Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Maximize strengths. Adults generally enjoy the peak of their physical development from their late teens until
their early 30's. Encourage adults to make the most of these years. You may need to come up with some
creative suggestions as many adults do not have the time to commit to team sports or organized activities too
often. Instead, focus on a healthy diet and exercise. Keep exercise exciting by trying out new activities like
hiking, biking, swimming and skiing. Make a simple jog more interesting by choosing a new area of town to
explore each time.

Keep it up. As adults age, the focus on physical development should be towards maintaining the skills that
have taken years to acquire. As the body deteriorates, older adults slow down due to lack of energy. It is
important to encourage older adults to stay active without pushing them beyond their limits. You can
encourage physical activity by suggesting walks together around the neighbourhood. You may also encourage
older adults to participate in lower impact group activities like swimming aerobics classes.

Health & Safety Activities for Children

Health and safety are two topics that are imperative for children to understand and practice at the youngest
age possible. Performing activities that help to teach these topics to children can sometimes seem like a
difficult task due to the communication barrier between adults and children; however, performing activities
such as songs or watching cartoons helps to keep the child's attention, while also teaching health and safety
using learning techniques more applicable to children.

Topics of Interest

Topics of education for children to learn health and safety should be kept simple and not encompass overly
elaborate and complex concepts. For example, fire safety is a common topic among child educators and is
easily taught to children, because they understand concepts such as hot and cold, pain and danger. However,
attempting to teach a child how to perform CPR would be a grand task indeed, as it introduces topics very hard
to explain to children and encompasses responsibilities--saving a life, for instance--which a child may be afraid
to perform. In addition to fire safety, topics regarding health and safety for children may include not talking to
strangers, finding adults when lost and understanding the role of police and firemen as their friends. Further,
when speaking to health, you should teach a young child the importance of brushing her teeth, proper bathing,
hand washing and the benefits of foods such as fruits and vegetables.

Learning Activities

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

There are specific activities that are conducive to child learning such as visual and auditory stimuli. There are
many movies and musical aids found in stores and on the Internet which teach health and safety. Sing along
with your child or watch and learn with him as he views the materials on a video. Afterwards, have him draw
pictures about what he has learned or sing along later with you. If money is a factor in the education--as not
everyone can afford a DVD or CD every time their child needs to learn something--then think basic. Educating
your child about not talking to a stranger can be as easy as taking two socks and making sock puppets with
them that discuss safety or eating your vegetables. In fact, the humour and odd presentation of "Mom playing
with her socks" may actually aid the child in learning more easily as the memory will be more deeply
processed and associated with a fun time with her parent.

Planning Your Educational Material

While there are a number of materials available from local stores and online resources that will help teach a
child about health and safety, it is not a good idea for a parent or teacher to simply take materials and "throw
them at the child." It is essential to become part of the learning process with children as they learn by not only
mimicking adults and parents but will weigh the importance of the materials by the importance you as the
teacher place on them. An often overlooked, yet unequivocally resourceful, source of children's teaching
material can be found at your local library. Not only should you look into materials concerning child health and
safety but also, for yourself, look into topics such as child education and parent teaching practices.

Often, talking with a reference librarian about your goals will allow him to help you find every activity for your
child and teaching resource for yourself that you will ever need. The best part is that libraries are free for
everyone, and librarians are very much concerned with child education. Other help for planning for child health
and safety education can be found from your local school teachers, school nurses and fire and police
departments. All of these people are highly educated and experienced with child health and safety and would
be more than happy in most cases to take time to help you talk with or plan activities for your child.

Individual Activity 3.5:
1. Define physical development.
2. Explain how you encourage physical development in ECD.
3. List and explain activities that promote health and safety awareness in children.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

So4 - Implement Life Skills Learning
Programme 

How to Implement School Programs

School programs allow students to become more involved in the school community and offer enriching
educational opportunities. As a teacher, you have the opportunity to select and start a school program. School
programs can be as varied as organized student government, book clubs, academic clubs or even something
competitive, such as a "mathletes" program or the writing program "Power of the Pen." While beginning a
school program does require planning, it can be a relatively hassle-free process. By working to ensure that
your efforts are well-organized and effective, you can implement a program that enhances students' learning
and enjoyment of school.

Consult the school handbook or administration to determine what specific steps must be taken within your
school. Every school has a slightly different procedure for school-program establishment. This procedure is
likely outlined in your staff handbook. If you cannot locate information about how to begin a school program,
speak to the administration or your department head to ensure that you properly follow the necessary
procedures.

Determine the cost of the program. Take any enrolment fees or materials costs into consideration. Also,
consider whether your program will require travel. If it will, calculate a rough estimate of these costs by
considering the travel distance, type of vehicle and average gas cost. Determine where you will get funding. In
some cases, your school's administration may have funds that they can allocate to your program. If you plan on
fund-raising, develop a cursory plan as to what you might do.

Select students to be serviced by the program. If your program is academic in nature, determine the grade
levels to which the program will be offered. If your program is extracurricular, decide which students the
program would be open to and how you would determine who is eligible to participate.

The administration will likely want to know how this program will be advantageous to students. Prepare to offer
an explanation as to why this program is worth implementing in your school so that you can adequately defend
your proposed program.

Select staff members to oversee the program. If you do not intend to oversee the program, consider others
who might be appropriate advisers, and approach them about overseeing the program in question.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Plan an implementation schedule. Determine when the program would begin, and create a tentative meeting
and event schedule. While you may change your schedule when and if your program is implemented, this
rough schedule will better allow the administration to decide whether or not to approve your proposal.

4.1 (ac1) – implementation ensures active and
integrated learning

Characteristics of a Constructivist Classroom

Students learn through active construction.

Constructivism is the idea that students gain knowledge by building on prior experiences and actively
engaging with others to explore new ideas and develop conclusions. The constructivist classroom incorporates
both theories into the learning experience. A classroom engaged in constructivist activities will have a different
feel than one focusing on a traditional approach.
Teacher as Facilitator
The constructivist classroom is student-centered with the teacher acting as facilitator and guide. The teacher
assists student learning but does not give lectures or tell students how to approach problem solving. The
teacher uses guided discovery by giving students a problem and allowing them to work individually or in
groups to find patterns and solve the problem. Teachers may listen and offer advice or additional resources,
but ultimately allow students to form their own conclusions.
Group Work

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Cooperative learning is part of a successful constructivist classroom environment. Students brainstorm or trade
ideas to help them form opinions or find answers to problems. Discussion and cooperation are key to
constructive learning as students build upon prior knowledge by incorporating new ideas into their existing
worldviews.

Process Focused

The unfolding of the problem is as important as the solution in the constructive learning process. Students
become immersed in the process in the constructivist classroom as they engage in inquiry, research, social
interaction, discovery and ultimately personal reflection. Constructivist classrooms are often structured but
noisy environments.

Non-Threatening

Positive reinforcement in a non-judgmental atmosphere is an important part of constructive learning. Getting
an answer wrong is only a step in the ultimate goal of finding the solution and is never the focus of negative
attention in the constructive classroom setting. All attempts are viewed positively to encourage exploration.

Smartboard First Grade Addition Activities

The SMART board can be a powerful pedagogical tool to bring interactivity into the classroom. Interactive
activities can offer numerous cognitive benefits at all grade levels, and SMART board activities can supplement
the didactic approach typically used when teaching arithmetic at the first-grade level. Thus, interactive
activities can add a constructivist component to the overall curriculum.

Adding Up Pictures

Visualization of the concept can greatly assist students with comprehending the fundamentals and applying
their knowledge to an array of problems. This can be especially useful with young children trying to grasp the
concepts of addition. The theoretical and the abstract present a cognitive barrier for such young students, and
it is important to "see" and "do" instead of just "hear" about the subject. Thus, a SMART board activity that allows
students to calculate simple addition by using pictures is likely to be more successful than one relying simply
on numbers. There are several such activities available from the SMART Tech website. One of them displays
pictures of animals, and the students are instructed to add them up. The others follow the same plan with
pictures of plants and food. Other than adding the component of visualization, the pictures in these activities
also add a bit of fun, making the subject more interesting and exciting for young learners.

