Study Guide 1
Study Guide 1
PRS Styl
(iii)
PRS101Y/1/2008-2010 PCP406H/1/20082010
Contents
Study unit WELCOME 1 1.1 1.2 1.3 1.4 2 2.1 2.2 2.3 3 3.1 3.2 3.3 3.4 3.5 4 4.1 4.2 4.3 4.4 5 5.1 5.2 5.3 5.4 5.5 5.6 6 6.1 6.2 6.3 6.4 THE PURPOSE AND LEARNING OUTCOMES OF EDUCATION IN EARLY CHILDHOOD DEVELOPMENT The importance of good early childhood education The purpose of early childhood education Outcomes for early childhood education Conclusion THE TEACHING APPROACH IN EARLY CHILDHOOD EDUCATION Introduction What is meant by an outcomes-based and informal teaching approach? Characteristics of an informal teaching approach THE DAILY PROGRAMME IN THE EARLY CHILDHOOD CENTRE Introduction Sequence of the daily programme Major components of the daily programme Requirements of a successful daily programme Evaluating the daily programme PLANNING FOR PLAY IN AN EARLY CHILDHOOD CENTRE The value of play Planning for play opportunities Planning the playroom for a variety of play opportunities The outdoor play area CHOOSING AND PLANNING LEARNING CONTENT FOR EARLY CHILDHOOD EDUCATION The importance of choosing suitable learning content The difficulty of choosing learning content (a curriculum) for early childhood teaching Choosing learning content for an early childhood centre The organisation of the learning content To get you started! Written planning in the centre for ECD MULTICULTURAL AND ANTIBIAS EDUCATION IN EARLY CHILDHOOD EDUCATION Introduction Establishing a multicultural and antibias approach Planning activities for a multicultural and antibias approach Assessment of a multicultural and antibias curriculum BIBLIOGRAPHY Page (iv) 1 2 4 9 13 15 15 16 16 23 23 24 26 33 38 42 42 45 53 56 60 60 61 62 65 72 72 80 81 81 85 87 89
(iv)
Welcome
Dear Student I would like to welcome you most warmly to Teaching in Early Childhood (PRS101Y). I hope that you will find your studies interesting and instructive. You will find the study material for this module in two study guides. This study guide (Study Guide 1 for PRS101Y) deals with topics on ``how to teach'' and the second study guide (Study Guide 2 for PRS101Y) deals exclusively with assessment in early childhood. Make sure that you receive both the study guides of this module because they are important for your studies. There is no prescribed book for this module. If you are a student enrolled for the PGCE (ECD), I would also like to welcome you! The study material for PCP406H consists of study guides, tutorial letters and additional prescribed books. This study guide (Study Guide 1 for PCP406H, Part 1) will inform you on how to teach in early childhood. You will find the learning outcomes for each study unit at the beginning of the unit. This is what you can hope to learn to do or know from the study material in that unit. Use these outcomes to draw up questions to test your knowledge when you have completed the study unit. The test-yourself questions at the end of the study units will also help you to assess your progress. Of course, they do not include every question that could possibly be set on the work. After you have attempted the questions, go back to the relevant section in the study guide and check your own answers. Improve your work where necessary. If you have any questions, or experience problems with the answers to test-yourself questions, contact me without delay. Lectures are there to help you! I hope that you will find Teaching in Early Childhood pleasant and meaningful, and that you will be successful in your studies. Please do not hesitate to contact me if you have any problems or questions arising from your studies. Best wishes REDA DAVIN
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Study unit 1
Learning outcomes After completing this study unit, you should be able to . justify the importance of early childhood education . compare different opinions about the main purpose of early childhood education . state and explain the learning outcomes of early childhood education To help you to understand the theory behind early childhood teaching better, we will look into the experiences of Zinzi, a mother of preschool children, and the principal and staff of the UNISA Centre for Early Childhood Education. Zinzi, the mother of two children under the age of six years, is at her wit's end. Her husband's business is in financial trouble. After discussion they have decided that the only solution to their financial problems is for her to resume nursing, a profession she enjoyed greatly before the birth of her children. She feels guilty that she is looking forward to nursing again, because she has always believed that the best place for children under six years is in the home. She has a fairly wide choice of places to send her children to, and she has looked closely at the various options. This has deepened her confusion, as each one has a different approach to caring for children under six years. She decided to discuss her findings with her neighbour, a qualified educator in the ECD phase development. Pretend that you are Zinzi's neighbour. First think about the importance of early childhood education, so that you can reassure Zinzi that good education for children under six years can benefit her children. Then read on and see if you thought of some of the points mentioned below.
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ANSWER THE FOLLOWING QUESTIONS BEFORE YOU READ ON (1) The NEPI document mentions benefits that increased early childhood care and development would have for the development of communities. Discuss them briefly. (2) ``Good early childhood education also makes economic sense for the country as a whole.'' Do you agree with this statement? Explain your answer.
ANSWER THIS QUESTION BEFORE YOU READ ON Look at your own lifestyle and family structure. Can you identify any problems you have or might have in the upbringing of a young child? Look again at the NEPI document. What are the benefits of good early childhood education within the family context?
4 The first is a very important prerequisite, if you want to be a caring nurturer of the young child, BUT you also need the last two to become a truly professional and successful educator who can have an impact on the lives of young children. In this course we hope to provide you with the necessary skills, knowledge and attitudes to fulfil these requirements.
ANSWER THIS QUESTION BEFORE YOU READ ON Clearly poor Zinzi feels insecure about her decision to go back to work and put her children in an early childhood centre. How would you reassure her that early childhood education benefits the child?
This led to her next question: ``Which one is the best?'' Let us examine the different possibilities in order to find an answer to Zinzi's problem.
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1.2.1 Care
Caretaking is traditionally emphasised at early childhood centres, particularly by criches, day mothers and play groups. The main emphasis is on caring for the children in safe surroundings. (Although some of these centres do pay attention to educational aspects, they are basically concerned with providing a safe environment.) The people caring for the children need not be trained in early childhood education. The education and teaching which does take place here often occurs without any clearly defined learning outcomes, structure or definite programme. Hymes (1981:30) describes the purpose of caretaking as follows: ``The aim of old-time daycare was simply to provide custodial care to take children, to keep them safe, to return them whole to parents at the end of the day, in one piece and undamaged.'' An early childhood centre with caretaking as its sole purpose can be criticised for the following reasons: . The physical safety of the children is overemphasised. Caring for children in safety is naturally important in any early childhood centre, but it should never be the only purpose. . The one-sided emphasis on care means that the children's need for adults to help them grow up properly is underemphasised and may even be overlooked. (How can one person taking care of 15 babies under one year old give them proper attention?) . Care as the main purpose does not require that the adults involved should be dedicated early childhood educators. Therefore, if teaching does take place, it is often haphazard and coincidental. An early childhood centre with care as its main purpose does meet a need felt by working parents in particular, namely the physical care and safety of their child while they are at work. Unfortunately the function of the early childhood centre to complement the education of the home is often not met by this type of centre.
ANSWER THE FOLLOWING QUESTION BEFORE YOU READ ON Would this kind of care satisfy Zinzi's need for quality education and care for her children? Give reasons for your answer.
6 They question whether such drastic interference in the lives of children is justifiable. The following points can be raised in criticism of social change as the most important purpose of an early childhood centre: . The teaching programmes followed in these centres are often very structured and rigid, and may deny children the opportunity to be children and to engage in free discovery learning. Weber (1970:96) says that ``(e)ducation becomes the process of diagnosis and prescription. Even at best this model views learners through their needs, disabilities, and problems rather than viewing them as persons reaching out and growing.'' . Social change and upliftment in this context is unrealistic. Change cannot be brought about simply via a compensatory programme in early childhood centres. Biesheuvel (1978:469) has found that the ``poverty circle'' cannot be broken by education alone. These are important findings. We have to help parents and children in need, but social change will only be realised when the early childhood centre has the total involvement of the parents and the community as a whole. The early childhood centre must therefore be a community centre serving and uplifting the entire community.
ANSWER THE FOLLOWING QUESTIONS BEFORE YOU READ ON (1) Do you agree with the above findings about the role of the early childhood centre in social change and upliftment? Justify your answer. (2) Visit an early childhood centre in your area. Is the community also involved and not just the children? If so, how is this done? (3) Try to think of at least two ways in which you can serve the community as an early childhood educator.
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circumstances. These factors reflect the schools' state of (un)readiness for children. The second set of factors relates to the readiness of children for school and for life, which in turn reflects ``the child's condition and family attitudes and practices, as these are influenced by the more general social and cultural surroundings'' (Myers 1992:218). School readiness as the main purpose of early childhood education is therefore not without merit. However, school readiness, very important as it is, is open to criticism as the only and main purpose of early childhood education.
School readiness as the most important purpose of early childhood education is criticised for the following reasons: . It is one-sided and leads to overemphasis of the cognitive (intellectual) and perceptual skills of the child, rather than encouraging educators to view each child as a total person. . It emphasises formal learning skills at a time when children are not necessarily ready for them. The early childhood years should focus on things like discovery learning, imagination, the educational value of play and creativity. These are all aspects which are vital for later development and learning. School readiness as an aim leads to a limited programme which denies children the right to be children by overlooking the importance of free-play opportunities. . It can lead to drilling children in superficial, isolated skills which, in turn, means that too little attention is given to basic learning skills, such as problem solving. The children may well be able to read and write, but the problem is that other aspects of their development are neglected. Large muscle skills may for instance lag behind because the children are denied the opportunity to jump and climb spontaneously, using their whole bodies. . It gives rise to formal programmes based on the primary school curriculum. Instead of considering the potential of each individual child, curriculum-based demands are made of all the children. Formal programmes demand too much of some children and offer no challenge to others. They can also lead to children deliberately being pushed beyond their personal developmental tempo. These children are then compelled to leave behind them the conditions under which they can learn and develop comfortably. Early childhood centres with school readiness as their only aim limit their own terrain and become pseudo junior primary schools, unable to meet the unique needs of preschool children.
8 . School readiness as main aim also places the onus for school readiness on the child rather than on the schools which should, in fact, be ready for the children. Primary schools must be inclusive all children are ready to learn! Children may be at different levels of development, but the school should be ready to accommodate them all. COMPLETE THIS EXERCISE BEFORE YOU READ ON Zinzi follows up her visit to ``this wonderful school'' by asking you for your opinion. Explain to her why that particular school is not necessarily the best choice for her children. Zinzi gets annoyed because you, a preprimary educator and personal friend, are negative about all the preprimary centres which seem acceptable to her, and she asks you point-blank: ``All right then, you tell me what should be the purpose of an acceptable early childhood centre?''
