CHILD DEV – S.U.1 / CH 1. THE DEV OF THE CHILD

LEARNING OUTCOMES:-Definition of concepts-Areas of development-Influence of heredity and environment-Phases of the development process-Areas of development:

* Physical*Cognitive*Emotional*Social*Moral-normative*Personality

..\..\..\..\..\..\Videos\Teachers TV\How I Learn - Child Development Milestones.mp4

PRS101Early Childhood Teaching –

Intro & Overview

Module Focus:Part A: Early childhood teaching• (1) Reasons for and outcomes of teaching in early childhood• (2) The informal approach to teaching in the early childhood years• (3) The daily programme of a centre for early childhood development• (4) Play opportunities at a centre for early childhood development• (5) The choice and planning of content at a centre for early childhood development• (6) Multicultural and unprejudiced teaching

Part B: Assessment in early childhood teaching• (1) Purposes of assessment in early childhood teaching• (2) Rules for true and trustworthy assessment of young children• (3) The assessment process• (4) Ways of assessing young children• (5) Methods of recording observation• (6) Interpretation of assessment information

Study Material:*SG1: Early Childhood Teaching (Part A)*SG2: Assessment (Part B)

Prescribed book

There is ONE prescribed book for this module. The prescribed book is very relevant to Part B: Assessment, but you may also use it for Part A.

• The prescribed book is:

• Assignment 1 (Compulsory) 20 % toward final mark

– Due date 7 March 2014– Multiple choice– UNISA SG 1 & 2– Textbook

• Assignment 02 (compulsory) does not count towards your year mark

– Due date 4 April 2014– Long questions– UNISA SG 1 & 2– Textbook 4

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CHILD DEV – S.U.1 / CH 1. THE DEV OF THE CHILD

LEARNING OUTCOMES:-Definition of concepts-Areas of development-Influence of heredity and environment-Phases of the development process-Areas of development:

* Physical*Cognitive*Emotional*Social*Moral-normative*Personality

..\..\..\..\..\..\Videos\Teachers TV\How I Learn - Child Development Milestones.mp4

PRS101– (SG1) S.U.1 The purpose and learning outcomes of education in ECD.

Learning Outcomes: The importance of good ECE (p.2) The purpose of ECE (p.4) The outcomes of ECE (p.9)

Why is Early Childhood Education important?

Why is Early Childhood Education important?

The importance of ECE

Bloom

And other

researchers

Freud

Erikson

moralsocialeconomic

Arguments for

increased support

NEPI Report (1992)

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Read through the NEPI report arguments for increased support of EC care and

development and rank in your order of importance

RANK NEPI report

Children have a right to live and to develop to their full potential. In the same way, women have a right to choice and control over their lives, which means that they need good quality child-care services.

Society passes on its moral and social values through its children, and this process begins in early childhood. Education programmes for young children can therefore help to change racist attitudes and gender stereotyping, promote cooperation and respect for the rights of others, and lay the foundations for democratic participation in decision making.

Improving the quality of life for young children helps to redress inequalities brought about by poverty and discrimination.

Young children provide a central focus or rallying point for communities, breaking down political divisions, strengthening social structures, and promoting community development. ``Children first'' can be an effective strategy in working towards peace and unity. Children's needs can also provide a starting point for the development of a wide range of community-based activities and services.

Society benefits economically by investing in child development, because ultimately these children will be productive adults who will not be a drain on society. This argument is based on increasing evidence that early childhood programmes can improve both mental and physical capacity and educational attainment. Cost-savings also result from less wastage in the school system and a reduction in social problems such as delinquency and teenage pregnancy.

The effectiveness of a variety of services including health, education, and women's programmes can be increased by combining them with child development programmes. There is increasing evidence that there is a synergistic effect when the needs of the child are met both from within the family and in the community context. In other words, the learning outcomes are even better when reinforced by both the family and the community.

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http://mg.co.za/article/2012-08-17-preschool-plan-has-high-cost

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The effect of the changing family structures on EC Changing technological society Decline in extended family Increased mobility and travelling ECD phase – NB role in redressing imbalances ECD educator + parents: complement and

support one another; sharing responsibility to help chn to develop their full potential

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Can you id. any problems you might have in the upbringing of a young child?

What are the benefits of good ECE within the family context?

