ECD NQF 4 - Student Guide Knowledge Module 2
The development of a National Curriculum Statement, which must deal in clear and simple language with
what the curriculum requirements are at various levels and phases, must begin immediately. Such a Statement
must also address the concerns around curriculum overload and must give a clear description of the kind of
learner in terms of knowledge, skills, values and attitudes - that is expected at the end of the General
Education and Training band.
The revision of Curriculum 2005 resulted in a Draft Revised National Curriculum Statement for Grades R-9
(Schools). This Draft Revised National Curriculum Statement for Grades R-9 (Schools) was made available for
public comment on 30 July 2001. It was subsequently revised in the light of public comment during 2001/2002.
The revised National Curriculum Statement is thus not a new curriculum but a streamlining and strengthening
of Curriculum 2005. It keeps intact the principles, purposes and thrust of Curriculum 2005 and affirms the
commitment to outcomes-based education.
As this curriculum revision process has proceeded, the practice in schools from Grade R-9 has continued in
terms of previous policy. When the Revised National Curriculum Statement Grades R-9 (Schools) becomes
policy, it will replace the Statement of the National Curriculum for Grades R-9 approved in 1997. Introduction of
the Revised National Curriculum Statement Grades R-9 (Schools) in the Foundation Phase is planned for 2004.
This document introduces and provides background to the eight Learning Area Statements that form the
foundation of the Revised National Curriculum Statement Grades R-9 (Schools) in the General Education and
Training band.
Group Activity / Pair Activity:
1. Discuss the National Curriculum of South Africa and demonstrate how it is relevant to the current
educational system of the country giving advantages and disadvantages of the new National Curriculum
against the old curriculum.
1.5 (ac5) - principles of integrating and
sequencing learning programmes and activities
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
How to Design a Learning Program
Learning programs help students get ahead in life.
Before designing a learning program, determine your mission for the program. For example, if your goal is to
prepare students for international careers that are financially stable and rewarding, think about designing the
program in a way that will teach students how to find work outside of the country., understand different
countries' languages and business etiquette, and contribute new ideas as employees for foreign companies.
Seek out curriculum that supports your program's goals. If you're starting a program that helps students be
financially literate as they become adults, choose materials that give clear and detailed lessons on this topic.
Visit bookstores; ask the sales clerks what books they would recommend for someone who teaches financial
literacy to teens. Also subscribe to business magazines such as Business week or Money so you'll have
supplemental material.
Partner with local businesses and organizations. For example, if your program will teach students the
importance of researching careers contact and meet with business owners to discuss the possibility of
participating in a job shadowing program that you're having for the students. Or if you're developing a program
that helps students establish healthy relationships with their parents, contact non-profit organizations to invite
speakers to talk with your group once a month.
Promote the new program. Take flyers and business cards to schools, children's hospitals, churches and retail
businesses. Send news releases to your local public access TV stations and request an interview to discuss the
learning program. Hire a professional to build your website. Include contact information, mailing address, e-
mail address and detailed information about the services you provide to the community.
How to Design a Course Program
Goals, gaps and objectives provide a foundation for course design.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
To design a course program, a human resources representative or training and development specialist must
identify information about learners, their environment, available resources, resources that are required, what
information needs to be presented to learners, requirements of time to develop the course program, the length
of time that the course should involve and the type of media---e-learning, videos or training manuals---that
must be used. In some cases, human resources representatives and training and development specialists are
also responsible for ensuring that a course program can be designed within a pre-established training budget.
Determine statistics about the audience or learners. Focus on their age, current knowledge, skills and abilities
and their location. Then, determine the type of media you will use to develop the course program that you
design.
Identify what needs to be learned. Choose goals for the course and develop a course topic. Then, determine
and develop the objectives for learning. The main two types of learning objectives are terminal and enabling
objectives. First, define the terminal objective. According to GrayHarriman.com, a terminal objective explains
the anticipated level of performance of learners at the end of a course program and focus on results rather
than processes.
Identify the knowledge or skills gaps that exist between the current knowledge, skills and abilities of learners--
which you identify in Step one--and the terminal objective designed in Step two. Any differences between
desired and actual knowledge, skills and abilities are known as gaps.
Document the steps required for learners to acquire the new knowledge, skills and abilities listed in the
terminal objective. This process is required for the development of enabling objectives.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Develop enabling objectives which define the knowledge, skills and abilities that learners must accomplish in
order to complete the terminal objectives. Use action verbs to establish enabling objectives. Describe what a
learner will be doing and how it will be done, circumstances under which tasks will be performed and the level
at which tasks will be performed.
Organize an outline of topics that should be presented in the course program. Place the topics in a logical,
chronological order to facilitate the ease of learning of the required concepts. Then, present information clearly
and in small chunks to enable learners to remember the information.
Establish a quiz or test after each topic. For example, in an e-learning environment or learning via the web, after
presenting at least four screens of information, provide a quiz to ensure that learners have retained the
information presented to them.
Group Activity / Pair Activity 1.5:
1. Define learning programme.
2. Discuss and demonstrate how a learning program is designed and how it can be used to empower all
learners, including learners with special needs and barriers to learning
1.6 (ac6) - Methods and tools for assessing
young children's literacy
Early Literacy Assessment Tools
Observing the way children interact can be a good indication of literacy development.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Typically there are two ways of assessing early literacy. One can be called "traditional testing," which involves
removing a child from the classroom setting to perform a test. An example of a traditional test might be a
multiple choice test on a story they have just read. Another type of testing is called "authentic," which involves
assessment by observing the child in everyday classroom activities. An example of authentic testing might
involve noting the number of words a child uses when asking for a toy from another student.
Oral Language Assessment Tools: One oral language assessment tool you can use is to observe your child's
social communication. Develop a checklist that notes which children use words and which do not. In your
checklist; you might also note how a specific child uses language to join in or plan a shared activity. Another
oral language assessment tool is called "Repeat My Sentence." This tool involves asking a child to repeat a
number of sentences that you utter and recording the responses. The Repeat My Sentence technique will let
you know how well a child understands sentence structures and his ability to articulate English sounds.
Narrative Assessment Tools: Two tools that you can use to assess whether a child understands the contents of
stories are the retelling method and the child's interest method. In the child's interest method you take note of
how the child reads, what type of story (if any) they are interested in and their general feeling toward narratives.
This assessment tool is usually administered using an interview wherein a teacher asks such questions as
"What is reading?" or "What do you like reading about?" When using the retelling method, a teacher will read a
story to an individual or a group of children and ask the children to tell her, for example, what the story was
about, who the characters were and what they liked about it.
Sounds and Letters Assessment Tools: One of the first techniques children adopt when developing their
literacy skills is how to make language sounds and how to write letters. A phonemic awareness test measures
how well a student understands the sound of language. In one of these tests you would ask a number of
questions, like whether the word "cat" and the word "fat" rhyme, or what word is spelled "p-i-n." This test can be
administered over a number of different time periods to measure how well the child is progressing. One way to
measure letter recognition and letter formation is by listing all of the letters in the alphabet on a single page
and asking the child to copy each letter, name each letter or point to the letter that you name.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Literacy Assessment Tools: Encouraging group readings can tackle students' fears and build confidence
Understanding what one reads is essential for success in school and in work. Learning how to fully understand
what one reads takes time and effort, but it can be accomplished through literary assessment tools. Literary
assessment tools measure reading comprehension in qualitative ways that offer accurate reflections of what
one really gleans when one reads. Literary assessment tools abound, but some tools are more valuable than
others.
Recapitulation: Recapitulation is one of the strongest and simplest literary assessment tools. To use this
technique, instruct a student to read a text and ask him to explain what he read either orally or in writing. The
purpose of recapitulation is to assess a student's ability to comprehend as accurately as possible what a text
says. It requires the student to understand the main claims and points of a text as well as how these points
form a cohesive whole.
Key Idea Checklist: Making a checklist of key ideas that guides a student through a text is an excellent way to
show a student what to look for. This technique tends to more deeply engage a student with the text by
showing what is important in a text as well as showing where and how to find essential information in a text.
The key idea checklist acts as a reference tool that suggests what key ideas a student should be recognizing
when reading a given text.
Writing Portfolios: Writing portfolios is an excellent way to track progress over time. When a student completes
an informal response or a formal essay, the student's work should be placed in a portfolio and dated. After a
reasonable amount of time, both the instructor and student should examine the body of work in a student's
portfolio to track both signs of progress and areas needing improvement.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Self-Evaluation: Self-evaluation forces a student to take ownership of her own learning by offering a student a
chance to address her weaknesses. Certain difficulties a student may encounter in reading may not be as
apparent to others as they may be to the student herself. When a student has difficulty pronouncing a word, for
instance, she should consult a dictionary to learn the correct pronunciation. A student should not expect that
someone else will always provide the answer. Sometimes the answer must be sought and found with careful
self-evaluation.
