THE REPUBLIC OF UGANDA
MINISTRY OF EDUCATION AND SPORTS
MODULE 2
October, 2011
AUTHORS
Monica Muheirwe
Kyambogo University
Godfrey Ejuu
Kyambogo University
Caroline NakiddeKavuma
Kyambogo University
Sarah Namande W Mugerwa
Kyambogo University
Peter Mwesigwa
Kyambogo University
Martin Omoding
Kyambogo University
Katigo-Kaheru J.
Kyambogo University
Godfrey Bakaira
Kyambogo University
Margaret Lubega
Kyambogo University
Katherine Joy Akello
Kyambogo University
EdinanceBakehena
NCDC
Monica Kawongolo
BMAU
Deborah Rebecca Magera
NCDC
HajaraNdayidde
UNICEF
Mary Ojacor
ECD Dot Centre
Mary Lunyolo
Nile Vocational Institute
Nyakaisiki Rose
Kyambogo University
HellenSembera
Jollen ECD Teacher Training Institute
George Kayabuki
Directorate of Educational Standards
Margaret Nsereko
TIET – MoES
Elisabeth Kisakye
TIET – MoES
RestyMuziribi
MoES
Rita Kyeyune
MoES
i
FOREWORD
The government of Uganda and Ministry of Education in particular is very committed to
ensuring quality teachers and caregivers for ECD. For some time now, Early Childhood
Development programmes offered in different institutions at certificate level have been having
a challenge of resource materials that students can use to supplement what the tutors give
them. This challenge was affecting the quality of the trainees prepared in these institutions as
some of them did not have adequate ECD teacher training reference materials.
Production of this module and others in the subsequent series will go a long way in ensuring
quality of ECD teacher trainees, who will in turn go out and provide quality ECD services. Use of
this module will ensure that ECD students get uniform and balanced content for certificate level
in different ECD teacher training institutions. The tutors can also use this module as a guide in
consultation with the training framework guide for each programmeon what depth of content
should be given to trainees pursuing different ECD certificate programmes.
As government, we are proud to have been part of the process of producing this module and
hope that it will be part of the solution to the challenge of producing quality ECD teachers at
certificate level in Uganda.
Mrs. Margaret Nsereko
Commissioner
Teacher Instructor, Education & Training – MoES
ii
ACKNOWLEDGMENT
I would like to acknowledge the moral and material support offered by Kyambogo University
management which made it possible for this module to be produced.
Kyambogo University is indebted to all specialists who dedicated their time in writing this
module. This would not have been possible without the inputs from the authors. I would also
like to acknowledge different publishers and authors whose work has been cited in this module.
To all our partners who have been supporting us from the start especially UNICEF for the
financial and technical support. I also acknowledge contributions from MoES, DES, NCDC, and
ECDTIA for their input in this module.
Finally, I thank the secretarial team especially Rose Nyakaisiki and Godfrey Ejuu who were able
to put up this work.
Mrs. Monica Muheirwe
Coordinator, ECD – Kyambogo University
iii
SYMBOLS USED IN THIS MODULE
Key issues covered in the course unit
Study requirements
Note so as to be careful not to confuse with other similar things.
Exercise that you should attempt before moving to the next sub-topic
Suggested further reading to widen your scope in subject area
Learning Outcome
Activity that you must do to consolidate your learning
Unit Summary
Learning Competence
End of Unit, Congraculations.
iv
TABLE OF CONTENTS
FOREWORD ................................................................................................................................................... ii
ACKNOWLEDGMENT .................................................................................................................................... iii
SYMBOLS USED IN THIS MODULE ................................................................................................................ iv
TABLE OF CONTENTS..................................................................................................................................... v
INTRODUCTION .......................................................................................................................................... viii
UNIT ONE: METHODS IN EARLY CHILDHOOD DEVELOPMENT ...............................................................1
1.1
Meaning of aMethod ........................................................................................................................ 2
1.2
Importance of Using a Method ......................................................................................................... 2
1.3
When to apply a Method .................................................................................................................. 3
1.4
How Different Methods are Used ..................................................................................................... 3
UNIT TWO: EARLY CHILDHOOD DEVELOPMENT CURRICULAR (3-6 YEARS).......................................... 12
2.1
Pre-Primary Curriculum .................................................................................................................. 13
2.2
Learning Areas in The Learning Framework For Children of 3-6 Years........................................... 14
2.3
Area 1: Relating With Others in an Acceptable Way. ..................................................................... 15
2.4
Area 2: Interacting, Exploring, Knowing, and Using My Environment ........................................... 18
2.5
Area 3: Taking Care of Myself for Proper Growth and Development ............................................ 21
2.6
Area 4: Developing and Using Mathematical Concepts in My Day to DayExperiences ................. 24
2.7
Basic Mathematics Concepts .......................................................................................................... 27
2.8
Area 5: Developing and Using My Language Appropriately ........................................................... 38
2.9
Stages of Language Development (0-6years) ................................................................................. 39
2.10
Activities to Develop Children’s Language ...................................................................................... 41
2.11
Activity Preparation ........................................................................................................................ 43
v
2.12
Lesson Planning ............................................................................................................................... 44
2.13
Designing Daily Routines................................................................................................................. 45
References .................................................................................................................................................. 48
UNIT THREE: EARLY CHILDHOOD DEVELOPMENT CURRICULAR (0-3 YEARS) ....................................... 49
3.1
Developmental Areas in The Learning Framework for Children of 0-3 years ................................ 50
3.2
Area 1: Enhancing Personality, Social and Emotional Development. ............................................ 50
3.3
Area 2: Communication, Language and Literacy ............................................................................ 53
3.4
Area 3: Problem-Solving, Reasoning and Mathematical Concepts ................................................ 56
3.5
Area 4: Knowing and Understanding The Environment ................................................................. 59
3.6
Area 5: Enhancing Physical Development....................................................................................... 61
3.7
Area 6: Using Creativity in My Day-to-Day Experiences ................................................................. 63
3.8
Designing Daily Routines ................................................................................................................. 66
References .................................................................................................................................................. 68
UNIT FOUR: CHILD STUDY................................................................................................................. 69
4.1
Meaning of Child Study ................................................................................................................... 70
4.2
Importance of doing Child Study ................................................................................................... 70
4.3
Factors to Consider When Choosing a Child for Study ................................................................... 71
4.4
Methods for Collecting Data ........................................................................................................... 72
4.5
Procedure for Conducting Child Study ............................................................................................ 78
4.6
Format for Child Study – Report Writing ........................................................................................ 81
UNIT FIVE: EDUCATIONAL TECHNOLOGY........................................................................................... 86
5.1
Meaning of Educational Technology............................................................................................... 87
vi
5.2
Importance of Educational Technology to a Teacher .................................................................... 87
5.3
Categories of Instructional Materials............................................................................................. 88
5.4
Characteristics of a Good Learning Material.................................................................................. 90
5.5
Designing, Developing and Making Learning Materials ................................................................. 90
5.6
Designing Children’s Learning Environment ................................................................................... 91
5.7
Developing Learning Centres ......................................................................................................... 92
5.8
Display of Instructional Materials .................................................................................................. 95
5.9
Storage of Instructional Materials ................................................................................................. 96
5.10
Maintenance of Instructional Materials ........................................................................................ 97
5.11
Using Ict to Develop Children’s Play Materials .............................................................................. 98
vii
INTRODUCTION
Dear ECD student,
You are welcome to this module. This module is the second in a series of four modules that
cover all the work and activities for certificate programmes in ECD. The module has been
designed for you to use it as part of your study material. It introduces you to different concepts
that are related to ECD, asks you some questions to help you reflect on what you are reading
and later cautions you with some points to note. At the end of each unit, you will find a
summary of the unit, end of unit assignment, suggested reading list for your additional reading
and competences you are supposed to have achieved as a result of exposure to the unit
content.
This module is arranged in five units. The units focus on various methodologies that are
commonly used in ECD to help promote their holistic development. Unit 1introduces you to
general methodsused in ECD. Units 2 and 3 give you an overview of the learning framework for
children of 1-3 years and 3-6years respectively. Unit 4 introduces you to basics of child study
and how to use your child study information to enhance children’s development. Unit 5 brings
you educational technology and advice you on ways of designing, development and production
of children’s play and learning materials.
Please note that this module is not the only reading material that you have. Try to find other
materials and reference books that have information that is related to the suggested content in
this module.
You should also note that you may not be required to learn every information in this module.
Ask your tutor or facilitator for course outline so that you can only select those sections or
topics that are relevant for your course.
We wish you good luck and good reading as you use this module. Remember to keep the good
image of ECD and the teaching profession when you go out there in public. Be a good advocate
for all children especially those under your care.
Good luck
viii
UNIT ONE
METHODS IN EARLYCHILDHOOD DEVELOPMENT
Dear student you are welcome to this unit which introduces you to different
methods used to promote learning in Early Childhood. This unit provides insight
into various techniques as well that can be used to consolidate learning. The
main areas of focus in this unit include:
•
Meaning of the methods.
•
Importance of the methods
•
When to apply the methods
•
Advantages and disadvantages of different Methods
LEARNING OUTCOME
OUTCOME:
It is expected that after carefully studying this unit and doing all the exercises and activities as
expected, you will be a teacher who ““utilizes appropriate methods and situations to facilitate
children’s learning”
Study requirements
In order to be able to successfully cover work in this unit, you need a noise free room to avoid
interruptions, a note
ote book, a pencil, a rubber,, the caregivers’ guide to the learning framework
(3-6years).
Enjoy studying this unit.
1
1.1
MEANING OF A METHOD
A method refers to the way of doing something. It also means a mode that a teacher or
caregiver employs to make children’s learning successful. Many methods have been designed
to promote young children’s learning, some of which include: storytelling, dramatization, roleplaying, play way, cooperative or discussion, projects, field trips, excursion, conversation,
discovery, and demonstration.
1.2
IMPORTANCE OF USING A METHOD
It is important for every person who facilitates children’s learning to use a method to do so. A
method, if used appropriately is able to help achieve most of the following purposes:
•
They make learning interesting as each child will be involved in doing something that
he/she likes
•
Since use of a method may involve presentation of learning in a real or semi real
situation, learning also becomes real and simple
•
They help to bridge the gap between home and school if the teacher encourages
children to transfer learnt content from school to home and also share home
experiences at school.
•
Methods help a teacher to accomplish the set objectives because different objectives
require specific methods that can help to implement them.
•
Methods promote systematic teaching and learning
•
Methods render opportunities for continuous assessment of learning.
•
Methods encourage the use of authentic materials and situations in teaching and
learning.
Activity
1. Briefly in your own words, explain what a method is
________________________________________________________________________
2. Discuss how a method can help you to promote children’s learning
________________________________________________________________________
________________________________________________________________________
2
1.3
WHEN TO APPLY A METHOD
There is no particular time a teacher can interact with children without using a method. The
choice of method to be used however will depend on many things. It may depend on what the
teacher has in mind that he/she wants the children to learn. It may also depend on the time
when the lesson is being taught, the nature of the topic or the nature of the learners.
Note:
You should choose a method that you are comfortable using, as long as you believe that it will
help you to achieve your objectives.
Examine yourself carefully and identify the method that you have been commonly using to
teach children at home. Do you think that was the best method to be used? Give your reasons
______________________________________________________________________________
______________________________________________________________________________
1.4
HOW DIFFERENT METHODS ARE USED
Different methods that are used in early childhood are used differently and for different
purposes. You as a teacher must choose the right method to use to achieve your objective. The
following are some suggestions on how you can use identified methods.
1) Dramatization
Dramatization is where children are made to pretend to be somebody and do things in the way
that person does it. For example, if child can pretend to b e a mother at home and imitate what
a mother usually does in a given situation. This activity is done in a play form with less
restriction. The child is encouraged to be creative and act the activity basing on what he/she
feels the person being imitated does. Use of dramatization motivates children to learn and
consolidate learning. It also promotes the use of all senses, develop creativity, critical thinking,
life skills, self awareness, self confidence, language and observation. Dramatization also
3
exposes children to different cultures and can be used as an avenue for delivering important
messages to children
Activity
1. Discuss the advantages of using dramatization as a method of promoting children’s
learning in ECD
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Explain different messages that you can pass on to children in ECD through
dramatization
________________________________________________________________________
________________________________________________________________________
3. Explain some disadvantages of using dramatization with young children
________________________________________________________________________
________________________________________________________________________
2)
Play-way Method
Play is a child’s work. It is also a child’s avenue to learning. Play–way method is the use of
pleasure related tasks that children participate in and manipulate to help them gain skills,
knowledge, and attitude in a more relaxed and natural way. Play-way method is a great
motivational force that aids memory, supports development of skills, understanding of
concepts, emotional maturity, freedom of choice, creativity and expression. Play-way method is
usually used when the teacher wants to teach a concept that he/she feels may be difficult for
children to easily understand with usual explanations. It also applies when children have been
bored or have been engaged in an activity that is taxing and therefore need relaxation.
Advantages of Play-way method
•
It is fun and makes learning interesting
4
•
It promotes mastery of difficult concepts.
•
It enhances development of attitudes and values.
•
It captures learner’s attention thus promoting concentration.
•
It encourages creativity in children
•
It makes learning real bridging the gap between home and school
•
It creates good teacher/ learner relationship.
Disadvantages of Play-way Method
•
It is time consuming
•
Some learners who have poor social skills may be left out
•
If the teacher is not careful the intended outcome may be lost along theway
•
If not well planned the method may result into confusion and cause chaos inclass.
Activity
1. What is the importance of play to pre-school children?
________________________________________________________________________
________________________________________________________________________
2. How can play way method be best used in a pre-school?
________________________________________________________________________
________________________________________________________________________
3. Discuss the advantages and disadvantages of play-way method
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Suggest different ways of helping children learnduring play
________________________________________________________________________
________________________________________________________________________
3) Discovery Method
It is a method where children are encouraged to find solutions to problems or find what they
previously did not know about something, its characteristics and possible uses on their own, at
their own pace either individually in pairs or in small groups. Discovery method promotes in
5
children problem solving, self reliance, encourages inquiry and enhances scientific skills
development. Some of the scientific skills include observation, reporting, manipulation, asking
and answering question.This method is commonly used when the teacher wants children to
learn concepts that are difficult to explain or involve words that are either confusing or difficult
to interpret. The method can be used in activities such as construction using building blocks,
sorting, matching, and jig-saw puzzles. It can also be used in classification and ordering games,
measurements, speed, distance, time, space, volume and quantity.
Advantages of using Discovery Method
•
It focuses all activities on the learner instead of on the teacher helping children to
develop competences.
•
It provokes critical, creative, and rational thinking in children as they try one thing after
another.
•
It enhances the children’s imaginative power.
•
It encourages self reliance in learning.
•
It motivates learners as new discoveries encourages them to achieve new insights
•
It promotes socialization among children.
Disadvantages
•
It is time consuming.
•
It is expensive as it needs a variety of materials that are usually destroyed by children in
the discovery process.
•
Sometimes children draw wrong conclusions based on their misunderstanding of some
discoveries, and poor predictions.
Activity
1. What is the importance of discovery method in the teaching and learning of children aged
birth -3.play to pre-school children?
________________________________________________________________________
2. Without use of the discovery method what would your class miss out during the teaching
and learning?
________________________________________________________________________
6
________________________________________________________________________
3. Discuss the advantages and disadvantages of discovery method
________________________________________________________________________
________________________________________________________________________
4. Suggest different ways of helping children learnusing discovery
________________________________________________________________________
________________________________________________________________________
4). Discussion
This is a method of interaction in which young children converse with each other on a specific
topic of interest. Children will be exchanging their views and making contributions towards the
idea being brought forward in small groups. Discussion promotes socialization, knowledge
sharing, language development, character building and inculcate leadership skills in children.
Discussion is mainly used teaching large classes, when you have much content you like to pass
over to children in a limited time and also when you have limited learning materials. Discussion
promotes peer learning. The main disadvantage of using discussion is that it can be time
consuming if not well planned. It also requires a large space, and dominant participants can
overshadow or mislead the rest.
