Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

JUNIOR PRIMARY PHASE

PRE-PRIMARY
INFORMATION GUIDE

For implementation 2024

Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture, 2023

Pre-primary information guide final

ISBN: 978-99945-2-386-3

Printed by NIED
Website: http://www.nied.edu.na

Publication date: December 2023

 Table of Contents
1. Introduction .................................................................................................................................... 1
1. Curriculum Overview ..................................................................................................................... 1
1.1 Background of Pre-Primary Education in Namibia ................................................................ 1
1.2. Integrated Curriculum ................................................................................................................. 2
1.3. The Syllabus ................................................................................................................................ 4
1.4 Pre-Primary Information Guide ................................................................................................... 5
1.5. The Teachers’ Manual ................................................................................................................. 5
1.6. Pre-Primary Assessment Record Forms ...................................................................................... 6
2. Professionalism ............................................................................................................................... 6
2.1. Professional conduct ............................................................................................................... 6
2.2. Responsibilities ....................................................................................................................... 7
2.3. Work ethic ............................................................................................................................. 10
3. How children develop ................................................................................................................... 11
3.1. Holistic Child Development .................................................................................................. 11
3.2. Developmental domains ........................................................................................................ 12
3.2.1. Physical Development ................................................................................................... 12
3.2.2. Emotional Development ................................................................................................ 15
3.2.3. Social Development ....................................................................................................... 15
3.2.4. Cognitive Development ................................................................................................. 16
3.3. Child Development Stages .................................................................................................... 21
3.4. Developmental Milestones .................................................................................................... 22
4. Work with Children ...................................................................................................................... 25
4.1. Learning Styles ...................................................................................................................... 25
4.1.1. Visual ............................................................................................................................. 25
4.1.2. Auditory ......................................................................................................................... 26
4.1.3. Kinaesthetic.................................................................................................................... 26
4.2. Personalities in the Pre-Primary Phase.................................................................................. 26
4.3. The role of Parents, Teachers and Community ..................................................................... 27
4.3.1. The role of Parents ......................................................................................................... 28
4.3.2. The role of the Teacher .................................................................................................. 28
4.3.3. The role of the Community ............................................................................................ 29
4.4. Inclusive Education ............................................................................................................... 29
 4.4.1. Inclusive Education as a Policy ..................................................................................... 30
4.4.2. Inclusive Education vs Special Education ..................................................................... 31
4.4.3. Understanding and reducing barriers to learning ........................................................... 33
4.4.4. Moving Towards Inclusive Education ........................................................................... 35
5. Teaching Methodology and Approaches ...................................................................................... 37
5.1. Child-Centred ............................................................................................................................ 38
5.2. Thematic Integration and Cross Curricular Teaching ............................................................... 39
5.3. Learning Through Play.............................................................................................................. 39
5.3.1. Learning Corners ................................................................................................................ 40
5.3.2. Discovery Play................................................................................................................... 44
5.3.3. The Importance of Play ...................................................................................................... 45
5.3.4. Types of Play ...................................................................................................................... 47
5.3.5. Outdoor Play ....................................................................................................................... 50
5.3.6. Indoor Play ......................................................................................................................... 54
5.3.7. Teacher’s Role in Play........................................................................................................ 54
6. Developmentally appropriate practice .......................................................................................... 55
7. Classroom Management ............................................................................................................... 58
7.1. Respect ...................................................................................................................................... 58
7.2. Consistency ............................................................................................................................... 58
7.3. Proximity ................................................................................................................................... 58
7.4. Seating arrangement .................................................................................................................. 59
7.5. Routines..................................................................................................................................... 59
7.6. Trial/Error/Flexibility ............................................................................................................ 59
7.7. The classroom ....................................................................................................................... 59
7.8. Classroom .............................................................................................................................. 60
7.8.1. Physical conditions/classroom environment .................................................................. 60
7.8.2. Materials ........................................................................................................................ 60
7.8.3. Activities ........................................................................................................................ 60
7.8.4. Routines ......................................................................................................................... 60
7.8.5. Teaching ......................................................................................................................... 61
7.9. Classroom Management Tools .............................................................................................. 62
7.10. Lesson Planning ................................................................................................................. 63
8. Managing Behavior/ Positive discipline ....................................................................................... 64
9. Routines and Daily Schedule for Pre-Primary children ............................................................... 67
10. Parental involvement ................................................................................................................ 70
 10.1. Communicating with parents .................................................................................................. 71
10.2. Care, confidentiality and school procedures ........................................................................... 71
10.3. School procedures for communicating with parents ............................................................... 71
10.4. Addressing parents .................................................................................................................. 72
10.5. Barriers to communicating with parents ................................................................................. 72
10.6. Good practices when communicating with parents ........................................................... 72
10.7. Guidelines to successful parent involvement .................................................................... 72
10.8. Strategies to involve parents in school activities ............................................................... 73
11. Orientation ................................................................................................................................ 73
12. Outings ...................................................................................................................................... 77
11.1. Safety....................................................................................................................................... 78
11.2. Skills developed through outings ............................................................................................ 78
13. Assessment ................................................................................................................................ 79
12.1. Continuous assessment............................................................................................................ 79
12.2. Summary ................................................................................................................................ 80
12.3. Analysis .................................................................................................................................. 80
12.4. Report ...................................................................................................................................... 80
12.5. Principles of Effective Assessment ......................................................................................... 81
12.5.1. Each child is unique .......................................................................................................... 81
12.5.2. Assess the whole child ...................................................................................................... 81
12.5.3. Assess the child in a variety of situations and use a variety of methods .......................... 82
12.5.4. Assessment should be based on the syllabus .................................................................... 82
12.5.5. Assessment must be confidential ...................................................................................... 82
14. Educational Toys ...................................................................................................................... 82
13.1. Kinds of educational toys ........................................................................................................ 83
13.1.1. Construction Toys............................................................................................................. 83
13.1.2. Manipulative toys ............................................................................................................. 83
13.1.3. Musical / Noisy Toys ........................................................................................................ 83
13.1.4. Open-Ended Toys ............................................................................................................. 83
13.1.5. Movement Toys ................................................................................................................ 83
13.1.6. Role-Play Toys ................................................................................................................. 84
13.1.7. Sensory Toys .................................................................................................................... 84
13.2. Criteria for selecting educational toys ..................................................................................... 84
13.3. Health & Safety ....................................................................................................................... 84
15. Pre-Primary Administration ...................................................................................................... 85
 14.1. Files and Record Keeping ....................................................................................................... 85
14.1.1. Observation reports........................................................................................................... 87
14.1.2. Cumulative Record Cards ................................................................................................. 88
14.1.3. Class Registers .................................................................................................................. 90
16. Referrals .................................................................................................................................... 91
References ............................................................................................................................................ 95
Annexure .............................................................................................................................................. 99
 1. Introduction
The Pre-Primary Education plays a crucial role in supporting children's school readiness and success.
Based on the previous statement, the present document was developed and aims to provide guidance
for Pre-Primary teachers on how to create a developmentally appropriate learning environment for
children in Pre-Primary context.
The guide has the objective to ensure that every child attending Pre-Primary education is adequately,
holistically and positively stimulated to reach his/her full potential. It promotes that children are
stimulated and cared for in a developmentally and culturally appropriate manner, with respect for
their rights, values, beliefs, experiences, and language, as well as those of their families and
communities.
The objective of the present document is to ensure that children attending Pre-Primary classes are
provided with high-quality Pre-Primary education.

1. Curriculum Overview
Pre-Primary Education can never be overemphasized. Recent research has shown the importance of
Pre-primary education in a student’s life. Pre-Primary Education builds the foundation for lifelong
learning and by this we mean the foundation for numeracy, literacy, physical, emotional, social and
cognitive development. Children who attend Pre-Primary education do better in life.
Children are active learners. They learn through play, through sensory experiences and by exploring
the world around them.
The information guide aims to equip Pre-Primary teachers with the necessary skills to respond
adequately to the characteristics and needs of children under the age of 5-6 years old.
The content provided in the present document will help teachers to carry out day-to-day activities
based on a child-centred approach and active learning.

1.1 Background of Pre-Primary Education in Namibia

The Cabinet of the Republic of Namibia decided in October 2006 to transfer the responsibility of the
Pre-Primary Education from the Ministry of Gender Equality and Child Welfare to the Ministry of
Education. Pre-Primary is widely recognized as having a significant impact on the performance of
children. It lays a foundation for acquiring basic Literacy and Numeracy Skills and for lifelong
learning. Well managed Pre-Primary Education would generate a predisposition of the child towards
learning and attending school considerably, reducing dropout and repetition rates. Attaching a

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compulsory Pre-Primary school year to basic education will also create employment opportunities
for a number of teachers.

1.2. Integrated Curriculum

A curriculum is the "roadmap”, is the guidelines that contains specific knowledge, competencies,
learning objectives and skills to be achieved by learner of a specific age group. A curriculum is
everything that happens in the classroom that will stimulate and develop the child. It provides
different learning opportunities for children in a school setting.
A curriculum must be based on the holistic development of the children, on developmentally
appropriate practices, on a child-centered and play based approaches. Simultaneously, must respect
educational values and the needs of the children and the target communities.
The Namibian curriculum for Pre-Primary Education focuses on the whole child, integrates the four
developmental domains/areas Physical, Social, Emotional and Cognitive development. The
curriculum is supported by following documents:
 Pre-Primary Syllabus
 Pre-Primary Information Guide
 Pre-Primary Teacher’s Manual
 Pre-Primary Assessment Record Forms
Integration of the curriculum is accomplished in several ways. The curriculum must be planned
around children’s interests. Based on that the Pre-Primary Namibian Curriculum is designed
according to themes that are based on the children’s interest, using learning areas from which
activities must be planned and designed. An integrated curriculum is defined as one that connects
different areas of study by cutting across subject-matter lines and emphasizing unifying concepts.
Integration focuses on making connections for children, allowing them to engage in relevant,
meaningful activities that can be connected to real life. An integrated curriculum aims to connect the
theory learned in the classroom, with practical, real-life knowledge and experiences.
The curriculum comprises six different learning areas:
 Language Development
 Preparatory Mathematics
 Environmental Learning
 Arts
 Religious and Moral Education
 Physical Development

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The Curriculum is based on an integrated, child-centred, holistic and play based approach which
views care, upbringing and learning within a socio-economic and family-based context. The
curriculum emphasises the importance of Namibian family values (attitudes, moral values and
behaviours), the practical skills and foundational knowledge prized in the past and required in an
active democracy in Africa, and within the global context.
Our curriculum would focus on:
Emergent Literacy: Literacy begins before the child starts formal school. The child is exposed to
written words in the world around him/her (newspapers, signs and books). The teacher develops
language through rhymes, stories, songs and games. The child ‘s interests in written words are
enhanced and extended through daily activities, such as daily weather chart, attendance chart,
labelling objects, storytelling or matching words to pictures.
Emergent Writing: An activity-based programme helps develop emergent-writing skills by means
of drawing, painting, cutting, pasting, modelling, puzzle building, building with construction toys,
sand and water, play etc. A variety of experiences provide children with multiple opportunities to
represent their ideas and express themselves.
Numeracy skills: A mathematical awareness is fostered in the curriculum through play, exploration
and social interaction. Manipulative play is used to teach basic numeracy concepts such as number
concept, problem solving, seriation (ordering), spatial relations and measurement (time, length, mass,
capacity and money).
The child learns the following skills:
- Problem solving/ reasoning skills, children think of ways to solve problems and to propose
alternative possibilities to resolve a specific problem.
- Concept formation, help children to learn about the environment through perceptual
processing, to learn to identify colour and shapes and encourage children to learn how to
count, understand number concept and its importance.
- Memory recall, encourages children to recall sequencing of past experiences, to recall
familiar objects, situations and events.
- Imitation, increase children’s social abilities by imitating and modelling the behaviours and
structures around her/him. Imitations allow children to learn social norms.
- Association/Classification, develop children’s cognitive abilities in matching, grouping,
ordering and classifying, identifying and classifying uses/attributes of objects, events,
weather and body parts. Develops children’s ability to establish relationships between
objects, concept time and space.

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The role of the teacher in the implementation of the curriculum is to promote and facilitate the
concepts included in the curriculum such as literacy, numeracy, language development, critical
thinking, problem solving, imagination, creativity, positive self-esteem and emotional intelligence.
The curriculum promotes holistic child development. The curriculum is integrated meaning the
teaching and learning are interrelated and covers different subject matters.
The curriculum is supported by the syllabus and the teachers’ manual.

1.3. The Syllabus

The Pre-Primary syllabus comprises six learning areas and each area is composed of skills/topics and
themes. There are thirteen themes where 4 of them are integrated in the other nine themes throughout
the year. The themes are:
1. Myself (Self-Awareness)
2. My Body (Body awareness, body concept)
3. My family
4. My home
5. My school
6. My community and Culture
7. Animals
8. Water
9. Plants
The four themes that are integrated in the themes one to nine are:
10. The Weather
11. Health
12. Safety
13. Special Occasions
A topic is a general statement of the content to be taught. A learning objective is a general statement
about what the children should be able to do. Each objective is broken down into several
competencies. A competency is a specific statement about what the children will be able to do as a
result of teaching and learning.
The difference between learning objectives and competencies is the learning objectives describe
precisely what we want the children to know, while the competencies say how we can be certain they
know it. It can be stated in this way:
WHAT the child will learn (content, basic concepts)
HOW? By doing hands on experiences

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Example: the child will be able to count by counting up to 9 using concrete objects
As you can see, a competency:
- states what the child will do or make in order to demonstrate that he/she has achieved the
competency
- is observable – it gives us a way to verify that a child has learned what is intended in the
learning objectives
- is assessed at the end of a period of learning. this can be done at the end of the
lesson/activity, the end of the term or end of the school year
All children have the potential to achieve the competencies, however children develop according to
their own pace. Some children may need more time to achieve a certain competence while others are
faster and even able to go further. Children learn in different ways. Never judge children’s
development pace, instead embrace the different characteristics of your group of children and see
how you as a teacher support the children to achieve the competencies fully. Different children mean
different characteristics which are synonyms of different teaching strategies.
1.4 Pre-Primary Information Guide
The information guide is a document, which provides guidance and support to teachers on how to
work with pre-primary children. This document is linked to the training manual.

1.5. The Teachers’ Manual

A teachers’ manual is a document which guides the teacher to plan and present successful lessons
while following a given suggested activities scheme of work. The teacher’s manual should be used
on daily basis because the activities and progression are ordered conveniently and step-by-step. The
teacher’s manual comprises of the following:
- Themes and themes of integration
- Hints to the teacher for all learning areas
- Stories, rhymes and songs related to the theme
- Learning objectives
- Competencies
- Skills/topics
- Teaching and learning resources
- Activities
- Concepts and vocabulary
- Assessment
- Learning support
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1.6. Pre-Primary Assessment Record Forms
The Pre-Primary assessment record forms contain the assessment activities that teachers must carry
out per year in order to assess children development, learning and school readiness. These forms are
to be used for recording continuous assessment in all the learning areas. In Pre-Primary, two
assessments per year should be conducted for each learning area: one complete assessment per
semester.

2. Professionalism
2.1. Professional conduct
Pre-Primary Teachers have one of the most important and noble professions of our society.
Teaching, stimulating, nurturing, caring and looking after the young ones is not an easy task but is an
art. Teachers have the mission to shape lives, to transfer knowledge and skills, nurturing children
character, passing on moral values, cultural traditions and at the same time be a role model to those.
Teachers’ behavior inspires their pupils.

Parents and society at large expect teachers to have high moral values and ethics, solid professional
teaching skills and care for the well-being of their learners. Teachers must nurture children with
appropriate moral values. This professional and teaching force is the key to the success of any
nation’s education system.

Teachers are expected to behave professionally and ethically. More than that, they are expected to be
prominent members of the society. And this includes to be honest, truthful, reliable, kind, fair,
knowledgeable, care about their learners, are hardworking and support learners in all areas.

As a teacher, you have certain responsibilities, or things you are expected to do such as lesson
planning and preparation, teaching, etc. Because teachers are also professionals, you have
professional responsibilities as well, or things that you must ensure happen. This means that you
must look beyond your immediate work to ensure that the life of the child, and the life of the school,
remains healthy and strong. Professionals must live according to professional ethics; this also means
that you behave in a proper manner within and outside of school. As a professional, you have three
main responsibilities. They are:

- to ensure that your learners are learning well.

- to treat others with fairness and respect
- to model professional behaviour

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 2.2. Responsibilities
Responsibility #1
To ensure that children are learning adequately.
This means that:

Children have a teacher present in the classroom. Part of your responsibility a teacher is to ensure
that someone is in the classroom with your children at all times. If you are sick, you are responsible
for contacting the principal in advance so he/she can find a replacement for you.

Lessons are adequately prepared. Of course, making sure there is someone in the classroom is not
enough. Learner-centred teaching requires preparation, time and commitment. A lesson-plan book
should be prepared each week, so that if you are absent, a substitute teacher knows where you were
in your scheme of work.

Classroom is a pleasant, joyful, loving, welcoming and healthy learning environment. The
classroom must be welcoming, joyful and loving. It must be kept clean, safe, and pleasant. It should
be arranged in a way that facilitates holistic and integrated learning, children's work is displayed,
learning corners are in place and the classroom environment promotes an atmosphere of happiness,
joy and love.

Lessons are child-centred and adapted to children's style and needs.

Teachers must use the teachers’ and their knowledge of how children develop to prepare activities
that stimulate children in a holistic manner and that at the same time are of children’s interests. The
daily activities, the lesson plan designed by the teacher, the materials used and the classroom/school
environment must reflect the interests, the natural and cultural environment where children are. The
teachers must use their knowledge on child development and developmentally appropriate practices
to plan and design effective lesson plans.
The activities must be inclusive meaning the activities must respect the learning pace of each child in
the class. If you have children with learning difficulties in your class you must prepare appropriate
activities and materials to respond to their characteristics. The classroom environment must be
adjusted to them if needed.

Children’s progress is sufficiently assessed. Child-centred education requires dedicated and

committed teachers. Teachers must assess children informally and continually at the end of each
theme. For the assessment teacher must use the Pre-Primary assessment record forms for recording

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continuous assessment in all the learning areas. Assessment must be part of the weekly lesson
planning.

Adequate and accurate assessment records are kept. Assessment must be adequate, accurate and
systematic. The assessment must be recorded systematically in the Pre-Primary assessment record
forms.

Learning support and enrichment activities are provided.

Teachers are reminded that all children need learning support. It is the responsibility of the teacher to
make sure enrichment activities are planned and extra support is offered to all children in need. This
is to make sure no child is bored or left behind.

Responsibility #2
To treat others with fairness, respect and care.

This means that children are adequately and fairly treated. Fairness is necessary. Teachers must treat
all children in the same way, must respect and care for all equally.

Children are safe and protected. No punishments must be used. Children must feel safe, respected
and protected. If you have children with inappropriate behaviour in your class, you must never use
emotional or corporal punishment. There are other alternatives to improve such behaviour through
different teaching strategies and classroom management tools. The behaviour or reward chart is an
example.

Children are praised, recognized, ensured that their opinions matter and their voices are
heard. According to childhood development, emotional development has a crucial role in children’s
development and learning. It is extremely important in Pre-Primary Education that we praise our
children, recognize their achievements, let them express their feelings and opinions, let them know
we value their opinions and we take them into consideration. Children have a lot to say. Allow them
to express their voices.

Teachers take care of their children. Parents expect the school and the teacher to care for their
children at all times. Teachers are like parents to their children. Teachers must have warm, kind and
respectful relationships with children. Teachers are responsible for children while at school and must
supervise children at all times. Teachers must report a child's absence from the class immediately, so
the principal can check on where the child is. Teachers must assist children in the case of illness or

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accident, and report the child's condition, and what the teacher has done to assist the child, to the
principal and to the child's parents.

Teachers maintain healthy relationships with other teachers and the principal. Teachers should
maintain positive and professional relationships with one another. Teachers must show respect
toward each and every one at school and this includes the children, teaching staff, support staff and
parents.

