Developmental Psychology and Early Childhood Education Essay

Introduction The kalele six years of life epoch argon critical years of human life since the rate of crop daying in these years is more rapid than at both(prenominal)(prenominal) separate stage of conk out(a)ment. Global germinal thinker research also informs us or so the significance of primaeval years for intellect training. first on puerility Cargon and assure (ECCE) makes a positive contri just nowion to tykerens long term knowledge and instruction by facilitating an enabling and impact purlieu in these foundation stages of long erudition.P bents as safeguardgivers argon critical in providing a stimulating detecting surroundings to the s keep upr and the first two and a half to three years read non be in a glob shapeing environs. The matter program role model ac associations the significance of involvement of provokes, family and community. The plan at the early baby birdhood stage helps to agree opportunities for holistic culti vation and growth.The ECCE course of study requirementfully to be determined by minorrens emergenceal and mise en sceneual leads, providing for more enquire based inputs and an enabling environment. Given this need for an singleised hail, it was believed that a parkland course would non be get hold of for on the whole. However, over the years it has been ascertained that the practical realities are distinguishable and about of the ECCE computer programs on suggest currently do non capture exploitationally appropriate programmes for the spring chicken electric razor.The vacuity created by a lack of political program fabric has resulted in its being fill up with either a minimalist programme or the d avouchward extension of the particular(a) feather stage broadcast. To go steady best ontogeny for all tykeren, there is a need to create a mean political program frame arrive at, encompassing expandmentally appropriate companionship and skills, wit h tractability for contextualization. A plan framework is also required to promise that great larn areas are cover, taking aid of all the victimizational unavoidably of the recent barbarian.It also facilitates adoption of a crude pedagogical approach to reach for a certain level of lineament and parcel reveal the tolerantspread renewing in the ECCE programmes uncommitted for the three-year-old small fryren in India. This plan mannikin is in line with the Governments vision of ECCE as spelt out in the field of study ahead of time puerility Care & study constitution and is a broad framework of introductory guidelines for curricular goals, programme national, crystaliseroom executes, parent guidance 4 early on sisterishness educational activity course cloth 2012 and instructor preparation crosswise different edible and across all regions.The suggest of this capable framework is to incite quality and uprightness in early churlhood discip line by providing guidelines for practices that would promote optimum encyclopaedism and victimisation of all tender children and facility out the broad arrangement of approaches and survives quite than detailed defining of the subject field. A overcautious approach is being adopted to not provide a detailed course of instruction/syllabus which would be prescriptive and delivered to the preadolescent children in a straight jacketed behavior.The curriculum example calls attention to the common principles and phylogenyal tasks, at the same time, prizeing the diversity in the child rearing practices and contextual ECCE inescapably. each(prenominal) programme is expected to find its receive curriculum to construe the needs of its children, their families, the surplus stage setting, the linguistic purification and the local an aesthetical community. However, the programmes should be based on the curriculum principles and guidelines laid down in this framework.Th is manakin is a dynamic document and would be continually reviewed and evolved in the light of rising needs. Also, with the adoption of the framework, case studies of emerging topper practices will follow and trainings from them would further ratify the framework. This poser is firmly focussed on the needs of the child and should lead to meliorate quality of training and increased attainment of breeding outcomes for children participating in ECCE programmes.The early(a) comp nonpareilnts for the holistic ECCE programme such as nutrition, hygienicness and care are to be ensured by cross reference from cerebrate instruments. Objectives of archeozoic childishness didactics The drift of proterozoic childhood Care and educational activity is to facilitate optimum increment of the childs full potential and set up the foundation for all traffic circle emergence and lifelong cultivation. This subscribe to is to be achieved d ane enabling the child to ? Develop a po sitive self-concept. ? Establish a cash in ones chips foundation for a estimable physique, seemly muscular coordination and prefatory push skills.5 proto(prenominal) childhood training computer program fabric 2012 ? Imbibe good health habits and basic life skills/ self-help skills necessary for in-person complaisant ad besidesment. ? Enhance oral and non- verbal communication skills which would facilitate expression of thoughts and feelings in fluent, correct, clear speech. ? Develop the five senses and cognitive skills and concepts which are foundation for higher score thinking and reasoning. ? Develop emotional due date by guiding the child to express, understand, subscribe to and control feelings and emotions.? Imbibe values, mixer attitudes and manners important in his/her socio cultural context and to bring forth sensitive to rights and privileges of others. ? Develop independence, aesthetic hold and creativity by providing child with sufficient opportunit ies for self-expression and active geographic expedition, investigation and experimentation. ? drag a smooth transition from pre indoctrinate to primary by dint of development of emergent literacy and school avidness. Principles of Early Learning Learning begins from gestate From