Module 2 ECD Methods - Kyambogo Universitykyu.ac.ug/downloads/Module 2 ECD Methods.pdf ·...

THE REPUBLIC OF UGANDA

MINISTRY OF EDUCATION AND SPORTS

MODULE 2

October, 2011

i

AUTHORS

Monica Muheirwe Kyambogo University

Godfrey Ejuu Kyambogo University

Caroline NakiddeKavuma Kyambogo University

Sarah Namande W Mugerwa Kyambogo University

Peter Mwesigwa Kyambogo University

Martin Omoding Kyambogo University

Katigo-Kaheru J. Kyambogo University

Godfrey Bakaira Kyambogo University

Margaret Lubega Kyambogo University

Katherine Joy Akello Kyambogo University

EdinanceBakehena NCDC

Monica Kawongolo BMAU

Deborah Rebecca Magera NCDC

HajaraNdayidde UNICEF

Mary Ojacor ECD Dot Centre

Mary Lunyolo Nile Vocational Institute

Nyakaisiki Rose Kyambogo University

HellenSembera Jollen ECD Teacher Training Institute

George Kayabuki Directorate of Educational Standards

Margaret Nsereko TIET – MoES

Elisabeth Kisakye TIET – MoES

RestyMuziribi MoES

Rita Kyeyune MoES

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FOREWORD

The government of Uganda and Ministry of Education in particular is very committed to

ensuring quality teachers and caregivers for ECD. For some time now, Early Childhood

Development programmes offered in different institutions at certificate level have been having

a challenge of resource materials that students can use to supplement what the tutors give

them. This challenge was affecting the quality of the trainees prepared in these institutions as

some of them did not have adequate ECD teacher training reference materials.

Production of this module and others in the subsequent series will go a long way in ensuring

quality of ECD teacher trainees, who will in turn go out and provide quality ECD services. Use of

this module will ensure that ECD students get uniform and balanced content for certificate level

in different ECD teacher training institutions. The tutors can also use this module as a guide in

consultation with the training framework guide for each programmeon what depth of content

should be given to trainees pursuing different ECD certificate programmes.

As government, we are proud to have been part of the process of producing this module and

hope that it will be part of the solution to the challenge of producing quality ECD teachers at

certificate level in Uganda.

Mrs. Margaret Nsereko

Commissioner

Teacher Instructor, Education & Training – MoES

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ACKNOWLEDGMENT

I would like to acknowledge the moral and material support offered by Kyambogo University

management which made it possible for this module to be produced.

Kyambogo University is indebted to all specialists who dedicated their time in writing this

module. This would not have been possible without the inputs from the authors. I would also

like to acknowledge different publishers and authors whose work has been cited in this module.

To all our partners who have been supporting us from the start especially UNICEF for the

financial and technical support. I also acknowledge contributions from MoES, DES, NCDC, and

ECDTIA for their input in this module.

Finally, I thank the secretarial team especially Rose Nyakaisiki and Godfrey Ejuu who were able

to put up this work.

Mrs. Monica Muheirwe

Coordinator, ECD – Kyambogo University

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SYMBOLS USED IN THIS MODULE

Key issues covered in the course unit

Study requirements

Note so as to be careful not to confuse with other similar things.

Exercise that you should attempt before moving to the next sub-topic

Suggested further reading to widen your scope in subject area

Learning Outcome

Activity that you must do to consolidate your learning

Unit Summary

Learning Competence

End of Unit, Congraculations.

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TABLE OF CONTENTS

FOREWORD ................................................................................................................................................... ii

ACKNOWLEDGMENT .................................................................................................................................... iii

SYMBOLS USED IN THIS MODULE ................................................................................................................ iv

TABLE OF CONTENTS ..................................................................................................................................... v

INTRODUCTION .......................................................................................................................................... viii

UNIT ONE: METHODS IN EARLY CHILDHOOD DEVELOPMENT ...............................................................1

1.1 Meaning of aMethod ........................................................................................................................ 2

1.2 Importance of Using a Method ......................................................................................................... 2

1.3 When to apply a Method .................................................................................................................. 3

1.4 How Different Methods are Used ..................................................................................................... 3

UNIT TWO: EARLY CHILDHOOD DEVELOPMENT CURRICULAR (3-6 YEARS) .......................................... 12

2.1 Pre-Primary Curriculum .................................................................................................................. 13

2.2 Learning Areas in The Learning Framework For Children of 3-6 Years ........................................... 14

2.3 Area 1: Relating With Others in an Acceptable Way. ..................................................................... 15

2.4 Area 2: Interacting, Exploring, Knowing, and Using My Environment ........................................... 18

2.5 Area 3: Taking Care of Myself for Proper Growth and Development ............................................ 21

2.6 Area 4: Developing and Using Mathematical Concepts in My Day to DayExperiences ................. 24

2.7 Basic Mathematics Concepts .......................................................................................................... 27

2.8 Area 5: Developing and Using My Language Appropriately ........................................................... 38

2.9 Stages of Language Development (0-6years) ................................................................................. 39

2.10 Activities to Develop Children’s Language ...................................................................................... 41

2.11 Activity Preparation ........................................................................................................................ 43

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2.12 Lesson Planning ............................................................................................................................... 44

2.13 Designing Daily Routines ................................................................................................................. 45

References .................................................................................................................................................. 48

UNIT THREE: EARLY CHILDHOOD DEVELOPMENT CURRICULAR (0-3 YEARS) ....................................... 49

3.1 Developmental Areas in The Learning Framework for Children of 0-3 years ................................ 50

3.2 Area 1: Enhancing Personality, Social and Emotional Development. ............................................ 50

3.3 Area 2: Communication, Language and Literacy ............................................................................ 53

3.4 Area 3: Problem-Solving, Reasoning and Mathematical Concepts ................................................ 56

3.5 Area 4: Knowing and Understanding The Environment ................................................................. 59

3.6 Area 5: Enhancing Physical Development ....................................................................................... 61

3.7 Area 6: Using Creativity in My Day-to-Day Experiences ................................................................. 63

3.8 Designing Daily Routines ................................................................................................................. 66

References .................................................................................................................................................. 68

UNIT FOUR: CHILD STUDY ................................................................................................................. 69

4.1 Meaning of Child Study ................................................................................................................... 70

4.2 Importance of doing Child Study ................................................................................................... 70

4.3 Factors to Consider When Choosing a Child for Study ................................................................... 71

4.4 Methods for Collecting Data ........................................................................................................... 72

4.5 Procedure for Conducting Child Study ............................................................................................ 78

4.6 Format for Child Study – Report Writing ........................................................................................ 81

UNIT FIVE: EDUCATIONAL TECHNOLOGY ........................................................................................... 86

5.1 Meaning of Educational Technology ............................................................................................... 87

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5.2 Importance of Educational Technology to a Teacher .................................................................... 87

5.3 Categories of Instructional Materials ............................................................................................. 88

5.4 Characteristics of a Good Learning Material .................................................................................. 90

5.5 Designing, Developing and Making Learning Materials ................................................................. 90

5.6 Designing Children’s Learning Environment ................................................................................... 91

5.7 Developing Learning Centres ......................................................................................................... 92

5.8 Display of Instructional Materials .................................................................................................. 95

5.9 Storage of Instructional Materials ................................................................................................. 96

5.10 Maintenance of Instructional Materials ........................................................................................ 97

5.11 Using Ict to Develop Children’s Play Materials .............................................................................. 98

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INTRODUCTION

Dear ECD student,

You are welcome to this module. This module is the second in a series of four modules that

cover all the work and activities for certificate programmes in ECD. The module has been

designed for you to use it as part of your study material. It introduces you to different concepts

that are related to ECD, asks you some questions to help you reflect on what you are reading

and later cautions you with some points to note. At the end of each unit, you will find a

summary of the unit, end of unit assignment, suggested reading list for your additional reading

and competences you are supposed to have achieved as a result of exposure to the unit

content.

This module is arranged in five units. The units focus on various methodologies that are

commonly used in ECD to help promote their holistic development. Unit 1introduces you to

general methodsused in ECD. Units 2 and 3 give you an overview of the learning framework for

children of 1-3 years and 3-6years respectively. Unit 4 introduces you to basics of child study

and how to use your child study information to enhance children’s development. Unit 5 brings

you educational technology and advice you on ways of designing, development and production

of children’s play and learning materials.

Please note that this module is not the only reading material that you have. Try to find other

materials and reference books that have information that is related to the suggested content in

this module.

You should also note that you may not be required to learn every information in this module.

Ask your tutor or facilitator for course outline so that you can only select those sections or

topics that are relevant for your course.

We wish you good luck and good reading as you use this module. Remember to keep the good

image of ECD and the teaching profession when you go out there in public. Be a good advocate

for all children especially those under your care.

Good luck

METHODS IN EARLYCHILDHOOD DEVELOPMENT

Dear student you are welcome to this unit which introduces you to different

methods used to promote learning in

into various techniques as well that can be used to

main areas of focus in this unit include:

• Meaning of the methods.

• Importance of the methods

• When to apply

• Advantages

LEARNING OUTCOME

It is expected that after carefully studying this unit and doing all the exercises and activities as

expected, you will be a teacher who “

children’s learning”

Study requirements

In order to be able to successfully cover work in this unit, you need a

interruptions, a note book, a pencil, a

(3-6years).

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UNIT ONE

IN EARLYCHILDHOOD DEVELOPMENT


used to promote learning in Early Childhood. This unit provides

techniques as well that can be used to consolidate

main areas of focus in this unit include:

Meaning of the methods.

Importance of the methods

When to apply the methods

Advantages and disadvantages of different Methods

LEARNING OUTCOME:


expected, you will be a teacher who “utilizes appropriate methods and situations

In order to be able to successfully cover work in this unit, you need a noise free room to avoid

ote book, a pencil, a rubber, the caregivers’ guide to the learning

Enjoy studying this unit.

IN EARLYCHILDHOOD DEVELOPMENT


This unit provides insight

consolidate learning. The

Methods


and situations to facilitate

noise free room to avoid

, the caregivers’ guide to the learning framework

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1.1 MEANING OF A METHOD

A method refers to the way of doing something. It also means a mode that a teacher or

caregiver employs to make children’s learning successful. Many methods have been designed

to promote young children’s learning, some of which include: storytelling, dramatization, role-

playing, play way, cooperative or discussion, projects, field trips, excursion, conversation,

discovery, and demonstration.

1.2 IMPORTANCE OF USING A METHOD

It is important for every person who facilitates children’s learning to use a method to do so. A

method, if used appropriately is able to help achieve most of the following purposes:

• They make learning interesting as each child will be involved in doing something that

he/she likes

• Since use of a method may involve presentation of learning in a real or semi real

situation, learning also becomes real and simple

• They help to bridge the gap between home and school if the teacher encourages

children to transfer learnt content from school to home and also share home

experiences at school.

• Methods help a teacher to accomplish the set objectives because different objectives

require specific methods that can help to implement them.

• Methods promote systematic teaching and learning

• Methods render opportunities for continuous assessment of learning.

• Methods encourage the use of authentic materials and situations in teaching and

learning.

Activity

1. Briefly in your own words, explain what a method is

________________________________________________________________________

2. Discuss how a method can help you to promote children’s learning

________________________________________________________________________

________________________________________________________________________

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1.3 WHEN TO APPLY A METHOD

There is no particular time a teacher can interact with children without using a method. The

choice of method to be used however will depend on many things. It may depend on what the

teacher has in mind that he/she wants the children to learn. It may also depend on the time

when the lesson is being taught, the nature of the topic or the nature of the learners.

Note:

You should choose a method that you are comfortable using, as long as you believe that it will

help you to achieve your objectives.

Examine yourself carefully and identify the method that you have been commonly using to

teach children at home. Do you think that was the best method to be used? Give your reasons

______________________________________________________________________________

______________________________________________________________________________

1.4 HOW DIFFERENT METHODS ARE USED

Different methods that are used in early childhood are used differently and for different

purposes. You as a teacher must choose the right method to use to achieve your objective. The

following are some suggestions on how you can use identified methods.

1) Dramatization

Dramatization is where children are made to pretend to be somebody and do things in the way

that person does it. For example, if child can pretend to b e a mother at home and imitate what

a mother usually does in a given situation. This activity is done in a play form with less

restriction. The child is encouraged to be creative and act the activity basing on what he/she

feels the person being imitated does. Use of dramatization motivates children to learn and

consolidate learning. It also promotes the use of all senses, develop creativity, critical thinking,

life skills, self awareness, self confidence, language and observation. Dramatization also

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exposes children to different cultures and can be used as an avenue for delivering important

messages to children

Activity

1. Discuss the advantages of using dramatization as a method of promoting children’s

learning in ECD

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Explain different messages that you can pass on to children in ECD through

dramatization

________________________________________________________________________

________________________________________________________________________

3. Explain some disadvantages of using dramatization with young children

________________________________________________________________________

________________________________________________________________________

2) Play-way Method

Play is a child’s work. It is also a child’s avenue to learning. Play–way method is the use of

pleasure related tasks that children participate in and manipulate to help them gain skills,

knowledge, and attitude in a more relaxed and natural way. Play-way method is a great

motivational force that aids memory, supports development of skills, understanding of

concepts, emotional maturity, freedom of choice, creativity and expression. Play-way method is

usually used when the teacher wants to teach a concept that he/she feels may be difficult for

children to easily understand with usual explanations. It also applies when children have been

bored or have been engaged in an activity that is taxing and therefore need relaxation.

Advantages of Play-way method

• It is fun and makes learning interesting

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• It promotes mastery of difficult concepts.

• It enhances development of attitudes and values.

• It captures learner’s attention thus promoting concentration.

• It encourages creativity in children

• It makes learning real bridging the gap between home and school

• It creates good teacher/ learner relationship.

Disadvantages of Play-way Method

• It is time consuming

• Some learners who have poor social skills may be left out

• If the teacher is not careful the intended outcome may be lost along theway

• If not well planned the method may result into confusion and cause chaos inclass.

Activity

1. What is the importance of play to pre-school children?

________________________________________________________________________

________________________________________________________________________

2. How can play way method be best used in a pre-school?

________________________________________________________________________

________________________________________________________________________

3. Discuss the advantages and disadvantages of play-way method

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Suggest different ways of helping children learnduring play

________________________________________________________________________

________________________________________________________________________

3) Discovery Method

It is a method where children are encouraged to find solutions to problems or find what they

previously did not know about something, its characteristics and possible uses on their own, at

their own pace either individually in pairs or in small groups. Discovery method promotes in

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children problem solving, self reliance, encourages inquiry and enhances scientific skills

development. Some of the scientific skills include observation, reporting, manipulation, asking

and answering question.This method is commonly used when the teacher wants children to

learn concepts that are difficult to explain or involve words that are either confusing or difficult

to interpret. The method can be used in activities such as construction using building blocks,

sorting, matching, and jig-saw puzzles. It can also be used in classification and ordering games,

measurements, speed, distance, time, space, volume and quantity.

Advantages of using Discovery Method

• It focuses all activities on the learner instead of on the teacher helping children to

develop competences.

• It provokes critical, creative, and rational thinking in children as they try one thing after

another.

• It enhances the children’s imaginative power.

• It encourages self reliance in learning.

• It motivates learners as new discoveries encourages them to achieve new insights

• It promotes socialization among children.