Activity
1. What is the importance of discussion method in the teaching and learning
situation?
__________________________________________________________________
_______________________________________________________________
2. When can a caregiver best use the discussion method?
__________________________________________________________________
3. Explain how children in ECD can best use the discovery method
__________________________________________________________________
_______________________________________________________________
7
5). FieldTrip/ Excursion method
This is a methodwhere learners are taken out away from the classroom to interact with the
environment so as to observe, identify, investigate, discover and analyze different situations
they while focusing on the intended learning outcome. This can be in the school compound,
school garden, neighborhood, or away from school.Field trips is important to children in that it
makes learning real in the real life situation, it is fun, exciting and stimulates their mind. It also
promotes independent learning, sharing of skills, knowledge and broadens the child’s view of
the world. Excursion brings children nearer to their environment so as to develop love for it and
conserve it. It also promotes appreciation of nature and enhances the sense of aesthetics. The
disadvantage of this method is that it may be expensive if trips are outside the school, it can
also be risky for young children in terms of accidents and bites by harmful insects or snakes.
Activity
1. Explain any 4 situations suitable for the use of the field trip/excursion method?
_______________________________________________________________________
____________________________________________________________________
2. What are the challenges that an ECD teacher is likely to face while using this method?
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________________
3. List the things that a teacher does first before taking children out for an excursion?__________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
6). Story Telling Method
Story telling can be an activity, but it can also be used as a method that teachers use to pass
messages and lessons to young children. Story telling is narrating to children some occurrence
either in real life or fiction. Usually, the narration has some main point or lesson that children
8
should get at the end of the lesson. Children love stories, since stories are part of everyday life.
The story telling method help children engage in learning actively.
Importance of story telling
•
Story telling motivates children to learn
•
Stories enable to children to make connections between what they have been seeing
with their meaning.
•
Stories simplify complex concepts
•
Stories keep the learners entertained
•
Stories provoke critical thinking and imagination
•
Stories challenge the learners to think and examine themselves to avoid bad situations
in the story
•
Children learn life skills through storytelling
Disadvantages of story telling
•
It is time consuming
•
The choice of the suitable story may be very difficult
•
The process require good storytelling skills
•
Since children have a short attention span, some might miss some parts of the story
•
Some stories touchy and may easily affect children emotionally and psychologically.
•
Some children may get very excited and miss the most important parts of the concept
End of Unit Assignment
1. Discuss the different methods used for teaching young children
________________________________________________________________________
________________________________________________________________________
2. With relevant example explain the advantages and disadvantages of dramatization
________________________________________________________________________
________________________________________________________________________
9
3. Suggest different ways of helping children learn through drama
________________________________________________________________________
________________________________________________________________________
4. List steps a pre- school teacher can use during dramatization lesson
________________________________________________________________________
________________________________________________________________________
5. Storytelling is one of the best methods used for teaching young children. Discuss
________________________________________________________________________
________________________________________________________________________
6. Outline at least five things the ECD teacher must put in consideration when selecting
stories for young children
________________________________________________________________________
________________________________________________________________________
7. With relevant examples, explain the disadvantages of storytelling as a method of teaching
young children
________________________________________________________________________
________________________________________________________________________
8. As a pre-primary teacher, list the steps you would use when preparing a story telling
lesson
________________________________________________________________________
________________________________________________________________________
9. Make a plan to take children out for an excursion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
10. Outline steps you can take when teaching children using discovery method
________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
________________________________________________________________________
10
UNIT SUMMARY
Dear students this unit has enlightened you on different methods we can use to promote
children’s learning, their meaning, importance and how they can used. The methods discussed
included dramatization, play way, discovery, discussion, field trip/excursion and storytelling.
We have also looked at some of their advantages and disadvantages.You can think of other
methods that best suit ECD.
LEARNING COMPETENCE
You have now completed this unit. The learning competences are listed below. Tick the column
that reflects how much you have learnt in each competence.
Learning Competence
Not Sure
Explain what a method means
Identify different methods that can be used to promote children’s
learning
Determine when to use or not use a particular method
Apply different methods to promote children’s learning
appropriately
Identify advantages and disadvantages of using different methods
Satisfactory
In case you find that you are not sure whether you really have any of the above competences,
go back and review the specific sub-topic and do the activities therein. Also, find a friend or one
of your facilitators/tutor and discuss with him/her some of your challenges in that topic. You
will make it. If in case you feel confident, then I would like to take the pleasure of
congratulating you for this achievement. Well done! Move on to the next unit.
Congratulations
11
UNIT TWO
EARLY CHILDHOOD DEVELOPMENT CURRICULAR (3-6 YEARS)
This unit introduces you to the Pre-Primary Curriculum which is used in ECD Centres
to promote learning of children in the age bracket of 3-6 years. This curriculum is
called the Learning Framework for Early Childhood Development which is used in
Community based ECD centres, Nursery schools or kindergartens. The main areas of
concern in this unit include:
•
Pre-primary curriculum
•
Concept of the framework, Learning outcomes and Competences
•
Learning areas in the learning framework for 3-6 years
•
Developmental activities
•
Schemes of work
•
Lesson Plan
•
Daily routine
LEARNING OUTCOME:
It is expected that after carefully studying this unit and doing all the exercises and activities as
expected, you will be a teacher who “utilizes the learning framework for ECD to plan
appropriate developmental activities that promotes children’s holistic development”
Study requirements
In order to be able to successfully cover work in this unit, you need a noise free room to avoid
interruptions, a note book, a pencil, a rubber, the learning framework for ECD (3-6years) and
caregivers’ guide to the learning framework (3-6years).
Enjoy studying this unit.
12
2.1
PRE-PRIMARY CURRICULUM
Pre-primary Curriculum is a set of suggested activities, and instructions development by
government through the National Curriculum Development Centre (NCDC) to be used to teach
children in all ECD centres in Uganda. This curriculum is contained in the book called the
learning Framework for ECD. There are two learning frameworks. One is for children of 0-3
years and the other is for children of 3-6 years of age. The learning framework is used instead
of a syllabus as used in the primary schools because young children cannot be taught in the
same way as is done in primary schools all over the country. Because we understand children’s
development needs and differences in culture that cannot be easily explained to children at
this age, we instead provide general guidelines to guide caregivers and teachers to teach
children basis concepts without over teaching or under teaching. The learning Framework is
theme based and is centered on learning areas. At this age of 3- 6 years the interest is on what
the child is able to do and learn.
Note:
Just as the syllabus or thematic curriculum is used for teaching children in primary schools, the
learning framework is also used for promoting learning in pre-schools like day care centres,
nursery schools, kindergartens and community based ECD centres. It is not right to use the
primary curriculum in ECD because it is for another level.
With this learning framework these are no lessons to be taught, instead, there are
developmental activities to be done by children. A number of activities that a child is made to
do helps that child to achieve a competence. A competence is a specific skill, capability,
fitness, expertise or experience that a child has learnt, acquired and showed mastery in it as
he/she displays it in different situations. A competence can also describe genuine abilities. For
example in the learning framework, a competence is stated as follows: “I can ………………”. It is
important to note that competencies differ according to the age bracket (3-4year, 5-6year, 56years). Those for younger children as simpler while for the older children are more difficult.
The difficulty is based on the fact that a child is expected to achieve the easy ones first before
going to the harder ones.
13
A set of competences that have been achieved by a child builds a learning outcome. A learning
outcomes focus on what the child will be and what qualities she will have as a result of
undergoing a learning process. Critical outcomes are key skills, knowledge, attitudes, and
values for an individual to live meaningfully in the society. Outcomes are achieved after a long
time of learning, usually after a school term, year or end of programme.
Activity
1. Explain the difference between the learning framework and the thematic curriculum
______________________________________________________________________
____________________________________________________________________
2. Discus the disadvantages of using the thematic curriculum in ECD
______________________________________________________________________
____________________________________________________________________
3. Explain the difference between competence and an outcome
______________________________________________________________________
____________________________________________________________________
4. Explain why we cannot use a syllabus in ECD just like it is done in primary school
______________________________________________________________________
____________________________________________________________________
2.2
LEARNING AREAS IN THE LEARNING FRAMEWORK FOR CHILDREN OF
3-6 YEARS
The learning framework for ECD used for promoting learning of children of 3-6 years is made of
five thematic learning areas. These areas combine a number of subject areas that are related.
Therefore, when teaching children in this age category, you do not need to start looking for
specific subjects to teach as all the content in the necessary subjects has already been
integrated in the areas.
14
Examine the learning framework (3-6 years) and identify subjects that have been covered
in it. Write down the identified subjects
______________________________________________________________________________
______________________________________________________________________________
The five learning areas in the learning area for 3-6year old children include:
1) Relating with others in an acceptable way.
2) Interacting, exploring, knowing, and using my environment.
3) Taking care of myself for proper growth and development
4) Developing and using Mathematical concepts in my day to day experiences
5) Developing and using my language appropriately
We shall now examine each of the learning areas in details.
2.3
AREA 1: RELATING WITH OTHERS IN AN ACCEPTABLE WAY.
This area (see the learning framework 3-6 years pages 12-17) focuses on helping a child develop
competences that he/she will use to relate with self, peers, family, community and society in an
acceptable way. It explores acceptable behaviours that area common in our communities and
how they should be shown appropriately depending on the culture and where one lives. It is a
fact that cultures differ from one community to the other in Uganda. This therefore means that
children are supposed to be taught those behaviours that are acceptable in their communities
first before they can be made to appreciate those of other cultures. It also means that while all
classes will be having the same lessons, the content will vary from place to place following their
culture and the acceptable behaviour therein.
Activity
1. List 20 behaviours that are acceptable in your community that you can teach children
to make them acceptable in your community
______________________________________________________________________
15
____________________________________________________________________
2. List 10 behaviours practiced by people in other communities but may not be
acceptable in your community
______________________________________________________________________
____________________________________________________________________
The main behaviours emphasized in this area are those that are universally acceptable in
Uganda. They emphasize the general good and equality for all people regardless of their
background or status. These behaviours have to be taught to all children together with those
other behaviours that are unique or specific to their community. The behaviours are
summarized in the following learning outcomes:
Outcomes for Learning Area 1
•
•
•
Identifying, taking interest in and observing people around me.
Identifying people who protect and take care of me and how they do it.
Sharing with others and taking care of other people
The above outcomes cannot be achieved in one lesson or in a period of one month. Rather,
they can be taught for over a year. These outcomes are enabled by competences. The
competences in area 1 of the learning are summarized in the box below.
Competences for Learning Area 1
•
Identifying appropriately people at home, learning centre and immediate environment
•
Talking about the roles of different people at home, learning centre and immediate
environment
•
Describing different people a child interacts with
•
Communicating needs to different people appropriately
•
Showing acceptable behaviour to people a child plays or interacts with
•
Differentiating good from bad behaviours
•
Participating in group activities
•
Showing feelings for others in different situations
•
Caring for others
16
Activity
1. Identify some acceptable behaviours that you would teach children to show that they
have feelings for others
______________________________________________________________________
____________________________________________________________________
2. List 5 behaviours practiced by people in your community that show caring for others
______________________________________________________________________
____________________________________________________________________
Methods used
Different methods need to be applied when teaching children different acceptable behaviours
as suggested in this area. Since most lessons will dwell on behaviours, you should use methods
that help to inculcate behaviour and attitude in children. Some of these methods include story
telling, dramatization, role play, miming among others. You should refer to the methods unit to
identify the appropriate method to use and learn how it is applied in class.
Assessment
Assessment of behaviour cannot be done through book activities. You need to observe children
in different situations for example at play, class, break time, or during group activities. Make it a
point to always remind them of the acceptable behaviours immediately one shows an
unacceptable behaviour. You also have to be patient with them while rewarding the good
behaviours till it becomes part of the children.
Activity
1. Explain five different ways you can use to instill acceptable behaviour in children
______________________________________________________________________
____________________________________________________________________
2. Identify different people that you can work with to help you instill acceptable
behaviour in children
______________________________________________________________________
17
2.4
AREA 2: INTERACTING, EXPLORING, KNOWING, AND USING MY
ENVIRONMENT
This area (see the learning framework 3-6 years pages 18-26) focuses on helping a child develop
scientific competences that he/she will use to explore the environment, use it and conserve it
for now and future use. It explores different scientific skills like observation, manipulation,
experimenting, recording, testing, analysis and other variety of scientific skills. This area also
tries to tap into the characteristic of young children to promote learning. These characteristics
include curiosity, being inquisitive, eager to learn, very active and are creative. Activities in this
area are meant to enhance those qualities of children as they are exposed to different
experiences within the environment and through use of all their senses.
Activity
1. List 8 scientific skills that young children should be exposed to
______________________________________________________________________
____________________________________________________________________
2. List 10 activities done in your community that promote scientific skills development in
young children
______________________________________________________________________
____________________________________________________________________
The main scientific skills emphasized in this area are those that lay a foundation for the child’s
future involvement in different scientific activities as adults. It is important to note that while
giving children activities to promote the skills, we should not make it academic. Instead, we
should use play and everyday activities as children use their body, mind and immediate
environment. The scientific skills to be developed in this area are summarized in the following
learning outcomes:
Outcomes for Learning Area 2
•
•
•
•
•
•
Exploring and knowing my immediate environment.
Knowing and appreciating important places in my environment.
Knowing how to keep and take care of my environment
Identifying dangers in my environment and taking precautions
Experimenting and understanding the concept of movement (force)
Creating things, appreciating and expressing
18
myself through art
The above outcomes cannot be achieved in one lesson or in a period of one month. Rather,
they can be taught for over a year. These outcomes are enabled by competences. The
competences in area 2 of the learning are summarized in the box below.
Competences for Learning Area 2
•
Identifying and talking about home, learning centre and important places in the
community
•
Using important places in the environment
•
Classifying people, animals, insects and other objects seen at home, learning centre and
community
•
Caring for and valuing the environment
•
Cleaning and conserving the environment
•
Identifying dangerous things in the environment and protecting self from those dangers
•
Experimenting with things in the environment
•
Manipulating different things in the environment
Activity
1. Identify 5 activities that you can give children to help them manipulate their
environment
______________________________________________________________________
____________________________________________________________________
2. How can you teach children to keep themselves safe from dangers in the environment
______________________________________________________________________
____________________________________________________________________
Methods used
Different methods need to be applied when teaching children different scientific skills. Since
most lessons will dwell on the environment, you should use methods that help children to
experiment, manipulate different objects, exploring their environment, creating things and
expressing themselves. Some of these methods include experimenting, project, discovery, field
19
trip, demonstration among others. You should refer to the methods unit to identify the
appropriate method to use and learn how it is applied in class.
Assessment
Assessment of children’s acquisition of scientific skills cannot be done through book activities
only. You need to provide children with a variety of materials and give them freedom to do
what they wish as long as you have taken care of safety issues. You also need to take children
out in the natural environment to allow them experience natural world. From these settings,
you can observe children in different situations for example at play, class, break time, during
individual activities, project work or during group activities. Make it a point to always remind
them to take not of changes or observations that occur as they work with different and report
them to you or peers. You can engage them in discussion of the observed behaviours in the
environment and seek their explanations on why they are like that.
Activity
1. Explain five different ways you can use to help children explore their environment
______________________________________________________________________
____________________________________________________________________
2. Identify five different places where you would take your children to experience
different scientific knowledge
______________________________________________________________________
____________________________________________________________________
3. Explain the reasons why you chose the places identified above
______________________________________________________________________
____________________________________________________________________
20
2.5
AREA 3: TAKING CARE OF MYSELF FOR PROPER GROWTH AND
DEVELOPMENT
This area (see the learning framework 3-6 years pages 27-39) focuses on helping a child to take
care of self and live independently in the family and community. It focuses on basic health and
hygiene practices. Knowledge and practice of these basic practices will help a child stay free
from communicable and sanitation related diseases.