Responsibility #3
To model professional behaviour.
This means that, we maintain professional standards of dress and conduct at school. Professional
standards of conduct vary from country to country. However, in Namibia, as in most other countries
of the world, this includes: being sober, treating others civilly, refraining from use of profanity
(curses or vulgar words), respect confidentiality, etc. Maintaining professional standards of conduct
also means that we do not lie to or about others, that we do not steal and that we do not physically
harm others.
Professional conducts also mean being punctual. We should always arrive in time for school, for
meetings, and for appointments. We should always follow the rules we set. Children learn a great
deal from their teacher's actions. If a teacher says children must be punctual, yet comes late to his/her
class, children will notice this inconsistency. Teachers must set good examples.

Teachers spend the time required to teach well. Teaching requires a lot of time and planning. As
professionals, we do not work until 13:00 or 17:00; we work until the job is done. This means that if
we have other commitments (family, another business), we must balance our time properly. We must
never allow other commitments to make us absent or late for school responsibilities. Teachers must
make time for parents.
Teachers have confidence in themselves and in others. When we are confident in others, they
become confident in themselves - both other teachers and children. And we all do our best when we
are confident and know that others trust us. Teachers must have confidence in children by giving
them activities. Allow chldren to try and experience the world around them.
Teachers also take care of the school. Each teacher is professionally responsible to help maintain
the school compound and classrooms. The school's appearance, its state of repair, its beauty, and its
orderliness reflect on each and every teacher in the school. A teacher is responsible to report property
damage, theft or lack of safety in the school environment. Children must be taught to respect school
property by involving them in campus clean up, painting, grass cutting, etc.
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 2.3. Work ethic
A work ethic is a set of moral principles a person uses in their job. People who possess a strong work
ethic embody certain principles that guide their work behaviour; to develop and process a strong
work ethic will inevitably result in the production of high-quality work which is consistent.
Work Ethical Principles
Good planning: Plan the daily activities in advance. The teacher needs to be creative, look for new
ideas and attend training workshops.
Appropriate clothing: Dress neatly and comfortably so you are able to work with the children. You
might get dirty but that is okay.
Good work habits: Attend work every day and be punctual. This will show your commitment and
that you are trustworthy, thinking of the children before yourself. They should always remember and
believe in the importance of Pre-Primary Education.
Lifelong Learner: Try to improve your knowledge through training and observation.
You should be enthusiastic about your work, eager to learn and make learning fun for the children.
Good attitudes and actions: Leave your personal problems outside of the classroom do not allow
your problems to affect your attitude towards the children. The teacher should be loving, use kind
words and a gentle voice. Cell phones should only be used during your break.
Well establish priorities: Consider children and families first. Pay all your attention to the children.
The teacher is there for the children.
When a child talks to you or asks a question, answer straight away.
Keep information about children and families confidential.
Good observer: The teacher should be aware of what is going on around him/her, constantly
observing and watching the children in his/her care.
Good team worker: The teacher must maintain good relationships with everyone, should be friendly
and have a good attitude towards them. Smiling is important. Everyone, especially the children, must
always feel welcome at school.
Good health care: Taking proper care of her/his health and being aware of the health of the children
and others around her.
Confidentiality: The teacher must protect the privacy of children by sharing their personal
information with people who are authorized to see it and keeping it safe from those who are not
authorized to see it.

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3. How children develop
Pre-Primary Education supports children’s growth and development in all of the developmental
domains and stages. It plays a crucial role for school readiness and lifelong learning.
Child development is a process every child goes through. This process involves learning, developing
and accomplishing new skills such as walk on a rope, dribble a ball, balance objects on head while
walking, jump over obstacles, express self-control, wait patiently, taking turns, listening attentively,
count mechanically, match word to pictures, drawing, painting, just to mention a few.
We can’t speak about Child Development and Holistic Child Development without speaking about
the four domains of Early Childhood Development. The four development domains are:
- Physical Development
- Emotional Development,
- Social Development
- Cognitive Development

3.1. Holistic Child Development

Holistic Child Development refers to the regards of the growth and development of a child as a
whole. Holistic child development consists of several interrelated dimensions, which include
Physical, Emotional, Social and Cognitive development.
Children have physical, emotional, social and cognitive needs to be fulfilled to grow into a fully
developed individual. Children need a balanced diet, exercise and safety but they also need love and
a consistent, caring environment where they can experience positive interaction and get opportunities
for developing their full potential. Programmes that address children’s needs holistically are more
effective than programmes that address a single area of development. One of the key principles of
child development is that there is an interrelated relationship between the developmental
areas/domains. Although it is convenient to describe child development as specific development
domains and learning areas, this does not reflect the holistic nature of the person. Learning
opportunities designed for children’s development touch the whole person and curriculum design and
lesson planning should reflect that integration. Thus, programmes and activities should impact all the
areas of development. Programmes may also be designed to take advantage of other resources
available in the community. However, it is still important for the Pre-Primary teacher to monitor the
quality of complementary programmes and ensure that integration is taking place so that the holistic
needs of the individual child are truly being met.

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 3.2. Developmental domains
Development domains shape the Pre-Primary programs and are inter-connected. One area influences
the development of the other area. In synthesis, Physical development refers to gross motor skills
(GM), fine motor skills (FM), balance (B), coordination (C), health and nutrition (HN), Emotional
development refers to positive self-esteem and the way children handle emotions , Social
development refers to the ability to establish and maintain relationships with other people, socialize
with family members and people outside the home and Cognitive development refers to the way
children perceive information, think, reason, concentrate, remember, and develop language, gain an
understanding of the world and problem-solving. Teachers must support children in the above four
areas of development to reach their full potential, through care, love, affection, patience and
sufficient opportunities for learning through play.

3.2.1. Physical Development

Physical development refers to the growth and development of motor skills. Physical development
supports children’s academic achievements, general health, self-esteem, stress management and
social development. Physical activities are essential in children’s all-round development, health and
wellbeing. Gross and fine motor learning experiences allow children to develop sensory skills,
strength, coordination, balance and body awareness. The gross motor skills provide the right
foundation for developing healthy bodies, social and emotional well-being, while the fine motor
skills develop eye-hand coordination which is extremely beneficial to early literacy, early reading,
preparatory reading and preparatory writing. It’s important to provide plenty of opportunities for
children to explore the world around them through sensory experiences such as building blocks,
puzzles, arts, drawing, painting, cutting and paste, allow children to develop proficiency, control,
imagination, creativity and simultaneously become more autonomous, confident and independent.
Fine motor skill development means the child's ability to use small muscles, specifically their hands
and fingers, to pick up small objects, turn pages in a book, or use a crayon to draw while gross motor
skill development means the child's ability to use large muscles.
To develop this domain, teachers must provide opportunities and plenty of play-based activities for
children to play freely both indoors and outdoors.

Concepts related to Physical Development

3.2.1.1. Gross Motor Development
These are movements of the larger muscles of the body. Accurate movements and effective control
over the muscles are necessary for all knowledge and intellectual functions. Movement is therefore
very important to learning since it is with these functions that the basic structure of information is

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laid. A child with strong gross motor movements will succeed in exploring the world around him/her
and to gather information.

Gross Motor Movements

Gross motor movements must develop first before the fine motor movements can develop. If too
much value is placed in fine motor co-ordination too early, a splinter skill (an activity the child
performs without an awareness of its relationship to the rest of the activities of the body) might
develop. Activities of the shoulders develop first, then activities of the elbow, and finally activities of
the hands and fingers. If the child writes or draws with a stiff, rigid arm and shoulder, it may well be
an indication that the child needs to practice gross arm movements first.

Balance
Balance is to sustain control of the body when using both sides simultaneously, individually or
alternately. In order to balance him/herself, the child must have a clear concept of the two sides of
the body and their relation to each other. It is from this concept that laterality develops, and laterality
is essential to activities such as reading, in which the left-to-right eye movement has to be sustained
at all times. Adequate balance is also necessary for the child’s safety; without it he/she can move
neither quickly nor efficiently.

Co-ordination
Eye-hand co-ordination is the ability to make the hands do what the eyes direct them to do and eye-
foot co-ordination is the ability to make the feet do what the eyes direct them to do. The child
explores the world around him/her by means of the eyes and hands/feet, which work together to
examine the objects around him/her. In the development of eye-hand/eye-foot co-ordination, the first
step is teaching the eye to follow the hand or the foot. When the eye has learned to follow, the eye
slowly takes over and begins to guide the hand or foot.

Rhythm
This means making flowing, rhythmic movements with body parts and can also be performed to the
sound of music or other rhythms.

3.2.1.2. Fine Muscle Movements

These are the small muscle movements of the body such as the eyes, tongue, fingers and toes. A
child’s normal everyday activities – especially those in the classroom – make tremendous demands
on fine motor co-ordination. Children are expected to perform a large number of accurate
movements with the fingers and hands when they draw, colour pictures, copy or write. A child

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whose fine motor development is inadequate will find it difficult to fasten buttons, tie bows, draw,
colour in, write, or perform any of the tasks that require the use of the fingers.
Eye movements and visual skills are very important for the visual development. If the eye movement
is not smooth, or is limited, the child’s visual perception will remain incomplete and inadequate.
Equally, the movement of the tongue is very important to speech development. Regular tongue
exercises will improve pronunciation. Children, who have acquired efficient control over their fine
muscles when they go to school, have advantages over children who are lacking in this respect,
because their perception is more accurate.

3.2.1.3. Body Awareness

Body Awareness is the preparedness/readiness awareness of one’s own body and its potential for
movement and performance. It is related to the perception the child has concerning the body and this
includes the body parts, their names, their individual functions and how the body functions as a
whole.

3.2.1.3.1. Body Concept

Body concept is the conceptual image formed about one's own body. It is the sum of all thoughts,
feelings, and opinions evoked when a child/person views his or her physique.

3.2.1.3.2. Body Knowledge

Body knowledge is the information a child has formed about her/his own body.

3.2.1.3.3. Dominance
Dominance is the preference for the use of one particular eye, hand, foot or side of the body.

3.2.1.3.4. Laterality, Directionality and Lateral Midline crossing

A sense of laterality is an inner awareness of the left and right sides of the body. To become aware
which side is moving and when it is moving. A child must have a clear concept of his/her own body
and of body movements outside the body. Only when a child is able to distinguish the right side from
the left side and know where top/bottom is, will he/she be able to detect left and right, top and
bottom externally. The lateral midline is the vertical middle line of the body. Some children find it
difficult to cross the lateral midline. A right-handed child will, for example, write or draw only on
the right side of the paper, or will move the paper to the right in order to work only from the midline
towards the right side.

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 3.2.2. Emotional Development
Emotional development is the ability to recognise, manage inner feelings and emotions. Pre-Primary
education is an important setting for emotional development and for the development of emotional
intelligence. When a child acknowledges and accepts his/her feelings, he/she learns to manage them
and to recognize what other people may be feeling. This is the foundation of self-control, empathy
and emotional intelligence. These skills are extremely important to the successful functioning of our
society. Children express emotions through actions such as crying, laughing or screaming. A child
who feels loved will smile more often than someone who feels sad or insecure and treats others
nicely. Teachers must support children’s emotional development by speaking to the child about
his/her feelings, asking them how they are feeling today and why, teaching children the words to
describe their feelings, provide opportunities to promote positive self-esteem, self-awareness,
acceptance, and empathy. Positive self-esteem reduces the risk of dropping out of school, violence,
depression, suicides and the likes. Children need guidance and support to identify their feelings and
emotions, understand and manage those feelings. Emotional development is a crucial pillar of child
development. Teachers must be patient and support children navigating through their emotions.
Supporting children’s emotional development can be challenging but definitely worth it. Teachers
can develop this domain through games, role play, drawing, painting, flash cards, mime games,
puzzles and by using classroom management tools such as a feeling/emotions chart for example.

Concepts related to Emotional Development

3.2.2.1. Self-Concept
It’s the individual's perception of themselves in this case the children’s perceptions about
themselves.
3.2.2.2. Emotional Stability and Self-Control
It’s the ability to recognise inner emotions and know how they affect oneself and other people. It
refers to the ability to manage such feelings and impulses.
3.2.2.3. Independence
Independence means children are able to think and act for themselves without external interference.
3.2.2.4. Perseverance
Is the ability to never give up on an activity although it’s difficult for the child. Perseverant children
become more resilient in life.

3.2.3. Social Development

Pre-Primary education is an important setting for gaining and developing social skills.
As human beings, we are social beings. Social skills start to develop at an early age. By social
development, we mean the development of skills to establish and maintain relationships with other
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people. Social development refers to the process by which a child learns to interact with family
members and people outside the home. Under this domain, children develop skills to socialize,
establish and maintain healthy relationships with other people. As children develop and have a better
understanding of their individuality within their community, they also gain skills to communicate
with other people and process their attitudes and actions. Social development refers to how a child
develops friendships and other relationships with peers, family and people around her/him. Social
development impacts many other forms of development a child experience. A child’s ability to
interact healthily with the people around her/him can influence everything from learning a new word
as a toddler to being able to resist peer pressure as a high school student, to successfully navigating
the challenges of adulthood. Healthy social skills help children to become strong adults in future. To
develop this domain, teachers must provide plenty of opportunities for children to interact with
others, to play with others and have conversations with them. Morning circle or story telling are
excellent moments to do that.
Concepts related to Social Development
3.2.3.1. Social Acceptance
Means being able to accept others as they are and respect their rights. To be accepted by others
children must behave in a well-mannered way so that they are accepted by the group.

3.2.3.2. Relationships
Relationships are part of our daily life. Children interact and create daily relationships with the
people around them. Teachers must promote healthy relationships among children and by that we
mean to teach children on how to democratically participate in a group, be willing to help others and
enjoy friendship in meaningful and happy relationships.

3.2.3.3. Cooperation
Cooperation is essential in Pre-Primary settings. Children should be able to cooperate and
compromise with others. An example of good cooperation is to share toys or wait patiently for
others.

3.2.4. Cognitive Development

Cognitive development includes changes in a person’s thinking, intelligence, and language.
Intelligence is defined in a very broad sense and includes "verbal ability, problem-solving skills, and
the ability to learn from and adapt to the experiences of everyday life" (J.W. Santrock, Child
Development, 1996, p. 289). Cognitive development is also called intellectual development or
development of the mind and refers to how a child perceives information, thinks, reasons,
concentrates, remembers, develops language, gains an understanding of the world and solves

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problems. It involves how children explore and figure things out. Cognitive development is linked to
memory and the ability to learn new information. This domain includes the development of
knowledge and skills such as math, science, social studies, language and creative arts. In the past
years’ research has shown that even at a young age, children have analytic skills, they can observe,
learn, explore and discover the world around them. These skills can be stimulated from birth. For
example, giving infants and toddlers opportunities for exploratory and sensory play foster children’s
natural curiosity and engagement with their environment. This lays the foundation for science,
environmental learning, critical thinking, problem-solving, creativity and imagination. Teachers can
support children’s cognitive development by providing plenty of opportunities for children to play
such as building blocks, puzzles, play with sand and water, explore different materials through their
senses (touching, hearing, smelling, seeing and tasting) , having conversations with the child, ask
children questions about how things work, why they draw that picture, ask them about what their
favourite food, their favourite animal and why just to mention a few.
Concepts related to Cognitive Development
3.2.4.1. Perception
Perception is the ability of the brain to give meaning to the information that is sent to the brain by
means of the five senses (seeing, hearing, tasting, smelling and feeling). The eye for example sees an
object, but the brain gives meaning to it; the ear hears a sound but the brain recognizes what sound it
is.

3.2.4.1.1 Visual Perception

Visual perception is the ability of the brain to become aware of and interpret everything you see
around you.

Visual discrimination
Visual discrimination is the ability to see differences and similarities in objects in terms of shape
(form), color and size.

Visual sequencing
Visual sequencing is the ability to remember a sequence of objects observed and arrange them in the
same order again.

Visual analysis and synthesis

Visual analysis and synthesis is the ability to break up a picture, a word, or a sentence into its visual
components, such as the letters in words (cat = c-a-t), and to put the components (letters or syllables)
together again to form a whole (Si-mon = Simon).

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Visual closure
Visual closure is the ability to recognize the complete picture, word, or sentence if parts are left out.

Figure-ground differentiation
Figure-ground perception is the ability to focus on an object in the foreground so that other objects in
the background are un-noticed. The child might for instance find it difficult to select a round button
from a collection of buttons of varying shapes and sizes.

Visual memory
Visual memory is the ability to remember what the eyes have seen, to link it with previous
information and to better understand what has been seen.

Form constancy
Form constancy is the ability to distinguish between forms and symbols in the environment,
regardless of their size or angle. It is also the ability to observe certain characteristics of objects, such
as form or shape, color and clarity. A child should, for example, be able to recognize a shoebox from
any angle: front, side, top, etc. A child should also be aware of the fact that objects that are far away
appear to be smaller than closer objects and that colors reveal different shades in different kinds of
light.

Visual motor integration

Visual motor integration means the ability to link information that was seen with the movement of
specific body parts, i.e. to carry out the action as in ball games. Effective motor co-ordination – in
other words eyes and muscles working together – is required for daily tasks such as dressing, sports,
writing, etc.

Visual auditory linking

Visual auditory linking is the ability to link sounds or numbers that they hear to the visual symbol.

3.2.4.1.2. Auditory Perception

Auditory perception is the ability of the brain to contact the outside world through hearing and to
link it to existing experiences and knowledge. A child with inadequate auditory perception reacts
slowly to instructions that are given to the class as a whole. Following are the different auditory
processes:

Auditory discrimination

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Auditory discrimination is the ability to identify similarities and differences between certain sounds.
A child with poor auditory discrimination will find it difficult to differentiate between sounds like sh
and ch.

Auditory sequencing
Auditory sequencing is the ability to remember the sequence of sounds or patterns heard (for
example auditory stimuli of rhythm and melody) and to repeat it in the same order.

Auditory analysis and synthesis

Auditory analysis and synthesis is the ability to break up a word or sentence into its sounding parts,
such as the letters in a word (dog = d-o-g), and to put them together again to form a whole (e.g. per-
cep-tion = perception).

Auditory closure
Auditory closure is the ability to complete a word or sentence for example “one, two, buckle my…
(shoe)”.

Auditory figure-ground differentiation

This is where the child has to listen to and focus on the relevant stimuli against a background of
irrelevant auditory stimuli in the environment.

Auditory memory
Auditory memory is the ability to remember what the ear has heard. A child with poor auditory
memory will be unable to retell a story or to carry out oral instructions, especially when more than
one instruction is given at a time.

Auditory-visual linking
This involves the ability to bring auditory stimuli in connection with visual stimuli, for example
hearing the sound of a letter or number and seeing its symbol on the writing board or on paper.

3.2.4.1.3. Tactile Perception

This means that objects around you are being perceived by feeling them with any part of your skin or
by feeling them with your hands and to give meaning to what you have felt or experienced.

3.2.4.1.4. Taste Perception

This means that objects around you are being perceived by tasting them with your tongue and to give
meaning to the different tastes.

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3.2.4.5. Smell Perception
This means that objects around you are being perceived by smelling them with your nose and to give
meaning to the different smells.

3.2.4.1.4. Conceptual Skills

Classification
Classification is the skill to group objects with the same properties together, e.g. squares, green
triangles, etc.

Seriation
Seriation is the skill to arrange objects in a specific pattern or order, e.g. big, bigger, biggest; and to
describe the ordinal position of objects, e.g. first, second, last. It is also to place pictures in the
correct order to tell a story.

Number Concept
To have a number concept is to be able to identify, compare and describe groups of objects, using
vocabulary such as more, less, fewer, the same.

Problem Solving
Problem solving is the ability to think logically and find possible solutions to different problems in
everyday life.

Spatial Awareness
This is the ability of a child to perceive where his/her body is in space in relation to objects in his/her
surroundings. Perception of position in space can be defined as the perception of a relation between
object and observer. Observer perceives objects as being behind, in front of, above, below or
alongside him/her. This is an awareness of the position of the body in relation to the surroundings
and of the position that objects have in relation to one another, and to describe these positions using
vocabulary such as behind, next to, on top of, etc.

Time
This is to acquire an understanding of a period of time, the duration of time and the continuity of
time by differentiating between day/night, morning/afternoon/evening, a long/short time.

Measuring
Measuring is the skill to make comparisons between objects by means of practical activities in terms
of length, mass, capacity, money (5c, 10c,50c, N$1) and size using relevant vocabulary such as

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long/short, tall/short, heavy/light, full/empty/half full, the same as, more than/less than/fewer than,
bigger/smaller, etc.

