation.
• Science Corner: This corner should provide children with opportunities for observation
and experimentation in order to understand the world around them.
• Home Corner: The home corner should reflect the cultural background of the children
where various kitchen utensils, clothes, small furniture and dolls can be provided. From
a kitchen it can be later transformed into a shop, office or a doctor’s clinic.
The Learning Corners should be organized in the context of the Key Learning Areas and
Expected Learning Outcomes, so that children have the opportunity to experiment with
concepts and skills that have been introduced by the teacher.
Young children need the comfort and security of a daily routine. They need to know what
to expect during the school day. A daily routine provides a consistent, predictable
sequence of events that gives them a sense of control over what they will be doing during
the day. To make optimal use of the valuable time young children spend in school, a
schedule needs to be made. The teacher’s tasks become more focused and relatively
easier to follow if a consistent routine is established, and children also get used to
working in an organized and methodical way. A daily routine is important because it:
A sample daily routine and explanation is given below. It can be varied depending on the
school’s hours and needs. The daily routine should be displayed using symbols/pictures
for each activity, so that children, who are not yet reading can understand it.
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S no. Activity Suggested Duration
01 Dua/National Anthem 15 minutes
02 Greeting Circle 15 minutes
2. Greeting Circle: This is the time of day when the teacher gathers all the children
together and greets them with a warm welcome by saying ‘Assalam-u-Alaikum’, ‘Good
morning’, how are you? I am glad to see you here. Then the teacher will initiate general
discussion that will include date, day, weather of the day, sharing what they did at
home the previous day. The teacher can utilise this time to inculcate moral values
among children for example being truthful, respectful, patient, tolerant, fair, just and
polite. The teacher can also help children develop democratic and problem-solving
skills by putting issues in front of the kids and seeking their suggestions to resolve it.
3. Group Work Time: During this segment of the daily routine, the teacher discusses
concepts from the different Key Learning Areas, with all the children. Once the concept
has been discussed, the teacher forms small groups and gives children activities to
work on. The activities done at this time are planned and initiated and facilitated by the
teacher.
4. Outside Time: This is the time for physical education exercises. The teacher can plan a
series of bending, stretching, jumping and balancing activities for children’s physical
development. Equipment, such as large balls for catching and throwing, old tyres for
walking in and out of, and medium-sized boxes for jumping over can also be used.
Children will play on swings and slides, merry-go-round, and games like see-saw under
the supervision of the teacher. This is also a time to discuss safety rules, such as making
queues, avoiding pushing and taking turns.
5. Snack Time: A lot of valuable learning can take place if children have their snacks
indoors in an organised way, under the teacher’s guidance. Children will be asked to
wash their hands before snack time. They can learn to spread the
darri/dastarkhawn/mat and sit around it, giving each other space without pushing.
They can say “Bismillah” or as per thier religion together and share their snack if
someone has not brought their own. This is a good time to reinforce the importance of
clean, boiled water and healthy food brought from home. The children can talk about
the different kinds of food, healthy eating, learn to pour water without spilling, and
clean up when everyone has finished.
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6. Plan – Work – Clean up – Review Time
I. Planning Time: Planning should be done in the central space on the darri/mat. This
is the time of day when children have the opportunity to initiate the activity and take
responsibility for their own learning. During planning time, children plan which
Learning Corners they would like to work in, and what they hope to accomplish there.
It is important to allow children to choose the learning corner/gosha themselves, and
to encourage them to make their own decisions about what they will do there.
II. Work/Gosha Time: During this time, children carry out their plans in the learning
corners. In consultation and through discussion with the children, teachers should set
some ground rules at the beginning of the year and discuss these frequently with them.
For example: sharing and taking turns with the material; sharing materials and being
considerate; talking very softly in all the corners, especially in the reading corner;
listening and responding to the set signal when the time for learning corner /gosha
work is finished; and tidying up and returning material to the designated place at the
sound of the signal.
III. Clean-up Time: When the pre-determined clean-up signal is given by the teacher,
children must tidy up and return the material they were using to their designated
places.
IV. Review Time: Children come back to the central space on the mat/darri and talk
about their learning corner/goshas work and whether they accomplished their plans
for the day. Reviewing is a very important part of children’s planning and working.
There will be some children who may not have implemented their plans. They should be
supported to identify reasons for this, by asking open-ended questions and letting
them arrive at the answers. Where there are too many children in a class, this will
undoubtedly be difficult; the teacher should ensure that each child gets the
opportunity to review her/his work at least twice a week.
V. Story and Rhyme Time: This time is set aside for storytelling and for songs and
poems with actions. The children or the teacher can choose a book from the reading
corner for story time. Children should be encouraged to tell stories that they have
heard at home or in school or make their own stories.
Research indicates that formal tests and examinations are not at all accurate when
measuring young children’s abilities. Many children do not perform well in situations
where they have to answer specific questions or complete specific tasks because they may
not be familiar with the testing language, they may be shy or frightened in a new
situation, or they may be tired, bored, upset or unwell on the day of the test. When a child
does not do well on a test for any of these reasons, a teacher may attach a negative,
inaccurate label (she/he is weak, lazy, dull) to that child which is then difficult to replace
and can be harmful for the child’s development.
Tests usually suggest that we compare one child’s score with another’s, which is
inappropriate for children – particularly, young children. This comparison is meaningless
because children develop at their own individual and unique pace. This scoring and
comparison may be harmful to children whose score is low, because they may be made to
feel like ‘failures’ when, in fact, their development is normal and will soon catch up with
the others.
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3.2.1 Child Assessment and Record Keeping
Throughout the day, ECCE teachers will have to observe children as they participate in
different activities. Sometimes they can stand back to observe, but more often they will be
involved in the activities with the children.
This is a skill that teachers have to develop, to be actively involved, picking up cues from
the children and at the same time observing each individual child. What is the teacher
supposed to look for? The teacher observes and assesses the different areas of learning
and development.
The following methods of assessment and record keeping are strongly recommended:
For each child, teachers should maintain a checklist of the Expected Learning Outcomes
which are given in the section on Key Learning Areas. Any special comments and
anecdotes the teacher may have about a child must be recorded there.
Teachers should also maintain each child’s art work, literacy and numeracy related
worksheets in their individual folders. Each sheet will have the child’s name, and date the
work was done, written clearly on it. The portfolio will aid the teacher in assessing the
progress children have made in their art work, writing, and understanding of numeracy
related concepts.
The teacher should meet parents in school to discuss the child’s progress in class or send
the progress report home. This report will be based on the Expected Learning Outcomes.
The teacher should fill in the progress report, twice a year, using the portfolio and
monthly checklist as a base, to support her/his evaluations. From their observations,
monthly checklists and portfolios, teachers can assess each child’s progress. When
progress is recorded regularly and efficiently, the teacher builds up a comprehensive
picture of each child. The process of recording helps the teacher to be aware of all areas
of the child’s learning and development.
“The teacher of little children is not merely giving lessons. She is helping to make a
brain and nervous system, and this work which is going to determine all that comes
after, requires a finer perception and a wider training and outlook than is needed by
any other kind of teacher.”
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A) Format and Suggested Content
It is crucial that the developers of the Teachers’ Guide are familiar with the Single National
Curriculum for ECCE and that this document is attached as an appendix to the Teachers’
Guide. All ECCE teachers must be well versed in the contents of the NCECCE.
It would be most effective to have the Teacher’s Guide in Urdu. This is necessary as these
concepts will be new to most teachers, so it is important that the ECCE teachers
understand the content and the concepts contained in the Teacher’s Guide.
