training manual for capacity building of early childhood education

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Training Manual – M-Learning for Capacity Development of ECCE Teachers

EARLY CHILDHOOD EDUCATION

TRAINING MANUAL

FOR

CAPACITY BUILDING OF EARLY CHILDHOOD

EDUCATION (ECE) TEACHERS

USING MOBILE TECHNOLOGIES

PREPARED BY

TRAINING WING, FEDERAL DIRECTORATE OF

EDUCATION

IN COLLABORATION WITH

UNESCO, ISLAMABAD

ml_bourcier

Note

Unmarked définie par ml_bourcier

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Preface

Early childhood education is one of the most important but neglected sub sector of education in Pakistan. It needs to be assigned at priority with respect to facilities and services as well as teacher training, investment and teaching-learning material etc. Early years are critical for the acquisition of the concepts, skills and activities which become the integral part of child‟s personality and lay the foundation of life long learning. Every child should be given opportunities to grow up in a congenial and conducive environment. Early attention to the health, nutrition, education, physical, emotional and psychological development can pay back manifold to both the individual and the nation. Effective teacher training is one of the most vital and significant tool and strategy for both quantitative expansion and qualitative improvement of early childhood education. Use of Information and Communication Technologies (ICTs), particularly, in teacher training has proved useful and productive all over the world. Mobile based teacher training of ECE teachers is a new and innovative experiment in Pakistan. A goal of this training is to provide students and teachers with an overview of what goes on in early childhood programs through the use of examples, anecdotes, and scenarios. Some students/teachers may have opportunities to see master teachers at work, but others won‟t. To address this reality, the training finds ways to transport readers to early childhood classrooms and family child care homes so they can “watch” how effective educators facilitate the teaching-learning process. These examples are designed to help teachers put themselves in the educator‟s shoes, examine their own reactions, and anticipate how they might handle similar experiences. This training manual has been developed to guide the resource persons, lead trainers, master trainers and working teachers for comprehensive and holistic development of child. It, inter-alia, covers brief overview of teaching methods and pedagogical skills, domains of child development, video scripts on various aspects of child development as well as Multiple Choice Questions (MCQs) for teachers‟ assessment and evaluation. The subject manual also provides guidelines for conducting 3-day teacher training workshops for mobile based teacher training. We hope that the training manual will be useful for effective teacher training of early childhood education teachers. This is a joint venture of Curriculum Wing, Federal Directorate of Education and UNESCO Islamabad. The organizers acknowledge the support of members of the Technical Committee formed for this project, all ECE experts who contributed in development of contents and this training manual.

Abdul Waheed Kozue Kay Nagata (Ph.D) Director Training (FDE) Director/Representative, UNESCO

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TABLE OF CONTENTS

Topic Page No.

UNIT No. 1

Overview of Early Childhood Education 4

UNIT No. 2

Early Childhood Education in Pakistan 7

UNIT No. 3 Mobile Learning for Capacity Development of Teachers Training

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UNIT No. 4

Teachers‟ Training Workshops 16

UNIT No. 5 Training Methodology - Guidelines for Resource Persons and head Trainers to Conduct the Training Workshop Sessions

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UNIT No. 6

Themes of ECE for Development of Videos 22

UNIT No. 7

Contents/Scripts of the Videos 25

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Overview of Early Childhood Education Early Childhood Education or ECE relates to early learning of young children and consists of activities or experiences that are intended to affect developmental changes in children prior to their entry into a formal class, grade or primary school. Good quality Early Childhood Education has important long-term benefits for a child. The early years are critical for the acquisition of concepts, skills and attitudes that lay the foundation for lifelong learning. Learning begins at birth: eighty percent of the brain is developed in the early years, i.e. from birth to the age of 8 years. Inadequate or inappropriate learning opportunities during these years can hinder full and complete development of mental abilities of the children. Children grow in different ways. The most obvious way in which a child develops is physical. But there are other ways in which children grow. Children are growing when they are learning to speak, when they develop a distinct personality, and also when they are learning to get along with others. However, children grow and develop at their own pace. Some learn to walk at 9 months, while others can only stand with support at 13 months. Some can construct full sentences at the age of two, while others still don‟t feel confident enough to join together two words. All these children are „normal‟; they just have different pace at which they develop. So whether they reach their milestone earlier or later, they all follow the same sequence of development. For instance, a two years old child may play alone and could need an adult for guidance. The child would be able to make a simple 2-3 words sentence, with a vocabulary of about 270 words and will only be able to take the simplest of instructions. By the time the child turns three, he/she starts to enjoy playing with others and to follow more complicated instructions. The child acquires an average vocabulary of 1500 to 2000 words during this year and will be refining his/her use of grammar. There are no rigid milestones; they only give an approximate idea of when a child will start an activity. All aspects of development are interconnected. For instance, children‟s social development is related to their physical development, which in turn is related to their emotional development. A common observation is that at the age of three, when a child becomes more adventurous and feels emotionally more secure, it will be reflected in what he/she can do physically and also in how he/she behaves socially. So, simultaneously, the child – because he/she is feeling adventurous – will attempt to ride a tricycle and will also feel confident enough to try to „help‟ you.