Disadvantages

• It is time consuming.

• It is expensive as it needs a variety of materials that are usually destroyed by children in

the discovery process.

• Sometimes children draw wrong conclusions based on their misunderstanding of some

discoveries, and poor predictions.

Activity

1. What is the importance of discovery method in the teaching and learning of children aged

birth -3.play to pre-school children?

________________________________________________________________________

2. Without use of the discovery method what would your class miss out during the teaching

and learning?

________________________________________________________________________

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________________________________________________________________________

3. Discuss the advantages and disadvantages of discovery method

________________________________________________________________________

________________________________________________________________________

4. Suggest different ways of helping children learnusing discovery

________________________________________________________________________

________________________________________________________________________

4). Discussion

This is a method of interaction in which young children converse with each other on a specific

topic of interest. Children will be exchanging their views and making contributions towards the

idea being brought forward in small groups. Discussion promotes socialization, knowledge

sharing, language development, character building and inculcate leadership skills in children.

Discussion is mainly used teaching large classes, when you have much content you like to pass

over to children in a limited time and also when you have limited learning materials. Discussion

promotes peer learning. The main disadvantage of using discussion is that it can be time

consuming if not well planned. It also requires a large space, and dominant participants can

overshadow or mislead the rest.

Activity

1. What is the importance of discussion method in the teaching and learning

situation?

__________________________________________________________________

_______________________________________________________________

2. When can a caregiver best use the discussion method?

__________________________________________________________________

3. Explain how children in ECD can best use the discovery method

__________________________________________________________________

_______________________________________________________________

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5). FieldTrip/ Excursion method

This is a methodwhere learners are taken out away from the classroom to interact with the

environment so as to observe, identify, investigate, discover and analyze different situations

they while focusing on the intended learning outcome. This can be in the school compound,

school garden, neighborhood, or away from school.Field trips is important to children in that it

makes learning real in the real life situation, it is fun, exciting and stimulates their mind. It also

promotes independent learning, sharing of skills, knowledge and broadens the child’s view of

the world. Excursion brings children nearer to their environment so as to develop love for it and

conserve it. It also promotes appreciation of nature and enhances the sense of aesthetics. The

disadvantage of this method is that it may be expensive if trips are outside the school, it can

also be risky for young children in terms of accidents and bites by harmful insects or snakes.

Activity

1. Explain any 4 situations suitable for the use of the field trip/excursion method?

_______________________________________________________________________

____________________________________________________________________

2. What are the challenges that an ECD teacher is likely to face while using this method?

_______________________________________________________________________

_______________________________________________________________________

____________________________________________________________________

3. List the things that a teacher does first before taking children out for an excursion?-

__________________________________________________________________

_______________________________________________________________________

___________________________________________________________________

6). Story Telling Method

Story telling can be an activity, but it can also be used as a method that teachers use to pass

messages and lessons to young children. Story telling is narrating to children some occurrence

either in real life or fiction. Usually, the narration has some main point or lesson that children

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should get at the end of the lesson. Children love stories, since stories are part of everyday life.

The story telling method help children engage in learning actively.

Importance of story telling

• Story telling motivates children to learn

• Stories enable to children to make connections between what they have been seeing

with their meaning.

• Stories simplify complex concepts

• Stories keep the learners entertained

• Stories provoke critical thinking and imagination

• Stories challenge the learners to think and examine themselves to avoid bad situations

in the story

• Children learn life skills through storytelling

Disadvantages of story telling

• It is time consuming

• The choice of the suitable story may be very difficult

• The process require good storytelling skills

• Since children have a short attention span, some might miss some parts of the story

• Some stories touchy and may easily affect children emotionally and psychologically.

• Some children may get very excited and miss the most important parts of the concept

End of Unit Assignment

1. Discuss the different methods used for teaching young children

________________________________________________________________________

________________________________________________________________________

2. With relevant example explain the advantages and disadvantages of dramatization

________________________________________________________________________

________________________________________________________________________

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3. Suggest different ways of helping children learn through drama

________________________________________________________________________

________________________________________________________________________

4. List steps a pre- school teacher can use during dramatization lesson

________________________________________________________________________

________________________________________________________________________

5. Storytelling is one of the best methods used for teaching young children. Discuss

________________________________________________________________________

________________________________________________________________________

6. Outline at least five things the ECD teacher must put in consideration when selecting

stories for young children

________________________________________________________________________

________________________________________________________________________

7. With relevant examples, explain the disadvantages of storytelling as a method of teaching

young children

________________________________________________________________________

________________________________________________________________________

8. As a pre-primary teacher, list the steps you would use when preparing a story telling

lesson

________________________________________________________________________

________________________________________________________________________

9. Make a plan to take children out for an excursion

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

10. Outline steps you can take when teaching children using discovery method

________________________________________________________________________

_______________________________________________________________________-

________________________________________________________________________

________________________________________________________________________

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UNIT SUMMARY

Dear students this unit has enlightened you on different methods we can use to promote

children’s learning, their meaning, importance and how they can used. The methods discussed

included dramatization, play way, discovery, discussion, field trip/excursion and storytelling.

We have also looked at some of their advantages and disadvantages.You can think of other

methods that best suit ECD.

LEARNING COMPETENCE

You have now completed this unit. The learning competences are listed below. Tick the column

that reflects how much you have learnt in each competence.

Learning Competence Not Sure Satisfactory

Explain what a method means

Identify different methods that can be used to promote children’s

learning

Determine when to use or not use a particular method

Apply different methods to promote children’s learning

appropriately

Identify advantages and disadvantages of using different methods

In case you find that you are not sure whether you really have any of the above competences,

go back and review the specific sub-topic and do the activities therein. Also, find a friend or one

of your facilitators/tutor and discuss with him/her some of your challenges in that topic. You

will make it. If in case you feel confident, then I would like to take the pleasure of

congratulating you for this achievement. Well done! Move on to the next unit.

Congratulations

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UNIT TWO

EARLY CHILDHOOD DEVELOPMENT CURRICULAR (3-6 YEARS)

This unit introduces you to the Pre-Primary Curriculum which is used in ECD Centres

to promote learning of children in the age bracket of 3-6 years. This curriculum is

called the Learning Framework for Early Childhood Development which is used in

Community based ECD centres, Nursery schools or kindergartens. The main areas of

concern in this unit include:

• Pre-primary curriculum

• Concept of the framework, Learning outcomes and Competences

• Learning areas in the learning framework for 3-6 years

• Developmental activities

• Schemes of work

• Lesson Plan

• Daily routine

LEARNING OUTCOME:


expected, you will be a teacher who “utilizes the learning framework for ECD to plan

appropriate developmental activities that promotes children’s holistic development”

Study requirements


interruptions, a note book, a pencil, a rubber, the learning framework for ECD (3-6years) and

caregivers’ guide to the learning framework (3-6years).


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2.1 PRE-PRIMARY CURRICULUM

Pre-primary Curriculum is a set of suggested activities, and instructions development by

government through the National Curriculum Development Centre (NCDC) to be used to teach

children in all ECD centres in Uganda. This curriculum is contained in the book called the

learning Framework for ECD. There are two learning frameworks. One is for children of 0-3

years and the other is for children of 3-6 years of age. The learning framework is used instead

of a syllabus as used in the primary schools because young children cannot be taught in the

same way as is done in primary schools all over the country. Because we understand children’s

development needs and differences in culture that cannot be easily explained to children at

this age, we instead provide general guidelines to guide caregivers and teachers to teach

children basis concepts without over teaching or under teaching. The learning Framework is

theme based and is centered on learning areas. At this age of 3- 6 years the interest is on what

the child is able to do and learn.

Note:

Just as the syllabus or thematic curriculum is used for teaching children in primary schools, the

learning framework is also used for promoting learning in pre-schools like day care centres,

nursery schools, kindergartens and community based ECD centres. It is not right to use the

primary curriculum in ECD because it is for another level.

With this learning framework these are no lessons to be taught, instead, there are

developmental activities to be done by children. A number of activities that a child is made to

do helps that child to achieve a competence. A competence is a specific skill, capability,

fitness, expertise or experience that a child has learnt, acquired and showed mastery in it as

he/she displays it in different situations. A competence can also describe genuine abilities. For

example in the learning framework, a competence is stated as follows: “I can ………………”. It is

important to note that competencies differ according to the age bracket (3-4year, 5-6year, 5-

6years). Those for younger children as simpler while for the older children are more difficult.

The difficulty is based on the fact that a child is expected to achieve the easy ones first before

going to the harder ones.

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A set of competences that have been achieved by a child builds a learning outcome. A learning

outcomes focus on what the child will be and what qualities she will have as a result of

undergoing a learning process. Critical outcomes are key skills, knowledge, attitudes, and

values for an individual to live meaningfully in the society. Outcomes are achieved after a long

time of learning, usually after a school term, year or end of programme.

Activity

1. Explain the difference between the learning framework and the thematic curriculum

______________________________________________________________________

____________________________________________________________________

2. Discus the disadvantages of using the thematic curriculum in ECD

______________________________________________________________________

____________________________________________________________________

3. Explain the difference between competence and an outcome

______________________________________________________________________

____________________________________________________________________

4. Explain why we cannot use a syllabus in ECD just like it is done in primary school

______________________________________________________________________

____________________________________________________________________

2.2 LEARNING AREAS IN THE LEARNING FRAMEWORK FOR CHILDREN OF

3-6 YEARS

The learning framework for ECD used for promoting learning of children of 3-6 years is made of

five thematic learning areas. These areas combine a number of subject areas that are related.

Therefore, when teaching children in this age category, you do not need to start looking for

specific subjects to teach as all the content in the necessary subjects has already been

integrated in the areas.

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Examine the learning framework (3-6 years) and identify subjects that have been covered

in it. Write down the identified subjects

______________________________________________________________________________

______________________________________________________________________________

The five learning areas in the learning area for 3-6year old children include:

1) Relating with others in an acceptable way.

2) Interacting, exploring, knowing, and using my environment.

3) Taking care of myself for proper growth and development

4) Developing and using Mathematical concepts in my day to day experiences

5) Developing and using my language appropriately

We shall now examine each of the learning areas in details.

2.3 AREA 1: RELATING WITH OTHERS IN AN ACCEPTABLE WAY.

This area (see the learning framework 3-6 years pages 12-17) focuses on helping a child develop

competences that he/she will use to relate with self, peers, family, community and society in an

acceptable way. It explores acceptable behaviours that area common in our communities and

how they should be shown appropriately depending on the culture and where one lives. It is a

fact that cultures differ from one community to the other in Uganda. This therefore means that

children are supposed to be taught those behaviours that are acceptable in their communities

first before they can be made to appreciate those of other cultures. It also means that while all

classes will be having the same lessons, the content will vary from place to place following their

culture and the acceptable behaviour therein.

Activity

1. List 20 behaviours that are acceptable in your community that you can teach children

to make them acceptable in your community

______________________________________________________________________

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____________________________________________________________________

2. List 10 behaviours practiced by people in other communities but may not be

acceptable in your community

______________________________________________________________________

____________________________________________________________________

The main behaviours emphasized in this area are those that are universally acceptable in

Uganda. They emphasize the general good and equality for all people regardless of their

background or status. These behaviours have to be taught to all children together with those

other behaviours that are unique or specific to their community. The behaviours are

summarized in the following learning outcomes:

The above outcomes cannot be achieved in one lesson or in a period of one month. Rather,

they can be taught for over a year. These outcomes are enabled by competences. The

competences in area 1 of the learning are summarized in the box below.

Outcomes for Learning Area 1

• Identifying, taking interest in and observing people around me.

• Identifying people who protect and take care of me and how they do it.

• Sharing with others and taking care of other people

Competences for Learning Area 1

• Identifying appropriately people at home, learning centre and immediate environment

• Talking about the roles of different people at home, learning centre and immediate

environment

• Describing different people a child interacts with

• Communicating needs to different people appropriately

• Showing acceptable behaviour to people a child plays or interacts with

• Differentiating good from bad behaviours

• Participating in group activities

• Showing feelings for others in different situations

• Caring for others

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Activity

1. Identify some acceptable behaviours that you would teach children to show that they

have feelings for others

______________________________________________________________________

____________________________________________________________________

2. List 5 behaviours practiced by people in your community that show caring for others

______________________________________________________________________

____________________________________________________________________

Methods used

Different methods need to be applied when teaching children different acceptable behaviours

as suggested in this area. Since most lessons will dwell on behaviours, you should use methods

that help to inculcate behaviour and attitude in children. Some of these methods include story

telling, dramatization, role play, miming among others. You should refer to the methods unit to

identify the appropriate method to use and learn how it is applied in class.

Assessment

Assessment of behaviour cannot be done through book activities. You need to observe children

in different situations for example at play, class, break time, or during group activities. Make it a

point to always remind them of the acceptable behaviours immediately one shows an

unacceptable behaviour. You also have to be patient with them while rewarding the good

behaviours till it becomes part of the children.

Activity

1. Explain five different ways you can use to instill acceptable behaviour in children

______________________________________________________________________

____________________________________________________________________

2. Identify different people that you can work with to help you instill acceptable

behaviour in children

______________________________________________________________________

18

2.4 AREA 2: INTERACTING, EXPLORING, KNOWING, AND USING MY

ENVIRONMENT


scientific competences that he/she will use to explore the environment, use it and conserve it

for now and future use. It explores different scientific skills like observation, manipulation,

experimenting, recording, testing, analysis and other variety of scientific skills. This area also

tries to tap into the characteristic of young children to promote learning. These characteristics

include curiosity, being inquisitive, eager to learn, very active and are creative. Activities in this

area are meant to enhance those qualities of children as they are exposed to different

experiences within the environment and through use of all their senses.

Activity

1. List 8 scientific skills that young children should be exposed to

______________________________________________________________________

____________________________________________________________________

2. List 10 activities done in your community that promote scientific skills development in

young children

______________________________________________________________________

____________________________________________________________________

The main scientific skills emphasized in this area are those that lay a foundation for the child’s

future involvement in different scientific activities as adults. It is important to note that while

giving children activities to promote the skills, we should not make it academic. Instead, we

should use play and everyday activities as children use their body, mind and immediate

environment. The scientific skills to be developed in this area are summarized in the following

learning outcomes:


• Exploring and knowing my immediate environment.

• Knowing and appreciating important places in my environment.

• Knowing how to keep and take care of my environment

• Identifying dangers in my environment and taking precautions

• Experimenting and understanding the concept of movement (force)

• Creating things, appreciating and expressing myself through art

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Activity

1. Identify 5 activities that you can give children to help them manipulate their

environment

______________________________________________________________________

____________________________________________________________________

2. How can you teach children to keep themselves safe from dangers in the environment

______________________________________________________________________

____________________________________________________________________

Methods used

Different methods need to be applied when teaching children different scientific skills. Since

most lessons will dwell on the environment, you should use methods that help children to

experiment, manipulate different objects, exploring their environment, creating things and

expressing themselves. Some of these methods include experimenting, project, discovery, field


• Identifying and talking about home, learning centre and important places in the

community

• Using important places in the environment

• Classifying people, animals, insects and other objects seen at home, learning centre and

community

• Caring for and valuing the environment

• Cleaning and conserving the environment

• Identifying dangerous things in the environment and protecting self from those dangers

• Experimenting with things in the environment

• Manipulating different things in the environment

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trip, demonstration among others. You should refer to the methods unit to identify the

appropriate method to use and learn how it is applied in class.