This section will describe the key competencies that are essential for ECCE teachers. ECCE
teachers need to have specific knowledge, skills and attitudes for the effective
implementation of the SNC ECCE. It is important for them to know what these basic
competencies are, also that they can reflect and assess themselves and then work on their
own professional growth. Some basic competencies are given below; these should be
further elaborated on, in the ECCE Teachers Guide. (In line with Minimum Learning
Standards for Quality Education in Pakistan, 2009)
Skills: Teachers need to have the following skills to function effectively as early childhood
teachers:
• Pedagogical skills to facilitate the learning process of young children such as, engaging
them in group work, organizing discussions, and a variety of play activities, asking
meaningful questions, handling children’s responses, and facilitating them during
outdoor play.
• Skills for developing and organizing learning resources including displays,
manipulative material, worksheets, charts, and posters.
• Skills for observing children and documenting the observations, maintaining children’s
progress record and developing progress reports.
• Communication and presentation skills to effectively engage with children, parents,
families, communities and other services related to early childhood development.
• Counselling skills to work with parents and children regarding their learning.
• Independent learning skills for engaging self in an on-going process of learning.
• Develop Conflict management skills among children and colleagues and handle
behavioural issues.
• Possess skills to dealing with differently able children.
Attitudes: Teachers must realise the importance of relationships for holistic development
in early childhood, and the attitudes required for developing a warm, caring and trusting
relationship with children and their families. Teachers need to ensure that their
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interaction with children and their families demonstrates the following aspects:
• Respect for children’s abilities and the wealth of knowledge, skills and individual
potential they possess.
• Care and consideration for all children.
• Patience while interacting with children/parents/families and responding to their
questions, requests and concerns.
• Unbiased and non-judgmental dealing with all children and their parents.
• Appreciation and acknowledgment of diversity.
• Pro-activity in identifying, exploring and accessing services available in the community
for children.
• Willingness to reach out to parents and families to build relationships with them for the
effective learning and development of children.
• Willingness to engage self in a continuous process of learning in a variety of ways.
• Acceptance for children with different abilities.
This section will help teachers to understand the basic concepts of early childhood
development under two key themes;
1) Holistic Child Development, and
2) Early Childhood Development and Relationship Building.
This theme will help teachers to understand the key aspects of early childhood
development. The following points need to be incorporated and elaborated on, in the text:
• Developmental milestones of children aged 0-8. All the developmental domains, such
as, physical, cognitive/intellectual, emotional, social and moral development must be
included.
• Brain development in the early years and its importance and implications for designing
early learning experiences.
• The role of schools, parents and communities in children’s development
This theme will elaborate on the importance of relationship building and ways of building
positive relationships in the early years. It is recommended that the text of this theme
should incorporate some basic and simple research findings. Key points around which this
theme will be developed are:
• The importance of bonding and healthy relationships for optimal development in early
childhood.
• Building healthy, positive relationships with children.
• The importance of nurturing pro-social behaviour among siblings and peers.
• Understanding the underlying causes of problem behaviour.
• Understanding the reasons for social conflict in the classroom and learning conflict
resolution strategies.
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SECTION III:KNOWLEDGE AND UNDERSTANDING
OF THE NATIONAL CURRICULUM FOR ECCE
This section will help teachers to understand the key features of the National Curriculum
for ECCE
This section will help teachers to build their understanding about the overall teaching and
learning approach, and the learning environment proposed for ECCE classes. This section
will be organized under three themes:
Learning Activities
It is suggested that under this theme various learning activities may be added for
classroom use:
• Examples of learning activities should be arranged according to the learning areas, so
that teachers can use them easily to link with various Expected Learning Outcomes. The
ideas presented here will be useful for planning their lessons and to design their own
activities.
• Besides suggesting activities under various learning areas, teachers should be given an
understanding of how to design integrated lessons. Examples need to clearly
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demonstrate how one learning activity can contribute towards the achievement of
number of different ELOs.
Learning Environment
This theme will provide detailed guidelines to teachers for setting up their classroom in
terms of space and time according to the principles of quality ECCE practice. It is
recommended that this section should be supported with many good quality photographs
of a variety of creative classroom arrangements in different contexts with different
resource constraints. These visuals will help teachers to understand the possibilities of
different types of classroom floor plans and will offer them options to choose for their
own classrooms. The theme will explain the following essential aspects of the learning
environment.
• The term ‘Learning Environment’ and what constitutes the learning environment in an
ECCE classroom, including the physical, social and emotional environments.
• Key features of an ECCE classroom and its physical features, such as, cleanliness, light,
ventilation, seating (age appropriate and child friendly furniture), kinds of material
needed, placement of materials, accessibility of materials by children and safety
aspects in the classroom. This part will also present different ideas for arranging the
classroom.
• Creating Learning Corners (Goshay): This theme will help teachers understand the
basic ideas about learning corners, the objectives behind setting up learning corners,
their importance and the materials required for each corner and how to use them
effectively.
• Classroom display: This part will help teachers understand the importance of classroom
displays in ECCE classes, and give them ideas on how to involve children in classroom
displays. Some creative and attractive displays regarding different concepts such as
photographs, children’s art work, key messages, letter of the day are recommended for
different learning areas
• Classroom Management Techniques: Classroom norms and responsibility chart should
be developed with children’s consent and reviewed regularly and displayed in the room.
Message of the day or a week should be practiced regularly and to be displayed in the
classroom.
• Daily Routine: To make optimal use of the valuable time young children spend in school,
teachers will be familiarized with the importance of a consistent daily routine and
shown some examples of daily routine scheduling. An explanation of routines and the
importance of flexibility to meet children’s spontaneous needs will be stressed.
• Classroom Management Checklist: This part will provide a handy sample checklist to
teachers to assess their own classroom environment and its appropriateness for
quality ECCE practice.
A) PLANNING
1. Forming a team by identifying people with good writing skills. The team of writers must
include people with the relevant experience (practitioners) of working at the
ECCE/Primary level. They should also have a deep understanding of teacher education
and adult learning.
2. Reading and understanding the National ECCE Curriculum and this section on the
development of the Teachers’ Guide.
3. Meeting with the curriculum development team to understand the philosophy and
principles on which the National ECCE curriculum is based, and to clarify the aspects of
the curriculum which are unclear to the writers.
4. Understanding and reviewing the suggested format for the guidebook, and finalizing
the format and procedures for writing.
5. Deciding the roles and responsibilities of each team member, dividing the work and
setting deadlines.
6. Forming a review team.
B) DEVELOPING
1. Producing initial, individual drafts as per decisions taken at the planning level.
2. Reviewing the drafts and existing relevant documents.
3. Soliciting feedback from the review team.
4. Incorporating the feedback and revising the initial drafts.
C) PILOTING
1. Sharing the complete draft with teachers in public and private schools and in teacher
training colleges.
2. Sharing key areas with them in which feedback is required, such as language of the
guidebook, format of the book, missing content and clarity of ideas presented in the
guidebook.
3. Meeting with the people piloting the guidebook, and collecting data on their
experiences.
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4. Asking them to share the areas which they found
difficult or ambiguous or needing greater emphasis.
5. Reviewing and revising the guidebook in light of feedback from piloting, to develop the
final version of the guidebook.
D) EDITING
1. Getting the services of editors to ensure the accuracy of language and formatting.
2. Revising the draft further to incorporate the editors’ recommendations.
E) PUBLISHING
F) DISSEMINATION
1. Ensure the timely distribution of the documents to the teachers, head teachers,
principals and education officers.