1.2.4 The optimal development of the whole child and parental assistance
Let us take another look at what the purpose of an early childhood centre should entail: . Firstly, the purpose should be comprehensive. This means that no single aspect of the child should be overemphasised. . Secondly, the family should also be involved. The purpose of a good centre for early childhood education should therefore be aimed at . the development of the whole child . assistance and guidance to parents in the education of their child
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COMPLETE THIS EXERCISE BEFORE YOU READ ON At the beginning of this study unit I discussed the importance of early childhood education. Now try to explain how the fact that parents need early childhood education for their children is related to one of the main purposes of an early childhood centre, namely parental assistance.
In order to realise the vision and purpose of the ECD phase we have to transform these abstract ideas into concrete, achievable objectives outcomes.
10 ranging from early childhood to lifelong learning. These outcomes direct all teaching and training in our country. Critical outcomes, which form the basis of all qualifications in South Africa (also for teaching in the early years) helps the person. . identify and solve problems, displaying that responsible decisions using critical and creative thinking have been made . work effectively with others as members of a team, group, organisation, or community . organise and manage oneself and one's activities responsibly and effectively . collect, analyse, organise and critically evaluate information . communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation . use science and technology effectively and critically, showing responsibility towards the environment and health of others . demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation In addition, any teaching and learning must make an individual aware of the importance of the developmental outcomes of: . reflecting on and exploring a variety of strategies to learn more effectively . participating as a responsible citizen in the life of local, national and global communities . being culturally and aesthetically sensitive across a range of social contexts . exploring education and career opportunities . developing entrepreneurial opportunities (Department of Education 2001:35) Although the above critical and developmental outcomes may at first glance seem too advanced and unrealistic to even try to apply in early childhood education, it is still very important for us to take note of them. They help us to focus our teaching so that it may form part of the young child's lifelong learning.
COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Study the seven critical outcomes. Then go back to the vision of the ECD phase (according to the Interim Policy for The ECD phase) and the purpose of developing the whole child in childhood teaching. Are these totally unrelated, or can you find some common ground? .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................
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model, namely learning outcomes. ``A learning outcome is a description of what learners should know, be able to do and be like at the end of a grade(s).'' (Department of Education 2001:12). Learning outcomes are specific knowledge, skills and values that can be demonstrated. For the formal school years (Grade R to 12) learning outcomes have been formulated for the different learning areas for every school year or grade. Although no fixed learning outcomes are prescribed by the Education Department for the years before Grade R, they are just as important in these years. The positive side of not having fixed outcomes is that an ECD centre, depending on its specific purpose, the educator and the needs of the specific group, can formulate learning outcomes that are custom-made for it. The learning outcomes guide us towards what we want to achieve with the children by the end of the early childhood years (just as the set learning outcomes will guide the teaching and learning in the school grades). In view of the purpose we have established for early childhood education, the learning outcomes for early childhood should cater for the child as a whole person and include the parents as partners. To make it easier to understand and plan our teaching, we divide these learning outcomes into the facets of the whole child and not into learning areas as for the formal school years. Remember: this division is only made to help us order our learning outcomes and to link them to our purpose. We can categorise the learning outcomes according to the facet of childhood development they concern, namely (1) emotional, (2) physical, (3) social, (4) moral, (5) intellectual, and (6) aesthetic.
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COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Try to rank the learning outcomes discussed above in order of importance. Ask at least three people working in early childhood education to do the same. Do their findings differ from or correspond to your own? What would you say are the reasons for the differences or similarities? Visit a grade 1 class and ask the educator for the learning outcomes for the different learning areas. Try to categorise the above learning outcomes into learning areas instead of developmental facets. Which do you prefer? .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................
1.4 Conclusion
The learning outcomes for ECD teaching are concerned with the development of the total child. Different ECD centres (and even different groups within the same centre) may have different learning outcomes. The most important aspect is that the outcomes must include knowledge, skills and feelings within a total developmental view of the child. Learning outcomes can only be realised if young children are helped to spend their early childhood years in a happy, pleasant environment. They must be allowed to be children, but they also have to be helped not to remain children. Yawkey and Silvern (1976:31) have this to say: Contemporary kindergarten goals emphasize the child's need to be a child to be cared for, to feel secure, to feel warm and loved, to feel important, to feel capable. Education is past the point where one simply stated goal is sufficient to build a program for the kindergarten child.
Self-test questions
Now complete the following questions. This should help you to master the competencies set out in the learning outcomes at the beginning of this study unit. Short questions: test your knowledge (1) (2) (3) (4) (5) (6) (7) (8) Why are the early childhood years important for one's eventual adulthood? (1) Give five reasons why early childhood education is so important in South Africa. (5) Distinguish between critical/developmental outcomes and learning outcomes. (2) Why is it important that the learning outcomes for early childhood education should be well-thought-out and justifiable? (1) Name five factors which must be taken into account when establishing the purpose of an early childhood centre. (5) Name four different views of the most important purpose of early childhood education. (4) Define care as the main purpose of early childhood education. (2) What is the main focus of early childhood education that has social upliftment as main purpose? (1)
14 (9) Why are researchers sceptical about social upliftment as the only purpose of early childhood education? (1) (10) What is the role of early childhood education in social upliftment and change? (3) (11) Why is educational assistance to parents an important purpose of early childhood education? (3) (12) Name four ways in which educational assistance to parents, as a purpose of early childhood education, can be achieved. (4) (13) Name the six facets that must be included in the total development of the young child in an early childhood centre. (3) (14) Why can these facets be separated in theory, but not in practice? (1) Long questions: test your insight (1) Each of the following views is seen as the most important purpose of early childhood education. Discuss each critically. (a) care (b) social change and upliftment (c) school readiness (2) Discuss briefly assistance and support for parents as an important purpose of early childhood education. (3) You are the principal of a brand-new ECD centre. Discuss how you would go about to decide on and formulate learning outcomes for the centre. To illustrate your discussion, add examples of possible learning outcomes.
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Study unit 2
Learning outcomes After completing this study unit, you should be able to . define in your own words the meaning of an ``informal'' teaching approach . describe the features of the teaching approach in early childhood education
Zinzi has finally chosen the Unisa Centre for Early Childhood Education for her children. After a while she goes to talk to Adelle, the principal. Her children are very happy, but in her view they are playing too much and not learning enough. They never come home with tidy, photocopied pictures like her friends' children, and the playroom does not meet her expectations either.
2.1 Introduction
You may have felt the same way when you first visited an early childhood centre. The teaching approach is very different from that found in traditional primary and secondary schools! The big difference is that in early childhood education the teaching approach is more open and informal. The teaching approach in an early childhood centre does, however, link very well with the accepted outcomes-based theory that is applied in the more formal classrooms of primary school. In this module we look into the approach that is followed when teaching children between two and six years (Grade R) of age. In later modules, when we discuss outcomesbased teaching in Grades 1 to 3, you will recognise a lot of the principles. The main difference is that in an early childhood centre the teaching is even more ``informal'' and ``open'', because of the developmental level and needs of the young child. This does not mean that the teaching is aimless, unplanned or carried out without adult guidance. On the contrary, a more open or informal approach actually demands more planning and a greater sense of purpose than a formal approach. We now analyse the characteristics of this more informal approach step by step.
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DO THIS EXERCISE BEFORE YOU READ ON Answer Zinzi's question by formulating the definition of an informal teaching approach in your own words. .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................
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areas can be made in a moment to fit the different activities. The building can therefore be adapted to meet both the teaching needs of the educator and the learning needs of the children. However, you should note the point made by Stephens (1974:266): ``We must emphasize that open-plan schools are in no sense pre-requisite to open education. Open classrooms can exist in various environments, including self-contained classrooms in quiet traditional buildings''. Although an open-plan school building is not a prerequisite for the informal teaching approach, this type of school plan does facilitate this approach.
DO THIS EXERCISE BEFORE YOU READ ON Visit early childhood centres near you. Do any of them have an open-plan design? Ask their principals about the advantages and disadvantages of an open-plan school design. Write down your observations in the space provided. (Do not confuse an ``open-plan'' school with an ``open'' school. An ``open'' school follows a daily programme where all the different age groups in the school visit different areas (or classrooms) at the same time. These schools may have an open plan, but the teaching approach is different.) .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... The planning of the playroom is important for the success of the informal teaching approach and differs considerably from the organisation of a traditional classroom. Here are some basic characteristics of a good playroom: . The playroom is divided into different areas, where the children can play according to their specific needs and preferences. . The areas are changed/varied each day to create a variety of opportunities for the children to play, discover and learn. . To promote cooperation between the children, tables and chairs are grouped together, rather than arranged in straight rows. Each play area should provide room for four to six children. . Socialisation is promoted by allowing children to talk to each other. I discuss the planning of playrooms and play areas in more detail in study unit 4.
18 freely chosen by children to reflect their own interests''. This does not mean that the subject matter should be entirely child-centred; it must, however, be child-directed. Another feature of the subject matter in the informal teaching approach is that it is only a means to an end and not an end in itself. Since the informal teaching approach is directed in particular towards leading children to solve problems themselves, a perfect end product is not important. The learning process is emphasised and not the product. Mastering learning content by rote learning (which formed such a large part of the traditional teaching approach) plays no part in the informal approach. The children are led by the subject matter to think logically and independently and to solve problems. I discuss the choice of learning content in more detail in study unit 5.
ANSWER THIS QUESTION BEFORE YOU READ ON The informal teaching approach is criticised that it focuses too much on the needs of the child. Will it not result in children dictating to their educators what they want to learn? How would you avoid this problem?
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20 is open and the relationship between educator and child is democratic, the educator still has to be the responsible adult.
2.3.5 Discipline
The early childhood educator's approach to discipline is closely connected to the educatorchild relationship. The children are guided by the educator to take increasing responsibility for their own deeds and behaviour. No corporal punishment is allowed and the educator is sympathetic and understanding towards the children. However, this gentle form of discipline does not give the children absolute freedom. The educator is still the sympathetic and democratic authority figure.
2.3.6 Assessment
Zinzi is now curious to know whether the children in an early childhood centre are evaluated in any way, and she asks the principal. Adelle assures her that assessment of the children (not evaluation) does take place, and explains that it goes hand in hand with observation. In early childhood, the educational assessment of each child as a unique person is necessary. If the informal teaching approach is to be successful, the educator must observe and assess every child throughout the school day. The child is assessed using a variety of methods. It is a continuous process, not a once-off test. Observation of the child is a very important method of assessment and is used to determine the degree of success of the educator's teaching, and to assess the behaviour of the children.
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This ongoing assessment of the teaching contribution leads to improved teaching, as it helps the educator to identify any shortcomings or gaps in the teaching approach. I discuss assessment in early childhood teaching in more detail in Study Guide 2 for this module.