Assessment

Assessment of children’s acquisition of scientific skills cannot be done through book activities

only. You need to provide children with a variety of materials and give them freedom to do

what they wish as long as you have taken care of safety issues. You also need to take children

out in the natural environment to allow them experience natural world. From these settings,

you can observe children in different situations for example at play, class, break time, during

individual activities, project work or during group activities. Make it a point to always remind

them to take not of changes or observations that occur as they work with different and report

them to you or peers. You can engage them in discussion of the observed behaviours in the

environment and seek their explanations on why they are like that.

Activity

1. Explain five different ways you can use to help children explore their environment

______________________________________________________________________

____________________________________________________________________

2. Identify five different places where you would take your children to experience

different scientific knowledge

______________________________________________________________________

____________________________________________________________________

3. Explain the reasons why you chose the places identified above

______________________________________________________________________

____________________________________________________________________

21

2.5 AREA 3: TAKING CARE OF MYSELF FOR PROPER GROWTH AND

DEVELOPMENT

This area (see the learning framework 3-6 years pages 27-39) focuses on helping a child to take

care of self and live independently in the family and community. It focuses on basic health and

hygiene practices. Knowledge and practice of these basic practices will help a child stay free

from communicable and sanitation related diseases.

Activity

1. List 8 personal hygiene activities that children in your community are exposed to

______________________________________________________________________

____________________________________________________________________

2. Explain different ways through which children are taught person hygiene in your

community

______________________________________________________________________

____________________________________________________________________

The main health practices emphasized in this area are those that lay a foundation for the child’s

future healthy living as adults. It is important to note that these cannot be mastered by children

through usual class work. Instead, effort must be made for these activities to be done

practically so that they become part of the children’s daily life. The skills to be developed in this

area are summarized in the following learning outcomes:


• Caring for my eyes

• Caring for my ears

• Using the sense of touching and feeling to describe things and situations

• Caring for the body

• Using the sense of smell and caring for the nose

• Using the sense of taste and caring for the mouth

• Identifying and naming different body parts and their uses

• Having self-concept, confidence and self-esteem

• Using gross and fine muscles

• Expressing creativity freely and independently

• Keeping healthy and practicing good health habits

• Keeping safe and avoiding accidents

• Knowing and relating with God and His creation

22




Activity

1. Identify 5 activities that you can give children to help them know and relate with God

______________________________________________________________________

____________________________________________________________________

2. How can you teach children to protect themselves child sacrifice

______________________________________________________________________

____________________________________________________________________

Methods used

There is no one right method that one can use to promote children’s learning. Instead, we

should use a variety of methods in different contexts to promote learning. For the case of

learning area 3, most activities need to be done practically. It will be wrong for children to just


• Maintaining personal hygiene

• Caring for different body parts

• Protecting the body from danger

• Keeping safe

• Avoiding accidents

• Maintaining a good sanitation in the environment

• Showing self-concept, self-esteem and self-confidence

• Expressing self freely

• Using fine and gross muscles

• Knowing and relating with God and His creation

23

memorize different health habits when they cannot practice them. Therefore, effort should be

made engage them in the practices so that those desired habits become part of them. Washing

the face, brushing the teeth, washing clothes and all other related practices and habit must be

done by the caregiver/teacher as children imitate and later continue practicing them. Even at

snack time, the desired habits have to be observed. When children do them right, they should

be rewarded, while those who do not do it appropriately should be shown what and how to do

it and encouraged to keep trying till they master them.

Assessment

Assessment of children’s acquisition of health habits and mastery of person hygiene practices

should be assessed in context and basing on observations of what the child can or cannot do. If

we note what they child did on the first day, we shall be able to tell later whether the child is

progressing or not. Those who show progress should be encouraged to continue, while those

who still find challenges have to be supported to master them. Remember, as you teach

children different health habits and personal hygiene practices, keep in mind the culture of the

area because they can have an influence on what you are doing.

Activity

1. Explain how culture in your are can influence personal hygiene practices that you may

be teaching children in your class

______________________________________________________________________

____________________________________________________________________

2. Identify five different health habits practiced in your community

______________________________________________________________________

____________________________________________________________________

3. Explain different activities that you can give children to promote their self-concept,

and self-esteem

______________________________________________________________________

____________________________________________________________________

24

2.6 AREA 4: DEVELOPING AND USING MATHEMATICAL CONCEPTS IN MY

DAY TO DAY EXPERIENCES


mathematics competences that he/she will use to transact business in every day situations. The

area focuses on providing practical mathematics experiences that will lay the foundation for a

child to start understanding abstract mathematics concepts in later life. It explores a variety of

key concepts that every child must be exposed to in order to lay a firm foundation for

mathematics. The nine concepts explained in this area are all useful. A child should not only be

exposed to numbers as is the case in some places, but need measures, sets, fractions, money,

time, space, statistics, geometry and algebra in their simple form as you will find them in this

learning area. Before you can start learning how to help children develop these basic

mathematic concepts, you should first remind yourself of what mathematics is, what is means

to young children, its use in our daily life and challenges teachers face as they teach young

children mathematics.

Meaning of Mathematics

Mathematics is one of the most useful and fascinating divisions of human knowledge. It

includes many topics of study which makes its definition to vary from place to place.

Mathematics can be described in the following ways:

• It is a science dealing with measurements, properties and relationships of quantities as

expressed in symbols/numbers.

• Mathematics is a science that has evolved from counting, measuring, and describing the

shapes of objects. It deals with logical reasoning and quantitative calculation.

• It is one of the day-to-day real life experiences that enable children to solve their

problems, their needs and live in harmony with others.

Importance of mathematics in our day to day experiences

Mathematics is a combination of many things which children come across through

manipulation of different objects. If children are supported appropriately to practice different

mathematics activities, they will develop so many skills and abilities that are not limited to the

following:

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• Solve daily problems. Children learn how to solve mathematical problems.

• Manipulative skills. It promotes the development of children’s fine motor muscles as

children play, model, sort, match and trace.

• Estimation and accuracy. Children develop appropriate skills of their daily experiences

such as knowing the amount of food to put on a plate, how to conserve, critical

observation and analysis.

• Transaction of different businesses

• Understand and use spatial relationship

• Writing, calculate, plan and measure different things and materials

• Be imagination, creative and concentrate so as to comprehend and give verbal meaning

• Counting. Children develop the concept quantity of objects; more, less, same amount.

• Matching and comparison. It helps children to see the similarities and differences

between objects.

• Language development. As children interact they develop language through discussion

exchange of materials and ideas.

• Helps to develop computation skills which include addition, subtraction, multiplication

and division.

• It helps children to develop a wider perspective of the mathematical world.

Importance of mathematics in ECD

In ECD, it is important for us to expose children to all the basic mathematics concepts and not

just numbers so that we can serve the following purposes:

• Mathematics provides early childhood learners with a vital foundation for the future

understanding of mathematics.

• Build on the specific experience of the children in the classroom. This includes using

words and materials that are familiar to the children in terms of previous knowledge,

community, and cultural significance.

26

• Continued and sustained interactions with mathematics concepts over the course of the

school year helps the child to develop more complex mathematical abilities from known

to unknown, simple to complex among others.

• It makes mathematics learning a fun, an interactive process that crosses other areas of

learning such as literacy, art, music, and physical education. Additionally, mathematics

can be included in regular play activities such as block building.

• Develop the use of new mathematics based vocabulary. A child is able to understand

and recall a word such as geometric when referring to a shape.

• Mathematics is a functional and service skill for job creation leading to self

sustainability.

Challenges in teaching young children mathematics

a) Personality of the Teachers

• Weak academic background and content knowledge for teaching

• Teachers’ poor attitudes towards mathematics

• Inappropriate teaching methods and practices (mainly teacher centred, rote and chalk

and talk), teaching geared towards passing examinations).

• Examination pressure and competition among pre-school stakeholders. This makes

teachers not to teach mathematics concepts comprehensively but drill them to pass

examinations.

• Few qualified teachers who have the knowledge on what to teach children

• Low morale from teachers due to low pay leading them not to concentrate or plan

adequately.

• Pre-school teachers in lower classes are under looked yet it is the foundation level on

which other mathematics concepts are built.

b) Characteristics of Children in our classes

• Individual differences as a person, home and socio-economic background

• Inability to read and write

• Absenteeism and dropouts

27

• Children go to school when they are hungry.

c) Nature of Class Space

• Large class enrolment making them overcrowded in small spaces

• High pupil to teacher ratio

• Inadequate teaching and learning materials, and resources (textbooks)

• Much workload for teachers

d) Government Policies on Education

• Relaxed policy in the implementation of continuous assessment.

• Lack of a binding document on caregivers’ terms and conditions of their jobs including

salary so as to protect pre-school teachers

Activity

1. Briefly explain what you understand by the word mathematics

______________________________________________________________________

____________________________________________________________________

2. Explain why we should bother to teach young children mathematics

______________________________________________________________________

____________________________________________________________________

3. Explain five different ways you have personally benefited from use of mathematics in

your daily life

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

4. What challenges do mathematics teachers face in teaching mathematics in your area?

______________________________________________________________________

____________________________________________________________________

2.7 BASIC MATHEMATICS CONCEPTS

This includes the following; Set, number, ordering, seriation, algebra, space, fractions, and

graphs.

28

a) Sets

A set is a gathering or collection of objects into a whole or on group. The small pieces that make

up a set is called elements of a set. The elements or members of a set can be anything:

numbers, people, letters of the alphabet, or other sets.

In a set, things are grouped together based on common properties or how they appear. This

enables children to put things into particular groups according to the features they have.

Example:

A set of cups, a set of leaves, a set of plates, a set of girls, a set of boys, a set of animals, or a set

of bottles.

Application

• Avail a variety of objects in large quantities to the children.

• Let them sort and group similar objects according to the features they have. In the

process, children make sets.

• Encourage children to talk about the sets they have made.

• They can also match similar sets for example a set of cups to another set of cups. Other

activities may include finding the odd man out from a set or matching.

Materials

• A collection of a variety of familiar objects from the local environment.

• Tins, bottles, leaves, bottles tops, cups paper bags, shoes, tyres, books, papers, pencils,

colours, crayons.

Assessment

Assessment is an ongoing process of finding out how children are progressing in the

achievement of the desired competences. This goes on in the teaching/learning process and

outside class. This can be done through direct observation while children are at tasks, asking

29

questions, talking to individual children, using check lists on competence achievement,

individual and group work.

It is important that you base your assessment on daily observations you make. This

necessitates you to keep records on daily basis in which you note individual children’s progress.

Note:

Young children need to experience practical mathematics activities repeatedly before they are

able to understand abstract mathematical concepts. Therefore, you need to diagnose the

performance of each individual child to enable you identify those who have not achieved

expected competences so that you provide more support to them. Encourage children to work

with peers to enable them learn from each other. Let children also use their daily experiences

on set concepts for example at snack time, lunch time and during free activity to enable them

conceptualize.

Activity

1. Briefly explain what you understand by the word set

______________________________________________________________________

____________________________________________________________________

2. Think of five different things in life that usually stay as a set

______________________________________________________________________

____________________________________________________________________

3. Explain how you can use sets in your daily life

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

b) Number

Number is a sign or word that represents amount/quantities of units/sum of group of things.

After sorting and matching of objects in groups, the children will be ready for number work.

30

Experiences in number are very important, as they serve as the foundation on which the

children will build their understanding of more complex mathematical concepts as they get

older.

It is important that you introduce quantities in a variety of situations with different objects as

you relate to the symbols. Understanding of quantities goes hand in hand with counting similar

objects in sequence. The children should do the counting by giving number names to each

object in sequence. Later, they can use these numbers to solve every day problems in their

daily life experiences for example:

• Number is used for showing positions of something in series like table number 1, car

number 2.

� Quantities of things/people like two bottles, few people.

� For separation of things/identification like telephone

� Other concepts children learn can be odd and even numbers, sum, division,

multiplication, addition, subtraction, some, all, few, fractions, or counting.

c) Ordering and seriation

Ordering involves children arranging objects from the smallest to the biggest, shortest to

tallest, lightest to heaviest. On the other hand seriation means putting things into a sequence

or arrangement of things one after another in pattern. They can be arranged according to their

size, weight, length, smoothness, and so on. It is through fitting objects using trial and error

that children begin to compare the characteristics of the objects.

A teacher therefore, needs to provide various activities to enable children develop the concept

of ordering and seriation.

Application:

The following order will enable children to develop the concept of ordering and seriation:

• Avail varieties of materials of different colours, sizes, length, width, texture and so on to

enable children develop the concept of seriation and ordering.

31

• Compare the attributes of things e.g. longer/shorter

Arranging things one after the other in a series of pattern and describe their relationships.

• Let the children arrange tins of different sizes, length, and width following a sequence.

• For the case of blocks let children order them according to their sizes.

• Let children order sticks or strings of different lengths from the shortest to the tallest.

• A few children can also stand in a row according to their height.

• Children can model things and then arrange them from the biggest to the smallest model.

Children can do many similar activities using different materials.

• Children can arrange objects in sequence to make patterns and designs. For example, they

could use white bead followed by red beads, or white followed by two red beads and so on.

• Children can also sequence objects or pictures in corresponding rows by number values.

• Children should also learn and recite number poems and riddles

• Children can complete puzzles on numbers.

• They can also sing number songs

• Children can also play buying and selling at the shop or market area.

• They can also play number of outdoor games like jumping skipping, hope- step and jump,

while counting

• Children can play number value games like lotto and number dominoes.

Materials

Blocks of wood, sticks, leaves, plastic bottles, pencils, maize cobs, shells, seeds, cut-out

numbers, tins, pictures plastic tins, clay, bottle tops, wall charts with numbers, scissors,

crayons, coloured pencils, number cards, glue.

32

Assessment

This concept can be confusing for children if they are not guided well. The caregiver is

therefore advised to use as many activities and materials as possible in order to ensure that all

children develop this concept.

Some of the strategies for assessment include:

• The caregiver may hold two objects of different sizes and ask children which is bigger than

the other or vise versa.

• The caregiver may also ask a child to arrange children of different heights from the shortest

to the tallest.

• The caregiver may provide materials or objects of different sizes and ask children to order

them in groups from the biggest to the smallest or vise versa and see which group finishes

first.

Note:

Provide variety of materials that are available in the children’s environment. This will help

them to transfer knowledge from school to home. Also, ensure that you observe how the

children are carrying out different activities regularly and support or encourage children who

may have challenges.You can also create as many games as possible so that children may

acquire

d) Time

Time is one of the abstract concepts measured in seconds, minutes, hours, week, months and

years. To the children, time is interpreted in terms of activities for example bed time, break

time, day time, and night. Therefore, they will always use those activities or events when telling

time for example the sun is rising so it is time to go to school or it time for going to work.

33

They also relate time intervals to familiar events, places and feelings for example in the

morning when I wake up, I greet people at home, I brush my teeth, I wash my face, take

breakfast…. Going to school to morning circle, bell means snack time, lunch time is when you

are at the lunch table, when it is getting dark means it is time for people to come back home or

it is time to eat super, or time to sleep…

As you interact with children and pass on to them the idea of time, the actual concepts that you

will be working with include concepts of:Speedthat is fast, slow;part of the day that is morning,

afternoon, evening,day and night; days of the week; months of the year; relations to time for

example: about, towards, past, present, future, age, events, seasons, and telling the time.