Young children need very skilful and caring facilitation from adults in order to explore
their environment and build understanding of it. An adult, who understands children’s
potential and possesses an ability to develop trustful relationships with them, can create
an environment conducive to nurturing children’s innate potential. At schools, teachers
need to have an understanding of the ECCE curriculum besides having a loving and caring
attitude. In order to ensure that teachers have the required understanding, skills and
attitude to work with young children, they need to be engaged in an on-going process of
learning and professional development. The role of teacher educators is to design and
implement programmes to facilitate teachers to learn about the basic concepts of Early
Childhood Education and Development and build the required skills to work effectively
with children. Furthermore, they are responsible for providing adequate support and
learning material for ECCE.
It is crucial that the developers of the Teacher Educators’ Guide carefully read and
understand:
1. The National Curriculum for Early Childhood Care and Education
2. The Teachers’ Guide Book
3. Sections II-VI of the chapter titled, Essentials for Developing a Teachers’ Guide, in this
document
The Teacher Educators’ Guide will be divided into sections which will elaborate aspects
that are essential for ECCE teachers to know and understand. These sections will help
teacher educators to understand the need, content and design aspects of a professional
development programme for ECCE teachers. The following sections are recommended as
components of the Teacher Educators’ Guide.
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3.5.2 Key Competencies for Teacher Educators/School Administrators
This section will describe the key competencies essential for teacher educators. It is
essential for all teacher educators to understand the competencies given below, so that
they can assess themselves, as well as design professional development programme, in
line with the competencies required by the teachers.
KNOWLEDGE
ATTITUDES
Teacher educators must realise the importance of building rapport, i.e; a close and
harmonious relationship with teachers and groups of teachers, and show concern and
understanding of their background and current needs. They need to ensure that their
interaction with teachers demonstrates:
• Respect for the knowledge, skills, experience and individual potential possessed by
each teacher.
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• Consideration, respect and empathy towards all
teachers.
• Patience while interacting with teachers and responding to their questions, requests,
concerns, ideas, and feedback.
• Unbiased and non-judgmental behaviour in dealing with teachers.
• Pro-active approach in identifying, exploring and accessing the services available for
the support of teachers in the community.
• Willingness to engage self in a continuous process of learning.
EXPERIENCE
This section will facilitate teacher educators, school administrators, training departments
in understanding the important steps they need to undertake in order to design a
professional development programme for ECCE teachers:
• Analysing the needs: Assessing the needs of teachers and understanding their current
competencies.
• Reading the Teachers’ Guide thoroughly: Before designing a professional
development programme for ECCE, it is essential that teacher and educator read the
Teachers’ Guides thoroughly, to understand the scope, nature of work and expectations
of an ECCE teacher.
• Forming a team: Relevant Education Department needs to form a team of teacher
educators to design and conduct the programme. The team may include other teacher
educators or competent ECCE teachers/head teachers.
• Developing a detailed plan: The training team should design a detailed plan for
implementation by identifying content, strategies and activities; resources required;
and assessment techniques. The Guidebook should contain some sample templates for
planning.
• Collecting/developing resources: before the programme commences, the team
needs to develop and collect all the required resources for the implementation of the
programme.
• Setting-up the room: The space where the programme will be run needs to be
properly organized. The implementing team needs to ensure that the space is:
o Neat and clean.
o Well-lit and ventilated.
o Organised with appropriate and comfortable seating arrangements, drinking water
and with clean washroom facilities nearby.
o Provision of internet connection, multimedia and relevant material that include
reference books.
o Attractive with relevant displays and all other teaching-learning resources at hand.
Most of the content for a professional development programme will be derived from the
key competencies described above and will facilitate the teachers to enhance their overall
competence level.
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This section will elaborate on the concepts that
have been given in Sections II – VI of the chapter titled Essentials for Developing a
Teachers’ Guide in this document:
This section will provide guidelines to teacher educators for the actual design of the
programme. A few ideas are presented here which can be further elaborated on, and
more ideas added to the guide. Teacher educators can design pre-service or in-service
courses/workshops/seminars for teachers, depending on the findings of the need
analysis, available time and other context-specific circumstances. Below are the three key
approaches which can be used to design a professional development programme. A mix
of all three approaches would be greatly beneficial for teachers.
There could be a series of learning sessions at the beginning of any programme related to
the basic ideas and then the remainder of the sessions could be spread over a period of
time. Weekly sessions and fortnightly seminars can also be organized. In these sessions,
teacher educators can engage teachers in a variety of activities related to the components
of the programme. Teacher educators need to ensure that their learning sessions
demonstrate the following key features:
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B) FIELD BASED SUPPORT
This approach is used to ensure that the newly trained ECCE teachers get enough support
and guidance for the implementation of new ideas in the classroom. The new ECCE
Teacher educators can visit and work with the new teachers in the school on particular
days. They can also introduce the following strategies to initiate an on-going process of
learning and support within the school:
• Identifying senior and competent teachers in the school and getting their support for
helping new teachers in the field. These teachers can help the new teachers by
planning together, observing each other’s classes, reviewing the work of new teachers
and organizing small learning sessions within the school for new teachers.
• Peer Coaching or encouraging teachers of the same level to work together and to
support each other in learning. They can observe each other’s classes, review each
other’s material, and do joint planning.
• Taking help from supervisors in public schools, and guiding them to provide
needs-based support to teachers when they visit the schools.
These sessions provide a platform to the teacher to get together and share their
successes and challenges with each other. They can learn from each other’s experiences
and provide necessary support to each other. These sessions provide teacher educators
with a valuable opportunity to understand the common issues of all teachers enabling
them to improve the design of further learning sessions. These sessions can be facilitated
by teacher educators, or the head of a school, or supervisors in public schools.
• The orientation sessions should cover all the key areas of the training attended by the
teachers.
• Head teachers and principals should know what the trainee teacher is expected to do in
the school.
• Head teachers and principals should facilitate and provide support to the trainee
teachers.
It is important for teacher educators to use specific methods to assess the relevance and
delivery of their programme, as well as its impact on teachers’ learning and classroom
practice. Given below are guidelines to teacher educators to develop tools and processes
for the assessment of teacher learning sessions. It is recommended that detailed
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guidelines for the following key areas be provided in the guidebook:
• Goals and Objectives: The first step towards developing learning material is to account
for its utility and impact on children’s learning. It is critical to identify specific learning
areas and key competencies for which the learning materials will be used, and this
information should be included in the packaging/literature. Consequently, focused
materials development and effectiveness of pre-testing will be ensured. If this
information is provided to teachers, parents and educators, it will facilitate the effective
utilization of the learning materials.
• Quality and Relevance of Content: A key aspect is to look at the content for its quality.
Depth, range, comprehensiveness and accuracy of information shared, defines the
quality of the materials. For example, depicting a whale as fish is inaccurate. Checking
the learning content for relevance with respect to the age, context and key
competencies is essential for producing quality learning material. It is also entirely
possible that correct information can be irrelevant. For example, describing the
internal parts of a computer at the ECCE level is irrelevant and unnecessary, even
though the information may be accurate. Material must be assessed for both quality
and relevance.
• Language and Text: Developers should ensure that words used in the material are
appropriate to the learner’s as well as the teacher’s literacy level. Complex sentence
structures and archaic words should be avoided. For ECCE materials, language must be
simple and creative. Care should be taken to ensure that language and text used for
materials do not violate the principles of inclusiveness and diversity mentioned
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below. All learning materials should be free from
stereotyping and should respect the social diversity of the context. Stereotypes may be
understood as ideas about people that are widely held and accepted, though they may not
necessarily be true, such as, only men as breadwinners, and women as housewives only.