3.2.4.1.5. Language Development

Language develops in two areas, namely Receptive Language and Expressive Language. Receptive
Language is listening and paying attention to the language they hear in order to understand and to
respond appropriately. Expressive Language is the ability to speak and communicate with good
pronunciation and using complete sentences and a wide range of vocabulary. Other skills in which
children need to be prepared on are: preparatory reading, incidental reading and preparatory writing.
This is to make sure children are provided with the whole package to cope with the language
development.

3.2.4.1.6. Concentration Attention and Relaxation

This is to fix the attention on a specific task for a specific time without being distracted and to
complete the task in a specific time limit. Relaxation is to relieve the tension caused by mental or
physical activities.

3.2.4.1.7. Motivation
Motivation is when the child is interested in something and is eager to learn and explore (intrinsic
and extrinsic motivation).

3.2.4.1.8. Intellectual Abilities

Other intellectual abilities include observation, memory, evaluation, problem solving, critical and
creative thinking.

3.3. Child Development Stages

Children grow, develop and learn not only according to developmental domains but also according to
developmental stages (age group). Child development stages are the milestones of child
development. Development describes the way a child grows, develops and learns new skills and
gains new competencies. Child development can be broken down into five stages. Those stages are:

- Newborn (0-3 months)

- Infant (3-12 months)
- Toddler (1-3 years)
- Preschool age (3-5 years)
- School age (6-7 years).

At each of these stages, children reach different milestones which are also known as ‘characteristics
of a stage’. In the next section, we will describe what these milestones are.
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 3.4. Developmental Milestones
Milestones are developmental norms that define recognized patterns of development that
children are expected to follow. Each child develops in a unique way. However, using the
milestones helps us in understanding these general patterns of development while recognizing
that children develop at their own pace. One way to identify developmental delays is if children
fail to meet the development milestones in time or at all. Some children reach milestones at
different times from the norm. Always remember that children develop at their own pace.
Developmental milestones are skills children learn at a specific age. Developmental milestones
include physical, emotional, social and cognitive skills that children learn and accomplish as they
grow and develop. How children play, interact, learn, speak, behave and move reflects their
development and provide us at the same time the necessary information for better planning and
adjustment of teaching practices if needed. Developmental milestones are used as a guiding tool
to stimulate children and help them to reach their full potential by giving the best start in life.
Children develop differently, however, if you as a teacher sees any signs of possible
developmental delay for these specific age groups, speak to the parents of the child and advise
them to see the child’s doctor, paediatrician or nurse and ask for a developmental screening based
on the indicators below.
Developmental milestones 3 to 5 years

Developmental Domains/Area Developmental Milestones

- Dresses and undresses with little help

- Hops, jumps and runs with ease
- Climbs steps with alternating feet
- Gallops and skips by leading with one foot
- Transfers weight forward to throw ball
- Attempts to catch ball with hands
- Climbs playground equipment with increasing agility
- Holds crayon/pencil etc. between thumb and first two
fingers
- Exhibits hand preferences

Physical - Imitates variety of shapes in drawing, e.g. circles

- Independently cuts paper with scissors
- Toilet themselves

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 - Feeds self with minimum spills
- Walks and runs more smoothly
- Enjoys learning simple rhythm and movement routines
- Develops ability to toilet train at night

- Understands when someone is hurt and comforts them

- Attains gender stability (sure she is a girl etc.)
- May show stronger preference for same sex playmates
Emotional - May enforce gender-role norms with peers
- May show bouts of aggression with peers
- Likes to give and receive affection from parents
- May praise themselves and be boastful

- Enjoys playing with other children

- May have a particular friend
- Shares, smiles and cooperates with peers
Social - Jointly manipulates objects with one or two other peers
- Develops independence and social skills they will use for
learning and getting on with others at preschool and
school

- Understands opposites (e.g. big/little) and positional

words (middle/end)
- Uses objects and materials to build or construct things,
e.g. block tower, puzzle, clay, sand and water
- Builds tower eight to ten blocks
- Answers simple questions
- Counts five to ten things
- Has a longer attention span
- Talks to self during play—to help guide what they do
- Follows simple instructions

Cognitive - Follows simple rules and enjoys helping

- May write some numbers and letters
- Engages in dramatic play, taking on pretend character
roles

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 - Recalls events correctly
- Counts by rote, memorised numbers
- Touches objects to count—starting to understand
relationship between numbers and objects
- Can recount a recent story
- Copies letters and may write some unprompted
- Can match and name some colours

- Speaks in sentences and use many different words

- Answers simple questions
- Asks many questions
Language - Tells stories
- Talks constantly
- Enjoys talking and may like to experiment with new
words
- Uses adult forms of speech
- Takes part in conversations
- Enjoys jokes, rhymes and stories
- Will assert with words

Early Years Learning Framework Practice Based Resources - Developmental Milestones, 2020

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 Fig. 1 CDC’s Developmental Milestones

4. Work with Children

4.1. Learning Styles
The terminology learning style is used to describe how learners perceive, gather, interpret, organize
and keep information for further use. The learning styles capture an individual strength that helps a
person retain information more effectively. Learning styles focus on one of the five senses. If
teachers are aware of the individual child’s style and design their activities according to that,
children’s learning would improve and become more efficient. Learning takes place through sensory
experiences. At the age of 5 years, children learn the best when they see, listen, experience or do
things practically. People of all ages learn quickly and easily when they are taught in the style
through which they learn the best. According to VARK model, there are four core learning styles,
visual, auditory, reading and writing, and kinesthetic. However, in Pre-Primary we don’t have the
reading and writing, that’s the reason we only mention below the three existing in Pre-Primary.
4.1.1. Visual
Children learn the best when they see pictures, objects or anything used to demonstrate a certain
lesson. Visual learners visualise what they hear. Their brains are stimulated to form a picture of what

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they are hearing. Children learn better; remember better; understand better if they have pictures,
models, charts, visual aids which they can see.

4.1.2. Auditory
Children learn through hearing, which means that their auditory perception at the age of 5-6 years
needs to be developed. Auditory learners easily forget what they saw, but remember the best what
they have heard. They are very good listeners. Auditory learners concentrate even in a noisy
environment.

4.1.3. Kinaesthetic
These children learn the best by doing. They have to participate actively in order to learn effectively.
They cannot sit still and listen. They need to be actively involved in the learning process by
manipulating objects, doing experiments, building or constructing. They need a lot of movement,
physical activities.

4.2. Personalities in the Pre-Primary Phase

Children social, emotional development including personality development, takes place through
social interactions, biological maturation, the child’s representations of the social world and the self.
These interactions affect the development of social and emotional development. However, children
have their own unique characteristics which form their personalities. Each child’s uniqueness is
synonymous of different personalities. Although, we can categorize children’s personalities
according to their patterns of behavior and characteristics. Below are the personalities that can be
found in pre-primary learners.

Introverted: Introverted children are shy and reserved. Sometimes they can feel irritated, tired, or
overwhelmed after activities with a lot of social interactions. This doesn't mean they don't like
spending time with other children, they just need more time, understanding and patience to get used
to big crowds. They prefer small group interaction. If the environment is familiar to them, they can
be very expressive and out-spoken.

Extroverted: Extroverted children like social interactions. They are very talkative. They prefer
activities with their peers rather than individual work.

Leader: The natural leader in most cases is very popular. The children like to play with him/her.
He/she takes the lead when they play inclusive in the classroom dynamics. He/she organises the
group and gives the rules of the games. They know what they want and know how to get it.

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Perfectionist: Perfectionists children do not want to make mistakes. They are always trying to be the
best and get easily disappointed if they make mistakes. They need to know and understand that it is
normal to make mistakes and it is part of the learning process. Perfectionists children cannot cope
with failure; they always want to be successful in what they do. They show their frustration through
crying, staying aside and even going to the extension of having/responding in aggressive manners.
Teachers must be patient with them.

Idealist/daydreamer: They live in their own world. They easily forget about the people and the
things around them. They seldom complete tasks. The teacher must create activities that are of their
interest to keep them focused. The teacher must ffind out what the reason is for daydreaming and
work on it together with the child.

Sensitive: This child is very sensitive. They cry easily for a simple reason and they need a lot of
support, understanding and love. Usually, they react nicely to affection which helps them to calm
down. A hug can do miracles to those children.

Behavioural problems: Children with unacceptable behavior usually bully and tease other children
often. They don’t like to follow instructions and like to challenge others, not only their peers but also
adults including the teacher. This type of behavior is a way to call for attention. Those children need
a lot of support because their behavior shows that they are going through something. The teacher
must find out what the child is going through and give emotional support and guidance to the child.

Teachers must respond adequately to each type of personality in order to support children’s
development.

4.3. The role of Parents, Teachers and Community

“Education is a dynamic partnership between children, teachers and parents, in which each
compliments the work and effort of the other in an atmosphere of co-operation, mutual trust and
appreciation.” (Smile Education). It is extremely important to maintain a positive relationship with
the families of the children at your care. Teachers must promote the inclusion of parents and
community in the school life. This can be done through various ways such as inviting them to be part
of school initiatives, celebrations or inviting them to come and speak about professions or ultimately
engage them in practical activities at school such as cleaning actions, repairing furniture, etc. Most
parents need guidance, information, support and knowledge to provide a safe, nurturing and positive
environment for their children to develop and grow. Teachers must support parents in this journey.
Parents, family, teachers and community must work together as a team for the benefit of children. It
takes a village to raise a child (African proverb). School must be the extension of home and home
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must be the continuation of school. Teachers must work closely with parents and the community.
Teachers should carry out initiatives of close collaboration with families and communities such as
welcoming all families and community members to school and have regular meetings with parents to
give feedback on their children’s learning journey, development and progress. Teachers must be
sensitive to families’ concerns, insecurities, values, beliefs and child upbringing.

4.3.1. The role of Parents

From the time the child is born parents are responding to him/her and showing their warmth and love
in many ways. The child in return, feels loved, secured, and learns to trust. The child thrives under
the nurture and guidance of parents and moves towards optimal development. Caring for a child is
the primary goal of all parents. To grow optimally, children need to feel safe, secure, loved,
stimulated, happy and healthy at all times. In addition to care, children need constant positive
stimulation, which is also critical to children’s learning and development. Parents who spend time
with their kids and who talk, read, sing, hug, and play with them; who answer their questions with
facts, clarity, and honesty, are helping the child’s cognitive development and provide self-confidence
and emotional stability as well. Parents need to be aware of and accept differences and avoid
comparing their children, making one child appear inferior to another. “Parent-child interaction in a
nurturing home environment provides the foundation for the development of the full potential of the
child.” (Smile Education)

4.3.2. The role of the Teacher

Although the child learns from experiences, the teacher plays an important role in interpreting
experiences and using the child’s response for further experience and learning. Teachers have the
role to provide a positive, healthy, loving, caring, joyful and playful environment that allows children
to develop, learn and grow. This includes, protection, physical, emotional, psychological support.
The teacher must create a stimulating, conducive learning environment with secure atmosphere in
her/his classroom where the child learns, is happy, feels safe and secure. The teacher should provide
a safe place in which the child can apply him/herself to the school task with enthusiasm and with
confidence. The teacher must guide the child in the most efficient manner, according to the child’s
own ability. The teacher’s role is also to help children to understand and master the world around
them. The teacher should interact with the children - interaction could be verbal and non-verbal.
Verbal communication includes talking to the children; telling stories; asking questions or singing.
Non-verbal communication includes hugging, sitting at eye level with the children and smiling at
children. Successful teachers of young children need training, experience, and opportunities for
ongoing professional development to support their commitment to fulfilling diverse roles and

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responsibilities. Teachers must provide plenty of learning opportunities to promote holistic child
development. Those opportunities should be through play.

4.3.3. The role of the Community

The community plays a role in the development of children. When we speak of community we refer
to extended family, friends, neighbors and people in local settings. Community connections can give
children a sense of belonging and help them develop holistically. Community must take part of the
school activities and children will benefit from that interaction by learning from those people they
see most often. There are people in the community such as the doctor, nurse, dentist, firefighter,
policeman and traffic officer who are friends and are there to help. A local artist, librarian, fireman,
optician, mechanic, etc. can also be invited to the school in order to explain what work he/she does.
E.g. a doctor can come to school to talk about health and share the importance of helping and caring
for others. The teacher can also invite community leaders and members to come to school to talk
about their role in the community, about culture and even be guests during story telling. This in
return, will teach children about their own culture and identity.

4.4. Inclusive Education

Inclusion is a philosophy (a way of thinking) about the education system enabling all children to
learn and participate effectively within mainstream schools. Inclusive education is based on the right
for education for all children. Inclusive education is about access to good quality education for all
children irrespective of their age, ethnic background, gender, disabilities and abilities. Inclusive
education is established on the understanding that all learners have the right to be educated with
peers, friends and family members in their neighbourhood or local school. Inclusive education
acknowledges the need to see children as individuals but it shifts the focus from individual children
as problems to problems in the education system and teaching. Inclusive education is the right of
every child and promotes participation in, or access to, the full range of educational programmes and
services offered by the education system. It is based on the principles of supporting and celebrating
the diversity found among all children and removing all barriers to learning and development. As a
teacher, it is important to promote inclusivity for every child in Namibia, where each child has the
right to grow, develop and learn according to her/his own needs and characteristics. Inclusive
education requires changes in the education system, the attitudes of teachers and the way teaching
and learning is organized at schools. These changes cannot happen at once, but inclusion in
education should be rather understood as a process towards the aim of improving the education
system to better respond to the diverse needs of all learners. On the other hand, inclusion in
education is a means of achieving the goal of an inclusive society.
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Inclusion is not only about supporting individual children with disabilities - Inclusive Education is a
good indicator of quality education for all children, as it leads to differentiated teaching methods.
This contributes to the better development of skills of all children, with or without disabilities. We
can all learn together and from each other!

Inclusive Education is:

- a right (to education for all)
- a process (of improving the education system)
- an aim (for the education system to become more responsive to learners’ needs)
- a means (of achieving the wider goal of an inclusive society)
Inclusive schools need to create learning environments that are learner centred, flexible and enable
children to develop their unique capacities in a way which is conducive to their individual styles of
learning. The process of inclusion requires teachers to consider the academic development, social
and economic welfare of the children and their families. As a teacher it is important to promote
inclusivity for every child in Namibia, where each child has the right to grow, develop and learn
according to her/his own needs and characteristics. In order for inclusive education to be successful
teachers must:
- acknowledge that all children can learn and that all children need some form of
support in learning
- create a learner centred learning environment
- identify and minimise barriers to learning as early as possible
- involve the home, the community and other opportunities for education outside of
schools
- change their attitudes, behaviours, teaching methods, curricula and the learning
environment to meet the needs of all children.
4.4.1. Inclusive Education as a Policy
Education is a right for all and therefore inclusive education is stipulated in many international and
national policies. Internationally, Inclusive Education is based on the UN Convention on the Rights
of the Child (1989), Jomtien World Declaration on Education for All (1990), Salamanca Statement
and Framework for Action (UNESCO, 1994) Dakar Framework for Action (Dakar World Education
Conference, UNESCO, 2000), UN Convention on the Rights of Persons with Disabilities (2006).

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In the Namibian context inclusive education is based to the Constitution of the Republic of Namibia
(1990) and also derives from the education policy adopted after independence (Education for All)
with the four major goals of education which are: Access, Equity, Equality and Democracy. The
National curriculum for basic Education (2016) indicates that: “Inclusive Education at school means
ensuring that both the physical and social environment are conducive to all learners and all the
necessary teaching and learning aids are in place. All teachers should have a foundation in inclusive
education and knowledge in learner support. Every school should have teachers who received
training in inclusive education as part of their qualification or continuous professional development.
These teachers must be educated in identifying learning needs and in referral procedures and
support programmes for learners with different impairments.”

Other laws and policies that commit the Government of Namibia to inclusive education are: the
National Policy on Disability (1997); National Policy Options for Educationally Marginalised
Children (2000); Namibian National Plan of Action for EFA 2001-2015 (2000); Namibia Vision
2030: Policy Framework for Long –term National Development (2004); National Disability Council
Act (2004); Education and Training Sector Improvement Programme (ETSIP) (2007); Education
Sector Policy on Orphans and Vulnerable Children (2008) and Ministry of Education Strategic Plan
(2012-2017).

4.4.2. Inclusive Education vs Special Education

In order to understand why inclusive education is necessary we need to differentiate between special
education and inclusive education. Special education refers to education offered in special schools
for learners with a diagnosed disability which needs special education such as diagnosed
neurobiological difficulties. Special education assumes that some learners have special educational
needs and can only be taught in special schools by special teachers. Children without disabilities.
Any difficulty that is not neurobiological is classified as a learning difficulty. Effective teaching,
learning support and counselling are very important to remediate or aid learning backlogs that are
caused by the external factors. This assumption creates an education system that allows little
flexibility and responsiveness to learners’ needs. This kind of an education system is segregate.
An inclusive education system is learner centred and flexible. Moving towards inclusive education is
necessary in order to improve the education system. On the other hand, inclusion is the only way to
achieve education for all.

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The below table will help to understand the arguments behind segregation and arguments for
inclusion.

Arguments for segregation: Arguments for Inclusion:

1. Learners who have special 1. Learners have individual needs and not all learners need the
needs all need the same kind of same kind of support. Individual support can be tailored to the
special help and therefore they needs of learners in mainstream schools as well.
are best helped in special
schools. 2. Special schools are designed for certain types of learners with
2. Special schools are suitable for certain types of disabilities. Many learners might not fit in any of
all learners with special needs. the special schools. Special schools might be suitable only for
learners who clearly fall under a group in need of similar support
that cannot be easily given in mainstream schools (Deaf, Blind).

3. All learners with special needs 3. There are only a few special schools and they don’t have
should go to special schools. space for all learners with special needs. Special schools should
rather specialize in enrolling learners with severe and multiple
disabilities. Special schools should become resource centres that
offer support to mainstream schools.
4. Special schools help learners 4. Many special schools are located far from learners’ homes and
with special needs to learn the learners might not be able to learn the skills they need to gain in
necessary skills they need in order to live in the communities they come from. Often the
society. medium of instruction differs from the learners’ first language.
This might hinder participation and inclusion in life in the
community.

1. “Normal” schools should only 1. All learners are different and all learners have individual
enrol normal learners. needs. Labelling some learners as normal and some as abnormal
creates discrimination
2. If learners cannot cope in 2. The system needs to change and better respond to the needs of
“normal” schools they should go learners. If learners have difficulties in learning maybe there is
to special schools. something wrong in the education system.
3. Normal teachers can only 3. All teachers have a responsibility to support the learning of all

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teach normal learners who are learners and all teachers can do that. If learners cannot learn the
able to learn what the teacher is way a teacher is teaching them maybe the teacher needs to
teaching to them. teacher them the way they learn.

4. Only normal learners can 4. All learners benefit from education in mainstream schools. In
benefit from education in inclusive schools’ learners learn social skills, behavioural skills
“normal” schools. and communication skills through interaction with others. All
learners can make progress in academic skills according to their
5. Learners with special needs potential.
will hold back the teaching and
progress of “normal” learners. 5. Educating learners with different abilities in the same schools
will foster social skills and acceptance of difference among all
learners.

4.4.3. Understanding and reducing barriers to learning

Many learners have problems in learning and teachers might not know why. Some possible
explanations might include:
A learner An environment
 the learner has an impairment  the teaching methods are ineffective
 the learner has a short memory  there is no compensatory teaching
 the learner cannot concentrate  there is lack of support from parents
 the learner is often absent  there is lack of resources at the school
 the learner is lazy  the teacher does not like the learner

The difference between the explanations in the left and right boxes is that the ones one the right shift
the focus from looking at the learner as a problem to seeing the social environment as a problem.
This is important since we need to realize that barriers to learning might are caused by individual
attributes but often barriers are caused by the environment and other people. Vice versa this means
that there are many changes we can do in the environment and the actions and attitudes of other
people to reduce barriers in learning.
Furthermore, we need to differentiate between barriers related to impairments and barriers related to
deprivation.
Impairment Deprivation

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 An impairment is a physical, Deprivation refers to delayed or limited
intellectual, mental or sensory condition growth and development of a child caused
that places limitations on a person by the environment which harms or does not
functioning, for example a visual support the child’s well-being. The child
impairment, a hearing impairment, an may not have enough food or a good diet;
intellectual impairment or a physical he/she may live in poor housing and are be
impairment. prone to illnesses; he/she they may be
beaten; his/her
parents may have separated or they may
have died etc.

