Developmental Psychology and Early Childhood Education Essay

Introduction The first six geezerhood of life atomic go 18 critical years of human life since the rate of phylogenesis in these years is more rapid than at any other detail of festering. Global brain research also informs us near the implication of early years for brain information. archeozoic peasanthood C are and instruction (ECCE) makes a positive contri onlyion to nestlingrens long term tuition and considering by facilitating an enabling and affect surroundings in these psychiatric hospital compass points of lifelong reading.Parents as care break awayrs are critical in providing a stimulating tuition environs to the nipper and the first two and a half(prenominal) to three years emergency non be in a formal erudition surround. The interior(a) course of study example acknowledges the significance of involution of parents, family and corporation. The course of study at the early fryhood st maturate helps to ensure opportunities for holistic c ulture and growth.The ECCE syllabus take to be determined by tykerens ontogenesisal and place settingual needs, providing for more need based inputs and an enabling environment. granted this need for an exclusiveised lift, it was believed that a ordinary plan would not be capture for every(prenominal). However, over the years it has been observe that the practical realities are distinguishable and most of the ECCE programmes on offer currently do not suck up tuition all(a)y allow programmes for the early tike.The vacuum created by a pretermit of platform textile has resulted in its being filled with either a minimalist programme or the d holdward extension of the primary stage curriculum. To ensure optimal knowledge for all barbarianren, there is a need to create a think curriculum framework, encompassing pay backmentally appropriate knowledge and skills, with flexibility for contextualization. A curriculum framework is also require to ensure that all-im portant(prenominal) schooling areas are covered, taking care of all the developmental needs of the five-year-old babe.It also facilitates adoption of a common pedagogical fall up to r each(prenominal) for a certain level of lineament and phone the dewy-eyedspread diversity in the ECCE programmes available for the young fryren in India. This political program textile is in line with the Governments visual modality of ECCE as spelt out in the field of study previous(predicate) puerility Care & program line Policy and is a broad framework of staple fibre guidelines for curricular goals, programme content, classroom practices, parent guidance 4 proterozoic childishness education curriculum Framework 2012and instructor preparation crossways different provisions and across all regions.The purpose of this open framework is to promote quality and excellence in early childishness reproductional activity by providing guidelines for practices that would promote optimu m acquisition and development of all young children and set out the broad disposition of approaches and experiences rather than detailed formation of the content. A cautious approach is being take to not add a detailed curriculum/syllabus which would be prescriptive and delivered to the young children in a straight jacketed direction.The Curriculum Framework calls vigilance to the common principles and developmental tasks, at the same clip, obedienceing the diversity in the child rearing practices and contextual ECCE needs. Each programme is expected to develop its own curriculum to march the needs of its children, their families, the particular setting, the linguistic culture and the topical anesthetic community. However, the programmes should be based on the curriculum principles and guidelines laid down in this framework.This Framework is a dynamic document and would be continually reviewed and evolved in the light of emerging needs. Also, with the adoption of the fra mework, case studies of emerging best practices go away follow and learnings from them would further strengthen the framework. This Framework is firmly focussed on the needs of the child and should lead to improved quality of learning and change magnitude attainment of learning outcomes for children participating in ECCE programmes.The other components for the holistic ECCE programme such as nutrition, health and care are to be ensured by cross reference from relate instruments. Objectives of primordial childhood teaching method The indicate of Early Childhood Care and cultivation is to facilitate optimum development of the childs full potential and lay the installation for all round development and lifelong learning. This aim is to be achieved through with(predicate) enabling the child to ? Develop a positive self-concept. ? Establish a en life-sized(p) foundation for a inviolable physique, adequate muscular coordination and basic labour skills.5 Early Childhood Educa tion Curriculum Framework 2012 ? blow up good health raiments and basic life skills/ self-help skills necessary for personal favorable adjustment. ? Enhance vocal and non- verbal communication skills which would facilitate expression of thoughts and feelings in fluent, correct, clear speech. ? Develop the five signifieds and