Arithmetic Riddles

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Another activity available from the SMART Tech website combines addition problems with a variation on the
classic hangman game. Students are given several blank spots where letters should go to make a word. Below
that are several addition problems, each one corresponding to a letter. When students answer the addition
problem correctly, the whiteboard places the letter above the problem into the correct blank location on the
puzzle word above. The students progress this way, answering all of the addition questions, until the word is
complete and they have guessed the riddle. This sort of activity gives students added motivation for learning
about addition, and the SMART board makes the interactivity component of it easy to implement.
Downloadable Activities
There are numerous resources online that can be bought or downloaded for additional help in designing
interactive whiteboard activities for the classroom. The Scholastic website offers many activities and resources
for educators and parents, and the Amphitheater Ed Tech grant lists dozens of downloaded files and lesson
plans. The SMART Tech website also offers useful tools for educators. It includes dozens of case studies that
exemplify successful applications of SMART boards in different schools, as well as technical support, lesson
plan ideas, community boards and useful links to other sites.

Constructivist Teaching in Kindergarten

The constructivist teaching method developed from Jean Piaget's constructivist theory.
If every child is a product of her environment, then a teaching environment, which prizes student growth and
curiosity, should produce thinking and curious children. The constructivist considers the student’s environment
as a factor in the learning process, suggesting that a classroom environment of learning helps children develop
the ability to think, question and grow as a critical thinker.
Student Association

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

The constructivist approach focuses on the advantages of student group projects, encouraging teachers to
place students in small work or study groups to complete a task together. Small groups encourage students to
develop social skills, while they have the opportunity to teach each other the lessons. Assign students group
art projects, sit together as a class to talk about a book you read together or place students in small groups,
instructing them to work together and create a story, to incorporate this idea in your kindergarten classroom.

Student Questions

Teaching, in a constructivist classroom, involves listening to your student’s questions and altering lesson plans
to address these questions. Make notes when students ask questions or show an interest in a subject area you
intended to omit from your lessons, and find a way to include that information. As an example, if a student
shows an interest in tornadoes, but you had not intended to teach this information, alter your lesson plans to
include a section on tornadoes. In a kindergarten classroom, where you have to select subjects to focus on
during the year, this allows you to pattern your class to the questions and needs of students.

Student Grading

Teachers, in a constructivist classroom, grade based on an informed perspective, judging each student’s
academic growth and watching for signs of understanding during the year. This differs from the traditional
classroom, which relies on graded homework and exams. A constructivist grading system is subjective, based
on the teacher’s understanding of each student’s aptitude. In a kindergarten classroom, this approach is
beneficial as it allows teachers to evaluate students without having to rely on formal exams, which can be
confusing indicators for kindergarten age students.

Curriculum Presentation

The constructivist approach to teaching involves a top down approach to the curriculum, which involves
presenting larger ideas first and then working down to specifics, using student questions as a guide. As an
example, begin by showing your students full words, and then breaking each word down into letters, to teach
students how each letter sounds in the word.

Individual Activity 2.4:

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

1. Explain the following giving examples where necessary
2. Characteristics of a constructivist classroom
3. Smartboord activities
4. Constructivist teaching in kindergarten

4.2 (ac2) – children work individually, in pairs,
small groups and large groups. 

Young Children's Activities

Children enjoy playing games that keep them active and exercise their minds.

Young children like to stay active and busy throughout the day, and they typically get restless when bored.
Whether you are working with children in a classroom or looking after them at home, it's always a good idea to
have a few activities in store. Young children can participate in many fun activities.
Match Game
The match game allows children to work on their memory pertaining to a current area of study or everyday
items. This game can be played individually or in teams. Give each child or team a pile of images, and a
separate pile of words that define the images. They will compete against each other, or simply take their time
working alone to match the items to the proper words as quickly as possible. The game continues until one
team or person matches all items correctly. This is an excellent game for helping young children to learn the
names of basic items.
Scavenger Hunt

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Scavenger hunts are a fun way for children to be active and put their detective skills to the test. Hide a variety
of objects or little prizes around a space. If the weather is nice, you can hide them outside in a yard. Then
create a list of clues to the whereabouts of each item. Children can work alone or in teams, trying to find the
items before the others do. Make the hunt more or less difficult by varying the clues and hiding places
according to the age of the children. Players can keep the prizes they find.
The Picnic Game
The picnic game helps children to get creative while working on their listening skills. Have the children sit in a
circle. Start off the game by saying, "I'm going on a picnic and I'm bringing ...," filling in the blank with something
picnic-related. The next child in the circle has to repeat what you said and add a new item. The game
continues until all children have had a turn and repeated all items before them. If a child has difficulty
remembering an item, you and the other children can give clues to help him. This game is effective in helping
children to get to know each other and break the ice in a new group.
Silent Question Game
In the silent question game, children use expressions to convey thoughts and answers to one another. Pair
children up and have one child ask the other a question. The partner must try to answer the question without
speaking, using gestures and acting things out. Once the questioner guesses the answer correctly, they switch
roles. Children can learn to pay attention and think creatively about how to answer without the use of speech.
Pair Games for Children

Children's pair games can be as simple as finding the other matching shoe.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Pair games for children include activities, such as matching objects, numbers, colours or pictures, as well as
working in pairs with another child. They teach recognition, recall, concentration and collaboration. Children
can play pair games with their imagination, a deck of cards, real objects or through interactive technology. All
pair games may be played with one child or by pairing children together as a small team.

Rhyme Time

Give children paper and pencils, chalk and chalkboard or a white board and markers. Have each child or pairs
of children write down as many pairs of rhyming words that they can think of, such as bat and hat, book and
took or car and far. Start out by giving children simple examples of rhyming pairs to get them thinking. The
child or pair of children with the most rhyming pairs of words wins. For smaller children, say a word aloud, such
as dog, and ask them to say words that rhyme with it, like frog.

Memory Cards

The traditional Memory game is a set of cards that contain pictures of objects; players turn them face down
and try to match up pairs. The player with the most pairs wins. This game is also easy to play with a traditional
set of cards. Place all cards face down and have children match pairs of identical numbers and colors. For
example, the ace of hearts pairs with the ace of diamonds and the two of spades pairs with the two of clubs.

Scavenger Hunt

Gather two of each everyday item, such as pens, combs, socks, forks and spoons. Have children find matching
pairs of items. For younger children, give them one item, hide the matching item and have them find its pair. For
older children, hide both items, give them a list of hidden items and have them look for pairs. The child with the
most pairs wins. Children may work in pairs for this game as well.

Technology Games

Websites, such as knowledgeadventure.com, thekidzpage.com and happychild.org, feature interactive pair
games for children. Most smart phones are equipped with educational applications for children that include
pair games, such as Memory and Concentration. Children match pictures of objects, such as leaves, shapes
and animals while the game scores and times them. These pair games get progressively harder as the child
scores better in a shorter amount of time.

How to Get Kids to Work Together & Motivate Them

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Get Kids to Work Together & Motivate Them
Whether you are an educator, parent or youth counsellor, knowing how to successfully get children to work
together is a task that takes constant effort, diligence and patience. Because positive motivation is such a key
factor in encouraging children to do their best, it's important to learn about the type of motivation each child
responds to while working to build a rapport between the children as peers and teammates. Getting kids to
work together and motivating them at the same time is well worth the investment of effort.
Establish a relationship with each child. You cannot motivate a child nor expect them to work well with others if
you fail to build a mutual trust and respect with each one. Taking note of their unique personalities will enable
you to pinpoint and remedy low-self esteem and confidence levels by being especially cognizant of individual
progress.
Foster open communication between you and the kids. This can be a bit more difficult when dealing with
younger kids, but children of all ages will become increasingly responsive to words of encouragement and
motivation when they feel their thoughts are being heard.
Facilitate age-appropriate team-building and/or ice-breaker exercises. Specific activities will vary depending
on the nature of the project, but a general exercise entails having each child describe a special hobby or talent
to share with and teach the other members of the group.
Encourage resolution of conflict rather than immediately stifling the issue. It is vital that children learn how to
resolve problems while learning how to work with peers they may not like. Have each child express viewpoints
and ask each one to share ways in which the same conflict could be avoided in the future.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Rely on positive reinforcement when teaching children how to work together. While bad behaviour should not
be ignored, keep a level head and show children the positive correlation between good teamwork and
motivating words of praise.