The title of the material, especially in the case of booklets, guides and displays should be
engaging and meaningful.
• Visuals: Visuals and illustrations at the ECCE level play a key role in stimulating
children’s thinking and developing their meta-cognitive skills. The illustrations and
graphics used in the material should be accurate, attractive, bright, colourful, and
engaging. However, they should not be too busy or cluttered, thereby making it difficult
for children to focus on the main points. Visual content should be free from all types of
stereotyping whilst retaining relevance and respect for social contexts. For instance,
check the illustrations and see if the dominant characters are mainly from one cultural
group or are all men. Who is doing what? Are children with disabilities passive
onlookers, or are they actively involved? Do they look enthusiastic? Is the imagery in
any way promoting violence? Responding to such questions will ensure that
illustrations are not perpetuating the taboos and misconstrued notions widely held in
society.
Checking the story line is also critical for making the material incisive and respectful.
Consider how problems are presented, conceived, and resolved in the story. Does the
story line encourage passive acceptance or active resistance by “minority” characters,
such as persons with different abilities? Are the successes of girls and women based on
their own initiative and intelligence, or are they due to their good looks? Could the same
story be told if the action or roles given to men and women in the story were reversed? It
often goes without any realization but most commonly told tales like Cinderella, present
gender biased and stereotypical roles.
• Safety of Materials: Learning resources related to the Key Learning Area should be
produced as far as possible with natural materials. The concept of safety is broader
than ensuring that materials do not have sharp edges. For instance, many toys and
learning materials are made of poor quality plastic which is detrimental to health and
is carcinogenic. Where possible, environment friendly materials should be used.
Given below is a list of learning materials which teachers can place in the Learning
Corners/Goshay and use during Group Work Time as well. It is highly recommended that
the materials are from the local context to begin with. Not all materials have to be
purchased; families and community members will certainly be willing to share old/used
(but clean) objects which can be very useful to build up a conducive and equipped ECCE
learning environment. However, there is no limit to quality and if resources
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permit an ECCE classroom must be the best
equipped classroom in any school. Materials which can be recycled and reused are
strongly recommended. Teachers must check for breakage, safety and cleanliness on a
daily basis.
• Materials for holding things together and for taking them apart
• White glue,
• Masking tape,
• Yarn
• Staplers (for teachers’ use only)
• String
• paper clips (for teachers’ use only)
• Rubber bands
• Round tip scissors
• Cellophane tape
• paper knives
At birth, the brain of a baby is only 25 percent of the weight of an adult’s brain, which is
1.5 kg. By the age of 3, it is 90 per cent of the adult weight and by the age of six, it is almost
as large as it will ever be. However, some parts of the brain continue to grow even in
adulthood. The fast growth of the brain in the first few years of a child’s life is a critical
indicator of how important the early years are.
The brain is made of tiny building blocks known as cells which are also present in rest of
the body. These cells are so tiny that they cannot be seen without the help of a strong
microscope. When a baby is born, it has all the brain cells it will ever need. There are a
hundred billion brain cells present at birth. Brain cells are also called neurons. Neurons
are able to send and receive messages from other neurons. In fact, they are only useful
when they connect with each other.
To better understand this, think of your brain as an office where the neurons are the office
workers. Now imagine that none of the workers are allowed to talk or work with one
another. How do you think that office will functions? Obviously, an office can only operate
when the workers are allowed to talk and work with each other. Similarly, our brain can
only work usefully when the neurons connect with each other.
When one neuron connects with another it forms a connection called a synapse. When we
talk about brain development we are actually talking about the creation of synapses in a
brain. One neuron can form synapses with many other neurons and so the number of
synapses grows very rapidly. There are trillions of such connections in our brain making a
kind of complicated web.
As shown in the figure, a young child of 02 years has twice as many synapses as that of an
adult brain. As the neuron web grows, child’s abilities such as, memory, language skills,
problem solving and intellectual capacity also grow. However, the neurons and synapses
which are not being used eventually stop working and die. For example, vision (or eye
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sight) develops slowly during the first six months of life. If the ‘web’ of synapses that is
responsible for vision is not stimulated correctly during these months, eye sight may not
develop properly. As a result, if the baby’s eyes never see any light in the first six months,
no synaptic connections would form and the baby would not have any vision.
The ability and rate, at which synaptic connections are formed, reduce significantly by the
time adulthood is reached and only those connections stay put that have been
strengthened during the early years. The simple mechanics of brain functioning portrayed
in the figure, not only highlight the criticality of the early years, but also the significance
of an enabling and nurturing environment for the holistic development of children.
Although learning is a continuous, life long process, the extent to which we can realize our
potential and what we become as adults, is largely determined by what we experience in
our childhood. Scientific findings about brain development confirm what most of us
already know....warm and loving attachments between infants and mothers/caregivers,
and positive stimulation right from birth make a significant difference in children’s
development. In the early years’ classroom, a warm, trusting, comfortable relationship is
crucial for positive, holistic development.
So now the question therefore is “how do we best help children achieve the full potential
of development of the brain?” There are several ways to achieve as theorised by ECCE
philosophies and practices. Most of them define an enriched environment as one that
includes a steady source of environmental support, nutritious diet, stimulates all senses,
atmosphere free from stress, enjoyable, challenging, allows social interaction, promotes
development, and gives the child a chance to assess the results of their actions, all in all
allows the child to be an active participant rather than a passive observer (Diamond and
Hopson, 1998).
Stage 1: 0 to 10 months
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Stage 2: birth to 6 years
Stage 3: 7 to 22 years
• The neural connections or ‘grey’ matter is still pruning, wiring of brain still in
progress, the fatty tissues surrounding neurons or ‘white’ matter increase and
assist with speeding up electrical impulses and stabilize connections. The
prefrontal cortex is the last to mature and it involves the control of impulses and
decision-making.
• Therefore, teenagers need to learn to control reckless, irrational and irritable
behaviour. Avoiding drugs, alcohol, smoking, unprotected sex and substance
abuse.
Stage 4: 23 to 65 years
• Finally, the brain reaches its peak power around age 22 and lasts for 5 more years.
Afterwards, it’s a downhill pattern begins. The last to mature and the first to go are
the brain functionality of executive control, occurring in the prefrontal and
temporal cortices. Memory for recalling episodes start to decline, processing speed
slows and working memory is storing less information.
• Brain cells are lost in the critical areas such as the hippocampus responsible for
processing memories.
• Learn new skills, practice mediation to promote neutral emotions, exercise to
improve abstract reasoning and concentration.
• Avoid stress or incorporate stress reducing medication and exercises.
• Eat a healthy diet with foods to nourish one’s level of dopamine.
Source: http://nancyguberti.com/5-stages-of-human-brain-development/
Jean Piaget (1896-1980) a Swiss psychologist, who studied the intellectual and logical
abilities of children, theorized that cognitive development proceeds in four stages that
follow the same sequential order. His Cognitive Development Theory is hugely influential
in the fields of education and psychology. He proposed that the thinking process develops
through each of the stages, until a child can think logically. Understanding cognitive
development helps us organize appropriate learning environments and plan
developmentally appropriate learning activities. The following are Piaget’s four
developmental stages:
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A) THE SENSORIMOTOR STAGE (BIRTH – MONTHS/2 YEARS)
Even though Piaget was opposed to applying age norms to the stages, most researchers
consider approximately the first two years of life to be the Sensorimotor Stage. Infants
mainly make use of senses and motor capabilities to experience the environment. For
instance, if infants cannot see or touch an object, they stop trying to find it. Once infants
develop the capability to recognise that a hidden object still continues to exist, they start
searching for it. The characteristic limitation of this stage is ‘thinking only by doing’. The
sensorimotor infant’s main concern is developing motor control, and coordination with
information from the senses.