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Significance: It is now widely acknowledged that the effects of what happens during the pre-natal period and during the earliest months/years of a child‟s life can last a lifetime. This is because the kind of early care a child receives from parents, pre-school teachers and caregivers determines how a child learns and relates to school and life in general. It is during early care that a child develops all the key elements of emotional intelligence; namely, confidence, curiosity, purposefulness, self-control, connectedness, capacity to communicate, and cooperativeness. It is especially the children of our under-privileged rural and urban communities who are most likely to benefit from and who most urgently need investment in early childhood development. It is through initiatives such as this, that we can begin to put an end to inter-generational cycles of poverty, disease, violence and discrimination. Benefits of ECE: Improves cognitive (thinking, reasoning) growth among the children. Reinforces their social development (learning how to maintain good relations

with others). Develops their skills to communicate, learn, question, create and solve new

problems. Improves their learning outcomes in the next grades and enhances their

chances of a bright carrier. Reduces drop-out rate career improves quality of education.

Quality Early Childhood Education Ensures: Sound Personal, Social and Intellectual Development:

o Improved cognitive development (thinking, reasoning). o Improved social development (relationship with others). o Improved emotional development (self-image, security). o Improved language skills

Maximum development opportunities for physical, social and psychological

capacities:

o Building confidence to communicate and create. o Developing skills to learn and develop.

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o Building relationships, connections and networks with families and communities.

Good Health:

o Increased chances of survival o Improved nutrition, improved hygiene and weight/height for age.

o Improved micro-nutrient balance (where ECE programmes include health

care facilities). Related Terms: ECE (Early Childhood Education): Aimed at providing learning environment in a school setting for 3 years – up to early primary, i.e. class 3 or 4, the emphases is on educational inputs. It is primarily a child-centered and activity-based learning environment. ECCE (Early Childhood Care and Education): Aimed at creating a caring environment for young children, in and outside school. Early Childhood Care and Education (ECCE) includes nutrition and health care, safe and caring environment, and participatory opportunities for learning. ECE (Early Childhood Development): Aimed at creating an enabling environment for young children with an equal focus on health, nutrition and schooling.

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Early Childhood Education in Pakistan

Pakistan is nationally and internationally committed to expand and improve pre-primary/early childhood education. There commitments have been reflected in various declarations, frameworks, and joint communication and policy statements as follows: 1. Convention on the Rights of Children CRC (1989) 2. World Declaration on Education for All and the Framework for Action to

meet basic learning needs, adopted at Jomtien, Thailand in 1990. 3. Dakar Framework for Action 2000. 4. National Education Policy 1998. 5. National Education Policy 2009 Convention on Rights of Children (CRC):

The convention on Rights of children was held in 1989. The main focus of the CRC declaration is on survival, protection and development of child (up to age of 18 years) The World Declaration on Education for All (1990) At the world Conference on Education for All (Jomtien, Thailand 1990) some 1,500 participants, comprising delegates from 155 governments, policy – makers and specialists in education and health, social and economic development from around the World, met to discuss major aspects of EFA including ECE. The World Declaration on Education for all and the Framework for Action to meet Basic Learning Needs were adopted at Jomtien. The Jomtien Conference clearly defined the basic learning needs of the child i.e. learning tools (such as literacy, oral expression, numeracy, and problem solving) as well as basic learning contents (such as knowledge, skills, values and attitudes). The framework for action to meet basic learning needs identified six main areas of action: 1. expansion of early childhood care and development activities;

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2. universal access to and completion of primary education; 3. improvement in learning achievements; 4. reduction of adult illiteracy; 5. expansion of basic education and skills training for youth and adults. 6. Increased acquisition by individuals and families the knowledge, skills

and values for better living. Goals and targets agreed upon in the Jomtien conference were:

1. Universal access to and 80% completion of primary education by the

year 2000. 2. Reduction of Adult illiteracy rate to one half of its 1990 level by the year

2000, with sufficient emphasis on female literacy. 3. Improvement in learning achievement so that an agreed percentage of

an appropriate age cohort (e.g. 80 percent of 14 years-old) attains or surpasses a defined level of necessary learning achievements.