cognitive skills and concepts which are foundation for high order cerebration and reasoning. ? Develop activated maturity by control the child to express, understand, accept and control feelings and emotions.? Imbibe values, mixer attitudes and manners important in his/her socio cultural context and to become sensitive to rights and privileges of others. ? Develop independence, artistic cargo hold and creativity by providing child with sufficient opportunities for self-expression and agile exploration, probe and experimentation. ? Make a smooth transition from pre inculcate to primary through development of emergent literacy and school readiness. Principles of Early Learning Learning begins from birth From infancy children are mentally and somatogenicly bustling.They learn through all their senses and arousals. Children stimulate knowledge They construct their own knowledge or working models opus they actively engage in their environment and through repeated interactions with nation and tangibles. This simply means that children touch, taste, shake things and so forth to find out what happens and learn about things in their environment. Childrens curiosity and desire to learn Children are curious and eager to learn. They curb an inherent need to make sense of their experiences and learn about the initiation around them.Children learn through romp convey is central to the childs tumefy-being and development Childrens spontaneous track down provides opportunities for exploration, experimentation, manipulation and problem solving that are native for constructing knowledge. Play contributes to the development of representational thought. 6 Early Childhood Education Curriculum Framework 2012 Child development and learning are characterized by one-on-one variation No two children are same. Each child has an individualist pattern and timing of growth and development as well as individual styles of learning.Childrens personal, family experiences and cultural backgrounds also vary. Childrens learning reflects a recurring spiral that begins in awareness, and moves to exploration, to inquiry, and finally, to application. Any vernal learning by children begins with awareness, which is generated from their experiences with objects, events, or people and ends with utilization, where children are able to use what they have learnt for multiple purposes and apply their learning to new situations.At this stage children start exploring the contiguous level of information and the spiral continues. Children need to experience winner more than failure to form a positive self-concept The experiences shou ld be be after in accordance with the maturational level of the children, such that they are challenging yet achievable, so as to promote self-confidence. When children have confidence in themselves, they do better. They are eager to try new and harder things they gain new skills and become more confident and capable.Children develop holistically and benefit from incorporate experiences and education Learning and development of children takes mark in totality. All the domains of development i. e. physical, take, cognitive, speech, socio-personal, emotional and germinal and aesthetic appreciation are interrelate and take place simultaneously. Curriculum Content The curriculum must address the following inter connect domains of holistic development through an integrated and hunt based approach which focuses on development of life skills.? Physical and Motor cultivation receipts ram skills coordination of fine muscles with dexterity eye hand coordination sense of balance, ph ysical co-ordination, and awareness of space and direction nutrition, health status and practices. ? Language emergence Listening and comprehension oral skills/speaking and communicating vocabulary development pre- literacy/emergent literacy skills like phonological awareness print awareness 7 and concepts letter- rifle Early Childhood Education Curriculum Framework 2012 isotropy recognition of letters building words and sentences and early writing.Introduction to language of school realizeion. ? cognitive schooling Development of various concepts including pre publication and number concepts and operations (knowledge and skills related to comparing, classification, seriation, conservation of space and quantity, one to one residue counting) spatial sense patterns and estimations in measurement data handling skills related to sequential thinking, critical thinking, observing, reasoning and problem solving and knowledge about concepts and physical, social and biological environ ment.? Socio-Personal and Emotional Development Development of self-concept selfcontrol life skills/ self-help skills habit formation initiative and curiosity engagement and persistence cooperation compassion social relationships convocation interaction pro- social behaviour expressing feelings, accepting others feelings. ? Sensorial Development Development of the five senses through visual, auditory and kinaesthetic experiences. ? Development of original and Aesthetic Appreciation Exploring different art forms, develop dispositions, expression and appreciation for artistic, dance/ drama and musical activitiesPhysical & Motor Development notional