The second stage in Piaget’s theory of development coincides with the preschool years. At
this stage, children develop the ability to think symbolically and use language to express
their thoughts, needs, feelings and observations. However, the preoperational child still
learns from concrete material, while adults can learn in an abstract way. The
preoperational child is also unaware of another person’s perspective. They exhibit
egocentric thought and language.
Here are some limitations of preoperational thought. To begin with, the preoperational
child lacks the concept of conservation. For example, a child is presented with two rows of
apples that contain the same number of apples. When one row is lengthened without any
change in the number of apples, the preoperational child states that the rows are not
equal. The appearance of the objects gives the wrong impression about them. Children’s
decisions are dominated by their perceptions.
Conservation does not happen simultaneously in all subject areas. Children can
understand conservation of numbers around age 5-6, and understand conservation of
substance, or mass at around age 7-8. Additionally, the preoperational child is likely to
centre on only one dimension of an event and ignore other important details. Also,
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children concentrate more on the static features of an event, than on the
transformations from one state to another. Children in the preoperational period, at times
will see some relationships between particular cases while in actuality there is none. For
instance, a child might say, “If an apple is red, then a green fruit is not an apple.”
The next stage generally represents the elementary grade years. The concrete operational
child begins to think logically. Operations are associated with personal experience.
Concrete operations allow children to classify several classes into a bigger group or to
combine a number of classes in any order. Although objects are moved or reordered, no
change takes place in their perception of the objects; they are able to conserve. Concrete
operations also allow children to order objects in terms of more than one dimension and
they can solve conservation tasks. The operational thought is reversible; the concrete
operation child can operate an action, and then go back to the original condition. For
instance, 3+2=5 and 5-2=3.
After roughly 11 years, students have the ability to consider many possibilities for a given
condition. They are able to deal with propositions that explain concrete facts. They have
the ability to use planning to think ahead. Most importantly, students at Piaget’s final
stage of cognitive development increase their ability to think abstractly. They can solve
complex and hypothetical problems involving abstract operations.
Formal operational thinkers can recognise and identify a problem. They can state several
alternative hypotheses, execute procedure to collect information about the problems to
be studied, and test the hypotheses.
Lev Semyonovich Vygotsky, a Russian psychologist who lived during the Russian
Revolution, developed a theory of development known as the Sociocultural Theory of
Development during the first quarter of the twentieth century.
Vygotsky’s main assertion was that children are entrenched in different sociocultural
contexts through which their cognitive development is advanced through social
interaction with more skilled individuals. His theory is mainly concerned with the more
complex cognitive activities of children which are governed and influenced by several
principles. Believing that children construct knowledge actively, Vygotsky’s theory is also
one of those responsible for laying the groundwork for constructivism.
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A) ZONE OF PROXIMAL DEVELOPMENT
Vygotsky is most recognised for his concept of Zone of Proximal Development or ZPD
pertaining to the learning of children. Children who are in the zone of proximal
development for a specific task are almost able to perform the task independently, but not
quite. With an appropriate amount and level of assistance, however, children are able to
successfully accomplish the task.
The lower limit of a child’s zone of proximal development is the level of analysis and
problem-solving reached by a child without any help. The upper limit, on the other hand,
is the level of additional responsibility that a child can receive with the support of a skilled
instructor.
As children are verbally given instructions or shown how to perform certain tasks, they
organize the new information received in their existing mental schemas in order to assist
them in the ultimate goal of performing the task independently. This emphasis on the
concept of Zone of Proximal Development made by Vygotsky underscores his conviction
that social influences, particularly instruction, are of immense importance on the
cognitive development of children.
The child is entrenched in a sociocultural backdrop, usually the home, in which social
interaction with significant adults, i.e. the parents, is the crucial factor that affects the
child’s learning. Adults need to direct and organize the learning experiences of a child to
ensure that a child can master and internalize the learning.
Any person who possesses a higher skill level than the learner with regard to a particular
task or concept is called a More Knowledgeable Other or MKO. This person may be a
teacher, parent, an older adult, a coach or even a peer.
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C) SCAFFOLDING
The concept of scaffolding is closely related to the concept of the zone of proximal
development. Scaffolding refers to the temporary support given to the child by More
Knowledgeable Others, usually parents or teachers that enable the child to perform the
task until such time that the child can already perform the task independently.
Scaffolding entails changing the quality and quantity of support provided to a child in the
course of a teaching session. The more-skilled instructor adjusts the level of guidance
needed in order to fit the student’s current level of performance. For novel tasks, the
instructor may utilize direct instruction. As the child gains more familiarity with the task
and becomes more skilled at it, the instructor may then provide less guidance.
Children who experience more difficulty in task performance are in need of greater
assistance and guidance from an adult. When the child has learned to complete the task
independently, the scaffolds are removed by the adult, as they are no longer needed.
Vygotsky likewise called attention to the variability of cultural realities, stating that the
development of children who are in one culture or subculture, such as middleclass Asian
Americans, may be totally different from children who hail from other societies or
subcultures. It would not be fitting, therefore, to utilize the developmental experiences of
children from one culture as a norm for children from other cultures.
The theory has significant ramifications in education and cognitive testing. Vygotsky was
a strong advocate of non-standard assessment procedures for the assessment of what
and how much a child has learned and in the formulation of approaches that could
enhance the child’s learning. His ideas have effected changes in educational systems
through the increased importance given to the active role of students in their own
learning process and the encouragement of teacher-student collaboration in a reciprocal
learning experience.
A child finds himself simultaneously enmeshed in different ecosystems, from the most
intimate home ecological system moving outward to the larger school system and the
most expansive system which is society and culture. Each of these systems inevitably
interacts with and influences each other and every aspect of the child’s life.
The Ecological Systems Approach organizes contexts of development into five levels of
external influence which interlock. The levels are categorized from the most intimate level
to the broadest, with the most intimate being the microsystem.
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A) MICROSYSTEM
The microsystem is the smallest and most immediate environment in which the child lives.
As such, the microsystem comprises the daily home, school or day-care, peer group or
community environment of the child. Interactions within the microsystem typically involve
personal relationships with family members, classmates, teachers and caregivers, in
which influences go back and forth. How these groups or individuals interact with the
child will affect how the child grows. Similarly, how the child reacts to people in his
microsystem will also influence how they treat the child in return. More nurturing and
more supportive interactions and relationships will understandably foster the child’s
improved development.
Given two siblings experiencing the same microsystem, however, it is not impossible for
the development of the two siblings to progress in different manners. Each child’s
particular personality traits, such as temperament, which is influenced by unique genetic
and biological factors, ultimately have a hand in how he is treated by others. One of the
most significant findings that Bronfenbrenner unearthed in his study of ecological
systems is that it is possible for siblings who find themselves within the same ecological
system to still experience very different environments.
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B) MESOSYSTEM
The mesosystem encompasses the interaction of the different microsystems which the
developing child finds himself/herself in. It is, in essence, a system of microsystems and
as such, involves linkages between home and school, between peer group and family, or
between family and church. If a child’s parents are actively involved in the friendships of
their child, invite friends over to their house and spend time with them, then the child’s
development is affected positively through harmony and like-mindedness. However, if the
child’s parents dislike their child’s peers and openly criticize them, then the child
experiences disequilibrium and conflicting emotions, probably affecting his development
negatively.
