Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Kohlberg was not interested so much in the answer to the question of whether Heinz was wrong or right, but in
the reasoning for each participant's decision. The responses were then classified into various stages of
reasoning in his theory of moral development.

Level 1: Preconvention Morality

 Stage 1 - Obedience and Punishment: The earliest stage of moral
development is especially common in young children, but adults are also
capable of expressing this type of reasoning. At this stage, children see
rules as fixed and absolute. Obeying the rules is important because it is a
means to avoid punishment.
S  tage 2 - Individualism and Exchange: At this stage of moral
development, children account for individual points of view and judge
actions based on how they serve individual needs. In the Heinz dilemma,
children argued that the best course of action was the choice that best-
served Heinz’s needs. Reciprocity is possible at this point in moral
development, but only if it serves one's own interests.

Level 2: Conventional Morality

 Stage 3 - Interpersonal Relationships: Often referred to as the "good boy-
good girl" orientation, this stage of moral development is focused on
living up to social expectations and roles. There is an emphasis on
conformity, being "nice," and consideration of how choices influence
relationships.
 Stage 4 - Maintaining Social Order: At this stage of moral development,
people begin to consider society as a whole when making judgments.
The focus is on maintaining law and order by following the rules, doing
one’s duty and respecting authority.

Level 3: Post conventional Morality

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

 Stage 5 - Social Contract and Individual Rights: At this stage, people
begin to account for the differing values, opinions and beliefs of other
people. Rules of law are important for maintaining a society, but
members of the society should agree upon these standards.
 Stage 6 - Universal Principles: Kolhberg’s final level of moral reasoning is
based upon universal ethical principles and abstract reasoning. At this
stage, people follow these internalized principles of justice, even if they
conflict with laws and rules.

Criticisms of Kohlberg's Theory of Moral Development:

 Does moral reasoning necessarily lead to moral behaviour? Kohlberg's
theory is concerned with moral thinking, but there is a big difference
between knowing what we ought to do versus our actual actions.
I s justice the only aspect of moral reasoning we should consider? Critics
have pointed out that Kohlberg's theory of moral development
overemphasizes the concept as justice when making moral choices.
Factors such as compassion, caring and other interpersonal feelings may
play an important part in moral reasoning.
 Does Kohlberg's theory overemphasize Western philosophy?
Individualistic cultures emphasize personal rights while collectivist
cultures stress the importance of society and community. Eastern
cultures may have different moral outlooks that Kohlberg's theory does
not account for.

Individual Activity 1.1:

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

1. Define child development.
2. List and explain any three theories of child development giving the problems associated with each of

them.

1.2 (ac2) - principles and processes of life skills

Teaching life skills

If you want to teach a child, student, peer or adult life skills, you must first mirror those skills in your own life.
You can teach life skills to anyone in need of more wisdom and experience, regardless of age, background or
circumstance.

Start with good communication. Explain the importance of how to effectively communicate. Start with a basic
explanation of how effective communication can allow a person to gain information, negotiate for a larger or
fairer value, and connect with others. To demonstrate this, ask the person to speak forcefully with an attempt to
achieve a specific goal. That goal can be to recover a missing pencil that is believed to be in your possession.
To counter his goal, decide to only release the pencil when, and only when, you feel respected.

End the game and explain how you felt when faced with aggression. Reverse roles and then ask the student to
explain his psychological response to your demands. Explain that it is easier to achieve one's goals with clear,
effective and kind communication, rather than harsh, abrasive or destructive communication. Remind him to
use active language that reinforces and affirms the goal. This is the way to strong and effective communication.

Explain the importance of responsibility. Teach the student that if he is to be responsible, he must first
understand that every action has a consequence. Explain that he can take responsibility for his actions by first
owning the consequences. To demonstrate this, ask the student to examine what would happen if the traffic
lights stopped working without warning. Guide his thinking to include key concepts and phrases like, "many
people rely on traffic lights and would find it difficult to travel without them." The key is to connect the student
to the idea that he must always complete the chores, tasks and objectives he has made a commitment to
complete. Connect that other people rely on him just as motorists rely on traffic lights.

Encourage older children and young adults to be self-sufficient. Set up a schedule for household chores,
including laundry, house cleaning and organization. Explain that each person must learn to be self-sufficient
and able to care for himself without the help of a second party. Learning to do one's laundry, clean up after
one's self and care for one's possessions is the first step toward building strong life skills.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Teach the importance of truth. Explain that it is important to be honest in one's dealings with others. That
means always communicating in an honest, efficient and kind manner. And, as one would imagine, avoid
gossip, deceit, and ill will toward a second party. Perform a mock conversation that demonstrates how honesty
should be used when dealing with others, even during the most challenging and difficult circumstances.
Remind him that honesty is the best and only policy when it comes to effective communication.

How to Build Life Skills

Building life skills is not something you are going to master overnight. It takes time and practice to acquire
certain skills that often times, many people take for granted. Forget about archaic notions, as well. Skills that
were important long ago may not be entirely relevant today, too. To build life skills, keep a few things in mind.

Build Life Skills

Take a class. Many high schools, junior colleges and adult-education centers have life-skill classes. People
often build life skills by taking parenting classes, but these facilities often include other instruction as well. A
popular class is credit management.

Write a journal about your experiences. Get a cheap notebook, and write two times a day; write once in the
morning, and once at night. If you cannot think about anything to write about, predict what you want to have
happen that day. For example, if you want to learn about finances, credit or how to manage money, predict how
you might go about doing that---talk to a teacher, visit a bank and so on. Details your experiences before you
go to sleep at night.

Care for yourself. Taking care of your body and mind should be a lifestyle, and not just a passing "fancy." Make
sure you eat right, exercise and get plenty of sleep. If you have a chronic medical condition, avoid too much
alcohol, It may impair your ability to sustain normal body/brain chemistry.

Prepare to make mistakes. Understand that you are going to do things wrong. The sooner you can forgive
yourself, the better off you will be. Far too often, people get quickly discouraged. To build life skills, be sure to
set small goals for yourself every day.

Learn from others. Many people, past and present, have had similar experiences. You may be able to take
something relevant away from that. If you find you are too shy to talk with people, consult a self-help guide.
Find a relevant fiction book if self-help guides are not for you.

How to Build Life Skills

Build Life Skills

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Teaching life skills

Individual Activity 1.2:
1. Explain how to build life skills in a child.
2. Explain how one is expected to teach life skills to Grade R children.

1.3 (ac3) - national curriculum in the foundation
phase

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming
into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was
developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines in Grades R-12.
Overview

1. The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for
learning and teaching in South African schools and comprises the following:

2. Curriculum and Assessment Policy Statements for each approved school subject;
3. The policy document, National policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R-12; and
4. The policy document, National Protocol for Assessment Grades R-12 (January 2012).
The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

1. Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and
2. National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No.

27594 of 17 May 2005.

The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:

1. The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;

2. The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.
29626 of 12 February 2007;

3. The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;

4. The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and

5. The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No.
29467 of 11 December 2006.

The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.

General aims of the South African Curriculum

1. The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values
worth learning in South African schools. This curriculum aims to ensure that children acquire and apply
knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum
promotes knowledge in local contexts, while being sensitive to global imperatives.

2. The National Curriculum Statement Grades R-12 serves the purposes of:

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

 Equipping learners, irrespective of their socio-economic background,
race, gender, physical ability or intellectual ability, with the knowledge,
skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
 Providing access to higher education;
 Facilitating the transition of learners from education institutions to the
workplace; and
P  roviding employers with a sufficient profile of a learner’s competences

The National Curriculum Statement Grades R-12 is based on the following principles:

S  ocial transformation: ensuring that the educational imbalances of the
past are redressed, and that equal educational opportunities are
provided for all sections of the population;
 Active and critical learning: encouraging an active and critical approach
to learning, rather than rote and uncritical learning of given truths;
 High knowledge and high skills: the minimum standards of knowledge
and skills to be achieved at each grade are specified and set high,
achievable standards in all subjects;
 Progression: content and context of each grade shows progression from
simple to complex;
H  uman rights, inclusivity, environmental and social justice: infusing the
principles and practices of social and environmental justice and human
rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of
diversity such as poverty, inequality, race, gender, language, age,
disability and other factors;
 Valuing indigenous knowledge systems: acknowledging the rich history
and heritage of this country as important contributors to nurturing the
values contained in the Constitution; and
C  redibility, quality and efficiency: providing an education that is
comparable in quality, breadth and depth to those of other countries.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

I dentify and solve problems and make decisions using critical and
creative thinking;
W  ork effectively as individuals and with others as members of a team;
 Organise and manage themselves and their activities responsibly and
effectively;
C  ollect, analyse, organise and critically evaluate information;
 Communicate effectively using visual, symbolic and/or language skills in
various modes;
 Use science and technology effectively and critically showing
responsibility towards the environment and the health of others; and
 Demonstrate an understanding of the world as a set of related systems
by recognising that problem solving contexts do not exist in isolation.

Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant
support structures within the school community, including teachers, District-Based Support Teams,
Institutional-Level

Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).

Individual Activity 1.3:

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

1. Explain, demonstrating the strengths and weaknesses of the South African National Curriculum on life
skills.

1.4 (ac4) - rich programme designed to
empower all learners including learners with
special needs

How to Accommodate Learners With Special Needs During a
Classroom Assessment Test

Accommodations change the way a student receives classroom instruction and assessments.
All students receiving special education services must participate in classroom assessment tests according to
the Individuals with Disabilities Act. Those students receiving special education or related services may have
accommodations during the administration of tests. The decisions about accommodations are set forth in each
student's Individualized Education Program (IEP). The decisions regarding accommodations must be based on
the needs of the individual special learner rather than on the category of the disability. These accommodations
should enable students to receive grade-level instruction and to demonstrate achievement on tests.
Provide the special learner with an alternate setting for taking the assessment if such a provision is stated in
the IEP. Choose a different room from the rest of the class. For example, use individual testing away from the
group if the student requires standing or moving about during the test.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Give the test to the student using a different format or mode of access if required. Such formats may include
auditory, multisensory, visual or tactile. For example, a vision-impaired student may require Braille or large
print. Audio recordings may be used if so stated in the accommodations provided in the IEP.

Provide accommodations that allow the student to respond to test questions in an alternative manner. He may
use an assistive device to organize the test items and respond to each one. For example, assign a scribe to
record the student's oral answers if writing is a problem. If the IEP designates the use of a graphic organizer, he
must be allowed to use it during testing.

Alter the time restraints for testing. The test administrator can increase the amount of time allowed for
completing the assessment or break the testing down into more manageable periods of time. For example,
allow the student multiple days to complete the entire assessment rather than attempting to finish it in one
day. The IEP team may make this recommendation based on a student's inability to focus for extended periods
of time.

How to Teach Special Needs Students

Teaching special needs students can be challenging and rewarding. The most important part of teaching
special needs students is to make sure that you are familiar with their Individualized Education Programs, or
IEPs. Each special needs student should have an IEP that lists objectives, goals and progress. Besides following
the IEP, teachers must help special needs students succeed in their classroom and make yearly progress.

Read your students' IEPs carefully and take note of the goals that your students with special needs should
work on throughout the quarter. Many students with special needs have several different goals they are
working on in multiple areas, so you will probably have to check IEPs often or have a certain system for
referring to what each student is working on.

Develop lesson plans based on your students' IEPs. If you are a special education teacher with a resource
room, then you may have individual lesson plans for each of your students. For example, if you have 10
students on your case load, then you may have 10 different math plans or 10 different reading lessons. This can
be complicated and hard to organize. Make sure to use your paraprofessionals to help you teach your students
and follow their IEPs. If you are a regular classroom teacher with a special needs student in your class, then
your lesson plan for that student may look more like a modification of a lesson or assignment. For example, if
one of the IEP goals is for the student to stay in his seat for 10 minutes without getting up, then you will work
on this goal when you assign a math worksheet or during writing workshop. It helps to make notes in your plan
book when you are working on a certain IEP goal.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Observe students carefully and keep detailed notes. Your note system may look different than other teachers'
systems, but you have to find one that works for you, and that you can keep up with. You may use note cards,
labelled with each student's name, or you may use one note card for each subject and record notes about all
students on the same card during math or reading class. Some teachers prefer to use sticky labels. They write
one note per label about a child. When class is over, they transfer their labels to the students' folders and have
detailed notes with the date of each observance. It is extremely important to keep notes about students with
special needs, so you can update their IEPs with correct information.

Make parent communication a weekly goal for positive and constructive messages. Parents of special needs
students often are tired of hearing negative things about their children. It is important to communicate with
parents about all aspects of their children's progress and behaviour. Create a weekly progress note to send
home when you teach special needs students. These progress notes can be very simple with a blank for an
accomplishment the student made, a goal to continue working on, and any special comment or news about
the student. Parents will also appreciate quick phone calls when students achieve a goal that they have been
struggling with.

Consult other teachers and administrators when you have difficulty, or do not know how to work on a certain
skill or goal. You do not constantly have to reinvent the wheel when you teach students with IEPs. If you have a
special education coordinator at your school, ask this person to help you. This coordinator most likely has a lot
of experience teaching special needs students. Ask her to observe in your classroom and give you tips for
organizing notes and completing paperwork on time. Teaching students with special needs can be
overwhelming, but with help from other staff members and a positive attitude, it can be one of the most
rewarding jobs in education.

Individual Activity 1.4:
1. Define special needs and barriers to learning.
2. Explain how you teach life skills to children with special needs or barriers to learning.
3. State any two barriers to learning that you know and explain how you can deal specifically with them.

1.5 (ac5) - Methods and tools for assessing
young children's life skills

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Children & Assessment Tools

Specialists must use certain methods to assess younger children.

Children are assessed for a variety of reasons ranging from childhood learning to happiness and well-being.
Specialists assess children at early ages to determine whether they are developing in a healthy manner, which
helps professionals know if students will need more assistance when they attend school and other programs.
Later on, educators need assessment methods to determine whether students are ready to move on to the
next grade level.
Early Childhood Assessment: Early childhood assessment tools comprise activities and examinations that
assess normal childhood development to ensure that the child achieves academic success and overall well-
being. These assessment tools help specialists develop outcomes that help parents and educators maximize
healthy childhood development. These assessments also help specialists identify children with disabilities so
that educators can provide these children with accommodations in accordance with the Americans with
Disabilities Act. These assessment tools must identify social-emotional, language, physical development and
cognitive abilities. Some of these assessments focus on one domain, while other assessments focus on
multiple domains simultaneously.
Traditional Testing: Traditional testing serves as one way to assess children. These traditional tests can ask
students to complete multiple-choice, true and false, fill in the blank, short answer and long answer questions
that are designed specifically for that age group. However, these assessment methods are not always effective
because some students are simply not good test takers, despite knowing content areas. Other forms of
assessment, such as having the child create art, can be subjective and more difficult to quantify.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Scales: Some assessment tools rely on scales, especially with assessment tools that try to determine the
emotional and mental health of a child. Psychologists assess the child's emotional reactions, anxiousness or
depression, attention span and hearing. The psychologist also tries to determine if the child is withdrawn and if
the child has aggressive behaviour. These symptoms can indicate that the child is suffering from abuse or
neglect of some form or might indicate mental illness. The problem with this assessment method is that while
the mental health professional has credentials, the professional still subjectively assesses where the patient
falls on various scales.

Games: Sometimes, specialists have a difficult time assessing younger children. Assessments use various
games that children play that test for specific development skills. The specialist observes the child for normal
behaviour during the play period. Games might test for memory, logic and problem solving skills. Children are
more likely to participate in the games than they are to participate in more traditional testing methods,
especially since traditional testing methods require reading comprehension and writing skills that the child will
likely not yet possess.

Assessing Young Children

The measurement of young children's growth is accomplished in a variety of ways. Using a yardstick and door
facing, we can chart growth in height; with a set of scales, we can determine if a child has had a gain in weight
from the last time she was weighed. Measurement tools range from a yardstick to a sample of a child's work
with numerous assessment strategies in between. The challenge facing early childhood educators is to stay
the course and to use common sense in the decisions that are made with regard to the assessment of young
children.

As high-stakes testing becomes a reality in more and more states, early childhood educators are often put in
the awkward position of defending the belief that the progress young children make in all developmental areas
is a continuous and ongoing assessment, and that other methods may be more accurate than the once-a-year
testing event.