DO THIS EXERCISE BEFORE YOU READ ON You have now reached the end of study unit 2. Pretend that you have to answer questions from someone like Zinzi, and explain in your own words the differences between traditional teaching and the informal teaching approach.
Now complete the following questions. This should help you to master the competencies set out in the learning outcomes at the beginning of this study unit.
Self-test questions
Short questions: test your knowledge (1) Complete the sentence: ``The approach to teaching in the early childhood centre is ... .'' (1) (2) Name five characteristics of the teaching approach used in ECD education. (5) (3) Define open-plan school design. (2) (4) Is an open-plan school design a prerequisite for the informal teaching approach? (1) (5) Name four characteristics of a playroom that is specifically planned for the informal teaching approach. (3) (6) Name two characteristics of the learning content for an informal teaching approach.(2) (7) Explain briefly why the relevance of learning content is important in ECD education. (1) (8) Name one way in which learning content can be made relevant for the children in an early childhood centre. (1) (9) Complete the sentence: ``The subject matter in early childhood teaching is not childcentred, but it is ... .'' (1) (10) Why is a perfect end product not important in the informal teaching approach? (1) (11) Why is the meaningless memorisation of subject matter not important in an informal and outcomes-based teaching approach? (1) (12) What is characteristic of the teaching methods applied in an informal and outcomesbased teaching approach? (1) (13) Name two teaching methods that are especially important in the informal teaching approach. (2) (14) Why does the planning of the learning content make greater demands on the early childhood educator than on primary or secondary school educators? (1) (15) Why is the early childhood educator's knowledge of the needs and interests of each child so important for successful teaching? (5) (16) Why do early childhood educators need a good general knowledge? (2) (17) Name five characteristics of the relationship between the educator and child in a good early childhood centre. (5) (18) Does the informal teaching approach give children absolute freedom? Write a sentence to support your answer. (1)
22 (19) Why is it important for early childhood educators to assess their own contribution to the teaching events? (2) (20) Why is ongoing observation of the children so important for successful teaching? (3) Long questions: test your insight (1) Define in your own words ``the informal teaching approach''. (2) Discuss the following aspects of teaching and show how they are applied in the informal teaching approach: (a) the environment (250 words) (b) subject matter (250 words) (c) teaching methods (250 words) (3) Discuss the role of the educator in the informal teaching approach to ECD education. (4) Critically discuss the following statement: ``Because of the informal teaching approach used in ECD education, the teaching is child-centred. This means that there is no discipline and that the subject matter is child-centred.''
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Study unit 3
Learning outcomes After completing this study unit, you should be able to . explain what is meant by a daily programme . set out the sequence of a daily programme . discuss the major components of the daily programme and the role of the early childhood educator in each . discuss the characteristics of a successful daily programme . work out a typical daily programme for the different groups in an early childhood centre, making sure of parental involvement . evaluate a daily programme, using the generally accepted requirements of a good daily programme as criteria
3.1 Introduction
One day Zinzi asks Adelle if she can stay on and see what her children do all day. This makes Adelle decide to hold a parents' evening and explain the school's daily programme with the aid of a slide presentation. Adelle asks you to help her put together the information and the slide programme. Your first job is to find information about the major components of the daily programme and their sequence. Let us begin! It is our job as early childhood educators to help children to develop by creating a playing and learning environment in which they can spend their early childhood years happily. This means that it is our responsibility to create a school environment in which the children can learn while they play, and play while they learn. The opportunities for play in an early childhood centre are structured in a daily programme. Such a daily programme involves much more than timetabling. The daily programme in the early childhood centre differs from the formal school
24 timetable in primary and secondary schools in that it is not rigid, but a framework within which there are opportunities to meet the children's needs of the moment. A well-thought-out daily programme is a prerequisite for successful teaching in an early childhood centre. As mentioned before, outsiders may think that an early childhood centre has no structure or organisation. Hildebrand (1981:70) agrees that it is possible to think so, but comments that ``the children seem to be doing just what they want to do. Yet it is in fact a framework or structure with flexibility and room for individuality.'' The main feature of a successful daily programme is the division of the children's day into various presentations, without ever being rigid or inflexible. In our collection of information about the daily programme, we will first analyse the sequence of the programme.
The programmes for older groups (eg the reception year) and younger groups (eg a toddler group) will differ. I use a typical programme that is suitable for ages four to six years old, as this type of programme includes all the main elements and activities. Remember, however,
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that programmes will vary from group to group and also between early childhood centres, as circumstances and needs differ.
4. Lunch
5. Rest
6. Outside play
7. Games
8. Science
3.2.1.1 Arrival
Arrival is a very important time of the day. It is essential that each child should be greeted by name by his/her own educator. The children immediately feel safe and welcome if their educator is there and knows them by name.
26 overlooked it provides the opportunity to create a warm, homely atmosphere, which gives children a sense of security and encourages social interaction.
3.2.1.6 Departure
The educator must be present when the children leave, just as he/she was when they arrived. It is important to say goodbye to each child individually and to make some friendly remarks.
COMPLETE THIS EXERCISE BEFORE YOU READ ON Visit an early childhood centre and compare its daily programme with the example given here. Ask the principal why a similar (or different) programme is being followed, and write down the reasons.
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. free play indoors and outdoors . adult-guided group presentations music, movement activities, group discussions and stories . routine activities arrival and departure times, toilet routines, refreshments and/or meals and rest times The duration of each time block or component and the number of times each is repeated during the day depends on . the purpose of the early childhood centre . the needs of the children . the circumstances and events of the day Dividing the daily programme into components or time blocks is a good method, for the following reasons: . Although the children can anticipate certain parts of the daily programme, which gives them a sense of security, the programme is not inflexible. . Time blocks are a guarantee of balance and variation in the daily programme. It is very important that free play, adult-guided group presentations and routine activities should feature in the daily programme and that there should be a balance between free play and the adult-guided time blocks. It is important for you to understand the unique nature, aim and place of each time block or component in the daily programme. Also try to identify the different roles of the educator in each major component.
28 then outside, the educators must take care to provide a rich variety of play opportunities in both areas.
b Preparation
The early childhood educator must prepare and set out all the play apparatus and materials before the children arrive. All apparatus and media must be in good order and available. Half an hour before school starts, the different activities planned for the first free play period must be set out attractively. The educator must ensure that the atmosphere in the playroom is
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welcoming and that the children feel safe about playing and discovering. The educator can withhold a few play activities and offer them later during the free-play session.
c Meaningful discipline
Although the educator must not dictate the children's play, as children need to explore, certain rules are always important, especially safety rules. Meaningful discipline means that you, as the educator . . . . . decide in advance what rules are necessary keep rules to the minimum explain the reason for each rule to the children apply rules consistently make any corrections on a positive note, for instance: ``Rather walk in the playroom because someone could get knocked over if you run'', instead of: ``Stop that running!''
d Safety
Some activities are potentially dangerous: threading beads, climbing trees, using outdoor climbing apparatus. The educator must never relax his/her supervision and must ensure that the children are informed about the possible dangers. It is particularly important for the educator to keep a watchful eye during outdoor play and to ensure that the apparatus is safe and unbroken.
g Observation
The early childhood educator must observe all activities closely during the free-play sessions, so that he/she can give the children the help and guidance they need. Unless the educator observes play closely, it is impossible to know when to intervene or to help with a problem.
h Assessment
It is very important for the educator to assess the events of the free-play session once it is
30 over. The educator must decide whether it was successful or not, and why. This is essential for the planning of future free-play periods and for the improvement of the teaching effort. COMPLETE THIS EXERCISE BEFORE READING ON (1) Visit an early childhood centre near you and observe a free-play period. Can you identify the different aspects of the educator's role? Ask the educator what he/she sees as the most difficult aspect of free play, and why this is so. Write down your findings in the space provided. ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ (2) What do you see as the educator's most difficult task during free play? Justify your answer.
a Social development
Because these periods involve group interaction, the children learn how to behave in groups. An elementary form of team spirit arises, because the group operates as a unit. This is especially helpful for any older children who may be experiencing problems and are prone to playing alone all the time. The children must also gradually learn that they are not the centre of the universe and that others have a rightful place as well.
b Moral development
During group presentations the children also come to learn that there are certain social laws, values and standards which apply to everyone. They learn to accept authority and conform to social rules.
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c Aesthetic development
The beautiful side of life can be emphasised by presenting the children with nice stories and music, and interesting and attractive objects for group discussions. If we can develop in young children the ability to participate happily in these types of activities, we are laying the foundations for the enjoyment of and respect for such activities when they are adults, thus teaching them good taste. This can also be done by deliberately drawing the children's attention to pretty flowers, somebody's attractive clothes or anything beautiful in the environment.
d Intellectual development
Adult-guided group periods are important for many aspects of the children's intellectual development. Here are a few examples. . The children's language ability improves. Listening to stories, telling their news and hearing news items about other children give the children opportunities to talk. During these periods the educator must take care to use very good language. Many children hardly speak at all, and their vocabulary and even pronunciation are inadequate, because adults do not talk to them enough. In adult-guided group periods the early childhood educator has an opportunity to talk to the children and encourage discussion. . The children acquire knowledge. During these periods, topics such as interesting objects and events in nature, the different occupations of children's parents, the functions and manufacturing of goods and the interesting feast days of different cultures can be discussed. The early childhood educator conveys the information and this encourages the children to talk and become enthusiastic about information. . The children learn to listen and concentrate. The use of music and stories, for example, teaches the children to listen and to concentrate on what is happening around them.
e Affective development
Shy, withdrawn children in particular can benefit from doing things and listening along with others. When they are part of a group, they feel secure and gradually become enterprising enough to risk acting alone. (Loners should, however, not be pressurised.)
f Guided play
Adult-guided group presentations give the daily programme considerable order and stability. After a period of free play, they not only provide a change, but give the educator an opportunity to direct the children's play into constructive areas again.
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Length Not suitable 58 minutes 812 minutes 1220 minutes 2030 minutes (maximum)
. Young children are egocentric and want to get involved in the activities immediately. They are not yet able to wait a long time for their turn. All the children should be involved in the presentation and there should be no uninvolved onlookers. . Even though specific inputs are expected of the children in adult-guided group periods, the teaching approach should remain informal. . The nature of the activities quiet, like story time, or lively, like movement activities will determine at what time of day they are presented. Adult-guided group periods during the heat of the day should be short, quiet and interesting, while music and movement activities offer a welcome change after a quiet time. . The adult-guided group periods should form a unit with the rest of the daily programme. The theme of the music, movement activities, group discussion or story can serve to introduce free-play activities such as art. . The period should end on a quiet, tranquil note so that the children can change to the next presentation in a calm and relaxed fashion.