C) EXOSYSTEM
The exosystem, on the other hand, pertains to the linkages that may exist between two or
more settings, one of which may not contain the developing child but affects him/her
indirectly, nonetheless. Other people and places which the child may not directly interact
with but may still have an effect on the child, comprise the exosystem. Such places and
people may include the parents’ workplaces, the larger neighbourhood, and extended
family members. For example, a father who is continually passed up for promotion by an
indifferent boss at the workplace may take it out on his children and mistreat them at
home.
D) MACROSYSTEM
The macrosystem is the largest and most distant collection of people and places to the
child that still exercises significant influence on the child. It is composed of the child’s
cultural patterns and values, specifically the child’s dominant beliefs and ideas, as well as
political and economic systems. Children in war-torn areas, for example, will experience a
different kind of development than children in communities where peace reigns.
E) CHRONOSYSTEM
The chronosystem adds the useful dimension of time, which demonstrates the influence
of both change and constancy in the child’s environment. The chronosystem may thus
include a change in family structure, address, parent’s employment status, in addition to
immense society changes such as economic cycles and wars.
By studying the different systems that simultaneously influence a child, the ecological
systems theory is able to demonstrate the diversity of interrelated influences on the
child’s development. Awareness of contexts can sensitize us to variations in the way a
child may act in different settings. For example, a child who frequently bullies smaller
children at school may portray the role of a terrified victim at home. Due to these
variations, adults concerned with the care of a particular child should pay close attention
to behaviour in different settings or contexts and to the quality and type of connections
that exist between these contexts.
Every person has his or her own unique identity. This identity is composed of the different
personality traits that can be considered positive or negative. These personality traits can
also be innate or acquired, and they vary from one person to another based on the degree
of influence the environment has on the individual.
The bottom line is that as human beings, we possess many characteristics that are honed
in many different aspects that eventually define who we are.
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Erik Erikson’s Theory of Psychosocial Development emphasizes the sociocultural
determinants of development and presents them as eight stages of psychosocial conflicts
(often known as Erikson’s psychosocial stages) that all individuals must overcome or
resolve successfully in order to adjust well to the environment.
KEY CONCEPTS
During the first or second year of life, the major emphasis is on the mother and father’s
nurturing ability and care for a child, especially in terms of visual contact and touch. The
child will develop optimism, trust, confidence, and security if properly cared for and
handled. If a child does not experience trust, he or she may develop insecurity,
worthlessness, and general mistrust to the world.
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tantrums, and stubbornness can also appear. Children tend to be vulnerable during this
stage, sometimes feeling ashamed and low self-esteem during an inability to learn certain
skills.
3. PRESCHOOLER: 3 TO 5 YEARS
Initiative vs. Guilt – Purpose
During this period, we experience a desire to copy the adults around us and take initiative
in creating play situations. We make up stories with Barbie’s and Ken’s, toy phones and
miniature cars, playing out roles in a trial universe, experimenting with the blueprint for
what we believe it means to be an adult. We also begin to use that wonderful word for
exploring the world—”WHY?”
While Erikson was influenced by Freud, he downplays biological sexuality in favor of the
psychosocial features of conflict between child and parents. Nevertheless, he said that at
this stage we usually become involved in the classic “Oedipal struggle” and resolve this
struggle through “social role identification.” If we’re frustrated over natural desires and
goals, we may easily experience guilt. The most significant relationship is with the basic
family.
During this stage, often called the Latency, we are capable of learning, creating and
accomplishing numerous new skills and knowledge, thus developing a sense of industry.
This is also a very social stage of development and if we experience unresolved feelings of
inadequacy and inferiority among our peers, we can have serious problems in terms of
competence and self-esteem.
As the world expands a bit, our most significant relationship is with the school and
neighbourhood. Parents are no longer the complete authorities they once were, although
they are still important.
5. ADOLESCENT: 12 TO 18 YEARS
Identity vs. Role Confusion – Fidelity
Up until this fifth stage, development depends on what is done to a person. At this point,
development now depends primarily upon what a person does. An adolescent must
struggle to discover and find his or her own identity, while negotiating and struggling
with social interactions and “fitting in”, and developing a sense of morality and right from
wrong.
At the young adult stage, people tend to seek companionship and love. Some also begin
to “settle down” and start families, although seems to have been pushed back farther in
recent years.
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Young adults seek deep intimacy and satisfying relationships,
but if unsuccessful, isolation may occur. Significant relationships at this stage are with
marital partners and friends.
Career and work are the most important things at this stage, along with family. Middle
adulthood is also the time when people can take on greater responsibilities and control.
For this stage, working to establish stability and Erikson’s idea of generativity –
attempting to produce something that makes a difference to society. Inactivity and
meaninglessness are common fears during this stage.
Major life shifts can occur during this stage. For example, children leave the household;
careers can change, and so on. Some may struggle with finding purpose. Significant
relationships are those within the family, workplace, local church and other communities.
Erikson believed that much of life is preparing for the middle adulthood stage and the last
stage involves much reflection. As older adults, some can look back with a feeling of
integrity — that is, contentment and fulfilment, having led a meaningful life and valuable
contribution to society. Others may have a sense of despair during this stage, reflecting
upon their experiences and failures. They may fear death as they struggle to find a
purpose to their lives, wondering “What was the point of life? Was it worth it?”
Learning theories provide the theoretical framework to understand and analyse how
knowledge is absorbed, processed, and retained as a part of learning. Cognitive,
emotional, and environmental influences, as well as prior experience, all play a part in
how understanding, or a world view, is acquired or changed and knowledge and skills are
retained. For ECCE teachers/stakeholders knowledge of established learning theories is
vital to enable them in their role of helping children develop in a positive and healthy
environment. For reference purposes the following two learning theories are included
here to provide a baseline for teachers to probe further.
Many educators have had the experience of not being able to reach some students until
presenting the information in a completely different way or providing new options for
student expression. Perhaps it was a student who struggled with writing until the teacher
provided the option to create a graphic story, which blossomed into a beautiful and
complex narrative. Or maybe it was a student who just couldn't seem to grasp fractions,
until he created them by separating oranges into slices.
Because of these kinds of experiences, the theory of multiple intelligences resonates with
many educators. It supports what we all know to be true: A one-size-fits-all approach to
education will invariably leave some students behind. However, the theory is also often
misunderstood, which can lead to it being used interchangeably with learning styles or
applying it in ways that can limit student potential. While the theory of multiple
intelligences is a powerful way to think about learning, it’s also important to understand
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the research that supports it.
The theory of multiple intelligences challenges the idea of a single IQ, where human
beings have one central "computer" where intelligence is housed. Howard Gardner, the
Harvard professor who originally proposed the theory, says that there are multiple types
of human intelligence, each representing different ways of processing information:
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3. LOGICAL-MATHEMATICAL INTELLIGENCE (”NUMBER/REASONING SMART”)
Logical-mathematical intelligence is the ability to calculate, quantify, consider
propositions and hypotheses, and carry out complete mathematical operations. It
enables us to perceive relationships and connections and to use abstract, symbolic
thought; sequential reasoning skills; and inductive and deductive thinking patterns.
Logical intelligence is usually well developed in mathematicians, scientists, and
detectives. Young adults with lots of logical intelligence are interested in patterns,
categories, and relationships. They are drawn to arithmetic problems, strategy games
and experiments.