We might not always be able to influence or change the factors that cause or have caused deprivation
in a child’s environment. However, we can reduce the negative consequences of deprivation and
support a deprived child by giving him/her love, attention and care. We can advise parents on
nutritious food, hygiene and prevention of diseases. We can counsel a child and the child’s
caregivers and listen to their worries. We can build the child’s self-esteem and encourage the child.
Most importantly, we must ensure that a child who is deprived at home will not be deprived at school
but will get the full support and understanding and the best possible education from his or her
teachers. We must ensure that school is a place in which the child can feel secure; safe from
discouragement, safe from fear of failure, safe from bullying and any form of corporal punishment.
Although we cannot cure impairments or there are many things that can be done to reduce the
negative consequences of the impairment. For example, we could reduce the negative effects of a
physical impairment by:
- teaching the person to walk using crutches or sticks.
- giving the person a wheelchair.
- ensuring that there are no steps up to buildings.
- adapting the toilet so that the person can move from a wheelchair to it.
- ensuring that his brothers and sisters play with the child.
This way of thinking places a responsibility on educators and the community. If we fail to do any of
the things listed then the person will be more affected/ impacted by her/his disability. Hence it is not
the impairment that holds back the person but the way in which society treats the person! That is why
some people prefer to be called ‘disabled persons’ because they feel that society, and the
environment in which they live, has disabled them. Throughout the world this social view of
disability is becoming more accepted. All children learn through interaction with other people –
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parents, siblings and peers – and through experiences gained in the various environments in their
lives – home, community and school. This is just as true for children with impairments. But this is
often forgotten as these children were seen as ‘different’. Indeed, their lack of learning or slow
development is often explained by their impairment rather than by the restrictions they experience in
interacting with others and participating in different environments.
Impairment Disability
Disability refers to the social disadvantage
that is caused through the barriers that a
person with an impairment faces when interacting in
Impairment refers to an individual society. A disability is any condition of the body or
characteristic or condition that places mind (impairment) that makes it more difficult for
limitations on the person’s functioning. the person with the condition to do certain activities
(activity limitation) and interact with the world
around them (participation restrictions).
There are many types of disabilities, such as those
that affect a person’s:

We TEACHERS cannot cure impairments but we can reduce disabilities! We TEACHERS might not
be able to change the learner but we can change our attitudes and the way we are treating and
supporting the learner.
4.4.4. Moving Towards Inclusive Education
Inclusive education requires changes in the education system and in the way teaching and learning is
organized at schools. Furthermore, it requires changes in teacher attitudes and their approach to
teaching and learning. These changes can happen step by step moving towards more and more
inclusive practices.
Teachers can make many changes that will make their classrooms and teaching more inclusive. To
get started with:
Think of your attitude as a teacher:
 Are the barriers learners might encounter because of your attitude? Are there some learners who
might feel afraid of you or who might feel discouraged by the way you treat them / speak to them /
ignore them?
Think of your teaching choices:
 Are there barriers learners might encounter because of the way you teach them? What could you
do to improve your teaching?
Identify learners with developmental delays:

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 Who are your learners in need of more attention and support? What are the barriers that are
causing problems in their learning? What could be done to reduce the negative effects of those
barriers?
These three changes will already push you a way forward in becoming a more inclusive teacher.
Additionally, the following “Nine Golden Rules for Learning Support” will help you to develop
inclusive classroom practice:
Include everyone:
 Involve all learners in the classroom activities. Make sure that all learners participate. Make sure
all learners feel accepted and included. Create an atmosphere of tolerance and do not accept any
bullying.
Communicate:
 Make sure your communication is clear and understandable. Use short instructions and language
that is easy to understand. Use visual aids, body language and gestures to help your learners get the
message. Be open to all forms of communication from learners and listen to their ideas.
Conducive learning environment:
 Organize your classroom environment to be conducive for learning. Arrange the seating
according to the activity and the needs of individual learners. Arrange where you store items. Plan
the daily timetable so that children can follow the structure (visual timetable, morning routines,
routines before leaving the class). Establish routines for different activities (entering classroom,
distributing books, classroom duties). Keep your classroom tidy and have a clearly marked place for
all items in the classroom. Manage time. Have visual classroom rules.
Plan your lessons:
 Plan your lessons taking account of the diversity of the learners. Differentiate objectives,
activities, pace of learning and the amount of work you give to learners according to their individual
abilities and needs.
Plan for individuals:
 Make individual plans for learners in need of more support. Identify the areas they need support
in, identify individual learning objectives and list ways in which you will give support. Keep record
of learners’ progress and achievements even if they are below the basic competencies.
Give individual help:
 Support individual learners who need extra help by seating them close to you, demonstrating the
activity to them individually, helping them get started, assigning a peer to help, giving compensatory
teaching and differentiating activities.

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Use assistive aids:
 Use concrete teaching and learning material; bottle tops, pictures, real objects etc. Design simple
assistive aids such as putting a bostic around a pencil for a learner with difficulty holding the pencil.
Manage behaviour/Positive Discipline:
 Plan so that undesired behaviour is less likely to occur. Establish positive classroom rules
discipline that are kept and followed firmly and consistently. Reward learners for good behaviour.
Work together:
 Involve other teachers. Give each other advice and support. Involve parents. Get their advice and
give them advice on what to do at home. Explain to parents how you are intending to support their
child.
For inclusive education to be successful a whole school approach is needed. Therefore, it is
important that you are not alone with the task. Inclusive education requires understanding and
support from school management, all teachers and the community. This might not always be
available. However, this is not a reason to give up but rather a reason to try harder. Moving towards
inclusive education can start from the initiative and example of an individual teacher.
As a teacher, it’s important to remember that children with special needs are children first. They have
the same needs as all children. School must be a place where they feel physically comfortable, loved
and secure; opportunities to play and learn; people who care about them; and activities that allow
them to be successful. Children with special needs often are not so different from typically-
developing children. They may need more time to learn and practice certain skills. They may need
more praise and encouragement to gain the skills typical for their age group. They may need specific
adaptations to help them succeed at certain activities. But it’s important to remember that in many,
many ways these children have lots in common with other children.

5. Teaching Methodology and Approaches

How children learn should determine how teachers of young children teach. The correct way to teach
young children is not to lecture or verbally instruct them. Teachers of young children are more like
guides or facilitators. The learning environment must be thoroughly prepared, so that it provides
stimulating, challenging materials and activities for children. For children to understand fully and
remember what they have learned, whether it is related to reading, mathematics or any other subject
matter areas, the information must be meaningful to the child’s context, to the child’s experience and
development. The teaching methodologies and approaches used by the teacher must take into
consideration the uniqueness of the child and the child as whole. Teachers must be aware of each
child’s unique interests, ability, personality, style of learning and rate of development. The teacher
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should use a child centered approach. Children must be the center of the learning process and
children must be actively engaging in the classroom dynamic. Teachers should allow children to be
responsible for their own learning by allocating time daily for free choice activities. The approach to
teaching and learning used by the teacher must be based on a paradigm of child-centred education
described in ministerial policy documents.
The aim is to develop learning with understanding and with the right skills and attitudes to contribute
to the development of society. The starting point for teaching and learning must be the child and the
fact that the child brings to the school a wealth of knowledge and social experience gained from the
family, the community, and through interaction with the environment. Children learn best when they
are actively involved in the learning process through a high degree of participation, contribution and
production. Through play activities and handling a variety of manipulatives and artefacts, children
will be encouraged to investigate and explore the learning environment. Teaching strategies must
therefore be varied but flexible within well-structured sequences of fun lessons with stories, songs,
games and movement. Learning should be co-operative and collaborative. Work in groups, in pairs,
individually, or as a whole class must be organised and appropriate to the task at hand. Learning will
be most relevant and meaningful for the children if it is constantly used in relation to their immediate
environment. It is only by local contextualisation and application that younger children will
understand what they are learning. Teaching of all learning areas should therefore both draw on the
cultural richness of the immediate environment and related topics to the immediate environment in
every way possible. Parents and community members should be involved in the teaching and
learning process as much as possible. The Pre-Primary teacher teaching methods must be child-
centred, thematic, cross curricular and play based learning.

5.1. Child-Centred
Child-centred education places the child at the centre of the learning process in which they are active
participants. Involves giving children choices of learning activities, with the teacher acting as
facilitator of learning. In child-centred education, the teacher’s role is to help the children learn
through activity-based instruction, encouraging children to discover things for themselves. In child–
centred education children often work in groups, the children talk much of the time about the lesson
topic, children discover things for themselves, children are actively involved in the lesson. Teachers
prepare an environment that allows the children to learn through active exploration and interaction
with other children. These include role play, dancing, art, music, interest corners, sand patch, water
play, garden area, etc. Children learn through experience by doing, moving, manipulating, exploring
and discovering the world around them.

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5.2. Thematic Integration and Cross Curricular Teaching
The thematic approach to teaching and learning is embedded in Pre-primary education. Therefore,
there are deliberate connections between learning areas, allowing a transfer of learning from one
context to another. This will further provide valuable focus to locate learning within the child’s
context (environment) and help children understand why they are doing what they are doing.
Pre-school should not be mini grade 1. Instead, they should be conducted along informal lines with
learning areas with no imposed subject areas or time limits. A cross-curricular approach is an
educational strategy that allows teachers to plan lessons that incorporate more than one learning area.
It’s an approach to design activities that favours the dynamic use of learning topics, themes,
skills/competencies in many areas across the curriculum. This allows students to broaden their lens
of understanding and apply skills and strategies they learn in lessons to deepen their overall
understanding and make authentic, real-world connections. Cross-curricular instruction also allows
students the opportunity to learn skills in different contexts and allows many activities to be going on
simultaneously. Thus, at any specific time, one may find some children engaged in block play, others
are drawing or painting, while others are involved in dramatic play in the fantasy corner. In all these
situations, the areas must be set up to encourage learning through active involvement. This gives the
child the opportunity to develop not only intellectually, but also socially, emotionally and physically.
It encourages independent and constructive behavior, an enthusiasm for learning.

5.3. Learning Through Play

The physical, emotional, social and cognitive development of children are dependent on active
involvement. Play is a natural part of a child’s life. Play provides a basis for a child’s learning. Play
is pleasurable, rewarding, giving children plenty of opportunity to explore, share and co-operate.
Through touching, manipulating, exploring and testing, children find out about the world around
them. Children interact with other children and adults, to find out about themselves and their
relationship with others. Play provides opportunities for children to learn how to solve problems and
work cooperatively with others. Children love to play at this stage and are very curious and have
great capacity to absorb and learn. Activities should be built according to the children’s needs and
interests, in order to develop their self-confidence and take responsibility for their own learning
process. These activities not only make learning easier, but help the children develop self-
confidence and to take responsibility for learning. Play helps them to share and to cooperate. They
discover new things through play.

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"Hands-on" and playful experiences increase the numbers of brain synapses (connections) that shape
and pattern the growing brain. Play is key to promote child development and that it's been
recognized by the United Nations as a basic right of every child.
Play, in the context of secure attachments to adults, gives children the enrichment, stimulation, and
physical activity they need to develop their brains for future learning. (Shore, l997)
Children investigate the world through play, and for this reason play forms a very important part of
the child’s pre-school activities. It is through play that much of children’s early learning is achieved.
The physical, emotional, social and cognitive developments of children are dependent on active
involvement. Through interacting with other children and adults, they find out about themselves and
their relationship to others. Through fantasy-play and role-play, children imitate adults and
experiment with what it means to be a teacher, a doctor, a banker, a fisherman etc. Through play,
they learn how to solve problems and work cooperatively with others.

5.3.1. Learning Corners

Learning corners or stations are specific areas in the classroom where children rotate from station to
station or corner. The teacher must move around the different stations’ corners and observe what
children are doing and should have conversations with the children about what they are busy with,
what they have learned and if they like it or not.
Learning corners or learning stations are excellent to promote a play-based learning or learning
through play. Here are some examples of learning stations or learning corners that teachers can
create in the classroom.

5.3.1.1. Creative/Art Learning Corner

Creativity is extremely important in child development. Art activities such as drawing, finger
painting, play dough, making sculptures out of clay, brush paint and other forms of creative art are
crucial in a Pre-Primary classroom environment. Creative artwork helps children to develop different
skills such as fine motor skills, coordination, seating posture, imagination, creativity, concentration,
take turns, wait patiently, express their own ideas and feelings and relieve children’s stress. At the
same time, Creative artwork is an excellent opportunity to assess children’s development and
progress holistically. Besides that, it is a tool to get to know the child’s needs, interests and the
environment where she/he lives, the household, the family, friends and community.
The set-up of a creative or art learning corner depends on the ages of the children in the group and
the space available in the classroom.
Suggested materials to be included in the creative or art learning corner:

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 - Paint
- Dough
- Clay,
- Plasticine
- Paint brush
- Aprons
- Paper scissors

5.3.1.2. Science/Nature Learning Corner

Children are curious, natural discoverers and like to learn about their environment. To fulfil this
desire and interest, nothing is better than a Science and Nature learning corner or station.
Science and Nature Centre/corner allows children to explore, experiment, question, discover and
understand the natural world around them. This rich station develops children’s curiosity, expands
their vocabulary and understanding about the world where they live.
Suggested materials to be included in the science/nature learning corner:
- leaves
- sticks,
- plants,
- seeds,
- seasonal fruits and vegetables,
- stones,
- soil,
- feathers,
- Pictures of animals, plants, birds and fishes
- any other natural objects from the environment.
5.3.1.3. Block Learning Corner
Block learning corner is an excellent resource in any kindergarten or pre-primary classroom
environment. This learning corner, allows children to develop and improve their motor skills,
practice problem solving, develop critical thinking, creativity and imagination. Simultaneously,
children learn how to socialize, work in small groups and how to share and interact with their peers.
A block learning centre will also teach children about mathematics, basic engineering and
architecture while building houses, roads or bridges, just to mention a few examples.
Suggested materials to be included in the block learning corner:
- Wooden Blocks

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 - Building sets/ Unit Blocks (plastic)
- Soft Blocks (foam/sponge)
5.3.1.4. Library/Reading Corner
A Library/Reading corner is essential in classrooms and child care facilities. This station/corner
helps children to familiarize themselves and develop a taste for reading (reading the pictures),
expand their vocabulary, comprehension skills and imagination.
Suggested materials to be included in the library/reading learning corner:
Age appropriate books about:
- animals,
- plants,
- transportation,
- picture books,
- storybooks,
- poetry book

5.3.1.5. Dramatic /Fantasy Learning Corner

Dramatic play helps children explore different roles and situations as children play with items and
tools adults use in everyday life. Roleplay also helps children learn about their community, their
surrounding environment, and a variety of careers.
Suggested materials to be included in the dramatic/fantasy learning corner:
- Carpentry
- Dress Up
- Play Kitchen
- Play Living Room
- Play Market/Grocery Store
- Puppets
- Carpentry - A child-size workbench and basic play carpenter tools (plastic or wood)
- Dolls and Doll Play Accessories
- Dress-Up Clothes
- Housekeeping Play
- Kitchenware and Cooking Play
- Pretend Food
- Shopping Play: Handbags, wallets, shopping carts, a play cash register, play money,
and a variety of supermarket items

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5.3.1.6. Puzzle Learning Corner
Puzzles help children develop cognitive skills. While playing with puzzles, children develop critical
thinking, problem-solving, fine motor skills, visual discrimination, concentration, hand-eye
coordination, spatial awareness and visual memory.
Suggested materials to be included in the puzzle learning corner:
- Wood Puzzles
- Floor Puzzles
- Alphabet Puzzle
- Colour and Shape Puzzle
- Number Puzzle
- Memory Matching Game

5.3.1.7. Music Learning Corner

Children love music. A music corner is an important component in a kindergarten or preschool
classroom. Listening to music, singing, playing musical instruments, dancing are activities that
develop children’s listening and responding skills, balance, coordination, creativity, social and
emotional skills.
Suggested materials to be included in the music learning corner:
- Drums
- Xylophones
- Handbells
- Shakers
- Guitar
- Flute
- Bells

5.3.1.8. Technology Learning Corner

Digital literacy is an important component in our days. In the past years’ technology became a major
component in education, which is why it's important to include a technology learning corner in a
kindergarten or preschool. This corner will teach children on how to appropriately use technology
while having fun.
Suggested materials to be included in the technology learning corner:
- Desktop computer
- Laptop
- Tablet
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 - Headphones
- Radio
5.3.1.9. Outdoor Play Learning Stations
Outdoor play empowers children to be curious, to investigate and experiment with the natural
environment around them. Outdoor Play provides children the opportunity to develop physically,
emotionally, socially and cognitively and learn different and interesting things.
Teachers can create outdoor learning stations/corners such as:
- Sand and Water
- Nature and Gardening
- Sports
- Sensory Path
5.3.1. Learning Corners Rules
Every learning corner must have its unique colour, picture or drawing that children can identify
relate and recognize easily. The process of creating the rules for the learning corner must be done
together with the children. It’s a child driven process. Children are the ones in charge of the entire
process, choices of colours, pictures, drawings, etc. The teacher should design cards together with
the children to identify the learning corners. Teachers can use pictures or drawings done by the
children. When free playtime comes, children choose independently what learning corner they want
to experience that day. Then each child picks a card for learning areas/ corners they wish to partake
in. This process should be child-driven with no pressure or adult’s influence.

5.3.2. Discovery Play

Discovery play or learning focuses on children discovering things by themselves with minimal
teacher guidance or explanation, resolving problems and the use of hands on materials. Learning
through discovery happens all the time. To help children discover, we can set up a special discovery
area in the classroom. Children can be free to learn about many different things by observing,
exploring and experimenting. Children discover by observing, touching, tasting, exploring, and
experimenting things. Some activities/materials can be tactile, such as feely boxes, while others can
have very bright strong colours. Children should be allowed and encouraged to handle objects on an
interest corner and the teacher should be available to discuss any questions or comments that may
arise. Good discovery activities will stimulate and inspire discussion. The most successful activities
and learning corners are those in which children have participated. Objects chosen for a learning
corner need to be safe when handled. For example, there should not be anything too small, which
might be inserted into an ear or nose, or choke a small child. The learning corners that promote
discovery learning are:
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The nature corner
Children will learn about nature and living things. They will learn how to plant seeds and how seeds
need sunlight and water to grow well, find out more about vegetables, fruit, leaves and flowers and
learn that they need to be kind and care for living things.
The Science corner
Children will learn about water. They will experiment and discover how water feels, how it pours,
how it streams through holes and how it tastes, how to make bubbles by mixing soap and water and
blowing through a straw and on how a drop of colour (food colouring or paint) slowly mixes with
water.
Children will learn about sand. They will experiment and discover how sand feels and the sounds
it makes in different containers, discover how they can build with wet sand; and how they can add
stones, discover about sand and weight by using a balance scale.
Learn about how things change. How lemons change into lemonade, how oranges change into
orange juice, how ingredients change making instant pudding or jelly and how powder milk changes
into milk.
Learn about the five senses
Discovering about how things look, taste, feel and smell. Experience different types of food with
different:
- colours,
- sizes,
- texture,
- tastes,
- scent,
- shape,
- size,
- weight.
5.3.3. The Importance of Play
In recent years, the benefits of play, especially its critical role for early brain development, have been
increasingly discussed, emphasized and included in early years’ education policy (UNICEF, 2018).
Play is one of the most important ways in which young children gain knowledge, skills and
contribute to the physical, emotional, social and cognitive development of children. Children will
learn through their play the important skills that they will use later in their life. For children, play is
natural. It is how they learn about themselves, their environment and the people around them.