Note:

Note: since the concept of time is difficult for children to understand, the caregiver should

provide simple and concrete activities to enable children develop the concept of time. The

caregiver needs to be patient when helping children to acquire the concept of time since they

usually tend to forget.

Application

• Let children discuss what they do as soon as they come to school and what follows.

• Encourage children keep to regular routine to help them develop the concept of time.

• Let them talk about what they do at home before and after school, at day or night time.

• They can also tell news of what happened when there was no school

• Children can also talk about what happened yesterday, today, long ago, what will happen

tomorrow and so on based on a given event. It is good for them to start using these

words to help them understand the concepts.

• Children can learn and recite poems with ideas about time for example

“I wake up in the morning, I wash my face, I dress myself, I take my tea, then I come to

school”

Other activities may include

34

• Starting and stopping an action on signal

You can help children by using signs (symbols) or songs to show the start (or end) of an

activity. It can be a bell, drum or whistle. Encourage children to observe the call for

prayer, break, going to class or change of activity.

• Experiencing and describing rates of movement.

Provide a variety of materials for children to pour, roll, spine or swing in order to observe

how long they take to settle. Encourage children to observe and describe the movement

of different things seen.

• Experiencing and comparing time intervals

Relate length of time to familiar events for example I go to bed after super, after Friday

no school…

• Anticipating, remembering and describing sequences of events

Follow a consistent daily routine and ask children what comes next at the end of each

activity. Encourage children talk about steps used in performing an activity

Materials

A routine chart, calendar, bell, weather chart, drum, tyres, balls, seeds, video, pictures, story

books.

Assessment

Observe children as they describe sequences of events, days of the weeks, routine activities and

speed of objects. Encourage those who are not using them to keep trying.

Activity

1. Briefly explain different activities you can give children to teach the concept of time

______________________________________________________________________

____________________________________________________________________

2. Which materials are available in your community that you can use to teach children

35

the concept of time

______________________________________________________________________

____________________________________________________________________

3. Compose a rhyme that can be used to teach time involving daily routine activities

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

e) Money

Money is a legal tender that we use to do business. Children only need to know that we use

money for buying and selling. This knowledge can be developed through use of different

activities that promote the idea of what items are bought and sold, their cost and how to count

money. They will also start gaining knowledge on different money and their amounts for

example coins and paper money of 50s, 100s, 500s, 1000 or 2000.

Application

• Create a shop area within the environment.

• Have in place improvised coins and paper money.

• Let the children play at the shop buying and selling using the improvised money or real

money.

• Children can also learn and recite poems or sing songs related to buying and selling.

Materials

Real paper money or coins and improvised money and coins

Assessment

Observe children during the shopping game, how they are buying and selling, the language

used for example how much, may I get some sugar please? May I get my change? Here it is,

thank you.

f) Measurement

36

Measurement is a concept that is developed through using activities and materials. Caregivers

should realize that children will only start forming measurement concepts through activities

given. The activities and materials help children to compare and estimate various capacities

and quantities. Children will also make and use simple measuring instruments to measure

lengths, area, volume, capacity, weight, time, space, money and speed.

Measurement of length, width and height

The important concepts that children start developing in this case are that objects are of

different lengths, width and eight. The caregiver should therefore provide simple materials and

activities to enable them start developing the vocabulary which include longer that, wider that,

higher than and so on.These concepts can be developed through some of the following

activities:

• Comparing their own heights or using sticks to see how far they go along a wall.

• Observing the heights of buildings, trees, animals, cars, and tell which ones are higher,

longer and wider than the others.

• Comparing their fingers to see which ones are longer than the others.

• Comparing the foot prints to see who has a long foot.

• Learning and reciting poems and singing songs involving use of concepts of length and

height.

Area

This needs to be done using concrete objects and it can be developed through the following

activities:

• Provide cut-out square shapes of the same size to children.

• Let children put this square on a book or table, slates, mats to enable them see how many

of them cover that surface.

• Children can fit puzzles cut-out of different shapes like: squares, circles, triangles, animal

shapes and pictures.

Weight

37

Weight is a concept that will help children to develop the vocabulary of heavier than or light.

They will also learn to discriminate items by weight. This can be developed through the

following activities:

• Children can play blind folding games of lifting objects and saying which of the two or

three objects is heavier?

• Ask children to order by weightthree or four containers of the same size.

• Let children play the floating and sinking game at the water corner and discuss why some

things float while others sink.

• Let children make light and heavy things by putting different amounts of the same

substance or equal amounts of different weights, unequal amounts of the same

substance.

• Let children play with the balance at the water or sand area so as to compare which is

heavy and light

• They can recite poems and songs related to the idea of weight.

Volume and capacity

Volume and capacity refer to how much something or a container can carry. The caregiver

should help children to start developing the concept of how many times a smaller tin be used to

fill the big tin. This can be done in the sand pit or water area. The children can also compete to

see which individual can fill a large container faster than others.

Space

It is important for the caregiver to introduce the vocabulary of top/bottom, inside/outside,

far/near, between while dealing with space. For children to start understanding the concept of

space there is need for the caregiver to provide variety of activities through which they will

develop the vocabulary. In the process, children will also realize that solid objects occupy space

as they do these activities.

Materials

38

Boxes, omo packets, milk packets, tins, bottles, balls, sticks, water, sand, balances, bottles of

different sizes, imitation money, scissors, seeds, pieces of wood, feathers, basin, crayons,

shapes of triangles, squares, strings

2.8 AREA 5: DEVELOPING AND USING MY LANGUAGE APPROPRIATELY


competences that he/she will use to communicate with peers, people in the family, community

and society in appropriately. The area also focuses on helping a child to develop his/her

language and use it appropriately while communicating with people of different categories. It

explores the four language skills and different activities and methods you can use to develop

those skills in a variety of situations. Children in ECD have to be helped to acquire and perfect

the language skills in their mother tongue as specified in the Uganda language policy. Before

you can start developing children’s language, you should first remind yourself of what language

is, its importance to children and stages of language development.

Language is a means of communication from one person to another. It involves oral

communication which includes speech and non-verbal communication, which involves listening

and speaking.

Children use language in their daily life in different situations to do the following:

• Conveying messages to other people

• expressing feelings about their likes and dislikes

• sharing ideas with other people or peers

• demanding for care from adults and other responsible caregivers within their reach

• interpreting the environment they find themselves in

• To promote their mental development.

39

2.9 STAGES OF LANGUAGE DEVELOPMENT (0-6YEARS)

Children’s language development follows a sequenced pattern that can be recognized through

the following stages:

Emerging language(0-1 year): Under this stage, children show different characteristics as

different ages which overlap to other ages and are not necessarily fixed.

• From 0-2months, babies begin to make cooing sound to communicate their feelings.

• At 4-6months infants/babies begin to add consonants to the words.

• At 12 months babies say their first recognizable words, know their own name and say

some words.

Symbolic development(1-4yrs): At this stage, which is sometimes called the period of language

explosion, the child develops language very fast and acquires plenty of vocabulary in the

following ways:

• At one and half years children understand simple commands and their vocabulary

expands.

• At 2years, toddlers combine two words, and they understand much more in advance.

• At 3years toddlers carryout complex commands.

• At 4years they listen to stories and also have many questions.

Consolidating language(4-6 years): This is the time when what has been learned and

understood about language is consolidated. At this stage further development is enhanced.At

5years, the toddler develops power of reasoning and criticism, and also use complex sentences

copied from adults.

Activity

1. Explain different stages of language development

______________________________________________________________________

____________________________________________________________________

2. Discuss the importance of language to children in your community

______________________________________________________________________

____________________________________________________________________

40

The main language skills to be developed in children that are covered in this area are listening,

speaking, reading and writing. The four skills are not taught as different skills in isolation, but

are taught in such away that they are integrated and used to reinforce the other. For example,

listening compliments speaking and vice versa. Emphasis should be put on correct use of the

skills in the children’s mother tongue or area language following its unique rules that is specific

to their community. The skills are summarized in the following learning outcomes:

The above outcomes are enabled by the competences in area 5 of the learning that are

summarized in the box below.

Identify some competences that have been left out in the box above are useful in

promoting children’s language development

_____________________________________________________________________________________

_____________________________________________________________________________________


• Listening with acuity for information and enjoyment and responding

appropriately in a wide range of situations.

• Communicating confidently, effectively and meaningfully in spoken

and sign language in a wide range of situations.

• Reading to enjoy, acquire knowledge and be able to comprehend

• Writing different kinds of factual and imaginative tasks depicting good

letter formation, creativity and handwriting skills.


• Responding to different sounds

• Differentiating different sounds and objects

• Responding to instructions and commands

• Reporting what has been heard

• Expressing self in different ways

• Interpreting what is seen

• Reading simple words and sentences

• Writing letters and words accurately

41

2.10 ACTIVITIES TO DEVELOP CHILDREN’S LANGUAGE

Development of children’s language requires use of different activities that will allow children

to practice use of their newly acquired skills. Activities that can be used are according to the

language skills.

Activities to develop children’s listening skills

We can use the following activities to develop children’s listening skills:

• Storytelling, News telling, drama, role plays,reciting songs, poems, riddles, oral

composition. All these activities are meant for the child to put into practice what he/she

has heard.

• Auditory discrimination games to train the child to listen effectively.

• Encouraging children to describing things or sounds made. It can also be retelling

information heard from discussions.

• Asking children to retell short stories after reading to them.

• Songs that a child repeat after the teacher.

• Games of transfer of messages heard from one person to another.

• Listening to recorded materials and answering questions about it.

Activities to develop children’s speaking skills

We can use the following activities to develop children’s speaking skills:

• Retelling stories that have been told to them

• role playing different situations that require children speak

• Imitating what others have said

• Conversations with adults or other children

• Proverbs that children are helped to say

• Saying rhymes

• Singing songs both traditional and composed songs

• Saying riddles

• Reciting poems

• Telling and re-telling news

• Saying tongue twisters

42

• Saying lullabies

• Letting children to imitate audio messages

Activities to develop children’s reading skills

We can use the following activities to develop children’s reading skills:

• Indoor games (dominoes ,jigsaw, lotto)

• Opening of books to master orientation

• Reading tunes

• Reading story sequences,

• Use of Visual discrimination activities like sorting, matching or pairing

• Discrimination of sizes and shapes

• Left to right eye movement.

• Telling stories in sequence.

• Sound recognition.

• Recognition of patterns.

• Recognition and matching of letters.

• Spotting of missing parts from two similar pictures.

Activities to develop children’s writing skills

We can use the following activities to develop children’s writing skills:

• Tracing, Tearing, Cutting, Painting, Colouring, Collage, Drawing, Modeling, Pasting,

Doodling.

• Drawing and writing patterns

Activity

1. Explain five different methods you can use to teach children language

______________________________________________________________________

____________________________________________________________________

2. Identify different ways of assessing children’s language development

______________________________________________________________________

___________________________________________________________________

43

3. Suggest what you can do to help a child who is having a problem mastering speaking

skill

----------------------------------------------------------------------------------------------------------------

4. Explain five activities you can give children to develop listening skills

______________________________________________________________________

___________________________________________________________________

2.11 ACTIVITY PREPARATION

Every successful learning activity usually comes from a scheme and lesson plan. These two

aspects will be the focus of this part.

Scheme of Work

A scheme of work is detailed plan of content indicating what should be taught and how it

should be covered within a given period of time; it includes the instructional resource materials

and activities a student should engage in.

Purpose of Scheming

• To be able to identify all required instructional materials in time

• To keep the teacher focused

• To be able to break down content to manageable teaching topics depending the ability

of the learners

• Identify methods suitable to the learner’s ability

• It helps to apportion content to cover the available time as required for a particular level

SAMPLE SCHEME OF WORK

LEARNING AREA 2:INTERACTING WITH, EXPLORING, KNOWING AND USING MY ENVIRONMENT

LEARNING OUTCOME II: KNOWING AND APPRECIATING IMPORTANT PLACES FOUND IN MY ENVIRONMENT

SCHOOL:……………………………………………………………… CLASS: BABY TERM:………………… YEAR: 2010

44

WK LESSON COMPETENCE CONTENT ACTIVITY INSTRUCTIONAL

MATERIALS

REFERENCE REMARKS

1

1

I can talk about

important places

found in my

environment

Church

Sign for church: Its cross

Things found in the church:

Candles ,Drums,

Bible, Bread

Church wine, Baskets

Naming the sign for

a church

Naming thingsin the

church

Matching

Pictures topictures.

Shading picture

of a church.

Pictureof a

Church,

Real objects in

the church

The Learning

Framework

for ECD

page 20

2 Uses of things found in the

church

Candles, Drums,

Bible Bread

Church wine Baskets

Talking about

the uses of

things in the

church

Photos showing

activities in the

church

4 People in the church

Priest /pastors

Ushers

Alta boys

Catechists

Children

Parents ( mother and father)

Church leaders etc

Identifying

Different

People who go

to church

Role playing

5 Gifts people give in church

Money, Bread Fruits

Chicken, Matooke, Wine etc

Note:

It should be noted that a well prepared lesson can be taught without any notes but a good

lesson cannot be taught without any preparation.

2.12 LESSON PLANNING

This is a planned sequence of learning activities or lessons covering a period of several weeks

and centered on some major concepts, themes or topics.

In lesson planning it is important to consider the following;

• The principles of learning,

• The techniques of questioning

45

• The use of teaching aids

Purpose of lesson plan

Prior to the lesson, it helps the teacher to think through or visualize the lesson as he/she will

teach it. At this point the teacher can anticipate learning difficulties and decide how to

overcome them.

The plan assists the teacher in organizing the tools, materials and aids needed to carry out the

plan. A good lesson plan gives the teacher confidence while teaching and helps him/her to;

• Provide needed motivation

• Gives proper emphasis to various parts of the lesson that require learner’s activity

• Check carefully so that essential information are included

• Use learning aids effectively

• Ask questions at the proper time

• Stay on schedule

A clear well made plan helps to:

• Managetime

• Plan activities to be performed depending on the number of children in the class.

• Make learning materials available for use.

• Be systematic in exposing children to learners.

• To help in control and manage theclass

• Be accountable in terms of the targets set

• Encourage a caregiver carry out enough research for the purpose of perfecting work.

2.13 DESIGNING DAILY ROUTINES

Daily routine refers to the daily activities carried out in the school by children from the time

they arrive at the learning centre until they go back home. A sample of the daily routine

includes:

46

Time Activity

7:00 – 8:00 Arrival of children (Pick their play materials, Play,

toileting)

8:00 – 8:30 Morning Ring (singing songs, prayers, anthem, health

inspection, news, oral work, day’s theme).

8:30 – 10:00 Planned Class Activities (small groups activities going

from one area to another but without showing children

that you are changing from one area to another).

10:00 – 10:30 Snack time (talking about table manners to be

observed, taking snacks as you talk about the uses and

sources of the foods being eaten).

10:30 – 11:00 Outdoor play (Caregivers have to be around to

supervise play for safety)

11:00 – 11:20 Rest (Children are made to sleep for a while)

11:20 – 12:00 Planned class activities in a learning area, toileting and

washing up.