4. Expansion of early childhood developmental activities, including family

and community interventions, especially for poor, disadvantaged and disabled children.

Dakar Framework for Action (2000):

Ten years after Jomtien, the countries and development agencies gathered in Dakar, Senegal and reaffirmed their commitment in providing Education For All (EFA). The World Education Forum, convened by UNESCO, UNDP, UNFPA, UNICEF and the World Bank brought together 1,500 participants from 182 countries, as well as major development agencies. It ended with the adoption of the of the Dakar Framework for Action, wherein ministers of education and other government representatives, heads of United Nations agencies, the donor community and representatives of NGOs, indeed all participants, committed themselves to achieve the following EFA goals and targets by the year 2015: 1. Expanding and improving comprehensive early childhood

education, especially for the most vulnerable disadvantaged children;

2. Ensuring that by 2015 all children with special emphasis on girls and

children in difficult circumstances have access to and complete free and

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compulsory primary education of good quality. 3. Ensuring that the learning needs of all young people and adults are met

through equitable access to appropriate learning, life skills and citizenship programs;

4. Achieve a 50% improvement in levels of adult literacy by 2015,

especially for women and equitable access to basic and continuing education for all adults;

5. Eliminating gender disparities in primary and secondary education by

2005, and achieving gender equality in education by 2015, with a focus on ensuring girls‟ full and equal access to and achievement in basic education of good quality; and

6. Improving all aspects of the quality of education and ensuring

excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

National Education Policy 1998:

The following policy provision was included in the National Education Policy 1998 for expansion and provision of early childhood education/Katchi class.

“Katchi class will be recognized and considered part of primary education”

National Education Policy 2009:

The National Education Policy (2009) envisages the following policy provisions for promotion of pre-primary/early child hood education.

The Early Childhood Education (ECE) age group shall be recognized as comprising 3 to 5 years. At least one year pre-primary education shall be provided by the State and universal access to ECE shall be ensured within the next ten years.

Provision of ECE shall be attached to primary schools, and these schools shall be provided with additional budget, teachers and assistants for this purpose.

Initiatives taken to honour National and International Commitments:

Pakistan has taken number of initiatives to honor the commitments and implement the policy decisions for promotion of ECE as follows:

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Curriculum Development: The curriculum for the Early Childhood Education was developed by the Ministry of Education in 2002 and further improved during 2007. However, this curriculum has not been implemented so far by the provinces or most of the public sector schools.

Support to provinces under ESR: During 2002-03, the Federal Ministry of Education provided financial support to the provinces and district governments for promotion of ECE, under its Education Sector Reforms (ESR). Unfortunately, in many cases, provinces or district governments could not use this assistance for institutionalization of ECE in their areas.

Pilot Projects of ECE: As a result of EFA movement and priority accorded to ECE by the Ministry of Education a number of UN agencies and international donors have come forward to support pilot projects for Early Childhood Education in different parts of the country. ECE centers established and other activities organized by NGOs with international support have introduced innovative models. However, scope and coverage of these pilot projects have remained and no considerable progress could be registered at the macro level.

ECE and new National Education Policy (2009): First time in the history of Pakistan, a full section on ECE has been included in the National Education Policy, approved by the Cabinet on 9 September 2009. The new Education Policy envisaged a number of policy actions and concrete steps to promote access and quality of katchi class or promote ECE in the Country.

Early Learning Development Standards (ELDS): Ministry of Education, with support from UNICEF, has developed Early Learning Development Standards (ELDS). These standards (ELDS) focus on desired learning competencies among students, teacher‟s standards, and indicators to measure the quality of learning and physical facilities to be provided for the ECE. These standards have been developed during 2008-09 in collaboration with the provinces, and private sector/NGOs inn the light of ECE Curriculum and International ELDS Framework.

ECE Project by Ministry of Education: The Government of Pakistan has approved a 2 year development project (2008-10) for promotion of Early Childhood Education in the Country. The project is jointly supported by Ministry of Education, UNESCO, and UNICEF. It focuses on advocacy, capacity building, and research on ECE related issues.