Activity
1. List 8 personal hygiene activities that children in your community are exposed to
______________________________________________________________________
____________________________________________________________________
2. Explain different ways through which children are taught person hygiene in your
community
______________________________________________________________________
____________________________________________________________________
The main health practices emphasized in this area are those that lay a foundation for the child’s
future healthy living as adults. It is important to note that these cannot be mastered by children
through usual class work. Instead, effort must be made for these activities to be done
practically so that they become part of the children’s daily life. The skills to be developed in this
area are summarized in the following learning outcomes:
Outcomes for Learning Area 3
•
•
•
•
•
•
•
•
•
•
•
•
•
Caring for my eyes
Caring for my ears
Using the sense of touching and feeling to describe things and situations
Caring for the body
Using the sense of smell and caring for the nose
Using the sense of taste and caring for the mouth
Identifying and naming different body parts and their uses
Having self-concept, confidence and self-esteem
Using gross and fine muscles
Expressing creativity freely and independently
Keeping healthy and practicing good health habits
Keeping safe and avoiding accidents21
Knowing and relating with God and His creation
The above outcomes cannot be achieved in one lesson or in a period of one month. Rather,
they can be taught for over a year. These outcomes are enabled by competences. The
competences in area 3 of the learning are summarized in the box below.
Competences for Learning Area 3
•
Maintaining personal hygiene
•
Caring for different body parts
•
Protecting the body from danger
•
Keeping safe
•
Avoiding accidents
•
Maintaining a good sanitation in the environment
•
Showing self-concept, self-esteem and self-confidence
•
Expressing self freely
•
Using fine and gross muscles
•
Knowing and relating with God and His creation
Activity
1. Identify 5 activities that you can give children to help them know and relate with God
______________________________________________________________________
____________________________________________________________________
2. How can you teach children to protect themselves child sacrifice
______________________________________________________________________
____________________________________________________________________
Methods used
There is no one right method that one can use to promote children’s learning. Instead, we
should use a variety of methods in different contexts to promote learning. For the case of
learning area 3, most activities need to be done practically. It will be wrong for children to just
22
memorize different health habits when they cannot practice them. Therefore, effort should be
made engage them in the practices so that those desired habits become part of them. Washing
the face, brushing the teeth, washing clothes and all other related practices and habit must be
done by the caregiver/teacher as children imitate and later continue practicing them. Even at
snack time, the desired habits have to be observed. When children do them right, they should
be rewarded, while those who do not do it appropriately should be shown what and how to do
it and encouraged to keep trying till they master them.
Assessment
Assessment of children’s acquisition of health habits and mastery of person hygiene practices
should be assessed in context and basing on observations of what the child can or cannot do. If
we note what they child did on the first day, we shall be able to tell later whether the child is
progressing or not. Those who show progress should be encouraged to continue, while those
who still find challenges have to be supported to master them. Remember, as you teach
children different health habits and personal hygiene practices, keep in mind the culture of the
area because they can have an influence on what you are doing.
Activity
1. Explain how culture in your are can influence personal hygiene practices that you may
be teaching children in your class
______________________________________________________________________
____________________________________________________________________
2. Identify five different health habits practiced in your community
______________________________________________________________________
____________________________________________________________________
3. Explain different activities that you can give children to promote their self-concept,
and self-esteem
______________________________________________________________________
____________________________________________________________________
23
2.6
AREA 4: DEVELOPING AND USING MATHEMATICAL CONCEPTS IN MY
DAY TO DAY EXPERIENCES
This area (see the learning framework 3-6 years pages 40-49) focuses on helping a child develop
mathematics competences that he/she will use to transact business in every day situations. The
area focuses on providing practical mathematics experiences that will lay the foundation for a
child to start understanding abstract mathematics concepts in later life. It explores a variety of
key concepts that every child must be exposed to in order to lay a firm foundation for
mathematics. The nine concepts explained in this area are all useful. A child should not only be
exposed to numbers as is the case in some places, but need measures, sets, fractions, money,
time, space, statistics, geometry and algebra in their simple form as you will find them in this
learning area. Before you can start learning how to help children develop these basic
mathematic concepts, you should first remind yourself of what mathematics is, what is means
to young children, its use in our daily life and challenges teachers face as they teach young
children mathematics.
Meaning of Mathematics
Mathematics is one of the most useful and fascinating divisions of human knowledge. It
includes many topics of study which makes its definition to vary from place to place.
Mathematics can be described in the following ways:
•
It is a science dealing with measurements, properties and relationships of quantities as
expressed in symbols/numbers.
•
Mathematics is a science that has evolved from counting, measuring, and describing the
shapes of objects. It deals with logical reasoning and quantitative calculation.
•
It is one of the day-to-day real life experiences that enable children to solve their
problems, their needs and live in harmony with others.
Importance of mathematics in our day to day experiences
Mathematics is a combination of many things which children come across through
manipulation of different objects. If children are supported appropriately to practice different
mathematics activities, they will develop so many skills and abilities that are not limited to the
following:
24
•
Solve daily problems. Children learn how to solve mathematical problems.
•
Manipulative skills. It promotes the development of children’s fine motor muscles as
children play, model, sort, match and trace.
•
Estimation and accuracy. Children develop appropriate skills of their daily experiences
such as knowing the amount of food to put on a plate, how to conserve, critical
observation and analysis.
•
Transaction of different businesses
•
Understand and use spatial relationship
•
Writing, calculate, plan and measure different things and materials
•
Be imagination, creative and concentrate so as to comprehend and give verbal meaning
•
Counting. Children develop the concept quantity of objects; more, less, same amount.
•
Matching and comparison. It helps children to see the similarities and differences
between objects.
•
Language development. As children interact they develop language through discussion
exchange of materials and ideas.
•
Helps to develop computation skills which include addition, subtraction, multiplication
and division.
•
It helps children to develop a wider perspective of the mathematical world.
Importance of mathematics in ECD
In ECD, it is important for us to expose children to all the basic mathematics concepts and not
just numbers so that we can serve the following purposes:
•
Mathematics provides early childhood learners with a vital foundation for the future
understanding of mathematics.
•
Build on the specific experience of the children in the classroom. This includes using
words and materials that are familiar to the children in terms of previous knowledge,
community, and cultural significance.
25
•
Continued and sustained interactions with mathematics concepts over the course of the
school year helps the child to develop more complex mathematical abilities from known
to unknown, simple to complex among others.
•
It makes mathematics learning a fun, an interactive process that crosses other areas of
learning such as literacy, art, music, and physical education. Additionally, mathematics
can be included in regular play activities such as block building.
•
Develop the use of new mathematics based vocabulary. A child is able to understand
and recall a word such as geometric when referring to a shape.
•
Mathematics is a functional and service skill for job creation leading to self
sustainability.
Challenges in teaching young children mathematics
a) Personality of the Teachers
•
Weak academic background and content knowledge for teaching
•
Teachers’ poor attitudes towards mathematics
•
Inappropriate teaching methods and practices (mainly teacher centred, rote and chalk
and talk), teaching geared towards passing examinations).
•
Examination pressure and competition among pre-school stakeholders. This makes
teachers not to teach mathematics concepts comprehensively but drill them to pass
examinations.
•
Few qualified teachers who have the knowledge on what to teach children
•
Low morale from teachers due to low pay leading them not to concentrate or plan
adequately.
•
Pre-school teachers in lower classes are under looked yet it is the foundation level on
which other mathematics concepts are built.
b) Characteristics of Children in our classes
•
Individual differences as a person, home and socio-economic background
•
Inability to read and write
•
Absenteeism and dropouts
26
•
Children go to school when they are hungry.
c) Nature of Class Space
•
Large class enrolment making them overcrowded in small spaces
•
High pupil to teacher ratio
•
Inadequate teaching and learning materials, and resources (textbooks)
•
Much workload for teachers
d) Government Policies on Education
•
Relaxed policy in the implementation of continuous assessment.
•
Lack of a binding document on caregivers’ terms and conditions of their jobs including
salary so as to protect pre-school teachers
Activity
1. Briefly explain what you understand by the word mathematics
______________________________________________________________________
____________________________________________________________________
2. Explain why we should bother to teach young children mathematics
______________________________________________________________________
____________________________________________________________________
3. Explain five different ways you have personally benefited from use of mathematics in
your daily life
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
4. What challenges do mathematics teachers face in teaching mathematics in your area?
______________________________________________________________________
____________________________________________________________________
2.7
BASIC MATHEMATICS CONCEPTS
This includes the following; Set, number, ordering, seriation, algebra, space, fractions, and
graphs.
27
a)
Sets
A set is a gathering or collection of objects into a whole or on group. The small pieces that make
up a set is called elements of a set. The elements or members of a set can be anything:
numbers, people, letters of the alphabet, or other sets.
In a set, things are grouped together based on common properties or how they appear. This
enables children to put things into particular groups according to the features they have.
Example:
A set of cups, a set of leaves, a set of plates, a set of girls, a set of boys, a set of animals, or a set
of bottles.
Application
•
Avail a variety of objects in large quantities to the children.
•
Let them sort and group similar objects according to the features they have. In the
process, children make sets.
•
Encourage children to talk about the sets they have made.
•
They can also match similar sets for example a set of cups to another set of cups. Other
activities may include finding the odd man out from a set or matching.
Materials
•
A collection of a variety of familiar objects from the local environment.
•
Tins, bottles, leaves, bottles tops, cups paper bags, shoes, tyres, books, papers, pencils,
colours, crayons.
Assessment
Assessment is an ongoing process of finding out how children are progressing in the
achievement of the desired competences. This goes on in the teaching/learning process and
outside class. This can be done through direct observation while children are at tasks, asking
28
questions, talking to individual children, using check lists on competence achievement,
individual and group work.
It is important that you base your assessment on daily observations you make.
This
necessitates you to keep records on daily basis in which you note individual children’s progress.
Note:
Young children need to experience practical mathematics activities repeatedly before they are
able to understand abstract mathematical concepts. Therefore, you need to diagnose the
performance of each individual child to enable you identify those who have not achieved
expected competences so that you provide more support to them. Encourage children to work
with peers to enable them learn from each other. Let children also use their daily experiences
on set concepts for example at snack time, lunch time and during free activity to enable them
conceptualize.
Activity
1. Briefly explain what you understand by the word set
______________________________________________________________________
____________________________________________________________________
2. Think of five different things in life that usually stay as a set
______________________________________________________________________
____________________________________________________________________
3. Explain how you can use sets in your daily life
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
b)
Number
Number is a sign or word that represents amount/quantities of units/sum of group of things.
After sorting and matching of objects in groups, the children will be ready for number work.
29
Experiences in number are very important, as they serve as the foundation on which the
children will build their understanding of more complex mathematical concepts as they get
older.
It is important that you introduce quantities in a variety of situations with different objects as
you relate to the symbols. Understanding of quantities goes hand in hand with counting similar
objects in sequence. The children should do the counting by giving number names to each
object in sequence. Later, they can use these numbers to solve every day problems in their
daily life experiences for example:
•
Number is used for showing positions of something in series like table number 1, car
number 2.
Quantities of things/people like two bottles, few people.
For separation of things/identification like telephone
Other concepts children learn can be odd and even numbers, sum, division,
multiplication, addition, subtraction, some, all, few, fractions, or counting.
c)
Ordering and seriation
Ordering involves children arranging objects from the smallest to the biggest, shortest to
tallest, lightest to heaviest. On the other hand seriation means putting things into a sequence
or arrangement of things one after another in pattern. They can be arranged according to their
size, weight, length, smoothness, and so on. It is through fitting objects using trial and error
that children begin to compare the characteristics of the objects.
A teacher therefore, needs to provide various activities to enable children develop the concept
of ordering and seriation.
Application:
The following order will enable children to develop the concept of ordering and seriation:
•
Avail varieties of materials of different colours, sizes, length, width, texture and so on to
enable children develop the concept of seriation and ordering.
30
•
Compare the attributes of things e.g. longer/shorter
Arranging things one after the other in a series of pattern and describe their relationships.
•
Let the children arrange tins of different sizes, length, and width following a sequence.
•
For the case of blocks let children order them according to their sizes.
•
Let children order sticks or strings of different lengths from the shortest to the tallest.
•
A few children can also stand in a row according to their height.
•
Children can model things and then arrange them from the biggest to the smallest model.
Children can do many similar activities using different materials.
•
Children can arrange objects in sequence to make patterns and designs. For example, they
could use white bead followed by red beads, or white followed by two red beads and so on.
•
Children can also sequence objects or pictures in corresponding rows by number values.
•
Children should also learn and recite number poems and riddles
•
Children can complete puzzles on numbers.
•
They can also sing number songs
•
Children can also play buying and selling at the shop or market area.
•
They can also play number of outdoor games like jumping skipping, hope- step and jump,
while counting
•
Children can play number value games like lotto and number dominoes.
Materials
Blocks of wood, sticks, leaves, plastic bottles, pencils, maize cobs, shells, seeds, cut-out
numbers, tins, pictures plastic tins, clay, bottle tops, wall charts with numbers, scissors,
crayons, coloured pencils, number cards, glue.
31
Assessment
This concept can be confusing for children if they are not guided well. The caregiver is
therefore advised to use as many activities and materials as possible in order to ensure that all
children develop this concept.
Some of the strategies for assessment include:
•
The caregiver may hold two objects of different sizes and ask children which is bigger than
the other or vise versa.
•
The caregiver may also ask a child to arrange children of different heights from the shortest
to the tallest.
•
The caregiver may provide materials or objects of different sizes and ask children to order
them in groups from the biggest to the smallest or vise versa and see which group finishes
first.
Note:
Provide variety of materials that are available in the children’s environment. This will help
them to transfer knowledge from school to home. Also, ensure that you observe how the
children are carrying out different activities regularly and support or encourage children who
may have challenges.You can also create as many games as possible so that children may
acquire
d)
Time
Time is one of the abstract concepts measured in seconds, minutes, hours, week, months and
years. To the children, time is interpreted in terms of activities for example bed time, break
time, day time, and night. Therefore, they will always use those activities or events when telling
time for example the sun is rising so it is time to go to school or it time for going to work.
32
They also relate time intervals to familiar events, places and feelings for example in the
morning when I wake up, I greet people at home, I brush my teeth, I wash my face, take
breakfast…. Going to school to morning circle, bell means snack time, lunch time is when you
are at the lunch table, when it is getting dark means it is time for people to come back home or
it is time to eat super, or time to sleep…
As you interact with children and pass on to them the idea of time, the actual concepts that you
will be working with include concepts of:Speedthat is fast, slow;part of the day that is morning,
afternoon, evening,day and night; days of the week; months of the year; relations to time for
example: about, towards, past, present, future, age, events, seasons, and telling the time.
Note:
Note: since the concept of time is difficult for children to understand, the caregiver should
provide simple and concrete activities to enable children develop the concept of time. The
caregiver needs to be patient when helping children to acquire the concept of time since they
usually tend to forget.
Application
•
Let children discuss what they do as soon as they come to school and what follows.
•
Encourage children keep to regular routine to help them develop the concept of time.
•
Let them talk about what they do at home before and after school, at day or night time.
•
They can also tell news of what happened when there was no school
•
Children can also talk about what happened yesterday, today, long ago, what will happen
tomorrow and so on based on a given event. It is good for them to start using these
words to help them understand the concepts.
•
Children can learn and recite poems with ideas about time for example
“I wake up in the morning, I wash my face, I dress myself, I take my tea, then I come to
school”
Other activities may include
33
Starting and stopping an action on signal
•
You can help children by using signs (symbols) or songs to show the start (or end) of an
activity. It can be a bell, drum or whistle. Encourage children to observe the call for
prayer, break, going to class or change of activity.
Experiencing and describing rates of movement.
•
Provide a variety of materials for children to pour, roll, spine or swing in order to observe
how long they take to settle. Encourage children to observe and describe the movement
of different things seen.
•
Experiencing and comparing time intervals
Relate length of time to familiar events for example I go to bed after super, after Friday
no school…
•
Anticipating, remembering and describing sequences of events
Follow a consistent daily routine and ask children what comes next at the end of each
activity. Encourage children talk about steps used in performing an activity
Materials
A routine chart, calendar, bell, weather chart, drum, tyres, balls, seeds, video, pictures, story
books.