Working Together Games for Kids

Kids must work together to untie knots in a team-building game.
Teaching children to work together can build their social and communication skills. Use a few supplies and
creativity to provide games that teach children the importance of cooperation. Games that have children
working together are perfect for youth groups and classrooms. Awarding game winners with small prizes can
entice the children to try their best.
Knot Rope
Divide the players into groups of six and give each team a long rope. Tie a knot about every 3 feet in the rope,
making one knot per player. Have each player place her hands on both sides of a knot. When you say, "Go," the
teams must race to untie their knots. The only trick is they cannot let go of the rope to untie the knots. The first
team to get all of its knots untied wins the game.
Keep the Balloon Up
Have the players split into groups of four or five players. Tell them to stand in a circle and give each team an
inflated balloon. The teams must hit the balloon in the air to each other without letting it touch the ground.
After one minute, add another balloon to each group. Keep adding a balloon every minute to each group. The
teams must work together to keep all their balloons in the air. If a team allows one of its balloons to touch the
ground, it is out of the game. The last team remaining wins the game.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Team Minefield

Scatter cones, hula hoops, foam blocks, balls and other soft items on the ground. Divide the players into even
teams and give each team a blindfold. When you say, "Race," each team will put the blindfold on one player
and his team must guide him through the minefield by verbal communication only. If he touches an object, he
must go back to the start line. The kids will learn it is best to have one player help guide him to the other side.
After he makes it to the other side, he must take off the blindfold and run it back to another player on his team.
The first team to get all of its players across the minefield wins the race.

Marshmallow Towers

Divide the kids into groups of four of five. Give each group a package of spaghetti noodles, a bag of small
marshmallows and a bag of large marshmallows. Tell the teams that their goal is to build the highest tower
they can using only the items provided. Set a timer for 30 minutes. When the timer goes off, the team who has
the tallest standing marshmallow tower wins the game. If a team's tower falls while building, it can start over at
any time before the timer goes off.

Portfolio Activity 4.2:
1. Assess how students perform when they perform a task first individually, then in pairs, then in small
groups and lastly in large groups.

4.3 (ac3) - critical thinking and problem solving
activities

Critical Thinking Skills: Activities for Children

Children absorb information like sponges. It's important for parents, guardians and teachers of children to foster
an atmosphere that encourages learning. One way to encourage learning in children is through activities that
promote critical thinking skills. The best thing about most critical thinking skills activities is that they can be
modified to the grade level of your child.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Logic Puzzles: Logic puzzles are a very common critical thinking skills activity that many children encounter in
school. Logic puzzles have their origins in the field of mathematics. Completing a logic puzzle on the
weekends or during school breaks is an amazing way parents can help children to develop critical thinking
skills. Logic puzzles will give your child a situation, and the child will use logic in order to solve the problem.
This critical thinking activity will help your child develop the skills necessary to make complex decisions later
on in life. Successful completion of logic puzzles will also boost your child's self-esteem by making your child
realize that he is smart enough to solve even the most complex problems.

Writing Activities: Critical thinking skills often go hand in hand with creativity. Having a child writes a story or
poem serves as a great way to foster critical thinking skills. Give younger children a picture and have them
write a story that fits the picture. Give older children a snippet of a news story and have them write their
thoughts about the matter. Another writing activity that fosters critical thinking is to have children write about
what a song or poem means to them. Hand out the lyrics to a popular song or a poem and let the children read
it. Then, they can tell you what it means to them.

Building Models: Building models out of various mediums such as clay is an excellent critical thinking activity
for children. Children love to play with modelling clay and other means of building things. Hand out a scaled
diagram of an object and have your child or students build a model using the diagram. This will help brush up
math skills and foster creative thinking. Lego kits are another way to encourage children to use instructions to
build or assemble objects when you are unable to draw a diagram of what you want built.

How to Teach Critical Thinking Skills

You can instil critical thinking skills in your students by encouraging them to apply their knowledge, question
what they read and look behind the surface message of media. You can teach critical thinking skills within any
subject matter.

Rearrange the classroom if possible so all students can see each other and the teacher at the same time. A
circle of desks or clusters of larger tables encourages students to see themselves as active participants and
removes the image of the teacher as simply giving them all of the information.

Encourage students to participate in all aspects of class by posing questions that require thought. If students
aren't able to answer a question, have them meet in small groups to discuss the question. Then have groups
share their answers with the class.

Post important critical thinking questions in the classroom to remind students of the questions they should
ponder. You may also want to post steps for answering questions. For example, one such question might be, "Is
that fact or opinion?" Remind students of the questions by asking them follow-up questions when they present
answers in class or in written assignments.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Engage your students in critical reading by encouraging them to reflect on what they read. Using sources from
the media that provide different viewpoints or descriptions of an event can help students understand that
perspective influences the argument that a source presents. Discussing high-quality children's literature can
involve younger students in critical reading.
Use the web to help students apply their critical thinking skills so that they can distinguish among credible
sources and questionable sources. Encourage students to explore a specific topic online and find both a
credible and a questionable (but not unbelievable) source. Then, have each student present the two websites'
perspectives, explaining why one is credible and one isn't.
Make writing more than just a record of the students' ideas. Instead, introduce them to freewriting, an
unstructured and intuitive form of writing in which they can explore and create new ideas. Use the freewriting
as the basis of an ordered and logical essay, encouraging students to work from their original ideas.
Create classification tasks for your students. Sorting physical objects can engage the youngest students in
classification, but verbal exploration and analogies or classification of visual arts can develop critical thinking
skills. As students classify, have them seek connections between ideas or concepts that may at first seem only
tenuously related.
Frame tasks to make them reflect real-world problems rather than telling students which variables to examine
to reach a solution or conclusion. When you present classroom tasks in a more open-ended manner, students
must rely on the application of their knowledge and their problem solving abilities, rather than on memorized
formulas.

What Activities Can Improve Your Critical Thinking Skills?

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Analyzing a book's plot can improve critical thinking skills.

Educators are always looking for ways to promote critical thinking in their pupils However; critical thinking isn't
just for students. Parents, doctors, engineers, and teachers -- everyone can benefit from a flexible line of
thinking. Critical thinking involves taking previously known facts and expanding, connecting and challenging
them. Even if you are not in a classroom, you can practice these skills practically anywhere.

Analyze: Practice analytical thinking as often as possible. This involves mentally breaking down a structure and
examining its parts. For example, consider a charismatic person and try to determine how her personality traits
compose her overall charm. In addition, always look for patterns and use them to make predictions. You can
find patterns while watching television shows, reading a book or reflecting on specific behaviours of people in
your life.

Question: Rather than being a passive listener, learn to question information given to you. You should especially
question statements that involve "never" or "always." For example, if someone claims, "Humpback whales never
feed in the winter," you should conduct your own research before accepting the statement as a fact. Not only
will this strategy develop critical thinking skills, but it will also prevent you from blindly following your peers.

Create and Connect: Be creative. Write fiction, sketch images and make music. When you're finished, look for
connections between your work and the works of others.

Discuss: Work in a group setting and hold discussions with peers. By listening to the opinions of others, you will
learn to explore alternative perspectives and practice objective thinking. If you follow a certain religion or
belong to a political party, open your ears to people on the other side of the fence.

Self-Reflect: Learn to reflect on your own long-held beliefs and habits. Challenge yourself by exploring your
own weaknesses and oversights. You might be surprised to find hidden biases or preferences.

Play Games: Play games that involve logical thinking. Chess, for example, requires you to form a plan while
anticipating your opponent's next move. Riddles and brain teasers are other options to improve your critical
thinking.

Critical-Thinking Ideas for Teachers

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Critical-thinking skills are vital to understanding the world.
Students who have developed critical-thinking skills will succeed when asked critical-thinking questions, while
students who do not understand critical thinking will fail. Therefore, teachers must not only ask their students
to think critically, but must also guide them through effective critical-thinking strategies. To do this, teachers
can use a variety of games and assignments that encourage critical thinking.
Critical Thinking Definition: Critical thinking is the use of logic and reasoning to solve problems or answer
questions. Critical thinkers are able to identify bias and how the bias influences thinking, allowing them to
come up with more objective conclusions. Critical thinkers can also identify irrelevant information and discard
it. Further, they understand that there is more than one possible solution to a problem.
Role Playing: Students can develop empathy and an ability to challenge different viewpoints by role playing.
One student can play a disagreeable character such as a rude actress or a teacher who hates kids, and other
students can take turns interacting with the disagreeable character. Some students may feel uncomfortable at
first, so teachers can let these students wait until they feel more comfortable.
Filling in the Blank: The teacher can give students pieces of paper with different topics on them, but
incomplete information. For example, the paper could be a court summons that does not include the reason
for the court summons, and students can fill in the missing information, creating a story behind the summons.
Inferences from Images: Give students an image of a character performing an action. Have the students
describe why the character is performing the action. In a Literature class, the teacher can use a literary
character and have students draw on their knowledge of the character to tell the story. In a science class,
teachers can give students an image of an animal. Students can explain the adaptive function that the action
being carried out by the animal fulfils.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Play Board Games: Have students play games during free time or during a break. After the break, ask the
students what strategies they use to succeed at the games. This will help students critically think about
different strategies and why some strategies are more effective than others. This works best with more
complex games where students have multiple options from which to choose.
Inventions: Help students innovate after teaching them principles of physics. Teachers cannot teach students
to innovate, but they can help students practice innovation on their own. You can either have students come up
with completely fresh innovations or give them a specific problem to solve. For example, you could give kids a
basketball, but tell them that there's no basketball net. They must then exercise innovation by inventing a new
sport using the basketball.
Critically Evaluate Multimedia: More advanced students may be used to critically evaluating writing, but have
less experience critically evaluating video and sound in the classroom. Teachers can show students videos or
have them listen to music and then ask them to evaluate them. The teacher can provide students with an
effective and an ineffective video, and then engage students in a discussion about why one video conveys a
message, demonstrates authority or entertains more effectively than the other.