12:00 – 12:30 Work time (Play in areas of choice like block, sand or

shop areas)

12:30 – 1:00 Large circle (prayer, recall of what had been done,

farewell).

From the daily routine, we can make a time table. The routine should be used to standardize

time allocated for each activity but there is room for flexibility in the activities depending on

the situation.


1. Identify two subjects that have not been covered in the learning framework for ECD

________________________________________________________________________

________________________________________________________________________

2. Identify 10 subject areas that have been covered in the learning area

47

________________________________________________________________________

________________________________________________________________________

3. Explain 10 acceptable behaviours that you will teach children to master in your class

________________________________________________________________________

________________________________________________________________________

4. In which way can you involve parents to support you promote children’s learning?

________________________________________________________________________

________________________________________________________________________

5. Explain the use of learning materials for children in ECD

________________________________________________________________________

________________________________________________________________________

6. With relevant examples, explain the disadvantages using primary school approach to

teaching in ECD

________________________________________________________________________

________________________________________________________________________

7. As a pre-primary teacher, list the materials you will need to prepare children’s activities

for use in a class

________________________________________________________________________

________________________________________________________________________

8. Make a sample activity plan to be used in your class

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

9. Explain the role of the teacher in implementing the learning framework for ECD

________________________________________________________________________

________________________________________________________________________

10. Identify some of the challenges teachers face when you using the learning framework for

ECD

________________________________________________________________________

_______________________________________________________________________

UNIT SUMMARY

Dear students this unit has enlightened you on the concepts used in the ECD learning

framework, different learning areas in the learning framework and concepts used in the areas.

It also dwelt on how to develop schemes of work lesson plans and how to design daily routines.

It is important that you maintain the idea that learning outcome should help you to enhance

48

the creation of knowledge skills values, and attitudes that an individual requires to live a

meaningful life in society.

REFERENCES

National Curriculum Development Centre (2007). The Learning Framework for Early Childhood

Development (3-6years). Kampala: National Curriculum Development Centre.

National Curriculum Development Centre (2009). Caregiver’s Training Manual for Early Childhood

Development, Kampala: National Curriculum Development Centre.

LEARNING COMPETENCE




Explain what a learning framework means

Identify different learning areas in the learning framework

Explain different concepts used in the learning framework

Create an environment that promotes achievement of competences

Assess children’s learning effectively






Congratulations

49

UNIT THREE

EARLY CHILDHOOD DEVELOPMENT CURRICULAR (0-3 YEARS)

This unit introduces you to the Pre-Primary Curriculum also known as theLearning

Framework for Developmental Experienceswhich is used to promote learning of

children in the age bracket of 0-3 years. This curriculum is used in day care centres,

homes and in Community based ECD centres where children of 0-3 years are cared

for to promote their holistic development. The main areas of concern in this unit

include:

• Learning outcomes and Competences in the framework

• Developmental areas in the learning framework for 0-3 years

• Schemes of work

• Planningdevelopment activities

• Daily routine

LEARNING OUTCOME:


expected, you will be a teacher who “utilizes the learning framework for ECD to plan

appropriate developmental activities that promotes children’s holistic development”

Study requirements





50

3.1 DEVELOPMENTAL AREAS IN THE LEARNING FRAMEWORK FOR

CHILDREN OF 0-3YEARS

The learning framework for ECD used for promoting learning of children of 0-3 years is made of

six thematic developmental areas. These areas combine a number of activities that support

each other in an integrated way to promote holistic development. The six developmental areas

in the learning area for 0-3 year old children include:

1) Enhancing personality, social and emotional development.

2) Communication, language and literacy.

3) Problem solving, reasoning and mathematical concepts

4) Knowing and understanding the environment

5) Enhancing physical development

6) Using creativity in day to day experiences

We shall now examine each of the learning areas in details.

3.2 AREA 1: ENHANCING PERSONALITY, SOCIAL AND EMOTIONAL

DEVELOPMENT.


his/her personality, social and emotional wellbeing. This can only be possible if you provide the

child with various opportunities to express self and emotions while giving guidance on how to

relate with others in the environment.

Activity

1. List 10 behaviours that show that a child is developing well socially and emotionally

______________________________________________________________________

____________________________________________________________________

2. List 10 behavioursthat show that a child is having emotional problems

______________________________________________________________________

____________________________________________________________________

51

The main behaviours emphasized in this area are those that help a child to build self-

confidence, self-awareness and self-esteem. These life skill are very important in that they are

the driving force in us that make us value ourselves and therefore do what we are supposed to

do or fight for our rights incase we are being abused. They give us the will to continue living and

be what we are.The area also focuses on skills that help a child to build good relations with

others, make and keep friends. We are social animals. Therefore, we all need company of good

friends that must be maintained for some time. The life skills are not handed over to children in

a class situation, but they are passed on to the children through participation in different

activities, rewards and encouragement given by caregivers, parents and peers. The skills are

summarized in the following learning outcomes:

The above outcomes cannot be achieved in one day or in a period of one month. Rather, they

can be taught for over a year. These outcomes are enabled by competences. The competences

in developmental area 1 of the 0-3 framework are summarized in the box below.

Outcomes for Developmental Area 1

• Shows self-esteem, self-confidence and self-esteem.

• Makes relations with people around him/her.

Competences for Developmental Area 1

• I can express a sense of comfort

• I can express different emotions

• I can act various roles with understanding

• I can express my feelings

• I can interact, share and play with others

• I can play safely

52

Activity

1. Identify some activities that you can use to help children develop their self-esteem

______________________________________________________________________

____________________________________________________________________

2. Explain 5activities practiced by people in your community that can train children in

self-confidence

______________________________________________________________________

____________________________________________________________________

Methods used

Different methods need to be applied when helping childrenacquire different life skills as

suggested in this developmental area. Since most suggested activities will dwell on behaviours

and life skills, you should use methods that help to inculcate these skills and attitude

unknowingly in children. Some of these methods include story telling, dramatization, role play,

miming among others. You should refer to the methods unit to identify the appropriate method

to use and learn how it is applied in different situations. For the case of children of 0-3 years,

you are their role model. So, everything you do will be imitated by them.

Assessment

Assessment of life skills and attitude can only be done in real life situations. Therefore, in order

for you to assess achievement of these skills, you need to provide opportunity for children to

engage in different real life activities with other children or adults so as to evaluate how they

express their feelings. You need to observe children in different situations for example at play,

individual work time, snack time, or during group activities. Make it a point to always remind

them of the acceptable behaviours immediately one shows an unacceptable behaviour. You

also have to be patient with them while rewarding the good behaviours till it becomes part of

the child.

53

Activity

1. Explain five different ways you can use to help children to relate with others

appropriately

______________________________________________________________________

____________________________________________________________________

2. Identify different activities that you can engage children in to help them develop self-

awareness

______________________________________________________________________

3.3 AREA 2: COMMUNICATION, LANGUAGE AND LITERACY

This area (see the framework 0-3 years pages 22-26) focuses on helping a child

developcommunication, language and literacy. It focuses on helping children communicate

their feelings, express their feelings about something, converse with others, listen and respond

appropriately to different instructions. It is also through exposure in this area that children are

helped to understand rules of language and communication in a supportive environment.

Through these interactions, you will be able to identify language and communication challenges

that the children experience and be able to help correct them early enough before it is too late.

The main language and communication skills emphasized in this area are those that lay a

foundation for the child’s future literacy acquisition. It is important to note that while giving

children activities to promote these skills, we should not be harsh to them. Instead, we should

use play and everyday activities as children explore and be creative in their communication and

use of language. The skills to be developed in this area are summarized in the following

developmental outcomes:

Outcomes for Developmental Area 2

• Listens for information and enjoyment;

• Communicate effectively and meaningfully.

• Reads to enjoy different kinds of factual and imaginative situations.

• Demonstrates the ability to use writing tools

54



in area 2 of the 0-3 framework are summarized in the box below.

Activity

1. Identify 5 activities that you can give children to help them communicate their feelings

______________________________________________________________________

____________________________________________________________________

2. How can you teach children to use their large and small muscles

______________________________________________________________________

____________________________________________________________________

Methods used

Different methods need to be applied when teaching children different language and

communication skills. There is no one agreed most efficient method to be used. Instead, a

number of methods need to be employed. The methods chosen should be those that give


• I can respond to different sounds in my environment

• I can listen and respond to sounds

• I can use new words

• I can show pleasure in looking at pictures and print materials

• I can interpret pictures

• I can coordinate hand and eye movement to fix on and make contact with objects

and make marks

• I can use large and small muscles to perform activities

• I can show control in the use of writing and drawing tools

• I can trace over drawn pictures

55

children ample time to practice and use the newly acquired language skills using plenty of

available materials.

Assessment

Assessment of children’s acquisition of language, communication and literacy skillsis done in

context in with real life experiences. You need to provide children with a variety of materials

and give them freedom to communicate in different ways as they wish as long as you guide

them not to offend others. You also need to take children out to different functions and places

that will give them experiences to communicate about and imitate. From these settings, you

can observe children in different situations for example at play, work time, snack time, during

individual activities, project work or during group activities. Make it a point to always remind

them to communicate appropriately to others. You can engage them in discussion of different

events in their environment and seek their explanations on them.

Activity

1. Explain five different ways you can use to help children explore their language

______________________________________________________________________

____________________________________________________________________

2. Identify five different places where you would take your children to experience

language

______________________________________________________________________

____________________________________________________________________

3. Explain the reasons why you chose the places identified above

______________________________________________________________________

____________________________________________________________________

56

3.4 AREA 3: PROBLEM-SOLVING, REASONING AND MATHEMATICAL

CONCEPTS

This area (see the learning framework 0-3 years pages 27-31) focuses on helping a child to

develop problem solving skills, reasoning and numeracy that will be a foundation for future

mathematics experiences to help the child solve day to day challenges and live independently in

the family and community. It focuses on basic concepts with emphasis on understanding and

not memorization. This understanding is in logical order with some parts appearing before

others. Knowledge and practice of these basic concepts have to be done in play setting with

plenty of materials for children to manipulate and experiment with.

Activity

1. Look at developmental area 3 of the o-3 year framework and identify 8 mathematics

concepts that children should be exposed to

______________________________________________________________________

____________________________________________________________________

2. Explain different ways through which children you can teach children the identified

concepts

______________________________________________________________________

____________________________________________________________________

The main problem solving concepts emphasized in this area are summarized in the following

learning outcomes:

Outcomes for Development Area 3

• Compares and contrasts things according to different attributes

• Recognizes different shapes, sizes of things, and demonstrates a sense of

time as well as space

• Arranges different materials in order of size

57




Activity

1. Identify 5 activities that you can give children to help them use the vocabulary of

measures

______________________________________________________________________

____________________________________________________________________

2. How can you teach children to notice changes in objects

______________________________________________________________________

____________________________________________________________________


• I can use materials in my environment

• I can sing simple number songs and recite rhymes

• I can use some number language such as “more, less, many, few”

• I can count up to 10

• I can show awareness of myself and others in available space

• I can respond to the routine of doing things

• I can manipulate things and talk about particular features and processes

• I can locate different places, tell longevity in time and fit things in right the

space

• I can notice changes in groups of objects, images or sounds

• I can arrange things according to sizes

• I can use vocabulary of measures

58

Methods used



developmental area 3, most activities need to be done practically. It will be wrong for children

to just memorize different problem-solving skills when they cannot practice them to solve

different personal problems. Therefore, effort should be made engage them in the practices so

that those skills can become part of them. Plenty of materials and time should be given to

children to practice and learn the desired skills. When children do them right, they should be

rewarded, while those who do not do it appropriately should be shown what and how to do it

and encouraged to keep trying till they master them.

Assessment

Assessment of children’s problem-solving skills should be done in context and basing on

observations of what the child can or cannot do. If we note what the child did on the first day,

we shall be able to tell later whether the child is progressing or not. Those who show progress

should be encouraged to continue, while those who still find challenges have to be supported

to master them.

Activity

1. Explain how you can help children master how to locate different places

______________________________________________________________________

____________________________________________________________________

2. Identify five different activities that you can use to teach children to fit things in the

right place

______________________________________________________________________

____________________________________________________________________

3. Explain different ways you can follow to help children respond to routine of doing

things

______________________________________________________________________

____________________________________________________________________

59

3.5 AREA 4: KNOWING AND UNDERSTANDING THE ENVIRONMENT


an understanding of the world and the environment around him/her. It focuses on helping the

child experience the world through different media, experimentation in the environment by

touching, manipulating and tasting or testing different things in life. It also focuses on use of

different senses of touch, smell, taste, sight and hearing in different situations.

Activity

1. Identify 5 different scientific skills that children of 0-3 years should be exposed to

______________________________________________________________________

____________________________________________________________________

2. Explain different places you can take children develop the identified skills

______________________________________________________________________

____________________________________________________________________

Knowing and understanding the environment can be realized for children through use of the

following learning outcomes:





• Uses different movements/skills to coordinate the body

• Shows awareness that there is specific time for doing things

• Demonstrate awareness of the existence of other things in and people in

the environment

60

Activity

1. Identify 5 activities that you can give children to help them gaze at familiar faces

______________________________________________________________________

____________________________________________________________________

2. How can you teach children to identify and use different things in the environment

______________________________________________________________________

____________________________________________________________________

Methods used



developmental area 4, most activities need to be done practically. It will be wrong for children

to just talk about different places and things when they cannot experience them practically.

Therefore, effort should be made take them out to experience the environment in its natural


• I can move to explore my environment

• I can use things and talk about their particular features

• I can identify and use different things in my environment

• I can demonstrate personal safety and hygiene

• I can show interest and curiosity about things in the environment

• I can demonstrate playing imaginary games using things familiar to me

• I can gaze on faces and enjoy interaction with the person near me

• I can recognize people such as family, friends or my caregivers

• I can listen to and tell stories

61

setting so that the experiences become part of them. Plenty of materials and time should be

given to children to practice and learn the desired skills. When children do them right, they

should be rewarded, while those who do not do it appropriately should be shown what and

how to do it and encouraged to keep trying till they master them.

Assessment

Assessment of children’s understanding of the environment should be done in context and

basing on observations of what the child can or cannot do while in the environment. If we note

what the child did on the first day, we shall be able to tell later whether the child is progressing

or not. Those who show progress should be encouraged to continue, while those who still find

challenges have to be supported to master them.

3.6 AREA 5: ENHANCING PHYSICAL DEVELOPMENT

This area (see the learning framework 0-3 years pages 36-42) focuses on enhancing a child’s

physical development. It focuses on basic movement, coordination and strength activities and

experiences that will promote a child’s physical development. It also had advice on supportive

activities and food that promotes children’s physical development.

Activity

1. Look at developmental area 5 of the o-3 year framework and identify basic

movements that children should be exposed to

______________________________________________________________________

____________________________________________________________________

2. Explain different ways through which children can be encouraged to practice the

identified movements

______________________________________________________________________

____________________________________________________________________

62

The main physical development aspects emphasized in this area are summarized in the

following learning outcomes:




Activity

1. Identify 5 activities that you can give children to help them develop physical

fitness

______________________________________________________________________

____________________________________________________________________

2. How can you teach children to play with others

______________________________________________________________________

____________________________________________________________________


• Uses different skills to coordinate body movements and perform activities

• Shows an understanding of safety and personal hygiene


• I can use movement and sensory exploration to link up with my immediate

environment

• I can explore my body parts, and begin to hold objects firmly

• I can solve my own challenges set in moving mobility

• I can imitate and improvise actions observed such as clapping and waving

• I can coordinate my body movements and perform more than one activity at once

• I can show physical fitness and begin to play with others

63

Methods used

Plenty of materials and time should be given to children to practice and learn the desired skills.