infancy children are mentally and corporally active.They learn done and by means of all their senses and stimulations. fryren fabricate knowledge They construct their own knowledge or working models while they actively compel in their environment and through repeated fundamental interactions with masses and materials. This simply bureau that children notion, taste, shake things and so on to find out what happens and learn almost things in their environment. electric razorrens curiosity and desire to learn Children are curious and eager to learn. They have an immanent need to make sense of their experiences and learn about the globe nearly them.Children learn through lam Play is exchan ge to the childs well-being and development Childrens spontaneous scarper provides opportunities for geographic expedition, experimentation, function and paradox solving that are prerequisite for constructing knowledge. Play contributes to the development of representational thought. 6 Early puerility Education course manakin 2012 Child development and learn are characterized by psyche sport No two children are same. Each child has an individual pattern and time of growth and development as well as individual styles of information.Childrens personal, family experiences and cultural backgrounds also vary. Childrens tuition reflects a recurring voluted that begins in sense, and moves to exploration, to inquiry, and finally, to application. every new 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 utilise what they have learnt for multiple purposes and apply their learning to new situations.At this stage children start exploring the nigh level of information and the spiral continues. Children need to experience success more than failure to form a positive self-concept The experiences should be plan in consent with the maturational level of the children, such that they are repugn yet achievable, so as to promote self-confidence. When children have confidence in themselves, they do better. They are eager to puree new and harder things they gain new skills and become more confident and capable.Children develop holistically and get from interconnected experiences and education Learning and development of children takes displace in totality. All the domains of development i. e. somatogenic, go, cognitive, lyric, socio-personal, emotional and seminal and aesthetic appreciation are inter think and take place simultaneously. Curriculum Content The curriculum must(prenominal) address the following inter related to domains of holistic development through an integrated and sport based approach which focuses on development of life skills.? sensible and move growing Gross motor skills coordination of fine muscles with tact eye hand coordination sense of balance, physiologic co-ordination, and awareness of space and direction nutrition, health status and practices. ? Language increment audition and comprehension oral skills/speaking and communication dustup development pre- literacy/emergent literacy skills the like phonological awareness print awareness 7 and concepts letter- sound Early puerility Education Curriculum Framework 2012 arrangement recognition of letters building words and sentences and early paper.Introduction to terminology of school transaction. ? cognitive training Development of confused concepts including pre number and number concepts and operations (knowledge and skills related to comparing, classification, seriation, conservation of space and bar, one to one cor respondence counting) spatial sense patterns and estimations in measurement data handling skills related to sequential thinking, critical thinking, observing, reasoning and trouble solving and knowledge about concepts and physical, social and biological environment.? Socio-Personal and Emotional Development Development of self-concept selfcontrol life skills/ self-help skills habit formation endeavor and curiosity engagement and persistence cooperation pathos social relationships conference interaction pro- social behaviour expressing feelings, accepting others feelings. ? Sensorial Development Development of the five senses through visual, auditory and kinaesthetic experiences. ? Development of Creative and esthetical discernment Exploring different art forms, develop dispositions, expression and appreciation for artistic, dance/ caper and musical activities carnal & Motor Development Creative and Aesthetic Appreciation Language Development Socio-Personal Development Co gnitive Development Emotional Development 8 Early puerility Education Curriculum Framework 2012 ECCE is.. A balanced piddle away based programme of language, cognitive, creative and psychomotor activities A child centered programme catering to individual childrens learning &emotional needs through individual, puny and macroscopical 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 pedagogics 3Rs nor a song and a rhyme and go home approach. A teacher focalised programme that follows dinner gown classroom approach as in school A program for formally educational activity reading, writing and arithmetic, which is to be done in primary. Not a programme which demands inexplicit obedience or exercise stern classroom di scipline (Source Kaul, V. (2010) Early childishness Education platform.National Council for educational search and Training) The ECCE programme should ensure holistic development of the child and reflect the inseparable temper of care and education by comprehensively addressing the need for care, nutrition, health and well-being of young children and parent counselling along with living the development of all domains. The holistic development approach is vital for provision of interconnected and interrelated activities covering all domains of development. apocalyptical Developmentally Appropriate/Age appropriate Activities for ECCE For Children Under 3 years ? reduce on health, nutrition and early psycho social stimulation through go off endure and a lot of big(a) child interaction. Eg. s. , ( child games, traditional songs & syllables, door to variety of contact materials, individualized tumescent(p) attention and interaction, opportunities to explore, early i ntroduction to stories, infant books, gulps and so on ) in safe, spacious and honest environment. 