3.3.2.3 The role of the early childhood educator in adult-guided group presentations
The success of adult-guided group periods depends largely on the early childhood educator, who must concentrate on the following five points: planning and presentation, enthusiasm, involving all the children, discipline and observation.
b Enthusiasm
The early childhood educator himself/herself must enjoy and take an interest in what he/she presents to the children. If the educator is halfhearted and uninterested, the children will develop the same attitude.
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d Discipline
Participation should never be enforced. Young children should not be forced to remain in the group if they begin to lose interest. However, no child can be allowed to disrupt the whole group. A disruptive child must either sit beside the educator to calm down, or must be kept busy with another quiet activity within sight of the educator. Negative discipline (like complete removal from the group) should not be used with children whose behaviour is a problem. It is essential to be positive at all times and explain to the child that his or her behaviour is unacceptable, but that the child can come and play with the others again at any time if he or she behaves properly. Disciplinary rules must be applied consistently and the children must know exactly what is expected of them. Always make reasonable rules the purpose of group presentations is not to apply military discipline, but to create enjoyable experiences.
e Observation
The educator should watch the children all the time and adjust the presentation to their needs. If the educator notices any signs of restlessness, boredom or distress he/she must adapt or even end the presentation.
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3.4.1 Outcomes-oriented
The purpose and the learning outcomes of the early childhood centre determine not only the learning content, but also the choice of periods in the daily programme. The purpose of the childhood centre and the essential outcomes for each individual group must be reflected in the daily programme. The unique needs of particular children, for example those who live in flats and who spend the entire day at the early childhood centre, or those with educational, maturational or developmental shortcomings (which are taken into account when determining the outcomes) must also be reflected in the daily programme. COMPLETE THIS EXERCISE BEFORE YOU READ ON Visit an early childhood centre near you and ask the principal how the school provides for the unique needs of its children in the daily programme. Write down your findings below. .................................................................................................................................................... ....................................................................................................................................................
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ANSWER THIS QUESTION BEFORE YOU READ ON Compare the learning outcomes of ECD education, which are aimed at the development of the whole child, with the requirements for a successful daily programme, which are also aimed at involving the whole child. You will see that they are directly connected. Why do you think this is so?
3.4.3 Balance
A successful daily programme is a balanced daily programme. Care must be taken that there is a balance in the daily programme between . . . . . indoor and outdoor play free-play and adult-guided periods opportunities for socialisation and individualisation active and quiet presentations consistency and flexibility
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(1984:217) emphasises how important it is to know the children when the daily programme is being drawn up: ``First it is knowing your children, knowing what they are like as a group and how they differ as individuals. It is getting a feeling for how they feel at different times of the day.'' It is important for the early childhood educator to keep the following in mind when planning the daily programme: . . . . . the the the the the needs of the particular group socio-economic background of the group layout of the school geographical location of the school time of year
Many early childhood centres have separate summer and a winter programmes to provide for different weather conditions.
Of course, this is not fixed: the younger the children, the more time is taken up by routine activities (physically caring for the children). The daily programme gradually becomes more structured and fixed as the children grow older. COMPLETE THIS EXERCISE BEFORE YOU READ ON Visit a centre which accommodates children between three months and six years of age. Compare the daily programmes for the various groups and point out the differences. Ask the principal to give reasons for the differences in time divisions. Write down your findings in the space provided. .................................................................................................................................................... ....................................................................................................................................................
38 . inviting parents in service occupations (firemen or police or traffic officers) to visit the playroom in their uniforms, or by inviting parents in health-care occupations to come and talk to the children . asking parents with jobs of interest to the children such as television, film or catering services if the children can visit their place of work . inviting parents to take part in story time, excursions and birthday celebrations Parental involvement in teaching has the following positive results: . It makes the children's experience of the early childhood centre more pleasant. . The parents gain a better understanding of the purpose of the early childhood centre. . Parents acquire more insight into and information about the developmental levels of young children. This leads to an increased understanding of their own children and their potential. . The educator can provide guidance to the parents during their visits, thus helping both the parents and the educator to gain a better understanding of the young children. COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Visit an early childhood centre near you and ask the principal how parental involvement is encouraged. Write down your findings. Try to think of two other ways to boost parental involvement and write them down as well, using the space provided. .................................................................................................................................................... ....................................................................................................................................................
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Self-test questions
Now complete the following questions. This should help you to master the competencies set out in the learning outcomes at the beginning of this study unit. Short questions: test your knowledge (1) How does the daily programme of an early childhood centre differ from the timetable of a primary school? (1) (2) Why might an outsider see the daily programme as unstructured and disorganised?(1) (3) What is the determining factor in drawing up the daily programme? (1) (4) When drawing up the daily programme, the educator should consider three characteristics of the preprimary age group. What are they? (3) (5) Give an example of how the unique needs of each of the following kinds of children should be reflected in the daily programme: (a) children who live in flats (eg more opportunities for free play out of doors) (b) children who spend the whole day at school (c) children with poor language development
(3)
(6) Name three presentations which should be included in the daily programme to give the children the chance to use their whole body. (3) (7) Name a presentation which gives the children practice in small motor and perceptual skills. (1) (8) Fill in the missing word: ``.................... activities further physical independence in young children''. (1) (9) How do musical presentations promote the development of social skills in young children? (1) (10) Name three opportunities which can be provided in the daily programme to develop the children's language skills. (3) (11) Name three presentations which promote the children's cognitive skills. (3) (12) Why is it essential for the children to have enough opportunities to play outside? (2) (13) Give five reasons for including free play in the daily programme. (5) (14) Name four adult-guided group presentations in the daily programme. (4) (15) Give three reasons why adult-guided group presentations should form part of the daily programme. (4) (16) Why should opportunities for individualisation be built into the daily programme? (1) (17) What are the benefits of small-group activities? (2) (18) Name one of the benefits that group presentations have for young children. (1) (19) Give an example of how tedium and boredom can be prevented in the daily programme. (2) (20) Give two reasons why enough time must be provided for free play in the daily programme. (2) (21) State two characteristics of successful tidying-up procedures after presentations. (2) (22) What percentage of the available time should be devoted to free play? (1) (23) Why is it important to have consistency in the daily programme? (1) (24) How can consistency be achieved in the daily programme? (1) (25) Why should the daily programme be flexible and not rigid? (2) (26) How can we realise the ideal of having the early childhood centre complement the parental home? (1) (27) State five factors which early childhood educators must bear in mind when planning a daily programme for a specific age group. (5) (28) Define the term ``time blocks''. (1)
40 (29) How would you decide on the duration of a time block in the daily programme? (3) (30) Name two advantages of time blocks. (2) (31) ``Arrival is a very important moment in a young child's day.'' Justify this statement in one sentence. (1) (32) Name five activities which might be presented during free play. (5) (33) Give three examples of activities which can be presented during informal group discussions. (3) (34) Why is it so important to offer refreshments during the morning at early childhood centres? (3) (35) Which is the odd one out: art, music, movement activities, or story time? Explain your answer in one sentence. (2) (36) Why is it important to evaluate the planned daily programme? (2) (37) Name the three main components of the daily programme. (3) (38) Does free play mean general freedom? Explain your answer in one sentence. (1) (39) Why is the opportunity to make their own decisions during free play important for young children's development? (1) (40) Name four factors which should determine the choice of activities offered by the early childhood educator during free play. (4) (41) How can the educator ensure that meaningful discipline is maintained during free play? State three methods which can be practised. (3) (42) Why is it so important for the early childhood educator to observe the children during free play? (2) (43) Define the term ``adult-guided group periods''. (3) (44) What is the value of adult-guided group periods for introverted (withdrawn) children? (1) (45) How long should the adult-guided group periods last for the following age groups: (a) 0 to 18 months (b) 18 months to three years (c) three to four years (d) four to five years (e) five to six years
(5)
(46) Why should all the children be involved in an adult-guided group presentation? (2) (47) What determines the time of day when a specific kind of adult-guided activity is presented? Ilustrate your answer with two examples. (3) (48) Why is it important for adult-guided group presentations to have a calm, quiet ending? (1) (49) What might cause a preprimary group to be reluctant to participate in adult-guided group presentations? (1) (50) What is the aim of routine activities in the daily programme? (5) Long questions: test your insight (1) The optimal development of young children into whole people is the aim of ECD education. Show how this objective is achieved by means of a successful daily programme. (2) ``Balance is a vital element in a successful daily programme.'' Justify this statement by discussing balance as a requirement of the daily programme. (3) Discuss the following statement: ``The daily programme is characteristically predictable, without being rigid or inflexible.'' (4) Discuss parental involvement as an important requirement for a successful daily programme.
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(5) Name and discuss the most important factors the early childhood educator has to bear in mind when planning a daily programme for a specific early childhood centre. (6) Lay out the course of the daily programme point by point. (7) Evaluate the following daily programme, which is followed by an early childhood centre in the Johannesburg-Pretoria area. All groups, from the age of two years, follow the same programme. Parents are not allowed in the playrooms during school hours (from eight o'clock to one o'clock). The programme remains constant throughout the year. 7:008:00: 8:008:30: 8:309:00: 9:009:30: 10:0010:30: 10:3011:00: 11:0011:30: 11:3012:00: 12:0013:00: Arrival Religious instruction Presentation of one creative activity (changed daily) Visit to the bathroom 9:3010:00: Music and movement Refreshments Perceptual activities (eg workbooks) Story Outdoor play Rest and departure
(8) Discuss free-play periods under the following headings: (a) Definition (in your own words) of ``free play'' as part of the daily programme (b) The purpose of free play (c) The role of the educator in free play (3 pages) (9) ``Although adult-guided presentations are brief, they are very important in the daily programme.'' Explain why this is the case. (10) Name and discuss the most important principles in planning adult-guided group presentations. (11) Discuss, using suitable subheadings, the role of the early childhood educator in adultguided group presentations.
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Study unit 4
Learning outcomes After completing this unit you should be able to . justify the importance of play in young children's development . discuss the value and the role of the educator in the most important play opportunities inside and outside the playroom . discuss in your own words, using practical examples, the planning of the different play areas in the playroom Other parents with children at the Unisa Centre for ECD asked Adelle, the principal, the same question that Zinzi raised in a private conversation: ``Aren't the children playing too much and not learning enough?'' They are particularly concerned about the children over the age of four. Adelle realises that she cannot cover this topic at the meeting, and decides to include an article on the subject in the Centre's newsletter. She asks you to write the article and gives you the following information about play opportunities in an early childhood centre.
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Play is so important for the child's total development for the very reason that it is the most important way that a young child learns. Seefeldt (1980a:96) says: ``Young children must play in order to learn. No other activity is as valuable to the young child. A curriculum that limits the time the child spends in play is one that limits the child's opportunities to learn.'' Quality play opportunities enhance the development of the whole child, and lead to the development of affective (emotional), social, language, cognitive (intellectual) and perceptual motor skills. (See Catron & Allen 1993:2223.) The value of play for the child's whole development
Cognitive
Perceptual motor . Eye-hand and eye-foot coordination . Movement . Static . Body control
Language
Affective
Social
{ { { {
. . . . . . . . . . . . . . . .