Vocabulary: Building a strong vocabulary gives a student the necessary tools to gain command of a language.
Words are the building blocks of literature, so it is necessary to hold a strong grasp of these essential
components of a language. Dictionaries and thesauruses should be frequently consulted to promote a strong
vocabulary. Provide a student with a list of commonly misused and misspelled words, allow him several days
to study them, and finally test him on word usage and spelling.
Group Activity / Pair Activity 1.6:
1. Define assessment tool
2. Explain how any 4 assessment tools of your choice can be used effectively in assessing literacy to Grade
R children.
so2: Plan a Literacy Learning Programme.
Learner Tip:
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Traditionally, literacy is ability to use written language actively and passively; one definition of literacy is the
ability to "read, write, spell, listen, and speak." Since the 1980s, some have argued that literacy is ideological,
which means that literacy always exists in a context, in tandem with the values associated with that context.
Prior work viewed literacy as existing autonomously.
Some have argued that the definition of literacy should be expanded. For example, in the United States, the
National Council of Teachers of English and the International Reading Association have added "visually
representing" to the traditional list of competencies. Similarly, in Scotland, literacy has been defined as: "The
ability to read, write and use numeracy, to handle information, to express ideas and opinions, to make decisions
and solve problems, as family members, workers, citizens and lifelong learners."
A basic literacy standard in many places is the ability to read the newspaper. Increasingly, communication in
commerce and in general requires the ability to use computers and other digital technologies. Since the 1990s,
when the Internet came into wide use in the United States, some have asserted that the definition of literacy
should include the ability to use tools such as web browsers, word processing programs, and text messages.
Similar expanded skill sets have been called multimedia literacy, computer literacy, information literacy, and
technological literacy. Some scholars propose the idea multiliteracies which includes Functional Literacy,
Critical Literacy, and Rhetorical Literacy.
"Arts literacy" programs exist in some places in the United States.
Other genres under study by academia include critical literacy, media literacy, ecological literacy and health
literacy With the increasing emphasis on evidence-based decision making, and the use of statistical graphics
and information, statistical literacy is becoming a very important aspect of literacy in general. The International
Statistical Literacy Project is dedicated to the promotion of statistical literacy among all members of society.
It is argued that literacy includes the cultural, political, and historical contexts of the community in which
communication takes place.
Greek and Roman were written languages long ago. Ancient Chinese tested candidates for government
positions. German and English both became written languages in about 800 AD. Surely more is known about
the history of literacy than is presented in this article.
2.1 (ac1) - Literacy Learning Programme
Languages in the National Curriculum and Assessment Policy Statement
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared
among a people to make better sense of the world they live in. Learning to use language effectively enables
learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to
manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas
that can be used to make their world other than it is; better than it is; clearer than it is. It is through language
that cultural diversity and social relations are expressed and constructed, and it is through language that such
constructions can be altered, broadened and refined.
Language levels
Language learning in Grades 7 – 9 includes all the official languages in South Africa, namely, Afrikaans, English,
isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – as
well as Sign Language. These languages can be offered at different language levels.
Home Language is the language first acquired by learners while First Additional language is the language
learnt in addition to one‟s home language. Many South African schools do not offer the home languages of
some or all of the enrolled learners but rather have one or two languages offered at home language level. As a
result, the names Home Language and First Additional Language refer to the proficiency levels at which the
language is offered, and not the native (Home) or acquired (as in the Additional) languages. For the purposes of
this policy, any reference to First Additional Language should be understood to refer to the level and not the
language itself.
Home Language level provides for language proficiency that reflects the basic interpersonal communication
skills required in social situations and the cognitive academic skills essential for learning across the curriculum.
There is emphasis on the teaching of the listening, speaking, reading and writing skills at this language level.
This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the
ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis
and marks allocated for reading and writing from Grades 7 onwards are greater than that for speaking and
listening because the demands on learners‟ literacy increase as they prepare for further and higher education
and the world of work.
The First Additional Language level assumes that learners do not necessarily have any knowledge of the
language when they arrive at school. The focus in the first few years of school is on developing learners‟ ability
to understand and speak the language - basic interpersonal communication skills. In Grades 2 and 3 learners
start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in
their Home Language.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and
writing skills. At this stage the majority of children are learning through the medium of their First Additional
Language, English, and should be getting more exposure to it. Greater emphasis is therefore given to using the
First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their
cognitive academic skills, which they need to study subjects like Science in English. They also engage more
with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.
By the time learners enter grade 10, they should be reasonably proficient in their First Additional Language
with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still
cannot communicate well in their Additional Language at this stage. The challenge in Grades 10–12, therefore,
is to provide support for these learners at the same time as providing a curriculum that enables learners to
meet the standards required in Grade 12. These standards must be such that learners can use their additional
language at a high level of proficiency to prepare them for further or higher education or the world of work.
Specific aims of learning Additional Languages
Learning a First Additional Language should enable learners to:
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Acquire the language skills necessary to communicate accurately and
appropriately taking into account audience, purpose and context
Use their Additional Language for academic learning across the
curriculum
L isten, speak, read/view and write/present the language with
confidence and enjoyment. These skills and attitudes form the basis for
life-long learning.
E xpress and justify, orally and in writing, their own ideas, views and
emotions confidently in order to become independent and analytical
thinkers
Use their Additional Language and their imagination to find out more
about themselves and the world around them. This will enable them to
express their experiences and findings about the world orally and in
writing
U se their Additional Language to access and manage information for
learning across the curriculum and in a wide range of other contexts.
Information literacy is a vital skill in the „information age‟ and forms the
basis for lifelong learning
Use their Additional Language as a means for critical and creative
thinking; for expressing their opinions on ethical issues and values; for
interacting critically with a wide range of texts; for challenging the
perspectives, values and power relations embedded in texts; and for
reading texts for various purposes, such as enjoyment, research, critique
The curriculum is organised according to the following skills, content and strategies.
Overview of language skills, content and strategies
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Listening and Speaking Reading and Viewing
Listening process Reading and viewing process:
Pre-listening: strategies to Pre-reading: strategies to prepare
prepare learners for listening , e.g.
activating prior knowledge, learners for reading, e.g. activating
predicting, getting physically
prepared prior knowledge, predicting,
During listening: skimming headings
Listening for specific information Reading: close reading of text
supported by teacher’s questions;
Listening for comprehension development of strategies, e.g. focus
on word choice, use of language,
compare content to predictions, etc.
Listening for interaction Post-reading: interpreting the text
Listening for appreciation as a whole using strategies such as
Listening for evaluation synthesising, summarising,
Post-listening: answering comparing and contrasting, evaluate
questions, reviewing notes, using
information (e.g. to label a diagram), bias, accuracy and quality, evaluating,
summarising, drawing conclusions,
evaluating drawing conclusions, expressing
opinions
Writing and Presenting
Process writing strategies:
Speaking Selecting a text type and topic –
decide on the purpose and audience
Informal speaking, e.g. of text to written or designed
conversations Planning/Pre-writing – analysing
Formal speakiEnCgDaNndQFp4re-sSetnutdinegnt: the structure and language features
GuiodfetKhneotwexletdtgyepeModule 2
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Language structures and vocabulary
Language structures and vocabulary are taught in the context of the above
skills and also as part of a systematic language development programme.
This should include word choice, spelling, sentence construction,
punctuation, paragraph writing, revision of grammatical structures taught in
earlier grades, and the introduction of new grammatical structures
Teaching the First Additional Language
In order to learn an additional language well, one needs as much exposure to it as possible. Teachers should
therefore ensure that learners listen to and read the Additional Language for a wide range of purposes. They
need opportunities to listen to the Additional Language for information and comprehension, (e.g. the news) and
for pleasure, (e.g. a story or song). Even more importantly, they need opportunities to read and view the
Additional Language for information, (e.g. an explanation with an accompanying diagram), pleasure (e.g. a
magazine) and literary appreciation, (e.g. a poem). Research shows that the best way to develop a wide
vocabulary is through extensive reading. However, it is very important that oral, written and visual texts are at
the right level for learners. If the texts are too difficult, learners will get discouraged and they will not learn
anything; if they are too easy, there will be no challenge and little learning will take place. An important role of
the language teacher is to match the level of text to the level of the learner.
Learners also need to use their additional language frequently for a range of purposes. They need
opportunities to speak the Additional Language for interpersonal reasons, (e.g. a conversation), to develop their
creativity, (e.g. performing a poem, role playing, etc.), to develop cognitive academic skills, (e.g. taking part in a
debate/ interview), to develop their imaginative abilities, (e.g. a story), etc. Learners need to understand the
purpose for which they are writing and to develop a sense of audience. Throughout the GET phase, they
should be writing progressively more challenging texts. It is necessary that learners get regular and timely
feedback on their writing so that they know where and how to improve. An important role of language teacher
is to provide high quality feedback, which is at the heart of good assessment.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Teachers should develop learners‟ reading and writing strategies so that they can become independent and
life-long readers and writers. For example, they can teach learners to skim and scan; they can ask questions
that develop learners‟ higher order reading skills; they can teach learners the process of writing; they can
teach critical language awareness; they can provide feedback that enables learners to get a sense of their own
strengths and weaknesses and an understanding of how to move forward.