Portfolio Activity:
1. Explain what you understand critical thinking.
2. Describe how you can teach critical thinking skills
3. State some activities that you can use to improve critical thinking.

4.5 (ac5) - Children carry out projects according
to their own ability. 

A List of Activities to Develop Cognitive Skills in Children

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Cognitive development includes the ways children solve problems and learn. A child builds knowledge and
learns about her environment as she develops cognitively. Memory, concentration, attention, perception,
imagination and creativity are all key components of cognitive development. Children need to meet specific
cognitive developmental milestones. Certain activities can encourage these types of cognitive skills in children.

Reading: Language skills are one component of cognitive development. Reading activities are crucial for
helping children to develop these skills. Reading helps to build vocabulary and increases verbal ability. Parents
can encourage these skills by reading to their children from the time they are infants. As children grow, parents
can continue to read to and with them, encouraging children to read out loud as their abilities develop.
Interacting through books can promote verbal skills as well as visual development.

Memory: Puzzles and sorting games are activities that promote concentration and memory. Puzzle activities
can include traditional jigsaw puzzles that are made for all age and ability levels. Toys that focus on
construction, such as Lincoln Logs and blocks, can also promote memory as well as concentration. For
younger children matching games can help to promote memory. For instance, with pairs of cards mixed up and
turned upside down a child can work to flip the cards and make matches by memory.

Mathematics: Math skills are also a component of cognitive development. Parents can encourage the
development of math skills by talking about numbers with children as they do everyday activities. When
parents talk to their children about numbers from an early age, children do better in math once they enter
school. Parents can play simple number games with their children, such as counting items. For instance, when
shopping a parent can count the number of groceries in the cart along with the child. Parents can also
encourage math by playing games and doing puzzles that are focused on numbers. Reading math-based
books that include numbers and counting can also help.

Creativity: Art and music can also help to encourage cognitive development. Creative activities can help with
many types of learning and also build important connections in the brain. For example, learning music can
increase memory and reading abilities. The use of songs and rhymes can also help with language skills.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Parents can do music-focused activities in many ways. Songs and music-based activities are often popular
with toddlers. As children grow older, parents can encourage them to learn a musical instrument. Learning an
instrument helps with both math and memory skills.

Cognitive Skills, Colours, Numbers & Teaching Activities for
Preschool

Colouring is one way to help preschoolers learn about different colours.
Preschoolers, like children of all ages, will develop at their own pace. These ideas are suggestions that can
modified for individual differences. You might want to make exercises more complex or simpler, but the goals
are based on basic skills to learn. These are simple ways teach preschoolers about numbers and colours, and
to help develop cognitive skills in memory and curiosity.
Numbers: Parents and teachers can expect preschoolers to learn numbers 1-20. A fun way to reinforce this is to
play games with items made of construction paper, like hearts or circles. Try having preschoolers separate
identical items into equal piles. Or place a number of objects on a flat surface and have preschoolers make
more piles with the same amount.
Colours: The easiest way for children to practice learning colours is to draw with crayons or markers. Give them
colouring sheets with themes, like vegetables or animals, or distribute plain paper and let them create as they
see fit. You can compare their drawings to real-life objects with them. This works well with fruit, for example.
For comparisons, work with just three colours to start out
Memory: Preschoolers should learn to remember things as a preparation for reading. One way to practice
memory skills is to play the name game. It works best in a group setting. Gather preschoolers around in a circle
and have each say their own name. Then ask each child to name as many classmates as they can. They can
also try naming several kinds of animals or types of fruit.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Curiosity: Preschoolers are naturally curious, and it's important to encourage that sense of wonder about new
things. One way to do that is to lead the children on an expedition. Ask them to collect three different kinds of
rocks, leaves or flowers, or ask them to collect three to five items of any kind. Have the children share their
findings in a group or with you, and ask them why they picked these items out.

Activities That Help Develop Cognitive Skills in Children

Plan activities with your children to develop their cognitive skills

Cognitive skills are the skills we use to think and learn. Educational expert Howard Bloom categorized these
skills into different areas: knowledge, comprehension, application, analysis, synthesis and evaluation. Develop
your child's cognitive skills by using fun games and activities that motivate and encourage learning.
Memory Games: Developing your child's memory improves learning ability. Play games with picture cards. Lay
the cards face down and take turns picking up two cards, trying to find a pair. If you pick up two matching
cards, you keep them; if you don't, you place them back in the same positions. Your child needs to remember
where the cards are to pick up matching pairs and win the game. Verbal memory games are simple and fun.
Begin by saying, "I went to the shop and I bought ...." The next player repeats what you have said and adds
another item. The next player continues and adds another item.
Singing and Music

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

From the earliest ages, children enjoy singing and music. They can develop their cognitive skills through
learning counting songs and alphabet songs. Making music develops creativity, even if only through beating
out a rhythm with a wooden spoon on an upturned mixing bowl or shaking some dried pasta in a jar.
Puzzles

Puzzles develop logical thinking skills. Jigsaw puzzles are relatively cheap to buy and can be returned to again
and again; they also improve memory skills. Make sure you provide puzzles that are suitable for the age of your
child. Shape sorters are excellent for the youngest children. As your child develops, he relies less on trial and
error for solving puzzles and begins to develop reasoning skills and strategies for success.
Role Play

Creativity is vital in developing cognitive skills. Encourage your child to use his imagination. Have a box of old
clothes to play dress-up games and crate characters. Suggest scenarios such as a visit to a restaurant, a trip to
the zoo or the circus and act them out together. Act out favourite stories from books and television. Dolls,
plastic food and pretend kitchen equipment can all encourage role play and make believe, as can a simple,
discarded cardboard box.
Reading

Reading with your child promotes language skills, understanding and knowledge. It's never too early to start.
Even the youngest children enjoy hearing a story and listening to a parent's voice. Share books from the
beginning. As your child grows, make time to read together every day. Make it fun by using silly voices. Talk
about books with your child to improve their comprehension, reading and verbal abilities. Have reading
materials all over the house; fiction, nonfiction, comics, magazines and even catalogues

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Portfolio Activity 4.4: children's
1. Define cognitive thinking.
2. Explain how you can improve the child’s cognitive thinking.

So5 - Observe and assess
progress

How to Track Children's Progress

Watching your child progress is exciting for you and your child.

Tracking your child's progress is important as a parent or guardian to make sure that your child is growing
intellectually. While tracking your child's progress, you will find that it is more enjoyable for you, and not just a
responsibility. You will both have fun looking back on drawings, stories and crafts your child has done and see
together how well your child is growing.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Watch your child every day. Observe him in different settings and see how your child is growing socially and
intellectually. You will notice a change in interaction, problem solving and use of new words.
Talk with your child about his progress. Discussing progress with your child will let him know you are interested
in what is going on. Your child will also be more aware of his actions and be proud when he accomplishes
something new.
Evaluate yourself and your child. Make sure that you are helping your child learn things that will help him/her
progress. If you are teaching your child about squares and she learns that shape, practice squares, but move
on to another shape. This regular evaluation of yourself and your child will enable you to help her to grow.
File or display drawings and assignments. Keeping certain work filed away will help you track your child's
progress and be fun to look at when your child is grown up. By displaying your child's work, you can both see
how she is improving with each drawing, writing or assignment.
Write in a journal. Keep a journal for your child with funny, cute and favourite sayings or words. As your entries
reach into the years, you will be able to track your child's growth and keep the journal as a keepsake.
Talk with other adults. If your child is at a babysitter or day-care while you are working, talk with the teachers or
caregivers about your child's growth. Learn her strengths in these settings, so you can help your child improve
areas of weakness. Talk with your child's teacher at school to find out where she might need a little help at
home and what she is doing well at.