Always be with them to show them how to use different materials and to ensure their safety as

they use the materials. When children do them right, they should be rewarded, while those

who do not do it appropriately should be shown what and how to do it and encouraged to keep

trying till they master them.

Assessment

Assessment of children’s physical development should be done basing on observations of what

the child can or cannot do. If we note what the child did on the first day, we shall be able to tell

later whether the child is progressing or not. Those who show progress should be encouraged

to continue, while those who still find challenges have to be supported to master them.

Activity

1. Explain different activities that you can encourage a child to do in order to develop

fine motor muscles

______________________________________________________________________

____________________________________________________________________

2. Identify five different activities that you can use to promote children’s large muscle

development

______________________________________________________________________

____________________________________________________________________

3. Explain different ways you can use to teach children body coordination

______________________________________________________________________

____________________________________________________________________

3.7 AREA 6: USING CREATIVITY IN MY DAY-TO-DAY EXPERIENCES

This area (see the learning framework 0-3 years pages 43-48) focuses on helping a child to

develop creativity so as to solve day to day challenges and live independently in the family and

community. It focuses on encouraging a child to take up risks and experiment with things they

are not sure of their outcome. Most of the activities are child initiated and simply encouraged

by the caregivers.

64

Activity

1. Explain different ways in which a child can show creativity

______________________________________________________________________

____________________________________________________________________

2. Explain different ways through which you can help a child develop creativity

______________________________________________________________________

____________________________________________________________________

The main creativity concepts emphasized in this area are summarized in the following learning

outcomes:





• Creates music and dances

• Engages in imagination and imaginative play

• Designs and makes things


• I can respond to music in form of dance with the whole body by bouncing rocking and

swaying

• I can associate sounds with things

• I can move my body to sounds I enjoy

• I can move to the rhythm of the sounds I hear

• I can smile with pleasure on recognition of play things

• I can join my helpers as they participate in doing different things

• I can tell that some objects have similar characteristics and can pretend that one object

represents the other

• I can show curiosity and interest in things

• I can show interest in pushing and pulling things and begin to build structures

• I can show curiosity and interest in making things

65

Activity

1. Identify 5 activities that you can give children to help them make different things

______________________________________________________________________

____________________________________________________________________

2. In which place can you take children to help them develop interest of building

structures

______________________________________________________________________

____________________________________________________________________

Methods used

We should use a variety of methods in different contexts to promote children’s creativity. Effort

should be made to provide a variety of materials, freedom and time forchildren to practice their

creativityand learn the desired skills. When children discover something on their own, they

should be rewarded, while those who have challenges should be encouraged to keep trying till

they find something of interest to themselves.

Assessment

Assessment of children’s progress in this area is based on how many times a child report back a

new discovery or creativity and explanations that are given for each creative invention. If we

note what the child did on the first day, we shall be able to tell later whether the child is

progressing or not. Those who show progress should be encouraged to continue, while those

who still find challenges have to be supported to master them.

Activity

1. Explain how you can assess children’s creativity

______________________________________________________________________

2. Identify five different activities that you can use to teach children creativity

______________________________________________________________________

____________________________________________________________________

3. Explain different done in your community that are used to teach children creativity

______________________________________________________________________

____________________________________________________________________

66

DESIGNING DAILY ROUTINES

Daily routine refers to the daily activities carried out at home or day care centre by children

from morning till the time they are picked by their parents. A sample of the daily routine

includes:

Time Activity

7:00 – 8:00 Arrival of children (Pick their play materials, Play, toileting)

8:00 – 8:30 Morning Ring (singing songs, prayers, anthem, health inspection, news,

oral work, day’s theme).

8:30 – 10:00 Planned play activities (small groups activities going from one area to

another but without showing children that you are changing from one

area to another).

10:00 – 10:30 Snack time (talking about table manners to be observed, taking snacks

as you talk about the uses and sources of the foods being eaten).

10:30 – 11:00 Outdoor play (Caregivers have to be around to supervise play for safety)

11:00 – 11:20 Rest (Children are made to sleep for a while)

12:00 – 12:30 Work time (Play in areas of choice like block, sand or shop areas,

toileting and washing up.)

12:30 – 1:00 Large circle (prayer, recall of what had been done, farewell).


1. Explain content of the six developmental areas in 0-3 framework

________________________________________________________________________

________________________________________________________________________

2. Identify 10 specific creativity areas for children of 0-03 years

________________________________________________________________________

________________________________________________________________________

3. Explain 10 acceptable behaviours that you will teach children of 0-3 to master

________________________________________________________________________

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________________________________________________________________________

4. In which way can you involve parents of 0-3 years to promote children’s development?

________________________________________________________________________

________________________________________________________________________

5. Explain the type of learning materials that you will provide for children of 0-3 years

________________________________________________________________________

________________________________________________________________________

6. With relevant examples, explain the disadvantages teaching children of 0-3 years in a

class setting

________________________________________________________________________

________________________________________________________________________

7. Explain different activities that you will use to promote children’s physical development

________________________________________________________________________

________________________________________________________________________

8. Make a sample activity plan to be used with children of 0-3 years under your care

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

9. Explain the role of the caregiver in implementing the 0-3 framework for ECD

________________________________________________________________________

________________________________________________________________________

10. Identify some of the challenges caregivers face when using the 0-3 years framework for

ECD

________________________________________________________________________

_______________________________________________________________________

UNIT SUMMARY

Dear students this unit has enlightened you on the concepts used in the 0-3 year’s framework,

different developmental areas in the framework and concepts used in the areas. It also dwelt

on how to design daily routines. It is important that you maintain the idea that learning

outcome should help you to enhance the creation of knowledge skills values, and attitudes that

an individual requires to live a meaningful life in society.

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REFERENCES

National Curriculum Development Centre (2007). The Learning Framework for Early Childhood

Development (3-6years). Kampala: National Curriculum Development Centre.

National Curriculum Development Centre (2009). Caregiver’s Training Manual for Early

Childhood Development, Kampala: National Curriculum Development Centre.

LEARNING COMPETENCE




Explain what a learning framework means

Identify different developmental areas in the 0-3 framework

Explain different concepts used in the 0-3 framework

Create an environment that promotes achievement of competences

Prepare and supervise activities for children of 0-3 years

Assess children’s learning effectively






Congratulations

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UNIT FOUR

CHILD STUDY

This unit introduces you to the concept of child study. The main areas of focus in the

unit include:

• Meaning of Child study

• Importance of carrying out child study

• Factors to consider while choosing a child for study

• Procedures for conducting child study communication

• Methods and tools for data collection

• Reporting and writing formats

• Dissemination of findings

LEARNING OUTCOME:


expected, you will be a teacher who “utilizes appropriate methods to effectively carry out child

study and utilize the findings to promote children’s learning, growth and holistic development”

Study requirements





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4.1 MEANING OF CHILD STUDY

Child study is the process of observing with the aim of learning more about a particular child or

children. It is a detailed examination of a child as a single case. Child study is an attempt to find

out as much as possible about a particular child by spending time with the child and learning

about his/her physical, mental, character as well as personality and relevant facts about the

environment in which the child is growing (Farrant 1984).

4.2 IMPORTANCE OF DOING CHILD STUDY

Child study makes the teacher to become knowledgeable in child development so as to support

children’s proper growth, development and learning in the following specific ways:

• Child study helps a teacher to understand different circumstances and factors that influence

development and learning in children.

• It exposes teachers to acceptable ways of conducting child study.

• Gives the teacher basis for advising parents on their children behavior and needs.

• Child study guides and helps the teacher to plan his teaching task using appropriate

methods to support teaching- learning process.

• Give genuine and reliable feedback in regard to child’s progress.

• Through child study, problems children are addressed accordingly

Activity

1 Explain what you understand by concept of child study.

2. Write down the importance of doing child study to a child

3. Discus how parents would benefit from your child study

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4.3 FACTORS TO CONSIDER WHEN CHOOSING A CHILD FOR STUDY

There are various factors to consider when identifying a child for study:

• Outstanding characters: that is a child who either shows restlessness or hyperactivity,

extreme curiosity, ever punctual or clean child, one who seeks attention and love or a

very talkative child

• Behavioural disorders e.g. emotional imbalance, moody, anti social behavior like

fighting, use of vulgar/abusive language, frequent crying for no genuine reason

• Performance in class work

• Lack of requirements i.e. ever lacking pencils or snacks

• Persistent indiscipline e.g. routine late coming to school, failure to complete class work,

fighting

• Distance from home to school – the distance has implications on time and transport

costs

• The type of family/attitudes of parents (as may be observed at school)

Note:

As a teacher, you should consider any other behavior or condition of the child

that is unique or significantly different from that of other children.

Activity

Identify other factors that can be in your area that you can consider as you choose a

child for study.

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4.4 METHODS FOR COLLECTING DATA

Since child study is done in a systematic way, you need to use organized methods and tools of

collecting data. Below are some of the common methods you can use to collect data:

Observation:

Observation refers to the actual or direct watching of a child continuously or at given intervals

in a natural setting. Short-term observation is mainly done in a day or a week to note behavior

abnormalities in children and rectify them as soon as possible. For example, physical

abnormalities which call for immediate attention; behavioural or psychological disorders which

may require professional help.

Long term observation is done with the intention of following up the child for detailed

informationwhich are less obvious to detect in the short term. Long term observation often

requires more intensive and prolonged observations for accurate judgment and management.

Observation can be indirect in that you work or play with the child as you observe. The child

being observed will not be aware that he/she is being watched and so does not change

behavior. The child behaves naturally as he/she learns, works and plays in the natural setting.

In direct observations, the person studying children has a special seat or place to do one thing

of studying a child or children. He/she is clearly noticed as an observer. The advantages include;

the observer will not lose any information as in the participant observation where s/he has to

commit to memory everything and record later.

Disadvantages are that the observer will appear as a visitor all the time and may find it hard to

develop a close relationship with the child; it is also possible for children to act or stage

manage, since they are aware that they are being watched.

Activity

Discuss the advantages and disadvantages of observation method of data collection.

Advantages

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_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Disadvanges

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Tools used to do observation

Anecdotal records – It is recording everything observed without interpreting the data. It

collects detailed field notes with exact words spoken. It is useful in that it presents the behavior

observed in a natural setting as a flash back. A researcher with short hand skills and speed can

gather plenty of data.

Reflective Journal

This is where the observer tries to make meaning of each observation in relation to the

situations surrounding it. It consists of interpretations and analysis of the behavior patterns

observed. A reflection describes what happened, examines how the behaviour happened, what

it means and suggests possible actions to take to improve the situation. Read the sample

reflection below.

Activity

Make a one day reflective journal on a child’s play time

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

___________________________________________________________________

74

This time, I wanted to follow up Trevor’s eating habits. Trevor, 3 years old, had exhibited poor

eating habits the last time I observed him during lunch time. Trevor, as usual, was busy with the

toys. He was taken up in his play that he didn’t look up even when I patted on his back. When

called for food, he left everything and went to the mat on the verandah. The maid came in time

to wash his hands but he was set to eat. The grace was not said. He seemed to be hungry and in

need of food.

But, he didn’t behave any better this time when served with rice again, he didn’t wait to say the

grace and behaved as though he was very hungry. His mother had to remind him to wash his

hands. As he did with the peas and rice, he sorted out the pieces of chicken and left most of the

rice on plate. He left the plate on the mat where he sat to eat and picked his toys to play. The

maid was instructed to feed him but he screamed till he was left to do what he preferred most,

playing of course.

The two times I observed him at meal time, Trevor eats only sauce! Most children like rice, but

not Trevor. Probably rice is a daily dish and he has lost interest in it. I have to find out about the

family weekly menu. It is also possible that he has low appetite. Being the only ‘baby’ he may

lack company. Similarly, he may be served with lots of junk food frequently. I also noted that

Trevor has not been trained to take keep his plate after eating. He has not mastered the routine

of washing hands either. Could the mother think he is too young to learn to do simple things by

himself? I shall talk to his mother about his behavior, but after observing him eating for a third

time.

Activity:

Did the observer make any conclusions about Trevor’s eating habits?

______________________________________________________________________________

______________________________________________________________________________

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Give reasons to support your response.

______________________________________________________________________________

______________________________________________________________________________

What interventions would you suggest if you had studied Trevor?

______________________________________________________________________________

______________________________________________________________________________

Checklists

A checklist is a tool with pre-defined behavior/competences, which the person studying the

child goes out for, as s/he observes the child. A checklist can also be a list of items or

behavioural patterns/competences, expected of a child of a specified age. The observer uses

the checklist to note the behavior/competences demonstrated by the child. The observer marks

the behavior as observed (O) or not observed (NO). It also has a section for comments.

Sample Checklist Physical development for a 5 year old

Behavior / Competence Observed Not observed Comment on

Can stand and balance on one leg Activity, duration,

Walks and runs steadily Speed, distance

Holds a pencil firmly – has firm grip for

objects

Types of objects held

Picks tiny objects with two/here fingers Name objects picked

Sees and names objects an distance of

one meter

Describe sizes

Climbs up and down the stairs easily

without help

No. of stairs, speed

Can write within lines in a book Letter size, space

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In the column for comments, make simple relevant descriptions to explain some detail on the

behavior observed. For example, during a contest with peers Trevor stood on one leg for about

a minute but still lacked proper balance as he kept swinging back and forth till he fell.

Follow up Activity

1. Develop checklists for other aspects [mental, social, moral, and emotional] a 5 year old.

2. Using your knowledge of child growth and development develop simple checklists for

different ages.

Diary

A diary is a book where summarized events of the day are noted. It covers the activity that

happened and the time the event took place. The observations are recorded in note form or in

brief descriptions. It takes note of only the key events or landmarks. The recording can be done

at a given interval, for example hourly or once a day.

Documentary Review

Another way to collect information is by studying available records/documents, which give facts

about the child. Such records can be categorized as follows:

• Health records: immunization, medical cards, birth certificates, growth monitoring

sheet.

• Academic records: exercise books, assessment records e.g. reports, test, progress

sheets.

• Attendance records: register,

• Admission records: admission forms, caregiver’s ID; Gate pass

Interview

It is a face-to-face dialogue or interaction with the child to assess and also understand his/her

opinion, experiences, views and perceptions on something. The advantage is that it is easy for

you to sense possible loopholes, lies and read mood/attitude of the child, which may be missing

in questionnaires.

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An example of an interview in which Piaget questioned a 5 year child about understanding

dreams:

Where do dreams come from? I think you sleep so well so that you dream.

Does it come from us or from outside? From outside.

When you’re in bed and you dream, where is the dream? In my bed, under the blanket. I don’t

really know. If it was in my stomach, the bones would be in the way and I shouldn’t see it.

Is the dream there when you sleep? Yes it is the bed beside me….

You see the dream when you’re in the room, but if I were in the room, too, should I see it? No,

grownups don’t ever dream.