Assessment
Observe children as they describe sequences of events, days of the weeks, routine activities and
speed of objects. Encourage those who are not using them to keep trying.
Activity
1. Briefly explain different activities you can give children to teach the concept of time
______________________________________________________________________
____________________________________________________________________
2. Which materials are available in your community that you can use to teach children
34
the concept of time
______________________________________________________________________
____________________________________________________________________
3. Compose a rhyme that can be used to teach time involving daily routine activities
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
e) Money
Money is a legal tender that we use to do business. Children only need to know that we use
money for buying and selling. This knowledge can be developed through use of different
activities that promote the idea of what items are bought and sold, their cost and how to count
money. They will also start gaining knowledge on different money and their amounts for
example coins and paper money of 50s, 100s, 500s, 1000 or 2000.
Application
•
Create a shop area within the environment.
•
Have in place improvised coins and paper money.
•
Let the children play at the shop buying and selling using the improvised money or real
money.
•
Children can also learn and recite poems or sing songs related to buying and selling.
Materials
Real paper money or coins and improvised money and coins
Assessment
Observe children during the shopping game, how they are buying and selling, the language
used for example how much, may I get some sugar please? May I get my change? Here it is,
thank you.
f) Measurement
35
Measurement is a concept that is developed through using activities and materials. Caregivers
should realize that children will only start forming measurement concepts through activities
given. The activities and materials help children to compare and estimate various capacities
and quantities. Children will also make and use simple measuring instruments to measure
lengths, area, volume, capacity, weight, time, space, money and speed.
Measurement of length, width and height
The important concepts that children start developing in this case are that objects are of
different lengths, width and eight. The caregiver should therefore provide simple materials and
activities to enable them start developing the vocabulary which include longer that, wider that,
higher than and so on.These concepts can be developed through some of the following
activities:
•
Comparing their own heights or using sticks to see how far they go along a wall.
•
Observing the heights of buildings, trees, animals, cars, and tell which ones are higher,
longer and wider than the others.
•
Comparing their fingers to see which ones are longer than the others.
•
Comparing the foot prints to see who has a long foot.
•
Learning and reciting poems and singing songs involving use of concepts of length and
height.
Area
This needs to be done using concrete objects and it can be developed through the following
activities:
•
Provide cut-out square shapes of the same size to children.
•
Let children put this square on a book or table, slates, mats to enable them see how many
of them cover that surface.
•
Children can fit puzzles cut-out of different shapes like: squares, circles, triangles, animal
shapes and pictures.
Weight
36
Weight is a concept that will help children to develop the vocabulary of heavier than or light.
They will also learn to discriminate items by weight. This can be developed through the
following activities:
•
Children can play blind folding games of lifting objects and saying which of the two or
three objects is heavier?
•
Ask children to order by weightthree or four containers of the same size.
•
Let children play the floating and sinking game at the water corner and discuss why some
things float while others sink.
•
Let children make light and heavy things by putting different amounts of the same
substance or equal amounts of different weights, unequal amounts of the same
substance.
•
Let children play with the balance at the water or sand area so as to compare which is
heavy and light
•
They can recite poems and songs related to the idea of weight.
Volume and capacity
Volume and capacity refer to how much something or a container can carry. The caregiver
should help children to start developing the concept of how many times a smaller tin be used to
fill the big tin. This can be done in the sand pit or water area. The children can also compete to
see which individual can fill a large container faster than others.
Space
It is important for the caregiver to introduce the vocabulary of top/bottom, inside/outside,
far/near, between while dealing with space. For children to start understanding the concept of
space there is need for the caregiver to provide variety of activities through which they will
develop the vocabulary. In the process, children will also realize that solid objects occupy space
as they do these activities.
Materials
37
Boxes, omo packets, milk packets, tins, bottles, balls, sticks, water, sand, balances, bottles of
different sizes, imitation money, scissors, seeds, pieces of wood, feathers, basin, crayons,
shapes of triangles, squares, strings
2.8
AREA 5: DEVELOPING AND USING MY LANGUAGE APPROPRIATELY
This area (see the learning framework 3-6 years pages 50-58) focuses on helping a child develop
competences that he/she will use to communicate with peers, people in the family, community
and society in appropriately. The area also focuses on helping a child to develop his/her
language and use it appropriately while communicating with people of different categories. It
explores the four language skills and different activities and methods you can use to develop
those skills in a variety of situations. Children in ECD have to be helped to acquire and perfect
the language skills in their mother tongue as specified in the Uganda language policy. Before
you can start developing children’s language, you should first remind yourself of what language
is, its importance to children and stages of language development.
Language is a means of communication from one person to another. It involves oral
communication which includes speech and non-verbal communication, which involves listening
and speaking.
Children use language in their daily life in different situations to do the following:
•
Conveying messages to other people
•
expressing feelings about their likes and dislikes
•
sharing ideas with other people or peers
•
demanding for care from adults and other responsible caregivers within their reach
•
interpreting the environment they find themselves in
•
To promote their mental development.
38
2.9
STAGES OF LANGUAGE DEVELOPMENT (0-6YEARS)
Children’s language development follows a sequenced pattern that can be recognized through
the following stages:
Emerging language(0-1 year): Under this stage, children show different characteristics as
different ages which overlap to other ages and are not necessarily fixed.
•
From 0-2months, babies begin to make cooing sound to communicate their feelings.
•
At 4-6months infants/babies begin to add consonants to the words.
•
At 12 months babies say their first recognizable words, know their own name and say
some words.
Symbolic development(1-4yrs): At this stage, which is sometimes called the period of language
explosion, the child develops language very fast and acquires plenty of vocabulary in the
following ways:
•
At one and half years children understand simple commands and their vocabulary
expands.
•
At 2years, toddlers combine two words, and they understand much more in advance.
•
At 3years toddlers carryout complex commands.
•
At 4years they listen to stories and also have many questions.
Consolidating language(4-6 years): This is the time when what has been learned and
understood about language is consolidated. At this stage further development is enhanced.At
5years, the toddler develops power of reasoning and criticism, and also use complex sentences
copied from adults.
Activity
1. Explain different stages of language development
______________________________________________________________________
____________________________________________________________________
2. Discuss the importance of language to children in your community
______________________________________________________________________
____________________________________________________________________
39
The main language skills to be developed in children that are covered in this area are listening,
speaking, reading and writing. The four skills are not taught as different skills in isolation, but
are taught in such away that they are integrated and used to reinforce the other. For example,
listening compliments speaking and vice versa. Emphasis should be put on correct use of the
skills in the children’s mother tongue or area language following its unique rules that is specific
to their community. The skills are summarized in the following learning outcomes:
Outcomes for Learning Area 5
•
•
•
•
Listening with acuity for information and enjoyment and responding
appropriately in a wide range of situations.
Communicating confidently, effectively and meaningfully in spoken
and sign language in a wide range of situations.
Reading to enjoy, acquire knowledge and be able to comprehend
Writing different kinds of factual and imaginative tasks depicting good
letter formation, creativity and handwriting skills.
The above outcomes are enabled by the competences in area 5 of the learning that are
summarized in the box below.
Competences for Learning Area 5
•
Responding to different sounds
•
Differentiating different sounds and objects
•
Responding to instructions and commands
•
Reporting what has been heard
•
Expressing self in different ways
•
Interpreting what is seen
•
Reading simple words and sentences
•
Writing letters and words accurately
Identify some competences that have been left out in the box above are useful in
promoting children’s language development
_____________________________________________________________________________________
_____________________________________________________________________________________
40
2.10
ACTIVITIES TO DEVELOP CHILDREN’S LANGUAGE
Development of children’s language requires use of different activities that will allow children
to practice use of their newly acquired skills. Activities that can be used are according to the
language skills.
Activities to develop children’s listening skills
We can use the following activities to develop children’s listening skills:
•
Storytelling, News telling, drama, role plays,reciting songs, poems, riddles, oral
composition. All these activities are meant for the child to put into practice what he/she
has heard.
•
Auditory discrimination games to train the child to listen effectively.
•
Encouraging children to describing things or sounds made. It can also be retelling
information heard from discussions.
•
Asking children to retell short stories after reading to them.
•
Songs that a child repeat after the teacher.
•
Games of transfer of messages heard from one person to another.
•
Listening to recorded materials and answering questions about it.
Activities to develop children’s speaking skills
We can use the following activities to develop children’s speaking skills:
•
Retelling stories that have been told to them
•
role playing different situations that require children speak
•
Imitating what others have said
•
Conversations with adults or other children
•
Proverbs that children are helped to say
•
Saying rhymes
•
Singing songs both traditional and composed songs
•
Saying riddles
•
Reciting poems
•
Telling and re-telling news
•
Saying tongue twisters
41
•
Saying lullabies
•
Letting children to imitate audio messages
Activities to develop children’s reading skills
We can use the following activities to develop children’s reading skills:
•
Indoor games (dominoes ,jigsaw, lotto)
•
Opening of books to master orientation
•
Reading tunes
•
Reading story sequences,
•
Use of Visual discrimination activities like sorting, matching or pairing
•
Discrimination of sizes and shapes
•
Left to right eye movement.
•
Telling stories in sequence.
•
Sound recognition.
•
Recognition of patterns.
•
Recognition and matching of letters.
•
Spotting of missing parts from two similar pictures.
Activities to develop children’s writing skills
We can use the following activities to develop children’s writing skills:
•
Tracing, Tearing, Cutting, Painting, Colouring, Collage, Drawing, Modeling, Pasting,
Doodling.
•
Drawing and writing patterns
Activity
1. Explain five different methods you can use to teach children language
______________________________________________________________________
____________________________________________________________________
2. Identify different ways of assessing children’s language development
______________________________________________________________________
___________________________________________________________________
42
3. Suggest what you can do to help a child who is having a problem mastering speaking
skill
---------------------------------------------------------------------------------------------------------------4. Explain five activities you can give children to develop listening skills
______________________________________________________________________
___________________________________________________________________
2.11
ACTIVITY PREPARATION
Every successful learning activity usually comes from a scheme and lesson plan. These two
aspects will be the focus of this part.
Scheme of Work
A scheme of work is detailed plan of content indicating what should be taught and how it
should be covered within a given period of time; it includes the instructional resource materials
and activities a student should engage in.
Purpose of Scheming
•
To be able to identify all required instructional materials in time
•
To keep the teacher focused
•
To be able to break down content to manageable teaching topics depending the ability
of the learners
•
Identify methods suitable to the learner’s ability
•
It helps to apportion content to cover the available time as required for a particular level
SAMPLE SCHEME OF WORK
LEARNING AREA 2:INTERACTING WITH, EXPLORING, KNOWING AND USING MY ENVIRONMENT
LEARNING OUTCOME II: KNOWING AND APPRECIATING IMPORTANT PLACES FOUND IN MY ENVIRONMENT
SCHOOL:……………………………………………………………… CLASS: BABY
43
TERM:………………… YEAR: 2010
WK
LESSON COMPETENCE
1
1
CONTENT
ACTIVITY
INSTRUCTIONAL
MATERIALS
I can talk about Church
Naming the sign for
Pictureof a
important places Sign for church: Its cross
a church
Church,
found in my
Things found in the church: Naming thingsin the Real objects in
Candles ,Drums,
church
the church
environment
Bible, Bread
Matching
Church wine, Baskets
Pictures topictures.
Shading picture
of a church.
Uses of things found in the Talking about
church
the uses of
Candles, Drums,
things in the
Bible
Bread
church
Church wine
Baskets
People in the church
Identifying
Priest /pastors
Different
Ushers
People who go
Alta boys
to church
Catechists
Role playing
Children
Parents ( mother and father)
Church leaders etc
Gifts people give in church
Money, Bread Fruits
Chicken, Matooke, Wine etc
2
4
5
REFERENCE REMARKS
The Learning
Framework
for ECD
page 20
Photos showing
activities in the
church
Note:
It should be noted that a well prepared lesson can be taught without any notes but a good
lesson cannot be taught without any preparation.
2.12
LESSON PLANNING
This is a planned sequence of learning activities or lessons covering a period of several weeks
and centered on some major concepts, themes or topics.
In lesson planning it is important to consider the following;
•
The principles of learning,
•
The techniques of questioning
44
The use of teaching aids
•
Purpose of lesson plan
Prior to the lesson, it helps the teacher to think through or visualize the lesson as he/she will
teach it. At this point the teacher can anticipate learning difficulties and decide how to
overcome them.
The plan assists the teacher in organizing the tools, materials and aids needed to carry out the
plan. A good lesson plan gives the teacher confidence while teaching and helps him/her to;
•
Provide needed motivation
•
Gives proper emphasis to various parts of the lesson that require learner’s activity
•
Check carefully so that essential information are included
•
Use learning aids effectively
•
Ask questions at the proper time
•
Stay on schedule
A clear well made plan helps to:
•
Managetime
•
Plan activities to be performed depending on the number of children in the class.
•
Make learning materials available for use.
•
Be systematic in exposing children to learners.
•
To help in control and manage theclass
•
Be accountable in terms of the targets set
•
Encourage a caregiver carry out enough research for the purpose of perfecting work.
2.13
DESIGNING DAILY ROUTINES
Daily routine refers to the daily activities carried out in the school by children from the time
they arrive at the learning centre until they go back home. A sample of the daily routine
includes:
45
Time
7:00 – 8:00
Activity
Arrival of children (Pick their play materials, Play,
toileting)
8:00 – 8:30
Morning Ring (singing songs, prayers, anthem, health
inspection, news, oral work, day’s theme).
8:30 – 10:00
Planned Class Activities (small groups activities going
from one area to another but without showing children
that you are changing from one area to another).
10:00 – 10:30
Snack time (talking about table manners to be
observed, taking snacks as you talk about the uses and
sources of the foods being eaten).
10:30 – 11:00
Outdoor play (Caregivers have to be around to
supervise play for safety)
11:00 – 11:20
Rest (Children are made to sleep for a while)
11:20 – 12:00
Planned class activities in a learning area, toileting and
washing up.
12:00 – 12:30
Work time (Play in areas of choice like block, sand or
shop areas)
12:30 – 1:00
Large circle (prayer, recall of what had been done,
farewell).
From the daily routine, we can make a time table. The routine should be used to standardize
time allocated for each activity but there is room for flexibility in the activities depending on
the situation.
End of Unit Assignment
1. Identify two subjects that have not been covered in the learning framework for ECD
________________________________________________________________________
________________________________________________________________________
2. Identify 10 subject areas that have been covered in the learning area
46
________________________________________________________________________
________________________________________________________________________
3. Explain 10 acceptable behaviours that you will teach children to master in your class
________________________________________________________________________
________________________________________________________________________
4. In which way can you involve parents to support you promote children’s learning?
________________________________________________________________________
________________________________________________________________________
5. Explain the use of learning materials for children in ECD
________________________________________________________________________
________________________________________________________________________
6. With relevant examples, explain the disadvantages using primary school approach to
teaching in ECD
________________________________________________________________________
________________________________________________________________________
7. As a pre-primary teacher, list the materials you will need to prepare children’s activities
for use in a class
________________________________________________________________________
________________________________________________________________________
8. Make a sample activity plan to be used in your class
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9. Explain the role of the teacher in implementing the learning framework for ECD
________________________________________________________________________
________________________________________________________________________
10. Identify some of the challenges teachers face when you using the learning framework for
ECD
________________________________________________________________________
_______________________________________________________________________
UNIT SUMMARY
Dear students this unit has enlightened you on the concepts used in the ECD learning
framework, different learning areas in the learning framework and concepts used in the areas.
It also dwelt on how to develop schemes of work lesson plans and how to design daily routines.
It is important that you maintain the idea that learning outcome should help you to enhance
47
the creation of knowledge skills values, and attitudes that an individual requires to live a
meaningful life in society.
REFERENCES
National Curriculum Development Centre (2007). The Learning Framework for Early Childhood
Development (3-6years). Kampala: National Curriculum Development Centre.