Learners also need to know the basics of language: grammar, vocabulary, spelling and punctuation.
Direct/explicit teaching of the basics should be emphasised at this level. For example, if learners are
constantly making mistakes with a particular aspect of grammar, the teacher must then specifically teach
those aspects of grammar. Learners should then be given the opportunity to practise the aspects taught and
learnt. In addition teachers may deal with these aspects of language in context. For example, teachers should
make learners aware of the structure and features of an explanation (it is written in the present tense; the
passive may be used; causal connectives such as „because‟ and „so‟ may be used).It is important to
remember that the role of grammar teaching is to support correct language use, and that it has little value if
taught as de-contextualised rules.
Individual Activity 2.1:
1. Demonstrate the importance of literacy.
2. Discuss the importance of literacy to Grade R children.
2.2 (ac2) - child-centred learning activities
Child/Play-Centered
In this philosophy, most of the activities are initiated by the children, who are free to move from one to another
as they feel motivated. They are encouraged to make their own activity choices, take out the appropriate
materials, and put them away when they are done. Overall, this type of program has an unstructured or very
lightly structured feel to it, which experts believe is fitting, because for very young children, most of the time at
school should be devoted to free play. If the school is child-centered, learning is done at each child's pace, and
the teacher's role is to arrange the environment and provide ideas and materials for children to choose their
own activities.
Typical elements of a Child- or Play-Centered Preschool
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
A variety of stations, like art, music, books, and blocks, where children
will be able to move easily from one activity to the next
C hildren will usually be playing alone or in small groups
P lenty of chattering and discussion between the teacher and students
T eachers imparting concepts through songs and games
Is this right for my child?
Many children will thrive in this open environment, while others fare better in a slightly more structured setting
than what most play-centered schools offer. It is difficult for many parents to be comfortable with what seems
like a loud and chaotic atmosphere.
Teacher-Directed/Academic
This is a more structured philosophy, in which the teachers generally plan the daily activities, and then guide
the children in carrying them out. The teacher might ask specific questions, like "What letter is this?" or "Who
knows what color this is?" These questions may be presented in a playful manner, such as a guessing game or
sing-along. The general idea of the academic approach is to help children adapt to the classroom setting, and
to prepare them for later, more formal learning.
Typical elements of a Teacher-Directed/Academic Preschool
Emphasis on simple academic skills, like pencil and paper activities
M ore quiet and organized environment than in a play-centered
classroom
T eachers guiding students through low-key activities, like games and art
projects
Is this right for my child?
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
If you know from experience that your child does well with a lot of direction and structure, and has
demonstrated the ability to follow instructions, he may thrive in this setting. However, if your child is very
physically active or has not shown that he can follow directions, this approach might be a little more difficult to
get used to.
Cooperative
The teaching approach of a cooperative school may follow any of the other philosophies, but with one main
difference: the board of directors is made up of the students' parents, who run the business of the school by
hiring the teachers and ordering the supplies. Each parent is expected to help out in the classroom on a regular
basis (anywhere from once a week to once a month), and many are also expected to serve on a committee.
This approach results in parents getting a close look at how their children are growing and developing in the
classroom setting.
Typical elements of a Cooperative Preschool
Teaching approach may be based on any philosophy
P rogram offers an educational style that follows parents' values and
expectations
P arents helping in and out of the classrooms
A feeling of nurturance in the classroom
Is this right for my child (and me)?
In this approach, parents need to consider their own calendar: for parents who work full-time, this type of
program may not be feasible. For those who can make it work, this style of teaching can have a very nurturing
feeling, since there are parents in each classroom. On the other hand, some children have a difficult time
seeing their parents pay so much attention to other students. And for some children, who are prone to
separation anxiety, it can be a better learning experience when their parents are not present in the classroom.
These kinds of issues must be considered if you are looking into the cooperative approach.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Montessori
This teaching method, conceived in Rome in 1907 by Maria Montessori, combines individualized attention with
a carefully structured environment. Children are usually grouped into three-year age spans, forming a closely-
knit community, where older children help the younger ones, and all are able to learn at their own pace. In this
philosophy, teachers play a less demonstrative role in both instruction and nurturing, in order to teach the
children life lessons through real experiences. Although some feel that the Montessori approach has a heavy
focus on academics, the goal is to encourage individual progress and let children learn naturally and at their
own pace. Children are encouraged to take care of themselves, and to select activities that capture their
interest, rather than being told to work on projects selected by the teacher.
Typical elements of a Montessori Preschool
F ewer toys, more real life objects, promoting the idea that children
should learn how to handle real objects, rather than pretend ones
Teachers trained in the Montessori methods
Y ounger children drawn to the activities of the older children in their
group
Is this right for my child?
Many kids do well in the realistic environment that the Montessori approach creates. However, many will also
find the structured curriculum and task-oriented activities difficult to follow. If your child has demonstrated the
ability to follow instructions, he may thrive in this setting. The most important factor is that the parents are
comfortable with the Montessori approach to teaching.
Reggio Emilia
This approach to teaching was developed by Reggio Emilia, in Italy, and is showing up increasingly in the U.S.
This developmentally based program is designed to follow the child's interest and bring out his potential,
rather than following a predetermined curriculum. One way this is done is through a strong emphasis on the
arts, including music, drawing, sculpting, and dramatic play. Children work with very diverse materials, and their
projects are documented, allowing them to see their work as important and to see how progress is made over
time. Teachers encourage children to find answers for themselves, rather than simply giving them the answers.
Relationships and cooperation between students are encouraged, and competition is not promoted.
Typical elements of a Reggio Emilia Preschool
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
C ommunity-oriented classrooms, with everyone involved, including the
cooks, custodians, parents, etc.
C lassrooms decorated with students' artwork, with an emphasis on
natural materials, like pine cones, sea shells, and plants
A rt studio and materials which are easily accessible to children
L ots of hands-on projects revolving around the community or nature
Is this right for my child?
If your child enjoys being creative with paint, crayons, and clay, he will likely do well in the Reggio Emilia
setting. Most children, in fact, will flourish in this creative and community-oriented program. A child who is used
to a lot of alone playtime may have a harder time adjusting to the focus on group projects, but will probably
end up thriving in this environment.
Waldorf
The Waldorf approach was developed in Germany, by Rudolph Steiner. These preschools are child- or play-
centered, but also have a definite structure built around routine and rhythm. Children work in mixed-age
groupings, and stay with the same teacher from year to year. This philosophy emphasizes a healthy rhythm of
activities, so that children move from physical games to free play, to more focused activities. Creativity is
emphasized, while academics are not stressed so strongly. Waldorf teachers also model good behaviour for
children, rather than instructing them how to behave.
Typical elements of a Waldorf Preschool
Teachers working in the background, offering gentle guidance only when
necessary
Natural materials like cloth, stones, and shells
Many Waldorf programs are run in homes by trained educators, as there
may not be a Waldorf school nearby
C hildren acting out scenes from their lives, and using their imaginations
Is this right for my child?
A wide range of children, including those who may be somewhat shy or aggressive, often do well in Waldorf
schools, because the approach is both gentle and nurturing, and offers a sense of balance for students.
Children will blossom even more fully if the Waldorf approach of encouraging creativity is practiced in the
home
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Child-Centered Education
As the public increasingly views children as persons with rights, educators are implementing more child-
centered approaches. Our discussion of the rights of children fits in nicely with the topic of child-centered
education. Child-centered is a widely used term that is often misunderstood, leading to heated debates and
misinterpretation of instructional practices. It will be helpful to keep these guiding principles about child-
centered education in mind as you work with children, parents, and colleagues:
All children have a right to an education that helps them grow and
develop to their fullest; this basic premise is at the heart of our
understanding of child-centered education. Therefore, daily interactions
with children should be based on the fundamental question, Am I
teaching and supporting all children in their growth and development
across all domains—social, emotional, physical, linguistic, and
intellectual? Such teaching is at the heart of developmentally appropriate
practice.
E very child is a unique and special individual. Consequently, we have to
teach individual children and be respectful of and account for their
individual uniqueness of age, gender, culture, temperament, and learning
style.
Children are active participants in their own education and development.
This means that they should be mentally involved and physically active
in learning what they need to know and do.
Children’s ideas, preferences, learning styles, and interests are
considered in the planning for and implementation of instructional
practices.