Your task as teacher in the ECD phase…

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“Good teaching does not just happen, it is the result of careful planning and foresight” (Taylor, 1980: 2)

The purpose of early

childhood education…

Purpose should…

Involve the “whole”

child

Reflect values & norms of society

A child’s right to

be a child

Consider the ability

of chn

Take into acc needs of p’s

& society

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(3) SCHOOL READINESS

(4) OPTIMAL DEVELOPMENT OF THE WHOLE CHILD & GUIDANCE / ASSISTANCE OF P’s

4 categories: “the purpose of ECE”

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“the purpose of ECE”

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Traditionally emphasised by creches, day mothers, playgroup

Main emphasis = caring for chn in safe enviro

People caring for chn – need not be trained

Can be criticised when caretaking is its sole purpose. WHY?

• Physical safety of chn is

overemphasised

• 1 sided emphasis and then chn’s

need for adults to help them grow up

is underemphasised

• Does not require adults to be EC

Educators

• Teaching can be haphazard!

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alone!

“the purpose of ECE”

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Progs in some EC centres = focussed on helping deprived chn escape poverty cycle: “planned preventative education”

Purpose of compensatory prog = leading chn to change behaviour & attitudes

Social change and upliftment can’t be realised by ECE alone

Can only happen when ECC have total involvement of p’s and community = community serving centre

Can be criticised when social

upliftment & change is its sole purpose.

WHY?

• ECE can’t do alone

• Drastic interference – justified?

• Teaching progs: very structured &

rigid

• Deny free discovery learning

• Views l’s through their needs & probs

• Poverty cycle can’t be broken just by

Education

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SCHOOL READINESS

“the purpose of ECE”

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= “the child’s total readiness to benefit from formal education in a group context“ (EDT101)

incls. readiness aspects: -emotional-social-intellectual-physical

Begins at birth. Achieved once the child-in-totality ready for the demands that formal instruction situation will make on him.

Widely believed to be the main purpose of ECE.

Helping chn to:*be ready for school*to adjust to formal teaching*acquire & improve basic learning skills Challenge in ECT re

school readiness: 2 sets of factors

contributing to poor scholastic performance:

1. School factors2. Social & cultural factorsCan be criticised

when school readiness is its sole purpose. WHY?

• 1-sided

• Emphasis: formal learning skills

• Can lead to drilling in chn

• = formal school progs too early

• School readiness placed on child,

rather than on schools which should

be ready for chn

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1.

OPTIMAL DEVELOPMENT OF THE WHOLE CHILD & GUIDANCE / ASSISTANCE OF P’s

“the purpose of ECE”

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Purpose of ECC should be aimed at:

dev of whole child assistance &

guidance to parents in the educ of their child

Development of whole childo Involve child as a

wholeo take good careo involve family &

contribute to social change/upliftment

o dev. Whole child: school ready

Assistance to parentsECD educators can help parents:

o Serving as role models

o Involving them in schools prog

o proving info on child dev

o start dev. progs

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GUIDING QUESTIONS – Teachers TV Enriched environments:1. From the study what was the most effective component of

success in Early childhood education?____________________________________________________________________________________________________2. Which prioritised developmental areas supported stronger

outcomes for learners?____________________________________________________________________________________________________

PAST UNISA EXAM QUESTION

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What is the purpose of a good centre for early childhood education ? (2)

PAST UNISA EXAM QUESTIONS

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Define school readiness? (2)

How can early childhood educators assist parents? Name 4 methods. (4)

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Outcomes for

Critical & Developmenta

l

Learning outcomes

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Learning outcomes in

For formal school: curriculum

No fixed curric prior to Grade R. However new Draft curriculum in dev

Use curric to guide planning in ECD phase

Cater for child as a whole & parents as partners

Support the child in all facets of development

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Picture mapping exercise…

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In Groups– Illustrate a facet

of childhood development

in terms of what we should

help chn with.

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4 Subjects

2. First Additional Language

3. Mathemati

cs

4. Life Skills(4 study areas)

1. Home Language

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CAPS

curriculum

Beginning Knowledge

Personal & Social

Well Being

Creative Arts

Physical Education

In the Curriculum and Assessment Policy Statement (CAPS) the subject Life Skills in Foundation Phase (Grades R-3) has been organised into four study areas: 1. Beginning Knowledge (*Social Science;

Natural Science; EMS; Technology)2. Personal and Social Well-being (* Life

Orientation)3. Creative Arts (*Arts & Culture) 4. Physical Education (*Life Orientation)

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TASK: Try and categorise the above learning outcomes into subjects

instead of developmental facets.

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• Use your smartphone to access: m.socrative.com

• Enter the room number: 444756• Respond by selecting A,B,C,D,or E• See your results populate on the screen.