4. EXISTENTIAL INTELLIGENCE
Sensitivity and capacity to tackle deep questions about human existence, such as the
meaning of life, why do we die, and how did we get here.
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broaden definitions of intelligence. As an ECCE educator, it is useful to think about the
different ways that information can be presented. However, it is critical to not classify
students as being specific types of learners nor as having an innate or fixed type of
intelligence.
For example, teachers can develop small quizzes with the help of online Multiple
Intelligences Quiz maps aligned to Howard Gardner's multiple intelligences. This is a fun
way to learn about how some of our tastes and interests can influence how we take in
information. However, its results are not intended as a way to label people as naturalistic
learners, musical learners, etc. Labelling creates limits, and when it comes to learning, we
want to avoid restricting how we define student potential. People have much different
intelligence and strength in one area does not predict weakness in another.
The most relevant and appropriate learning styles model is by Neil Fleming who has
proposed VARK model expanded upon notions of sensory modalities of Visual, Auditory,
Reading/Writing and Kinaesthetic.
The VARK model acknowledges that students have different approaches to how they
process information, referred to as “preferred learning modes.”
• Students’ preferred learning modes have significant influence on their behaviour and
learning
• Students’ preferred learning modes should be matched with appropriate learning
strategies.
• Information that is accessed through students’ use of their modality preferences shows
an increase in their levels of comprehension, motivation, and metacognition.
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4.2.3 High Scope Approach
The High Scope Educational Research Foundation studies methods of early childhood
education based on the methodology of the 1962 Perry Preschool study. It was founded in
1970 by psychologist David Weikart.
The Perry Preschool study has been noted for its "large effects on educational attainment,
income, criminal activity, and other important life outcomes, sustained well into
adulthood".
The philosophy behind High Scope is based on child development theory and research,
originally drawing on the work of Jean Piaget and John Dewey. The curriculum was further
developed to incorporate Lev Vygotsky's zone of proximal development and Jerome
Bruner's related strategy of adult scaffolding. This method emphasizes the role of adults
to support each child at their current developmental level and help them build upon it,
under a model of "shared control" where activities are both child-initiated and
adult-guided. The adults working with the children see themselves more as facilitators or
partners than as managers or supervisors.
How to Teach
Active learning is at the centre of the High Scope Curriculum. It’s the foundation of young
children gaining knowledge through their natural play and interactions with the
environment, events, and other people.
Adult-Child Interaction
Teachers act as partners, working alongside children and communicating with them both
verbally and nonverbally to encourage learning. Key strategies for adult-child interactions
are sharing control with children, communicating as a partner with children, scaffolding
children’s play, using encouragement instead of praise, and taking a problem-solving
approach to supporting children in resolving conflicts.
Learning Environment
To create a predictable and active learning environment, teachers arrange and equip the
classroom with diverse, open-ended materials that reflect children’s home, culture, and
language. The room is organized and labelled to promote independence and encourage
children to carry out their intentions.
Daily Routine
A consistent framework for the day provides a balanced variety of experiences and
learning opportunities. Children engage in both individual and social play, participate in
small and large-group activities, assist with clean up, socialize during meals, develop
self-care skills, and exercise their small and large muscles. The most important segment
of the daily routine is the plan-do-review sequence, in which children make decisions
about what they will do, carry out their ideas, and reflect upon their activities with adults
and other children. These higher-level thinking skills are linked to the development of
executive functions, which are needed to be successful in school and life.
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Assessment
Ongoing child assessment is also an underlying component of the High Scope Curriculum.
Objective anecdotal observations of children collected throughout children’s natural play
allow teachers to assess child progress and plan meaningful learning experiences.
Knowledge
Knowledge involves recognizing or remembering facts, terms, basic concepts, or answers
without necessarily understanding what they mean. Its characteristics may include:
• Knowledge of specifics—terminology, specific facts
• Knowledge of ways and means of dealing with specifics—conventions, trends and
sequences, classifications and categories, criteria, methodology
• Knowledge of the universals and abstractions in a field—principles and generalizations,
theories and structures
Example: Name three common varieties of apple.
Comprehension
Comprehension involves demonstrating an understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions, and stating the main
ideas.
Example: Compare the identifying characteristics of a Golden Delicious apple with a
Granny Smith apple.
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Application
Application involves using acquired knowledge—solving problems in new situations by
applying acquired knowledge, facts, techniques and rules. Learners should be able to use
prior knowledge to solve problems, identify connections and relationships and how they
apply in new situations.
Example: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C?
Analysis
Analysis involves examining and breaking information into component parts, determining
how the parts relate to one another, identifying motives or causes, making inferences,
and finding evidence to support generalizations. Its characteristics include:
• Analysis of elements
• Analysis of relationships
• Analysis of organization
Example: List four ways of serving foods made with apples and explain which ones have
the highest health benefits. Provide references to support your statements.
Synthesis
Synthesis involves building a structure or pattern from diverse elements; it also refers to
the act of putting parts together to form a whole. Its characteristics include:
• Production of a unique communication
• Production of a plan, or proposed set of operations
• Derivation of a set of abstract relations
Example: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing
your choice of ingredients. Explain the health benefits of using the ingredients you chose
vs. the original ones.
Evaluation
Evaluation involves presenting and defending opinions by making judgments about
information, the validity of ideas, or quality of work based on a set of criteria. Its
characteristics include:
• Judgments in terms of internal evidence
• Judgments in terms of external criteria
Example: Which kinds of apples are best for baking a pie, and why?
Receiving
The lowest level; the student passively pays attention. Without this level, no learning can
occur. Receiving is about the student's memory and recognition as well.
Responding
The student actively participates in the learning process, not only attends to a stimulus;
the student also reacts in some way.
Valuing
The student attaches a value to an object, phenomenon, or piece of information. The
student associates a value or some values to the knowledge they acquired.
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Organizing
The student can put together different values, information, and ideas, and can
accommodate them within his/her own schema; the student is comparing, relating and
elaborating on what has been learned.
Characterizing
The student at this level tries to build abstract knowledge.
Skills in the psychomotor domain describe the ability to physically manipulate a tool or
instrument like a hand or a hammer. Psychomotor objectives usually focus on change
and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor
domain, but since then other educators have created their own psychomotor taxonomies.
Simpson (1972) proposed the following levels:
Perception
The ability to use sensory cues to guide motor activity: This ranges from sensory
stimulation, through cue selection, to translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after it
is thrown and then moving to the correct location to catch the ball. Adjusts heat of the
stove to correct temperature by smell and taste of food. Adjusts the height of the forks on
a forklift by comparing where the forks are in relation to the pallet.
Key words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates,
relates, selects.
Set
Readiness to act: It includes mental, physical, and emotional sets. These three sets are
dispositions that predetermine a person's response to different situations (sometimes
called mindsets). This subdivision of psychomotor is closely related with the "responding
to phenomena" subdivision of the affective domain.
Examples: Knows and acts upon a sequence of steps in a manufacturing process.
Recognizes his or her abilities and limitations. Shows desire to learn a new process
(motivation).
Keywords: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided response
The early stages of learning a complex skill that includes imitation and trial and error:
Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instructions to
build a model. Responds to hand-signals of the instructor while learning to operate a
forklift.
Keywords: copies, traces, follows, reacts, reproduces, responds.
Mechanism
The intermediate stage in learning a complex skill: Learned responses have become
habitual and the movements can be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking tap. Drive a car.
Key words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends, mixes, organizes, sketches.