One of the most comprehensive on-going assessment techniques is the student portfolio. The portfolio is a
system for the collection of authentic assessments. Authentic assessment is a term that conveys that students
are given opportunities to work in the application of knowledge and skills in the same ways that they are used
in the "real" world outside of school.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Authentic work samples are products of children's work that reflects real situations and problems addressed in
the learning environment, rather than contrived instructional situations. The collection of these work samples
along with the regularly recorded observations of children's interactions and comments serve to show
children's progress over time and in a variety of situations. The key to the effective use of information collected
through this approach is the teacher's knowledge of child development and skill as a keen observer.

Prior to the collection of the work samples and observational records, teachers should establish the criteria to
guide the decisions made in the selection of the work and the recording of observations. The criteria should be
based on the goals of the educational program and research-based child development milestones. The
method of collecting the work and recording the children's behaviour and responses varies. The method
depends on the size of the class and the number of teachers observing and interacting with the children on a
daily basis.

All work collected and observations recorded must be dated and accompanied by brief statement to explain
the context in which the work was done. This method of collection is critical in the development of a timeline of
progress that this system promotes. Children's successes are being monitored, not their failures. The
observation and collection of work is to be viewed as part of the instructional process and not separate. It is
this connection with the student that makes the assessment real and personal.

Teachers can conference with children as young as four years about the work they feel should be kept in the
portfolio. This conferencing is a part of the instructional time as children are beginning to evaluate their work
against a standard and to discuss the process they went through in completing the task. Teachers, in their use
of questions and comments, can lead children, often slowly at first, to embrace the process of learning as well
as the product of their work through the conferencing process. For children who want the work to go home
and to remain in the portfolio, a copying machine easily solves the dilemma. Using photographs and
constructing block structures to record projects provide a means to capture cooperative learning experiences
as well as illustrations of progress in the use of various media and construction materials.

Examples of authentic work samples are:

C  hildren's art work collected periodically throughout the year
 Samples of children's writing such as in journals or with the case of very
young children, writing attempts such as writing their name on a picture
or attempting to design a menu for the "restaurant" being constructed in
the dramatic play area of the classroom
P  hotographs of a child's block tower or snap block structure
P  hotographs of children's cooperative work such as murals or the on-
going record keeping and analysis of the temperature for a month

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Portfolios are used as the center- piece of parental conferences. Children five years and older are encouraged
to conference with their parents and the teacher to explain the work and why it is included in the collection.
Pass along portfolios are those that move from grade to grade, following the child. At the conclusion of the
school year, the parents and child determine the work that will be passed along and the work that will go
home. Some teachers send the portfolios home at the end of the school year for parents to keep and reflect
upon during the years to come.

Individual Activity 1.5:
1. Define assessment tools
2. List example of assessment tools
3. Of the listed assessment tools, give the advantages and disadvantages of each.

So2 - Plan a Life Skills Learning
Programme. 

How to Plan Educational Programs

Setting up an educational program requires a lot of advanced planning and organizational skills. In order to
deliver a successful program, you will have to find a location for the event and come up with a list of goals to
help focus your efforts. Enlisting the help of classmates, co-workers or friends will help you spread the
workload and will provide you with a wealth of new suggestions. As with planning any event, you should
always set a budget and stick to it as closely as possible.

Determine a budget for your program. You might wish to ask local organizations or apply for a grant to help you
come up with enough money to fund the program.

Complete a program planning sheet to help you keep on track. On the sheet you should record the expected
number of attendees, a brief description of the program, the primary goals, who the target audience is and
how you will advertise.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Set a date and time for the event and make any necessary reservations. You should also call any guest
speakers or lecturers to confirm their attendance.

Purchase any supplies needed including decorations, or tableware. Book a caterer if necessary.

Advertise your program. Work with your sponsors and other participants to help gain publicity for the event. Be
sure to include a portion of your budget for advertising purposes.

2.1 (ac1) – planning a Life Skills Learning
Programme

"The care and development of young children must be the foundation of social relations and the starting point
of human resource development strategies from com-munity to national levels" (White Paper on Education
and Training, 15 March 1995).

The Government of National Unity (GNU) has acknowledged the importance of Early Childhood

Development (ECD) as a fundamental pillar of the foundations for later or lifelong learning by incorporating
ECD as an intrinsic component of the White Paper Policy Framework for Education and Training in a democratic
South Africa.

The White Paper (1995) defines Early Childhood Development (ECD) as "an umbrella term which applies to the
processes by which children from birth to nine years grow and thrive, physically, mentally, emotionally, morally
and socially".

Previously the term Educare was used to refer to programmes for children in the 0 to 6 years age group. This is
now replaced by the term Early Childhood Development (ECD) that encompasses children from birth to at least
nine years, depending on their age when entering formal education.

ECD programmes include a variety of strategies and a wide range of services directed at helping families and
communities to meet the needs of children in the above-mentioned age group. This development phase is
particularly crucial in the current context of reconstruction and development as impoverished families are not
able to meet the developmental needs of their children without assistance. Many young children are at risk
because their health, nurture and education cannot be provided for adequately from resources available within
the community.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

The families of more than half of our infants and children are extremely poor. The children of poor parents are
particularly vulnerable to malnutrition, diseases and premature death. These children suffer disproportionately
from the effects of migrant labour and other exploitative labour conditions which divide families and put them
under stress. They are also victims of domestic, social and political violence.

A high proportion of poor parents have had very little or no schooling and experience difficulty in preparing
their own children for formal learning and for acquiring skills such as reading. Programmes aimed at
reconstruction and development which address the basic needs of families for shelter, water and sanitation,
primary health care, nutrition, employment and adult basic education are therefore particularly vital. Their
successful implementation will improve the quality of life of young children and enable families and
communities to care for them more adequately.

The inherited situation

Previous governments have taken the view that early childhood development is the responsibility of parents
and families and not that of the State. In the light of the massive need for the provision of early childhood
services, the current situation is inadequate, fragmented, uncoordinated, unequal and generally lacking in
educational value. It is further characterised by a long history of discriminatory provision with regard to race,
geographic location, gender, special needs and funding. Up to now only between 9 and 11% of all South African
children from birth to six years have had access to public or private ECD facilities, with the result that:

 Only two percent of under threes are provided for by full-day care and
home-based private or community-funded facilities;
O  ne in three White infants and children receive ECD services, compared
with about one in eight Indian and Coloured children and one in sixteen
African children;
I n urban and rural areas full-day care facilities, community-based
crèches and pre-schools for the children of Black working mothers are
scarce, generally unsubsidised and poorly resourced;
T  wice as many urban as rural infants and children receive ECD provision;
 Only ± 2000 infants and children with disabilities attend ECD facilities.
Half of these are White children. There is a serious lack of provision of
ECD services for Black children with disabilities.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Not only are very few infants and children catered for, but even fewer receive an appropriate ECD experience
and therefore have an abrupt introduction to formal learning. This coupled with poor facilities and inadequate
learning conditions in the majority of junior primary schools, results in frustration, poor learning, school failure,
a high drop-out rate and repetition of grades.

This situation is exacerbated considerably by the inadequate funding of ECD services and the discriminatory
funding by previous education departments. The inadequate funding of ECD services for Black communities
has resulted in ECD provisioning for these communities being characterised by

 A lack of financial resources for salaries for practitioners and for
equipment and food for the children;
T  he demonization of ECD staff and a high turnover of non-formally
trained ECD practitioners;
A  low morale amongst practitioners due to the non-recognition of their
non-formal qualifications;
T  he unavailability of appropriate physical structures for ECD services
resulting in multipurpose halls and informal structures being utilised as
ECD centres;
D  ifficulties arising from unrealistic regulations relating to norms and
standards such as physical requirements for facilities and state-
recognised qualifications for practitioners, thereby making subsidisation
of community efforts very difficult.

In the absence of effective State intervention the major lifeline for the provision of ECD services to communities
has been non-governmental agencies and the efforts of parents and community-based organisations.

ECD NGOs in South Africa have accumulated a vast wealth of expertise in the ECD field, giving us a rich legacy
of innovative and creative experience with regard to programme planning, curriculum design, teacher training
and accreditation as well as innovative ways of providing ECD services to children. This work has received
considerable international recognition.