and Aesthetic Appreciation Language Development Socio-Personal Development Cognitive Development Emotional Development 8 Early Childhood Education Curriculum Framework 2012 ECCE is.. A balanced interpret based programme of language, cognitive, creative and psychomotor activities A child centered programme catering to individual child rens learning &emotional needs through individual, itsy-bitsy and large group activities and one to one communication. A school readiness programme which readies children for learning to read, write and do arithmetic later.A programme which indirectly promotes self-control and thereby inner discipline in children through interactions. ECCE is not.. A syllabus bound programme for teaching 3Rs nor a song and a rhyme and go home approach. A teacher centred programme that follows formal classroom approach as in school A program for formally teaching reading, writing and arithmetic, which is to be do in primary. Not a programme which demands unquestioning obedience or exercise strict classroom discipline (Source Kaul, V. (2010) Early Childhood Education Programme.National Council for Educational look into and Training) The ECCE programme should ensure holistic development of the child and reflect the inseparable nature of care and education by comprehensively addressing the nee d for care, nutrition, health and well-being of young children and parent direction along with supporting the development of all domains. The holistic development approach is vital for provision of interconnected and interrelated activities covering all domains of development. implicative Developmentally Appropriate/Age appropriate Activities for ECCE For Children Under 3 years ?Focus on health, nutrition and early psycho social stimulation through free play and a lot of adult child interaction. Eg. s. , (infant games, traditional songs & syllables, access to variety of play solids, individualized adult economic aid and interaction, opportunities to explore, early introduction to stories, infant books, drawings etc. ) in safe, spacious and lightsome environment. 9 Early Childhood Education Curriculum Framework 2012 For Children among 3 to 4 years ? designingned play based programme for all round development with more of free play. Continuous opportunities, more free but some g uided, for adult child, child to child underlying Tenets of Curriculum Development ? Based on needs and capacities of young children ? actualization of supernumerary features of childrens thinking ? Mix of formal and informal interaction ? Familiarity and challenge in every twenty-four hours rhythm ? Primacy of experience rather than expertise ? Developmentally appropriate practice and flexibility ? Use of local worldly, humanistic discipline and knowledge which reflect the diversity and culture of the children. Source Position report, National Focus theme on ECCE, 2005 interaction and interaction with play materials and environment through a variety of individual, diminutive group and large group activities.? Opportunities to listen to stories, learn rhymes, create, indulge in imaginative play, ask questions, do simple problem solving, experiment to promote active and interactive learning and generally have a feel good experience for a positive self-image. For Children betw een 4 to 6 years Moving towards an increase ratio of adult guided vs. free play activities, and more of large group activities for 4-5 year old and focused more on specific school readiness for 5-6 year old, with increasing complexity in all of above. ? Reading Readiness e.g. estimate sound matching, shapes, phonetics increasing vocabulary verbal expression, developing bond with and interest in reading through plastic film books, storytelling, charts etc. 10 Early Childhood Education Curriculum Framework 2012 ? Writing Readiness e. g. eye hand coordination, interest in writing, left(a) to right directionality. ? Math developing skills in classification, seriation, pattern making, reasoning, problem solving, forming concepts pre number and number concepts and space concepts and vocabulary, environment concepts.? Motor development fine motor development through activities such as beading, pegboards and puzzles and large muscle development through running, jumping, balancing activi ties etc. ? Creativity and aesthetic appreciation creative drama, cultural activities, field trips etc. The programme should be relevant to individual and societal needs. The age demarcations are indicative and the activities have to be planned according to the developmental level of the children. Principles of Programme Planning ? ? ? The activities should be age and developmentally appropriate.Activities comforting all domains of development should be appropriately planned. The help span of young children is 15-20 transactions therefore the duration of activities should be 20 minutes, with additional eon allotted for winding up and initiation of the next activity. However, the programme should allow space and flexibility for need based variations. ? there should be a balance between structured and unstructured active and quiet outdoor and indoor self-directed and adult initiated learning opportunities and individual, small group and large group activities. ? ? ? ? The experi ences should progress from simple to complex.A wide range of individual and group experiences should be planned which are related to the childs environment, are enjoyable and challenging for children. Routine fosters a sense of security in children. Therefore some routine should be followed in the daily programme. The ECCE programme should never be rigid. 