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The Status of ECE in Pakistan:

The data/facts and figures given below indicate the implementation progress of national and international commitments and the present status of ECE in Pakistan: Departments, Organization and Institution Working for Promotion of Pre-primary/ECE in Pakistan

A. Governmental Organization (GOs):

1. Sindh Education Foundation 2. Directorate of Staff Development 3. Directorate of Curriculum and Teacher Education, Abbottabad 4. Professional Institute of Teacher Education Sindh 5. Professional institute of Teacher Education Balochistan 6. Institute of Education and Research, Punjab University 7. Federal College of Education 8. Home economics College Lahore 9. Curriculum and Text Book Development Weing, M/o CA&D 10. Federal Directorate of Education, M/o CA&D 11. National Education Equipment Center (NEER) Lahore. B. Non-Governmental Organizations (NGOs):

1. Aga Khan University 2. Aga Khan Foundation 3. Children Global Net Work 4. Adra-e-Taleem Aghi 5. Teacher Research Center 6. Society for Community Support for Primary Education 7. Adult Basic Education Society C. UN Agencies and INGOs:

1. UNESCO 2. UNICEF 3. Save the children

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Mobile Learning for Capacity Development of ECE Teachers

UNESCO is piloting an innovative project to field test and scale up the use of Mobile Phone based Technologies for training of teachers in Pakistan. This pilot project needs to be implemented by a Teacher Education Institutions and Thematic areas selected for this purpose is Early Childhood Education (ECE). UNESCO and Ministry of Capital Administration and Development (CA&D) has agreed in principle to pilot this project in Islamabad. This pilot project is to be planned and implemented by M/o CA&D in close collaboration with Federal College of Education (FCE), Islamabad, Training Wing of Federal Directorate of Education, Islamabad and UNESCO. Pilot Project will be implemented under the overall guidance and support of M/o CA&D and technical assistance to be extended by UNESCO and a firm with expertise in Information and Communication Technologies (ICTs), which will be selected by UNESCO on competitive basis. ICT firm will facilitate in the development and production of training contents to be uploaded and disseminated through Mobiles for capacity building of teachers in ECE. A Technical Committee is to be formed for overall supervision, monitoring, evaluation and guidance. Main Activities: Development of the Mobile Resources on ECE and Mobile Delivery Solutions including: Content Development: Repurposing the existing learning materials in ECE to be customized for mobile phones and content development through digitization of lectures, instructions, important relevant documents. Designing of appropriate pedagogical methodologies of using mobile resources in daily teaching and provide pedagogical guidance to teachers. The existing Early Education Training Manual is based on National Curriculum developed by the then Ministry of Education, Islamabad with technical support of UNESCO, this training manual consist of following areas:- i. Introduction of ECE (objectives, importance and benefits) ii. Effective implementation of ECE (Instruction for teachers) iii. The role and responsibilities of teachers iv. Learning environment of ECE v. Key areas of learning such as (i)personal and social development, (ii)

Language and Literacy (iii) Attributes of Objects and Numbers (iv) Importance of Families (v) Health Hygiene and Safety (vi) Creative Arts etc.

vi. Effective assessment of school children.

A Technical Committee of experts representing, e.g. M/o CA&D, FDE, FCE, UNESCO etc. was formed. The role of Technical Committee is as follows:-

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The Committee: 1. Will develop the overall plan of the project. 2. Will prepare estimated budget for the project (Ministry of CAD part), keeping

in view all activities, partners, experts, etc. 3. Will discuss and finalize 20 basic themes for development of contents and

finally production of the videos. 4. Will identify the ECE experts to work as resource persons for the training

workshops and script writers for development of contents for the 20 videos on ECE themes.

5. Will orientate the objectives of the project and modus operandi to the contents

developers/script writers. 6. Will act as a coordination body for the project. All project activities will be

discussed in detail within the Committee and decisions will be made in consensus for smooth implementation of the project.

7. Will assist the script writers according to technicalities for video production.

The Committee will have joint sessions with the content developers and media firm for finalizing the process of videos.

8. Will assist for development of Training Manual based on the contents of the

Scripts 9. Will assist for development of MCQs for the teachers training on each Video

covering all the domains. 10. Will assist the stakeholders (including media firm) as well as script writers in

finalization of the draft videos 11. Will assist in developing training programme for the 3-days teachers training

workshops. 12. Will provide overall guidance to the facilitators, resource persons and script

writers for smooth implementation of the project activities. 13. Will liaise with all stakeholders for implementation and reporting etc. Content Development Workshop: One 03 days Content Development Workshop with ECE Experts to be nominated by the Federal Directorate of Education, Federal College of Education, Islamabad. Teachers Training: - Five 02 days Training Workshops for 150 teachers (30 teachers per workshop) will be organized in Islamabad. Content development writers under the project will be the resource persons along with the ECE experts of Federal Directorate of Education, Islamabad.