Child-centered teaching methods enhance early childhood
physical education
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
The methods used by educators in early childhood have been the focus of considerable academic debate
throughout the last century. Central to this debate has been the role of the teacher in bringing about learning
and the extent to which learning is fully child-centred. Some theorists would argue that as soon as educators
begin to plan learning, the focus of the lesson moves from being child-centred and spontaneous to one that is
adult led and over structured. This argument has come under sharp focus in recent years where Physical
Education curricula have been designed to have an impact on the perceived obesity crisis and decreasing
rates of physical activity among children. Such concerns, subject to significant media attention and policy
rhetoric, together with a view that Physical Education is synonymous with sport, have led some theorists to
question the underpinning rationale of Physical Education, particularly that which is delivered for young
children. As Marsden and Weston ask, “Should it not be the social, emotional, cultural and developmental
needs of children themselves that provides the starting point from which to develop a philosophy for early
year’s Physical Education?”
All early childhood educators should therefore take some time to reflect on their own underpinning rationale
for Physical Education and their starting points for planning lessons. Sport, with its adult-relevant rules and
regulations, competitive structures, tactics, and coaching, is not the best vehicle for teaching young children. A
better starting point may be to build on the broader role of movement in the lives of children, using play and
the seemingly natural desire of young children to move within interactive, collaborative, physical, and
multisensory approaches to learning To most early childhood professionals, the role of play and spontaneity is
central to the learning process and is nonnegotiable.
This viewpoint has been popularised by educational theorists from the 1800s to the present day and is one that
gives value to the educative role of movement in the lives of young children. It is generally accepted that
movement helps young children to engage actively with experiences, to construct their own views of the world
and to take an active, inventive role in reconstructing tasks through their own understanding. The educator
must therefore aim to build on this and facilitate learning in Physical Education that
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
I s in keeping with a holistic and thematic approach to education;
I s developmentally appropriate for each child, taking account of social,
physical, cognitive, and affective domains;
Allows for spontaneity and child-centred activity; and
Is not overly dependent on teacher intervention.
The skilful educator must develop a keen awareness of each child’s learning needs and choose appropriate,
relevant, and purposeful teaching methods to support learning. This is complex, not least because each child
is unique and a variety of anatomical, physiological, psychological, sociological, and cultural dimensions can
influence the learning process in Physical Education.
The methods used by the educator will also be shaped by curriculum frameworks that for many years have
assumed that children simply learn physical skills naturally through their play. This viewpoint, advocated by
psychologists in the 1920s has since been criticised by observers who suggest that children are simply not
developing the range of physical skills required for lifelong involvement in physical activity.
Advocates of this lifelong approach to Physical Education stress the importance of developing a broad range of
physical skills in childhood, allowing increased specificity and application to a wide range of activities across
the life span. The early years are generally thought to be a critical time for the development of fundamental
motor skills, and it would appear that for many children, the maturation and subsequent application of such
skills is being left almost to chance.
Approaches to early childhood Physical Education vary enormously from country to country and raise many
questions regarding appropriate strategies for the teacher to employ. The approach advocated in this chapter
builds on early childhood educators’ existing knowledge and understanding, values the role of skilful
observation and task design, and is based on methods that sit within holistic views of early childhood
education. In particular, the methods discussed are strategies through which the educator can ensure that
learning in Physical Education remains in “the exploratory world of early childhood . . . allowing for the child to
develop skills at their own pace through provision of opportunity”
Individual Activity 2.2:
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
1. What is child-centered learning?
2. What are the advantages and disadvantages of child-centered learning?
2.3 (ac3) – using previous experiences of
facilitating literacy in planning
Language and Literacy in the Development of Young Children
Language activities can help young children avoid social problems.
Verbal communication, which plays a major role in developing neuro-structures and brain connections, is a key
component in the development of young children. In addition to developing their memory and broadening
their attention span, language can also encourage children to interact with others and become more involved
in learning activities. Daily reading, language-based play and writing can help preschoolers and elementary
school children improve their speaking and listening skills, while avoiding social and emotional problems.
Importance of Language and Literacy Activities: When children start school, spoken language becomes a
learning tool that facilitates social interaction and awareness, helping them gain reading, writing and listening
skills that are crucial in their psychosocial development. Early language skills and pre-literacy activities are
often linked to more advanced reading skills and language competencies in later schooling. As they become
more proficient, children gain confidence and tend to interact better with others. They also become more
invested in educational activities, learning to assign meaning to the reality surrounding them. According to the
Encyclopaedia on Early Childhood Development, young children with poor speaking and listening skills,
referred to as suffering from language impairment, are more likely to experience psychosocial problems.
However, there are various language and literacy activities that can help preschoolers and young students
avoid language impairment.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Reading Activities: Daily reading is a good way to engage preschoolers and start building their communication
skills. A teacher can routinely read stories or other children’s books out loud, allowing children to listen, react
and ask questions. Preschoolers should be encouraged to participate in the reading process by describing
their favourite parts of the stories or answering questions. Online literacy resources, such as the Colorado State
Library literacy program, can help educators with reading activities.
Book Talk: By asking questions after a reading session, a teacher can encourage children to focus on the
details of a story and ask questions of their own. Discussing a story can help children grasp the meaning of
spoken words and verbally interact with each other. Talking about a story also allows young children to relate
books to their own experiences.
Language Games: Songs, poems, word games and rhyme repetitions are tools that can develop children’s
language awareness from an early age. Literacy programs, such as the one at North Central Regional
Educational Laboratory, recommend that teachers use books that feature language play or devise activities
that encourage children to focus on the sound of language, such as games involving rhyming words and
patterns. Such activities develop phonemic awareness and vocabulary structure while also enhancing memory
capacity.
Writing: In the first years of school, writing is an essential learning tool that shifts children’s attention from the
spoken toward the written word. Forming letters and words is a big step in the developmental process that
allows students to explore a new learning environment and gain a sense of achievement. Story dictation and
calligraphy are instruments that a teacher can use to build writing skills in young students. However, according
to North Central Regional Educational Laboratory literacy experts, scribbling and pretend writing provide a
solid foundation for the writing process and therefore should be encouraged from the pre-school years. Setting
up a writing center that offers a variety of materials is a good way to engage young children and get them
interested in the written aspect of communication.
Early Childhood Literacy Development
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
If you have a child who is an avid reader, more than likely, he will also do very well in school. And vice versa if
the child has limited experience with books. Literacy development and school achievement have a direct
relationship. In most cases, children learn to read and write in kindergarten or 1st grade and they continue to
hone those skills until grade 4. After the 4th grade, a child's relationship with reading will begin to change, and
instead of learning to read, the child will use reading to learn. At this time, the ability to read well is an
important asset to the child. Parents, guardians and caregivers have the opportunity to put their child ahead in
the "reading game" if they develop some form of early childhood literacy.
Significance: If a child is introduced to books and other resources that promote literacy during infancy and
toddlerhood, she is being set up for success. Not only will reading open up a new word-filled world but it will
also improve her language skills. Also, according to the National Institute for Early Education Research, early
childhood literacy has a common thread with social and emotional well-being, graduation, reduced grade
retention and improved adult-life productivity.
Effects: Reading to a child during infancy will improve his language skills; the ability to speak well, in turn, plays
an intricate part in the development of reading skills. The United Nation Children's Fund has stated that if a
child does not receive such intellectual investment from birth to age 3, he may never reach full potential as a
learner.
Considerations: Parents can even begin early childhood literacy development while the child is still in the
womb. According to Peter Jusczyk, a psychology professor at John Hopkins, a seed to learning language can
be planted when the child is still in the womb. This practice will not only introduce the child to her mother's
voice, but it also begins a ritual where the child learns the cadence of oral communication. When the child is
born and the parents begin to read short books to her, they help strengthen her spoken communication skills.
Parents will garner better results using books made of plastic and cardboard, as they are easier for a child to
handle at the "grabbing" stage. (See References)
Function: During the toddler years (or earlier if the child appears ready), a parent can introduce magnetic
alphabet letters that can be placed on the front of the refrigerator. The magnetic alphabet letters can be
purchased at any retail store such as Kmart, Walmart or Target. This will be an introduction to the alphabet, the
sounding out of vowels and consonants, and the preamble to small combinations (for example, i-t, a-t, c-a-t).
Warning: Television viewing will prevent some children from reaping the benefits of early childhood literacy
development efforts. In fact, children between the ages of 2 and 4 spend up to three hours a day in front of a
television screen. Those three hours being wasted in countless households everyday could be better spent by
the child in reading a book or having one read to her, drawing or painting pictures, or writing.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Individual Activity 2.3:
1. Demonstrate the importance of previous teaching experience in literacy when one is designing plans for
Grade R children.
2.4 (so4) - culture-fair and anti-bias approach
Cultural Fair Ideas
Celebrate cultures from around the world with a cultural fair.