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Play helps children develop socially and emotionally. At early stages, young children think only
for themselves. That’s why young children do not want to share toys with others - what they have
belongs to them. Children gradually learn to think about ideas and feelings of other children. When
children play pretend games in groups/ with others, they learn to share things with one another. They
also learn how to behave in a way that others find acceptable.
It enables children to share their interests and gives them a sense of control over their lives.
Through pretending to be different people (mother, father, doctor), children begin to think beyond
themselves and to understand the role of other people.
It contributes to children’s development of language skills. As children require speaking and
listening to others when playing pretend games. This will enable them to develop their language. A
child kept in the house alone without interaction with others will have language problem more than
the one who is exposed to many friends. Fantasy play should be mostly used in the learning of
children as they enjoy it and they are independent.
It helps children to regulate moods and behaviours. Children will develop self-control through
pretend play and behave well when playing with others. This will happen when they come from the
house where respect to others is mostly applied.
Play is an extremely important component of child development because:

- Promote healthy brain development.

- Enhance social and emotional development of children as well as their cognitive
development.
- Allows children to use their creativity while developing their imagination
- Promotes children’s learning readiness, learning behaviors, critical thinking and
problem-solving skills.
- Allows children to create and explore a world they can master, conquering their fears
while practicing adult roles.
- Allows children to present and process things/situations they experience socially and
emotionally.
- Provides opportunities for children to learn how to work in groups, share, negotiate,
solve conflicts and learn self-advocacy skills.
- Children practice decision-making skills, move at their own pace, discover their areas
of interest and ultimately engage fully in the passions they wish to pursue.
- Helps children develop new competencies such as confidence, positive self-esteem
and resilience.
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 - Play builds active and healthy bodies.
Play is crucial to the healthy growth and development of every child. As already highlighted above,
it is through play that young children learn best. Children learn and develop through different types
of play discussed below. Research has demonstrated that play enables children to:
Play allows the children to:
- investigate and discover
- practice and develop skills
- care for others
- be creative and imaginative
- learn self-control and be happy
- Make sense of their world
- Expand social and cultural understanding
- Express personal thoughts and feeling
- Practise flexible and divergent thinking
- Encounter and solve real problems
- Learn to consider other people’s perspectives
- Negotiate play roles and plans
- Develop self-control
- Extend language and literacy skills
- Enhance brain and motor development
(bredekamp, 1987; bredekamp & Rosegrant, 1992; Frost, Wortham & Reifel, 2005; Isenberg &
Quisenberry, 1988; Isenberg & jalongo, 1997; McCain, Mustard & Shanker, 2007; pellegrini, 1980;
Pellegrini & Bohn, 2005; Pellegrini & Bohn, 2005; pellegrini & Smith, 1993)

5.3.4. Types of Play

Play comes in different types and contexts, and it affects and is affected by each area of
development: physical, cognitive, creative, social-emotional and linguistic (Pellegrino, 2011).
There are different types of play and all of them are equally important. We are going to talk about
Free play, Manipulative play, Role play or dramatic Play, Fantasy play, Exploratory or messy play
and Guided Play.

Free play
Is unstructured play. Children choose what they want to play, it can be outdoor or indoor play.
During free play, children use their imagination or enjoy physical activity rather than being guided or
coached. Free play should be part of the daily routines in Pre-Primary Education. Free Play, is a very
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important component to be included in Pre-Primary daily programs or schedule as it is a good
opportunity for the teacher to observe the individual child.

Manipulative play
Known as well as construction play, it involves manipulating and exploring objects, parts and
materials such as treating beads, doing puzzles, playing with building blocks or construction sets.
Children will construct something new or manipulate objects and materials to explore how they go
together. It includes building or creating something using natural or manufactured materials (e.g.
building houses in the sand or making puzzles).

Role play or dramatic Play

Children take on roles in familiar situations such as family celebrations or daily routines. The child
recreates everyday activities or situations that she/he has observed. For example, a young child may
gently rock a doll while feeding it a bottle.

Exploratory or messy play

Children explore the properties and functions of objects, materials and equipment. Exploratory play
involves using physical skills and sensations to learn about materials and their properties, what they
feel like and what can be done with them. It involves using all their senses. Children will explore
objects by looking, touching, biting tasting, smelling, listening and moving it from one place to
another, they do this mostly repeatedly until the learning process is completed.

Symbolic play
Involves using an object at hand and converting it into the toy or prop needed through a build process
of fantasy or imagination (Miller & Almon, 2009, p.54). For example, a child may use a piece of
wood to symbolize a person or an object. E.g. a stick to symbolize a sword).

Guided play
Involves play with rules and criteria. The play is structured, meaning there are rules to follow such as
games.

Fantasy play
Fantasy play is a pretend play. You pretend when you imitate what other people or things do.
Fantasy play happens everywhere and at any time. It can be inside or outside the classroom. Pretend
play is an essential part of childhood. Children will learn so many important skills through open-
ended play that gets their imagination going and they will create priceless memories of childhood in
the process.
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Fantasy play is nonliteral, meaning it is not realistic. It invokes a child’s imaginative capacity.
Children may perform activities without the materials and the social context necessary for such
activities in reality e.g. they imagine they live in a castle and are princess and prince.
Fantasy play for young children is a way to try on adult roles and skills. Examples of fantasy play
themes to have in the fantasy corner:
 house
 shop
 hospital
 building site
 police station
 transport
Teachers can create a Fantasy corner in the classroom to promote this type of play.
Fantasy Corner
Types of Fantasy Play
Children like to imitate what they always see happening in the house and environment.
Parents: Children like to play parents’ roles such as pretending to be a mommy feeding the baby,
cooking food, cleaning the house. They also pretend to be fathers driving the car, cleaning the yard,
milking the cow or herding cattle. Children can also pretend their elder sisters and brothers’ roles.
Careers: Children pretend to be doctors, teachers, bus and car drivers, mechanics, policemen etc.
Animals: In some of the children’s play, they pretend to be animals like dogs, cats, hyenas etc.
Masks and Costumes (if available): children can wear masks or costumes when playing or acting
out a story. For example, if a child acts out a princess, he/she wears the princess costumes. Masks
and costumes allow children to feel closer to the reality they are imagining. Shy children may feel
more comfortable with maks and costumes while exploring fantasy play.

Props Children can Pretend with:

There are things that look real but are child-size, for example; small cups and saucer, dolls, toy cars,
postmen’s hats. Children should play with things that look like those found in their own homes such
as beds, sleeping mats, tables, stoves, cupboards, pots, cups, plates, jugs and tea kettles. Lots of
different old clothes for dressing up as both mommy and daddy.
Children also pretend with things that do not look real, for example; a child can pretend that a block
is a cup, a stick is a car, and a box is a bus. When children pretend like this, they are not wrong. They
are really using their imagination. Children should have a chance to pretend with both kinds of
things; those that look real and those that do not.
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In addition, play takes many forms, a child can play alone, with another child or in a group: Here are
some examples of how children play:

 Solitary / Individual Play –The child is completely engrossed in playing and does not
seem to notice other kids. The child plays alone.
 Onlooker behavior play –The child takes interest in another children’s play but does not
join in. He may ask questions or just talk to other children, but the main activity is simply
to watch.
 Parallel Play – The child mimics other children’s play (e.g. she/he may use the same toy
as others) but does not actively engage with them.
 Associative Play – The child is now more interested in other children than in toys that
others are using. This is the strong category of play involving strong social interaction
between the children while they play.
 Co-operative Play- Some organization and planning enter into children play. For
example, the playing has some roles and the children often adopt roles and act as a group.

Play can take place indoor or outdoor.

5.3.5. Outdoor Play

Outdoor play provides opportunities for activities to promote the holistic development of the child.
Outdoor play provides children with the opportunity to move freely, running, jumping, skipping,
hopping and many other physical activities. Children explore and learn about the world around them
and the objects in their surroundings. They find out that balls bounce, tyres roll, boxes slide. Children
begin to solve problems: “How do I get from here to there?” They learn new language skills, asking
questions and making comments. They become aware of colour, shapes and texture, and observe
likenesses and differences.

Pre-Primary encourages and promotes outdoor activities. Outdoor play empowers children to be
curious, to investigate and experiment with the natural environment around them. Outdoor Play
provides children the opportunity to develop physically, emotionally, socially and cognitively and
learn different and interesting things. We encourage children to do things for themselves. During
outdoor play children have the opportunity to develop large muscle skills. Outdoor play gives them
the opportunity to learn and make decisions, when they play children can choose what to do and
when to do it. Outdoor play is fun, children need to run and move. By using the outdoor equipment

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children practice different movements which make the muscle strong. By practicing, children
become coordinated in their movements.
Teachers should include the following activities for outdoor play (moving from place to place and
moving parts of the body):

walking running jumping twisting hopping

galloping Skipping lifting stopping starting

throwing crawling swinging turning pulling

kicking rocking bending catching stretching

The community and parents can be involved in creative ways to construct some outdoor play
equipment:
Outdoor Play requires some essential equipment such as:
 climbing frame, jungle gym (more natural playground)
 ladders, ropes and nets, sliding boards
 balance boards, balance beams
 tyres for pushing and rolling
 equipment to make obstacles play out of different pieces of used barrels, tyres, ladders.
 Climbing frame or jungle gym
 Climbing net – vertical or sloping, ladder (vertical or horizontal rope ladder)
 Parallel bars
 Slide, swing, see-saw
 Walking/balance beam and balance board
 Obstacles to jump over – large blocks, motorcar tyres or boxes
 Balls, baskets, hoops, ropes, motorcar tyres, rings, bean bags, skipping ropes,
 Sandpit
 Water play area
Outdoor equipment should be designed for the young child's continuous physical, social, emotional
and cognitive activity. It should include apparatus for climbing, hanging, swinging, creeping,
pushing and pulling. It can be constructed of wood, but wood needs regular maintenance and care
because it can splinter easily. There must be swings, things to climb like ladders, ropes and nets,
things to crawl through, beams for balancing, hanging and sliding. The climbing apparatus is the

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ideal way to develop our children thoroughly in a joyful, playful manner. If children are allowed
enough time outside on the equipment, they will find learning inside the classroom much easier.
Playing outside releases surplus energy and makes children feel freer in an open space. Teachers can
include outdoor play activities in their lessons plan such as:
- discovery activities such play with sand, water and mud
- exploration of the outdoor area. Each child collects a certain number of stones, leaves,
sticks to be included in the nature corner. Teacher can give an indication of the
number, colour, shape and size of the objects to be collected or a child can decide by
her/himself.
- Play fantasy games
- drama activities
- free dance
- play traditional games
- play group games. Games may be organised, either by the children or by an adult.
- Group walk around the school premises
Outdoor equipment contributes to the development of the whole child:

Physically – to develop an awareness of the whole body, spatial awareness, moving with control and
coordination (hand, foot and eye); overall large muscle development; balancing while on equipment;
better posture; handling tools and construction materials with control; recognising the importance of
keeping healthy; exposure to the sun for Vitamin D; movement stimulates oxygen provision to the
brain for better concentration and memory.

Emotionally - enjoyment, fun, love of life, release of energy, tension reduction; self-expression self-
confidence, self-esteem. (Research proofed that there is less obesity among children that spend more
time playing outside.)

Socially - cooperation, sharing, turn-taking, conflict resolution, group play develops social and team
skills, leadership skills, interaction with other children, sympathy for others.

Cognitively - spatial awareness; experimentation and risk taking, communication skills, attention
regulation and perseverance; problem solving; stimulation of creative thinking; crossing the midline,
mathematical concepts, cognitive stimulation, visual and tactile perception; to determine depth and
height, be aware of left and right, top and bottom; positive environment to teach safety precautions in
playing children realize that they can overcome difficulties and challenges in a fun filled atmosphere.

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Children love outdoor play activities and they are extremely important for their development.
Outdoor play promotes:
Social and emotional development: Children learn how to share, take turns, collaborate, respect
others, wait patiently for their turn and respect social norms.
Language development: Outdoor play creates an environment that allows children to talk more and
consequently expand their vocabulary through interaction with other children.
Mathematical development: Outdoor play encourages concentration and observation. It helps
children to understand concepts of height, speed and distance. Children learn about colours, size,
numbers, space and shapes.
Physical development: Playing outside releases surplus energy. It develops gross motor skills, fine
motor skills, balance and coordination. Children achieve these competencies through walking,
running, and jumping.
Creativity and imagination: Outdoor area provides a stimulus for all the senses and is an excellent
opportunity for a range of imaginary play experiences.
Teachers before planning outdoor activities must make sure the playground is safe. A safe outdoor
play area allows children freedom to investigate and explore their environment with adult. The
playgroup must be effectively supervised at all time and safety measures must be considered such as:
- Check the playground for broken glass, undesirable objects
- Children must know the rules of safety on the playground it must be carefully
explained and demonstrated to them,
- Check all the large equipment routinely for splinters and make sure that all the joints,
nuts and screws are correctly in place.
- Access to the slide should be only by the stairs, and children should come down feet
first, not head first.
- Climbing equipment should never be used when wet or out of order/broken.
Outdoor play is great but at the same time represents a high risk of injuries. What to do in case of an
accident:
- Minor injuries and emergencies will happen, and you need to keep record of accidents
that happen to children while they are in the care of the teacher
- In case of an accident calm the child
- Look where the child is hurt
- Get medical help quick as possible

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 - Be prepared to act quickly in an emergency know who to call if you need help e.g. the
ambulance, doctor or clinic nearby
- The First Aid box should have the materials in case a child gets hurt and must be kept
in a handy place but well out of the reach of children. All medicines should be kept in
a locked cupboard.
- Inform or call the parent or guardian before calling a doctor (unless it is an emergency
and an ambulance is needed)
- Do not give any medication before calling the parents to ask and get an authorization.
Accident report:
 Always make sure that you have reports on any accidents that took place during outdoor
play
 Identify the area where the accident has occurred on the play ground
 Also make a note of the particular area where accidents occur frequently and check the
area to analyse the reason for accidents.

5.3.6. Indoor Play

The teacher should arrange and equip the classroom with materials that promote holistic child
development and play based learning. Allow children to take part in decoration and organization of
the classroom, in that way children feel that they have ownership of the classroom. The classroom
should be clean, organized, neat and conducive for learning. A space must be provided for learning
stations, storing children’s work and belongings. Materials must be stored where they are easily
accessible to the children. Learning corners must be arranged, such as a nature/science, a book
corner, a sand tray (or a sand box outside), an art corner, a fantasy corner, etc. A mirror is an
important accessory in a pre-primary classroom. It will help children to develop a perception of
themselves and their physical characteristics such as the colour of the eyes, the colour of the hair,
skin colour and height.

5.3.7. Teacher’s Role in Play

The teacher plays a crucial role in children’s play. This role is:
Participate in Children’s Play - The teacher should be actively involved in children’s play. And by
that we say, play with the children but not control their play. The more things you do together with
the child the more you get to know that child holistically.
Allow children to play what they like - The teacher should allow children to choose freely in which
learning corner she/he wants to play encourages them to take turns.

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Collecting different kinds of materials and equipment for children to play with- Children will
come up with things that may surprise the teacher if they are supplied with the right materials.
Simple things that the teacher can find around the environment will provide children with ample
opportunities for imaginative and creative play.
Observe and assess - While children play, the teacher can observe and assess the child's
development and progress.

6. Developmentally appropriate practice

Developmentally Appropriate Practice (DAP) is an approach to teaching young children that are
grounded in research on how young children develop and learn. Developmentally appropriate
practice (DAP), is a decision-making tool, a perspective within Early Childhood Education whereby
teachers nurtures a child's physical, social, emotional, and cognitive development by basing all
practices and decisions on:

a) Theories of child development,

b) Individually identified strengths and needs of each child uncovered through authentic
assessment (qualitative, informal and continuous),
c) Child's cultural and social background as defined by his/her community, family history
(background), and family structure.

Teachers are decision-makers and they will make decisions daily about their lesson plan, the choice
of activities, children’s progress and development. These decisions will define their programs, daily
schedules, activities and assessments. Understanding DAP, is implementing intentional practices for
the benefit of children development. To make conscious educational decisions to stimulate and
promote children’s learning and development, teachers must know each and every child under their
care and supervision. It is extremely important that teachers have information and knowledge about
each individual child. Teachers must know who each child is, what he/she likes, what his/her favorite
toy, play, color or food are. Each child is unique and must be treated and respected as such. Child
development principles combined with effective early learning practices and knowledge of children’s
characteristics and personality are vital for development and learning to take place.
The core considerations of DAP must guide teachers in information gathering, planning and decision
making. The core considerations of DAP are:

a) Child development appropriateness

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Child development follows general, sequential patterns and is interrelated across domains (physical,
social, emotional and cognitive,). Knowing and understanding milestones and sequences of child
development helps in planning, identifying activities, environments, experiences, and strategies to
best promote growth, development and learning.

b) Individually appropriateness
Each child is an individual and develops in his/her own, unique way. Knowing each child’s
strengths, abilities, needs, challenges, interests, temperament, guide and help teachers to define
her/his learning approach. Knowing children’s individual skills, ideas, interests and joys will guide
teachers on how to implement and carry out activities that are interesting for each child. To collect
and know more information about each child, the teacher must spend time together with the child
during play time, meals time, arts, story time, having conversations with the child. Another way to
collect information about children is through observation, age appropriate continuous assessment,
work samples such as drawings or paintings, documentation and information from families.

c) Social and cultural appropriateness

All children come from various cultural backgrounds. Knowing each child’s cultural and family
background, his/her unique family values, language, lifestyles and beliefs, ensure that the
experiences you provide for children respect their culture and are meant for each child and family.
Teachers must align and integrate into child development and learning programs, children’s
background and culture.

Besides these three core considerations mentioned above, we consider a forth one which is
meaningful to the child. In Pre-Primary education, children learn best through their interests. The
design of the activities must be meaningful to the child.

Developmentally Appropriate Practice (DAP) focus on the following key areas:

a) Creating a caring community of children
Build positive and responsive relationships between children, teachers, staff members, families and
community, both among groups and within the program. This link is vital to create a community that
supports all children as they develop and learn to their capacity in all domains. A caring and
appreciative environment supports the learning process and learning success of a child.

b) Teaching to enhance development and learning

Provide a balance of teacher-directed and child-initiated activities. Plan activities and experiences
that meet individual needs, interests, and developmental milestones.
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 c) Planning activities to achieve important goals
Develop a daily schedule that reflects developmental milestones and appropriate early learning
activities for children and supports individualized learning.
d) Assessing children’s development and learning
Link assessment to the developmental milestones and use authentic assessment methods to measure a
child’s progress. Teachers must use the Pre-Primary assessment record forms for that purpose.
e) Establishing reciprocal relationships with families
Working in partnership with families is fundamental. Children spend most of the time with their
families and communities. Therefore, a good collaboration is essential. The more information is
shared between the teacher and the family the better they can support the child’s development.
Therefore, it is important to engage families in their children’s life and learn about each child’s
characteristics, family and parents’ expectations. Teachers must develop and maintain two-way
communication and establish supportive relationships with all families at all times. The relationship
between family and school is crucial for child development and success.
In short, when teachers use DAP as a tool, it means they use the knowledge they have on child
development to create a program that is suitable for the stage of development (age) of the group of
children.

Pre-Primary programs should incorporate DAP and that’s mean, consider and include the following
principles when creating a program or planning activities:

a) Age appropriateness- Use the information about typical development within a specific age
span to plan, organize the learning environment, activities and learning experiences.
b) Individual appropriateness- understand that each child is unique with his or her pattern and
timing of development. Teachers must plan activities to respond to individual
differences,interests and needs.
c) Child-guided and teacher-guided experiences- Allocate time for children to select, choose
activities from the many experiences available in the classroom or the ones the teacher
prepared for the day. Plan playful, interactive small-group, large-group and individual
activities.
d) Cultural and social responsiveness- Respect the social and cultural context in which
children live.
e) Play- Support children’s play as a way for them to learn and develop.

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In synthesis, developmentally appropriate practice refers to teaching decisions teachers adopt. That
varies with and adapts to the age, experience, interests, and abilities of individual children within a
given age range.