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Pilot Testing of the Mobile Delivery applications; integrate a delivery solutions that enable resources transmission and downloading through low end mobile phones: 1. Uploading of training contents at Nokia Education Delivery (NED).

2. Provision of mobile handsets preferably Nokia–C3 for teachers.

3. Provision of Free Data Enabled SIMS with Internet Connectivity.

4. Sending MCQs to the teachers and receiving their responses. Data Gathering Tools: The teacher will focus at least 5 children randomly every week and monitor the change in their behaviour. Teacher will also assess the learning outcomes as per lesson plan. When a teacher will watch any video/lesson, she will deliver/perform/transform this into daily teaching, will record, take pictures of their classroom‟s physical conditions, learning environment, attitude of children, what changes occur in the attitude of children, learning outcomes, and share with the coordinators and the group of teachers (10 teachers in each group). The feedback will also help the content developers to fine-tune the contents. The best practices may also be uploaded on NED and shared with other teachers as good examples. Teachers will share the videos and pictures within the group to learn about co-workers‟ techniques. For this social networking groups (close) will be formed where teachers would be allowed to post and comment on each others‟ uploaded content. Step 1: Shooting the ECE Issue and Visualizing the Class Context: The use of graphics and video clips will be more purposeful to record teachers‟ practices of the suggested teaching methodologies and their effects. So certain number of (e.g., 10) important and relevant ECE issues and relevant teaching methodologies will be planned in the beginning (for example, teaching methodologies for mainstreaming the children of Afghan refugees as the most vulnerable and disadvantaged children, methodologies to help multicultural children to live together, teaching for communicative skills (language), teaching on numbering, teaching on sanitary habits, etc.) After selection of the ECE issues, the targeted group of children will be identified and graphics and video clips on targeted children‟s starting points before the teaching practices will be shot as evidences of the issues and the pre-data. And at the same time, the school and class conditions (building, clear water, electricity supply, teaching tools, school surrounding, etc.) will be shot. Step 2: Filming Key Teaching Practices and Children’s Formative Performance: Using graphics or video clips to record how teachers practice the teaching methodologies and the resources provided by NED, including “filming” of teachers‟ practices, difficulties they encounter and their and the coping strategies they take, students‟ initial reaction and progresses over time. Two mid-term timeline will be identified to collect graphics and video clips to act as formative evidences

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Step 3: Profiling Effects both on Teachers and Children: By the end of the pilot test the certain number of the teaching methodologies, video clips will be shot of the changes (if any) of teachers‟ teaching behaviours, and more importantly, children‟s behavioural change. Teachers will be interviewed on reflection over the teaching practices and to get parents‟ feedback on children‟s development.

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Teachers’ Training Workshops

Goals and Objectives of the Teachers Training:

The main goals and objectives of the teachers training are as follows: 1. To highlight the importance and advantages of Early Childhood Education

(ECE).

2. To highlight the need and rationale of Early Childhood Education (ECE).

3. To share with teachers the ECE policy, plans, initiatives and interventions in Pakistan in general, and in Islamabad Capital Territory (ICT) in particular.

4. To share ECE status in terms of population, enrolment, facilities and services in light of ECE commitments.

5. To share salient features of ECE curriculum and educate and train the teachers for its effective implementation.

Scope of Training: The scope of the training in terms of areas, schools, and teachers is as follows:- Target areas: Four rural areas named Bhara Kahu, Nilor, Sihala and Tarnol in the suburbs of Islamabad city and Urban Area i.e. Islamabad city. Capital Administration and Development Division, a newly formed Division, after 18th constitutional amendment, under Federal Directorate of Education, administer these areas. Target schools: For this particular pilot, 75 rural schools from four rural areas are targeted. Target Teachers: 2 female teachers (total 150) of junior model schools of rural and urban schools of Islamabad (Bhara Kahu, Nilor, Sihala, Tarnol and Urban) will be the targeted beneficiaries of the pilot project. Rural teachers of Early Childhood Education (ECE) will be trained through training workshops. The salient features of the training workshop are as given below:

Total numbers of Schools to be covered. 75

Total numbers of Teachers to be trained. 150

Total numbers of Training Workshops to be conducted.