11 Early Childhood Education Curriculum Framework 2012 ? The duration of the pre-school programmes should be 3 to 4 hours. The programme should provide for some rest period during the day and if it is of longer duration, as a full day programme, then a nap time is to be ensured. ?Learning opportunities should be interconnected, linking learning experiences across developmental domains in a meaningful context, reflecting the real life context of the children. ? The language used should be the mother tongue of the child. Efforts should be make to extend their language sensitively and introduce the school language bit by bit to facil itate school readiness. ? Curriculum goal and objectives should guide classroom routine and judging of the children. The curriculum should be work throughed in a manner that reflects responsiveness to family/ home values, beliefs and experiences.? The programme should provide opportunities for exploration and experiential learning, promoting active engagement with people and objects in the environment. Outcomes of Early Childhood Education Curriculum Children who ? ? ? Communicate effectively Display emergent literacy skills, mathematical skills and scientific record Express emotions in socially acceptable manner, are socially reconciling and cooperative ? Have physical control, strength and healthy habits Pedagogical Approaches The curriculum adopts a play and activity based approach.Children are visualised as active beings who construct their own knowledge and the process of teaching learning is one of co- winding of knowledge, with adults as facilitators. 12 Early Childhood Education Curriculum Framework 2012 Various approaches are practised for transacting the Early Childhood Education programme. Some commonly adopted approaches are Montessori Method This method is characterized by an emphasis on independence, freedom within limits, and respect for a childs natural psychological development and is transacted through specialised centri flatteral material.Regio Emillia Based on the work of Loris Mallaguzi, this is a constructivist approach which focuses on initiation of a learning environment that enhances and facilitates childrens construction of their own thinking through the combination of communicative, expressive and cognitive languages as they engage actively with people, material and environment. Progressive Method This is an eclectic approach which draws from the major child development theories. Recognizing the many paths of learning, latest researches and contemporary work lay the foundation of this framework.Thematic Approach Integrated the mes and projects form the core content of the curriculum. These themes should change the children to make meaningful connections among the different concepts and develop holistic understanding of the world around them. The curriculum should be flexible and responsive to the needs of the children in the class. It is to be constructed to suit the diverse social, cultural, linguistic contexts in the country, and initiate integrated learning.A programme can adopt any of the above mentioned approaches to transact the curriculum. An integrated daily/ weekly/ monthly programme should be disposed(p) with a well-rounded selection of learning experiences that strengthen all domains of development and are age and developmentally appropriate. The activities for different domains and concepts should be planned purposefully to enable a child to actively engage with and experience the concepts. These will help to consolidate the learning and lay the foundations for future.Caution should be observ ed to not equate the curriculum to just an exercise of organising activities, rather it should be viewed as a planned and purposeful intervention and adult child and child to child interaction to facilitate the process of knowing, understanding and construction of knowledge by the children. The aim of the curriculum should be to foster 13 Early Childhood Education Curriculum Framework 2012 development through integrated activities rather than mere completion of worksheets or repetitive exercises and activities.To address the needs of the large group of children in one class and multi-age setting, the dodge would be to conduct the activities in large group, small group and individual level. Essential Play and Learning Material In early childhood stage, a child learns through interacting with immediate environment hence environment should be stimulating and should have a variety of materials to arouse and convey the childs curiosity, interest and promote his learning. ? Adequate supp ly of developmentally appropriate play materials to foster all round development should be available at the ECCE centre ?The materials should be safe, clean and in good conditions. Sufficient quantity should be available to work in small groups and