7. Classroom Management
Classroom Management is defined as methods and strategies teachers use to maintain a classroom
environment conducive for children’s success and learning. Although there are many pedagogical
strategies involved in managing a classroom. A common denominator is making sure that children
are in an environment that allows them to develop holistically.
Classroom Management has fundamental pillars and those pillars are:
7.1. Respect
7.2. Consistency
7.3. Proximity
7.4. Seating arrangement
7.5. Trial/Error/Flexibility
7.6. Routines

7.1. Respect
Respect is an important part of classroom management. Before any instruction begins, a mutual
amount of respect must be developed between children and teachers. Children need to understand
that there are certain rules that they must follow to ensure their learning progress. Similarly, teachers
need to understand that children are not necessarily willing to give respect to an adult without feeling
they have a reason for it. An adequate classroom seating arrangement will help develop the respect
needed for children’s holistic development.
7.2. Consistency
Organization makes a classroom run smoothly. Having a consistent set of procedures and routines
that children are familiar with will help the classroom run smoothly. Many educational specialists
emphasize the importance of having a set of procedures that are practiced and revisited from day
one. The fewer time children have to be off-task the more likely the teachers will be able to have
quality classroom management.
7.3. Proximity
Proximity helps teachers supervise and manage what is going on in the classroom. Walking around
the room and standing next to children who may be causing a problem will usually eliminate the
problem quickly. It is important to understand that teachers standing in one place in the classroom
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such as in their desks, will make children feel as if they are allowed to do what they would like since
teachers are not together with them.
7.4. Seating arrangement
Classroom management can be affected by how the seats are arranged in the classroom. The seating
arrangement is intimately linked with children’s behavior. The seating arrangement needs to be
organized in a way that the teachers can easily move around the room to monitor and support
children during activities.
7.5. Routines
Clear, reliable routines and procedures help children to organize themselves in time and space. When
children know exactly what is expected of them daily, they feel safe and secure. It’s the teacher’s
responsibility to create a space that is safe, predictable, reliable and productive. Create daily routines
that make it easy for children to understand and cope in the learning environment.

7.6. Trial/Error/Flexibility
Trial and error are part of a child’s journey. Teachers must allow children to try, make mistakes and
consequently learn. Another important aspect is flexibility, teachers need to be flexible and allow
children to make mistakes without being so hard on them. Use mistakes as a learning opportunity, to
grow and develop.

As a teacher, to manage a classroom efficiently you must:

 lead by example
 practice what you say
 engage children in the classroom dynamic
 listen to children opinions, wishes and desires
Classroom management is also related to how teachers use the resources in the classroom and
ensure a healthy learning environment in the classroom.
A well-managed classroom is a productive learning environment - one in which learning is
interesting and fun. In a well-managed classrooms, children understand their responsibilities. In well-
managed classroom, children are happy. In well-managed classroom, behaviour is managed in a
positive way, with love, care, respect, fairness and with consistency.
Now let’s talk about the practicalities of managing a classroom.
7.7. The classroom
The classroom is not just the room in which you teach. The classroom also includes:
- physical conditions: temperature, desks, seats, and facilities for storing materials

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 - materials: teaching and learning materials
- activities for learners
- routines: what the teacher does and what the learners do each

7.8. Classroom
In order to manage the classroom appropriately, we must attend to the certain aspects in the
classroom such as:
7.8.1. Physical conditions/classroom environment
- Ensure that children can move about the classroom freely.
- Ensure that the children are not too hot or too cold. If necessary, move to another
space, even this means sitting under a tree when it is hot.
- Provide a space for storage of materials.
7.8.2. Materials
- Purchase or procure materials before school begins.
- Replace materials that are lost, stolen or damaged.
- Ensure that you have the materials you need when you need them. These include class
schedule, schemes of work, syllabi, books, writing materials, etc.
7.8.3. Activities
- Ensure that activities are designed to build on children' knowledge. Begin with what
your children know, then introduce new material.
- Ensure that activities are interesting and relevant to children. Try to make activities
lively. Use different types of materials and methods.
- Ensure that activities are not too easy or not too difficult for children. Continuously
assess their achievement and interest, and adjust your lessons accordingly.
- Ensure that activities are not too long. If children are getting bored, introduce a new
activity.
- Offer invitations to learning
7.8.4. Routines
- At the beginning of the year, establish classroom routines. These include: what
children should do when they arrive at their seats, how children should ask permission
to leave the room, etc.
- Establish routines for responding to questions. Should children call answers out?
Should they raise their hands? Should they stand when they speak?

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 - Establish routines for materials: how to get them, how to return them, and how to
store them.
- Assign classroom duties to each child.
- Review routines when necessary. Children should always know who is responsible for
what.
7.8.5. Teaching
In order to manage the classroom well, we must attend to certain classroom dynamics:
7.8.5.1. Planning
- Be prepared. Plan an entire week's lessons the week before. Ideally, start planning a
week or more in advance.
- Make or collect all your teaching aids in advance. Do not wait until the last minute to
assemble them.
- Anticipate changes. Even though you are prepared for the next day, there could be
changes in schedule, weather, etc. Teachers must always have a plan B, a backup
plan.
7.8.5.2. Being in charge
- Practice the rules you expect children to follow. Be on time and begin teaching
immediately. Teach until the end of the period. Use all your time efficiently. If
children see you doing this, they will do the same. They will be inspired by you.
- Be assertive. If you give clear instructions, children will follow them. If your
expectations are clear, children will follow what you said.
- Handle disruptions calmly, respectfully, patiently and with love. Even the best classes
are frequently disrupted by schedule changes, visitors and unexpected behaviour. If
you handle these disruptions calmly, patiently, respectfully and with love, children
will learn to do the same.
7.8.5.3. Use of time
- Begin your lessons on time. Do not finish your lessons early.
- Minimize long transitions. Move from activity to activity quickly and smoothly. If
you need to take several minutes to prepare for the next activity, give children an
activity to engage them while you prepare, for example you can allow them time to
play in the learning corners.
- Use a visual daily schedule. Explain to children what they will be doing and its
sequence. This enables them to anticipate the next assignment, and it provides
excitement as well.

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7.8.5.4. Delegation
- Share administrative tasks. For example, when distributing materials, ask children to
help. If you clearly delegate responsibility, children will be engaged and will feel as a
part of the classroom dynamic.
- Share teaching activities. For example, during storytelling, ask children to “read” the
story to the entire class, including you.
7.9. Classroom Management Tools
Classroom Management tools are important pedagogical strategies to maintain the classroom
environment conducive for children stimulation, development, learning and success. These tools help
children to develop social, emotional and cognitive skills and at the same time help them to organize
themselves in space and time. These tools help you organizing routines, space, activities, and manage
children’s behavior. Some examples of classroom management tools are the attendance, weather,
birthday, months of the year, seasons, classroom routines, emotions and feelings and behavior charts.

Attendance Chart

Classroom routines Chart Behaviour chart

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7.10. Lesson Planning

A Lesson Plan is a map which explains how a lesson will be delivered and what children need to
learn. Lesson Plans are useful because they ensure that we are prepared and have taught about all
parts of the lesson. Teachers should plan activities in such a way that the children enjoy coming to
school and their overall development is catered for. Teachers should be creative in designing and
making teaching and learning resources. Lesson plans allow us to think in advance about all the
elements needed while teaching. Lesson plans. The essential ingredients of a lesson plan are:
- Learning area
- Date
- Theme
- Topic/Skill
- Duration
- Learning Objectives
- Competencies
- Lesson Objectives
- Teaching and Learning aids/resources
- Introduction
- Presentation: Teacher and children activities
- Assessment
- Learning support (enrichment and extra support)

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 - Conclusion
- Reflection

Teachers should be mindful that Pre-primary children benefit from hands-on sensory learning
experience. This should be included in all lessons. There are two main parts of a good prepared
lesson:
Clear information: Children will understand and feel capable, confident and happy if the lesson is
clear and age appropriate.
Motivation: Children need to be motivated to learn well.

There are seven things teachers can do to improve their lesson presentation skills:
Gain attention: Begin the lesson by gaining the children’s attention.
Enthusiasm: Show Enthusiasm throughout the lesson e.g. for the subject matter, lesson itself and the
children.
Clarity: Provide clear explanations of content and directions for activities
Transitions: Provide smooth transition from one part of the lesson to the next and from the
beginning to the end of the lesson.
Timing: Present a lesson at a good pace, not too fast and not too slow.
Variety: Vary the types of instruction (individual, small groups or whole group) and materials used
and teaching strategies.
Closure: Provide a clear, interesting, happy and excited closure to the lesson.

8. Managing Behavior/ Positive discipline

One of the most important roles a teacher has, and perhaps one of the most difficult is, managing
children’s behavior based on a positive discipline approach. Effective discipline becomes part of a
comforting learning environment and provides a foundation for self-discipline throughout a child’s
life. Effective and positive discipline guides and teaches children what behaviors are appropriate. It’s
not about forcing children to obey but is about understanding. Respect, patience, love, consistency
and fairness are basic principles that are recommended to help and guide teachers when managing
children’s inappropriate behavior. Children should be guided through discipline according to their
age, stage of development, personality, social and cultural factors.
Positive Discipline is a method whereby teachers and parents focus on the positive aspects of child
behavior. Positive discipline believes that good behavior can be taught through talking,

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understanding, patience, calmness and love. This method defends that isn’t ignoring or punishing the
child’s inappropriate behavior but dealing with the situation positively.
Children need boundaries and consistency to feel safe, secure and at the same time to know what
others expect from them. Teachers and parents should be equipped with the necessary skills to
manage children’s behavior and respond appropriately. Clear rules, boundaries and open
communication help children to understand that their behavior always has consequences and those
consequences are carried out in a predictable, caring and loving atmosphere. Clear rules and
boundaries help parents and teachers educate young children. Teachers and parents must set clear
ground rules and have a conversation with the children to explain what they (adults) expect from
them (children). The conversation should be focused on what the child can do and not on what not to
do. Rules should be established in a positive way, such as be kind instead of saying don’t beat, that
way we are promoting good behaviour and kindness and not the opposite. The way rules are
designed define the way children will react to them. Give children clear, calm instructions and be
consistent from day one. If rules are broken, parents and caregivers must act immediately while
staying calm, talking to the child politely to understand the reasons behind a particular behavior.
Give children a chance to express their opinions and feelings. Once you are done with that, ask the
child (in case he/she did something wrong) to tell you what he/she thinks should be the consequences
for his/her actions. Give the child time to think about it and give you an honest answer. Using this
approach, parents and caregivers are developing a sense of responsibility, self-introspection, self-
evaluation and emotional intelligence. These are very important skills for social and emotional
development. Make sure you speak politely to the child all the time even when he/she did something
wrong. Instead of being angry or upset, be understandable and accommodate the child’s needs.
Preschool children are able to accept boundaries. That doesn’t mean they’re great at following rules,
but they are willing to acknowledge rules. Preschoolers need good behavioral role models and tend
to respond positively to approval and praise. That’s one of the reasons why the role of a Pre-Primary
teacher is so important. A Pre-Primary teacher who is a good role model for children can have an
enormous impact on the personality of the child and on the emotional and social development as
well. Teachers should set good examples. Children at this age still require supervision when
following directions, even though they are able to rely on verbal rules. If you need to manage a
child’s inappropriate behavior you may use strategies such as time-out, redirection (focusing child’s
attention on something other than the problem).
The use of physical punishment on children, including spanking is constitutionally forbidden and
under any circumstances should not it be entertained in schools.

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At this age, children become more independent, forming their personalities which can lead to some
tension situations among the group. But even these situations are a part of child development and are
needed for children to learn to cope and manage their inner feelings.
It is extremely important for teachers and parents to allow children to become independent, but also
to continue to supervise, set consistent boundaries and be good role-models. Again, one of the most
powerful motivators for good behavior in children is approval and praise! Effective methods for
positive discipline in a child include time-outs. Give some time off to the child. For this effect, you
can create a quiet corner in the classroom for that purpose. This time out should help the child to
calm down but should not be used as a punishment corner.
Always remember to be firm, consistent, calm and loving in whatever discipline methods you
choose. You can have a conversation about the misbehavior at a later time when the child is calmed
down during which you can try to understand the cause of such a behavior and help the child
navigate through her/his emotions.
Strategies to encourage positive behavior:
- Positive reinforcement, always praise good behavior.
- Ensure that you speak to children correctly and show good examples.
- If the children need guidance on their behavior ensure that this is done calmly, quietly
with care, respect and love ensuring you make the child understand that it is the
behavior which is unacceptable and not him/her.
- Consistency
- Children need to know their boundaries
- Policies, so parents and visitors are aware of what is expected of the children and
themselves when in the setting. If parents tell child one thing and staff another it can
get confusing.
- Visual rule board for children to see the rules and have somewhere to refer to.
- Well planned learning activities to ensure children are not bored, things are not too
difficult, enough toys and resources that are open and appropriate, etc.
Avoiding punishment directs the child toward the actions to be encouraged and helps children to
manage their inner feelings and make wise choices.
Below are the lists that outline the differences between discipline and punishment.

Discipline Punishment
Emphasizes what the child should do Emphasizes what the child should not

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 Is an on-going process Is a one-time occurrence
Sets an example to follow Insists on obedience
Leads to self-control and positive self esteem Undermines independence
Helps children to improve their behavior and Is an adult release
attitudes
Will help the child to understand the rule and Will make the child afraid of the
change her/his behaviour teacher/parent without understanding the rule
Is positive Is negative

Discipline forms the behaviours that adults want children to have. Positive discipline promotes
learning by example, love, respect, understanding and simultaneously establishes choices, limits and
clear boundaries. It teaches children to be the driving force and be in charge of their actions. In
positive discipline, teachers and parents explain to the child what is expected and what are their
limits and boundaries. As the child matures, teachers and parents can delegate more responsibility to
the child. Trust and praise the child, develops self-control, positive attitudes towards others and
promotes good behaviour. When unacceptable ed behaviour occurs, a positive disciplinary approach
stops the behaviour by removing the child from the situation, explaining to the child what went
wrong and why, settting a firm limit or consequence and suggest better choices for the future.

9. Routines and Daily Schedule for Pre-Primary children

A routine is a collection of actions that are done regularly and a daily schedule is a sequence of
events or tasks that are done daily. Children begin to gain an awareness of time through the routines
of preschool. Children become familiar with the routines and feel more secure and safe at preschool
as they know what comes next.
Routines are an opportunity to promote development and learning, teachers are creating the
foundation for lifelong learning and at the same time teaching children a variety of developmental
and life skills. Teachers must supervise children at all times, play with children, listen and speak to
children gently and with respect. During meal times, teachers should be present the whole time,
ensuring that mealtimes take place in an atmosphere of peace and children eat at their pace. Through
routines children develop personal responsibility. A Pre-Primary classroom has many routines. The
following routines are organized based on the sequence of the Pre-Primary Daily Schedule adopted
by the Ministry of Education, Arts and Culture. Let’s look at routines typically include in a Pre-
Primary classroom setting are:

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Arrival/Departure/Greeting/Choice activities
Children find their own cubby space to put their belongings in (backpack or bag, coat, etc.). Name
recognition is encouraged as children find the space with their name and also take their name to put
on a chart indicating they are at preschool. Every day children attend they will have activities they
help with such as putting the date on the calendar, being line leader, helping turn the pages for the
story, helping set the table for snack, etc. Children then choose play activities in the classroom
discovery centres until indication given (specific song played) to clean up and gather together for
large group circle time.
Arrival and departure times are very important for the children as well as their parents. We required
making each child feel that we really are glad and care that they have come to school. As a child
enters the playroom a smile, gentle touch, cheerful greeting, or just to mention about the pretty
jersey, new hair clip, or about the plaster on his finger, will make a child feel special. At the same
time, we check that the child is well and healthy.
When it’s time to depart, do make sure the child has all of his/her paintings and other work she has
done during the day? This is a way of valuing a child, his/her work and what she does. This is a way
of making the child develop confidence in him-/herself? Children should be alerted about time in
advance to finish their activities and put things away.
Circle or group time
Children sit together and the teacher initiates a conversation about topics such as the weather, the
calendar, the seasons, a field trip, or an upcoming holiday. Sometimes she/he leads a discussion
about a special theme or group project. The children learn concepts of time and space and gain new
vocabulary words.
Free choice
Children choose from a variety of different activities available in the classroom: block building,
puzzles, dress-up, water or sand play, drawing, or painting. They initiate their own play, either alone
or with other children. They learn how to work independently, take turns, share, and play
cooperatively with others.
Group activity
During this time, children may learn a song or dance. They may participate in making up a story,
preparing a meal, planning a village, or working on a science or art project. They practice new skills,
develop fine motor control, learn how to communicate their ideas and needs effectively, and how to
work together as a team.
Snack

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As they eat, pre-schoolers learn social and practical skills (table manners): how to set the table, to
pass the juice and crackers, to carry on a conversation. Children should be encouraged to take a
variety of nutritious snacks (vegetables, fruit, cheese/milk and limit the amount of sweets).
Outdoor play
Children need large movement activities and fresh air daily. They should play on the school
playground. Climbing, running, jumping, bouncing balls, and crawling through tunnels helps
children develop large muscle control, motor coordination, and balance, etc except when the weather
prevents safe outside play.
Clean-up
As they clear the table or put away the blocks, children learn how to plan, organize, and work with
others.
Story time
Children gather together in a comfortable corner of the room to listen as the teacher tells a story or
reads from a book. They look at the illustrations and discuss them. The teacher asks questions about
the story, helping children to learn to predict what will happen next. She encourages them to think
about the characters and plot and to use new vocabulary from the story.
Group time/preparation for dismissal
Children will have the opportunity to show their work in small groups.

Special events
There will be occasional variations in the daily routine for class trips related to special interests, such
as a visit to a local restaurant to see how food is prepared, to a bank to learn about money, to the park
to look at leaves or discover what lives under that rock. Special visitors like police officers, fire-
fighters, or doctors will also come to the classroom occasionally. Sometimes parents will come in to
share a special skill or cultural tradition.

Toilet and wash time

Going to the toilet is a necessary social skill that most children develop sometime around their early
years. The process of toilet learning takes time, understanding and patience. The most important rule
is not to rush children into using the toilet. We have to set toilet/wash times before lunch and after
lunch then allow children to use the toilet when they feel like it. If our toilets are far away, small
groups of children can go at one time with a teacher. The teacher should help children use the toilet
and wash. We make sure they wipe themselves correctly and flash the toilet afterwards. As soon as a
child finishes on the toilet, he washes and dries his hands. We ask children to help each other e.g. roll
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up their sleeves, and we help when necessary. During this time, we talk about germs being washed
away.
During the day, we remind young or new children about using the toilet. We do not get angry about
accidents that may happen. If we get angry children will become nervous and even more afraid, and
then more accidents will happen. After having meals, each child cleans her teeth using her own
toothbrush and mug. We help them with the toothpaste, and we show them how to brush correctly.
As in all aspects of child care, communication with families is essential. The first step in the toilet
learning process is talking with families about their ideas and beliefs. The more we can work in
cooperation with families, the smoother toilet learning will be for the child.
Transitions
Transition times are important because they can make the day seem smooth and well-organized, or
rushed and unpleasant. Allowing enough time so that children make the transition gradually is the
best way to avoid stressful situations. In addition to allowing a realistic amount of time for
transitions to take place, it always helps to warn once in advance before a change in activities. This
gives the children a chance to finish what they are doing and their cooperation is more likely. It
might also help move the process along if we comment favourably about the next activity and avoid
situations where all the children are expected to do the same thing at the same time.
Birthdays or Parties
Birthdays may be celebrated at preschool during snack time with special attention to the one(s) being
honoured. If parents want to bring something to share/celebrate the birthday with everyone, please
suggest parents to bring healthy foods and that are nutritious. It is helpful for a parent to contact the
preschool if he/she intends to bring something special for the occasion! Parties are a fun way to
celebrate special events! Parents and families are encouraged to volunteer to help with a variety of
things such as games, activities and snacks. We encourage nutritious snacks in order to keep with our
focus of not eating too many sweets! If one has special skills, plans or activities he/she shares with
the preschool he should let the teacher know in advance for the activity scheduled.