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Number of Teachers to be trained per workshop. 30

Workshop venues. Resource Center of

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Curriculum and Textbook Development.

Duration of Workshops. 3 days

Facilities and Services required for Training Workshops: 1. Resource Center having seating arrangements of 30-40 Learners/Trainers.

2. Seating arrangement for 4-5 Groups for group work.

3. Place for activities/Practical work.

4. Dice /Rostrum

5. Multimedia

6. Laptop/ Computer

7. Screen/TV Set

8. Sound System

9. Flip Charts/Black Board along with Markers/Chalks etc.etc.

10. Video Display System along with all the required accessories.

11. Banner for Front Wall.

12. Generator/UPS.

Teaching – Learning Material:

National Curriculum of Early Childhood Education (ECE) 75 sets

One set of 20 Scripts to each Trainee 150 sets

ECE Advocacy Material 150 sets

ECE Charts 75 sets

Early Learning Development Standards (ELDS) 75 sets

ECE Teaching Kit 75 sets

CDs pertaining to Workshops proceedings, Video and Scripts etc.

150 sets

Mobile Sets 150 sets

CD, Video Movie 150 CDs

Movie Camera along with whole System/Accessories in case of movie of the Workshop is proposed

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Schedule of Training:

DAY-1

TIME TASK

8:00am to 8:30am Opening Session

Recitation from holy Quran with translation.

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Introduction of participants and program.

Objectives of the training Workshop.

Sharing of training methodology, processes and procedures.

Outline/Proceeding of Session o General introduction of topic/theme. o Situation analysis o Need and a rationale o Issue and problems o Coverage of the Theme in ECE curricula with reference

to SLOs, competencies and standards etc. o Pedagogy /teaching techniques o Sharing of knowledge and information o Sharing and teaching of various teaching skills and

techniques relevant to the topic /theme. o Sharing of teaching-learning activities. o Parents‟ awareness and participation. o Use of AV aids, Videos and teaching-learning material. o Assessment techniques o Open discussion and question answer in the presence

of Video Experts

9.00- 9.30 Distribution of the mobile by the Chief Guest

09.30 – 09.40 Opening Remarks by the Director Training, FDE

09.40 – 09.50 Inaugural Address by the Chief Guest

09.50 – 10.15 Tea Break

10.15 – 10.30 Filling up Baseline Survey

10.30 – 13.15 Session – 1 o Functions and use of the mobile (by UNESCO Team) o Nokia Education Delivery (by UNESCO Team) o How to use Social Media (Face book) (by UNESCO

Team) o How to use Mobilink Software for sending responses to

MCQs (by UNESCO Team)

13.15 – 14.00 Lunch Break

14.00 – 15.00 Session – 2 o Importance of ECE o National & International commitment about ECE

15.00 – 16.00 Session – 3 o Facilities and Services of ECE in Pakistan o National Curriculum for ECE

Note: Tea/Coffee will be served during the session

16.00 – 17.00 Session – 4 o Health and Hygiene

DAY -2 8.00 – 8.15 Overview of Day-1

8.15 – 9.15 Session – 5

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o Early Childhood Development Standards (ELDS)

9.15 – 10.15 Session – 6 o Child Development

10.15 – 10.30 Tea Break

10.30 – 11.30 Session – 7 o Preparation of Low-Cost & No-Cost Teaching Learning

Aids for ECE Class

11.30 – 13.15 Session – 8 o Urdu Language (Reading & Writing)

13.15 – 14.00 Lunch and Prayer Break

14.00 – 15.00 Session – 9 o English Language (Phoenix and Story) Note: Tea/Coffee will be served during the session

15.00 – 16.00 Session – 10 o Basic Mathematical Concepts (Shapes & Digits)

DAY -3

8.00 – 8.15 Overview of Day-2

8.15 – 9.15 Session – 11 o Personal & Social Development

9.15 – 10.15 Session – 12 o Spiritual and Moral Development

10.15 – 10.30 Tea Break

10.30 – 11.30 Session – 13 o Creative Arts (Paper Making, Collage Activities, Stone

and Pebbles Activities

11.30 – 13.15 Session – 14 o Parents and Community Involvement

13.15 – 14.00 Lunch and Prayer Break

14.00 – 15.00 Session – 15 o World Around Us

15.00 – 16.00 Session – 16 o Assessment Techniques

16.00 – 16.30 Closing Ceremony & Award of Certificates by the Chief Guest

16.30 – 17.00 Tea / Coffee

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Training Methodology Guidelines for Resource Persons and head

Trainers to Conduct the Training Workshop

Sessions

The following general guidelines should be followed while conducting the training session: 1. Head teacher/ master trainer should be well prepared with respect to both

knowledge and skills of teaching (pedagogy and androgogy) related to his/her topic/theme.

