PROPOSAL

NATIONAL COMPETENCY STANDARDS FOR ECCD FACILITATOR (NC3 Level)

TABLE OF CONTENTS

Background on ECCD and Training for ECCD facilitator.................................................................2

Objectives of the training....................................................................................................................2

Expected outcome of the training.......................................................................................................3

Outcome from Children attending ECCD.....................................................................................................3

Technical Approach and Methodology................................................................................................4

Candidates selection and registration............................................................................................4

Training methodology:........................................................................................................................5

Assessment of learning:.........................................................................................................................6

The assessment format:................................................................................................................6

Background on ECCD and Training for ECCD facilitator
Early childhood Care and Development are services that support and aid in the
holistic development of children, from age 3 years to 5 years. Due to the rapid
neural connections, brain development and growth that take place at this age, this
period is considered a critical window of opportunity for optimizing children’s
development through the combined impact of education, care, health, nutrition,
protection and stimulation.

These services include center day care, family day care, pre-Kindergarten,
Kindergarten, nursery schools, play groups, drop-in centers, etc. The several EFA
Global Monitoring Reports refer to “early childhood care and development (ECCD)”
as programs that last at least two hours a day and 100 days a year. The
International Standard Classification of Education (I ISCED) level 0 constitutes
pre-primary school for children aged 3 to primary school entry. The Dakar
Framework (2000) makes it explicit that ECCD is not limited to formal schooling
but includes care as well; but it does not clarify the relationship between care and
education; and children in day care centers may not be counted as enrolled in early
childhood education in some countries. The developed countries increasingly view
the two functions as integrated.

The acronyms for early childhood education and care vary. The EFA, GMR team
uses “ECCE” for early childhood care and education. The OECD uses “ECEC” for
early childhood education and care. Unicef uses “ECCD” for early childhood care
and development. The World Bank uses ECD for early child development. We follow
the UNICEF acronym and call it ECCD (Early Childhood Care & Development)

The class x & Class xii school dropout students wishing to pursue their career in
child care and development shall be enrolled for the training. This will enrich the
candidates with a life skill to earn their decent living.

Objectives of the training 

i. Facilitate holistic development of children
ii. To train the facilitators on inclusive child care
iii. Carryout learning assessment of children
Expected outcome of the training 

The training will enable the trainees to take care of the children from age 3 to 5
holistically. The facilitators will learn the skills of understanding the
temperaments of children and tackle them accordingly. They will be able to create
a growing & learning environment that fosters their mental, physical, emotional and
spiritual growth. They will be able to focus and help the children develop in five
main areas like Cognitive Development, Social and Emotional Development, Speech,
and Language Development, Fine Motor Skill Development and Gross Motor Skill
Development. The facilitators will be able to do the following after the training:

i. Scaffold the child’s learning

ii. Maintain Child’s health and hygiene
iii. Provide Child care and support
iv. Prepare for Disaster
v. Provide care and support to children with special needs
vi. Support Social inclusion
vii. Maintain daily worksheet of children
viii. Maintain observation record

Outcome from Children attending ECCD

DMIT will focus on wholesome development of the children. The trainees are
trained to focus on all the aspects of development of children at the very tender
age with diverse temperaments. The main area of focus on development will be:

1. Cognitive Development:
This is the child's ability to learn and solve problems. For example, this
includes a five-year-old learning how to do simple math problems.

2. Social and Emotional Development:

This is the child's ability to interact with others, including helping
themselves and self-control. Examples of this type of development would
include: a four or five-year-old boy knowing how to take turns in games at
school.

3. Speech and Language Development:

This is the child's ability to both understand and use language. For example,
 this includes a 3year-old naming parts of her body, or a five-year-old
learning to say "feet" instead of "foots".

4. Fine Motor Skill Development:

This is the child's ability to use small muscles, specifically their hands and
fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a
crayon to draw.

5. Gross Motor Skill Development:

This is the child's ability to use large muscles. For example, a five-year-old
learns to skip and play games that require strength.

 Technical Approach and Methodology

Candidates selection and registration

Announcement of training
program

Receiving applications from the potential

candidates

Screening and short-listing based on the required documents and the documents submitted

Intimating the short-listed candidates with cautions on dos and don’ts

Registration of the candidates

Candidates attend the training

The training program will be announced through various media like national news channel,
kuensel and other paper media and through social media like facebook and telegrams with
the date of commencement, duration, eligibility criteria, venue with link to the website to
fill up application form.
The application forms will be screened based on the eligibility criteria and the candidates
intimated for registration and commencement of training.
Training methodology:
The institute will prepare the trainees students to live and work in the 21st Century. This
preparation includes providing students with a solid knowledge and skills in the discipline
being studied and developing instruction based on contemporary educational thinking and
practices.

The instructors will be responsible for:

 Lesson planning and organization

 Presentation of concepts, skills, values and attitudes
 Classroom management
 Use of Teaching Learning materials
 Relationship with the children and parents in and outside the classroom
 Focus on teaching skills
 Attitude of profession
 Willingness to accept suggestions
 Punctuality, discipline (code of conduct)
 Evaluation of pupil’s work
 Participation of co-curricular activities

The instructors will be asked to use all 4 C’s of 21 st century pedagogy in their teaching.

Engaging in CRITICAL THINKING Develop ideas

NCOMMUNICATIO

CRAETIVITY

constructive Looking at problems in a new way. that

and critical Reflecting, analyzing and demonstrate
conversations. evaluating evidences, arguments, curiosity,
Listening for claims and belief to draw imagination,
and sharing conclusions risk-taking and
thoughts, flexibility.
questions, and THE 4 C’S Viewing failure
ideas in diverse as a chance to
environment learn.

COLLABORATION

Working together to accomplish a goal. A

willingness to be a contributor and
listener. Sharing responsibility
Peers observation of the class will be done to impart hands of training and theory of
tailoring to the trainees in order to ensure that the students learn with enthusiasm and
implement in their practical life.

The tools like See, Think and Wonder for different designs and patterns for the garments
will be encouraged to infuse creativity in learning process.

Assessment of learning:
The term ''assessment'' is interpreted in different ways, and it is mostly interpreted as
testing and ranking. Assessment is usually used to inform students about their progress
and their results achieved in the instruction process. All assessment methods and
strategies, as well as facilitating modes of the learning process, need to be focused on
obtaining this goal. The application of various testing and assessment methods and
procedures has a significant impact on students' view of their role in the education and
instruction process.

The main idea is that assessment, teaching and learning are integrated processes that
enable the direction of all processes towards learning outcomes. Assessment is not
treated as the final product of the teaching and learning process, but rather as a
continuous process providing feedback to students and teachers on the extent of
implementation and possible implementation of teaching and learning.

The assessment will be done to assess the following underpinned knowledge of the trainees
i. Occupational Health and Safety (OHS) Regulations
ii. Stages of child development
iii. Six domains
iv. Child psychology
v. Facilitators code of conduct
vi. Basic disaster management
vii. Communication
viii. Problem solving
ix. Interpersonal relationship
x. Time Management
xi. Patience

The assessment format:

The assessment will be designed as follows:

Type of test No. of tests Total marks

1 Continuous Assessment after 5 25
completing every chapter
2 Examination 2 50

3 Practical test (major) 1 25

Grand Total 100