it should be easily accessible to the child. ? The materials should promote gross and fine motor development and help the child to discover and explore including constructing and reconstructing. It should promote sensory(a) exploration and social interaction along with creative expressions through arts, painting, etc. Some essential play materials are Indoor Material o skirts for constructive play o Manipulative toys 14Early Childhood Education Curriculum Framework 2012 o Material for imaginative play /Dramatic play dolls, puppets, masks, kitchen sets, mirrors, old spectacle frames, purses, old shoes, weighting scales, clock etc. o Material to develop Language skills books and picture books, storytelling aid, puppets, story cards, sou nd board, conversation cards, flash cards, picture dominoes, collection of rhymes and stories, visual discrimination and auditory and visual association materials, slates, chalks, crayons, blackboard, drawing paper, etc.o Material to develop cognitive skills sound boxes, visual discrimination cards, touch cards, feel bag, victuals items of varying kind to develop sensory skills, number domino cards, picture jigsaw and self-correcting puzzles for matching, sorting, arranging, classifying, problem solving, memory and sequential thinking to develop cognitive skills and materials in the environment o Musical instruments o Art material for creative expression such as paints, crayons, pencil, paint brushes, cotton, threads, clay, knife, papers, scissors, cloth, gum and fevicol, bead, etc.In addition to locally available material, teachers/caregivers can develop play and learning material for specific activities planned in the programme. Outdoor Materials o Play equipment to build balanc ing, jumping, climbing, swinging, swaying, cycling, etc. o Materials like large or small balls, old tyres, rings, etc. for throwing, catching, kicking, rolling, etc. 15 Early Childhood Education Curriculum Framework 2012 o Sand and water play arrangement with sand pit, mugs, spoons, cups, bucket, sieves, strainer, etc.Assessment Assessment is an essential and intrinsic component of any ECCE programme to ensure that the programme remains child centric and the experiences and activities are planned according to the level of the child. It gives an insight into childrens interests, achievements and possible difficulties in their learning from which next steps in learning and teaching can be planned and thereby provides a syllabus to support the planning of a coherent curriculum for progression in learning.In order to ensure that the programme is responsive to the developmental needs of the child, it is essential to maintain their developmental and learning profile. The purpose of jud ging is to give useful information about childrens learning and development to the adults providing the programme as also to children and their families. It also helps ensure early identification of developmental delays, special educational needs and particular abilities. Assessment contributes to evaluation, revision, and development of programmes. The areas of assessment ? ? ?The childs interest and participation Skills and abilities complaisant interactions The assessment of the children should be formative, continuous and flow from the experiences planned in the curriculum. Formative continuous assessment implies documenting the development of the child, by interpreting the evidence from the day to day experiences of the child with the purpose of recognising and encouraging strengths and addresses learning/developmental gaps. teachers need to evaluate each childs progress on an ongoing basis, through observations of their behaviour their artwork and other products.Home-based ob servations may also be 16 Early Childhood Education Curriculum Framework 2012 conducted. The current level of carrying out should be rewarded to rein major power small steps of accomplishments towards the long term goals. Portfolio should be maintained for individual child. It should contain anecdotal records, developmental checklists, samples of drawing, writing and other activities, observation notes and parent teacher meeting notes. Role of Caregiver/Teacher The caregivers/ teachers in an ECCE programme are facilitators who engage children in multiple experiences to foster their all-round development.They play the following roles ? Observe children to identify their needs and capabilities and move with the pace of the childs development ? Plan appropriate, ? ? ? developmentally holistic and challenging activities Focus not only on planning and conducting activities but also on continuous processes for interaction and relating learning to childs environment. Create nurturing and positive relationships with children and among children Organise supportive learning environment by taking care of aspects such as the arrangement of the physical environment and equipment the scheduling of activities and events and groupings ?? ? Work in partnership with parents Facilitate learning to meet the objectives of the curriculum Help in early identification and intervention for children with special needs 17 Early Childhood Education Curriculum Framework 2012 To accomplish the above the teachers need to enjoy being