9 Early Childhood Education Curriculum Framework 2012 For Children amidst 3 to 4 years ? planned play based programme for all round development with more of free play. sustained opportunities, more free but some head, for adult child, child to child introductory Tenets of Curriculum Development ? ground on needs and capacities of young children ? Recognition of special features of childrens thinking ? Mix of formal and informal interaction ? Familiarity and challenge in everyday rhythm ? Primacy of experience quite a than expertise ? Developmentally appropriate practice and flexibility ? Use of local material, arts and knowledge which reflect the diversity and culture of the children. Source congeal Paper, National tenseness conclave on ECCE, 2005 interaction and interaction with play materials and environment through a variety of individual, small group and ample group ac tivities.? Opportunities to listen to stories, learn rhymes, create, baffle in imaginative play, ask questions, do simple problem solving, experiment to promote active and interactive learning and by and large have a feel good experience for a positive self-image. For Children between 4 to 6 years lamentable towards an increasing ratio of adult guided vs. free play activities, and more of large group activities for 4-5 year old and rivet more on specific school readiness for 5-6 year old, with increasing complexity in all of higher up. ? Reading courtesy e.g. imprint sound matching, shapes, phonetics increasing vocabulary verbal expression, developing bond with and beguile in reading through conceive of books, baloneytelling, charts etc. 10 Early Childhood Education Curriculum Framework 2012 ? opus Readiness e. g. eye hand coordination, come to in writing, left to right directionality. ? math developing skills in classification, seriation, pattern making, reasoning, pr oblem 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 activities etc. ? Creativity and aesthetic appreciation Creative drama, cultural activities, field of force trips etc. The programme should be applicable 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 fostering all domains of development should be appropriately planned. The attention span of young children is 15-20 proceedings therefore the duration of activities should be 20 minutes, with sumal time dish out for winding up and initiation of the next activity. However, the pro gramme should allow space and flexibility for need based variations. ? There should be a balance between organise and unstructured active and quiet outdoorsy and indoor self-directed and adult initiated learning opportunities and individual, small group and large group activities. ? ? ? ? The experiences 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 auspices in children. Therefore some twist 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 heartsease period during the day and if it is of longer duration, as a full day programme, then(prenominal) a nap time is to be ensured. ?Learning opportunities should be int erconnected, linking learning experiences across developmental domains in a meaning(prenominal) context, reflecting the real life context of the children. ? The language used should be the mother knife of the child. Efforts should be made to extend their language sensitively and introduce the school language gradually to facilitate school readiness. ? Curriculum goal and objectives should guide classroom ferment and sagacity of the children. The curriculum should be implement in a manner that reflects reactivity 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 in effect video display emergent literacy skills, mathematical skills and scientific character Express emotions in socially pleasant manner, are socially adaptive and cooperative ? H ave physical control, strength and rosy-cheeked habits Pedagogical advancees The curriculum adopts a play and activity based approach.Children are visualized as active beings who construct their own knowledge and the process of teaching learning is one of co-construction 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 usually adopted approaches are Montessori Method This method is characterized by an emphasis on independence, immunity within limits, and respect for a childs natural psychological development and is transacted through specialised sensorial material.Regio Emillia Based on the work of Loris Mallaguzi, this is a constructivist approach which focuses on creation of a learning environment that enhances and facilitates childrens construction of their own thinking through the combination of communicative, communicative and co gnitive languages as they engage actively with people, material and environment. Progressive Method This is an discriminating 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 themes and projects form the core content of the curriculum. These themes should enable the children to make meaningful connections among the different concepts and develop holistic agreement of the world around them. The curriculum should be limber and antiphonal to the needs of the children in the class. It is to be constructed to suit the diverse social, cultural, linguistic contexts in the kingdom, and initiate integrated learning.A programme can adopt any of the supra mentioned approaches to transact the curriculum. An integrated daily/ every week/ monthly programme should be on the watch 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 observed to not equate the curriculum to just an exercise of organising activities, rather it should be viewed as a planned and purposeful interpellation 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 strategy would be to conduct the activitie s in large group, small group and individual level. Essential Play and Learning significant 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 entreat and sustain the childs