In addition to this there also exist a number of notable initiatives in providing early childhood services within the
previous formal education departments. Given the reality of long historical neglect and the absence of a
coherent government policy for ECD there cannot be a quick-fix solution to the problem of meeting the vast
need for ECD services in our communities.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

A comprehensive plan for reversing this historic neglect of early childhood development needs to be put in
place. The situation requires carefully-devised medium- and long-term strategies together with immediate
measures that will provide a better foundation for addressing the fundamental need for ECD services. This
document proposes an interim policy to provide possible solutions to the above-mentioned problems.
Early Childhood Development Program
Learning through play

Good early childhood development programs take a holistic approach to teaching. Child, family and
environment are seen as a whole. Early childhood education is effective prevention of a child's likelihood to
later drop out of high school. It is also key to identifying children who are at risk of developing learning
disabilities. The need for special education is reduced in elementary grade levels for those children who
attended an early development program.
School Readiness: Curiosity: One of the main purposes of early childhood education is to prepare a child for
school. Early education engages a child's curiosity and uses it to help build knowledge and the skills necessary
for success later in school. According to the "Head Start Leaders Guide to Positive Child Outcomes, Domain 7:
Approaches to Learning," "During the early years of life, children's initiative and curiosity lead them to explore
and experiment in ways that literally contribute to brain development."
School readiness, such as development of the ability to persist and complete frustrating tasks, takes
encouragement and praise. From this, children are more likely to take risks and not be afraid to fail.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Problem Solving: Because children are curious, they will often stumble into unknown territory. They also
encounter conflicts with peers and frustrating situations. Early education exposes children to problem solving
strategies across the whole spectrum of the program. From math and science activities to reading and
literature to interpersonal problem solving, children experience a broad range of problem solving approaches.

Group Activities: In order to be successful in school, children must learn how to be appropriately social.
Learning how to work in groups as a team is a big part of early education development programs. Positive
reinforcement helps children to cooperate, share and take turns. Often a reward or star system is implemented
as incentive.

Life Skills: Through physical play and play acting children learn valuable life skills. From birth most constructive
learning takes place through physical play and pretending. Early education harnesses a child's energy and
imagination through a variety of games and activities that contribute to learning about the world around them.
It fosters self-esteem, imagination beyond playing house and cooperation--all of which are essential life skills.

A Program near You: Before choosing a program visits the Zero to Three website. Zero to Three is a national
non-profit organization. Also, the Administration for Children and Families Early Childhood Learning and
Knowledge website has a breakdown of all aspects of early childhood education under the "Early Childhood
Development" tab. The wealth of information this site offers is invaluable to parents seeking advice and
knowledge about early childhood education programs.

Contact your local Board of Education for information on locating a program in your area. For private programs,
look in your local phone book or do an online search on any major search engine.

Individual Activity 3.1:
1. Explain the requirements for a life skills learning programme in South African context and how you plan
for a programme in ECD.

2.2 (ac2) - child-centred activities

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

What Is a Child-Centered Constructivist Approach to Early
Childhood Education?

In a constructivist classroom child explore learning topics.

The child-centered constructivist approach to early childhood education has its roots in the work of
psychologists Lev Vygotsky and Jean Piaget. Piaget's theories in child development, cognition and intelligence
worked as a framework to inspire the development of the constructivist approach to learning. The
constructivist approach views children as active participants in their own learning. Education is then much
more than rote memorization; instead, it is integrating and assimilating knowledge to be further used and
explored. Constructivist strategies seek to ignite a child's curiosity and love of learning.
The Principles of Constructivism
At the center of constructivist education is an environment in which children become active learners who make
choices and seek out experiences that foster their development. Teachers provide an integrated curriculum
that allows children to explore multiple themes and subjects within a topic. Children are empowered to
investigate and reorganize their knowledge bases. Children learn through developmentally appropriate
activities and learning exercises that challenge their academic, physical, social and emotional growth. Group
activities promote a socio-moral environment in which young children can learn about and practice respect for
one another. The daily schedule is flexible and loosely structured. Teachers allow students sufficient time to
fully explore topics.
The Teacher's Role

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

The role of the teacher in a constructivist approach to early childhood education is primarily one of guidance.
Teachers act as a guide to children's learning by facilitating activities and learning opportunities without
dictating learning objectives. They emphasize the whole child when designing curriculum and learning topics.
Teachers encourage young students to develop and investigate their own interests. Curiosity sparks effective
learning. Instead of the traditional concept of a teacher standing at the front of the classroom and dictating
information, educators become partners with their students. They encourage children to ask questions and get
involved. Teachers should consistently provide open-ended activities with multiple outcomes.

The Children's Role

In a constructivist classroom, children investigate their surroundings and learning topics. They act as young
scientists discovering the world around them. Because the teacher opens the classroom to imaginative
learning, children become important agents in their own education. Children are doing their own learning
rather than receiving learning given to them. They actively participate in projects and activities, choosing the
depth of learning in any given topic. Children assimilate what they have learned into what they already know,
creating new knowledge.

Practical Applications

A child-centered constructivist approach to early childhood education is applicable to various classroom
scenarios. Children benefit from group problem-solving. By working together to find solutions, students
experience cognitive growth. Teachers can then assist children in the reasoning process, encouraging them to
think and reason through problems. Science particularly lends itself to constructivism. Children are able to
satisfy their curiosity about the natural world through experiments. They can develop simple hypotheses, test
their theories and compare the results.

Piaget & Early Childhood Development

Learn how a child develops through Piaget's theory.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Jean Piaget was a developmental psychologist who focused on observing children and how they grow.
Because of his lifetime of study and findings on child development, we are now able to see how children
progress in their way of thinking at specific ages. We can pinpoint a child's breakthroughs and know when a
child is receiving too much information, or not enough. It has been extremely useful in the educational system.
History
From the 1920s until his death in 1980, Swiss researcher and psychologist Jean Piaget spent most of his life
learning, observing and finding new theories regarding human development. According to piaget.org, Piaget
had one goal for his research: to find out how knowledge grows. The theorist focused on how changes in a
child's way of thinking occurred. "Child Development" by John. W. Santrock shows that Piaget developed many
of his ideas by studying and observing his three children, Laurent, Lucienne and Jacqueline, as well as
observing and interviewing other children.
Sensorimotor Stage
Piaget's theory of cognitive development is broken down into four stages. Within each stage, children are
constantly organizing and adapting to new information and experiences; Piaget found that children learn by
watching and then doing.
Piaget's four stages are broken into separate age groups. According to "Child Development," the sensorimotor
stage lasts from birth to about two years of age. Infants try to explore and understand the world through
physical actions. An infant will hear and see things and learn from each situation. In "Child Development,"
Santrock gives the example of a newborn sucking on a bottle. First the infant will only suck on the bottle when
it is placed directly in its mouth, then he will start to move toward the bottle when it is placed near the mouth.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

The newborn starts to learn what the bottle is used for and that he can move toward it when hungry. The baby
is learning through his actions and trying to make sense of the world. During the sensorimotor stage, an infant
will figure out understand object permanence, which is when a child understands that an object continues to
exist even when it cannot be seen, touched or heard. For example, if a child who has not yet grasped the
concept of object permanence sees a toy and then the mother hides the toy, the child won't search for it. But
when the child develops object permanence, he will continue to look for the toy when it is hidden; the infant
knows the toy is still somewhere.

Constructivist Learning Ideas

Constructivist learning theory allows learners to explore and develop their own understanding of the world
around them.
Constructivism is one of the most popular modern learning theories. It rests on the premise that every
individual uses the context of their own experiences to build an understanding of the world around them.
When we encounter something new, we have to reflect on our past experiences and decide how to interpret
the new information. The theory has several basic tenets that address the hows and whys of learning.
Search for Meaning: Constructivist theory proposes that all learning is a search for meaning - an effort to assign
purpose or organization to incoming information. Proponents of the theory believe there is no such thing as
knowledge outside of the individual "knower"; there is only the knowledge the learner builds for oneself as
they learn. In this instance, there is no right or wrong meaning. There is only the understanding the learners
construct for themselves.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Purpose of Learning: Constructivists believe that the purpose of learning is for the learner to construct his own
meaning for new information, not to simply memorize or repeat an accepted meaning. In constructivist learning
environments, students are not taught the meaning of new experiences or information --- like the answer to a
math problem or how to build a tower. Instead, they are encouraged to actively pursue activities that will help
them construct their own meaning.

Mental Models: According to constructivist theory, each person generates their own set of rules for interpreting
new information. These are called "mental models." Mental models are built as reflections on and
interpretations of our past experiences and understanding we have constructed previously. We use these
models to organize and interpret new stimuli as we encounter them.