Putting on a cultural fair can be an entertaining and educational way to display a variety of world cultures in
one location. Plan several main activities that highlight the distinct customs and traditions of each culture
represented at the event, and advertise your prospective schedule well in advance using social and print
media to help attract participants and patrons.
Fashion Show
A cultural fashion show is an entertaining way to display the various forms of dress from culture to culture.
Either put on a show that displays traditional clothing items from each culture represented at the fair or
encourage local designers to use those traditional pieces as inspiration for new, modern garments. Set up a
catwalk in a high-traffic area of the fair, and then either provide chairs for the audience or leave plenty of
standing room. Recruit an emcee to announce the models and describe the garments each one is wearing,
including important information like the origin of the clothing and its use in each particular culture.
Talent Show
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Hold a talent show to display various components of each participating cultural group. The talents could be
anything the group finds significant and distinct in its respective culture, ranging from musical performances to
traditional folk dances. Ask the groups to submit their routines before the event so you can put together an
organized act schedule, as well as an informative program to be passed out to the audience. The talent show
doesn't have to be competitive, but if you want to turn it into a competition, recruit several unbiased judges to
score the routines. At the end, award prizes to the best acts.
Food Court
Display the deliciously distinct tastes of the various cultures represented at the fair with a food court.
Encourage each participating cultural group to make and sell several typical dishes representative of their
respective diets. The dishes can be as simple or complex as the vendors wish, but remind participants that the
foods should be easy to prepare for large crowds on location. Provide a designated table or stand to each
group that decides to contribute dishes. Label these areas with clearly written signs or flags to help patrons
identify the origins of the food. Also consider creating a map key to pass out to patrons that displays where
each vendor is located in the food court.
Arts and Crafts Fair
Highlight the artistic achievements of the cultures represented at the fair with an arts and crafts display area.
Have each participating cultural group contribute several typical pieces of folk art to the display; these can be
representative of a variety of mediums, including sculpture, textiles and prints. Find out what each group plans
to contribute so you can properly display the pieces during the event. Set up designated sections for each
group's display, and then offer some background information on each contribution for patrons to examine as
they browse the exhibit.
How to Include Anti-Bias Practices Into the Classroom
Removing bias from the classroom teaches students not to fear or ridicule differences.
An educator can achieve an anti-bias classroom by incorporating a multicultural approach into his teaching. An
anti-bias classroom challenges stereotypes by teaching students how to seek factual evidence to draw
conclusions about people. In a classroom with anti-bias practices, students are expected to treat fellow
students on the basis of fairness and equality. Bias can lead to discriminatory behaviour and, in some cases,
violence.
Educate yourself about bias so that you can recognize it and its effects in your classroom. Examine yourself for
any biases or prejudices that you may have, and either eliminate them or keep them out of the classroom.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Establish ground rules for your classroom. Ask students to help establish the rules or guidelines for appropriate
classroom interaction. Create an environment that encourages students to work together to build a prejudice-
free classroom where they can share ideas openly.
Integrate diversity into every topic. Set aside time during every unit to examine the topic from different
viewpoints. Encourage students to identify two different points of views, the people who may be affected by
the topic, how they are affected, and what their responses or feelings may be. This is an excellent way to teach
students to develop empathy. Use team-building exercises to foster positive relationships among students.
Demonstrate tolerance. Serving as a model of tolerant and non-defensive behaviour establishes the idea that
making mistakes or being different is part of the process of learning -- and living. Do not be afraid to share
personal experiences with children about times when you or someone you know has been on the receiving
end of prejudice or discrimination.
Review classroom materials to be sure they are inclusive. Make sure classroom displays, bulletin boards and
learning materials are accurately representative of all people. Avoid displays or materials that might reinforce
stereotypes.
Develop an "emergency lesson." Anticipate a prejudicial behaviour in the classroom and be proactive by
preparing the emergency lesson to address the prejudice or discrimination displayed. Teachers who do not
firmly and immediately address discriminatory behaviour may cause students to think they condone it.
Group Activity / Pair Activity 2.4: and
1. Define anti-bias
2. Define culture-fare.
3. Demonstrate how you implement a culture-fair and anti-bias approach in a classroom.
So3: literacy learning activities
materials.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Activities for Literacy in Learning Centers
Provide preschoolers with plenty of opportunity to practice writing skills.
Although the formal study of reading and writing does not generally begin until kindergarten, development of
pre-reading and writing skills -- and the opportunity to be exposed to reading, writing and books -- is a critical
activity for preschoolers. Literacy learning centers can be created for the preschool classroom, either by
sectioning off stations around the classroom or by using tubs and storage boxes to provide an instant, mobile
activity. Students can split into small groups to explore the center. Rotate the activities so that each student has
a chance to experience all the activities over the course of the semester.
Provide clipboards, pencil and paper for students to "write the room." Instruct students to walk around the
classroom and copy any words they see onto their clipboards. Task children to fill up one side of a sheet of
paper. Give children dry erase boards to practice writing. Children can either practice writing letters on the
boards, or erase letters already written on the board by tracing over the shape with a white board eraser. Set
up a writing center with an old telephone, notepad, post it notes, pencil, stationery, envelopes and a mailbox.
Students can pretend to be secretaries and receptionists, taking phone messages, writing letters and mailing
them.
Reading Centers
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Provide picture flashcards for children to sort in a variety of ways. Students might sort the cards by the letter
the items begin with or the category the items belong to, for example. Provide familiar books for "reading." Even
though most preschoolers will not be able to read, encourage the children to make up the story by looking at
the pictures, or provide headphones to allow children to listen to books on tape. Provide multiple pairs of
objects or pictures that rhyme and task the children to find all the rhyming pairs. Make strips of card stock with
four pictures (laminate the strips for durability). Three of the pictures should rhyme, and one should not (for
example: rat, cat, bat, dog). Challenge the children to identify the picture on each strip that does not rhyme.
Letter Centers
Provide pages from magazines, scissors and glue. Instruct children to find specific letters, cut them out and
paste them to make a poster board for display. Provide tubs of sand and salt, and resealable plastic bags with
finger paint inside for children to practice writing letters with their finger. Give children a magnetic letter station
to practice letter combinations and spelling their names. Fill a plastic bag with small items beginning with a
certain letter. For example, in a bag for the letter "C," there might be a toy car, cat, cow and a stick of chalk.
Make a bag for each letter.
Storytelling Centers
Provide pictures of events from familiar stories. Task children to put the pictures in the correct sequence that
they occur in the story. Give children puppets based on the characters in a favourite story and have the
children retell the story using the puppets. Provide stamps and paper for the children to create a picture story
using the stamps.
3.1 (ac1) - Effective Communication for children
Effective communication skills for children
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Effective Communication Skills for Children
Having effective communication skills means more than just knowing how to talk. Children often need
guidance in learning how to interact with others when speaking, writing and using electronic forms of
communication. Use role-playing to teach children how to communicate with peers and adults. It's a fun and
engaging way for kids to learn.
Active Listening: Help your child understand the importance and develop the skills of listening to others, while
also teaching him that it is OK to ask questions if he needs clarification. Teach children, in the simplest terms,
how active communication works. Practice role-playing with a child to help him learn proper ways to address
adults. Discuss words that are off-limits and let the child know that these words are unacceptable in the home
and elsewhere.
With younger children, play games like the telephone game or start a story and have your child finish it.
Nonverbal Communication Skills
Talk to your child about nonverbal communication. Discuss the importance of posture and body language in
conversation. Remind a child about space perimeters between her and the listener. Practice different types of
body language with the child so she can understand how they affect others' perception of her message. Use
simple terms such as "When you stand with your arms crossed, the listener might think you are angry or
frustrated even if you are not." Practicing through role-playing or games will help your child develop effective
communication skills that will carry her into adulthood.
Tone of Voice
Discuss the importance of using appropriate tones when speaking. Try to reinforce that yelling and arguing
may not be the best way to communicate with other children. Be mindful of your own tone of voice when
talking with a child.
Electronic Communication
Teach your child how to communicate virtually. Discuss the importance of Internet safety and make sure he
knows to avoid chatting or messaging with strangers. Have a younger child practice sending emails through
your email account until he is old enough to have his own. Emphasize how communication can be
misconstrued when communicating virtually and discuss the importance of thinking about the wording of
messages before clicking the "Send" button.
Writing Skills
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Have your child spend time writing letters. A great place to start is to have her send thank-you notes for gifts
received. Purchase small postcards for your child to write short notes to family members who live in other
cities.
Effective Communication for Kids
Effective communication for kids begins with the parent. Communication is an important part of life, especially
family life, but children and teens communicate differently than adults. It may be more difficult for young
children, especially, to use words to express complex emotions, so effective communication for kids starts with
parental empathy. Understand not only how the child communicates differently based on age and
development, but also how each individual child communicates. Siblings may be close in age but have
different communication styles.