National Curriculum Development Centre (2009). Caregiver’s Training Manual for Early Childhood
Development, Kampala: National Curriculum Development Centre.
LEARNING COMPETENCE
You have now completed this unit. The learning competences are listed below. Tick the column
that reflects how much you have learnt in each competence.
Learning Competence
Explain what a learning framework means
Identify different learning areas in the learning framework
Explain different concepts used in the learning framework
Create an environment that promotes achievement of competences
Assess children’s learning effectively
Not Sure
Satisfactory
In case you find that you are not sure whether you really have any of the above competences,
go back and review the specific sub-topic and do the activities therein. Also, find a friend or one
of your facilitators/tutor and discuss with him/her some of your challenges in that topic. You
will make it. If in case you feel confident, then I would like to take the pleasure of
congratulating you for this achievement. Well done! Move on to the next unit.
Congratulations
48
UNIT THREE
EARLY CHILDHOOD DEVELOPMENT CURRICULAR (0-3 YEARS)
This unit introduces you to the Pre-Primary Curriculum also known as theLearning
Framework for Developmental Experienceswhich is used to promote learning of
children in the age bracket of 0-3 years. This curriculum is used in day care centres,
homes and in Community based ECD centres where children of 0-3 years are cared
for to promote their holistic development. The main areas of concern in this unit
include:
•
Learning outcomes and Competences in the framework
•
Developmental areas in the learning framework for 0-3 years
•
Schemes of work
•
Planningdevelopment activities
•
Daily routine
LEARNING OUTCOME:
It is expected that after carefully studying this unit and doing all the exercises and activities as
expected, you will be a teacher who “utilizes the learning framework for ECD to plan
appropriate developmental activities that promotes children’s holistic development”
Study requirements
In order to be able to successfully cover work in this unit, you need a noise free room to avoid
interruptions, a note book, a pencil, a rubber, the learning framework for ECD (0-3years) and
caregivers’ guide to the learning framework (0-3years).
Enjoy studying this unit.
49
3.1
DEVELOPMENTAL AREAS IN THE LEARNING FRAMEWORK FOR
CHILDREN OF 0-3YEARS
The learning framework for ECD used for promoting learning of children of 0-3 years is made of
six thematic developmental areas. These areas combine a number of activities that support
each other in an integrated way to promote holistic development. The six developmental areas
in the learning area for 0-3 year old children include:
1) Enhancing personality, social and emotional development.
2) Communication, language and literacy.
3) Problem solving, reasoning and mathematical concepts
4) Knowing and understanding the environment
5) Enhancing physical development
6) Using creativity in day to day experiences
We shall now examine each of the learning areas in details.
3.2
AREA 1: ENHANCING PERSONALITY, SOCIAL AND EMOTIONAL
DEVELOPMENT.
This area (see the learning framework 0-3 years pages 17-21) focuses on helping a child develop
his/her personality, social and emotional wellbeing. This can only be possible if you provide the
child with various opportunities to express self and emotions while giving guidance on how to
relate with others in the environment.
Activity
1. List 10 behaviours that show that a child is developing well socially and emotionally
______________________________________________________________________
____________________________________________________________________
2. List 10 behavioursthat show that a child is having emotional problems
______________________________________________________________________
____________________________________________________________________
50
The main behaviours emphasized in this area are those that help a child to build selfconfidence, self-awareness and self-esteem. These life skill are very important in that they are
the driving force in us that make us value ourselves and therefore do what we are supposed to
do or fight for our rights incase we are being abused. They give us the will to continue living and
be what we are.The area also focuses on skills that help a child to build good relations with
others, make and keep friends. We are social animals. Therefore, we all need company of good
friends that must be maintained for some time. The life skills are not handed over to children in
a class situation, but they are passed on to the children through participation in different
activities, rewards and encouragement given by caregivers, parents and peers. The skills are
summarized in the following learning outcomes:
Outcomes for Developmental Area 1
•
•
Shows self-esteem, self-confidence and self-esteem.
Makes relations with people around him/her.
The above outcomes cannot be achieved in one day or in a period of one month. Rather, they
can be taught for over a year. These outcomes are enabled by competences. The competences
in developmental area 1 of the 0-3 framework are summarized in the box below.
Competences for Developmental Area 1
•
I can express a sense of comfort
•
I can express different emotions
•
I can act various roles with understanding
•
I can express my feelings
•
I can interact, share and play with others
•
I can play safely
51
Activity
1. Identify some activities that you can use to help children develop their self-esteem
______________________________________________________________________
____________________________________________________________________
2. Explain 5activities practiced by people in your community that can train children in
self-confidence
______________________________________________________________________
____________________________________________________________________
Methods used
Different methods need to be applied when helping childrenacquire different life skills as
suggested in this developmental area. Since most suggested activities will dwell on behaviours
and life skills, you should use methods that help to inculcate these skills and attitude
unknowingly in children. Some of these methods include story telling, dramatization, role play,
miming among others. You should refer to the methods unit to identify the appropriate method
to use and learn how it is applied in different situations. For the case of children of 0-3 years,
you are their role model. So, everything you do will be imitated by them.
Assessment
Assessment of life skills and attitude can only be done in real life situations. Therefore, in order
for you to assess achievement of these skills, you need to provide opportunity for children to
engage in different real life activities with other children or adults so as to evaluate how they
express their feelings. You need to observe children in different situations for example at play,
individual work time, snack time, or during group activities. Make it a point to always remind
them of the acceptable behaviours immediately one shows an unacceptable behaviour. You
also have to be patient with them while rewarding the good behaviours till it becomes part of
the child.
52
Activity
1. Explain five different ways you can use to help children to relate with others
appropriately
______________________________________________________________________
____________________________________________________________________
2. Identify different activities that you can engage children in to help them develop selfawareness
______________________________________________________________________
3.3
AREA 2: COMMUNICATION, LANGUAGE AND LITERACY
This area (see the framework 0-3 years pages 22-26) focuses on helping a child
developcommunication, language and literacy. It focuses on helping children communicate
their feelings, express their feelings about something, converse with others, listen and respond
appropriately to different instructions. It is also through exposure in this area that children are
helped to understand rules of language and communication in a supportive environment.
Through these interactions, you will be able to identify language and communication challenges
that the children experience and be able to help correct them early enough before it is too late.
The main language and communication skills emphasized in this area are those that lay a
foundation for the child’s future literacy acquisition. It is important to note that while giving
children activities to promote these skills, we should not be harsh to them. Instead, we should
use play and everyday activities as children explore and be creative in their communication and
use of language. The skills to be developed in this area are summarized in the following
developmental outcomes:
Outcomes for Developmental Area 2
•
•
•
•
Listens for information and enjoyment;
Communicate effectively and meaningfully.
Reads to enjoy different kinds of factual and imaginative situations.
Demonstrates the ability to use writing tools
53
The above outcomes cannot be achieved in one day or in a period of one month. Rather, they
can be taught for over a year. These outcomes are enabled by competences. The competences
in area 2 of the 0-3 framework are summarized in the box below.
•
Competences for Developmental Area 2
I can respond to different sounds in my environment
•
I can listen and respond to sounds
•
I can use new words
•
I can show pleasure in looking at pictures and print materials
•
I can interpret pictures
•
I can coordinate hand and eye movement to fix on and make contact with objects
and make marks
•
I can use large and small muscles to perform activities
•
I can show control in the use of writing and drawing tools
•
I can trace over drawn pictures
Activity
1. Identify 5 activities that you can give children to help them communicate their feelings
______________________________________________________________________
____________________________________________________________________
2. How can you teach children to use their large and small muscles
______________________________________________________________________
____________________________________________________________________
Methods used
Different methods need to be applied when teaching children different language and
communication skills. There is no one agreed most efficient method to be used. Instead, a
number of methods need to be employed. The methods chosen should be those that give
54
children ample time to practice and use the newly acquired language skills using plenty of
available materials.
Assessment
Assessment of children’s acquisition of language, communication and literacy skillsis done in
context in with real life experiences. You need to provide children with a variety of materials
and give them freedom to communicate in different ways as they wish as long as you guide
them not to offend others. You also need to take children out to different functions and places
that will give them experiences to communicate about and imitate. From these settings, you
can observe children in different situations for example at play, work time, snack time, during
individual activities, project work or during group activities. Make it a point to always remind
them to communicate appropriately to others. You can engage them in discussion of different
events in their environment and seek their explanations on them.
Activity
1. Explain five different ways you can use to help children explore their language
______________________________________________________________________
____________________________________________________________________
2. Identify five different places where you would take your children to experience
language
______________________________________________________________________
____________________________________________________________________
3. Explain the reasons why you chose the places identified above
______________________________________________________________________
____________________________________________________________________
55
3.4
AREA 3: PROBLEM-SOLVING, REASONING AND MATHEMATICAL
CONCEPTS
This area (see the learning framework 0-3 years pages 27-31) focuses on helping a child to
develop problem solving skills, reasoning and numeracy that will be a foundation for future
mathematics experiences to help the child solve day to day challenges and live independently in
the family and community. It focuses on basic concepts with emphasis on understanding and
not memorization. This understanding is in logical order with some parts appearing before
others. Knowledge and practice of these basic concepts have to be done in play setting with
plenty of materials for children to manipulate and experiment with.
Activity
1. Look at developmental area 3 of the o-3 year framework and identify 8 mathematics
concepts that children should be exposed to
______________________________________________________________________
____________________________________________________________________
2. Explain different ways through which children you can teach children the identified
concepts
______________________________________________________________________
____________________________________________________________________
The main problem solving concepts emphasized in this area are summarized in the following
learning outcomes:
Outcomes for Development Area 3
•
•
•
Compares and contrasts things according to different attributes
Recognizes different shapes, sizes of things, and demonstrates a sense of
time as well as space
Arranges different materials in order of size
56
The above outcomes cannot be achieved in one day or in a period of one month. Rather, they
can be taught for over a year. These outcomes are enabled by competences. The competences
in area 3 of the 0-3 framework are summarized in the box below.
Competences for Developmental Area 3
•
I can use materials in my environment
•
I can sing simple number songs and recite rhymes
•
I can use some number language such as “more, less, many, few”
•
I can count up to 10
•
I can show awareness of myself and others in available space
•
I can respond to the routine of doing things
•
I can manipulate things and talk about particular features and processes
•
I can locate different places, tell longevity in time and fit things in right the
space
•
I can notice changes in groups of objects, images or sounds
•
I can arrange things according to sizes
•
I can use vocabulary of measures
Activity
1. Identify 5 activities that you can give children to help them use the vocabulary of
measures
______________________________________________________________________
____________________________________________________________________
2. How can you teach children to notice changes in objects
______________________________________________________________________
____________________________________________________________________
57
Methods used
There is no one right method that one can use to promote children’s learning. Instead, we
should use a variety of methods in different contexts to promote learning. For the case of
developmental area 3, most activities need to be done practically. It will be wrong for children
to just memorize different problem-solving skills when they cannot practice them to solve
different personal problems. Therefore, effort should be made engage them in the practices so
that those skills can become part of them. Plenty of materials and time should be given to
children to practice and learn the desired skills. When children do them right, they should be
rewarded, while those who do not do it appropriately should be shown what and how to do it
and encouraged to keep trying till they master them.
Assessment
Assessment of children’s problem-solving skills should be done in context and basing on
observations of what the child can or cannot do. If we note what the child did on the first day,
we shall be able to tell later whether the child is progressing or not. Those who show progress
should be encouraged to continue, while those who still find challenges have to be supported
to master them.
Activity
1. Explain how you can help children master how to locate different places
______________________________________________________________________
____________________________________________________________________
2. Identify five different activities that you can use to teach children to fit things in the
right place
______________________________________________________________________
____________________________________________________________________
3. Explain different ways you can follow to help children respond to routine of doing
things
______________________________________________________________________
____________________________________________________________________
58
3.5
AREA 4: KNOWING AND UNDERSTANDING THE ENVIRONMENT
This area (see the learning framework 0-3 years pages 32-35) focuses on helping a child develop
an understanding of the world and the environment around him/her. It focuses on helping the
child experience the world through different media, experimentation in the environment by
touching, manipulating and tasting or testing different things in life. It also focuses on use of
different senses of touch, smell, taste, sight and hearing in different situations.
Activity
1. Identify 5 different scientific skills that children of 0-3 years should be exposed to
______________________________________________________________________
____________________________________________________________________
2. Explain different places you can take children develop the identified skills
______________________________________________________________________
____________________________________________________________________
Knowing and understanding the environment can be realized for children through use of the
following learning outcomes:
Outcomes for Development Area 4
•
•
•
Uses different movements/skills to coordinate the body
Shows awareness that there is specific time for doing things
Demonstrate awareness of the existence of other things in and people in
the environment
The above outcomes cannot be achieved in one day or in a period of one month. Rather, they
can be taught for over a year. These outcomes are enabled by competences. The competences
in area 4 of the 0-3 framework are summarized in the box below.
59
Competences for Developmental Area 4
•
I can move to explore my environment
•
I can use things and talk about their particular features
•
I can identify and use different things in my environment
•
I can demonstrate personal safety and hygiene
•
I can show interest and curiosity about things in the environment
•
I can demonstrate playing imaginary games using things familiar to me
•
I can gaze on faces and enjoy interaction with the person near me
•
I can recognize people such as family, friends or my caregivers
•
I can listen to and tell stories
Activity
1. Identify 5 activities that you can give children to help them gaze at familiar faces
______________________________________________________________________
____________________________________________________________________
2. How can you teach children to identify and use different things in the environment
______________________________________________________________________
____________________________________________________________________
Methods used
There is no one right method that one can use to promote children’s learning. Instead, we
should use a variety of methods in different contexts to promote learning. For the case of
developmental area 4, most activities need to be done practically. It will be wrong for children
to just talk about different places and things when they cannot experience them practically.
Therefore, effort should be made take them out to experience the environment in its natural
60
setting so that the experiences become part of them. Plenty of materials and time should be
given to children to practice and learn the desired skills. When children do them right, they
should be rewarded, while those who do not do it appropriately should be shown what and
how to do it and encouraged to keep trying till they master them.
Assessment
Assessment of children’s understanding of the environment should be done in context and
basing on observations of what the child can or cannot do while in the environment. If we note
what the child did on the first day, we shall be able to tell later whether the child is progressing
or not. Those who show progress should be encouraged to continue, while those who still find
challenges have to be supported to master them.
3.6
AREA 5: ENHANCING PHYSICAL DEVELOPMENT
This area (see the learning framework 0-3 years pages 36-42) focuses on enhancing a child’s
physical development. It focuses on basic movement, coordination and strength activities and
experiences that will promote a child’s physical development. It also had advice on supportive
activities and food that promotes children’s physical development.
Activity
1. Look at developmental area 5 of the o-3 year framework and identify basic
movements that children should be exposed to
______________________________________________________________________
____________________________________________________________________
2. Explain different ways through which children can be encouraged to practice the
identified movements
______________________________________________________________________
____________________________________________________________________
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The main physical development aspects emphasized in this area are summarized in the
following learning outcomes:
Outcomes for Development Area 5
•
•
Uses different skills to coordinate body movements and perform activities
Shows an understanding of safety and personal hygiene
The above outcomes cannot be achieved in one day or in a period of one month. Rather, they
can be taught for over a year. These outcomes are enabled by competences. The competences
in area 5 of the 0-3 framework are summarized in the box below.
Competences for Developmental Area 5
•
I can use movement and sensory exploration to link up with my immediate
environment
•
I can explore my body parts, and begin to hold objects firmly
•
I can solve my own challenges set in moving mobility
•
I can imitate and improvise actions observed such as clapping and waving
•
I can coordinate my body movements and perform more than one activity at once
•
I can show physical fitness and begin to play with others
Activity
1. Identify 5 activities that you can give children to help them develop physical
fitness
______________________________________________________________________
____________________________________________________________________
2. How can you teach children to play with others
______________________________________________________________________
____________________________________________________________________
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Methods used
Plenty of materials and time should be given to children to practice and learn the desired skills.