curiosity, liaison and promote his learning. ? Adequate supply of developmentally appropriate play materials to foster all round development should be on hand(predicate) at the ECCE centre ?The materials should be safe, leach and in good conditions. Sufficient quantity should be available to work in small groups and it should be easily amicable to the child. ? The materials should promote gross and fine motor development and help the child to arrive at and explore including constructing and reconstructing. It should promote sensory exploration and social interaction along with creative expressions through arts, blushering, etc. Some inherent play materials are Indoor satisfying o Block s for constructive play o Manipulative toys 14Early Childhood Education Curriculum Framework 2012 o hooey for imaginative play / salient play dolls, puppets, masks, kitchen sets, mirrors, old spectacle frames, purses, old shoes, burthen scales, clock etc. o Material to develop Language skills books and picture books, narrationtelling aid, puppets, story cards, sound board, conversation cards, flash cards, picture half maskes, 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, food items of varying mannequin to develop sensory skills, number domino cards, picture jigsaw and self-correcting puzzles for matching, sorting, arranging, classifying, problem solving, stock and sequential thinking to develop cognitive skills and materials in the environment o melodic instrume nts 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 balancing, 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 pissing play arrangement with sand pit, mugs, spoons, cups, bucket, sieves, strainer, etc.appraisal Assessment is an essential and entire component of any ECCE programme to ensure that the programme remains child central and the experiences and activities are planned according to the level of the child. It gives an insight into childrens interests, achievements and possible difficulti es in their learning from which next steps in learning and teaching can be planned and thereby provides a platform to support the planning of a pellucid 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 keep up their developmental and learning profile. The purpose of legal opinion 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 perspicacity ? ? ?The childs interest and participation Skills and abilities Social interactions The assessment of the children should be formative, continuous and flow from the experiences planned in the curriculum. Formative continuous assessment i mplies documenting the development of the child, by interpreting the read 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 observations may also be 16 Early Childhood Education Curriculum Framework 2012 conducted. The current level of performance should be rewarded to reinforce 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. percentage of Caregiver/teacher The caregivers/ teachers in an ECCE programme are facilitators who engage children in multiple experiences to foster their all-round(prenominal) developmen t.They play the following roles ? Observe children to mention 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. execute 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 lots 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, oftentimes beyond merely being around the child and providing food and other basic needs. Parents need to ? Provide a contributory 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 trust and mutual respect with the teacher/caregiver at the ECCE centre Share and plan the development of their child along with the teacher/caregiver enrol 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. verificatory 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 2012 ? ? ? ? ?contextually and culturally appropriate curriculum content Developmentally appropriate learning and play material drill rhyme and story bank Childrens Activity platter 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 opportunity for ECCE caregivers 19 Early Childhood Education Curriculum Framework 2012 Annexure 1 Some Significant Themes to be covered in the Curriculum M yself, 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 creatures Time 9. 00-9. 30 9. 30-10. 00 Monday curing Time openhanded Conversation ( sentient being Names) Tuesday fiction manoeuver Conversation (Homes of beasts) compartmentalization card (Animals and their young ones) Block Play dejeuner Tearing and pasting on animal drawings Wednesday curing Time Free Conversation (Food of Animals) semisoft and Hard Surface Thursday assemblage Guided Conversation (Animals and their young ones) influence 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 ladder dejeuner Free hand drawing of pet animals Swings and slides Lunch Models of animal homes pass on Zigzag line Lunch Making Clay Animals Sand genus Fossa Lunch Mask Making 12. 00-12. 30 Animal Rhyme (Pet Animals) Music and feat Activity (How animals move) Rhyme Dramatization (Farm Animals) Animal Story (Wild Animals) Song and Dance (Birds) 12. 30-1. 00 turn up & Departure wander up & Departure move up & Departure kink up & Departure breaking wind up & Departure.Note The time assign 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 turn tail Tearing and Pasting on Animal Drawings.Socio-Emotional Free Conversation Music & causal agency Song and Dramatization 22 Early Childhood Education Curriculum Framework 2012 Important Resources 1. Bhatnagar, R (2005) Little Steps. A Manual for Preschool Teachers. National Council for Educational query and Training. new(a) Delhi 2. Kaul, V. (2010) Early Childhood Education Programme. National Council for Educational Research and Training. young Delhi 3. Mother and Child Protection Card, Ministry of Women and Child Development, Government of India. 4. Muralidharan, R. , Asthana, S. (1991) Stimulation 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 Introdu ction. 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 ingathering Standards- Methods and Development, World Health Organisation 23.