10.Parental involvement
Parental involvement means the participation of parents in their children’s school activities. This
involvement must be on a regular basis. Parents are the primary caregivers and most important
relationships that children have before they come to school. They play the most central role in the
care and welfare of their children and know them better than anyone else. It is important that good
communication is established and maintained between parents and teachers throughout a child’s time

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in school. This will be beneficial to everyone concerned. It is extremely important to maintain a
positive relationship with the families of the children at our schools. Teachers should ensure that
parents are part of their children's school life. Teachers must engage parents in all the phases of their
child’s learning journey and invite them to be part of initiatives at the ECD center such as
celebrations or invite them to come and speak about professions or ultimately engage them in
practical activities at the ECD center such as cleaning actions, repairing furniture, etc. Most parents
need guidance, information, support and knowledge to provide a safe, nurturing and positive
environment for their children to develop and grow. Teachers must support parents in this journey.
Parents and teachers must work together as a team for the benefit of children. School is the extension
of home and home is the continuation of school. Pre-Primary programs must carry out initiatives to
cooperate closely with families and community such as:
- Provide a service that is welcoming to all families and community members in an inviting and
encouraging setting for family and community participation.
- Have regular meetings with parents to give feedback on their children’s learning journey,
development and progress.
The dialogue with families must consider families’ concerns, insecurities, values, beliefs and child
upbringing.
There may be many different ways in which the school has contact with parents and exchanges
information. When the child initially enters school, there may be a series of forms for parents to
complete, as the school will need to collect information about the child’s background including
health issues.

10.1. Communicating with parents

In your role as a teacher, you will have contact with parents, perhaps every day, weekly or during
parent meetings. Teacher needs to have information of children at all times. One of teacher’s roles is
addressing parents on their children’s progress as well as school’s activities.

10.2. Care, confidentiality and school procedures

The information about children’s progress and development is confidential and must only be shared
with parents. Other confidential information may be shared with you by the parents and you should
keep it confidential as well.

10.3. School procedures for communicating with parents

Teachers should make sure that when they communicate with parents, they know the school’s
normal procedures for doing so. This may involve making sure that any information teachers give to
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parents is agreed with the school principal, presented in a way that is easy to understand and
consistent with confidentiality requirements.

10.4. Addressing parents

The teacher should use a preferred name or form of address when speaking to parents.
Understandable local language should be used. Avoid arguments with parents, if this happens a third
person (head of department, school principal) should be invited.

10.5. Barriers to communicating with parents

Sometimes there will be difficulties to reach out to parents and to pass on the information needed.
The reasons for that to happen can be:
- The child may not have passed on important information. Never send information to
parents orally. Children will forget. Always use the official way and send a letter. To
avoid such situations, the school can also display important information on notice
boards or on windows.
- Parents’ telephone numbers and addresses may not have been updated. Parents often
forget to inform the school of changes. Send home regular reminders or keep a
prominent notice.
- Parents may not be able to read letters which are sent home, maybe because they are
unable to read. Give information verbally in parents’ meetings or call urgent meetings
for urgent information.

10.6. Good practices when communicating with parents

- Make sure you greet parents, smile and welcome parents when they need to speak to
you
- Encourage parents to come in and help at school
- Ensure you use the correct form of address or ask parents if you are unsure what they
would like to be known as
- Be aware of cultural and religious norms of parents

10.7. Guidelines to successful parent involvement

- Communicate to parents that their involvement and support makes a great deal of
difference in their children’s school performance.
- All parents must be involved in the school activities regardless of their socio-
economic and educational background.

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 - Encourage parent involvement from day one. Continue to emphasise that parents are
partners of the school and that their involvement is needed and valued.
- Provide orientation, information, training for parents to support them in their
parenthood.
- Have a school committee: ask parents from your class to be part of the school
committee.

10.8. Strategies to involve parents in school activities

- Invite parents to come to school and tell traditional stories to the children during story
time
- Invite parents to volunteer at school e.g. school feeding programs. It can be to cook or
bring firewood
- Engage parents in the school fundraising activities
- Organize school events such as cultural and traditional events and invite parents to
take part.
- Invite parents to come to school and tell traditional stories to the children during story
time
- Create a parent’s club and invite parents to come to school and make home-made and
traditional toys for their children.

11.Orientation
In this section we will talk about orientating children to the new world of pre-primary education. For
the young child, starting school is a major adjustment, it is therefore important that the first day is a
happy and memorable day for them. Orientation is to familiarise children with the school
environment whereby they become acquainted with their teacher, peers, the school, the playground
and immediate environment. Orientation will take place during the first week, when the school opens
for the new academic year.
As a teacher you must make children to feel at home. Greet the parents and the child friendly and
show them that you are their caretaker and friend. Help the children to become familiar with the
school environment e.g. the classroom, ablution facilities, playground, and principals’ office.
Children should be made aware of the importance for organization and neatness inside and outside
the classroom. They have to share the materials and pack them away after use. Good habits should be
emphasised right from the start. A toilet routine includes washing and drying the hands and keeping

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the toilets neat after use. Through sympathetic and gentle guidance by the teacher, the children will
acquire confidence and assurance. The classroom should be clean and should be made attractive by
the teacher beforehand, to establish the right learning atmosphere. The classroom should have the
following:
Learning corners where children can play such as:
- a book/reading corner
- an art corner
- a fantasy corner
- nature/science
- puzzle/blocks corner
- a carpet/mat or cardboard boxes on the floor for the children to sit on when they gather for
storytelling, games, songs, conversations and rhymes
- appropriate pictures on the walls, days of the week, months of the year etc.
- name tags for each child (the teacher will get names of children from the enrolment /admission
forms)

First Day at School

Arriving at the classroom: The first day is very important because it will determine the success or
failure for the rest of the school year. Children should be taken by hand and led to their own
classroom. The teacher should sit on the mat with the children and ask the children’s names, their
favourite food, colour, preferred toy or play. Teachers must make children feel special. This will
make the children feel that they now have a place of their own where they can feel safe. The teacher
tells the children to choose any corner that interests them most, while waiting for others to arrive.
Activities: During the first week of orientation, the teacher does not adhere strictly to the daily
programme, but activities for this week should be planned according to the learning areas. Below we
provide suggestions for the first few school days at the beginning of the school year.

Language Development
Day 1
Teacher introduces herself/himself and children introduce themselves as well.

Ask the children to sit in a circle and the teacher sits as well. Each child introduces himself/herself
and what’s their favourite food, colour, preferred toy or play. Teachers sings a morning song and
engage children in the singing. While singing, make body movements, gestures and clap hands.

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Hand out a clean piece of paper, crayons and let the children draw their first day at school.

Read a story to them at the end of the day.

Day 2
Start the day with a song and a free dance. Play a song that allows children to dance freely to the
song rhythm.

Teach children the name song: I have a name, you have a name, we all have names, what is your
name?

Hand out clay and let the children model anything of their choice.

Read a story to the children at the end of the day.

Day 3
Start the day with a rhyme or a song.

Greet each and every child by welcoming them and addressing them by their names.

Start by defining the rules of the class together with the children.

Let them play a game or a role play that will indicate what they must do in the class and what to
avoid.

Day 1- 5
Sing a song and read a story.

Do a role play the story together with the children.

Preparatory Mathematics
Day 1-5
Have every day games for children to identify colours, sizes, textures, shapes and volumes. their
feelings and emotions such as drawing and painting.

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Environmental Learning
Day 1
Show children where to put their bags, sit and eat during break and lunch time.

Take the children to the toilet and show them how to use the toilet and toilet paper and to wash
their hands afterwards.

Discussion of toilet routines like washing, drying hands and keeping the toilets clean after using it.

Day 2
Take a walk around the school with children and show them the facilities.

Day 3
Sing a song of your choice.

Discuss the following with children:

- good eating habits

- how to open and close a tap (or where to get the clean drinking water)

Day 4
Sing a song and make the body movements according to the lyrics (Walk, walk, everybody walk)

Day 5
Discuss the following with children:

- importance of drinking clean water and eating healthy food

- how to keep their body and clothes clean

Arts
Day 1-5

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Have every day arts activities for children to express their feelings and emotions such as drawing
and painting.

Religious and Moral Education

Day 1
Tell a story about being friendly and helpful.

Day 2
Tell a short story based on good behaviour.

Day 3
Have a discussion with children on respect and honesty.

Day 4
Take children outside and have a walk around the school environment. Back in the classroom,
children discuss what they have seen and how they feel, were they happy, at peace, excited.
Discuss with the children what were the feelings and emotions felt during the walk.

Day 5
Have a morning circle conversation about the importance of being loving and kind.

Physical Development
Day 1-5
Free play (indoor play with educational toys such as building blocks and outdoor play where
children climb, crawl, run, jump)

12.Outings
Children love outings. Outings allow children to gain knowledge about the world they live in.
An outing with young children needs to be extremely well planned. Some trips require scheduling
several months in advance. It is always wise to reconfirm dates, times, and admission fees. The type
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of outgoing determines the planning. As a teacher you can organize different kinds of outings such as
walking, bus trips, and train rides. You can organize visits to a post office, zoo, dentists or doctors,
restaurant, bakery, garden, hospital or even to a sister school. Make sure that you have written
permission from parents, identification for each child and the child uses/wears it, first aid equipment,
tissues, children wear appropriate clothing (hats in a sunny day) and comfortable shoes, children take
a long a bottle of water and some food or snacks, take your mobile phone and some money with you
in case of an emergency.

11.1. Safety
- Before the outing, check the area for potential hazards and discard the venue you have
thought of if there are too many risks to the children.
- Always be sure of having sufficient adults to look after the children’s safety. You can
invite parents or family members to come.
- Children need to be informed of what to do if they should get lost and have
knowledge of a pre-determined meeting place.
- All children should be transported wearing seat belts.
- Always count the children before and after the trip.
- Children should hold hands when crossing a road or walking along a busy street.

11.2. Skills developed through outings

Social and emotional development: Outings are fun and a very rich social experience, as a group
and as individuals. They provide opportunities for children to cooperate, interact with others, wait
patiently for their turn, listen attentively, respect boundaries and collaborate with their peers and
adults.

Language and literacy: Outings offer opportunities for discussion, asking questions. Children learn
new words and expand their vocabulary.

Knowledge and understanding of the world: Outings offer knowledge of the outside world.

Physical development: Outings provide opportunities for fresh air and exercise, as in outside play.
Walking strengthens leg muscles and develops gross motor skills, balance and coordination.

Cognitive development: Promote critical thinking and problem-solving.

Creativity: Most outings, particularly nature walks inspire creativity and imagination in the children.

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13.Assessment
Assessment in Pre-primary year consists of informal continuous assessment done during normal
classroom activities. Assessment refers to the methods and tools used by teachers to evaluate and
measure the academic readiness, development and learning progress, skill acquisition and
educational needs of students. The assessment is related to how well each child achieves the
competencies specified in the syllabus. Informal continuous assessment is the most appropriate form
of assessment for following the child’s progress and giving feedback on an ongoing basis.
A broad range of assessment procedures should be used, such as observational techniques, practical
tasks, informal questioning and discussion. Assessment must be related to the objectives for each
topic and may include individual and group activities, skills, ideas, processes, presentation and
evaluation. The children’s participation, involvement and contributions to group work must also be
considered. Assessment must consider the children’s level of development. The level of competency
of children in similar tasks should increase gradually according to their level of developmental
maturity. Evaluating the teaching/learning process is a crucial aspect of teaching and learning.
Information from assessment is to be used by the teacher to evaluate where it is necessary to adapt
methods and materials to the progress and needs of each child. At the end of each main unit of
teaching, and at the end of each semester, the teacher together with the children should evaluate the
process in terms of tasks completed, participation, what the children have learnt, and what can be
done to continually improve the working atmosphere and achievements of the class.
Assessment is not meant for selection or promotion purposes and children will commence to Grade 1
after completion of the Pre-Primary school year.
The assessment record forms in the Pre-Primary assessment record book should be used for
recording continuous assessment in all the learning areas. In the Pre-Primary school year, two
assessment reports per year should be conducted and compiled for each learning area: one complete
assessment per semester.

12.1. Continuous assessment

Assessment must be part of the weekly lesson planning. The Assessment sections in the Teachers’
Manual and Pre-Primary Assessment record forms will guide the teacher on what to assess within
each Theme. During everyday lessons and while children are carrying on with normal classroom and
outside activities, the teacher awards marks according to the 3-point assessment scale in all the
learning areas. These marks are recorded on the Class List forms during the semester.

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In the Pre-Primary, assessment is criterion-referenced. This means that, when marks are awarded, it
is essential that they reflect the child’s actual level of accomplishment in relation to the
Competencies of the syllabus.
3 = Fully Mastered (FM) - the child achieved the Competency very well. This is for good
achievement in the area of assessment. (Example: the child knows all the 7 required colors. The child
shows this skill consistently without prompting or support from the teacher)

2 = Almost Mastered (AM) - the child partly achieved the Competency. The learner may not
have achieved all aspects of the competency, but with extra support and guidance from the teacher,
has sufficient competency in the particular school readiness skill. (Example: the child knows 5 of the
7 required colors. The child sometimes shows this skill, but not always and still requires support
from the teacher.)

1 = Not yet Mastered (NM) - the child has not achieved the majority of Competencies. The child
has not been able to reach a minimum level of competency, even with help from the teacher and is in
need of extensive learning support. (Example: the child knows fewer than 5 of the 7 required colors.
Child shows this skill consistently without prompting or support from the teacher.)

12.2. Summary
At the end of the semester the teacher summarizes the marks on the Class List forms by calculating
the total mark for each component in the summary columns. The marks are then averaged by
dividing the total mark by the number of times the particular component was assessed. The rounded
marks are then transferred to the Assessment Summary Form. Marks should be rounded as follows:

2.5 – 3 = 3 points 1.5 – 2.4 = 2 points 0 – 1.4 = 1 point

12.3. Analysis
The average marks in each of the component columns will guide the teacher in terms of the
children’s progress and development, i.e. which children still need extensive attention and support to
acquire the necessary school-readiness skills and which children need enrichment activities. It will
also inform the teacher about possible changes in teaching strategies.

12.4. Report
At the end of each semester the mark for each of the components in each learning area is then
reflected as FM, AM or NM on the Report Form for each child. At the end of the year, only the
marks for last term are considered for the report.

No schedules need to be completed for the Pre-Primary

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Assessment information will be used to:
- Inform the teacher about the child development and learning progress
- Evaluate the teaching/learning process in order to adapt methods and materials to the
individual progress and needs of each child
- Inform the child and her/his parents of progress and achievements accomplished in
the different areas of development.
The teaching and learning process needs to be evaluated to find out if the child reaches the
competences, in order to adapt methods and materials to the individual progress and needs of each
child. Assessment does not only inform the teacher on what the child can and cannot do, but it also
reflects on the teachers’ teaching practice. Children need feedback to encourage them to reach their
full potential. Outlining both strengths and weaknesses in relation to the basic competencies will give
the children a realistic view on how they are performing and boost their self-esteem. The teacher can
also plan activities to help the individual child reach his/her potential. Feedback should:
- focus on the activity and its assessment criteria
- provide meaningful information to the child about their learning
- identify and reinforce the child’s strengths
- state clearly how the child will improve
Parents play an important role in the assessment of their child. Ask them information about their
children and ask for their opinion regarding their children’s progress and behaviour. The school and
home environments should be complementary; therefore, it is important to provide feedback to
parents regarding their children and to offer advice. Through this process, parents can also help their
children to achieve their competencies.

12.5. Principles of Effective Assessment

12.5.1. Each child is unique
When assessing a child, one must know that each child is unique. This means that the teacher should:
- assess the child’s unique, individual pattern of development
- not categorize or label/prejudice the child
- not use words negative connotation such as ‘naughty’, lazy or highly gifted, to describe a child

12.5.2. Assess the whole child

It is important to assess the child holistically. As the teacher you make sure that you:
- assess children in all areas of learning (follow the assessment record forms),
- assess the child in different settings/activities, indoor and outdoor,

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- assess children at different times during the day, as children’s behaviour is not necessarily the
same throughout the day,
- make sure that the assessment involves all aspects of child development.
12.5.3. Assess the child in a variety of situations and use a variety of methods
The assessment will be more accurate if the child is assessed by using a variety of methods in
different situations:
- use different assessment methods such as observation, portfolios of evidence such as drawings
and paintings, parent collaboration, rating scales and checklists which are the Pre-Primary
continuous assessment record forms,
- various settings inside and outside the classroom; the teacher should assess children indoor and
outdoor,
- various times of the day. Assessment should be carried out throughout different times of the day
including during tea break.

12.5.4. Assessment should be based on the syllabus

When designing the assessment activities make sure you align the assessment activities with the
syllabus, so that the activities match the competencies and learning objectives. The assessment
described in the teachers’ manual is syllabus based.

12.5.5. Assessment must be confidential

Confidentiality is one of the important principles of meaningful assessments. The information
assessed must be confidential. If after the assessment the teacher thinks he/her may need some sort of
expert support or specialized advice to help the child in what she/he needs, the teacher must ask for
the parents’ permission.

14.Educational Toys
Educational toys have an important role in child development. They contribute to the development of
of many skills including social and emotional ones. Adequate toys have a role in raising self-
confidence, positive self-esteem, empathy, resilience, kindness and create happy and caring children.
Educational toys are objects of play with the objective to promote and stimulate children learning
and development. Educational toys are used to accomplish an educational purpose such as helping a
child to develop a particular competence, skill or teaching children about a particular topic or
subject.
Toys support children’s development in numerous ways. It helps them to learn about empathy, love,
kindness, respect, resilience, colour, size, shapes, textures, numbers, etc. It develops critical-thinking,

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problem-solving, imagination and creativity. There are many different kinds of educational toys.
Before we look at the different categories, it is important to emphasize on characteristics of these
materials. Educational toys must be:
- safe to play with. (avoid sharp objects, small objects that can easily be swallowed)
- age appropriate
- attractive (bright colors and those that make noise and can be easily manipulated are the best)
- interesting for the child.

13.1. Kinds of educational toys

13.1.1. Construction Toys
Construction toys promote children’s development of problem-solving skills, critical thinking,
creativity and imagination. They encourage children to build and create. Examples of construction
toys are the wood building blocks, play dough and magnetic tiles.

13.1.2. Manipulative toys

Manipulative toys are also called table toys encourage children to practice their finger control and
eye-hand coordination. These include puzzles. These types of toys promote the development of
problem-solving skills, fine motor skills, eye-hand coordination, visual discrimination, memory
recall, comparison of similarities and differences, pattern recognition matching, classification,
sequences.

13.1.3. Musical / Noisy Toys

Musical/Noisy toys develop auditory/listening skills, sound awareness, memory recall,
communication, social and emotional skills.
Examples of musical/noisy toys are musical instruments such as drums and shakers.

13.1.4. Open-Ended Toys

Open-ended toys promote creativity, imagination, problem solving, critical thinking, finger motor
skill, eye hand coordination.
Examples of open-ended play: wooden balance boards, natural small bits, wooden blocks, stacking
toys.

13.1.5. Movement Toys

Movement toys develop gross and fine motor skills, coordination, laterality, directionality, body
posture, body confidence, spatial awareness
Examples of rocking balance boards, ride-on, climbing equipment.

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13.1.6. Role-Play Toys
Role play toys support children in the development of communication skills, imagination, creativity,
emotional and social skills. Role- Play toys allow children to explore the world in a fantasy and
creative way.
Examples of role-play toys: toy money, toy food, toy kitchen equipment, dolls, costumes.

13.1.7. Sensory Toys

Sensory toys promote the development of senses.
Examples: stretchy / squeezy toys, slime, bouncy balls.

13.2. Criteria for selecting educational toys

- Toys should be appropriate to the child's age, skills, and abilities
- Toys that will hold the child's interests
- Toys which stimulate creativity. Toys such as arts, crafts, hobbies, language, reading,
music, movement, and drama can help to expand a child's imagination.
- Toys which teach communication skills.
- Toys that encourage eye-hand coordination or fine and large motor skills.
- Toys which offer the opportunity to think, learn, and help practice cognitive thinking
- Toys that can be used in many ways and for multiple purposes.
- Toys should be beneficial to the child, not difficult to use.
- Toys that the child can use on their own. It will help gain independent skills.
- Toys that help the child express emotions and learn social interaction.
- Toys should be fun. It is important that the child enjoys using the toy.
- Read toy or packaging labels for age ranges and safety warnings.
- Toys that are well designed and durable.

Toys can be bought or can be home made. Teachers can make toys together with the children and
their family. Toys making is a fun activity for children and attributes to the toy an emotional value
and attachment. Toys making builds self-confidence. Teachers must manage the storage of toys in
such a manner that toys do not get lost. Toys must always be kept clean for hygienic reasons.