Always be with them to show them how to use different materials and to ensure their safety as
they use the materials. When children do them right, they should be rewarded, while those
who do not do it appropriately should be shown what and how to do it and encouraged to keep
trying till they master them.
Assessment
Assessment of children’s physical development should be done basing on observations of what
the child can or cannot do. If we note what the child did on the first day, we shall be able to tell
later whether the child is progressing or not. Those who show progress should be encouraged
to continue, while those who still find challenges have to be supported to master them.
Activity
1. Explain different activities that you can encourage a child to do in order to develop
fine motor muscles
______________________________________________________________________
____________________________________________________________________
2. Identify five different activities that you can use to promote children’s large muscle
development
______________________________________________________________________
____________________________________________________________________
3. Explain different ways you can use to teach children body coordination
______________________________________________________________________
____________________________________________________________________
3.7
AREA 6: USING CREATIVITY IN MY DAY-TO-DAY EXPERIENCES
This area (see the learning framework 0-3 years pages 43-48) focuses on helping a child to
develop creativity so as to solve day to day challenges and live independently in the family and
community. It focuses on encouraging a child to take up risks and experiment with things they
are not sure of their outcome. Most of the activities are child initiated and simply encouraged
by the caregivers.
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Activity
1. Explain different ways in which a child can show creativity
______________________________________________________________________
____________________________________________________________________
2. Explain different ways through which you can help a child develop creativity
______________________________________________________________________
____________________________________________________________________
The main creativity concepts emphasized in this area are summarized in the following learning
outcomes:
Outcomes for Development Area 6
Creates music and dances
Engages in imagination and imaginative play
Designs and makes things
•
•
•
The above outcomes cannot be achieved in one day or in a period of one month. Rather, they
can be taught for over a year. These outcomes are enabled by competences. The competences
in area 6 of the 0-3 framework are summarized in the box below.
Competences for Developmental Area 6
•
I can respond to music in form of dance with the whole body by bouncing rocking and
swaying
•
I can associate sounds with things
•
I can move my body to sounds I enjoy
•
I can move to the rhythm of the sounds I hear
•
I can smile with pleasure on recognition of play things
•
I can join my helpers as they participate in doing different things
•
I can tell that some objects have similar characteristics and can pretend that one object
represents the other
•
I can show curiosity and interest in things
•
I can show interest in pushing and pulling things and begin to build structures
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I can show curiosity and interest in making things
•
Activity
1. Identify 5 activities that you can give children to help them make different things
______________________________________________________________________
____________________________________________________________________
2. In which place can you take children to help them develop interest of building
structures
______________________________________________________________________
____________________________________________________________________
Methods used
We should use a variety of methods in different contexts to promote children’s creativity. Effort
should be made to provide a variety of materials, freedom and time forchildren to practice their
creativityand learn the desired skills. When children discover something on their own, they
should be rewarded, while those who have challenges should be encouraged to keep trying till
they find something of interest to themselves.
Assessment
Assessment of children’s progress in this area is based on how many times a child report back a
new discovery or creativity and explanations that are given for each creative invention. If we
note what the child did on the first day, we shall be able to tell later whether the child is
progressing or not. Those who show progress should be encouraged to continue, while those
who still find challenges have to be supported to master them.
Activity
1. Explain how you can assess children’s creativity
______________________________________________________________________
2. Identify five different activities that you can use to teach children creativity
______________________________________________________________________
____________________________________________________________________
3. Explain different done in your community that are used to teach children creativity
______________________________________________________________________
____________________________________________________________________
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DESIGNING DAILY ROUTINES
Daily routine refers to the daily activities carried out at home or day care centre by children
from morning till the time they are picked by their parents. A sample of the daily routine
includes:
Time
Activity
7:00 – 8:00
Arrival of children (Pick their play materials, Play, toileting)
8:00 – 8:30
Morning Ring (singing songs, prayers, anthem, health inspection, news,
oral work, day’s theme).
8:30 – 10:00
Planned play activities (small groups activities going from one area to
another but without showing children that you are changing from one
area to another).
10:00 – 10:30
Snack time (talking about table manners to be observed, taking snacks
as you talk about the uses and sources of the foods being eaten).
10:30 – 11:00
Outdoor play (Caregivers have to be around to supervise play for safety)
11:00 – 11:20
Rest (Children are made to sleep for a while)
12:00 – 12:30
Work time (Play in areas of choice like block, sand or shop areas,
toileting and washing up.)
12:30 – 1:00
Large circle (prayer, recall of what had been done, farewell).
End of Unit Assignment
1. Explain content of the six developmental areas in 0-3 framework
________________________________________________________________________
________________________________________________________________________
2. Identify 10 specific creativity areas for children of 0-03 years
________________________________________________________________________
________________________________________________________________________
3. Explain 10 acceptable behaviours that you will teach children of 0-3 to master
________________________________________________________________________
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________________________________________________________________________
4. In which way can you involve parents of 0-3 years to promote children’s development?
________________________________________________________________________
________________________________________________________________________
5. Explain the type of learning materials that you will provide for children of 0-3 years
________________________________________________________________________
________________________________________________________________________
6. With relevant examples, explain the disadvantages teaching children of 0-3 years in a
class setting
________________________________________________________________________
________________________________________________________________________
7. Explain different activities that you will use to promote children’s physical development
________________________________________________________________________
________________________________________________________________________
8. Make a sample activity plan to be used with children of 0-3 years under your care
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9. Explain the role of the caregiver in implementing the 0-3 framework for ECD
________________________________________________________________________
________________________________________________________________________
10. Identify some of the challenges caregivers face when using the 0-3 years framework for
ECD
________________________________________________________________________
_______________________________________________________________________
UNIT SUMMARY
Dear students this unit has enlightened you on the concepts used in the 0-3 year’s framework,
different developmental areas in the framework and concepts used in the areas. It also dwelt
on how to design daily routines. It is important that you maintain the idea that learning
outcome should help you to enhance the creation of knowledge skills values, and attitudes that
an individual requires to live a meaningful life in society.
67
REFERENCES
National Curriculum Development Centre (2007). The Learning Framework for Early Childhood
Development (3-6years). Kampala: National Curriculum Development Centre.
National Curriculum Development Centre (2009). Caregiver’s Training Manual for Early
Childhood Development, Kampala: National Curriculum Development Centre.
LEARNING COMPETENCE
You have now completed this unit. The learning competences are listed below. Tick the column
that reflects how much you have learnt in each competence.
Learning Competence
Explain what a learning framework means
Identify different developmental areas in the 0-3 framework
Explain different concepts used in the 0-3 framework
Create an environment that promotes achievement of competences
Prepare and supervise activities for children of 0-3 years
Assess children’s learning effectively
Not Sure
Satisfactory
In case you find that you are not sure whether you really have any of the above competences,
go back and review the specific sub-topic and do the activities therein. Also, find a friend or one
of your facilitators/tutor and discuss with him/her some of your challenges in that topic. You
will make it. If in case you feel confident, then I would like to take the pleasure of
congratulating you for this achievement. Well done! Move on to the next unit.
Congratulations
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UNIT FOUR
CHILD STUDY
This unit introduces you to the concept of child study. The main areas of focus in the
unit include:
•
Meaning of Child study
•
Importance of carrying out child study
•
Factors to consider while choosing a child for study
•
Procedures for conducting child study communication
•
Methods and tools for data collection
•
Reporting and writing formats
•
Dissemination of findings
LEARNING OUTCOME:
It is expected that after carefully studying this unit and doing all the exercises and activities as
expected, you will be a teacher who “utilizes appropriate methods to effectively carry out child
study and utilize the findings to promote children’s learning, growth and holistic development”
Study requirements
In order to be able to successfully cover work in this unit, you need a noise free room to avoid
interruptions, a note book, a pencil, a rubber, the learning framework for ECD (3-6years) and
caregivers’ guide to the learning framework (3-6years).
Enjoy studying this unit.
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4.1
MEANING OF CHILD STUDY
Child study is the process of observing with the aim of learning more about a particular child or
children. It is a detailed examination of a child as a single case. Child study is an attempt to find
out as much as possible about a particular child by spending time with the child and learning
about his/her physical, mental, character as well as personality and relevant facts about the
environment in which the child is growing (Farrant 1984).
4.2
IMPORTANCE OF DOING CHILD STUDY
Child study makes the teacher to become knowledgeable in child development so as to support
children’s proper growth, development and learning in the following specific ways:
•
Child study helps a teacher to understand different circumstances and factors that influence
development and learning in children.
•
It exposes teachers to acceptable ways of conducting child study.
•
Gives the teacher basis for advising parents on their children behavior and needs.
•
Child study guides and helps the teacher to plan his teaching task using appropriate
methods to support teaching- learning process.
•
Give genuine and reliable feedback in regard to child’s progress.
•
Through child study, problems children are addressed accordingly
Activity
1 Explain what you understand by concept of child study.
2. Write down the importance of doing child study to a child
3. Discus how parents would benefit from your child study
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4.3
FACTORS TO CONSIDER WHEN CHOOSING A CHILD FOR STUDY
There are various factors to consider when identifying a child for study:
•
Outstanding characters: that is a child who either shows restlessness or hyperactivity,
extreme curiosity, ever punctual or clean child, one who seeks attention and love or a
very talkative child
•
Behavioural disorders e.g. emotional imbalance, moody, anti social behavior like
fighting, use of vulgar/abusive language, frequent crying for no genuine reason
•
Performance in class work
•
Lack of requirements i.e. ever lacking pencils or snacks
•
Persistent indiscipline e.g. routine late coming to school, failure to complete class work,
fighting
•
Distance from home to school – the distance has implications on time and transport
costs
•
The type of family/attitudes of parents (as may be observed at school)
Note:
As a teacher, you should consider any other behavior or condition of the child
that is unique or significantly different from that of other children.
Activity
Identify other factors that can be in your area that you can consider as you choose a
child for study.
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4.4
METHODS FOR COLLECTING DATA
Since child study is done in a systematic way, you need to use organized methods and tools of
collecting data. Below are some of the common methods you can use to collect data:
Observation:
Observation refers to the actual or direct watching of a child continuously or at given intervals
in a natural setting. Short-term observation is mainly done in a day or a week to note behavior
abnormalities in children and rectify them as soon as possible. For example, physical
abnormalities which call for immediate attention; behavioural or psychological disorders which
may require professional help.
Long term observation is done with the intention of following up the child for detailed
informationwhich are less obvious to detect in the short term. Long term observation often
requires more intensive and prolonged observations for accurate judgment and management.
Observation can be indirect in that you work or play with the child as you observe. The child
being observed will not be aware that he/she is being watched and so does not change
behavior. The child behaves naturally as he/she learns, works and plays in the natural setting.
In direct observations, the person studying children has a special seat or place to do one thing
of studying a child or children. He/she is clearly noticed as an observer. The advantages include;
the observer will not lose any information as in the participant observation where s/he has to
commit to memory everything and record later.
Disadvantages are that the observer will appear as a visitor all the time and may find it hard to
develop a close relationship with the child; it is also possible for children to act or stage
manage, since they are aware that they are being watched.
Activity
Discuss the advantages and disadvantages of observation method of data collection.
Advantages
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Disadvanges
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Tools used to do observation
Anecdotal records – It is recording everything observed without interpreting the data. It
collects detailed field notes with exact words spoken. It is useful in that it presents the behavior
observed in a natural setting as a flash back. A researcher with short hand skills and speed can
gather plenty of data.
Reflective Journal
This is where the observer tries to make meaning of each observation in relation to the
situations surrounding it. It consists of interpretations and analysis of the behavior patterns
observed. A reflection describes what happened, examines how the behaviour happened, what
it means and suggests possible actions to take to improve the situation. Read the sample
reflection below.
Activity
Make a one day reflective journal on a child’s play time
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
73
This time, I wanted to follow up Trevor’s eating habits. Trevor, 3 years old, had exhibited poor
eating habits the last time I observed him during lunch time. Trevor, as usual, was busy with the
toys. He was taken up in his play that he didn’t look up even when I patted on his back. When
called for food, he left everything and went to the mat on the verandah. The maid came in time
to wash his hands but he was set to eat. The grace was not said. He seemed to be hungry and in
need of food.
But, he didn’t behave any better this time when served with rice again, he didn’t wait to say the
grace and behaved as though he was very hungry. His mother had to remind him to wash his
hands. As he did with the peas and rice, he sorted out the pieces of chicken and left most of the
rice on plate. He left the plate on the mat where he sat to eat and picked his toys to play. The
maid was instructed to feed him but he screamed till he was left to do what he preferred most,
playing of course.
The two times I observed him at meal time, Trevor eats only sauce! Most children like rice, but
not Trevor. Probably rice is a daily dish and he has lost interest in it. I have to find out about the
family weekly menu. It is also possible that he has low appetite. Being the only ‘baby’ he may
lack company. Similarly, he may be served with lots of junk food frequently. I also noted that
Trevor has not been trained to take keep his plate after eating. He has not mastered the routine
of washing hands either. Could the mother think he is too young to learn to do simple things by
himself? I shall talk to his mother about his behavior, but after observing him eating for a third
time.
Activity:
Did the observer make any conclusions about Trevor’s eating habits?
______________________________________________________________________________
______________________________________________________________________________
74
Give reasons to support your response.
______________________________________________________________________________
______________________________________________________________________________
What interventions would you suggest if you had studied Trevor?
______________________________________________________________________________
______________________________________________________________________________
Checklists
A checklist is a tool with pre-defined behavior/competences, which the person studying the
child goes out for, as s/he observes the child. A checklist can also be a list of items or
behavioural patterns/competences, expected of a child of a specified age. The observer uses
the checklist to note the behavior/competences demonstrated by the child. The observer marks
the behavior as observed (O) or not observed (NO). It also has a section for comments.
Sample Checklist Physical development for a 5 year old
Behavior / Competence
Observed
Not observed
Comment on
Can stand and balance on one leg
Activity, duration,
Walks and runs steadily
Speed, distance
Holds a pencil firmly – has firm grip for
Types of objects held
objects
Picks tiny objects with two/here fingers
Name objects picked
Sees and names objects an distance of
Describe sizes
one meter
Climbs up and down the stairs easily
No. of stairs, speed
without help
Can write within lines in a book
Letter size, space
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In the column for comments, make simple relevant descriptions to explain some detail on the
behavior observed. For example, during a contest with peers Trevor stood on one leg for about
a minute but still lacked proper balance as he kept swinging back and forth till he fell.
Follow up Activity
1.
Develop checklists for other aspects [mental, social, moral, and emotional] a 5 year old.
2.
Using your knowledge of child growth and development develop simple checklists for
different ages.
Diary
A diary is a book where summarized events of the day are noted. It covers the activity that
happened and the time the event took place. The observations are recorded in note form or in
brief descriptions. It takes note of only the key events or landmarks. The recording can be done
at a given interval, for example hourly or once a day.
Documentary Review
Another way to collect information is by studying available records/documents, which give facts
about the child. Such records can be categorized as follows:
•
Health records: immunization, medical cards, birth certificates, growth monitoring
sheet.
•
Academic records: exercise books, assessment records e.g. reports, test, progress
sheets.
•
Attendance records: register,
•
Admission records: admission forms, caregiver’s ID; Gate pass
Interview
It is a face-to-face dialogue or interaction with the child to assess and also understand his/her
opinion, experiences, views and perceptions on something. The advantage is that it is easy for
you to sense possible loopholes, lies and read mood/attitude of the child, which may be missing
in questionnaires.
76
An example of an interview in which Piaget questioned a 5 year child about understanding
dreams:
Where do dreams come from? I think you sleep so well so that you dream.
Does it come from us or from outside? From outside.
When you’re in bed and you dream, where is the dream? In my bed, under the blanket. I don’t
really know. If it was in my stomach, the bones would be in the way and I shouldn’t see it.
Is the dream there when you sleep? Yes it is the bed beside me….
You see the dream when you’re in the room, but if I were in the room, too, should I see it? No,
grownups don’t ever dream.