Problem solving Concepts Imitation Association & classification Basic concepts Expression Nonverbal Auditory memory and discrimination Emotions Coping Personality Values Interaction Cooperation Conservation Respect
44 . Respect for others. Children learn to understand and accept individual differences and understand and respect all cultures.
REMEMBER:
Play is the most important way that children learn. Therefore we use play to teach the child. During all presentations (not only during free play) we endeavour to enhance the child's play in order to teach the child. In presentations such as music, movement activities, story time (especially during dramatisation) and group discussions, play is always the basic teaching method. Considering the importance of play in the development of the total child, the early childhood educator must specifically plan to enrich the children's play. A child can play aimlessly with
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the same toys day after day, or the educator can plan an enriched play environment for the child, where all the above developmental benefits can be realised. I have discussed the role of the educator during free-play periods and adult-guided group periods in the previous study unit. Although we emphasise play as the means of learning, the educator still has a very important role. Without good planning and adult guidance the quality of play and learning will be far poorer and all the above benefits that play has for the child may not be realised. In the rest of this study unit we investigate the different play opportunities that the educator has to provide during free play. Music and movement presentations, story time, informal discussions and art will be dealt with in detail in other modules of your professional studies.
a Expression
In fantasy play children give expression to what they have experienced: their anxiety, fear or disappointment. Fantasy play therefore has therapeutic value, because it gives children the opportunity to express their feelings.
b Processing impressions
In fantasy play children try to process their impressions of the adult world, thereby bringing meaning, order and control into their own worlds. They also manage to cope with the frustration of being young.
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c Social skills
Fantasy play reinforces in children the social customs of their culture and they ``practise'' being grown up. They also learn to play together, to share and to take turns.
COMPLETE THIS EXERCISE BEFORE YOU READ ON Observe a group of children aged five or six and note the theme of their play. Try also to observe a group of children from a different environment (poorer or wealthier; urban or rural). Are there differences in their play? Try to find reasons for this.
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48 . Arranging in series Blocks can be arranged according to size, for example from small to big or from short to long. Children can also identify positions in a series: first, last, second-last and so on. The educator has to verbalise the position and the sizes to convey the concepts of position and size to the child. . Number The children will not necessarily learn to count, but the idea of number will be present. Young children can learn to count, but forming a concept of number is a much more complex and important process. A child who can count correctly does not necessarily understand numbers or have a concept of number. The concepts of ``just as much'' (the same), ``less/fewer'' or ``more'' can be explained with the aid of blocks, and this forms the basis of an understanding of numbers. Children have to experience concretely, for example, that (a) is more than (b), (b) is less than (a), and if one more block is put on top of (b), then they are the same. Simple adding and subtraction are also introduced in this manner.
(a)
(b)
c Physical activity
Playing with blocks offers an opportunity for physical activity. Carrying, piling up, shifting and packing blocks are activities which demand movement and a degree of physical strength of the children and which they thoroughly enjoy. The physical activities connected with blocks can make up for limited opportunities for physical activity in the rest of the programme, especially during bad weather.
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1. Blocks are being carried around. It is not used for constructions. This is characteristic of very young children.
3. Bridges are built: two blocks with a gap in-between are linked with a third block.
5. As the child's building skills develop, the child starts to build decorative patterns; these are symmetrical, but are not yet called ``buildings''.
6. Constructions are named and fantasy play starts. The name fits the function of the construction.
7. Structures from the child's own life world and experiences are imitated. They start with dramatic play that is part of the block play.
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COMPLETE THIS EXERCISE BEFORE YOU READ ON Observe a young child playing with blocks. Try to decide which stage of play development the child has reached. What extra play media could you add to enrich the block play? Did you have to help the child at any stage? What was your role?
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children can handle them well, to gradually give them more complicated material. The building of models such as an ambulance or aircraft according to a fixed plan is suitable for the five to six-year-olds only and is totally inappropriate for younger children. Make sure that you provide enough blocks, because having too few leads to frustration (``The walls of my house are finished but there aren't enough blocks for the roof!'').
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. This area should never be positioned near the book corner or any valuable materials, to avoid damage to these. . Provide aprons to protect the children's clothes. Make it a rule that children may not play in these areas without an apron. The only exception is the sandpit clean, dry sand will not damage clothing.
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DO THIS EXERCISE BEFORE YOU READ ON (1) Visit an early childhood centre and ask the educator for at least two more tips on planning each of the above areas. Write these tips in the open spaces below. ............................................................................................................................................ ............................................................................................................................................ (2) You are a educator at a very poor school. The school is situated in a large church hall. Give advice about dividing the hall into playrooms, and make suggestions about inexpensive furniture and apparatus for the school. (Ask experienced educators for ideas if you are stuck!)
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COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON You have almost completed study unit 4. Now do what Adelle did: write an article for the school's newsletter about play opportunities in an early childhood centre in which you answer the parents' question: ``Aren't the children in an early childhood centre playing too much and not learning enough?''
Self-test questions
Now complete the following questions. This should help you to master the competencies set out in the learning outcomes at the beginning of this study unit. Short questions: test your knowledge (1) Why is play so important in the lives of young children? (1) (2) Complete the following sentence: ``... is the most important way the young child learns.'' (1) (3) Why should educators provide a variety of play opportunities during free play in the playroom? (2) (4) What is the best method of planning for a variety of play opportunities in the playroom? (1) (5) How can the educator tell if the layout of the playroom is successful or not? (1) (6) Name six different play areas in the playroom. (3) (7) What is the best place in the playroom for playing with blocks? Explain your answer in one sentence. (2) (8) Why should the fantasy area have enough storage space? (1) (9) Is it necessary to have a table in the manipulative play area? Explain your answer in one sentence. (2) (10) If sand and water play is to take place indoors, where should its area be set up? Explain your answer in one sentence. (2) (11) Is it important for the book corner to be spacious? Explain your answer. (1) (12) Name five pieces of apparatus which could be provided in the science and maths area. (5) (13) How can playing with blocks help young children to a better understanding of the world around them? (2) (14) How do young children become aware of number and form a concept of number?(1) (15) How can playing with blocks contribute to the formation of children's mathematical understanding? (1) (16) Is it important for young children to learn to count? Explain your answer. (2) (17) How can playing with blocks help the following children? . . (18) (19) (20) (21) (22) the introvert child the aggressive child (2)
What is the first developmental stage in playing with blocks? (1) What is the therapeutic value of fantasy or make-believe play? (2) Explain very briefly the statement that ``fantasy play is symbolic''. (2) Is fantasy play important for school readiness? Explain your answer. (2) Why is a wooden wagon a better choice than a fire engine when you are buying materials for fantasy play? (2) (23) Name four advantages that doing jigsaw puzzles has for young children. (4)
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Name a feature that construction materials for the junior group should have. (1) Define ``sensory play''. (2) Give five examples of sensory play material. (5) When in the course of dough or clay activities should the educator introduce additional media? (2) Name three extra apparatus the educator can add to water play. (3) Name four apparatus or toys which could be useful on the sand table. (4) Why are some children reluctant to play with sand, water or mud? (1) What should the educator do with children who do not want to take part in sensory play? (5) Give one example of how outdoor play can help young children to make scientific discoveries. (1)
Long questions: test your insight (1) Discuss the planning of the layout of the following playroom areas: . . . . . . . blocks fantasy play manipulative play sensory play books science and mathematics art and writing
(2) Discuss how playing with blocks can promote children's mathematical insight and concept of number (2 pages). Make use of examples. (3) Do you agree with the following statement: ``Blocks provide a very important play opportunity, because they involve the whole child''? Substantiate your answer. (4) Discuss briefly the different stages through which play with blocks develops. (5) Discuss, using subheadings, the educator's contribution to playing with blocks. (6) Discuss fantasy play under the following headings: . The value of fantasy play . The role of the educator (7) Discuss jigsaws as play material in early childhood centres. (8) Discuss the value of sensory play for young children and the role of the educator in this form of play. Make use of examples. (9) Discuss outdoor play, using suitable headings.
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Study unit 5
Learning outcomes After studying this study unit you should be able to . . . . . define ``curriculum'' in your own words justify the absence of a formal curriculum for early childhood education describe, in your own words, the role of the educator in curriculum development justify your choice and organisation of learning content for the centre for ECD plan learning content for a group in an early childhood centre by using the integrated approach . apply the correct method of written daily and weekly planning Adelle received several telephone calls from parents who are concerned about the content of some presentations at her school, so she decided to investigate and examine the presentations more closely. She was distressed to find that her educators did not always choose their teaching content with a learning outcome in mind and themes and activities were sometimes presented without prior planning. From discussions with the educators she deduced that they did not always know what to teach. One of them asked her, ``What content should we teach the children?'' Adelle realised that the parents had cause for concern, and she decided to hold a training session for her staff that afternoon instead of having the usual staff meeting. The topic was ``The choice and planning of subject matter in the centre for ECD''. By working through this study unit, you will understand why Adelle needs to hold a training session.
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(information or learning content) to convey to his/her group. Children have the responsibility to learn and the adult (the educator) is responsible for teaching meaningful and relevant learning content to the children.
5.2 The difficulty of choosing learning content (a curriculum) for early childhood teaching
Although there is a well-conceived learning statement (curriculum) for every learning area presented in primary school and in secondary school, there is no formal, set or prescribed curriculum for early childhood education. According to the outcomes-based approach that we follow in South Africa, educators (even in formal education at school) have to decide on suitable themes or topics that are relevant for their specific classes. The educator's role in choosing learning content is therefore becoming increasingly important. The principles that I am going to discuss concerning the choice and organisation of learning content are just as relevant for the foundation phase educator (Grade 0 to 3) as for the educator in an early childhood centre.
COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON (1) Visit a centre for ECD and ask the principal if they use a formal, set curriculum. If they do, try to find out why and write down the reasons in the space below. ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ (2) Do you personally think that not having a fixed curriculum is an advantage or a disadvantage for the educator? Give a reason for your answer. (I want your opinion, so please do not rewrite the notes!)
Here are some topics that could be discussed at Adelle's training session:
5.3.1 The learning content should correspond with the purpose and learning outcomes of ECD
educators all too often wonder: ``What can the children do tomorrow?'', and then decide on the easiest and most readily available activities that will keep the children busy for a while. The most important question that educators should be answering is: ``What do I want my group to know, do and feel?'' The learning content that we teach the young child must in the first instance be aligned with the purpose and required outcomes of early childhood education. De Corte et al (1981:136) maintain that the learning content should be selected to give the best possible guarantee that the children will learn the behaviour set out in the learning outcomes. Because our specific learning outcomes involve the development of the total child, the learning content should also involve the whole child. The close link between the child's physical, intellectual, emotional and social development also compels educators to select learning content that will involve the whole child.