13.3. Health & Safety

Children share toys all the time. To reduce the risk of bacteria, have in place washing routines. Wash
toys regularly and when needed.
After some use, toys can break or become unsafe for children. As a teacher you must supervise the
quality and safety of toys in the class. Check toys regularly to determine their safety. Make any
repairs immediately or throw away damaged toys.
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15.Pre-Primary Administration
14.1. Files and Record Keeping
Files and record keeping in Pre-Primary are crucial.
Files and record keeping refers to the activity of organizing and storing all the documents, files,
assessments, outings forms related to the child and the activities at school. Teachers must organize
and keep information according to that. Teachers are expected to have in place a good system for
keeping their materials organised in files or folders. Those files are meant to be always updated and
neat. Pre-Primary teachers, together with their HoD or Phase head, should decide on such a system
and its accountability. Each file or folder should have a control sheet in front on which the HOD,
Principal, Senior Education oOfficer or Inspector can sign as evidence of control and write relevant
comments. Your name and grade as well as the name of the file/folder should be on the outside
cover. Each file or folder should also have a Table of Contents to clearly indicate what it contains.
All sections should be separated by dividers. The following are ideas on how to organise your
materials:
Files Contents
- Profiles of children
- Observation reports
2. Children’s Files - Child’s assessment report (1 per semester)
- Letters to and from parents
- Signed indemnity forms
- Outing forms
- Medical authorizations forms
- Control sheets
- Daily program
3. Lesson Planning - Year plans
- Thematic scheme of work
- Weekly/Daily written preparation
- Activities (extra worksheets)
A. Continuous Assessment
- Control sheets
- Guidelines for assessment
- CA class lists for assessment term 1 & 2
3. Assessment file organized according to the learning areas
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 - Pre-Primary Assessment Summary Forms
organized according to the learning areas.
A. Curriculum
4. Curriculum file - Control sheet
- LP National policy guide
- Syllabus
- Pre-Primary Teachers manual
B. Training
- Pre-Primary Information Guide
- Pre-Primary Training manual
- Workshop/training materials
- Control sheet
- Official calendar of the MOE
- Year plan and term plan of the school
- Agenda and minutes of staff/phase/grade
meetings
- School policies
5. Administration file - Class inventory
- Personal reports (classroom observations)
- Regional directives and circulars
- Code of conduct for teachers
- Code of conduct for learners
- Language policy of the MOE
- Copy of the National standards and
performance indicators
- Correspondence
- General Information

In the Pre-Primary phase, it is important that children be continuously observed in terms of their
overall development. Note: Observation reports pass on from Pre-Primary to Grade 1. Keep entries
short, straight to the point, the information must be meaningful and entered regularly. Each entry
must be dated.

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14.1.1. Observation reports
The observation report must include the following information:
- Child’s Surname, name and date of birth.
- Personal details of the child, e.g. home language, position in family, occupations of parents,
- State reasons for lengthy absence and insist on letters from parents.
- Indicate parental involvement (discussions, interviews, parent meetings) and what you have
discussed.
- Indicate your assistance regarding learning support if provided
- Other information: sports, cultural activities and other socialisation (e.g. Sunday school)
Other developmental observations can be included according to the development Domains:
Physical development: (include fine and gross motor) children’s diseases, operations, serious
ailments, hearing, eyes, speech, tension, internal ailments, enuresis, etc. Left or right handed,
personal hygiene, etc.
Cognitive development: Readiness for minimum demands such as mental abilities, particular
abilities and progress. (this should have a richer description)
Emotional development: Self-confidence, reserved, aggressive or domineering, dependent, defends
property rights, looks for sympathy and love, rejects contact, obscene language, tells tales. Is the
child positive, neutral or negative towards possessions, fellows, animals, plants, staff members,
group games, school work, books or religion. Strong, average weak desire to do well in school, a
will to achieve, easily put off, is motivated to work, a desire to make a good impression, behaviour
towards fellows.

Social development
General: Relates easily to others, is self-confident, participates, shows respect to others, likes to
socialise etc.
Home: Happy at home, relationships between child and other members of family, friends. Is family
positively integrated in community or not at all? Acceptance by the family of the child, over or under
protective. Home Circumstances: Parental bond intact, divorced, step-parents, violence, socio-
economic, alcohol abuse, etc.
School: Positively integrated in class group, accepts or rejects authority, helpful. Leader/follower,
passive; polite, rude, aggressive.
Environment: Plays in a group, single friend, loner, attends group gatherings or not, sport, interests
and favourite games, etc.

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14.1.2. Cumulative Record Cards
It is compulsory to keep a Cumulative Record Card for each child in the Namibian education system.
The cards keep record of the academic progress, learning problems and support received by the
learners throughout the course of basic education. These CR cards should accompany the learner
throughout the school career and should be passed on from Pre-Primary to other grades, between
schools and regions where the child is transferred to.

Guides on how CRC’s should be completed

The following is a guide on how CRC’s should be completed. The information should be entered in
clear print script (block letters)
Identification: Surname, given names, date of birth and gender should be written in permanent black
ink and controlled against the birth certificate. If a child’s surname is changed officially, parents
must submit a certified copy of the new registration. The surname is then deleted with the new
surname above it in red ink. All other information in this section should be written in pencil. Copies
of the birth certificates should be placed in the file. This section must be kept up to date e.g. changed
telephone numbers, addresses, etc.

Schools Attended:
- Age on entry: indicate years and months – 05:09
- Admission no: number on admission register
- Name of school and town, e.g. Remo Primary School, Windhoek
- Medium: Language of Instruction (e.g. Oshindonga)
- Admission: Indicate YY-MM-DD (e.g. 22-07-30).

Physical Condition and Remarks (should be completed at the end of the year):
- Date: only the year, e.g. 2023
- Health: general statement e.g. Good, Fair, Poor (If Fair or Poor, give a short description in
Remarks column, e.g. 2023: Chronic tonsillitis / Appendectomy, etc.)
- Defects and how defects are being treated: only physical handicaps e.g. Asthma - uses inhaler;
Hearing loss in right ear – wears hearing aid; Poor eyesight - wears glasses, etc.
- Previous illnesses: Record all serious illnesses since birth, as well as all diseases of children e.g.
pneumonia, mumps, etc.

Year Profile: Year (2023) and Class (Pre-Primary)

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Psychometric Data: Only standardised tests taken by trained persons may be entered, initialled by
the tester, and answer sheets placed in file.
Learning Disabilities: Only serious learning problems diagnosed by specialists may be recorded,
e.g. report from an occupational therapist. If a child attends remedial classes, the remedial teacher or
school psychologist must complete this part. NB: Date.
Problematic Behaviour: Only serious offences may be recorded after the matter had been taken up
with the H.O.D., Principal and parents. Avoid a child being labelled. NB: Date
Observation Report:
- Information obtained from the Observation File. See the inside cover for directions.
- Short, to the point entries, not more than 2 lines.
- Initial each entry, do not underline or skip spaces.
- Be objective, avoid negative remarks.
- If needed, more information can be entered under paragraph X – General Remarks.
- Remarks such as: “As previous year”, “Unchanged” or “Good” are unacceptable.
- Total image: overall appearance, general impression of learner.

Scholastic Achievement:
- The end of year mark to be entered as a numeral (3, 2 or 1) for Pre-Primary. Change
“standard” to “Grade”.
- Enter Subjects not listed in open spaces.
- Average symbol for grade will always be 2 (Basic Competencies).
- Average symbols for learners must be calculated with the 3-point scale.
- School attendance: G (Good): less than 6 days absent.
P/R (Poor – reason): 6 or more days absent – parents offered reasonable excuses/ doctor’s
certificates.
P/T (Poor – truancy): 6 or more days absent without excuse or reason. The number of days with a
short explanation to be written under X – General remarks

General Information: To be completed on school leaving (Secondary School)

General Remarks/Recommendations/Interviews: This column is reserved for important comments
that are not entered elsewhere, e.g.
- Explanation of (repeated) unauthorised absenteeism.
- Recommendation for learning support.

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 - Interviews regarding serious physical, psychic, behavioural, social or learning problems
(e.g. with occupational therapist, Child Abuse Centre, Social Services, parents etc.)
- Traumatic incidents – death of a parent, divorce, abuse, etc.

Please Note:
- Cumulative Record Cards contain highly confidential information. No person other than the
class teacher, HOD or Principal may have insight to these records.
- Cumulative Record Cards may not be removed from the filing cabinets without permission.
- Only with the knowledge and permission of the HoD. may the C.R. Cards are taken home,
but never over a weekend or school holidays.
- Pre-Primary teacher is responsible for the opening of the new C.R. Cards for school
beginners. Within the first 6 weeks of the school year files must be completed and filed in
the cabinets
- All entries to be done in clear print script and not cursive writing or calligraphy.
- The HOD who controls the C.R. Cards at the end of the year takes responsibility that
information entered is correct. S/he must initial each section after which the cards are put
into the filing cabinets before school closes.
- Documents to be included:
- application form with
- indemnity form
- Accident report forms
- Copies of school reports.
- Reports from the therapist, test reports, important medical reports, etc.

14.1.3. Class Registers

Class registers should be treated as other official documents and should be updated on a daily basis.
Enter all the information in a clear print script (block letters). Information should be obtained from
the admission register of the school where the learners who met admission requirements and
admitted in the school are recorded. The register should be neatly covered.

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16.Referrals
The Association for Children with Language, Speech and Hearing
Impairments of Namibia (CLaSH)
This national association has its head office in Windhoek, Khomas.
Email: [email protected] or [email protected]
Tel: +264 61 232 704
Contact Person: Heide Beinhauer (Director)
Website: http://www.clash-namibia.org
The association advocates for equal opportunities for children with language, speech and hearing
impairments. They promote services to meet these children’s unique needs and offer support and
assistance to children with hearing loss and their and families. This includes early education, early
identification and intervention services along with parent empowerment and public awareness
services. Services complement the public sector (government) and training is facilitated on various
topics. CLaSH runs Namibia’s only ECD centre for children who are deaf and teaches Namibian
Sign Language to parents of deaf children. The available information leaflets, posters and brochures
cover a wide range of topics on language, speech and hearing and have been translated into seven
main Namibian languages.

National Federation of People with Disabilities in Namibia (NFPDN)

The federation has its head office at the Disability Resource Centre,
Windhoek, Khomas.
Email: [email protected]
Tel: +264 81 226 6831
Website: https://www.nfpdn.org/
Contact Person: Daniel Trum (Chairperson)
This federation is an umbrella organisation consisting of various member organisations of persons
with disabilities. The Federation advocates for the rights of persons with disabilities and aims to
achieve equal opportunities and rights for all people with disabilities in Namibia.

Namibian National Association of the Deaf (NNAD)

This national association has its head office in Windhoek with regional branches across Namibia.
Email: [email protected]
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Tel: +264 61 244 811
Website: https://www.facebook.com/nnadnamibia/
This welfare organisation focuses on advancing and protecting the rights and cultural interests of all
Deaf people. Services are provided in Sign Language and the association further translates all
national documents and numerous posters and brochures into Sign Language in their aim to
maximise the number of Sign Language translators in all regions.

Down syndrome Association of Namibia

This association has its head office in Windhoek and offers regional support services.
Email: [email protected]
Contact Person: Maxine Korner (Co-Facilitator)
Website: https://www.downsyndromenamibia.org/
This non-profit support group aims to raise awareness about Down Syndrome and provide emotional
support to person's living with DS and their families. They improve awareness through providing
information on pamphlets, Social Media and by means of direct contact with schools for children
with special educational needs. They serve as an advocate and networking.

Side By Side Early Intervention Centre

An Early Intervention Centre based in Goreangab, Windhoek.
Email: [email protected]
Tel: +264 81 147 7760
Contact person: Huipie van Wyk
Website: http://sidebysidenamibia.com/
This non-profit organisation and centre offer numerous services tailored for children with special
needs and their families. These include the small Day-care centre for children with multiple / severe
disabilities; early intervention services; services at the Neuro Natal Clinic and home visits, parent
and educator workshops, support groups, special school readiness programmes and individual
sponsorship programmes.

Irene Garthoff (Audiology)

Chief Audiologist at the Ministry of Education, Arts and Culture (National)
Email: [email protected]

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She is involved in a disability-related organisation and works with children with developmental
delays and/or disabilities.
Online Resources

American Academy of Paediatrics

https://brightfutures.aap.org/materials-and-tools/Pages/default.aspx
The American Academy of Paediatrics has a Bright Futures initiative where numerous materials are
available for healthcare professionals, parents and community members. Resources include screening
and assessment tools and guidelines, a detailed pocket book on ECD and age-based healthcare visits,
an activity books, customizable presentations and hand-outs and webinars.

Circle of Security International

https://www.circleofsecurityinternational.com/
Resources and trainings for parents, caregivers and childcare providers to promote and support
secure parent-child attachment relationships.

Centre for Disease Control

https://www.cdc.gov/ncbddd/developmentaldisabilities/freematerials.html
Provide scientifically informed materials containing information on developmental disabilities,
including ADHD, ASD, FASD, FXS, hearing loss, ID, Jaundice, Tourette Syndrome and visual
impairment. Various materials for monitoring of attaining milestones and screening are also
available, including Apps, checklists, charts, children’s books, booklets, posters, videos and tip
sheets.

The Association for Children with Language, Speech and Hearing Impairments of Namibia
(CLaSH)
http://www.clash-namibia.org/
CLaSH makes support more accessible for the children they represent. They organise awareness
campaigns, do assessments and counselling at the Windhoek head office, offer outreach projects for
early identification and intervention and training programmes for health workers and arranges
meetings for parents. CLaSH has a range of posters and leaflets/pamphlets available in different
Namibian languages to raise awareness. They additionally have a pre-school unit to educate deaf
children. A list of related healthcare providers is available on their website.

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Zero to Three
https://www.zerotothree.org/resources/series/featured-resources
This NPO provides free videos and articles, as well as helpful tools for parents and caregivers,
professionals and policy-makers with a focus on ECD of infants and toddlers. Information on
fostering healthy childhood development is provided as modules on development, screening and
assessment of infants and toddlers. Their Brain Wonders series focuses on the window period of
early childhood development. Videos on their YouTube channel:
https://www.youtube.com/ZEROTOTHREE
Ministry of Education, 2013 Sector Policy on Inclusive Education

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References
Bennett, J., & Kaga, Y. (2010). The Integration of Early Childhood Systems within
Education. International Journal of Child Care and Education Policy, 4(1), 35–43.
https://doi.org/10.1007/2288-6729-4-1-35

Bennett, J., & Kaga, Y. (2010). The integration of early childhood systems within education.
International Journal of Child Care and Education Policy, 4(1), 35–43.

Britto, P., Yoshikawa, H. & Boller, K. (2011). Quality of early childhood development programs:
Rationale for investment, conceptual framework and implications for equity. Social Policy Report,
25(2), 1–31.

Engle, P. L., Black, M. M., Behrman, J. R., Cabral de Mello, M., Gertler, P. J., Kapiriri, L.,
Martorell, R., Young, M. E. & the International Child Development Steering Group. (2007).
Strategies to avoid the loss of developmental potential in more than 200 million children in the
developing world. The Lancet, 369(9557), 229–242.

Engle, P. L., Fernald, L. C. H., Alderman, H., Behrman, J., O’Gara, C., Yousafzai, A., Cabral de
Mello, M., Hidrobo, M., Ulkuer, N., Ertem, I. & Iltus, S. (2011). Strategies for reducing inequalities
and improving developmental outcomes for young children in low-income and middle-income
countries. The Lancet, 378(9799), 1339–1353.

Hair, E., Halle, T., Terry-Humen, E., Lavelle, B. & Calkins, J. (2006). Children’s school readiness in
the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood
Research Quarterly, 21(4), 431–54.

Investing Early: What Policies Matter? A Framework Paper for Systems Approach for Better
Education Results (SABER) - Early Childhood Development Human Development Network World
Bank. (2013).

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Maurás, M. (2011). Public Policies and Child Rights: Entering the Third Decade of the
Convention on the Rights of the Child. The Annals of the American Academy of Political and
Social Science, 633, 52–65. https://www.jstor.org/stable/27895960

Moran-Ellis, Jo (2013) Children as social actors, agency, and social competence: sociological
reflections for early childhood. Neue Praxis, 43 (4). pp. 323-338. ISSN 0342-9857

Mason, J., & Hood, S. (2011). Exploring issues of children as actors in social research. Children
and Youth Services Review, 33(4), 490–495. https://doi.org/10.1016/j.childyouth.2010.05.011

Neuman, M. J. (2007). Good governance of early childhood care and education: Lessons from the
2007 Education for All Global Monitoring Report. UNESCO Policy Briefs on Early Childhood.
Paris: UNESCO.

Sophie, N., Naoko, K., Alexandria, V., J., N., Michelle, & Kennedy, E., Leslie. (2011). Investing in
Young Children : An Early Childhood Development Guide for Policy Dialogue and Project
Preparation. https://openknowledge.worldbank.org/handle/10986/2525

Spyrou, S. (2011). The limits of children’s voices: From authenticity to critical, reflexive
representation. Childhood, 18(2),151–165. https://doi.org/10.1177/0907568210387834

Tomás, C., Trevisan, G., João, M., & Fernandes, N. (2021). Key concepts on Sociology of Childhood.
Global Perspectives. UMinho Editora.

Vargas-Barón, E. (2005). Planning policies for early childhood development: Guidelines for
action. Paris: UNESCO/ADEA/UNICEF.

Vargas-Baron, E. & Schipper, J. (2012). The Review of policy and planning indicators in early
childhood. Commissioned by UNESCO within the framework of the Holistic Early Childhood
Development Index. Paris: UNESCO.

Vargas-Barón, E. (2005). Planning policies for early childhood development: Guidelines for action.
Paris: UNESCO/ADEA/UNICEF.

Vargas-Baron, E. & Schipper, J. (2012). The Review of policy and planning indicators in early
childhood. Commissioned by UNESCO within the framework of the Holistic Early Childhood
Development Index. Paris: UNESCO.

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World Health Organization, United Nations Children’s Fund, World Bank Group. Nurturing care for
Early Childhood Development: a framework for helping children survive and trive to transform
health and human potential. Geneva: World Health Organization ;2018

Websites
1. https://www.path.org/resources/integrating-ecd-daily-routines-poster/
2. http://challnegesofearlychildhood.weebly.com/blog/challenge-1-good-early-childhood-
curriculum-is-premised-on-play-based-pedagogy
3. https://www.unicef.org/parenting/child-development/your-babys-developmental-milestones
4. http://challnegesofearlychildhood.weebly.com/blog/challenge-1-good-early-childhood-
curriculum-is-premised-on-play-based-pedagogy
5. https://www.cdc.gov/ncbddd/actearly/milestones/index.html
6. https://www.gcu.edu/blog/teaching-school-administration/early-childhood-development-
milestones
7. https://www.oxfordowl.co.uk/for-home/school-year/school-year-guides/what-to-expect-in-
the-early-years/
8. https://dayearlylearning.org/programs/infants/#difference
9. https://kidactivitieswithalexa.com/en/2-yr-old-
curriculum/https://www.bbc.com/news/education-11550402
10. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data
/file/944603/Development_Matters_-_non-statuatory_cirriculum_guidance_for_EYFS.pdf
11. http://www.pma.es.gov.br/arquivos/noticias_arquivos/Orientac807o771es_Curriculares_para
_a_Educac807a771o_Infantil_-_Aracruz_(1)_(2).pdf
12. learningthroughplay_leaflet_june2017.pdf
13. UNICEF-Lego-Foundation-Learning-through-Play.pdf
14. learning-through-play-increasing-impact_reducing-inequality_white-paper.pdf
15. ECECMN-Finland.pdf

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Annexure

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 Pair 1:

To show the importance of

creating a calm atmosphere in the
classroom.

Pair 2:

To show the importance of

seating the learner where he/she
can see and hear you well.

Pair 3:

To show the importance of

getting the learner’s attention
before you speak to him/her.

Pair 4:

To show the importance of

speaking slowly, clearly and
simply.

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 Pair 5:

To show the importance of being

patient.

Pair 6:

To show the importance of giving

the learner just enough help –
neither too much or too little.

Pair 7:

To show the importance of

including the learner in all activities
and giving him/her opportunities to
respond.

Pair 8:

To show the importance of making

contact with the learner’s parents.

Pair 9:

To show the importance of treating

the learners equally.

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