Can two people have the same dream? No, never.
When the dream is the room, is it near you? Yes, there. [pointing to 30cm in front of his eyes]
Laura (1999) pg 34 as cited in Piaget, 1926/1930 pp97-98.
You can see how Piaget used a flexible, conversational style to encourage the child to expand
his ideas. Prompts are essential to give a fuller picture of the child’s reasoning.
Informal Talks/Conversations
This is a relaxed means of obtaining factual information. The method is relaxed in that the
participants talk freely in a natural setting without any fear of being recorded/studied. In fact,
they are not aware that they are being observed/interviewed.
Questionnaire
It is a collection of written question items usually answered in the absence of the researcher. It
is a tool that allows respondents to give their views openly. It can also be close ended, where
the respondents select one response from multiple choices to establish the views over a large
area in a short time.
77
A good Questionnaire
•
Avoids more than one question in a question
•
Tries to avoid confusing words but uses language which is familiar to the respondents
•
Should have a lay out to facilitate flow of questions
•
Should have clear instructions
•
Should avoid lengthy questions
Activity
Develop simple sample tools for collecting data on a specified child. Differentiate among the
tools used to collect data during observations.
4.5
•
Checklist
•
Interview guide
•
Simple questionnaire
PROCEDURE FOR CONDUCTING CHILD STUDY
Identifying the child
Identify the child that you need to consider for the child study. You can consider the factors
above to use when selecting a child for the child study.
Permission
Obtain permission to carry out child study from relevant authorities. This can be the parents of
the child, the school where the child is studying or any other relevant authorization as may be
dictated in the area. Develop and share the observation timetable with the school i.e.
concerned teachers, head teacher and parents. Discuss it and make necessary changes to fit in
their programmes.
78
Planning
Plan appropriately for the child study. Get to know what you want to study so as to design a
better strategy to get the right information. Consider the following:
•
Problem identification (what is the issue that is making me start the study?)
•
Statement of purpose (Why do I want to observe the child?)
•
What do I want to find out?
•
How do I want to do it? What do I want to use? Who will be useful in providing data?
•
What tools and resources do I need?
•
When shall I do the study (duration/dates)
Doing Child Study (observing and recording data)
After selecting the child, design an appropriate way to start studying the child. The best way to
develop understanding of young children is through a combination of interacting with the child,
interacting with the child’s Parents/ caregiver, reading about them, and observing their
involvement with other persons and actively interacting with them.
Select an appropriate place where to study the children. The aspect to study will determine the
place where the child will be studied. For example:
•
During play – to see habits and behavior, choices of games and materials, interests,
frequently visited centres, what s/he does in the centre
•
In the classroom to see interactions, concentration, involvement in class work, interests,
speed at which s/he accomplishes tasks, or works out things, favorite corner and
punctuality.
•
Dining hall to see eating habits, sharing, types of food packed and appetite
•
In the compound to see level of physical development, movement patterns, speed,
balance, gross and finer muscles development, definite movements, purposeful
movement, language used and interpersonal relationships, development of social skills.
79
•
At home to see bonding with parents, activities done, sleeping patterns, likes and
dislikes, language used, self administration, initiative making.
Keeping records
Keep a record of your observations
Find time, each day to read, reflect on and interpret (make meaning of) your observations
Analysis
Analyze the information collected to get meaning out of them. Use the following questions to
guide you.
•
In brief, what exactly did I find out about this child?
•
What meaning can I make from my findings?
•
What does the data say or suggest?
•
What conclusion can I draw about the child’s development in various aspects? Judge or
compare the child’s development against standardized patterns given by research. Avoid
drawing hasty conclusions on the child’s behavior/character or conduct. In case of
uncertainty, make follow up visits to find out more information or to clarify issues. Use
more than one source of information, especially in case of doubt
Suggestions and Recommendations
From your conclusion, you should be able to come up with suggestions and recommendations
that you have a basis. As you make the suggestions, consider specifically:
•
What will I do to help the child develop and learn better?
•
Who is concerned and what can they do?
Intervention and Sharing Findings
The suggestions and recommendations that you make should be acted upon by you and any
other person you have identified as having capacity to help the child. Plan and implement
interventions to support the child and family e.g. planting vegetables, demonstrating proper
cooking methods, developing menus for normal and sick children. Note that interventions will
80
vary depending on the nature of the problems or challenges you will find out in each family or
with each child.It is important that as you implement your recommendations, you also do the
following:
•
Note the progress being made by the child
•
Check to see if more action needed
•
Share your concerns with parents or colleagues who handle the same child
Ethical Issues during Child Study
Ethical issues refer to elements of discipline in child study. Like all professions have a code to
guide their conduct, teachers also have to be disciplined while doing child study.
•
Respect the rights of respondents and stakeholders you may meet in the study
•
Seek permission in a formal way from the potential institutions or organizations
•
Seeking individual consent to participate in the study (any individual reserves the right
to decline from participating in the study.
•
Keep all data confidential and not share with persons not concerned.
•
Share the findings to help the stakeholders or participants improve their performance or
for their addition input on the findings (for consultancy research, the donors may
challenge certain things).
•
Giving feedback is crucial if the findings are to be used in supporting (not causing
trouble or shame or guilt to) the respondents
•
Avoid treating individuals with contempt because you have known them a little more in
terms of weaknesses and strengths.
•
4.6
Treat the data fairly by interpreting accurately (do not exaggerate)
FORMAT FOR CHILD STUDY – REPORT WRITING
TITLE/COVER PAGE (Name, course, year, topic, date of submission- month & year, where)
Dedication (give special tribute to people you treasure for their support, care or love)
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Acknowledgement (outline personalities, organizations and state ways in which they have
supported you in doing your child study e.g. family members, colleagues, lecturers, school
teachers, parents etc. )
Declaration (the candidate makes a statement to affirm that s/he has done the child study
personally and has not copied or reproduced somebody else’s work. For example:
I [name] hereby declare that this child study report is my original piece of work and that I have
not duplicated anybody’s work. I am presenting it for marking for the first time.
Approval page (Put name of Supervisor and provide space for signature and date with these
words:
This is to certify that the child study by …..[Name of student] has been done under my
supervision and is now ready for submission for marking. Append the name and signature of
supervisors
List of abbreviations used (List acronyms and their full forms e.g. LES - Low Economic Status)
Table of contents (Outline the content items by heading or sub-heading indicating page
numbers)
Introduction: The introduction gives a general picture about the child study plan. It states the
overall aim or importance of conducting child study – why is important for a teacher to study
children or a child at any given time.
A statement of Purpose: State your general intention e.g. The purpose of studying …[not real
name of child] is to gather essential information about her/his development patterns, problems
and school progress so as to promote his/her development.
Objectives: state in specific terms what you intend to do – steps towards realizing the purpose)
Definition of key Terms – tell what the different terms will mean as per your child study e.g.
the term child here will be used to mean the children in the age bracket 3-6 years, caregivers
are all people who are responsible for supporting the child in different ways; they are directly
82
concerned about the proper development of the child e.g. teachers, doctors, policemen,
spiritual leaders etc)
METHODOLOGY – (Describe the area of study –setting i.e. institution [home, school,
orphanage, daycare centre]; Procedure – here narrate or explain how you approached the Child
Study process from identifying child, seeking permission and collecting data, Duration – state
the period of data collection). Methods used to collect data including the number of times you
have observed the child, the specific places where you observed the child e.g. community /
school play field, on the road, in class at task – individual or group work, snack time;
BACKGROUND (General information about the child, family)
PRESENTATION OF FINDINGS (Findings should reflect the key aspects relating to child
development and discussed against the ‘normal’ developmental patterns and characteristics.
This should be in relation to the challenge that is making you carry out the child study. Mention
outstanding features, strengths, weaknesses, and ‘would be’ or established causes. It is
important to support all claims with evidence. Possible subheadings include:
(i)
Physical development (Include sub-section on general health)
(ii)
Mental development
(iii)
Social development includingInterests, likes and dislikes
(iv)
Emotional development
(v)
Moral/Spiritual
(vi)
Psychological needs identified
(vii)
Problems that might hinder proper development and school progress
CONCLUSION, IMPLICATIONS & RECOMMENDATIONS
Based on your observations, what is your conclusion? From the conclusion, suggest what
various stakeholders could do to support the child you have studied in specific weak areas. Do
not generalize.
REFLECTION ON CHILD STUDY PROCESS (Think over the journey of doing child study and state
your successes and the challenges you faced in carrying out child study, insights and
suggestions)
NB. You are free to incorporate other ideas into this format, provided they are relevant.
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END OF UNIT ASSIGNMENT
1. In your own words, explain what you understand by the term child study.
__________________________________________________________________
2. Why should teachers carry out child study?
__________________________________________________________________
3. Explain the factors to be considered when carrying out child study
__________________________________________________________________
4. Differentiate between reflective journal and a diary
__________________________________________________________________
5. Explain one tool that can be used to collect child study information
__________________________________________________________________
6. Why should you disseminate child study information to different stakeholders
_________________________________________________________________
7. Explain why child study is considered a systematic study
___________________________________________________________________
8. Discuss the type of information that is kept as child study records
___________________________________________________________________
9. Explain the ethics one should follow when conducting child study
__________________________________________________________________
10. Discuss the importance of getting permission before conducting child study
____________________________________________________________________
UNIT SUMMARY
In this unit, you have looked at the meaning of child study and the importance of carrying out
child study. You have also learnt that you must consider a number of factors so as to select a
child to study. The study must also be done following the right procedure. You have also learnt
the methods for data collection and the format to follow.
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RECOMMENDED READING
Development Centre (2007). The Learning Framework for Early Childhood Development (36years). Kampala: National Curriculum Development Centre.
National Curriculum Development Centre (2009). Caregiver’s Training Manual for Early
Childhood Development, Kampala: National Curriculum Development Centre.
Laura E. B (1999). Infants and children: prenatal through middle childhood. 3rd ed. Boston:
Allyn and Bacon
LEARNING COMPETENCE
You have now completed this unit. The learning competences are listed below. Tick the column
that reflects how much you have learnt in each competence.
Learning Competence
Explain what Child study means
Explain the importance of carrying out child study
Identify different factors to consider while choosing a child for study
Follow proper procedures for conducting child study
Apply different methods and tools for data collection
Write a child study report
Disseminate child study findings
Not Sure
Satisfactory
In case you find that you are not sure whether you really have any of the above competences,
go back and review the specific sub-topic and do the activities therein. Also, find a friend or one
of your facilitators/tutor and discuss with him/her some of your challenges in that topic. You
will make it. If in case you feel confident, then I would like to take the pleasure of
congratulating you for this achievement. Well done! Move on to the next unit.
Congratulations
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UNIT FIVE
EDUCATIONAL TECHNOLOGY
This unit introduces you to different media and instructional materials made
through education technology to promote children’s learning. The unit has the
following objectives:
•
Meaning of Educational technology
•
Importance of educational technology to a teacher
•
Categories of instructional materials
•
Characteristics of a good learning material
•
Designing, developing and making learning materials
•
Developing children’s learning centres
•
Display of instructional materials
•
Maintenance of instructional materials
•
Storage of instructional materials
•
Using ICT to develop children’s play materials
LEARNING OUTCOME:
It is expected that after carefully studying this unit and doing all the exercises and activities as
expected, you will be a teacher who “utilizes environment to design, develop and make
appropriate learning and play materials that promote children’s learning, growth and holistic
development”
Study requirements
In order to be able to successfully cover work in this unit, you need a noise free room to avoid
interruptions, a note book, a pencil, a rubber, the learning framework for ECD (3-6years) and
caregivers’ guide to the learning framework (3-6years).
Enjoy studying this unit.
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5.1
MEANING OF EDUCATIONAL TECHNOLOGY
Different people have tried to define educational technology in relation to their field of
practice. For example Otto (1994) defines education technology as the systematic way of
designing instructions so that students can benefit maximally. In this context, Educational
Technology therefore is the development and application of resources to improve the
process of learning. In ECD, we shall be taking Educational technology to mean the use of
different media in teaching, designing, making and using instructional materials in order to
improve learning in a participatory manner.
Different media that we can use for designing, teaching, making and using instructional
materials among others include: computers, projectors, printers, cameras, video
equipments, filming equipment, type setting equipment, drawing and writing apparatus,
art and design equipment and materials, musical instruments, craft materials, and
biological preservatives.
5.2
IMPORTANCE OF EDUCATIONAL TECHNOLOGY TO A TEACHER
Teachers can use Educational technology to:
-
Transmit information to learners for example through public address system, or use of loud
speakers.
-
Act as a substitute for the teacher for example a teacher can use a computer programme or
a video to teach children even in his/her absence.
-
Assist in the practice of specific skills for example a child can use a computer programme to
practice reading or writing skill.
-
Get feed back from learners for example learners can record their work and replay it later
so that they can evaluate it. Others can also practice up to a certain level that the teacher
can be able to track using the device.
-
Store different instructional materials for future use for example soft copies of readers,
charts or activities cards.
-
Design and produce different instructional materials.
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Note:
As you involve children in the use of different educational technology materials, take
appropriate measures to ensure safety of children.
5.3
CATEGORIES OF INSTRUCTIONAL MATERIALS
There are different categories of instructional materials that are usually made for use in
ECD. These materials can be audio, visual or audio visual learning materials.
Audio learning materials
These are teaching aids that only produce sound. Audio aids are used in language lessons,
music, drama and any other subject areas which require listening to some message. Audio
aids include radio, tape recorders, and musical instruments. Audio aids can be made by the
teacher and children by:
-
Singing or talking and record the sounds in cassette tape that can be used later.
-
Get ready-made musical instruments and play them.
-
Get a radio and tune to educational radio broadcasts.
-
Put small stones in tins, seal them and use as shakers.
-
Stretch rubber bands and pluck them to produce sounds.
-
Get small sticks and use them to drum desks to produce desired sounds.
Visual learning materials
These are learning aids that children can get information from them by seeing what is
presented in them. They include real objects (realia), charts, models and chalk boards.
Realiaare real objects that can be live objects or preserved specimens of real objects. The real
objects include birds, animals and insects that can be kept in cages, project houses, aquarium
or small class corners by the children. They can also include potted plants in the class, small
school garden plots or mini botanical gardens where different types of plants are planted and
labeled.
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The preserved specimens include small plants or plant parts that are wholly cellotaped on
paper card boards. They can also be small insects that are cellotaped on card boards. Animals
can be preserved by injecting them with formalin solution which dries them and preserves for
future use. Some materials can be put in small bottles and formalin solution added to preserve
them.
Models include various objects that are modeled from clay or papiermarche or cutouts which
form three dimensional objects. Good pictures can be glued on card boxes and their outline cut
to leave a nice and durable learning aid. Papiermarche can be made from waste paper that are
collected, soaked in water, mashed and water squeezed out of it. Cassava starch is then added
to it, mixed and used to model. When the models are dry, they can be painted with desired
colours to make them attractive.
Charts can be made from manila paper, sugar paper, used cement paper bags, or used paper
boxes. Writing on them can be with markers, fountain pen ink, plant pigments, charcoal or
coloured stones. It is important to note that charts must be attractive, and should not clash
with other colours for example you should not use a yellow marker to write on a pink or white
manilla. They should be well labeled, clear, have a title and a margin or border line round it.
Chalk boards are surfaces where the teacher can write or illustrate information for children.
There are different types of chalk boards which include permanent or portable boards, black
boards, green boards or white boards. They can be flannel boards, strip boards or flip boards.
Audio visual learning materials
These are learning aids that can be seen and heard at the same time. They include all live
animals, television, video and cinema. It may be difficult for the teacher to make audio visual
aids, but if the school can afford, they can be bought. Live animals can be reared in the school
in form of school projects of poultry, cattle keeping, goats and rabbits keeping.
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5.4
CHARACTERISTICS OF A GOOD LEARNING MATERIAL
In ECD, the instructional materials that we make should be able to cater for the learning needs
of the children. Some of the characteristics that we should strive to have in the materials
include:
•
Simplicity of the materials to the level of the learner. Do not bring complicated materials
that the learners will not understand and fail to use.