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level. The educator should take into account the way in which children learn and ensure that the teaching facilitates learning that is in line with the child's physical, cognitive, social and language development. In other words, educators should help their groups to learn and develop in ways that are compatible with their ages and who they are as individuals. Leeper et al (1979:166) propose that what is taught should not be selected in the expectation of what will be taught later, but by considering the characteristic features of the children's current level of development. educators need thorough knowledge of childhood developmental stages in order to select suitable learning content. Doll (1986:139) believes that the content has to be within the children's ability, so that they can learn it. Reilly (1983b:8) concludes that it is not merely useless, but actually harmful to force children to master work that they are not yet physically and psychologically ready for. Allen and Hart (1984:13) show that children learn best if the learning content is on or slightly below their immediate developmental level. It is also important that while the learning content should not be too advanced, it should not be too familiar either, because if it is too advanced they will not understand it, and if it is too familiar it will not hold their attention. Morrison (1995:301) states four implications of developmentally appropriate practices that we should keep in mind: . Learning must be meaningful to children and relate to what they already know. Children find things meaningful when they are interesting to them and they can relate to them. . Not all children learn in the same way or are interested in learning the same thing as everyone else all the time. Therefore educators should individualise as much as possible. . Learning should be a physically and mentally active process children should be actively involved in learning activities by building, making, experimenting, investigating and working as a team with their peers. . Children should be involved in manipulative activities and hands-on activities with concrete objects. The emphasis is on real-life, as opposed to workbook and worksheet activities.
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extremely important when choosing learning content for early childhood education, as we strive to make children more independent and help them fit meaningfully into society. Be careful not to stick to ``traditional'' early childhood topics such as the weather, seasons and farming, as they are not necessarily relevant to urban children. Doll (1986:138) advises educators to steer clear of topics which children may find empty and meaningless. COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON (1) Do you agree with the following statement? Give reasons for you answer. ``The learning content of an early childhood centre should be determined by the learning content of Grade 1/Sub A.'' (2) Talk to a educator and ask him or her for an example of selected learning content (a theme) which was unsuitable because the children found it irrelevant and meaningless. Why was it irrelevant and meaningless? Do you think that it would be irrelevant and meaningless for all groups? (3) Look again at the comic about relevant content. Do you think that the little boy's question, ``Why should I know it?'', is substantiated? How would you know if your topics are relevant and meaningful? ............................................................................................................................................ ............................................................................................................................................
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66 formation of concepts. Children must bring their outside life into the playroom, where they are helped to organise it into a conceptual framework. This approach helps the children to systematise and consequently interpret the reality around them. Thus they learn to build a conceptual framework, which leads to increasing mastery of reality. Using a central theme, educators can extend the learning content in all directions and organise it into a coherent whole. We use the integrated approach in early childhood teaching for the following reasons: . A central theme connects the daily or weekly presentations with each other. There is consistency in the teaching and the children get a sense of unity in the school day or week. . Themes provide a good opportunity to differentiate between the different age groups. They also provide for different interests, abilities and needs. . Themes lead to a high degree of motivation, because the children are actively involved in a theme which interests them. . The use of a central theme which is extended in all directions offers many opportunities for promoting the children's skills, such as critical thinking, problem solving and decision making. The following tips would help Adelle's educators to organise their teaching:
5.4.2 Principles for the implementation of an integrated approach to the organisation of learning content
. The learning content must be systematised in such a way that the outcomes of early childhood teaching can be realised. The theme or topic is not an end in itself, but only an instrument which the educators use to make their teaching more meaningful. Ensure that the theme does not become the goal! . There must be presentations and activities which do not link up with the theme. Not everything will connect with the theme. In fact, no theme can satisfy the needs and interests of all the children, and themes must also be selected to stimulate other interests. . The theme must correspond with the children's level of development and interests. This is not to say that the children's spontaneous play will always suggest a theme; however, the theme must always relate to their experiential world. Three-year-olds, for instance, are only interested in their immediate environment. Therefore a theme on Eskimos would be completely unsuitable for them. Five-year-olds, on the other hand, are interested in people and things which are a bit further removed from themselves, although there must always be points of contact with their own lives. A theme that educators could use for them might be ``Houses that people live in'', and these could include Eskimo igloos. Yet in a place like Pretoria, where snow and extremely cold temperatures are unknown, an igloo may still be too far removed from the experiential world of five-year-olds. The Eskimo theme on its own would undoubtedly be risky, as there are too many unknown factors. . This excludes themes dealing with the changing seasons and holidays which take place at set times of the year. Themes should not be planned too far in advance. The various departments of education each have their own requirements, but usually expect themes to be planned a week in advance. This is probably the best method, because themes which are planned too far in advance cannot be selected on the basis of the children's needs and interests. No educator can predict a month or two in advance what the children are going to be interested in at that stage! . Always arrange the learning content from the very simplest to the more complex. The educator should organise the learning content so that the presentations begin with the simplest matter and move towards the more complicated learning content. The easiest and simplest content should also be reserved for the younger children and the
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more advanced for the older groups. If the same theme is repeated during the year, its simplest elements should be introduced at the beginning of the year and the more advanced ones later. educators should try to ensure that the children systematically learn more and more. For this reason the learning content should be organised so that it increases in complexity and scope as the year progresses.
5.4.3.3 Think about the questions your group might ask (concepts)
Children may want to find out more about certain concepts. When you plan a theme, try to identify possible questions that your class might ask. To be able to do this, you have to know a lot about the children in your class and the theme. Your knowledge will also help you with the next step, namely to identify suitable activities that match the central theme.
Planning the theme ``Myself'' Myself/My family a Life orientation Discuss the different roles in the family. We can be happy or sad. What makes us happy or sad?
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b Music/movement Songs for listening, singing and action, eg ``Where is Thumbkin?'' Clap to the beat of each child's name. c Mathematics Count fingers, toes, eyes, nose, mouth. Introduce circle, square, triangle. Demonstrate small/large, tall/short. Weigh and measure the children. d Social studies Each person has a birth date. Group class according to gender and month of birth (graphs). We can be happy or sad (opposites) what makes us (classify) happy/sad (graphs). e Art Draw, paste, paint pictures of a person, family. Draw, paint, do a collage of heads/faces: facial features. Cut out and paste facial features to form faces. Cut out and paste happy/sad pictures. Draw each other's body outline and colour with paint, crayons or collage. Introduce blue, red and yellow, one at a time. f Language Stories Display baby pictures and recent pictures of class members with name captions. Vocabulary learn the names of body parts. Chart class members' names and birthdays on a chart calendar. Read Happy birthday Sam (Pat Hutchins) and other stories. Read poems. g Science/nutrition Observe and discuss our body parts name and point. Observe and discuss differences between male and female persons. Observe and discuss differences between older and younger persons. Food I like/don't like. Healthy food.
Compiled by CJS van Staden
At this stage you may not be able to complete the planning form for the different activities. In the rest of the modules for this degree we will teach you the what and how of activities in language, mathematics, science, social science, music, movement and art. With every consecutive module you will be able to complete this form in more detail. At this stage you only have to know what areas (subjects) will be integrated and how they are connected. A more complete example of a curriculum web follows below. A curriculum web should be
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completed with your written weekly planning. A good habit is to attach the curriculum web to the weekly planning (see p 73 for the weekly report). A draft web (for example the one on p 71) is normally a summary of the information that is discussed during the theme discussion. If you include a draft web with your planning, you only have to include the headings in the weekly planning.
Leaf Hideand-Seek . Uses words, phrases, and sentences to inform (LV)/language sample . Walks independently (KB)/jotting
Leaf Rubbings . Manipulates objects with both hands (JK)/check list . Groups objects or people on the basis of specified criteria (MD)/anecdotal note
CREATIVE ARTS . Explore ways of moving with or without music . Create/recreate stories through dramatic representation
SOCIAL STUDIES . Share personal cultural experience . Be aware that people use maps to find places
COMMUNICATION . Speak for a variety of purposes . Use vocabulary to share knowledge of concepts
Circle Time Discussions: Why do leaves change color? . Uses words, phrases, and sentences to inform and describe (TD)/ language sample . Retells events in sequence (LV)/ jotting
Leaf Cookies . Places and releases objects (MF)/check list . Plays neer peers (JT)/rating scale
SCIENCE . Use weather-related and season-related vocabulary . Differentiate between real and pretend
THEME Fall
HEALTH . Identify healthy food choices . Understand the need for exercise and nest
Leaf Graphing and Sorting . Recognizes printed numerals (JK)/jotting . Maintains interaction with peer (MT)/ rating scale
MATHEMATICS . Count to 10 during daily activities . Recognise devices that measure time (eg calendar)
LITERACY . Identify own name in print . Predict what might happen next in reading of text
SOCIAL-EMOTIONAL . Show self-control by following classroom rules . Share and cooperate with others
Leaf Bug Hunt . Pulls to standing position (BW)/ jotting . Uses imaginary props (DJ)/ photograph
Leaf Match-Up . Matches pictures and objects (JK)/check list . Uses representational actions (SB)/rubric
Read Harvest Stories and Poems (eg Raccoons and Ripe Corn) . Counts 3 objects (MM)/check list . Sounds out words (TD)/audiotape
Autumn Leaf Scrapbook . Prints first name (TD)/permanent record . Manipulates objects with both hands (JK)/check list
A web-planning format (initials represent children whose individually targeted skills can be embedded in a particular activity, followed by the method of data collection that can be used to measure progress [eg check list, jottings]) Grisham-Brown et al 2005:177
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Now try to add some ideas of your own to this list of teaching and learning media: ............................................................................................................................................................. .............................................................................................................................................................
Now add any other examples that you can think of: ............................................................................................................................................................. .............................................................................................................................................................
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It is possible to plan a second or more themes that flow from the same original theme. All these themes are connected and follow each other. The following is an example of an extended topic map for the theme ``Celebrations'':
Hindu Harvest New Year Jewish Muslim Various branches of Christian faith
Spring
CELEBRATIONS OF NATURE
Lin
ks
h wit
Sikh
TIMES OF CELEBRATION
Length of Celebrations
Winter solstice
Celebrations
Birth Music Engagements Marches Drama, dance music, festivals Halloween Lights
Giving
Receiving Pilgrimage
Processions
Rag weeks
New clothes Decorations: self and buildings Special costumes and clothes
Openings
Cards Fireworks
5.4.3.8 Assessment
The assessment of the child will be discussed in full in study guide 2 for PRS101Y. Since assessment is an important step in planning and presenting the integrated approach, it will also be discussed very briefly in this study unit. The integrated approach, which is closely associated with an OBE approach, does not readily lend itself to tests and other standard measures of evaluation. (Another reason for not having traditional tests is the developmental level of the young child see study guide 2.) Assessment to determine whether your group is in fact learning about the theme (learning outcomes) and whether your teaching is successful is done by means of observation, portfolios and discussions with parents. Important principles to remember when assessing: . Constant observation and recording are essential. Always be on the look-out for misunderstandings. It is important to find out what the children already know about the theme. . Listen to the children's conversations during activities and let this direct you to further activities.