Can two people have the same dream? No, never.

When the dream is the room, is it near you? Yes, there. [pointing to 30cm in front of his eyes]

Laura (1999) pg 34 as cited in Piaget, 1926/1930 pp97-98.

You can see how Piaget used a flexible, conversational style to encourage the child to expand

his ideas. Prompts are essential to give a fuller picture of the child’s reasoning.

Informal Talks/Conversations

This is a relaxed means of obtaining factual information. The method is relaxed in that the

participants talk freely in a natural setting without any fear of being recorded/studied. In fact,

they are not aware that they are being observed/interviewed.

Questionnaire

It is a collection of written question items usually answered in the absence of the researcher. It

is a tool that allows respondents to give their views openly. It can also be close ended, where

the respondents select one response from multiple choices to establish the views over a large

area in a short time.

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A good Questionnaire

• Avoids more than one question in a question

• Tries to avoid confusing words but uses language which is familiar to the respondents

• Should have a lay out to facilitate flow of questions

• Should have clear instructions

• Should avoid lengthy questions

Activity

Develop simple sample tools for collecting data on a specified child. Differentiate among the

tools used to collect data during observations.

• Checklist

• Interview guide

• Simple questionnaire

4.5 PROCEDURE FOR CONDUCTING CHILD STUDY

Identifying the child

Identify the child that you need to consider for the child study. You can consider the factors

above to use when selecting a child for the child study.

Permission

Obtain permission to carry out child study from relevant authorities. This can be the parents of

the child, the school where the child is studying or any other relevant authorization as may be

dictated in the area. Develop and share the observation timetable with the school i.e.

concerned teachers, head teacher and parents. Discuss it and make necessary changes to fit in

their programmes.

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Planning

Plan appropriately for the child study. Get to know what you want to study so as to design a

better strategy to get the right information. Consider the following:

• Problem identification (what is the issue that is making me start the study?)

• Statement of purpose (Why do I want to observe the child?)

• What do I want to find out?

• How do I want to do it? What do I want to use? Who will be useful in providing data?

• What tools and resources do I need?

• When shall I do the study (duration/dates)

Doing Child Study (observing and recording data)

After selecting the child, design an appropriate way to start studying the child. The best way to

develop understanding of young children is through a combination of interacting with the child,

interacting with the child’s Parents/ caregiver, reading about them, and observing their

involvement with other persons and actively interacting with them.

Select an appropriate place where to study the children. The aspect to study will determine the

place where the child will be studied. For example:

• During play – to see habits and behavior, choices of games and materials, interests,

frequently visited centres, what s/he does in the centre

• In the classroom to see interactions, concentration, involvement in class work, interests,

speed at which s/he accomplishes tasks, or works out things, favorite corner and

punctuality.

• Dining hall to see eating habits, sharing, types of food packed and appetite

• In the compound to see level of physical development, movement patterns, speed,

balance, gross and finer muscles development, definite movements, purposeful

movement, language used and interpersonal relationships, development of social skills.

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• At home to see bonding with parents, activities done, sleeping patterns, likes and

dislikes, language used, self administration, initiative making.

Keeping records

Keep a record of your observations

Find time, each day to read, reflect on and interpret (make meaning of) your observations

Analysis

Analyze the information collected to get meaning out of them. Use the following questions to

guide you.

• In brief, what exactly did I find out about this child?

• What meaning can I make from my findings?

• What does the data say or suggest?

• What conclusion can I draw about the child’s development in various aspects? Judge or

compare the child’s development against standardized patterns given by research. Avoid

drawing hasty conclusions on the child’s behavior/character or conduct. In case of

uncertainty, make follow up visits to find out more information or to clarify issues. Use

more than one source of information, especially in case of doubt

Suggestions and Recommendations

From your conclusion, you should be able to come up with suggestions and recommendations

that you have a basis. As you make the suggestions, consider specifically:

• What will I do to help the child develop and learn better?

• Who is concerned and what can they do?

Intervention and Sharing Findings

The suggestions and recommendations that you make should be acted upon by you and any

other person you have identified as having capacity to help the child. Plan and implement

interventions to support the child and family e.g. planting vegetables, demonstrating proper

cooking methods, developing menus for normal and sick children. Note that interventions will

81

vary depending on the nature of the problems or challenges you will find out in each family or

with each child.It is important that as you implement your recommendations, you also do the

following:

• Note the progress being made by the child

• Check to see if more action needed

• Share your concerns with parents or colleagues who handle the same child

Ethical Issues during Child Study

Ethical issues refer to elements of discipline in child study. Like all professions have a code to

guide their conduct, teachers also have to be disciplined while doing child study.

• Respect the rights of respondents and stakeholders you may meet in the study

• Seek permission in a formal way from the potential institutions or organizations

• Seeking individual consent to participate in the study (any individual reserves the right

to decline from participating in the study.

• Keep all data confidential and not share with persons not concerned.

• Share the findings to help the stakeholders or participants improve their performance or

for their addition input on the findings (for consultancy research, the donors may

challenge certain things).

• Giving feedback is crucial if the findings are to be used in supporting (not causing

trouble or shame or guilt to) the respondents

• Avoid treating individuals with contempt because you have known them a little more in

terms of weaknesses and strengths.

• Treat the data fairly by interpreting accurately (do not exaggerate)

4.6 FORMAT FOR CHILD STUDY – REPORT WRITING

TITLE/COVER PAGE (Name, course, year, topic, date of submission- month & year, where)

Dedication (give special tribute to people you treasure for their support, care or love)

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Acknowledgement (outline personalities, organizations and state ways in which they have

supported you in doing your child study e.g. family members, colleagues, lecturers, school

teachers, parents etc. )

Declaration (the candidate makes a statement to affirm that s/he has done the child study

personally and has not copied or reproduced somebody else’s work. For example:

I [name] hereby declare that this child study report is my original piece of work and that I have

not duplicated anybody’s work. I am presenting it for marking for the first time.

Approval page (Put name of Supervisor and provide space for signature and date with these

words:

This is to certify that the child study by …..[Name of student] has been done under my

supervision and is now ready for submission for marking. Append the name and signature of

supervisors

List of abbreviations used (List acronyms and their full forms e.g. LES - Low Economic Status)

Table of contents (Outline the content items by heading or sub-heading indicating page

numbers)

Introduction: The introduction gives a general picture about the child study plan. It states the

overall aim or importance of conducting child study – why is important for a teacher to study

children or a child at any given time.

A statement of Purpose: State your general intention e.g. The purpose of studying …[not real

name of child] is to gather essential information about her/his development patterns, problems

and school progress so as to promote his/her development.

Objectives: state in specific terms what you intend to do – steps towards realizing the purpose)

Definition of key Terms – tell what the different terms will mean as per your child study e.g.

the term child here will be used to mean the children in the age bracket 3-6 years, caregivers

are all people who are responsible for supporting the child in different ways; they are directly

83

concerned about the proper development of the child e.g. teachers, doctors, policemen,

spiritual leaders etc)

METHODOLOGY – (Describe the area of study –setting i.e. institution [home, school,

orphanage, daycare centre]; Procedure – here narrate or explain how you approached the Child

Study process from identifying child, seeking permission and collecting data, Duration – state

the period of data collection). Methods used to collect data including the number of times you

have observed the child, the specific places where you observed the child e.g. community /

school play field, on the road, in class at task – individual or group work, snack time;

BACKGROUND (General information about the child, family)

PRESENTATION OF FINDINGS (Findings should reflect the key aspects relating to child

development and discussed against the ‘normal’ developmental patterns and characteristics.

This should be in relation to the challenge that is making you carry out the child study. Mention

outstanding features, strengths, weaknesses, and ‘would be’ or established causes. It is

important to support all claims with evidence. Possible subheadings include:

(i) Physical development (Include sub-section on general health)

(ii) Mental development

(iii) Social development includingInterests, likes and dislikes

(iv) Emotional development

(v) Moral/Spiritual

(vi) Psychological needs identified

(vii) Problems that might hinder proper development and school progress

CONCLUSION, IMPLICATIONS & RECOMMENDATIONS

Based on your observations, what is your conclusion? From the conclusion, suggest what

various stakeholders could do to support the child you have studied in specific weak areas. Do

not generalize.

REFLECTION ON CHILD STUDY PROCESS (Think over the journey of doing child study and state

your successes and the challenges you faced in carrying out child study, insights and

suggestions)

NB. You are free to incorporate other ideas into this format, provided they are relevant.

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END OF UNIT ASSIGNMENT

1. In your own words, explain what you understand by the term child study.

__________________________________________________________________

2. Why should teachers carry out child study?

__________________________________________________________________

3. Explain the factors to be considered when carrying out child study

__________________________________________________________________

4. Differentiate between reflective journal and a diary

__________________________________________________________________

5. Explain one tool that can be used to collect child study information

__________________________________________________________________

6. Why should you disseminate child study information to different stakeholders

_________________________________________________________________

7. Explain why child study is considered a systematic study

___________________________________________________________________

8. Discuss the type of information that is kept as child study records

___________________________________________________________________

9. Explain the ethics one should follow when conducting child study

__________________________________________________________________

10. Discuss the importance of getting permission before conducting child study

____________________________________________________________________

UNIT SUMMARY

In this unit, you have looked at the meaning of child study and the importance of carrying out

child study. You have also learnt that you must consider a number of factors so as to select a

child to study. The study must also be done following the right procedure. You have also learnt

the methods for data collection and the format to follow.

85

�RECOMMENDED READING

Development Centre (2007). The Learning Framework for Early Childhood Development (3-

6years). Kampala: National Curriculum Development Centre.

National Curriculum Development Centre (2009). Caregiver’s Training Manual for Early

Childhood Development, Kampala: National Curriculum Development Centre.

Laura E. B (1999). Infants and children: prenatal through middle childhood. 3rd

ed. Boston:

Allyn and Bacon

LEARNING COMPETENCE




Explain what Child study means

Explain the importance of carrying out child study

Identify different factors to consider while choosing a child for study

Follow proper procedures for conducting child study

Apply different methods and tools for data collection

Write a child study report

Disseminate child study findings






Congratulations

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UNIT FIVE

EDUCATIONAL TECHNOLOGY

This unit introduces you to different media and instructional materials made

through education technology to promote children’s learning. The unit has the

following objectives:

• Meaning of Educational technology

• Importance of educational technology to a teacher

• Categories of instructional materials

• Characteristics of a good learning material

• Designing, developing and making learning materials

• Developing children’s learning centres

• Display of instructional materials

• Maintenance of instructional materials

• Storage of instructional materials

• Using ICT to develop children’s play materials

LEARNING OUTCOME:


expected, you will be a teacher who “utilizes environment to design, develop and make

appropriate learning and play materials that promote children’s learning, growth and holistic

development”

Study requirements





87

5.1 MEANING OF EDUCATIONAL TECHNOLOGY

Different people have tried to define educational technology in relation to their field of

practice. For example Otto (1994) defines education technology as the systematic way of

designing instructions so that students can benefit maximally. In this context, Educational

Technology therefore is the development and application of resources to improve the

process of learning. In ECD, we shall be taking Educational technology to mean the use of

different media in teaching, designing, making and using instructional materials in order to

improve learning in a participatory manner.

Different media that we can use for designing, teaching, making and using instructional

materials among others include: computers, projectors, printers, cameras, video

equipments, filming equipment, type setting equipment, drawing and writing apparatus,

art and design equipment and materials, musical instruments, craft materials, and

biological preservatives.

5.2 IMPORTANCE OF EDUCATIONAL TECHNOLOGY TO A TEACHER

Teachers can use Educational technology to:

- Transmit information to learners for example through public address system, or use of loud

speakers.

- Act as a substitute for the teacher for example a teacher can use a computer programme or

a video to teach children even in his/her absence.

- Assist in the practice of specific skills for example a child can use a computer programme to

practice reading or writing skill.

- Get feed back from learners for example learners can record their work and replay it later

so that they can evaluate it. Others can also practice up to a certain level that the teacher

can be able to track using the device.

- Store different instructional materials for future use for example soft copies of readers,

charts or activities cards.

- Design and produce different instructional materials.

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Note:

As you involve children in the use of different educational technology materials, take

appropriate measures to ensure safety of children.

5.3 CATEGORIES OF INSTRUCTIONAL MATERIALS

There are different categories of instructional materials that are usually made for use in

ECD. These materials can be audio, visual or audio visual learning materials.

Audio learning materials

These are teaching aids that only produce sound. Audio aids are used in language lessons,

music, drama and any other subject areas which require listening to some message. Audio

aids include radio, tape recorders, and musical instruments. Audio aids can be made by the

teacher and children by:

- Singing or talking and record the sounds in cassette tape that can be used later.

- Get ready-made musical instruments and play them.

- Get a radio and tune to educational radio broadcasts.

- Put small stones in tins, seal them and use as shakers.

- Stretch rubber bands and pluck them to produce sounds.

- Get small sticks and use them to drum desks to produce desired sounds.

Visual learning materials

These are learning aids that children can get information from them by seeing what is

presented in them. They include real objects (realia), charts, models and chalk boards.

Realiaare real objects that can be live objects or preserved specimens of real objects. The real

objects include birds, animals and insects that can be kept in cages, project houses, aquarium

or small class corners by the children. They can also include potted plants in the class, small

school garden plots or mini botanical gardens where different types of plants are planted and

labeled.

89

The preserved specimens include small plants or plant parts that are wholly cellotaped on

paper card boards. They can also be small insects that are cellotaped on card boards. Animals

can be preserved by injecting them with formalin solution which dries them and preserves for

future use. Some materials can be put in small bottles and formalin solution added to preserve

them.

Models include various objects that are modeled from clay or papiermarche or cutouts which

form three dimensional objects. Good pictures can be glued on card boxes and their outline cut

to leave a nice and durable learning aid. Papiermarche can be made from waste paper that are

collected, soaked in water, mashed and water squeezed out of it. Cassava starch is then added

to it, mixed and used to model. When the models are dry, they can be painted with desired

colours to make them attractive.

Charts can be made from manila paper, sugar paper, used cement paper bags, or used paper

boxes. Writing on them can be with markers, fountain pen ink, plant pigments, charcoal or

coloured stones. It is important to note that charts must be attractive, and should not clash

with other colours for example you should not use a yellow marker to write on a pink or white

manilla. They should be well labeled, clear, have a title and a margin or border line round it.

Chalk boards are surfaces where the teacher can write or illustrate information for children.

There are different types of chalk boards which include permanent or portable boards, black

boards, green boards or white boards. They can be flannel boards, strip boards or flip boards.

Audio visual learning materials

These are learning aids that can be seen and heard at the same time. They include all live

animals, television, video and cinema. It may be difficult for the teacher to make audio visual

aids, but if the school can afford, they can be bought. Live animals can be reared in the school

in form of school projects of poultry, cattle keeping, goats and rabbits keeping.

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5.4 CHARACTERISTICS OF A GOOD LEARNING MATERIAL

In ECD, the instructional materials that we make should be able to cater for the learning needs

of the children. Some of the characteristics that we should strive to have in the materials

include:

• Simplicity of the materials to the level of the learner. Do not bring complicated materials

that the learners will not understand and fail to use.