with young children, be knowledgeable about childrens development and early childhood curriculum and should be skilled at implementing the curriculum.Role of Parent The young child spends most of the time at home and much of the early learning occurs through the childs day to day interactions with the family. The parents have a major role to play in the childs development, much beyond merely being around the child and providing food and other basic needs. Pare nts need to ? Provide a conducive environment at home for optimal development and learning and spend quality time with the child ? ? ? ? ?Encourage exploration and experimentation at home and optimally utilise the ample opportunities for incidental and lifelong learning arising from the daily activities Play a cooperative role and establish a relationship of imprecate and mutual respect with the teacher/caregiver at the ECCE centre function and plan the development of their child along with the teacher/caregiver put down in the open days and other events for parents and community Not to force formal learning and competition at this early age and respect childrens abilities and personalities.Supportive Essentials The open framework approach to curriculum adopted herein requires certain preconditions as essentials. These are ? An enabling and stimulating learning environment which has been carefully designed and is child friendly 18 Early Childhood Education Curriculum Framework 20 12 ? ? ? ? ?Contextually and culturally appropriate curriculum content Developmentally appropriate learning and play material Activity rhyme and story bank Childrens Activity make Trainers Manual and Teachers Guidebook addressing adult-child interaction, arrangement of the physical environment and equipment, planning of the daily routine etc.to help teachers implement the curriculum effectively ? ?Supportive supervision Professional development fortune for ECCE caregivers 19 Early Childhood Education Curriculum Framework 2012 Annexure 1 Some Significant Themes to be covered in the Curriculum Myself, my family and community Food, health, hygiene and cleanliness Natural world and environment plants animals and birds fruits and vegetables Physical environment air, water, universe, seasons Social environment My country festivals and celebrations neighbourhood means of transport 20.Early Childhood Education Curriculum Framework 2012 Annexure 2 Sample Weekly Plan Theme Animals judgment of conviction 9. 00-9. 30 9. 30-10. 00 Monday Circle meter Free conversation (Animal Names) Tuesday conference Guided Conversation (Homes of Animals) choose Cards (Animals and their young ones) Block Play luncheon Tearing and pasting on animal drawings Wednesday Circle Time Free Conversation (Food of Animals) Soft and Hard Surface Thursday Assembly Guided Conversation (Animals and their young ones) Shape Circle Friday Circle Time Guided Conversation (Uses of Animals) Pattern Writing.10. 00-10. 30 Seriation Activity (Small to large animal) 10. 30-11. 00 11. 00-11. 30 11. 30-12. 00 Animal Race Lunch Free hand drawing of pet animals Swings and slides Lunch Models of animal homes Walking on Zigzag line Lunch do Clay Animals Sand Pit Lunch Mask Making 12. 00-12. 30 Animal hoar (Pet Animals) Music and Movement Activity (How animals move) Rhyme dramatisation (Farm Animals) Animal Story (Wild Animals) Song and Dance (Birds) 12. 30-1. 00 Winding up & digression Winding up & Departure Winding up & Departure Winding up & Departure Winding up & Departure.Note The time allotted for each activity is 15-20 minutes the time slots of 30 minutes allotted in the plan include setting up, distribution of material and winding up for each activity. 21 Early Childhood Education Curriculum Framework 2012 Annexure 3 Sample Thematic Web Numeracy Sorting pictures of animals and their young ones Creative Art Models of Animal Homes Language Rhymes and stories on Animals Cognitive Animal names Types Pet/ Wild/ Aquatic Animal food, sound , home Animals Physical & Motor Animal Race Tearing and Pasting on Animal Drawings.Socio-Emotional Free Conversation Music & Movement Song and Dramatization 22 Early Childhood Education Curriculum Framework 2012 definitive Resources 1. Bhatnagar, R (2005) Little Steps. A Manual for Preschool Teachers. National Council for Educational inquiry and Training. New Delhi 2. Kaul, V. (2010) Early Childhood Education Programme. National Council for Educ ational Research and Training. New Delhi 3. Mother and Child Protection Card, Ministry of Women and Child Development, Government of India. 4. Muralidharan, R. , Asthana, S. (1991) foreplay Activities for Young Children.National Council for Educational Research and Training. New Delhi 5. Position Paper on Early Childhood Care and Education, National Focus Group (2006). National Council for Educational Research and Training. New Delhi 6. Soni, R, Kapoor R, Vashishtha, K. K. (2008) Early Childhood Education. An Introduction. National Council for Educational Research and Training. New Delhi 7. Swaminathan, M. and Daniel, P. (2004) Play Activities for Child Development A Guide to Preschool Teachers. National Book Trust, New Delhi. 8. WHO Child Growth Standards- Methods and Development, area Health Organisation 23.