72 . Save samples of the children's work (keep portfolios) . This is a visual representation of what the child understands of the theme and can also serve as a reference if you want to repeat a theme in a following year.
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b Improved teaching
Weekly planning leads to better teaching. Because educators know what has been planned for the whole week, they are better able to vary and arrange their presentations and thus improve their teaching.
c Progress
By planning the week's activities in advance, educators can make sure that the theme ``develops''. The simplest material can be presented first and expanded upon during the week. The material can be selected so as to move from the known to the unknown, from the concrete to the abstract (for the reception year class) and from the simple to the complex. The whole week's work forms a unit and displays development.
d Balance
One of the dangers of the integrated approach one-sided content can be eliminated by weekly planning. Because educators can see the week's activities schematically, they can take care to provide balance. They can ensure that . . . . . there are enough activities for both boys and girls a variety of free-play opportunities (indoor and outdoor) will be presented the group presentations will be varied a new story will be told every day there will be interesting activities which are not necessarily connected with the theme for the sake of variety and the needs of individual children
e Achievement of outcomes
As we have shown, the choice of themes depends on the learning outcomes the educators wish to achieve. Weekly advance planning enables them to select activities which will gradually lead to the realisation of outcomes.
f More freedom
Although this may sound contradictory, good weekly planning leads to more freedom. Because the educators have done their preparation and know what they want to achieve, they are better able to utilise unexpected learning opportunities. They are not totally dependent on chance events, and are able to integrate any such events with their presentations.
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. assessment criteria . assumed prior knowledge . lesson content and teaching methods to be used including the introduction, the body of the lesson and the necessary knowledge . teaching and learning resources . a conclusion, which covers the pupils' activities, assignments and the practical application of their knowledge
a General information
This includes the following: . Group. Name the group for which the presentation is intended: toddlers, the three to four year old group, four to five year old group, or the reception year class. . Type of presentation. You should not simply indicate that this will, for instance, be a musical presentation, but should also specify what sort of musical presentation it will be (eg musical appreciation, or instruments). . Theme. This will usually, but need not always correspond to the theme of the week. . Duration. The duration of the presentation is important the educator must ensure in the planning stage that the presentation will not take too long, especially for the youngest groups.
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b Learning outcomes
The outcomes of the specific presentation are linked to the outcomes of the theme of the week. The outcomes must be precisely formulated. Beware of vague outcomes such as ``socialisation'' or ``geometric shapes''. It is essential to state specifically what the child must be able to do, know and/or feel after a presentation. Instead of, for instance, formulating an outcome as ``geometric shapes'', it should be formulated as follows: ``The children must be able to recognise the circle shape among other shapes, as well as in the environment.'' (This can be the learning outcome when presenting an art activity of a circle collage, which forms part of the theme of ``Circles''.) The learning outcome may also be aimed at individuals in the class. For example, Thabo may be going to hospital. The educator could formulate the learning outcome of a story like this: ``After listening to the story and discussion, Thabo must feel more comfortable about going to the hospital, because he now knows about the procedures and people in the hospital.'' A well-formulated outcome should meet the following requirements: . It should indicate what the children should be able to do, know or feel. . It should indicate how well the children must be able to do it. . It should indicate the circumstances under which the children will do it.
COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Take any five learning outcomes and evaluate them according to the requirements of good outcomes. If they prove inadequate, improve them until they do meet the requirements.
d Presentation
i Activities A presentation comprises a varying number of activities, and each presentation should have the following: . Introduction. It is important to have a good introduction to the presentation. The educator should introduce the presentation and new topic and refer to the assumed prior
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knowledge of the children, thus arousing their interest in the presentation. The introduction must be an activity that will attract their interest and keep their concentration. . Body. This depends on the kind of presentation, as it will differ from one kind of activity to another. The body of a musical presentation will differ from that of movement, art, a story and so on. (The body of a presentation will be dealt with in detail in the modules on music, movement, art, stories, etc.) . Conclusion. It is important to conclude the presentation in a satisfactory way. The educator must ensure that the children are not anxious or overexcited at this stage. A very active presentation needs a calming conclusion. ii Outcomes Every activity in the presentation should be directed towards learning outcomes, in order to realise the outcomes of the presentation as a whole. The educator must therefore think carefully about each activity in the presentation and decide whether it has a purpose, or whether it is just keeping the group busy. iii Resources The educator must carefully plan and prepare suitable resources/teaching aids. Teaching resources should not be gimmicks or icing on the cake they must be selected to serve a definite purpose. Teaching resources are used to present the content to the children more successfully, and learning resources are applied so that the children will understand and learn the content more easily. The choice of the kind of teaching media depends on . the type of presentation . the developmental level and interests of the group
e Assessment
Assessment is an integral part of every presentation. If you know what the children must be able to do, know and feel (the learning outcomes), it should be very easy to assess if your teaching did achieve this. Unfortunately assessment is not always as simple as that. In the centre for ECD the factual content of the lesson does not always have a direct bearing on the actual learning outcome of teaching, but is merely a way of achieving outcomes. Instead of expecting the children to master a lot of information, we prefer to use subject matter to lead the children to learn while they play. Many different kinds of learning content can be used to achieve the same outcome. For example, we know that the outcome of scientific presentations is to encourage a love of knowledge and an enquiring mind in young children. This outcome can be achieved even if the children are not able to remember or repeat the facts mentioned in the science presentation. Considering that there are so many presentations that do not have a ``right'' or ``wrong'' result, assessment is very difficult in the centre for ECD. Take art, for instance: how can we evaluate art? Still, assessment is essential in any teaching situation. In an ECD centre we therefore assess the total child to determine whether he or she is developing. We are more concerned about whether development is taking place than about the level of development. It is important that you plan what, how and even who you are going to assess during every presentation. Assessment in early childhood education will be fully discussed in Study Guide 2 for PRS101Y.
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COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON You have now completed study unit 5. Write a summary (not longer than 400 words) on the choice and planning of learning content for early childhood education, which Adelle can use as a handout after her lecture. You should just note down the main points. You are welcome to use diagrams or tables.
Self-test questions
Now complete the following questions. This should help you to master the competencies set out in the learning outcomes at the beginning of this study unit. Short questions: test your knowledge (1) Do you agree with the following statement: ``We can teach children without using content''? Give a very brief reason for your answer. (2) (2) Who is responsible for drawing up the curriculum in early childhood education? (1) (3) Name three disadvantages of the absence of a prescribed curriculum for early childhood education. (3) (4) Name three advantages of the absence of a prescribed curriculum for early childhood education. (3) (5) What is the responsibility of the educator in drawing up the curriculum? (3) (6) What is the most important question that the ECD educator must answer when selecting learning content? (1) (7) Complete the sentence: ``When selecting learning content, knowledge of ............... on the part of the educator is indispensable.'' (1) (8) State three characteristics of developmentally appropriate learning content. (3) (9) Why is it important to select learning content that involves children as whole people? (1) (10) Why is it important that the learning content in early childhood teaching should have relevance for the children? (2) (11) How can the educator ensure that the learning content will be relevant to the children? (2) (12) Why should learning content not be communicated to the children in a disorganised way? (1) (13) What makes the integrated approach to organising learning content especially suitable for early childhood teaching? (3) (14) Why might ``Eskimos'' be an unsuccessful topic for a junior group in South Africa?(1) (15) How far ahead should themes be planned? Explain your answer. (2) (16) Name the two kinds of written planning which are done in centres for ECD. (2) (17) Why does a written plan for the week improve teaching? (2) (18) How can written planning prevent gaps from appearing in themes? Give four examples. (4) (19) How can written planning lead to greater freedom in teaching? (4) (20) Name five details which must be included in a presentation plan for early childhood teaching. (5) (21) Why is it important to consider the length of a presentation in advance? (1) (22) Would you regard ``enjoyment'' as a well-formulated learning outcome for story time? Explain your answer, rewriting the outcome if you feel that it has not been well formulated. (3)
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(23) Define ``assumed prior knowledge''. (24) Why is it important for educators to think about their group's assumed prior knowledge? (25) Name the three phases of a presentation. (26) Distinguish between teaching media and learning media. (27) Name two factors determining the choice of teaching media. Long questions: test your insight
(1) Would you say that the absence of a prescribed curriculum is beneficial or deleterious for early childhood education? Justify your answer. (2) Provide reasons why the following principles are important when selecting learning content, and discuss each one briefly: . The learning content should correspond with the purpose and outcomes of ECD. . The learning content should be developmentally appropriate. . The learning content should be relevant and meaningful. (3) Explain what is understood by the term ``integrated approach''. (4) Discuss in detail why the integrated approach is so suitable for early childhood teaching. (5) Give reasons why a written plan of the week's presentations is vital for successful teaching in a centre for ECD. (6) Discuss, under various headings, a daily presentation plan for early childhood teaching.
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Study unit 6
Learning outcomes After studying this unit you should be able to . identify the essential outcomes of multicultural education in early childhood education . assess your own attitude towards being unbiased . select multicultural and antibias resources for your group . include multicultural experiences in every theme that you present to your group . assess the success of the multicultural and antibias approach in your group
Additional reading
The explanations in this section on multicultural and antibias education are based mainly on the following works, which provide valuable additional reading matter if you would like more information on the topic: King, EW, Chipman, M & Cruz-Janzen, M. 1994. Educating young children in a diverse society. Boston: Allyn & Bacon. Thomson, BJ. 1993. Words can hurt you: beginning a program of antibias education. Menlo Park, CA: Addison-Wesley. Lemmer, E & Squelch, J. 1993. Multicultural education: a educator's manual. Halfway House: Southern.
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Susan, who completed her PGCE (ECD) at Unisa in 1977, is a newly appointed educator at Unisa's Centre for Early Childhood Development. Because Susan had not taught for the last 16 years, she was not too sure how to handle a multicultural class. She is, however, a very resourceful educator and decided to do some ``research'' . She started to read widely on the topic. She conducted interviews not only with Adelle, the principal of the Centre, but also with Zinzi, whose child attends the Centre, to find out about parents' viewpoints on multicultural and antibias education and their needs in this regard. Susan realised that multicultural education is more than mere knowledge and skills, because it also involves feelings and attitudes. Because Susan did such a good job on her research, Adelle asked her to present her findings at one of the school's weekly educators' meetings. Let us look at her findings and ideas!