5.1 (ac1) – continual assessment of children’s
progress

How to Monitor Children's Progress

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Monitor a child's progress in and out of school by inspecting homework and speaking to other parents.
One of the responsibilities of parenthood is keeping an eye on a child's mental and emotional development.
This is especially important during the early school years when a child is beginning to form bonds with other
children and learning the basics of education, which will help the child succeed during high school and
college. There are several ways parents can monitor their child's progress, both inside and outside of the
classroom.
Ask your child about the school day. Inquire about any subjects the child may be struggling with and any peers
that the child may be having issues with. Ask to see the child's weekly assignments and help the child with any
areas of study he may be struggling in during class.
Speak to the child's teachers. Ask about the child's overall educational progress and areas that the child may
be struggling. Also ask about anything you can be doing at home to help the child do better in school. These
meetings can be held one-on-one, through email or over the phone.
Help your child with his homework. This gives you a first-hand account of any subjects that the child is having
issues with, or any areas that the child is succeeding.
Look through the child's backpack. This can help give you a better idea about how he is doing in school. Watch
for notes from the teacher, grades on tests and quizzes and any homework that the child may require help. Ask
the child's permission before searching through his personal property.
Read the child's report card. Look at areas that need improvement. Ask the teacher and the child the reasons
behind poor grades and for ways that you can help the child succeed.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Speak to other parents and parents of the child's friends. Ask them of any situations that involve your child. Join
the local chapter of the Parent Teacher Association (PTA) or other organizations in your area that allow you to
network with other parents.

Effective Progress Monitoring

To help people develop, whether in research, a career or in education, with development in any area of
research, it's key to effectively monitor progress. When a good progress monitoring program is in place, the
instructor or manager can keep tabs on what the subject is doing right, where the subject needs improvement
and what kinds of improvement are needed.

Milestones: Monitoring progress requires milestones. Milestones not only help measure progress, but they also
can motivate. It can be easier to quantify results when there is a path to follow, and within that path are
designated tasks to complete before moving on to the next level. In the corporate world, an employee may
need to complete various levels of training before they can be considered a candidate for a raise and a
promotion. In the education field, a student may need to complete a series of courses successfully before they
can receive the certification they pursue.

Methods of Monitoring: Progress monitoring is more than just giving the subject scheduled tests and making a
note of the results. Not only should the subject's competency be tested with written exams, but an
understanding of the subject should be displayed with oral testing as well. An employee should be asked to
explain their progress and why they decided to make the decisions they made before being allowed to
compete for a promotion. A student should not only be asked to recite their notes on a written test, they should
also have to show application skills with the material they are asked to cover by answering questions that cover
the practical use of the information as well as the memorization of facts.

Interactive Review: Progress monitoring is only effective when it is used to assist the subject in reaching their
goals. Whether those goals are a promotion at work, completion of a course of study in school or the
rehabilitation of a criminal in the justice system, there needs to be an interactive discussion of the progress
monitoring results between subject and monitor for those results to have any substantial meaning. If a subject
knows how they are faring when it comes to the constant monitoring of their progress, then they can better
alter their behaviour to reach their goals in a timelier manner.

Ways to Monitor a Student's Progress

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Students should be encouraged to participate in peer and self-evaluation activities.
Teachers monitor student progress for several purposes, according to the National Center on Student Progress
Monitoring. Teachers can use monitoring tools to evaluate how well an individual student learns new concepts
presented in class and how well she retains skills and concepts previously learned. Teachers can also evaluate
how well the current teaching program performs in reaching students and what changes can be made in the
way things are taught to improve learning.
Curriculum-Based Monitoring: Curriculum-based monitoring uses standardized tests that include material
presented over the course of the entire year as a way to effectively and accurately monitor student progress
and teaching methods. All of the concepts for the year appear on each test, although the questions appear in
different forms so students don't learn the test.
The teacher uses the tests on a regular basis to measure student progress. If the grades rise during the course
of the year, the teacher knows the teaching methods are effective and the students are learning. If the grades
plateau or drop, the teacher knows the teaching methods are not effective and he needs to present materials
and concepts in different ways so that students learn and retain the material.
More than 200 peer-reviewed curriculum-based monitoring studies conclusively prove this method is reliable
for assessing student progress and identifying students who need additional help, according to the National
Center on Student Progress Monitoring. The studies also demonstrate that teachers receive the necessary
information to adjust teaching methods and improve student learning.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Frequent Evaluations: Frequent evaluations that chart student progress can positively impact how students
view themselves as learners, according to Paul Black and Dylan William, authors of "Inside the Black Box." This
is especially true with at-risk students. Frequent evaluation though classroom response, written work, testing
and student-teacher interaction can pinpoint areas where a student needs additional help or a different type of
instruction to achieve successful learning. Successful learning improves the student's self-esteem and
motivation to continue to participate in the educational experience.
Observation and Interaction: Individual interaction between teacher and student provides the teacher with
opportunities to evaluate progress and retention. This interaction can also provide the student with an
opportunity to evaluate her own progress and communicate any concerns or needs to the teacher, a
component that Black and William report is critical to accurate progress evaluation.
A teacher and student joint review of the student's written work can facilitate an accurate evaluation of
progress, or lack thereof, and provide the teacher with valuable suggestions for adapting instruction to meet
the student's needs. The teacher can supply the student with clear targets for progress and enable the student
to map a path to success. Positive feedback provides the student with valuable motivation and encouragement
that can change the student's self-perception from a negative outlook to a positive one.

Portfolio Activity 5.1:
1. What is the importance of continual monitoring and assessment of a child’s progress?
2. List and explain the different ways of monitoring a child’s progress

5.2 (ac2) - Assessment tools and procedures

Assessment Tools for Children's Development

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Child assessments let you know how your child is developing.
Assessment tools allow parents, guardians, and educators to evaluate how a child is developing. These
assessment tools might evaluate the physical, verbal, intellectual, social and emotional aspects of a child's
development. Usually these assessments are given by an assessment specialist or childhood professionals,
like child psychologists, language specialists or paediatricians.
Early Childhood Assessments: Two different assessments that can be used on young children are the AAMD
Adaptive Behaviour Scale and the Baley Scale of Infant Development. The AAMD Adaptive Behaviour Scale is
typically used on children who are at least three years old. It uses a questionnaire to figure out what self-help
and social skills areas the child is strong and weak in. Children are scored with a percentage. The Baley Scale
tests children who are between two and 30 months old. The assessment uses three scales to measure
cognitive and motor skills.
Intermediate Childhood Assessments: Two assessments that are used for intermediate children are the Bender
Gestalt Test and the Alpern Boll Developmental Profile. Both are capable of testing children up to age 11, but
the Bender Gestalt Test only assesses perceptual motor functioning. A percentage score based on the norms
for the child's age is given when the child has completed the Bender Gestalt Test. The Albern Boll
Developmental Profile tests gross and fine motor, self-help, social, cognitive, and language skills. This test is
administered using an interview-style assessment and an overall IQ equivalent is given based on the child's
age.
Senior Childhood Assessments: The Peabody Individual Achievement Test (PIAT) is an individually
administered childhood assessment tool that can be used for children who are in 12th grade or younger. The
PIAT is composed of four different tests: one in math, one in reading, one in spelling, and one in general
knowledge. The test gives three types of scoring: a grade equivalent, a percent and a standard.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Child Developmental Assessment Tools

Assessment tools give parents and caregivers insight into how children are developing.
There is numerous child developmental assessment tools designed to evaluate your child's physical and
mental development; many of them are based on simple questionnaires and screenings, such as vision or
motor skill testing. While assessment tools are useful in identifying developmental delays, further testing is
needed to diagnose any developmental lags uncovered by such tests.
Ages and Stages
The Ages and Stages Questionnaire is used for children from birth to 5 years to determine social, fine and gross
motor skills. Caregivers and parents can administer this test, and a professional, such as your child's
paediatrician, can score it. This test consists of several questionnaires specifically designed for each age level
and can diagnose whether your child's development is behind schedule, on target or advanced. It also shows if
-- and what type of -- additional testing may be needed, and tells you which skills need to be worked on.
Pediatric Symptom Checklist
The Pediatric Symptom Checklist, designed for children ages 4 to 16, is scored based on how many times the
child answers "never," "sometimes" or "often." It assesses emotional and social development and disorders.
While a parent or caregiver can do a portion of the questionnaire, the bulk of it, as well as the scoring, must be
done by a trained professional with experience in psychology.
Developmental Indicators for the Assessment of Learning

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Developmental Indicators for the Assessment of Learning is a tool that preschool and kindergarten teachers
can use to assess a child's motor, speech, cognitive, social and emotional skills. A parent fills out a
questionnaire, but a trained professional handles most of the testing. While this assessment can show if and
where a child has developmental delays, it's used primarily to rank where a child stands developmentally
when compared with national standards.
The Ounce Scale
With numerous tests and assessment tools available, you may wonder how developers set the standards for
high, normal and below-average development. One such barometer is an assessment called the Ounce Scale.
This test includes several small evaluations based on age as well as six defined areas of development,
including motor, social and emotional skills. Information gathered is then summarized and used to set national
standards for many assessment tools and tests.