2. First of all the topic/theme to be taught during the session should be

introduced covering all the steps and aspects to be presented during the session.

3. The previous knowledge, skills and information of the learners about the

topic/theme should be assessed. 4. Then, the need, importance and significance of the topic/theme should be

highlighted. 5. Objectives of the lessons in terms of both general and specific objectives

should be presented and explained. 6. As a next step strategies, processes and methodologies to achieve each of

the above cited objectives should be discussed with the trainee teachers. For instance the said strategies may include lecture, group work, discussions, activities, video or audio clips etc.

7. Teaching approach should be participatory and interactive. 8. Medium of instructions should be preferably Urdu. However, wherever

situation demands it is no harm to be bilingual. 9. Activity based learning should be preferred over long lectures and sermons. 10. Joyful, child friendly, playway and entertainment based teaching-learning

skills should be imparted. 11. Child centered instead of teacher centered approach should be adopted and

advocated. 12. Concepts application and relationships should be developed from concrete to

the abstract or simple to complex. Provide transition from previous information covered and new information presented.

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13. The language used should be concise and simple. It should be consisting of short sentences using active tones and should be understandable to the Trainee Teachers independently.

14. Concepts, information and examples should match the sequence and content

of learning outcomes. 15. Examples and application from local environment should be preferred. 16. Coherent and precise sum up should be given at the end of each session.

Teaching Methods and Skills Teaching methodology to be applied during training sessions should include the following teaching methods and skills: 1. Enquiry based learning approach

2. Compare and contrast approach

3. Logical reasoning approach

4. Easy to difficult

5. Simple to complex

6. Concrete to abstract

7. Questioning and answering to the questions asked by the teachers

8. Interactive teaching

9. Explaining the difficult concepts through examples taken from daily life of the learners

10. Activity based learning

11. Inductive and Deductive Method especially while teaching mathematical concepts.

12. Direct Method, Translation Method and combination of both Direct and Translation Method especially while teaching languages.

13. Story telling method

14. Play way Method

15. Demonstrative Method

16. Dramatization Method

17. Lecture Method

18. Observation Based Teaching

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Themes of ECE for Development of Videos

S. No Theme or focus area Description

1 Why ECE is important?

- Definition of ECE (ECE + Health, food and nutrition, and care etc.)

- Findings of international studies on impact of ECD

- How ECE or ECD positively affects personality and career development of children in their lives.

2 Child Development - Stages of development of physical and mental faculties of children

- Critical stages for different faculties - Negative effects of non-availability of required

stimulation and opportunities of interaction during earlier years.

3 Basic pedagogical principles of Early Childhood Education, including ELDs

- Activity based learning instead of book reading and memorization

- Joyful learning – child friendly environment – child centered approach instead of teacher centered approach

- Participatory approach, and continuous motivation of children

- Dos and Don‟ts of ECE

4 Facilities and Services of ECE in Pakistan

- Historical arrangements based on the concept of pre-primary or familiarization stage for Grade 1

- Poor learning conditions in most of the rural primary schools (show some glimpses)

- Attitude of teachers (instructional or teacher centre approach)

- Compare with desirable learning conditions for ECE (show scenes of good quality ECE centres of FDE and private sector schools)

- Mention high drop-out rate due to poor learning conditions

5 National and international commitments of Pakistan for ECE

- Education For All – 1st Goal - National Education Policy 2009 - Article 25-A and Senate Bill 2011

6 National Curriculum for ECE 2007

- What is curriculum and how it is translated into actions in the class room

- Salient features and structure of 2007 Curriculum (Five Key Learning Areas and 32

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Competencies - Any other requirement or standards for

implementation of 2007 Curriculum

7 Personal and social development – Part 1 (Competencies 1 to 3)

- Physical development (e.g. grass motor development, running, skipping, fine motor development – thread, Sensory development, touching, hard and soft…) Personal development selection or choice of fruits, toys, colours, self introduction, expression of self feeling, know-how about strangers and self protection

- Safety and security – risk management – protection against fire, electrical wires, machines, traffic rules

8 Spiritual and Moral Development – Part 2 (Competencies 4 to 6)

- Culture – dresses, festivals, local or provincial heritage sites, traditional games

- Values: Greetings, cooperation, truth and honesty, respect to elders, love for others and peers, courtesies etc. etc.

