EARLY CHILDHOOD CARE AND EDUCATION (ECCE) FOR NCE
MINIMUM STANDARD
1. Philosophy
The early years
(0-5) are crucial for the development of an individual and any support given at
this stage helps to promote development. This period requires people who are
knowledgeable, such as specialist care givers and teachers. Such people should
be equipped for the task, hence the need to train them in ECCE to be able to
handle these children effectively. Caregivers and teacher of young children
therefore, should possess such qualities as enthusiasm, kindness, gentleness
and tolerance. In addition they should possess academic and professional
qualifications, Nigeria Certificate in Education (NCE).
2. Aim
By the end of NCE
programme in Early Childhood Care and Education students should be able to
identify and discuss the nutritional, social, emotional, cognitive, physical
and health needs of the child. More importantly they should be able to display
and apply the knowledge and competencies acquired in appropriate situations.
3. Objectives
Specifically the
care-givers/teacher should be able to:
·
Assist the child to develop good eating habits.
·
Assist the child to develop good social habits.
·
Facilitate emotional stability in the child.
·
Assist the child to develop communication,
reasoning and expressive skills.
·
Assist the
child to develop fine and gross motor skills,
·
Assist the child to develop good health habits
with emphasis on sanitation and safety needs.
·
Assist the child to develop inquisitiveness and to
explore his/her environment.
·
Utilize resources and improvise materials to
stimulate the child through play.
·
Keep records of the child’s developmental progress
in terms of major mile stones.
·
Identify children with special needs for referrals.
·
Discuss the needs, progress and development of the
child with parents and caregivers.
·
Assist the child to acquire desirable attributes
e.g. good morals, norms and values.
·
Participate actively in professional
associations/organizations relevant to Early Childhood Care and Education.
·
Manifest desirable administrative competence in
Early Childhood Care and Education.
4. Academic Guideline
·
ECCE shall be offered as double major.
·
Special Needs: Children with
special needs should feature in every course.
·
Demonstration
Center:
For a College to operate an ECCE Department, it must establish an Early Child
Care Centre to serve as demonstration center for students’ practicum, with teacher/child
ratio of 1:20 for 3-5 year olds and caregiver/child ratio of 1:10 for 1-3 year olds.
·
ECCE Teachers: In view of the
fact there is no ready pool of teachers for ECCE, it is recommended that
lecturers from Primary Education Studies and allied departments such as
educational psychology, home economics, science, music, art should be given
some orientation to enable the programme take off, thereafter, concerted effort
should be made in specialists in this area.
·
Playground: Setting up a
suitable play ground should be a pre-requisite for establishing a Department of
ECCE.
·
Resource room: The ECCE department
should have a Resource Room for exhibiting/displaying ECCE learning materials.
·
Project: ECCE students
should carry out their projects on early childhood education (with children
within 0 – 5 years).’
·
Teaching Practice should be done
in ECCE centers.
·
Mentoring should be
established as a regular feature for professional development as a help for
capacity building.
5. Admission Requirements
-
A Senior Secondary School Certificate (SSC) or GCE
0 Level with credits in any five subjects including English and Mathematics, at
not more than two sittings.
-
A Grade II Teachers’ Certificate (TC II) with
credit or merit in five subjects including English and mathematics.
-
Associate Certificate in Education awarded by an
approved institution in Nigeria or abroad, is also an acceptable qualification.
-
Successful candidates in the Pre- NCE final
examinations would be required to regularize their admission with JAMB
examination as the case may be.
-
All
candidates wishing to be considered for admission must write the selection examination
organized by an accredited body such as JAMB.
-
It should be noted that colleges in addition to
all of the above should administer their own qualifying tests and interviews.
This is legitimate.
6. Staff Requirements:
Academic Staff: For effective delivery of the ECCE programme,
at least (8) academic staff are required with professional teaching qualifications.
Minimum qualification for any lecturer shall be the Masters Degree, however
First Degree not below 2nd class lower can be employed into training positions.
The Academic Staff should be made up of
1 language teacher, 1 science teacher, 1 Tech/computer teacher, 1 art/music
teacher and 6 ECCE teachers. The HOD should a specialist in ECCE.
Non Academic Staff: The following
departmental support staff are required: Secretary/Computer Operator, Clerical
officer, Care-giver Assistants, Messenger External Examiners: The recruitment
of at least two external examiners not below the rank of principal lecturer for
the purpose of moderating examination questions and answer scripts is necessary
for proper implementation of the programme.