Child Development Assessment Tools

Assessments tools help evaluate a child's growth and development.

Adequate assessment of the growing child can help educators and parents alike to better understand how the
student is developing. Using child development assessment tools in the classroom or in the home
environment can help to spot developmental delays, behavioural issues and other problematic areas. There
are a variety of commercial assessment tools and scales to use with children throughout the developmental
continuum. These may include kits, observation rating scales, interview questionnaires and self-assessments.
Multi-Domain Assessments

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

A multi-domain assessment tool helps the educator/assessor to look at several different developmental
domains at once. Developmental domains include social, emotional, cognitive and physical (motor) areas.
These tools evaluate the child on many levels and through multiple behaviours such as peer play, language
use, literacy skills, movement, approaches to learning and critical thinking skills. Examples of available multi-
domain tools include The High/Scope Child Observation Record, The Marazon System, The Ounce Scale and
the Creative Curriculum Developmental Curriculum Assessment. Some tools, such as the Creative Curriculum
Assessment, are meant to work along with a school's specific chosen curriculum.

Single Domain Assessment: Unlike the multi-domain assessment, single domain tools evaluate one specific
area of child development. This may include one general domain (e.g., cognitive, emotional, social or physical)
or a sub-set/specialized area such as literacy. Examples of single domain scales include The Devereux Early
Childhood Assessment, Early Language and Literacy Classroom Observation Tool and the Social Competence
and Behaviour Evaluation.

Assessment Kits: Some assessment tools, whether single or multi-domain, come conveniently prepared in kits.
Kits may include a variety of scales, forms and tools. Additionally, many kits come with software to score and
rate the child's development. For example, the Behavioural and Emotional Screening System 2 provides the
assessor with a kit containing a use manual, forms for teachers, forms for parents and self-assessment forms
for students along with scoring and reporting software.

Benefits of Assessment Tools: Using an assessment tool has many benefits to many different people. Not only
does an assessment benefit the child, but it can also benefit teachers, parents and even an entire classroom.
Adequate early diagnosis of delays and other developmental issues can help adults to better assist the child in
his overall learning and development. Additionally, many modern tools are easy to use and take very little time
to administer. The simplicity of use, coupled with the importance or need, make child development
assessment tools an effective way to increase the odds of success in many classroom or home learning
environments

Types of Assessment Tools

Assessments help gather information about a person.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Assessment tools allow the individual administering the assessment to gather specific information about the
student or patient. Assessments can be user generated, and thousands of assessment tools exist that people
can use for certain purposes. Some assessment tools have a specific intent, such as the Scholastic Aptitude
Test (SAT), which many higher education institutions use to determine acceptance. Persons who will collect the
information create other assessments, such as a teacher who creates a test to assess understanding on a
particular subject.
Mental Health Assessments

Mental health assessment tools allow the health care practitioner to assess the mental health of the patient
and make a diagnosis. The questions in most mental health assessment tools use the Diagnostic and Statistical
Manual of Mental Disorders, also known as the DSM-IV, as a base. When the assessment is complete, the
health care practitioner can help diagnose what is plaguing the patient and come up with a treatment plan.
Literacy Assessments

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Literacy assessments can help determine the reading level of adults and children. If an individual is lacking a
particular skill, such as comprehension or phonemic awareness, the assessment can help the instructor to
come up with ways to address that skill with the student. Many elementary school students receive literacy
assessments several times a year to make sure they are performing on grade level.
Some reading tests prior to the start of college education, determine if the student will take beginning college-
level reading and English classes as they start their academic careers.
Written Assessments

Written assessments take place when an individual receives a set of questions on paper that they must answer
independently. The written assessment may contain open-ended questions, multiple-choice questions, or
essay questions. Teachers and instructors often use written assessments for students who can read
independently.
Visual Assessments

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Optometrists use visual assessments to ascertain how well the patient can see. Often, the doctor will have the
patient read black-and-white numbers and letters placed a few feet away. Other visual tests used by preschool
teachers assess pre-kindergarten skills such as colours, shapes, and number awareness. Driver's license
testing also requires vision assessments.

Portfolio Activity:
1. Define the term assessment tool.
2. List and explain the different examples of assessment tools

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

5.3 (ac3) - individualised learning experiences for
children

How to Incorporate Individualized Instruction in the Classroom

You can incorporate individualized instruction in your classroom

Many students do not respond well to the traditional lecture-style type of teaching, but it's impossible to have
an environment in which each student has his own one-on-one tutor. A happy medium may be to incorporate
individualized instruction in the classroom. In this method, the teacher sets up programs that allow each
student to learn at her own pace. Though some students may take longer, the achievement outcomes are
typically the same.
Set up your classroom for collaboration. An important aspect of individualized instruction is a more relaxed
environment for students to learn. Rather than having student desks lined up in rows, group them so students
can work together. Tables provide an excellent alternative to desks.
Establish learning centers. With hands-on activities, students are able to learn at their own pace. You can
create math, reading, music, listening and art stations, for example. Incorporate a common theme throughout.
For example, if your current unit is about animals, you can count animals in the math station, read about
animals in the reading station, sing songs about animals in the music station, identify animal sounds in the
listening station and draw animals in the art station. During learning-center time, the students direct
themselves, but the teacher monitors activity and interacts with students one-on-one.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Use computer programs to teach. An advantage of computer programs is that they can remember a student's
progress and present the next lesson only when the student is ready. In particular, computers work well to
teach math and reading skills, but you can also use them for other subjects.

Ask students to work on projects together. In an individualized instructional program, students benefit when
they work together on activities. Collaboration and peer tutoring aid learning.

Monitor student progress and make adjustments. Create a checklist of things that your students should learn
or use lists provided by your school or state. If you find that a student isn't meeting one of those standards,
work with her to address the problem.

The Best Ways To Incorporate Individualized Instruction in the
Classroom

Each student learns differently. Some students are kinesthetic learners, requiring a hands-on approach to
learning. Some students learn visually, excelling when they can read or see photographs of the material.
Finally, some students learn best through listening, learning best when they can hear and talk through a
problem. Furthermore, all students are talented in different ways. While one student may be creative, another
student may be analytical. While one student may be mechanical, another student may excel at writing.
Teaching requires differentiated and individualized instruction in order to reach all students.

Experiential Learning

Experiential learning is a hands-on approach to education. Students are given the opportunity to interact with
their subject matter, solving problems and applying knowledge. Teachers may enact role-playing scenarios,
where students are required to act out a scene from history or a character from a book. Teachers may also use
problem-based learning, where students are given an ill-conceived problem and they must try to solve it with
the information at hand. Journal-writing and individual projects may also be used to individualize instruction.
Experiential learning activities require the students to take an active role in their learning. Teachers are able to
tailor instructions specifically for a student in one-on-one and group meetings to discuss progress. Teachers
are more aware of an individual student's progress and understanding of the material through the monitoring
of experiential learning activities.

Contract Learning

Another way to individualize instruction is through contracts. A student and teacher may have a meeting to
discuss learning goals. In this meeting, specific, measurable goals will be written into a contract that both
teacher and student will sign. An example of a goal is, "The student will spell all vocabulary words correctly 95
percent of the time." The key to setting a contract is that there is a measurable, and reachable, outcome. The
contract must be revisited from time to time to ensure that the goals are being met.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

The Layered Curriculum
The layered curriculum is tiered so that the students are able to go through at their own pace and their own
ability. It is separated by three levels: the C level, the B level and the A level. Students working in the C level
only will earn only a C on the assignment. To earn a B, a student must work in the C and B level. To earn an A,
the students must satisfactorily work in all three levels of the layered curriculum.
All learning modalities should be addressed in each layer. The assignments listed in each layer should be two
to three times what is required for them. For example, if you want the students to complete three assignments
in a layer, a teacher should give the option of six to nine assignments. The students will then pick the activities
they choose to do from each layer.
Level C, the largest in the curriculum, will contain a variety of basic assignments for the students. These may
include textbook questions, simple art projects, etc. Many times, teachers require five assignments and list 15
assignments in the section. Level B will require higher-level thinking skills like application and comprehension.
These activities may be problem-solving activities, science labs, or building activities. Level A involves critical
thinking. In this level, students meet with the teacher one-on-one after they complete an assignment and
express what they have learned. The assignments may require synthesis of information. One-on-one meetings
with teachers are an excellent way to evaluate individualized learning in the classroom.