Whole Concepts: To construct valuable meaning from information and to build appropriate models,
constructivists believe that emphasis must be placed on whole concepts, not isolated facts or fragments.
Constructivist learning begins with a whole concept and then breaks it into smaller parts so learners can begin
to construct meaning. In this way, students can begin to understand specifics in context. For example, students
may learn about the different parts of an ecosystem by working with a terrarium. They are able to interact with
and process the whole concept of an ecosystem, but also able to deal with the specific parts --- plants,
animals --- in context.

Individual Activity 2.2:
1. Explain child –centered approach to early child education.
2. Explain the Piaget and Early childhood development theory.
3. Describe the constructivist learning ideas.

2.3 (ac3) - Life Skills Learning Programme
appropriate to life experiences of the children

How to Encourage Personal Development in Children

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Help your child increase self-awareness and improve relationships through personal development.
Children, like adults, feel the impact of stress. With increased self-awareness, effective coping mechanisms
and motivation to improve themselves, kids are better equipped to manage the holistic effects of stress,
especially through prevention. By introducing children to personal development techniques that involve the
mind, body, heart and soul, parents, teachers and other care givers can educate kids with valuable life skills.
Children look up to adults and educators for guidance and as role models for appropriate behaviour. Learning
holistic self-improvement methods can help you and your child increase confidence, personal power and self
love.
Communicate with your child. Talking with children about a new project or activity before starting it can help
them feel independent, like they are part of the process, and less forced to participate. Ask your child if he
would like to learn fresh ways to think more positively, feel happier, make better choices, and trust his inner
wisdom. Explain to him how personal development can help him reach his potential and live a more fulfilling
life.
Introduce affirmations to your child. Positive statements or thoughts of intent, called affirmations can easily be
taught by reminding kids to focus on the present moment and engage in healthy self talk. Encourage your
child to use a journal or notepad to create affirmations beginning with "I am..." or "I have..." and ending with a
healthy, desirable description. For example, "I am strong, confident, healthy and loving." Repeating affirmations
throughout the day makes them more effective.
Explain to children the power of choice. Kids may not always realize they have options with their reactive or
baseline feelings. Children sometimes migrate toward emotions that revolve around tantrums, drama or
anxiety. Suggest to your child the possibility of responding in a manner that promotes overall wellness, inner
peace and personal rewards, not punishments. Teach him responsibility, not victim consciousness, by teaching
him to ask himself, "Is this the choice I want to make? What would be better?"

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Reinforce balance and moderation to maintain physical health. While pushing a child too far in sports or
extracurricular activities can add stress to the entire family, lack of exercise or outdoor play can also be
detrimental. A balance of healthy nutrition, rest and rejuvenation, and age-appropriate physical activity is
essential to helping your child grow in mind, body and spirit. Support her natural talents and interests by
respecting her preferences.
Incorporate a spiritual practice into daily routine. Spirituality may not always be a priority, but it remains a viable
component in personal development for children and adults. Young and older kids can add a spiritual element
through guided meditations, prayer, church participation, journaling or yoga. Techniques like these can quiet
the mind, allow the higher self to be heard and offer gentle, intuitive guidance. Community involvement
through volunteering, donations or cleanup initiatives can also increase esteem, respect for the environment
and enhance interpersonal bonds.

Activities for Children's Emotional and Social Development

Children learn from their environment

Children learn social and emotional skills in a variety of ways. Most children have short attention spans, enjoy
being physically active and learn through a variety of activities. It is important to choose activities that are both
fun and educational in order to enhance their emotional development.
Physical Activities
Children develop socially and emotionally through physical activities.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

According to the American Heart Association, physical exercise has lifelong benefits for children. It is good for
their hearts, both physically and metaphorically. Children who exercise regularly tend to have more self-
confidence and self-esteem. They also are able to handle negative emotions better, perhaps because of
having a physical outlet for these feelings.

Parents sometimes associate physical exercise with enrolling their children in sports teams. If your child shows
an interest and ability for team sports, this is an excellent option.

Team sports teach children to cooperate with others in order to reach shared goals and to practice good
sportsmanship.

What if your child does not like team sports? In that case, there are still a wide range of physical activities that
can contribute to their social and emotional development. Solitary activities teach children to challenge
themselves, cope with failure and focus on goals. Some such activities include soccer challenges, in which
children challenge themselves to kick the ball into the goal a certain number of times within a time limit;
swimming challenges in which they race the clock to see how many laps they can complete; and running
challenges where they attempt to run a certain distance within a few minutes. All of these activities can also be
converted into competitions with other children.

Hobbies

By encouraging hobbies, parents help their children learn to socialize with others who have similar interests,
keep themselves entertained, and learn about new things that interest them. Children who engage in hobbies
have higher self-esteem and suffer from less loneliness and depression.

There are a wide range of hobbies that parents can encourage their children to engage in. It is best to start with
the child's current interests, which often can be built into hobbies.

Typical children's hobbies include: reading and writing; playing a musical instrument or listening to music; and
collecting baseball cards, stamps or other objects of interest.

Arts and Crafts

Doing arts and crafts projects increases children's self-esteem and creativity. Children need the opportunity to
express themselves; this helps increase their self-confidence as well as providing them with an outlet for
expressing negative emotions. Arts and crafts projects help encourage creativity and imagination, which give
children the confidence to solve problems independently. Finally, group art projects can become a social
activity. Children working on art projects together develop sharing skills, learn to appreciate each others'
abilities and work together cooperatively.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Some art projects children may enjoy include: making jewellery by stringing beads, making collages, painting
and drawing.

Individual Activity 2.3:
1. Explain the activities which help children in social and emotional development
2. Explain how you encourage personal development in children

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

2.4 (ac4) - 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.
Cultural Fair Projects

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

A multicultural fair provides students an opportunity to learn about different cultures and share their own
heritage.

Multicultural fairs give students a chance to celebrate their cultural heritage. Multicultural fair projects give
students from all ethnic backgrounds the opportunity to demonstrate who they are and where their family
came from. Use multicultural fairs as the culmination of social studies units about different cultures or as a
school-wide special day project to celebrate ethnic diversity.

Houses Now and Then

Focus on the types of houses people of different cultures used in the past and compare them to the types of
dwellings those same cultures live in now. Students can use information from their own family heritage for this
project if available, or simply create the project around different cultural and ethnic groups through the years.
Be sure to feature 3-D designs of the dwellings being compared, as well as providing information about each
dwelling. Use a three panel presentation board for the written portion of the display.

My Ancestor

This project requires the use of ancestor-tracing websites, family documentation or oral history from family
members. If available, include recorded testimony or stories from older family members that they have been
told by family members before them. Include photos if available and a detailed family tree that shows how the
student is related to the ancestor. This is particularly interesting if a student is related in some way to a famous
or notable person in history.

Music in My Culture

Each culture has examples of favourite music enjoyed by that group. Students interested in the music of their
culture can put together a display of various instruments, research famous musicians and describe how music
has changed in their culture throughout history. This is an excellent opportunity for students to add a
performance component to their project. For example, they could put together an ethnic dance typical to their
culture accompanied by appropriate music and perform it during n the night of the multicultural fair.

Food in My Culture

A project focused on foods from different cultures is a great way to both explain about things unique to a
student's culture and to entertain guests at the fair. Students create food items that are that are unique to their
native culture and share with guests who stop by to view their display. For an interesting twist, have one room
in your multicultural fair dedicated to food booths. Set it up like a marketplace and let students who are
interested in this type of project display foods and artefacts from their culture and wear native costumes as
they serve visitors.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Anti-bias curriculum

The anti-bias curriculum is an activist approach which its proponents claim challenges prejudices such as
racism, sexism, ableism/disablism, ageism, homophobia, and other -isms. Anti-bias curriculum has a strong
relationship to multiculturalism curriculum and its implementation. The most notable difference between these
two theories and practices is the age of the intended audience.

The anti-bias movement was born out of the multiculturalism movement. Some of the people involved in the
multiculturalism movement felt that it did not do enough to address social problems in the education system.

Multicultural curriculum taught basic facts about different cultures, often on specially designated culture days
or holidays, rather than being systematically infused into the entire curriculum. While this did increase
students' superficial knowledge of other cultures, some people within the movement wanted students to know
why they didn’t know about other cultures and why certain people of certain ethnicities and classes are less
likely to be economically successful.