6.1 Introduction
Just as multicultural education is aimed at preparing children for a society where a cross section of cultures live and work together, so antibias education aims to counteract prejudice where it exists and prevent its development at a later stage. The essential outcomes of multicultural and antibias education are to teach your group to accept differences and similarities, so that all people in a multicultural society (such as that in our own rainbow country, South Africa) can work together in a spirit of acceptance, tolerance and respect. All individuals and groups need to know and feel that they are valued by others and have a rightful and important place in the society in which they live. Children must be taught the facts, skills and attitudes they will need to live and work together in harmony. Go back to study unit 1 and revisit the learning outcomes of early childhood education.
DO THIS EXERCISE BEFORE YOU READ ON (1) What are the learning outcomes of multicultural education? (2) Can you find the learning outcomes of multicultural education in the learning outcomes of early childhood education? Which outcomes are not there? Write them down and add them to the learning outcomes of early childhood education.
82 much a part of us that we may be unaware that not all people share the same points of view. Our own life experiences (eg the history of separation in this country and thus separate schooling) may have been significant in forming our attitudes. Antibias education requires constant thoughtfulness and self-examination on the part of educators. To help you do a self-examination, answer the following questions about yourself: . How has the social policy of apartheid influenced my attitudes toward and perceptions of people of different cultures? . How do I identify myself racially, or ethnically, or linguistically? . What prejudices did I learn when growing up? . What prejudices are prevalent in my family, work community, neighbourhood and circle of friends? . Am I working on being more thoughtful and sensitive about my attitudes toward a particular group? . How do I respond to stereotypical or prejudicial remarks and actions? . Do I find some groups of children easy or difficult to work with? . Do I find certain types of parents easy or difficult to work with? It is important to answer these questions as honestly as possible. Acknowledge any feelings of bias or prejudice and analyse them. Are your feelings based on facts, or just because ``I think so''? If you are able to acknowledge that you are biased, you can start to overcome it by working towards achieving an open, accepting and accommodating teaching style.
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COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Do you agree that a good starting point for building multicultural learning materials is to gather stories about the traditional lifestyle of different cultures, for example stories about the Zulu king, Dingaan? Give a reason for your answer.
a Photographs and posters Photographs and posters in the classroom should portray the diversity of people in the world. Children and adults should be depicted in a variety of play and work settings. Photographs allow children to notice differences between people in realistic settings. It is a good idea to include family photographs in the material on display. educators can make their own posters or collages by using old calendars or pictures on a particular theme, such as families or children at play. A typical classroom activity, such as having children name what they see in a picture, can become an antibias activity simply by selecting pictures with diversity in mind.
COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Describe, with an example, how you can use a poster or picture to help your group to realise that there is diversity in people.
b Manipulative play materials and games Games and manipulative play materials should be selected with a view to including nonstereotypical characters, scenes and pieces. Although commercial products are not yet ideal, more appropriate products are now becoming available. If you are unable to purchase materials that reflect an antibias approach, create your own. One could, for example, make your own puzzles from suitable pictures. With a little thought even biased materials can be used for an antibias approach. Homogeneous materials could, for instance, still be used to teach the group about diversity by asking the children what they notice about the toys that makes them different from real life. The group could then talk about ways to modify, say, the figurines in a building block set, so that they do not only represent white males.
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COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Give three guidelines that an ECD educator can follow to ensure that manipulative games and materials are unbiased and nonstereotypical.
c Fantasy play In the past, fantasy play areas were riddled with stereotypes (too many handbags and high heels and too few briefcases). Fantasy play areas offer children the opportunity to try out both traditional and nontraditional roles. This way children may become more comfortable with differences. Dressing up, ``caring'' for children and others, ``fixing meals'' and ``working'' in different occupations all offer opportunities to both sexes to practise different roles. It is important to try to provide dolls, clothes and accessories that represent all cultural groups. The scope of the fantasy play area should be broadened by avoiding calling ita particular name such as the ``house corner''. Rather call it the ``fantasy area'', thereby extending its possibilities.
COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Give at least three ideas to ensure that the fantasy area is multicultural and that it does not become a mere ``housekeeping area''.
d Books Books offer a rich source for antibias material. Before purchasing new books, think about what you want to achieve with them. Books about particular themes, such as nontraditional families, are often difficult to find. Nonfiction books on different cultures, habits and languages should also be included in the book area. The emphasis should be on the diversity of people, habits and occupations throughout the world, while focusing on the sameness of basic human needs, such as love, belonging, security and respect. Stereotyping in books is discussed in detail in the module on children's literature (PRS2026).
COMPLETE THE FOLLOWING EXERCISE BEFORE YOU READ ON Choose any story book suitable for young children which deals about people. Do you think this book is antibias and will enhance the learning outcomes of multicultural education? Give reasons for your answer.
e Music Music offers a variety of opportunities to focus on diversity in unique and enjoyable ways. Listening to, singing, and creating music allow children to experience diversity in a relaxed, unpressurised way. The emphasis should be on experiencing variety in music. Songs and instruments from different cultural traditions can be most enriching. The African tradition of singing rhythmically whilst completing routine tasks could, for instance, be included with great effect.
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ANSWER THIS QUESTION BEFORE YOU READ ON How can you use music to help your group to experience diversity in a unique and enjoyable way?
f Guest speakers Guest speakers from different ethnic groups, sexes, ages and occupational groups make a valuable contribution to the children's experience of diversity. Any guest speaker who has a nontraditional role, or who can provide information about a specific culture, or share an experience of prejudice or discrimination, may contribute significantly to the antibias curriculum. While busy with a health-related theme, one could, for example, invite a female doctor to talk about her work.
DO THIS EXERCISE BEFORE YOU READ ON Give your own example of how you can use a guest speaker for a multicultural learning experience.
86 To achieve the above outcomes, it is necessary to include activities that emphasise nontraditional ways of doing things, for example princesses who are brave instead of passive, boys (and men) who are sad, mothers who drive nontraditional vehicles like motorcycles or aeroplanes, or fathers who stay at home to look after the children. Most activities in this category should encourage learners to ask: ``Are all people in this particular group the same?'' Other activities may be used to show that those people who are different have sometimes been underrated in the past. The following is an example of an activity where sameness and differences are being investigated: Our families Teachable moment: Suitable activity when children in the group ask questions about each other's families Learning outcome: Children must recognise that families have both different and similar traits Suitable period: Informal discussion Method: (1) Tell your group that each child will have an opportunity to share his or her answer to the question: ``What would you like us to know that is special about your family?'' To help your group, tell them what is special about your own family. Possible answers might be: ``We prefer vinegar instead of tomato sauce on our chips'' or ``We never eat meat'', or ``My mother's milk tart is the best in the world.'' (2) Give each child a turn to answer. Reinforce the concept of similarities and differences by commenting on them. You may say something like: ``Nkopodi's family likes to visit grandma and grandpa. Are there other families who like to do that too?'' Extension: Have the children bring pictures of their families preferable doing a favourite activity and put these on a bulletin board.
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(1) Place the fruit on the table and ask: ``Do you like ...?'' (2) Show the fruit to the class. Ask those who like the fruit, without tasting it, to go to one side of the room. If any children should ask what to do if they do not know, just say that they have to decide themselves where they want to stand. (3) Without dwelling on the fact that some children prejudged the fruit, talk about prejudging. People often decide they like or dislike food before even trying it. Ask the children why they have decided that they like or dislike the fruit. (4) Discuss why it is important to first taste the fruit before deciding that you like or dislike it. Prejudging is the same as prejudice. Ask the children if they have ever heard the word ``prejudice'' before. Prejudice is a judgment made without reason or experience. (5) Ask your group if they have ever had an experience where someone told them that they could not do something because of being a girl or a boy. Make the point that when people prejudge, they do not allow others to be themselves. People are unique and so not every boy/girl/black/brown/white person has to be exactly the same as every other boy/girl/ black/ brown/ white person just because he or she is a boy/girl/black/brown/ white person. (6) Give each child a piece of the fruit. Note how many children do and do not like the fruit. Compare this with the initial reaction. Discuss the change in opinion resulting from the fact that they have now made a decision based on experience and not prejudgment. (Based on Thomson 1993:138)
DO THIS EXERCISE BEFORE YOU READ ON (1) It is difficult to assess whether the learning outcomes of multicultural and antibias education have been achieved, because we have to measure the change in ``attitudes and thinking'' of the child. Do you agree? Give a reason for your answer. (2) Do you think the children have to change their attitudes, or do the adults in the children's lives have to change their attitudes? Can you do anything about adults' ``attitudes and thinking''?
Self-test questions
Now complete the following questions. This should help you to master the competencies set out in the learning outcomes at the beginning of this study unit.
88 Short questions: test your knowledge (1) What are the essential outcomes of multicultural and antibias education in early childhood? (1) (2) Name the three main functions of the educator when working towards a multicultural and antibias approach in teaching. (3) (3) Is the following statement true? Give reasons for your answer. ``In life it is our cultural differences that are the biggest problem in living and working together.'' (4) ``Any feelings of bias or prejudice are not based on facts, but on `I think so!' '' Do you agree with this statement? (1) (5) What advice would you give to a person to help him or her overcome feelings of bias or prejudice? (2) (6) Give examples of stereotyping on the basis of (a) culture (b) age (c) gender (7) Name one important principle to adhere to when collecting multicultural and antibias resources. (1) (8) Very briefly discuss how you could use pictures as a teaching resource in multicultural and antibias education. (3) (9) How can you make sure that the photographs and posters that you use in the playroom are antibiased? (1) (10) Why is fantasy play said to have been very stereotypical in the past? (1) (11) Why is it better to call the fantasy play area the ``fantasy area'', rather than ``the house corner''? (1) (12) Give four guidelines to keep in mind when choosing books for the book corner to promote a multicultural antibias approach. (5) (13) Give one idea of how you can use music in a multicultural atibias approach. (1) (14) ``Multicultural antibias education takes place during a specific period in the daily programme.'' Do you agree with this statement? Give reasons for you answer. (4) (15) Complete the following statement: ``Assessment of multicultural antibias education is largely a matter of assessing ...'' (1) Long questions: test your insight (1) Use the planning procedure for an integrated approach (go back to study unit 5 for information on the planning procedure) and give a detailed outline of your planning for the theme ``My family'' (3 pages). Indicate how you would make sure that (a) the activities and resources are multicultural and antibias (b) you include integrated multicultural activities in your planning (2) Discuss how you would create a playroom that is free of any biased learning materials (3 pages). (3) Plan, in writing, a suitable activity for the middle group (4 to 5 years old) in a centre for early childhood education, to match the following theme: ``Similarities and differences in people'' (2 pages).
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Bibliography
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