How to Use Individualized Instruction in the Classroom

Individualized instruction is ideal for slow or anxious learners.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Education has changed dramatically in the past 100 years. In the past, students of all ages would be lumped
together in the same class and taught the same material at the same pace. Individualized instruction has been
gaining ground in recent years. This method allows students to learn at their own pace and within their own
area of interest.
Allow students to set their own pace. Plan a general outline of where they are currently and where they want
to be at the end of the semester, year or other timeline marker. Involve the student in planning her own
schedule and dates to meet goals. Have the students come up with ideas about what to do should they fall
short of their goals or deadlines.
Help students personalize their learning plans. Let them select, within various subject areas, the types of things
they'd like to learn about. For instance, if the class is studying poetry, let the students choose which poets
they'd like to analyze, instead of assigning them random authors. Let the students determine how the
analysation will take place; they may choose to write an essay, give a speech or take lessons from the poet and
incorporate them into their own work.
Allow for frequent self-evaluation. Let this take place when a student is having difficulty and when a project
was successful. Ask the student to determine what worked and what didn't after each task or goal is
completed. Let the students take part in critiquing each other, especially if they worked together on group
projects.
Assign mentoring tasks to each student. Allow the students to help each other work through difficulties in their
learning programs. Pair up students who set similar goals or have trouble in the other's area of expertise.
Make more time for one-on-one interactions with students than you would in a traditional classroom.

What Assessments Can You Use for Differentiated Instruction?

Teachers in differentiated classrooms assess students in ways that are comfortable for each student.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Differentiated instruction is designed to meet the needs of individual students within a single classroom
setting. Differentiated instruction incorporates components of a variety of learning styles and allows students
to demonstrate their understanding in a way that is comfortable and works best for them. Teachers in
differentiated classrooms strive to provide learning opportunities that enable all students to succeed.

Selected Response Assessments

Selected response assessments are the most traditional form of paper and pencil assessments. Selected
response assessments require a significant amount of reading ability and therefore should only be used with
students who have strong reading comprehension. The ability of students to demonstrate proficient
knowledge on selected response assessments can be negatively impacted by their reading limitations as
opposed to their knowledge of content. Examples of selected response questions include multiple choices, fill
in the blank and short answers. However, selected response assessments can be altered to meet the needs of
all students through a variety of selection choices, including pictorial representations of answers.

Portfolio Assessments

Portfolio assessments enable students to demonstrate their growth and learning over an extended period of
time. The strength of a portfolio, as an assessment, is the fact that it measures each student's achievements
while allowing for differences between students, a key component of differentiated instruction. Because
portfolios are compiled over time, they also demonstrate improvement, effort and achievement
simultaneously, and students are free to choose the components of their portfolio so long as they meet the
stated requirements. Examples of items a student may include in a portfolio would be homework assignments,
class quizzes, writing pieces or works of art.

Performance Assessments

Performance assessments are another alternative to traditional paper and pencil assessments that allow
kinesthetic learners the opportunity to create or perform a skill. The key to performance assessments is that
the construction and performance of a skill are observed by the teacher so as to eliminate any question about
a student's understanding. Examples of performance assessments would be conducting a scientific
experiment, constructing a model of the solar system or writing a screenplay.

Personal Communication Assessments

Personal communication assessments allow students to verbally express their understanding of essential
content. On personal communication assessments, students could perform a rap for naming the 50 states,
recite the Gettysburg Address or give a speech that demonstrates understanding of core content.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Portfolio Activity 5.3:
1. Define individualised learning.
2. Explain giving examples how you can promote and implement individualised learning.

So6: Evaluate the effectiveness of the Life
Skills Learning Programme. 

How to Evaluate the Effectiveness of Training

Understanding training effectiveness helps companies develop the most relevant training.
Training employees is time consuming and costly. When preparing for training, develop tactics to ensure
effectiveness throughout the training session. According to Learning and Training: Statistics Myths, in 2010 U.S.
companies spent $52.8 billion on training, and invested an average of 40.1 training hours per employee. With so
much invested in the process, it is vital that companies understand the impact that training has on actual work
performance and develop evaluation tools to measure its effectiveness.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Develop a training objective for each participant. After the introduction of the training, ask participants to state
what learning objective they have for the training. Document the objectives on a flip chart and place it on the
wall in the training room. At the end of the training go back to participants and have them state how the training
met their objective, what they learned and how they can apply what they learned to their jobs.

Ask each participant to create one or two action plans that relates to the training. Have them document a time
frame for completion and what support they may need in completing the action plan. Have the participants
chosen a partner from the training class; they will set a follow-up date and discuss the outcome of their action
plan and what tools they used from the training to accomplish the action plan. Have each group report back to
the training facilitator on the effectiveness of the training once the action plans are completed. With this
information, the facilitator can modify sections of the training if feedback is consistent.

Ask questions throughout the training session. Checking for understanding after each section helps the
facilitator to understand both facilitation and content effectiveness. If there is a lack of understanding on a
specific topic, the facilitator will need to make a decision on how to handle it. Often training sessions leave little
time for added activities; a good approach would be to schedule additional training time later to solidify
learning.

Administer quizzes or incorporate problems to solve throughout the training to check for understanding. After
the participants are given time to compete quizzes or problems go through all the answers and explain the
reasoning for the correct answer.

Develop a training evaluation form. Detail each section of the training and ask for feedback on such areas as
facilitator effectiveness, training material effectiveness and ease of understanding the material. Go through
each evaluation to determine areas of the training that need improvement.

6.1 (ac1) – evaluate the effectiveness of the Life
Skills Programme

Tools to Measure Training Effectiveness

Surverys are a tool used to measure training effectiveness.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Training is an essential element to business success, but what’s even more crucial is the ability to measure the
training's effectiveness. After your employees or management team have participated in a training session or
event, it is important to evaluate how effective the training was. This is accomplished by using different tools
such as an organizational assessment, feedback agents and reports that track results.
Organizational Assessment
An organizational assessment (OA) is a tool used to objectively evaluate an organization's productivity,
efficiency and member satisfaction. An OA can be performed by the Human Resource Department of a
company but is considered to be more effective if completed by an external source. The assessment will use
observation, surveys, interviews and reports to assess if there is a significant difference in the productivity and
ability of the organization before and after the training was performed. The assessment will identify areas of
accomplishment and necessity and will provide suggestions on how to continually develop the organization.
Feedback Agents
Feedback agents are an effective tool at measuring training effectiveness. Use a test or quiz a few days after
the training is complete to gather information on how much of the training was internalized and implemented
by the members. Organize discussion groups that are used to gather feedback from the people who attended
the training. The group discussion is intended to assess how the participants perceived the training and if they
feel that it was beneficial and effective. Administer a survey a few weeks after the training was complete to see
if the people trained felt that it was helpful.
Reports

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Use reports to assess if there have been any increased results. After the completion of training, results should
increase. Reports that show sales, employee retention and conflict in the workplace are the types of reports
that should be reviewed. Ask team leaders to create a weekly report that they turn into their manager. The
manager then creates a report and turns it in to upper management, which makes the final assessment and
evaluation of the training's effectiveness.

Training Evaluation and Measurement Methods

Training evaluation methods differ by what you intend to measure. There are forms and devices available to
determine exactly how trainees liked the training course. Evaluators can use forms and other tools to
determine how well participants liked the training and how much they learned. You can also discover if your
training program offered good return on your investment in the course. Your first step is to determine exactly
what you want to measure.

Course Feedback Instruments

The most common type of evaluation for training programs is the participant feedback questionnaire. Given
immediately after training, this evaluation measures participants' reaction to the program they just completed.
These "smile" sheets provide feedback on the course, materials, instructor ability, room environment and other
issues related to the training program. This type of evaluation is often referred to as "smile," because many of
these forms return good reviews, especially if an experienced instructor conducted the program.

Learning Measurement

A learning measurement evaluation determines specifically how much information a trainee retained during
the class. Most of us are familiar with these measures since we took these tests during our high school years.
Measure learning by multiple choice, fill in the blanks questions, or other methods to determine if learning took
place in the classroom. Measuring learning is useful to establish how much information was retained by the
participants and to document that students learned during training.