Purpose

The objectives of the anti-bias curriculum are to raise awareness of bias and to reduce bias. Anti-bias
curriculum transgresses the boundaries by actively providing children with a solid understanding of social
problems and issues while equipping them with strategies to combat bias and improve social conditions for all.

Instead of presenting the culturally dominant view of a subject, idea, history, or person, the anti-bias curriculum
presents all possible sides. It claims to allow the student to see the whole view of the subject. Students will be
able to analyze the topic from the different perspectives and see why and how different groups have different
views of the subject.

The anti-bias curriculum is seen by its proponents as a catalyst in the critical analysis of various social
conditions. It is implemented as an active means of reducing social oppression with the ultimate goal of social
justice in mind

Individual Activity 2.5:

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

1. Define culture-fair and bias
2. Explain how you can ensure a culture-fair environment in a classroom among students.
3. Describe how you can counter bias between facilitator and learner.

So3 - Prepare Life Skills learning activities
and materials. 

Learner Tip:
"Teaching materials" is a generic term used to describe the resources teachers use to deliver instruction.
Teaching materials can support student learning and increase student success. Ideally, the teaching materials
will be tailored to the content in which they're being used, to the students in whose class they are being used,
and the teacher. Teaching materials come in many shapes and sizes, but they all have in common the ability to
support student learning.
Examples: Teaching materials can refer to a number of teacher resources; however, the term usually refers to
concrete examples, such as worksheets or manipulatives (learning tools or games that students can handle to
help them gain and practice facility with new knowledge -- e.g. counting blocks). Teaching materials are
different from teaching "resources," the latter including more theoretical and intangible elements, such as
essays or support from other educators, or places to find teaching materials.
Student Learning Support: Learning materials are important because they can significantly increase student
achievement by supporting student learning. For example, a worksheet may provide a student with important
opportunities to practice a new skill gained in class. This process aids in the learning process by allowing the
student to explore the knowledge independently as well as providing repetition. Learning materials, regardless
of what kind, all have some function in student learning.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Lesson Structure: Learning materials can also add important structure to lesson planning and the delivery of
instruction. Particularly in lower grades, learning materials act as a guide for both the teacher and student.
They can provide a valuable routine. For instance, if you are a language arts teacher and you teach new
vocabulary words every Tuesday, knowing that you have a vocabulary game to provide the students with
practice regarding the new words will both take pressure off of you and provide important practice (and fun) for
your students.
Differentiation of Instruction: In addition to supporting learning more generally, learning materials can assist
teachers in an important professional duty: the differentiation of instruction. Differentiation of instruction is the
tailoring of lessons and instruction to the different learning styles and capacities within your classroom.
Learning materials such as worksheets, group activity instructions, games, or homework assignments all allow
you to modify assignments to best activate each individual student's learning style.
Acquiring Teaching Materials: Getting your hands on valuable teaching materials is not nearly as difficult as it
can seem at first. The Internet has many resources for teachers, most of them free that can significantly
increase the contents of your teaching toolbox. You can also make your own materials. Every learning material
you develop will be an asset to you when you next teach a similar unit. An investment of time or money in
good teaching materials is an investment in good teaching.

3.1 (ac1) - development of a positive self-
concept and respect for others, different
lifestyles, religions, languages, gender and
cultures

Positive thinking can help children to feel con dent.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Positive thinking uses techniques such as affirmations, optimism, self-motivation, target-setting and
visualization in order to supposedly create the right mindset for success. According to Louise Hay, seen as one
the founders of self-help and positive affirmations, a positive outlook on life means the mind will expect
success, good luck and happiness. What the mind expects, it will supposedly find or create. Through this, she
claims, people can improve their life and even heal themselves.
Praise
The first place that parents can start is with praise, also known as positive reinforcement. Even before you can
teach a child positive thinking, you can reinforce a positive outlook with simple praise. Praise your children for
everything, even the smallest achievements; never tell your child they are bad. Instead let them know what
they have done wrong and why it is wrong. This lets them know they are good and clever and worthy of
affection and praise. It increases self-esteem and confidence from an early age.
Listen
Listen to your children. Let them finish their sentences, and listen to their fears and worries openly. Do not
ignore small problems. Even if the issue seems insignificant to you, it is meaningful to them. Show them
empathy and compassion, and they will learn to become compassionate with others and themselves.
Goal-Setting
Teach children to set for themselves small achievable goals, such as making one new friend in a month or
passing a spelling test. Help them to make the goals specific and within certain time limits. Then ask them to
close their eyes and really visualize achieving their goals. By achieving small goals, the child likely will become
more confident as she has increased success and can use this confidence to set new goals.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Positive Affirmations
When they are old enough, teach children to use positive affirmations. Affirmations are statements that declare
a desired outcome. Teach children affirmations such as: "I am helpful," "I am clever" and "I have lots of friends."
Supposedly by repeating such desired outcomes in a positive way, the mind will seek to make them true.
Failures
Teach your children that failure is a part of life, that everyone makes mistakes and that you can learn from your
mistakes. Help them to find something positive in their failures and use this to help them the next time they are
faced with similar situations. Viewing failures positively can help children to avoid low self-esteem.

How to Improve Positive Thinking

Improve Positive Thinking

Improving positive thinking can help you be happier, healthier, less stressed, and more successful. As a positive
thinker you acknowledge problems and use positive thinking to resolve them. With improved positive thinking
you will enhance your mood and give others the benefit of the doubt. Improving positive thinking is all about
practicing positive thinking.
Identify your negative thinking. Carry a notepad and pen with you everywhere you go. Every time you think
something negative write it down, then cross it out. Think of one way to turn that negative into a positive, then
write that down.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Acknowledge the good things in your life. Far too often we dismiss the positive things in our lives and focus too
heavily on the negative, constantly trying to "fix" everything. Improve your positive thinking by acknowledging
these good things. At the end of the day sit and remember every good thing that happened. It may help to
keep a gratitude journal (see resources box).

Decrease your doubts. Doubt comes with low self confidence. For example, you have a presentation coming
up at work and you don't think anyone will like it. Instead improve positive thinking by figuring out how your
presentation can interest your colleagues. Focus on the positive aspects of a situation and increase your
confidence to decrease your doubts. Focus on your strengths and what you have accomplished to get rid of
doubt. In your gratitude journal write positive things about yourself. It could be finishing a project, speaking in
front of a group, receiving an award, going to a class, getting up early, or cooking dinner. By defining what your
attributes are you will gain self-confidence.

Acquire positive friends. Negative friends will take you down with them because pessimism can be contagious.
Surround yourself with people who think positively and you'll be the same.

Plan positively for the future. Planning forces you to sit down and think about your life and where you want it to
be. Improve positive thinking by planning for your future, creating the life you want, and reaching well-thought
out goals. For example, if you have negative thoughts about your career it could mean that you need a change.
Create a plan for a career change: choose a school if you'll need traditional training, attend classes, attain an
internship, and apply for jobs in your new chosen field. Planning is to create a positive future by completing
small goals to reach the larger one.

Think rationally. When you think negatively it is often illogical and when you can recognize that you will be able
to improve your positive thinking. When you think no one will be interested in your presentation, ask yourself if
that is true. You'll often discover that it is not. When you realize being pessimistic is not a true way to think,
you'll have an easier time increasing your positive thinking and then focussing on how you can make your
presentation better.

Help Your Child Have a Positive Attitude & Interact With
Others

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Learning to interact with others is an important developmental milestone.
Having a positive attitude and interacting appropriately with others are learned skills. Like any other skill, they
develop through practice and with guidance from others who have mastered them, such as parents and
teachers. Some kids seem to get the concepts of fair play and empathy without even trying; others, especially
those with developmental delays or emotional disturbances, struggle with them daily. All kids, though, can
benefit from positive role modelling and your good example.
Model Positive Behaviour
Make a conscious effort to be polite and friendly to people you encounter. Thank the cashier at the grocery
store; wave at a driver who lets you over in traffic; smile at people you pass while walking through the mall.
When you get angry with someone, allow your child to see how you resolve the problem with words. Be sure
she sees you talking through the problem with the other person and finding a solution.
When something goes wrong, don't overreact. Having a flat tire on the way to day care stinks, but it really isn't
the end of the world. Show your child that even though bad things happen, you can stay positive.
Be honest about your feelings. Kids pick up on insincerity. If you're having a terrible day, don't try to pretend
everything is peachy. Instead, tell him it's been a hard day, talk to him about what you're going to do to relax
and try to make things better, and reassure him that you'll feel better tomorrow. Follow through with what you
say.
Watch the way you speak. If you're ranting about how some jerk stole the parking space you wanted, you can't
expect your little one to respond any differently when a classmate takes the crayon she wanted.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Consider volunteering with your child. Helping others who are less fortunate can help him maintain a positive
attitude about his own life.