9 Language and literacy – Part 1 (Competency 3 – stories, poems, rhymes etc.) (English Language – Crow Story

- Speaking skills- poems and rhymes (including national and provincial language, and local dialect poems)

- Telling short stories, jokes, and riddles - Naming of different objects, events, and plants

etc.

10 Language and literacy – Part 2 (Competency 4 to 6 – books, familiarization of words, symbols and pictures etc.) (English Language – Part-2)

- Introduction of symbol and pictures with names of common items in environment, using flash cards and charts

- Introducing and repeating important words and their constituent letters – alphabets – through different activities

11 Language and literacy – (Urdu Reading Skills)

- Speaking skills- poems and rhymes (including national and provincial language, and local dialect poems)

- Telling short stories, jokes, and riddles - Naming of different objects, events, and plants

etc.

12. Language and literacy – (Urdu Writing Skills)

- Introduction of symbol and pictures with names of common items in environment, using flash cards and charts

- Introducing and repeating important words and their constituent letters – alphabets – through different activities

13. Basic mathematical concepts – Part 1 (Competencies 1 to 2- colours, size, weight, numbers etc.)

- Introduction and recognition of different colours

- Introduction to size and volume, small and large, light and heavy weight

- Concept of numbers – quantity, counting,

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14. Basic mathematical concepts – Part 2 (Competencies 3-4 – geometrical shapes and measurement)

- Concept of shapes, geometrical shapes, circle, rectangle, triangle, oval etc.

- Measurement – use of hands and steps for measuring length and distance,

15. The World around us – (Competencies No.1-6)

- Introduction of family relations, their role and responsibilities

- Important professions-Occupations and their role – including government functionaries

- Important places around school or in village - Introduction of animals and plants around the

schools in local area - Weather conditions and seasons - Introduction of animals and plants around the

schools in local area - Weather conditions and seasons - Pollution, nice and pleasant sound, smoke,

plantation and discouraging cutting of trees and plucking of flowers – polythene bags, wrappers

16. Health and Hygiene (Competency No 3)

- Food and its importance for health - Cleanliness and personal hygiene, body parts,

including washing of hands, teeth, cutting of nails etc.

- Cleanliness of class room, bath room, streets, and overall environmental sanitation et

17. Creative arts (selected competencies)

- Colouring, drawings and paintings by children - Clay molding and preparation of models or

objects using papers or other waste material

18. Preparation of low cost and no cost teaching-learning aids for ECE Class

- Use of low-cost & no-cost material (empty bottles, buttons, boxes, strings, ropes, clay, plastic sheets & all waste material for developing/using as supportive material for teaching learning process.

19. Parents-community involvement for mobilization of resources and support for ECE

- Active/Effective participation of parents and community at educational institutions.

- Strengthen the relationship between parents, teachers and students.

- Ways of parents‟ involvement.

20. Assessment techniques

- Assessment techniques of ECE Pilot Project on Mobile Learning.

- Assessment for teachers. - Assessment for Classroom (Teachers and

Students) - Assessment Techniques to cover all domains

on ECE based on 20 themes.

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Contents/Scripts of Videos

The Training Wing of Federal Directorate of Education (FDE) identified Early Childhood Education (ECE) experts amongst the working teachers to write scripts as per themes. Stepwise process of script writing is as follows:- Step- I: Orientation meeting of the Script Writers /ECE experts held in Curriculum and Wing (CW), Federal Directorate of Education, Islamabad. Technical Committee constituted for the purpose will give orientation to the ECE experts about the background of the subject program, goals and objectives, strategy, input/interventions, processes and output etc. Step-II: Technical Committee prepared the draft templates /outline of the script and share with ECE experts and finalize in consultation with them. Subsequently, each Expert was allocated a theme as per list mentioned above. Keeping in view their expertise and interest they were requested to develop/write draft script in light of templates and orientation given to them. Step-III: The script written by the Experts were reviewed by a Review Committee constituted for the purpose. The Script Writers were requested to improve the scripts in the light of the comments and suggestions of the Review Committee. Step-IV: Script Writers assisted the video firm to be lured by UNESCO to develop/produce 8-10 minutes video on the respective theme.

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training manual for capacity building of early childhood education

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