Transfer of Learning Measurements

Transfer evaluations measure if the student can use the information taught in the training back on the job.
Interviews with trainees, questionnaires and direct observation are three methods used to determine if your
employee is using her new skills at work. Reviewing outputs from the job is also a good technique to use. It is
also very important that your employees' skill levels are evaluated before training begins. You can then
compare these measurements to what you observe and verify that the training is being used.

Results Evaluation

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Perhaps the most important evaluation of training is the results measurement. It is also one of the most difficult
evaluations to conduct. Results evaluations attempt to determine if the training program made a difference for
your organization. Look at sales results to determine if they increased. Review customer service scores and
search for increases. The key to a successful results evaluation is to have solid and specific evidence to work
with. It is also important to filter out other, non training explanations, for the results you are evaluating.

Portfolio Activity 6.1:
1. Demonstrate the importance of evaluation
2. List and explain the different methods of evaluating a learning programme giving advantages and
disadvantages of each method.

6.2 (ac2) - programme strengths and
weaknesses

How to Identify Strengths & Weaknesses

Learning the positives and negatives about yourself requires that you look at yourself in an objective manner.
Honesty is a requirement in the search to identify your strengths and weaknesses. Answering this riddle can
help you move from a life mired by continuous struggle to a focused and successful one.
Think about what attracts you. Strengths are often more difficult to identify than weaknesses, and one of the
first things that indicates a personal strength is your level of attraction. Things that you like to do will often be
strengths simply because you will spend more time focusing on and practicing them.
Test out your abilities. Try different activities such as sports or school or work projects, giving your best effort
each time. Personality graphing tests can also give you insight on your positive and negative abilities. The
broader the spectrum of new activities you attempt, the more data you have on which to base a conclusion.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Graph your progress honestly. Without attaching to results or interpretations, take note of your aptitudes. Write
down the things you enjoy doing and feel are strengths in yourself. Also note weaknesses. Draw from your
personal experience, whether successes or failures. Pulling out some of your old accomplishments or awards
will help lead you in a positive direction.
Analyze your findings. Asking yourself about specific tasks will yield more information. Sort out and categorize
the information you've collected. Making a leap of improvement in a short amount of time or receiving
accolades for your efforts would indicate strengths. If you have put consistent effort into something and haven't
seen improvement or you notice that your desire to do something is lacking, consider these areas as
weaknesses.
Obtain a second opinion. Seek the objective opinions of others on things you can improve on and things you
excel at. Teachers and bosses are good places to start; these people have a bird's-eye view of your actions on
a regular basis and can offer useful feedback.

How to Assess Strengths & Weaknesses

Assessing your strengths and weaknesses isn't always easy, but it is necessary.
When looking into a new job, many interviews revolve around not only discussing a candidate's experience but
his strengths and weaknesses. Sometimes, this can reflect the type of work ethic people have in their careers
while also showing the employer the kind of person who is interviewing for the position. Being honest and
open-minded about your strengths and weaknesses is key--it allows you to be sincere during an interview and
gives you an idea about what things you need to work on. You can do a few things to start looking at your
strengths and weaknesses--always know, though, that weaknesses can be improved upon.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Make a list of the things you've done in previous positions and roles that make you stand out. Were you the first
to organize weekly company meetings, for instance? Make a note that you take initiative and have a keen eye
for detail. Write down the sorts of things for which you've been recognized and appreciated, and the kind of
work ethic you bring to your job. Are you always early, helpful toward others and positive in times of company
trouble? Your strengths don't only have to be in the form of accomplishments. They can be aspects of your
personality.
Make a list of things you'd like to work on in your personal and professional style or behaviour. According to the
website, Risk Communication, if a person has a tendency to be very academic at all times, some people in the
workplace who prefer a more human explanation may see it as a weakness. Look at things you may be doing
to isolate your co-workers or things that you can improve upon: getting to work on time, staying positive on the
job or meeting deadlines. Be honest with yourself.
Look at how you can foster the continuation of your strengths and how you can find solutions to your
weaknesses. Make a list of reasons why you may have those weaknesses and note ways you can change. Also
look at the sorts of things you do well and keep those points in mind. Don't be harder on yourself than you
need to be, and commend yourself for a job well done. According to Global HR News, work on your
weaknesses before focusing on illuminating your strengths. In the end, it will balance out.

Portfolio Activity 6.2:
1. Define strengths and weakness in relation to a learning programme.
2. Having identify weakness, explain how you would address them citing one common example of the
weaknesses found in learning programmes and giving the possible solution.

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

6.3 (ac3) – modifying facilitation techniques and
strategies

Classroom Facilitation Tips

Preparing discussion questions is advance is an important element of classroom facilitation.
Facilitate means "to make easy." Facilitation is the process of enabling groups to work cooperatively and
effectively, according to Elearnspace. The facilitator is an active participant in the learning process who helps
the class achieve its learning objectives without taking sides in an argument. Facilitation is not about standing
in front of a group and lecturing. It is about guiding and assisting. It's about making it easier for the class to do
its work.
Put the Group at Ease
Make the students feel comfortable talking to one another as soon as the class begins. Start off the course with
an icebreaker activity, such as having students introduce their seat partners. Give them note cards and write
down several questions on the chalkboard, such as: "What is your name?," "Why are you in this class?," "What is
the best learning experience you've ever had?" and "What is your favourite city or place and why?" Have your
students break into groups of two and interview each other, recording the answers on paper. Each student then
introduces his or her interview partner to the class. According to Mind Tools, the secret of a successful
icebreaker exercise is to keep it simple: "Design the session with specific objectives in mind and make sure the
session is appropriate and comfortable for everyone involved."
Silence is Golden

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

After you pose a question for discussion, don't rush to jump in. Sometimes, your students need time to think
and formulate their answers. "Most inexperienced class leaders make the mistake of jumping in too early,"
according to San Francisco State University's "Class Facilitation Tips." Slowly count to 10 in your head, and then
rephrase the question. Then silently count to 10 again. More often then not, someone will raise their hand and
contribute to the discussion. If there is still no response, direct your class to specific passage in the reading
material or offer your opinion to get things going.

Energizers

Take a break if the class has obviously grown weary. It's important to have fun, and it helps your students regain
their focus. For example, tell the class it's time for the "ball toss game." Have everyone stand up and form a
circle or semicircle. Tell the class to toss a bean bag, foam ball or other object to a person. The person
receiving the ball tells what he or she thought was the most important thing he or she learned, before passing
it on to another person. Keep going around until everyone has gotten a chance to contribute.

Be Open and Neutral

Be open and accepting, and do not judge students who agree or disagree with an expressed view. Respond
with interest while maintaining a neutral tone. Praise prompts students to contribute, but it can also backfire,
according to the Faculty Focus website. If you respond overly positively to a student's answer, the rest of the
class might think there is no need to think further. Therefore, refrain from judging and praising too much.

Help Shy Students

The University of Oregon's Teaching Effectiveness Program advises facilitators to tell students in advance what
the discussion topics will be, so that they can better prepare for the class. To help shy students, offer different
options for participation. Let them turn in written as well as verbal responses, for example. Additionally,
acknowledge the shy student's strengths in the classroom. This can be encouraging to him or her.

Learn Names

Learn and use students' names, as they will be more engaged if you perceive them as individuals rather than
anonymous group members, says The Teaching Center at the Washington University in St. Louis. Also
encourage them to learn one another's names.

Avoid 'Closers'

Use discussion questions that open up, instead of close, the conversation. "Closers" have simple "yes" or "no"
answers or encourage guesswork, rather than analysis. According to the University of San Francisco, "opening"
questions ask students to "make connections, to interpret tricky text (and) to read key sections closely."

ECD NQF 4 - Student Guide Knowledge Module 2

ECD NQF 4 - Student Guide Knowledge Module 2

Tips on Facilitating Training

Training requires strategy.
The purpose of training is to provide people with a greater understanding of a concept, ultimately giving them
the confidence to boost results and productivity while on the job. Success lies in the ability to facilitate training
in such a way that engages participants to be receptive to learning the material.
Training Announcement
Groans and eye rolling often accompany a training announcement the reason for this disdain is the perception
of training being a waste of time. Rather than announce "new training" or "mandatory training" try a different
approach. You could be creative by canvassing the training announcement into something else. People don't
like to feel that they are forced into something. It closes their mind. Instead, you can try making it "feel" optional.
Term the training a "success opportunity" or an "advancement course."
If you still cannot get the reception you desire, provide perks or value propositions for those that attend the
training session. Give attendees something desirable when they prove they prospered from the event. This will
create an internal buzz about the training experience.

ECD NQF 4 - Student Guide Knowledge Module 2