Playing is Learning

When you play with your child, take turns choosing activities. Allowing him to choose the game or toys every
time doesn't give him the opportunity to learn to adapt to what others might want to do. Talk to him about how
he might feel if he never got to choose what to play with his friends.

Seek out new and different play opportunities with your child. Even trying out a different park from the one you
usually visit can show him that new experiences can be fun, and he'll be more open to trying new things with
his friends.

Don't let your child win every game, tempting as it may be. It's fine to bend the rules a little when playing
games in which you have the advantage because you're older, but in a game of chance like Candy Land or
Chutes and Ladders, play fair. Whether you win or lose, thank him for playing with you and let him know you
had fun. If he gets angry if the game isn't going his way and says he doesn't want to play anymore, put the
game up and move on to something else. This lets him know that his words and his responses can have
undesirable results. If he gloats when he wins, tell him it's OK to be happy about winning, but bragging about it
makes other people feel bad.

If your child is at a play date or party and is hanging back or unsure how to interact with other kids, ease him
into the situation. Introduce him to one of the other children if he doesn't know anyone, and say something like,
"Timmy loves to play in the sandbox. Would you like to play with him?" Come prepared with a few toys or other
activities--something new and different to play with is a great icebreaker when you're trying to get kids to
connect.

Begin an activity yourself, and children may gravitate to you. Encourage interaction among the kids by asking
one to pass the glue to another, for example. Offer chances for the kids to connect with each other: "Look at
Madison's frog, with the googly eyes. Isn't that cool?" After a few minutes, excuse yourself, reassuring your
child that you'll be close by if necessary. Chances are she'll stay immersed in the activity you started, and
continue to interact with the other kids.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Individual Activity 3.1:
1. Explain the following in detail:
2. Creating positive thinking to boost a child’s confidence
3. Improve positive thinking
4. Help your child to have a positive attitude and interact with others.

3.2 (ac2) - Activities to help children develop
creativity and technical skills

Early Childhood Development Activities for Teachers

Engage children in art activities.

During the early years of a child's life, he is developing cognitively, physically and socially at a rapid rate.
Interpersonal and educational skills that will be used throughout life begin to develop during early childhood.
Teachers can foster healthy cognitive and social development by engaging children in hands-on and
interactive activities that they find enjoyable.
Music and Movement: Provide children with opportunities for physical development and self-expression by
engaging them in music and movement activities. Play a variety of music, including children's, classical, rock,
jazz and country, and encourage children to dance and move to the music. Not only will these exercise
children’s gross motor muscles, it will also allow them to experience different types of music. Additionally, you
can teach children movements that correspond to specific songs, such as "I'm a Little Teapot" and "This Old
Man."

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Dramatic Play: Dramatic play allows children to explore real-life situations in a safe environment. This type of
play promotes physical, social and cognitive development as children interact with one another, assume roles,
manipulate props and costumes, and use problem-solving skills. Set up an area in your classroom that is
dedicated to dramatic play. Fill this area with costumes and props, including those that relate to a theme you
may be discussing in class. For instance, if you are studying the beach, fill the area with beach towels,
sunglasses, beach chairs, sunscreen, and a sand table, and hang a large sun on the wall.

Manipulatives: Manipulatives are small objects that can be used to teach a variety of skills, including math and
letter-sound recognition, and to develop fine motor muscles. In math, use small candies or toys to teach one-
to-one recognition, sorting, patterns, graphing, addition and subtraction. For letter-sound recognition,
encourage children to sort through objects based on the sound they begin with, or show objects and ask what
letters they begin with. Lacing cards, beads and Play-Doh can be used for fine motor skill development.

Art Activities: Art offers several benefits for young children. Through art activities, children develop shape and
colour recognition, express their creativity, gain an appreciation for the opinions of others, and develop
language and listening skills. Art activities also foster fine motor skill development. To reap these many
benefits, provide children with both structured and open-ended art activities. Instruct children to follow your
directions to create a specific project, or set out a variety of materials and encourage them to use their
imaginations to create a work of art.

The Activities Used to Foster Listening Skills in Early Childhood

The classroom is a great place for students to learn listening skills.

The early-childhood-education stage is a time to build listening skills in children. However, a child is not going
to be able to build these listening skills on his own. It is the responsibility of the teacher in the classroom to
present children with activities that help build and enhance listening skills. Luckily, there is a variety of activities
that can foster listening skills in children, so teachers have a wide selection from which to choose.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Encourage Predictions and Creativity
During reading time in the classroom, students may become bored and uninterested in the story. In order to
encourage and foster listening skills, ask each student to make a prediction about the story as you read. For
example, after reading one page, stop and ask each child what she thinks will happen next. You can also tell
students before you read the story that you are going to ask them to make predictions after the story is over.
Homework Activities
A great way to help students build listening skills is to assign homework that requires the students to listen to
others. For example, create some interview questions for each student to ask his parent after school. Inform
each student that he will need to record his parent's responses and discuss them in class the next day. Have
students interview their parents about a topic that you are discussing in class for further relevance.
Following Multiple Directions
Activities involving multistep directions are interesting for students and encourage them to listen carefully as
you give instructions. When giving the instructions to the class, don't write them down on the board; instead,
tell your students that you are going to give them the instructions verbally only one time, so they should listen
carefully. Encourage students to listen carefully and ask questions if they do not understand a concept you
gave them.
Games
Many students love playing games in the classroom and get excited about listening to and following
instructions when a game is involved. Consider traditional games like "Simon Says," which encourage careful
listening skills. You could also choose to play miming games, where students are encouraged to listen to the
body language of their classmates. This teaches students that there is more to active listening than simply
hearing someone's words.

Individual Activity 3.2:

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

1. Demonstrate how you can develop a child’s creative, scientific and technological process skills
identifying the advantages and problems of each activity that you may use.

3.3 (ac3) - encourage children to explore and
value their environment and society

Creating Opportunities for Children to Explore Different Ways
of Learning

Keeping students involved and interested in the learning process will help make teaching more enjoyable.
Teaching can be strenuous at times, but it can also be extremely rewarding, especially for those who are
learning something valuable from your lessons. Introducing new techniques and ways of teaching students will
help to keep them interested and entertained while teaching the subjects you want to teach.
Using the Internet: Introducing the Internet to children and students can broaden their world views significantly
while also giving them a new platform for research, sharing, and connecting with others. Many free resource
and information websites are available online for anyone with Internet access. Sharing relevant and
entertaining news websites can also help children keep interested in learning new subjects. Keep the
conversation going by introducing Internet projects and research goals, which will help children learn how to
use the Internet efficiently while also introducing a new way of learning.
Reading and Book Resources: Provide handouts and information on checking books out from your local library
as well as online libraries and free directories with verifiable data and information. Learning how to find books in
libraries and the types of books available may help children's desire to read and increase their interest in
learning. Sharing relevant books with your children may also help them find books exciting or intriguing.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Local Activities and Field Trips: Visit local art museums or take a field trip to your nearest science museum or 3-
D theatre to learn about a specific subject. Taking a field trip or getting involved when learning adds a hands-
on approach and may help when remembering facts and the entire learning experience overall. Learning
outdoors and visiting cultural buildings near you with your students or children will introduce new
environments, thoughts, and ideas about their surroundings, prompting even more learning.
Journal Project: Present your students or children with their own blank journals to begin the project. Create
special assignments to have them write or draw (or both) in their journals each day, representing a daily event
or maybe the overall feeling of the day. Introduce a new special task each day, a new objective for writing or
creating within the journal. Have students turn in their journals each week or every month for an assessment
and grading, depending on your own grading preferences and schedule. You can also allow the journal project
to be worth extra credit in your class, to be turned in at the end of a semester or the entire school year if you
choose to make the project optional for your students.