•
Clear materials that show the intended message. Do not use materials that have
confusing colors, writings or illustrations. The colour contrast on the materials should be
either black on a white background or blue on a white background. Use bright colors
that are children friendly that make the learning environment interesting.
•
Check for grammatical, spelling and other minor errors on displays to send the right
message. Children can easily master the wrong ideas from the displays and it will take a
long time to correct it.
•
Learning materials should be safe for children to use and manipulate at all times.
•
Learning materials should be attractive to the learners. Use bright colours that are
children friendly to decorate learning aids for children.
5.5
DESIGNING, DEVELOPING AND MAKING LEARNING MATERIALS
Designing learning materials
If you want to make a learning material, it is always good for you to first design it. Designing can
be theoretical in your brain or as a sketch on a paper. It also involves you thinking about the
reason for making the material you intend to make, and level of the learners who are to use the
material. This is because different levels of learners need different categories of materials. For
example, younger children may need objects that make noise, while older children may desire
animal like materials like cartons.
Developing learning materials
After you have designed the idea of the type of material you need, you now need to start the
process of developing the material. In this part, you consider the raw materials to use for
example if you need to make a cartoon or puppet depicting a goat, you can use a blanket to
make the body, beads for the eyes, and red carpet for the tongue.
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Making learning materials
This is now the actual process of putting together the materials you developed into one
complete object. You will also decorate it in the way you see appropriate.
Raw materials needed for making children’s learning materials
We can use a variety of raw materials to make children’s learning materials. Anything that is
available in the environment can be used in one way or another to make children’s play
materials. They can be empty containers of different products, real objects, plants or animal
remains as long as they are not poisonous to children. We can also use clay, soil, stones, sticks,
bottle tops, bottles, leaves, fibre, tins, boxes, metals, wires, plastics, polythene bags, glue,
cutting materials, thread, seeds, wood off -cuts, or decorations.
5.6
DESIGNING CHILDREN’S LEARNING ENVIRONMENT
A child’s learning environment say a lot to them. It either encourages or discourages them
from attending school. It may also make them lose interest in attending class if the class is less
stimulating. When setting children’s learning environment, the following should be noted.
•
Class room sitting arrangement must be well laid such that all children are able to see the
chalk board and teacher clearly. The teacher should be able to access all the children at all
times. The children should also have enough room to be able to move freely. Arrangement
of children in groups is better because it allows group discussions, full participation in
experiments or class activities. Children with disabilities should be identified and put in
places that are advantageous to them e.g. those who cannot see well are put in front, the
physically handicapped are put where there is no passage for others to step on them.
•
The teacher must also set and establish a constant class routine and orderliness that
children follow to develop order in them e.g. when to go for short calls, where to sit, how to
collect or distribute books and learning materials.
•
The class room walls should be neatly arranged with current and relevant learning aids at
the right level and height for the children to manipulate and constantly refer to them.
•
The teacher must always use the children to set their own learning environment so that
they can realize its value and protect it at all times.
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•
The teacher should also set specific areas for children to put their school bags or food packs
so that they can be able to concentrate in class and eat at the right time.
•
Classroom should be a talking class with learning materials that are educational and are
renewed regularly to arouse children’s interest instead of letting it become part of the wall
decorations that are not even noticed by children throughout the whole year.
5.7
DEVELOPING LEARNING CENTRES
Learning centres or corners of interest should be set so that children can always collect things
of interest, categorize and put in the right places. These learning centres occupy children in the
absence of the teacher. Learning centres also include activity cards or books which children
pick and read or do the activities in them according to their interests. Some of the learning
centres include: sand play area, water play area, discovery area, interest area, nature table,
Wendy house, library, shop or market, clinic, subject learning areas.
Sand play area is an area in or outside classroom which has plenty of sand for children to use.
In the sand play area, there are also containers of different sizes and shapes. Children use these
containers to measure sand and experiment. The children also do different things in the sand
area like building/ construction of houses, objects of their own choice. The area helps children
to learn weight, measures and mass.
Water play area is an area with water for children to use for play. It also has different
containers for children to use to measure capacity. Children also learn floating and sinking
characteristics of objects from it.
Discovery area is a place in the class where children have a collection of different things that
may be considered scrap. Children use and re use these materials to do different things or
come up with new things of their own choice.
Interest area is an area in the class organized by the teacher. Here the teacher brings variety of
materials that cover a wide range of topics. These items can be used by the teacher to start
conversations or discussions on every day issues. The area can have news papers, magazines,
coins, traditional items or foreign objects.
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Nature table is an area in class that has a collection things found in nature. It does not mean
that only vegetable and food items are the ones that are supposed to be in the nature table. It
can also have specimens, real objects, plants and animals, insects and birds as long as the items
are not man made.
Wendy house is an area in the class that depicts a normal house. It is a model of a house with
all its natural rooms in it but without a roof. A Wendy house should be large enough for a child
to go into different rooms within it. This is because a Wendy house is used to role play home
roles and what is done by different persons at home using different rooms.
Library is a place in the class where children’s reading materials are kept. They can be simple
teacher made readers or those that are bought. It can also be simple writings by children that
are kept for future reading. It can also have pictures, picture books, story sequence, story
books, and other subject resources at the level of the class.
Shop or market is an area in class that has a collection of items that children can use to imitate
buying or selling. It may have empty tins, containers or models of real objects that are sold in
the shop or market. Using this area helps children to learn how to use money and its value, the
language of trade, addition, multiplication, subtraction and division in a practical manner.
Clinic is an area in class that children use to imitate what happens in a health centre or clinic.
These role plays helps children to understand positively the use of health centres and also
builds in them the right attitude and behaviour to use while in the clinic, hospital or dispensary.
Subject learning areas are special areas in the class particularly selected to display learning
materials that cover specific learning areas. They help children to get specialized and more
focused information about a particular area that they may be developing special interest in.
Note:
Be careful as you display medically related materials. You should use mainly containers
that do not have the real drug. Also take not that children do not administer “drugs” to
other children. Instead, you should provide them with toys or dolls that they can use as
“patients” for drug administration.
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NB. As we design different learning materials for children, we should note that the approaches
in ECD are ingredients for Active Learning in children. To remember these ingredients we use
the word (MAMACHOLASU)i.e
•
Materials,
•
Manipulation of those materials,
•
Choice by the child of what to do with the materials,
•
Language from the children,
•
Support from teachers/caregiver/adult
Materials for each child: It is important to provide a variety of interesting materials that are
readily available in the local environment and accessible to children.
Manipulation of those materials: Children need to feel free to handle, explore and work with
the materials.
Choice by the child of what to do with the materials: Children need to be given opportunities
to set their own goals and select materials and activities.
Language from the children: Opportunities or children to communicate verbally and non
verbal on what they are doing and what they have done.
Support from teachers/caregiver/adult: who encourage children’s’ effort and help them
extend or build upon their work by talking with them about what they are doing, by joining in
their play and by helping them solve problems that arise.
Supportive Learning Environment
What to consider while organizing a supportive learning environment
•
Large space in and out door area
•
Safety of the place and materials
•
Interesting materials
•
Attractive
•
Materials should be relevant to the level (age) of children
•
Caregivers ratio 1:20cm
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Suggested out door and in door materials
Besides many other in-door and out-door play materials, the caregiver can also look in the
environment and improvise different play materials. Some of them can include: Balls, ropes,
clay, sticks, Plastic bottles, Plastic bottle tops, toy cars, Small stones, Seeds, Wooden blocks,
papaw stalks, Leaves, flowers, Swings, pieces of clothes, Climbers, used slippers, tyres, Merryround, pictures, Sea saw, Sand play pit, small bicycles, Whoops, Water
Activity
1. Describe some play materials that can be improvised for children to use which is not in
the above list.
2. Use materials found in your environment to make at least 3 play materials for children.
3. Explain the role of the caregiver after providing play materials to children to promote
their learning.
5.8
DISPLAY OF INSTRUCTIONAL MATERIALS
Displaying instructional materials facilitate learning. It also and makes learning more active and
multi-sensory because the displays provide essential textual and visual inputs children need to
learn.
Instructional materials are useful if they are displayed in such a way that both teachers and
learners get to know their importance. Materials should be displayed periodically especially
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when children have been given some idea about it so as to make them relevant. Displays are
supposed to contribute to learning and not a decoration in class.
It is also important for teachers to display instructional materials at a level that is appropriate
for the children to be able to touch and use them even in the absence of the teacher. The
materials should be displayed in clean well lit and secure places so that the beneficiaries are not
disrupted, or make it difficult for learners to see what is being showed on the teacher’s
illustration board. The learning materials also need to be arranged or organized in such a way
that it caters for different grades and ability of learners. Remember that when you display
materials, involve children in the process so that they can own and protect them. You can
assign responsibilities to some children who will always oversee safety of instructional
materials.
Different learning materials can be displayed for children to use. Some of them can be teacher
made or collections from the environment. These collections can be real objects, scrap
materials or text materials like readers, resource books, printed charts, maps, picture cards,
mathematics work cards, alphabet cards, word cards, abacus and English work cards.
Collection of real objects include: Stones, seeds, fruits stick bottle tops, fibres, pencils, tree,
blocks, soil, water cups, etc.
Other objects include first aid box, radio, TV, weighing scale, paint, colours, crayons, clothes,
raffia, fibres, models, magnet, nail, buttons, wall clock, wire, scissors, woodblocks and Toys.
Note:
Be careful not to display harmful objects for children to touch. If you have very young
children, avoid displaying tiny objects that can be easily swallowed.
5.9
STORAGE OF INSTRUCTIONAL MATERIALS
The instructional materials that we make and use in class need to be stored very well so that we
can be able to use them another time. We can store instructional materials for present and
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future use, to keep as references, to aid memory as a display in class, to create a motivating
and stimulating classroom environment and to save resources such as paper, paint, money, or
markers.
There are different ways in which teachers can store the instructional materials. Some of them
include:
Containers; different containers can be used to store a variety of instructional materials. Some
of the containers can be obtained locally from the environment, for example tins , bottles, cans,
buckets, basins, boxes, shelves, drawers, baskets, metallic boxes, wooden boxes can be
improvised and used to store seeds, counters, individual cards, stones or balls.
Pockets; different pockets can be made by the teacher or even collected from the environment
for staring instructional materials. Some of the pockets that can be used include: envelops, wall
pockets, paper, bags, sacks polythene bags.
Soft copy storage; instructional materials that are made using the computer can be stored in
the computer. If a material is not yet printed from the computer, we call it a soft copy. While
the one that is printed and you can touch it is called a hard copy. Soft copies of instructional
materials can be stored in CD’s, Flash disks, Video tapes, audio tapes, hard disk of the
computer, ipods, photo, films, diskettes, memory cards or memory sticks.
5.10
MAINTENANCE OF INSTRUCTIONAL MATERIALS
Maintaining instructional materials means using different ways to try to keep the already made
material in its original form for future use. It we do not maintain the materials, they will wear
off or lose their originality and change to something else which will make it difficult for us to
use again another time for its original purpose. We can maintain instructional materials in
different ways. Some ways include:
Charts;can be maintained by framing, hanging on the wall, covered with them polythene paper,
binding,
Models;can be maintained by use vanishing, painting, re-colouring objects that re fading.
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Real objects;can be maintained by vanishing, painting, washing or colouring the object. If the
object is already painted then; re-paint occasionally, spraying, polishing, smearing then with
recommended oils, and dusting occasionally.
Soft copy maintenance; can be maintained by making backup copies, zipping or compressing
information, update antivirus to avoid virus that infect and corrupt the computer system. Also
use power backs to avoid losing the work in case of power failure, cover the device to keep it
free from dust or water which reduce their quality. Remember to keep any soft copy storage
device away from magnetic fields like near a TV, loud speakers, ordinary magnets, where there
are electrical wires or near fridges that have magnets. This is because magnetic fields alter or
rub the work in the devices.
5.11
•
USING ICT TO DEVELOP CHILDREN’S PLAY MATERIALS
We can use computers to draw and paint pictures that can be used in picture books,
charts, dominoes, puzzles, or flash cards.
•
We can use computers to print several copies of designed items to be used by individual
children
•
We have computer programmes that teach children how to read, sing or do
mathematics problems. The programmes are used for self teaching and matches with
the level of progress of the child. It can encourage, or help a child to do many things.
•
There are plenty of video games and computer games that teach children different skills
like concentration, creativity, accuracy, and patience. Some of the games include need
for speed, moto, fifa, pool, tank race, Collin McRae, Virtual cop etc.
•
There are also programmes that are used to teach specific skills computer windows,
typing, driving or spelling that can be given to children depending on their age.
•
We can also use different ICT devices to play music, songs or rhymes for children to
listen to in the presence or absence of the teacher. From these devises, children can
learn, imitate or copy so as to perfect an intended skill.
•
We can also use ICT devices to tell educative stories or show films. These stories will be
having animations that make the intended ideas come to a reality for children to
98
understand. For example it may be difficult to talk about an elephant that children have
never seen but if there is a video of it, it becomes easy for children to understand what
an elephant is.
•
Sometimes when children are involved in a certain activity, we can use ICT to record
that activity and keep it for future reference in another learning process. For example
school end of year party, birthday party or graduation party can be recorded and later
used when teaching about important days in a year.
•
It a teacher is telling children a story, he/she can use a projector to show different
sequence of the story.
•
During assembly or any other out door activity, we can use ICT devices to communicate
to children. Some of them can be public address system, radios or megaphones.
Without these devices, it would be difficult for children to hear what is being said to
them.
•
During children’s free time, they can be given different cartoon programmes to watch.
These cartoons have different lessons and values that they teach children yet it would
be difficult for the caregiver to give the same lesson using ordinary life situations.
•
Children can watch different objects or costumes from different parts of the world show
from different ICT devices. From these experiences, children can also use them to create
or improve their own ideas and come up with new objects or costumes to use in
different situations.
END OF UNIT ASSIGNMENT
1. In your own words, explain what you understand by the term educational
technology.
__________________________________________________________________
2. Why should teachers study educational technology?
__________________________________________________________________
3. Explain the factors to be considered when preparing learning materials for children
__________________________________________________________________
99
4. Explaindifferent types of learning materials made for children
__________________________________________________________________
5. Discuss the characteristics of a good learning material
__________________________________________________________________
6. How can you use information and communication technology in promoting
children’s learning?
_________________________________________________________________
7. Explain different ways of storing instructional materials
___________________________________________________________________
8. Discuss why instructional materials must be graded
___________________________________________________________________
9. Discuss the challenges of using mass media in promoting children’s learning
__________________________________________________________________
10. Discuss how parents can be involved in material production for their children
____________________________________________________________________
UNIT SUMMARY
In this unit, you have looked at the meaning of educational technology, its importance and how
it can be used to promote learning. You have also looked at different types of learning
materials, how to use the local environment to design, make and renew learning materials. You
also looked at how to store and maintain learning materials and how to use ICT to develop
learning materials and activities.
Recommended Reading
Ellington, H. Percival F. and Race P. (1993) A Handbook of Educational
Kogan Page.
100
Technology. London:
Otto, A. Y (1994).Introduction to instructional methods.Kampala:ITEK.
LEARNING COMPETENCE
You have now completed this unit. The learning competences are listed below. Tick the column
that reflects how much you have learnt in each competence.
Learning Competence
Not Sure
Satisfactory
Explain what educational technology means
Explain the importance of educational technology in ECD
Identify different factors to consider when designing learning materials
Explain different types of learning materials used in ECD
Apply ICT in designing and developing learning materials and activities
Store and maintain different learning materials
Explain the characteristics of a good learning aid
In case you find that you are not sure whether you really have any of the above competences,
go back and review the specific sub-topic and do the activities therein. Also, find a friend or one
of your facilitators/tutor and discuss with him/her some of your challenges in that topic. You
will make it. If in case you feel confident, then I would like to take the pleasure of
congratulating you for this achievement. Well done! Move on to the next unit.
Congratulations
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