• Clear materials that show the intended message. Do not use materials that have

confusing colors, writings or illustrations. The colour contrast on the materials should be

either black on a white background or blue on a white background. Use bright colors

that are children friendly that make the learning environment interesting.

• Check for grammatical, spelling and other minor errors on displays to send the right

message. Children can easily master the wrong ideas from the displays and it will take a

long time to correct it.

• Learning materials should be safe for children to use and manipulate at all times.

• Learning materials should be attractive to the learners. Use bright colours that are

children friendly to decorate learning aids for children.

5.5 DESIGNING, DEVELOPING AND MAKING LEARNING MATERIALS

Designing learning materials

If you want to make a learning material, it is always good for you to first design it. Designing can

be theoretical in your brain or as a sketch on a paper. It also involves you thinking about the

reason for making the material you intend to make, and level of the learners who are to use the

material. This is because different levels of learners need different categories of materials. For

example, younger children may need objects that make noise, while older children may desire

animal like materials like cartons.

Developing learning materials

After you have designed the idea of the type of material you need, you now need to start the

process of developing the material. In this part, you consider the raw materials to use for

example if you need to make a cartoon or puppet depicting a goat, you can use a blanket to

make the body, beads for the eyes, and red carpet for the tongue.

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Making learning materials

This is now the actual process of putting together the materials you developed into one

complete object. You will also decorate it in the way you see appropriate.

Raw materials needed for making children’s learning materials

We can use a variety of raw materials to make children’s learning materials. Anything that is

available in the environment can be used in one way or another to make children’s play

materials. They can be empty containers of different products, real objects, plants or animal

remains as long as they are not poisonous to children. We can also use clay, soil, stones, sticks,

bottle tops, bottles, leaves, fibre, tins, boxes, metals, wires, plastics, polythene bags, glue,

cutting materials, thread, seeds, wood off -cuts, or decorations.

5.6 DESIGNING CHILDREN’S LEARNING ENVIRONMENT

A child’s learning environment say a lot to them. It either encourages or discourages them

from attending school. It may also make them lose interest in attending class if the class is less

stimulating. When setting children’s learning environment, the following should be noted.

• Class room sitting arrangement must be well laid such that all children are able to see the

chalk board and teacher clearly. The teacher should be able to access all the children at all

times. The children should also have enough room to be able to move freely. Arrangement

of children in groups is better because it allows group discussions, full participation in

experiments or class activities. Children with disabilities should be identified and put in

places that are advantageous to them e.g. those who cannot see well are put in front, the

physically handicapped are put where there is no passage for others to step on them.

• The teacher must also set and establish a constant class routine and orderliness that

children follow to develop order in them e.g. when to go for short calls, where to sit, how to

collect or distribute books and learning materials.

• The class room walls should be neatly arranged with current and relevant learning aids at

the right level and height for the children to manipulate and constantly refer to them.

• The teacher must always use the children to set their own learning environment so that

they can realize its value and protect it at all times.

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• The teacher should also set specific areas for children to put their school bags or food packs

so that they can be able to concentrate in class and eat at the right time.

• Classroom should be a talking class with learning materials that are educational and are

renewed regularly to arouse children’s interest instead of letting it become part of the wall

decorations that are not even noticed by children throughout the whole year.

5.7 DEVELOPING LEARNING CENTRES

Learning centres or corners of interest should be set so that children can always collect things

of interest, categorize and put in the right places. These learning centres occupy children in the

absence of the teacher. Learning centres also include activity cards or books which children

pick and read or do the activities in them according to their interests. Some of the learning

centres include: sand play area, water play area, discovery area, interest area, nature table,

Wendy house, library, shop or market, clinic, subject learning areas.

Sand play area is an area in or outside classroom which has plenty of sand for children to use.

In the sand play area, there are also containers of different sizes and shapes. Children use these

containers to measure sand and experiment. The children also do different things in the sand

area like building/ construction of houses, objects of their own choice. The area helps children

to learn weight, measures and mass.

Water play area is an area with water for children to use for play. It also has different

containers for children to use to measure capacity. Children also learn floating and sinking

characteristics of objects from it.

Discovery area is a place in the class where children have a collection of different things that

may be considered scrap. Children use and re use these materials to do different things or

come up with new things of their own choice.

Interest area is an area in the class organized by the teacher. Here the teacher brings variety of

materials that cover a wide range of topics. These items can be used by the teacher to start

conversations or discussions on every day issues. The area can have news papers, magazines,

coins, traditional items or foreign objects.

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Nature table is an area in class that has a collection things found in nature. It does not mean

that only vegetable and food items are the ones that are supposed to be in the nature table. It

can also have specimens, real objects, plants and animals, insects and birds as long as the items

are not man made.

Wendy house is an area in the class that depicts a normal house. It is a model of a house with

all its natural rooms in it but without a roof. A Wendy house should be large enough for a child

to go into different rooms within it. This is because a Wendy house is used to role play home

roles and what is done by different persons at home using different rooms.

Library is a place in the class where children’s reading materials are kept. They can be simple

teacher made readers or those that are bought. It can also be simple writings by children that

are kept for future reading. It can also have pictures, picture books, story sequence, story

books, and other subject resources at the level of the class.

Shop or market is an area in class that has a collection of items that children can use to imitate

buying or selling. It may have empty tins, containers or models of real objects that are sold in

the shop or market. Using this area helps children to learn how to use money and its value, the

language of trade, addition, multiplication, subtraction and division in a practical manner.

Clinic is an area in class that children use to imitate what happens in a health centre or clinic.

These role plays helps children to understand positively the use of health centres and also

builds in them the right attitude and behaviour to use while in the clinic, hospital or dispensary.

Subject learning areas are special areas in the class particularly selected to display learning

materials that cover specific learning areas. They help children to get specialized and more

focused information about a particular area that they may be developing special interest in.

Note:

Be careful as you display medically related materials. You should use mainly containers

that do not have the real drug. Also take not that children do not administer “drugs” to

other children. Instead, you should provide them with toys or dolls that they can use as

“patients” for drug administration.

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NB. As we design different learning materials for children, we should note that the approaches

in ECD are ingredients for Active Learning in children. To remember these ingredients we use

the word (MAMACHOLASU)i.e

• Materials,

• Manipulation of those materials,

• Choice by the child of what to do with the materials,

• Language from the children,

• Support from teachers/caregiver/adult

Materials for each child: It is important to provide a variety of interesting materials that are

readily available in the local environment and accessible to children.

Manipulation of those materials: Children need to feel free to handle, explore and work with

the materials.

Choice by the child of what to do with the materials: Children need to be given opportunities

to set their own goals and select materials and activities.

Language from the children: Opportunities or children to communicate verbally and non

verbal on what they are doing and what they have done.

Support from teachers/caregiver/adult: who encourage children’s’ effort and help them

extend or build upon their work by talking with them about what they are doing, by joining in

their play and by helping them solve problems that arise.

Supportive Learning Environment

What to consider while organizing a supportive learning environment

• Large space in and out door area

• Safety of the place and materials

• Interesting materials

• Attractive

• Materials should be relevant to the level (age) of children

• Caregivers ratio 1:20cm

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Suggested out door and in door materials

Besides many other in-door and out-door play materials, the caregiver can also look in the

environment and improvise different play materials. Some of them can include: Balls, ropes,

clay, sticks, Plastic bottles, Plastic bottle tops, toy cars, Small stones, Seeds, Wooden blocks,

papaw stalks, Leaves, flowers, Swings, pieces of clothes, Climbers, used slippers, tyres, Merry-

round, pictures, Sea saw, Sand play pit, small bicycles, Whoops, Water

Activity

1. Describe some play materials that can be improvised for children to use which is not in

the above list.

2. Use materials found in your environment to make at least 3 play materials for children.

3. Explain the role of the caregiver after providing play materials to children to promote

their learning.

5.8 DISPLAY OF INSTRUCTIONAL MATERIALS

Displaying instructional materials facilitate learning. It also and makes learning more active and

multi-sensory because the displays provide essential textual and visual inputs children need to

learn.

Instructional materials are useful if they are displayed in such a way that both teachers and

learners get to know their importance. Materials should be displayed periodically especially

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when children have been given some idea about it so as to make them relevant. Displays are

supposed to contribute to learning and not a decoration in class.

It is also important for teachers to display instructional materials at a level that is appropriate

for the children to be able to touch and use them even in the absence of the teacher. The

materials should be displayed in clean well lit and secure places so that the beneficiaries are not

disrupted, or make it difficult for learners to see what is being showed on the teacher’s

illustration board. The learning materials also need to be arranged or organized in such a way

that it caters for different grades and ability of learners. Remember that when you display

materials, involve children in the process so that they can own and protect them. You can

assign responsibilities to some children who will always oversee safety of instructional

materials.

Different learning materials can be displayed for children to use. Some of them can be teacher

made or collections from the environment. These collections can be real objects, scrap

materials or text materials like readers, resource books, printed charts, maps, picture cards,

mathematics work cards, alphabet cards, word cards, abacus and English work cards.

Collection of real objects include: Stones, seeds, fruits stick bottle tops, fibres, pencils, tree,

blocks, soil, water cups, etc.

Other objects include first aid box, radio, TV, weighing scale, paint, colours, crayons, clothes,

raffia, fibres, models, magnet, nail, buttons, wall clock, wire, scissors, woodblocks and Toys.

Note:

Be careful not to display harmful objects for children to touch. If you have very young

children, avoid displaying tiny objects that can be easily swallowed.

5.9 STORAGE OF INSTRUCTIONAL MATERIALS

The instructional materials that we make and use in class need to be stored very well so that we

can be able to use them another time. We can store instructional materials for present and

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future use, to keep as references, to aid memory as a display in class, to create a motivating

and stimulating classroom environment and to save resources such as paper, paint, money, or

markers.

There are different ways in which teachers can store the instructional materials. Some of them

include:

Containers; different containers can be used to store a variety of instructional materials. Some

of the containers can be obtained locally from the environment, for example tins , bottles, cans,

buckets, basins, boxes, shelves, drawers, baskets, metallic boxes, wooden boxes can be

improvised and used to store seeds, counters, individual cards, stones or balls.

Pockets; different pockets can be made by the teacher or even collected from the environment

for staring instructional materials. Some of the pockets that can be used include: envelops, wall

pockets, paper, bags, sacks polythene bags.

Soft copy storage; instructional materials that are made using the computer can be stored in

the computer. If a material is not yet printed from the computer, we call it a soft copy. While

the one that is printed and you can touch it is called a hard copy. Soft copies of instructional

materials can be stored in CD’s, Flash disks, Video tapes, audio tapes, hard disk of the

computer, ipods, photo, films, diskettes, memory cards or memory sticks.

5.10 MAINTENANCE OF INSTRUCTIONAL MATERIALS

Maintaining instructional materials means using different ways to try to keep the already made

material in its original form for future use. It we do not maintain the materials, they will wear

off or lose their originality and change to something else which will make it difficult for us to

use again another time for its original purpose. We can maintain instructional materials in

different ways. Some ways include:

Charts;can be maintained by framing, hanging on the wall, covered with them polythene paper,

binding,

Models;can be maintained by use vanishing, painting, re-colouring objects that re fading.

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Real objects;can be maintained by vanishing, painting, washing or colouring the object. If the

object is already painted then; re-paint occasionally, spraying, polishing, smearing then with

recommended oils, and dusting occasionally.

Soft copy maintenance; can be maintained by making backup copies, zipping or compressing

information, update antivirus to avoid virus that infect and corrupt the computer system. Also

use power backs to avoid losing the work in case of power failure, cover the device to keep it

free from dust or water which reduce their quality. Remember to keep any soft copy storage

device away from magnetic fields like near a TV, loud speakers, ordinary magnets, where there

are electrical wires or near fridges that have magnets. This is because magnetic fields alter or

rub the work in the devices.

5.11 USING ICT TO DEVELOP CHILDREN’S PLAY MATERIALS

• We can use computers to draw and paint pictures that can be used in picture books,

charts, dominoes, puzzles, or flash cards.

• We can use computers to print several copies of designed items to be used by individual

children

• We have computer programmes that teach children how to read, sing or do

mathematics problems. The programmes are used for self teaching and matches with

the level of progress of the child. It can encourage, or help a child to do many things.

• There are plenty of video games and computer games that teach children different skills

like concentration, creativity, accuracy, and patience. Some of the games include need

for speed, moto, fifa, pool, tank race, Collin McRae, Virtual cop etc.

• There are also programmes that are used to teach specific skills computer windows,

typing, driving or spelling that can be given to children depending on their age.

• We can also use different ICT devices to play music, songs or rhymes for children to

listen to in the presence or absence of the teacher. From these devises, children can

learn, imitate or copy so as to perfect an intended skill.

• We can also use ICT devices to tell educative stories or show films. These stories will be

having animations that make the intended ideas come to a reality for children to

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understand. For example it may be difficult to talk about an elephant that children have

never seen but if there is a video of it, it becomes easy for children to understand what

an elephant is.

• Sometimes when children are involved in a certain activity, we can use ICT to record

that activity and keep it for future reference in another learning process. For example

school end of year party, birthday party or graduation party can be recorded and later

used when teaching about important days in a year.

• It a teacher is telling children a story, he/she can use a projector to show different

sequence of the story.

• During assembly or any other out door activity, we can use ICT devices to communicate

to children. Some of them can be public address system, radios or megaphones.

Without these devices, it would be difficult for children to hear what is being said to

them.

• During children’s free time, they can be given different cartoon programmes to watch.

These cartoons have different lessons and values that they teach children yet it would

be difficult for the caregiver to give the same lesson using ordinary life situations.

• Children can watch different objects or costumes from different parts of the world show

from different ICT devices. From these experiences, children can also use them to create

or improve their own ideas and come up with new objects or costumes to use in

different situations.

END OF UNIT ASSIGNMENT

1. In your own words, explain what you understand by the term educational

technology.

__________________________________________________________________

2. Why should teachers study educational technology?

__________________________________________________________________

3. Explain the factors to be considered when preparing learning materials for children

__________________________________________________________________

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4. Explaindifferent types of learning materials made for children

__________________________________________________________________

5. Discuss the characteristics of a good learning material

__________________________________________________________________

6. How can you use information and communication technology in promoting

children’s learning?

_________________________________________________________________

7. Explain different ways of storing instructional materials

___________________________________________________________________

8. Discuss why instructional materials must be graded

___________________________________________________________________

9. Discuss the challenges of using mass media in promoting children’s learning

__________________________________________________________________

10. Discuss how parents can be involved in material production for their children

____________________________________________________________________

UNIT SUMMARY

In this unit, you have looked at the meaning of educational technology, its importance and how

it can be used to promote learning. You have also looked at different types of learning

materials, how to use the local environment to design, make and renew learning materials. You

also looked at how to store and maintain learning materials and how to use ICT to develop

learning materials and activities.

�Recommended Reading

Ellington, H. Percival F. and Race P. (1993) A Handbook of Educational Technology. London:

Kogan Page.

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Otto, A. Y (1994).Introduction to instructional methods.Kampala:ITEK.

LEARNING COMPETENCE




Explain what educational technology means

Explain the importance of educational technology in ECD

Identify different factors to consider when designing learning materials

Explain different types of learning materials used in ECD

Apply ICT in designing and developing learning materials and activities

Store and maintain different learning materials

Explain the characteristics of a good learning aid






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