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Complex overt response
The skilful performance of motor acts that involve complex movement patterns:
Proficiency is indicated by a quick, accurate, and highly coordinated performance,
requiring a minimum of energy. This category includes performing without hesitation and
automatic performance. For example, players will often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball or throw a football because they can tell by the
feel of the act what the result will produce.
Examples: Manoeuvres a car into a tight parallel parking spot. Operates a computer
quickly and accurately. Displays competence while playing the piano.
Key words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. (Note: The key
words are the same as in mechanism, but will have adverbs or adjectives that indicate that
the performance is quicker, better, more accurate, etc.)
Adaptation
Skills are well developed and the individual can modify movement patterns to fit special
requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet
the needs of the learners. Performs a task with a machine that was not originally intended
for that purpose (the machine is not damaged and there is no danger in performing the
new task).
Key words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination
Creating new movement patterns to fit a particular situation or specific problem: Learning
outcomes emphasize creativity based upon highly developed skills.
Examples: Constructs a new set or pattern of movements organized around a novel
concept or theory. Develops a new and comprehensive training program. Creates a new
gymnastic routine.
Key words: arranges, builds, combines, composes, constructs, creates, designs, initiates,
makes, originates.
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GLOSSARY
1. Andragogy: Theory of adult learning.
4. Curriculum: A plan of instruction that details what students are to know, how they are
to learn it, what the teacher’s role is, and the context in which learning and teaching
will take place.
6. Diversity: The state of being diverse, having variety. Individual are differences of
people, including, but not limited to differences in: intelligence, learning styles,
academic and/or social ability, culture, ethnicity, socio-economic status, gender,
religion, sexual orientation, value systems.
7. Facilitator: A role for classroom teachers that allows students to take a more active
role in learning. Teachers assist students in making connections between classroom
instruction and students’ own knowledge and experiences by encouraging students
to create new solutions, by challenging their assumptions, and by asking probing
questions.
8. Fine Motor skills: Fine motor skills can be defined as small muscle movements, those
that occur in the finger, in coordination with the eyes. Teaching fine motor skills is
similar is similar to teaching other skills because the instructor must always try to be
patient and understanding. Fine motor skills do not develop over night, but with time
and practice.
10. Gross Motor skills: Gross Motor skills involve the larger muscles in the arms, legs and
torso. Gross motor activities include walking, running, throwing, lifting, kicking, etc.
These skills also relate to body awareness, reaction speed, balance and strength.
Group’s motor development gives a child the ability to move in a variety of ways, the
ability to control his/her body and helps promote self-esteem.
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GLOSSARY
11. Imagination: Thoughts or fantasies.
12. Inclusive Education: A system of education in which all students attend and are
welcomed by their neighbourhood schools in age-appropriate, regular classes and
are supported to learn, contribute and participate in all aspects of the life of the
school.
14. Learning Styles: Learning styles are students’ approaches to learning, problem
solving, and processing information.
16. Manipulative Material: Any physical object (for example, clay, blocks, string, coins)
that can be handled and used to represent or model a problem situation or develop a
logical concept.
19. Mystery Bag: A bag full of many small objects with different textures for students to
feel the objects without looking at them, identify and name them. It acts as a great
resource for sensory development and memory build up.
20. Open-ended, questions: Questions that have more than one right answer, or ones
that can be answered in more than one way. This way of asking questions stimulates
more language use, acknowledges that there can be many solutions to one problem,
affirms children’s ideas and encourages creative thinking.
21. Paper Mache: A malleable mixture of paper and glue, or paper, flour, and water that
becomes hard when dry.
22. Pedagogy: The art or science of being a teacher of children. Generally refers to
strategies or style of instruction.
23. Portfolio: A collection of various samples of a student’s work throughout the school
year that can include writing samples, examples of math problems, and results of
science experiments.
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GLOSSARY
24. Portfolio Assessment: An assessment process that is based on the collection of
student’s work, such as written assignments, drafts, artwork, and presentations, that
represent competencies, exemplary work, or the student’s developmental progress.
26. Special Education: Special instruction provided for students with educational or
physical disabilities, tailored to each student’s needs and learning style.
29. Summative Assessment: The term “summative” refers to longitudinal analysis of the
learning and performance of students. Summative assessments tend to be formal
and comprehensive. Such assessments may be conducted at the end of the academic
year and could be compared to the results of pre-testing to determine gains and to
clarify the causal connections between educational practices and student learning.
They may be used for purposes of determining final grades, placement, and
promotion.
ACRONYMS
ACRONYMS
NCECCE National Curriculum for Early Childhood Care and Education
ESR Education Sector Reforms
ECCE Early Childhood Care and Education
E-9 “E” stands for education and the “9” represents the following
nine countries: Bangladesh, Brazil, China, Egypt, India,
Indonesia, Mexico, Nigeria and Pakistan,
EFA Education for All
SDG-4 Sustainable Development Goal For Education
ESPs Education Sector Plans
IPEMC Inter-Provincial Education Ministers’ Conference
ELOs Expected Learning Outcomes
CPD Continuous Professional Development
MKO More Knowledgeable Other
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REFERENCES
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finalize the National Education Policy.
• Bennett, J. O. H. N. (2008). Early childhood education and care systems in the OECD
countries: the issue of tradition and governance. Encyclopaedia on Early Childhood
Development, 1-5.
• Bennett, J., &Tayler, C. P. (2006). Starting strong II: Early childhood education and care.
OECD.
• Bennett, N. (1997). Teaching through play: Teachers' thinking and classroom practice.
McGraw-Hill Education (UK).
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P. (2009). Early childhood education for sustainability: Recommendations for
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• Heinämäki, L. (2008). Early childhood education in Finland.
• Mahmud, M. (2002). Strong Foundation-A Guide for ECE Teachers. Teachers Resource
Centre, Karachi.
• Miller, D. F. (2006). Positive Child Guidance. New York: Delmar Learning.
• Morrison, G. S. (2013). Fundamentals of early childhood education. Pearson Higher Ed.
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Publishing Company.
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• https://www.psychologynoteshq.com/vygotsky-theory/
• https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/
• https://en.wikipedia.org/wiki/Learning_styles#Neil_Fleming.27s_VAK.2FVARK_model
• https://www.edutopia.org/multiple-intelligences-research
• https://www.google.com.pk/search?q=brain+development+stages&rlz=1C1CHWA_
103
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enAU573AU573&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjhjLP1_
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SUPERVISION
05 Mr. Raja Muhammad Naseer Khan Director General, DCRD, Azad Jammu &
Kashmir, Muzaffarabad
Islamabad
01 Ms. Khadija Khan CEO, Pakistan Alliance for Early Childhood
Punjab
07 Ms. Farida Sadiq Senior Subject Specialist, Psychology,
Punjab Curriculum & Textbook Board
Lahore
105
S NO. NAME DESIGNATION AND ORGANIZATION
Khyber-Pakhtunkhwa
20 Mr. Zulfiqar Khan Additional Director, Directorate of
Curriculum of Teacher Education
Abbottabad
21 Ms. Rafia Naz Subject Specialist, DCTE Abbottabad
Balochistan
25 Ms. Fehmida Ali Senior subject Specialist, Bureau of
Curriculum and Extension Centre
Balochistan, Quetta.
106
S NO. NAME DESIGNATION AND ORGANIZATION
Gilgit-Baltistan
35 Ms. Zareen Taj Assistant Director ( Academics) Directorate
of Education Gilgit- Baltistan
Technical Support
44 Ms. Nighat Lone Curriculum Expert NCC
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NATIONAL CURRICULUM COUNCIL
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
08