How to Help Children Explore Their Creativity

Give your child a pack of crayons and blank paper to encourage open-ended drawing.
Children are natural explorers who view the world around them as a learning tool. Creativity usually comes
naturally to children. A few supplies, your time and attention, and plenty of inspiration can do wonders to help
children explore their creativity.
Design a special place in your home where your child can explore her creative side. A desk dedicated to this
purpose is ideal, but if there isn't space in your home for a separate desk, stash all of her supplies in a tote box
that she can carry from her room to the dining room or kitchen table.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Check out art magazines and books from your local library to look at with your child. Show him the different
styles and colours used by artists, both traditional and contemporary, and encourage him to use well-known
art as inspiration. For example, Van Gogh's "Starry Night" can lead to wonderful dreamscapes featuring the
night sky, brilliant stars and the moon, all from your child's point of view.

Provide art materials for drawing projects, such as crayons, markers, coloured pencils, No. 2 pencils and blank
paper. Your child may enjoy colouring books with pre-drawn shapes and characters to colour, but blank paper
will allow her to fully explore her ideas and build a special story or project all her own.

Further encourage creativity by helping your child with some cutting and pasting activities, such as building a
house out of construction paper. Three-dimensional projects let children think about abstract concepts such as
space and proportion.

How to Create Opportunities for Children to Explore Different
Ways of Learning

There are multiple opportunities for children to learn through different means.

Children from pre-school to elementary experience a high level of mental growth compared to other formative
stages of life. Because of this, it is important for parents and educators to expand the child's development
outside of traditional academic learning and capitalize on all learning opportunities. Certain activities can
expand on a child's psychological development, social skills and comprehension ability.

Outdoor Learning: Parents can encourage learning by regularly going on trips to outdoor parks, museums and
landmarks. This increases a child's environmental education and his appreciation for nature. Exposing children
to a diverse set of natural settings can also increase physical activity and spark curiosity. These activities also
allow children to develop a sense of autonomy and independence; according to Randy White from the White
Hutchinson Leisure and Learning Group, being in outdoor spaces allows kids to experiment, acting outside of
an immediate caretaker.

Social Learning: Day cares and preschools can encourage social learning by regularly teaming children up into
small groups. These groups can be given broad problem-solving scenarios to work on, such as shape and
pattern building. These activities develop a child's sense of teamwork and impart the importance of
communication. Social learning can be achieved naturally as well; free time allows educators to foster social
interactivity by encouraging team playtime or asking children to distribute food to classmates. This also allows
educators to identify a child who may be having problems with other children.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Media Learning: According to a study by Heather L. Kirkorian on the relationship of media and young children's
learning, recent generations of children have grown to be active media users. Although media may be seen by
some parents as a detriment to learning, educational media can increase attention, comprehension and other
cognitive skills in children. Parents who want to use media learning can transfer the learning from media to real
life applications; for example, parents can ask a child to solve math problems based on how a TV show
character solved a similar problem. Parents should also engage in co-watching and mediation activities in
children's media to monitor and learn from the programs their children watch.

Reflective Learning: Reflective learning takes advantage of the free-roaming nature of a child's thoughts. For
example, imaginative learning is based on a child's innate curiosity about the world around her. Parents can
encourage this process by actively listening to their children's stories and asking probing questions about what
they have learned from these stories. Parents can also work with their children on keeping a journal; this would
outline special things that happened during the day and the lessons from each of these events.

Individual Activity 3.3:
1. Explain what is meant by exploration in education context.
2. Demonstrate how you can make a child express his/her exploration skills.

3.4 (ac4) - children's physical development and
understanding of health and safety issues

Observing physical development

Physical development is to do with movement: gross, or large, movement of limbs and fine manipulative
movement of fingers. Physical development depends on growth of the body and nervous system so that
messages from the brain can be carried to the muscles to stimulate them to move. Diet is important with
protein for growth, calcium and vitamin D for strong bones. Outdoor play provides fresh air for oxygen, sunlight
for well being and vitamin D and space to run freely. Physical development stimulates children's curiosity and
enables them to explore their environment. Adults need to provide a safe environment and safe objects to
explore.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Gross motor skills involve whole body movement. Learning to run and jump requires strength, suppleness,
stamina and lots of practice.

Development of gross motor skills

W  alking, running and climbing. Hopping, skipping and jumping. Sliding,
dancing, and swimming.
B  ending, stretching and carrying large objects. Pushing and pulling toys.
 Ball skills - rolling, kicking, throwing and catching.
A  wareness of body in space. Exploring movement in space. Experiencing
speed.
B  alance and co-ordination. Control of body.
 Manoeuvring equipment - tricycles, bikes, cars, carts and prams.

Fine manipulative skill is a precise use of the hands in co-ordination with the eyes.

Development of ne manipulative skills

 Dexterity using equipment - gripping, holding, drawing, colouring,
painting, tracing, writing, cutting, gluing, threading, sewing, building.
 Exploring sand, water and dough - touching, poking, feeling, squeezing,
pouring, filling, emptying.
U  sing tools in woodwork and construction - hammering, tapping, sawing.
P  laying musical instruments.
 Social skill using a spoon, fork and knife. Dressing and undressing - using
zips, buttons and laces.

How to Support the Physical Development of a Child

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Support the Physical Development of a Child
As a child grows, he grows physically, not only in height and weight but also with his gross motor skills. As the
child gets older, he develops fine motor skills to do more detailed movements that need more coordination.
You can encourage his physical development by helping him practice motor skills.
Help your child develop the skills to hold things in her hand at a young age. Place objects in her hand and
allow her to experience the feel of holding it and dropping it. Another idea is to hang an object in front of your
child and let her swing at and hit it. This allows her to practice hand-eye coordination and turn reflexes into
voluntary actions.
Place your baby on his tummy to enable him to strengthen his back, shoulder, hand and arm muscles when he
pushes his body up while lying down. Tummy time also helps to prevent a flat spot on the back of your child's
head.
Allow your child to do things herself. This promotes independence and also lets her learn from trial and error
and cause and effect, two important parts of physical development of a child. When eating, let her make a
mess because it helps her to learn the motions of feeding herself.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Give your child blocks, clay or modelling clay to play with and manipulate. Part of the physical development of
a child is for him to develop the fine motor skills of the fingers and hands. These objects let him work his hands
to build things and manipulate the objects.

Bring your child to playgrounds or places she can run, climb and jump around to encourage her to develop her
gross motor skills. Gross motor skills are a part of a child's physical development that comes more naturally to
most children than fine motor skills.

Encourage your child to do everyday tasks such as buttoning and unbuttoning, zippering clothes or opening
and closing a door himself. Also encourage him to cut and paste things, draw and write. All of these will help
with his fine motor skills.

How to Encourage Physical Development

Physical development is important for people of all ages. For babies, physical development involves learning
to do things for the very first time. As he grows into an adolescent and then into adulthood, physical
development evolves into refining specific skill sets and improving in certain areas of interest in the later years
in life, focus is on maintaining the skills acquired over a lifetime. Encourage physical development in others by
focusing on what interests them while giving them the confidence they need to step outside their comfort
zones.

Know what to expect. This is the key to encouraging physical development in young children before the age of
five. According to the website for the "Child Development Institute," children generally begin to walk between
one to one and a half years of age. Knowing when to expect large benchmarks like this makes it easier to
maintain a pace that is on track for a child and present challenges that will serve as encouragement. For
example, knowing he is entering the walking development stage, you may begin to prompt an 11-month-old
baby who is standing with support to start letting go for a few seconds if you are there to catch him.

Practice sensitivity and patience. This will go a long way with children as far as physical development is
concerned. Children can sense an adult's frustration and disappointment in a way babies cannot. When
encouraging physical development in children, it is important to stay positive. Promote a variety of physical
activities to allow children to develop different types of skills. According to the website "Kids' Development," it is
also necessary to ensure children get proper nutrition so they have the energy and ability needed to stay
active.

Get specific. Inspiring young adults to improve in physical development involves focusing on their interests.
After a childhood of trying out a variety of physical activities, most teens and young adults have developed
passions for specific things. Encourage development by suggesting he join a team at school, and take part in
that activity with him. If a teenager really enjoys playing basketball, a sport that works well to develop both
broad and fine motor skills, invite him to join you in some one-on-one. Adding some playful incentives such as
"loser does the winner's laundry this week" appeals to a young adult's competitive nature as well.

ECD NQF 4 - Student Guide Knowledge Module 2