Discourage Interruption
Listen to children when they speak without interrupting them. It could be argued that listening (without
interruption) is of more importance to communication than speaking, according to FamilyEducation.com, part
of the Family Education Network, which provides expert parenting advice.
Young children in particular may become easily impatient and interrupt you. Instead of punishing children for
"talking back," take a more relaxed approach. Reminding a child not to interrupt may be as simple as saying the
child's name and putting a hand on his arm to get his attention.
Rapport
Use body language and tone of voice to connect with children, suggests Every Child Matters, a government
initiative in the United Kingdom dedicated to improving the health, wellness and safety of children. Body
language and tone are important, because they can help make children feel safe; this is part of it is building
rapport. For instance, if a child is reluctant to talk about something and she lowers her head and speaks in a
soft voice, then do the same. This is a visual and auditory cue that the parent and child are in understanding
with each other.
Patience
Make the time to talk to the child without distraction. When young children come home from school, for
instance, they may hit parents with an onslaught of information about school, friends, their favourite foods in
the cafeteria and the playground. Be patient and give the child center stage. Use rapport to mirror their
excitement. FamilyEducation.com says that if children feel parents are not listening, they may not confide in
their parents as teenagers.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Involvement
Engage children in conversation. If a teen is complaining about a problem with homework, for example, ask
him if he needs some help. It is also a good idea to ask for opinions from children on matters of discussion in
the household. For instance, if an older sibling and a parent are talking about their favourite foods or
beverages, a young child may not volunteer this information and need to be asked what her favourite foods
are.
Positive Reinforcement
Stay positive. Communication that focuses on what kids do right is generally termed "positive feedback" or
"positive reinforcement." A child that becomes impatient and talks over family members, for instance, should be
told he did a good job for not interrupting when he stays quiet and polite. Say "thank you" to children and tell
them they are loved, even when they misbehave.
Effective Ways of Communicating with Children
One of the best ways to maintain an open and positive relationship with your child is through frequent and
honest communication. Although you may desire to remain abreast of everything happening in your children's'
lives, they are not always as forthcoming with that information as you would like. Encouraging conversation
may not always be easy but there are some effective ways of communicating with children.
Infants
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Children begin communicating with us even before they have the ability to speak. Infants express their wants
and needs through cries, facial expressions and rudimentary sounds. Encouraging this type of communication
helps them to feel secure and content, because it shows them they are being understood. A baby will use one
kind of cry to express hunger and another type to be cuddled. You can communicate back by responding
appropriately to these sounds and by using facial expressions and tone of voice to encourage positive
behaviour.
Toddlers
When children begin to learn language, they start with one-word sentences. You help them build their
vocabulary and conversational skills by confirming what they have said, adding the rest of the sentence, and
responding accordingly. If a two year old tells you "baba," you may respond with "You want your bottle? Are you
hungry? I'll get you some milk." This affirmation builds confidence in a young child. You also teach toddlers how
not to communicate by ignoring tantrums and discouraging negative behaviour.
Older Children
When there is a problem, you want to immediately get to the bottom of it; however, grilling a child for
information will not always illicit the best result. To get a child to open up, the first thing you should do is make
her comfortable. Do this by approaching the child in an environment she is accustomed to and enjoys. Boys
typically communicate better when they are involved in an activity. Bringing a box of blocks to the table may
help you get a boy to start talking. To get a girl to open up try playing an imaginative game, like dolls. Role
playing with dolls can get a little girl to give you a lot of information about how she thinks and feels.
Trust
It is also important that the child trusts you. Honest communication can help you build trust over time; but, if
you are meeting a child for the first time, start by asking him about topics that interest him. Starting the
conversation by inquiring about the child's favourite television show or toy helps the child build confidence.
Once the child sees how easy it is to talk to you about happy things, begin to ease them into talking about
more complicated matters; however, you don't have to wait until there is a problem to talk to your child. Daily,
positive communication is a great way to nourish a healthy relationship.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Individual Activity 3.1:
1. Demonstrate the best ways to communicate effectively with children.
2. Explain how effective communication is affected by age.
3.2 (ac2) - Learning activities and materials
support early literacy development
Early Childhood Language & Literacy Development
Telling the story in her own words is an early step to reading.
The term "early childhood" encompasses children from ages one to five. According to the National Center for
Infants, Toddlers and Families, the brain is particularly receptive to language learning during that time and that
openness "begins to close around five years of age." As with other developmental benchmarks, not all children
reach the goals at the same time. However, they tend to move along a defined continuum at their own pace
and by age five already have a strong foundation of language and literacy.
The Beginning: Language development begins with children listening to family members around them. They
respond to voices with smiles, eye movement and cooing, according to experts at the Mayo Clinic. As the
months progress, infants react to their names, babble, and begin to imitate the sounds around them. By age
two, this listening and understanding grows and children are able to identify objects or pictures that are named
and to follow simple directions.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Speech: At age two, many children are connecting two words together, have a vocabulary bank of around 50
words and speak clearly enough for their parents to understand them about 50 percent of the time. From
there, children work on speaking in longer sentences, increasing their vocabulary and answering simple
questions. According to the American Association of Pediatrics, before their fifth birthday, most children speak
in sentences with more than five words, tell stories, use the future tense and speak clearly enough for
strangers to understand them.
Early Literacy: E. Lilly and C. Green talk about the stages young children go through in the process of reading.
They "turn the pages," "label pictures," "repeat playful language" and "make up stories related to pictures in
books." They take notice of rhyme and alliteration. Also, young readers show interest in letters and sounds and
can divide words into syllables. In writing, scribbles and mock letters are the steps prior to using the alphabet.
Young writers will then invent spelling before learning the conventional way.
Factors that Positively Affect Development
In their 1999 report on home literacy activities, Kathryn Chandler et al. explain that simple activities like reading,
storytelling and singing with young children help them gain literacy skills. They report that children who were
read to three or more times a week were more likely to correctly identify letters of the alphabet, write their
names and demonstrate other early reading activities. Frederick Zimmerman et al., in their 1999 article in the
journal "Pediatrics," concluded that parents should also consistently "engage their children in two-sided
conversations" to improve language development.
Concerns: "One in five children will show a developmental delay in the speech or language area," affirms the
American Association of Pediatrics. The AAP goes on to say that simple speech delays "may resolve on their
own or with a little extra help from family." In some cases, however, formal speech therapy is necessary. When
a speech delay is suspected, talk to the child's pediatrician about the concerns.
How to Increase Literacy in Early Childhood
Education Programs
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Early childhood literacy sets the tone for how children will read in the future.
Learning to read in early childhood sets the tone for how children will develop and read later on in life. From
the time they are born, children are ready to learn. They learn from what they hear and see in their everyday
lives. Incorporating literacy in children at a young age will help them to listen to stories better, read better, and
use their imaginations more. Children that are read to often speak well, know letter recognition and can learn
through phonics. The more exposure they have to reading and language, the better they will do in school.
Write on a 3 x 5 index card common words that are used in the classroom on a daily basis. Place each word
next to the object it describes. For example, next to the chalkboard place an index card with the word
"chalkboard." Children will learn to associate pictures with words with this fun activity. Once the children are
familiar with the words, take the index cards down, mix them up and let the children match the picture with the
words on their own.
Create poster-size poems, songs, and chants to put up around the classroom. Recite them with the children on
a daily basis. Eventually the children will begin chanting themselves and developing word recognition from
seeing the props on a daily basis. Some favourite songs you can start with are "The Itsy Bitsy Spider" and
"Twinkle Twinkle Little Star."
Start a library within the classroom. According to one study by Scholastic Company, classroom libraries
increased reading in children by 60 percent. The library should have a variety of books that range from easy
readers to more challenging books. This keeps the children enticed and encourages visiting the library more
often.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Allow children to read alone for at least 20 minutes a day. Reading regularly on a daily basis improves their
literacy and comprehension skills. Children who read solo have the opportunity to browse a book of their
choice, look at pictures and share a story with their classmates. More than likely, children will choose a story
they are familiar with and read it as it was told to them.
Incorporate a fun activity or show to go along with the book being read. Creating hands-on activities allows
children to use their imaginations and remember the story better. This gives them the opportunity to re-tell the
story to other people with the help of a visual aid. For example, allow the children to draw a picture to go along
with the story. Then have them make up their own ending to go along with the picture.
Allow children to play computer games that focus on language development. These computer games teach
children reading, writing, and language skills. There are hundreds of computer games to choose from, ranging
from an easy skill level to a more challenging level, to keep children motivated.
Introduce a new word to the class every day. Ask them what they think the word means and how it can be used
in a sentence, then teach them the real meaning. Encourage them to use the word throughout the day.
Group Activity / Pair Activity 3.2:
1. Define literacy development.
2. Explain how you increase literacy in early childhood.
3.3 (ac3) - Activities to help children literacy
skills in a print-rich and multi-lingual learning
environment
Things a Teacher Should Do in a Multicultural Classroom
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
A multicultural classroom can produce a rich and creative learning environment for both the students and the
teacher. As the world becomes more interconnected, it is common for contemporary classrooms to be
culturally diverse. A culturally diverse classroom presents the teacher with a number of challenges. The goal is
to use a multicultural classroom to enhance the educational experience of all the students while avoiding the
risk of stereotyping students or thinking in terms of cultural cliches.
The Teacher's Role
The teacher is the dominant figure in the classroom and subsequently has the responsibility and opportunity to
be the role model for the students. The teacher's personality sets the tone and standard for classroom
participation and interaction. In order to teach effectively in a multicultural environment, the teacher must be
self-aware of her background assumptions, biases and prejudices.
Classroom Environment
A classroom that is sensitive to cultural diversity and differences is essential for creating a learning environment
conducive for students from varied backgrounds. Encourage students to interact and participate in classroom
discussion and dialogue but recognize that the cultural background of some students may make them hesitant
to be vocal in the classroom. A multicultural classroom provides the opportunity for students to enrich the
classroom by bringing their multiple perspectives and backgrounds to a discussion of various issues and
topics. However, the teacher should avoid singling out individual students as representative of their ethnic or
cultural group. Stereotyping students fails to respect their individuality and makes broad general assumptions
about their background and experiences.
Group Activities
Breaking the classroom into smaller groups to work on assignments helps create an interactive approach to
learning. Small groups allow students to work together and share ideas and problem-solving solutions in a
more intimate setting; small groups also help non-native English speakers to better clarify and understand
assignments and issues in an English language classroom environment.
Appreciating Different Cultures
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Students from different ethnic and cultural backgrounds bring their own learning styles and cultural
assumptions to the classroom. It benefits the teacher of a multicultural classroom to take time to research and
learn about his students' background assumptions and expectations in the classroom. For example, Israeli
students are taught to criticize an instructor when he makes obviously mistaken or incoherent statements in
class. Vietnamese students are taught to sit and listen quietly to the instructor. Their cultural heritage
discourages classroom participation. The teacher who makes himself aware of the general traits that students
bring to the classroom as part of their cultural heritage is in a better position to understand the classroom
dynamics and interaction. It also help prevent the teacher from making false assumptions, such as the Israeli
student is rude and the Vietnamese student is disengaged or uninvolved.
Activities for a Language-Rich Classroom
A variety of reading materials are part of a language-rich classroom.
Creating a language-rich classroom can help students learn and perfect language. It is a classroom in which
children are surrounded by language, both spoken and in print. It is never too early to include language in your
classroom and to provide opportunities for students to hear see and create language.
Labels
Label objects in the classroom to help students relate objects to printed words. Young children often have
difficulty understanding that printed words correspond to spoken words and meanings, according to the
Department of Education. Make laminated labels for common items like the bookshelf, blackboard and
computer. Place name tags on student desks and cubbies. When using labelled items, point to the printed
word as you say the name to help students make this connection.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Variety of Reading Materials
Provide your students with a variety of reading materials. Include comic books, magazines and books at
varying levels, from picture books to encyclopaedias. Ask your students about their interests and then find
texts to support those interests. Make the reading corner an attractive area to visit by providing comfortable
chairs, beanbags and lamps with soft lighting. A corner away from the action of the rest of the classroom often
works best to encourage silent reading.
Wall Decoration
Decorate your classroom with printed materials. Word walls or bulletin boards with words listed for students to
reference are one option. Often the words listed are "sight words," or words that students should memorize.
Teachers may also use the word wall to display newly learned words, words that begin with a certain letter or
rhyming words. Teachers can add to the word wall throughout the year or change the words on the wall
regularly. Posters and calendars are also options.
Printed Items as Toys
Provide printed materials as toys for students to play with. The United States Department of Education
suggests providing students with printed items to use in dramatic play. Ideas suggested include food
containers with printed information, cards, menus from restaurants, envelopes and fake money. Cookbooks,
brochures and programs from special events are also excellent choices to enhance your students' dramatic
play.
Encourage Writing
Encourage students to create language. The Department of Education suggests providing students with a
writing center. Include plenty of paper, pencils, pens and markers. Provide both lined and unlined paper to
encourage creativity, as well as large pieces of paper for group writing. Display student writing in the
classroom.
Read Aloud
Read aloud to students every day. Reading just one chapter of a book per day will keep students interested in
the story and encourage them to read the book on their own. Series books are always a good choice; children
who enjoy the first book might decide to continue with the series.
Books on Tape
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Provide a variety of options for students to read and hear language. In addition to reading aloud, children also
enjoy listening to books on tape and following along with the speaker. Many school libraries carry tape or CD
players with headphones and books on tape that accompany a print copy of the book. Set up a listening station
in your classroom, and rotate choices frequently.
First Introduction to Language
Around the fifth or sixth month of gestation, a baby can hear distinctive external sounds from within the womb.
A baby's first introduction to language is by hearing the mother engaged in conversation with others, as well
as, by listening attentively when the mother speak directly to the fetus.
Absorb Knowledge
An child's mind has an acute ability to retain knowledge. Children can expand on the native language and even
learn multiple languages by listening to audio multi-lingual recordings of routine words. This helps children to
stimulate and build cognitive memorization.
School-Aged Language Learners
Educationally, children are further exposed to language by the abundance of reading opportunities presented
at school. However, studies have proved that the influence of literature at home also promotes linguistic
proficiency. Parents who encourage their children to read out loud at home, are effectively expanding on their
child's ability to express themselves.
Group Activity / Pair Activity 3.3:
1. Define multilingual.
2. List and explain how a teacher must deal with a language rich class.
3. State and explain the activities that you can do to help kids learn in a multilingual environment.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
3.4 (ac4) - Learning activities and materials to
encourage children to understand the structure
and use of language
How to Teach in a Multicultural Classroom
Technology can be used as an asset for individuals with language barriers.
Given the rise of cultural exchange and interconnectedness between different societies around the world,
multiculturalism, diversity and inclusion will prove to be important assets to both public education systems as
well as corporate organizations. Teaching children about the values of inclusion while experiencing a
multicultural classroom can help to decrease the power and influence of stereotypes while promoting
openness, acceptance and friendship with individuals who have a different cultural background. As a teacher, it
is your job to promote openness and diversity while also serving to make students from different cultures
welcome and comfortable in the classroom setting.
Make a plan to accommodate the different cultures of your students. If you are unfamiliar with one or more of
your students' cultural backgrounds, do some research on familiarizing yourself with some of the cultural
perspectives of your students? Also make a plan to include their parent's into the childrens' education by
arranging for conferences throughout the year to update them on how their children are doing and to inquire
about how you can better serve the students.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Decorate the classroom with accents from the different cultures of your students. Ideas can include hanging up
flags or pictures of sports figures or leaders from the history of different countries and cultures. Signs and
bulletin boards may include multiple languages so that multicultural students are more at home in your
classroom. Providing a welcoming classroom setting is one of the foundational components of putting
students from different cultures at ease in a setting where they are in the minority.
Use technology, such as computer-based slideshows to your advantage when teaching a multicultural
classroom. One idea may be to put words in the native languages of different cultures represented in your
classroom on the slideshow so that non-native English speakers are more comfortable with the material while
they are being taught. This can also provide opportunities for non-native english speakers to pick up the
English language in a more natural way while exposing native English speakers to other languages.
Plan for a cultural exchange day or even a set time each week where students from different cultural
backgrounds can present parts of their background that are important to them. According to NobleEdNews,
younger students from different cultures are often more familiar with their background than you are, even if
you have done some studying of the culture. Encourage students to bring food from different cultures. When
framing a cultural exchange event, it's important to set a groundwork of rules concerning stereotypes and
racial slurs.
Play movies and educational programs in different languages, which, according to NobleEdNews, can help to
set a level playing field when a group of native English speakers stereotype non-native English speakers as
less intelligent. This also helps not only to educate others about different cultures, but it gives a chance for
non-native English speakers to reinforce their learning of English.
How to Apply Multicultural Education to a Classroom
Multiculturalism requires that both teachers and students value the initiative.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Educators and education reformers have advocated more multiculturalism in the classroom in recent years.
Multiculturalism in the classroom means facilitating a learning environment in which students of diverse
cultural backgrounds are equally valued and respected. To apply multiculturalism in the classroom, implement
and practice equality and teach students to do the same.
Engage students in multicultural initiatives by teaching them the values of diversity, tolerance and respect.
Explain that multiculturalism benefits all by affirming the value and inherent dignity of every human being.
Enforce tolerance and respect by correcting students who make derogatory or offensive remarks. Intervene in
situations when a student makes a racist or prejudicial remark.
Evaluate curricula and pedagogical methods for institutionalized bias. Specifically, make sure that all subjects
are presented from diverse perspectives rather than from a majority perspective. For instance, when teaching
U.S. history, incorporate the perspectives of people of different racial and cultural heritages. When teaching
American literature, include texts from underrepresented writers such as Latinos and women. Debunk
concepts such as "the canon" and "the classics," which suggest that great literature derives solely from Western
traditions.
Evaluate methods of assessment for bias. For instance, closely examine the language and wording of testing
materials and eliminate questions that favor certain cultural traditions. Use diverse means of assessing
students to accommodate students' diverse learning styles and skills.
Make learning interactive and include the voices of all students in the classroom. Enlist students to facilitate a
multicultural learning environment by encouraging them to talk about family and cultural traditions and
practices. Create an environment in which all students feel safe and comfortable to express them and to
actively participate in learning.
Group Activity / Pair Activity 3.4:
1. Evaluate and demonstrate the effectiveness of materials that can be used in a multilingual classroom
setup.
2. What are the benefits of kids being in a multilingual class?
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
So4: Implement Literacy Learning
Programme.
Learner Tip:
At the core of concerns over the failures in the schooling system, the issue of ‘literacy’ instruction in early
schooling is commonly identified as a key to the construction of successful educational careers for children.
Clearly, the language/s young children from a variety of language backgrounds use in school as they learn to
read and write in a country where the hegemony of English is overwhelming, is a key question which has been
addressed to some extent only at policy level2. In this paper we do not address the language question directly
but restrict ourselves to reviewing the constructions of literacy and learning (whatever the linguistic context) in
South Africa that characterise the earliest stages of schooling. We go on to consider the implications of such
approaches for the wider agenda of enhanced school effectiveness.
PERSPECTIVES ON EARLY LITERACY
As Stubbs pointed out some time back (1980:5) reading has often been seen as a matter of visual processing,
or ‘cracking the code’. He suggested a typology of conceptions of literacy, to indicate both a range as well as a
shift in approaches to reading and writing, from perspectives that see literacy as
Essentially a process of relating written symbols to sound units; or
E ssentially a process of understanding meaning; or
E ssentially a process related to the social uses to which it is put.
We examine in this paper what the impact of the first two approaches has been, and what attention to the third
feature above might bring. We go on to argue that while our understandings are so limited of literacy in social
practice, in the homes, local communities and workplaces in South Africa, and so badly researched, our
arguments for how literacy should be taught must remain prescriptive and inadequate.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
4.1 (ac1) – implementing a Literacy Learning
Programme
Implementation is the realization of an application, or execution of a plan, idea, model, design, specification,
standard, algorithm, or policy.
Kinesthetic Learning Style Tips
A tennis ball can make a math lesson exciting for a kinesthetic learner.
Teachers often find that students with a kinesthetic learning style are difficult to work with. These students like
to move, and their restlessness can quickly turn into disruption. These active learners make up as much as 50
percent of secondary students. Get the kinesthetic learners in your classroom out of their seats and doing
something productive and watch them shine.
Outside
Most classrooms do not have enough room to give kinesthetic learners the opportunities for movement that
they need. Whenever possible, take the class outside and work kinesthetic techniques into your lesson. You
can ask students to act out vocabulary words, draw a huge chalk map on the sidewalk and use numbered balls
to practice math facts, among other things. For best results, choose a location that has few distractions.
Rhythm
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Both rhythmic and kinesthetic learners will be delighted when you ask the class to stand up and stomp out the
answer to a math problem--tens on one foot, ones on the other. For longer answers, incorporate the hands, as
the hundreds place can be clapped. Use stomping and clapping to set a rhythm to vocabulary and facts you
want students to learn, and incorporate it into reviews. It is literally an unforgettable way to learn.
Kinesthetic Classroom Activities
Kids can act out scenes from history.
Some children learn and concentrate better when teachers incorporate physical activities into the learning
process. These students are referred to as hands-on learners, doers or kinesthetic learners. To help these
children succeed academically, you should combine ordinary school lessons such as vocabulary or reading
lessons with kinesthetic activities. Kinesthetic activities involve getting the kids moving around or allowing
them to work with their hands.
Grammar Activities
Many teachers use worksheets to teach their students basic grammar. Instead, turn your grammar lesson into a
kinesthetic activity. After explaining the fundamental concepts of a sentence--each sentence needs a noun
and verb to be a complete sentence--give half the class a slip of paper with a noun and the other half a paper
with a verb. Have them walk around and find a classmate to make a complete sentence with. As your lessons
progress into more complicated grammar, such as independent and dependent clauses, hand out papers with
these parts of a sentence and have the kids combine to form a complete sentence. The students move around
and learn at the same time.
Act Out the Literature
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Literature provides a great opportunity to utilize kinesthetic activities, whether you're teaching first-graders or
high school students. Instead of having the kids quietly read to themselves or out loud from their desks, get
them on their feet and have them act out the scenes as they read them aloud. This helps kinesthetic learners
better understand literary elements such as plot and characterization, and keeps them focused and interested
in the subject matter. Plus, it can be a fun activity.
Vocabulary Charades
Turn your vocabulary lesson into a game of charades. Assign each student a word on a slip of paper. One at a
time, the students come up to the front of the classroom and try to act out that word as the other students
guess the word. You can also break the classroom into groups to play this game. Vocabulary charades also
works for learning vocabulary words in Spanish, French or any other language class.
Build Models
To help kinesthetic learners grasp their science and social studies lessons, build models in class. Though
sitting at their desks, models keep kids' hands busy and moving. For science lessons, kids can build dinosaur,
skeleton or DNA models, depending on their grade levels. When learning about the Wright brothers in social
studies, have the student build models of airplanes; build covered wagons when learning about the Oregon
trail; make car models when studying Henry Ford.
Visual Processing Problems in Children
Visual processing deficits in children affect not only how they see, but also what and how they learn. Visual
processing deficits can run the gamut from simple visual problems to inherited or neurological difficulties. A
variety of accommodations, modifications, and strategies exist that both parents and teachers can use to help
a child who has visual processing problems.
Definition: Fifteen to 20 percent of children who have learning disabilities suffer from visual processing
problems or deficits. A visual processing problem may be a result of either poor vision, or in other cases,
something neurological. The neurological link is stronger in adults, as vision problems have usually been
corrected by that time. Visual processing problems can be manifested in many ways, but always result in poor
visual intake and comprehension of materials being learned. The child will be behind peers academically and
will often become frustrated because of his visual processing problems. Often these children just give up
trying to learn.
Symptoms: A child who has visual processing problems will manifest the difficulty in a number of ways. He will
often have poor handwriting, will complain about words or lines skipping when reading, will often have poor
spelling skills, and will avoid reading because of the fatigue associated with trying to keep words in order.
Parents often notice that their child has poor hand-eye coordination, and is not adept at sports or physical
activities.
ECD NQF 4 - Student Guide Knowledge Module 2
ECD NQF 4 - Student Guide Knowledge Module 2
Learning Disabilities: Children who have visual learning problems will exhibit a number of specific learning
disabilities. Not only will they have basic visual problems, but they will often have problems coordinating visual
and auditory skills together. They often exhibit poor spatial skills, and have problems with shapes, and puzzles.
The child might show problems with visual sequencing or in skills where they are asked to place things in
order. They sometimes exhibit directional issues, and often have problems finding their way around in a new
location. They will show difficulty with sensory motor skills. This child might have problems with visual recall or
remembering what is in a picture or on a map.
Medical Testing/Corrections: A doctor will check the child to see if the problem is simply poor vision. If so, this
can be easily corrected. The doctor might want to do a cat scan or MRI to make sure there are no neurological
or cranial abnormalities. If glasses do not correct the problem and no neurological issues are found, then the
culprit might be an inherent visual processing problem. This would be more related to how the brain actually
functions and processes information than what is actually seen by the eyes.
Accommodations: Teachers and parents can help the child learn how to adjust to, and potentially overcome,
their visual processing problems. Accommodations can involve a change to the learning environment itself, or
to special services the child might receive. Modifications might include reducing the amount of work required
so the child's eyes won't get tired, or allowing the child additional time to complete a test. Accommodations
would include having an oral test, allowing longer time to take tests, and computer-based reading systems. A
child's teacher and parent will discuss which modifications and accommodations will help the child with a
visual processing problem.
Learning Strategies: Certain education techniques might assist the child to learn better. Highlighting and
underlining test work well for a child with visual processing deficits. Using flip charts with larger fonts for new
words or difficult vocabulary is a solid strategy. As children get older, they can be taught how to use graphic
organizers such as a web diagram. Using this type of strategy will make learning easier for the child.
Group Activity / Pair Activity 4.1:
1. Explain how you implement a learning program in literacy.
2. Using the kinesthetic perception, list and explain the advantages and disadvantages of this approach.
ECD NQF 4 - Student Guide Knowledge Module 2
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