7. Facilities
-
Books and Library
Materials:
There must be enough books to cover all the areas of the subject to the ratio
of one student to ten books in the college library. A well equipped
departmental library must be in place to complement.
-
Classrooms: the classrooms
must be spacious enough and well equipped.
-
Demonstration
Centre with Play Ground: The demonstration centre must be equipped with
facilities as stipulated in the appendix
-
Resource Room:
-
Staff Offices: each Senior staff
must have comfortable well-furnished office. There should be an office for
support staff with relevant equipment such as computers, printers, etc
E. Mode of Teaching
The recommended
modes of teaching in the ECCE programme are in broad terms, as for General
Education. However, for ECCE emphasis should be on effective use of play,
practical demonstration, storytelling, use of songs and rhymes,
discovery/inquiry method, and experimentation.
Practicum is
compulsory for ECCE student in the second year.
F. Graduation Requirements
Distributions of
minimum credits required for graduation are:
-
Education (including TP) = 36 credits
-
General Studies Education = 18 credits
-
ECCE Double Major = 64 credits
-
Total credit units = 118 credits
GENERAL EDUCATION
YEAR
1 – SEMESTER 1
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
EDU 111
|
History of Education in Nigeria
|
1
|
Compulsory
|
EDU 112
|
Educational Psychology I (Child Studies)
|
2
|
Compulsory
|
EDU 113
|
Principles and Methods of Teaching
|
2
|
Compulsory
|
Total
|
5
|
YEAR
1 – SEMESTER 2
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
EDU 121
|
Sociology of Education
|
1
|
Compulsory
|
EDU 122
|
Introduction to Teacher Education
|
1
|
Compulsory
|
EDU 123
|
Philosophy of Education
|
1
|
Compulsory
|
EDU 124
|
Theory and Practice of Child friendly
School
|
2
|
Compulsory
|
Total
|
5
|
YEAR
2 – SEMESTER 1
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
EDU 211
|
Practicum in Classroom Management and
Organization
|
1
|
Compulsory
|
EDU 212
|
Educational Technology: Theory and
Practice
|
2
|
Compulsory
|
EDU 213
|
Micro-Teaching: Theory
|
1
|
Compulsory
|
EDU 214
|
Introduction to Research Methods
|
1
|
Compulsory
|
Total
|
5
|
YEAR
2 – SEMESTER 2
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
EDU 221
|
Curriculum Studies I
|
1
|
Compulsory
|
EDU 222
|
Measurement and Evaluation
|
2
|
Compulsory
|
EDU 223
|
Micro-Teaching Practicum
|
1
|
Compulsory
|
EDU 224
|
Education Administration, Planning and
Supervision
|
2
|
Compulsory
|
EDU 225
|
Introduction to Special Education
|
1
|
Elective
|
Total
|
6C
+ 1E = 7
|
YEAR
3 – SEMESTER 1
Education 311 – Teaching Practice 6
Credits
YEAR
3 – SEMESTER 2
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
EDU 321
|
Curriculum Studies II
|
1
|
Compulsory
|
EDU 322
|
Adolescent Psychology
|
1
|
Elective
|
EDU 323
|
Research Project
|
2
|
Compulsory
|
EDU 324
|
Introduction to Theory and Practice of
Guidance and Counseling
|
1
|
Compulsory
|
EDU 325
|
Introduction to Adult and Non-formal
Education
|
1
|
Elective
|
4C
+ 1E = 5
|
|||
Total
|
27
Credits
|
GENERAL STUDIES EDUCATION
YEAR
1 – SEMESTER 1
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
GSE 111
|
General English I
|
1
|
Compulsory
|
GSE 112
|
Introduction to Library Studies
|
1
|
Compulsory
|
GSE 113
|
Basic General Mathematics
|
1
|
Compulsory
|
Total
|
3
|
YEAR
1 – SEMESTER 2
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
GSE 121
|
General English II
|
1
|
Compulsory
|
GSE 122
|
Basic General Math II
|
1
|
Compulsory
|
GSE 123
|
Introduction to Computer Studies I
|
1
|
Compulsory
|
GSE 124
|
FLEHI – Family Life & Emerging Health
Issues
|
1
|
Compulsory
|
Total
|
4
|
YEAR
2 – SEMESTER 1
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
GSE 211
|
General English III
|
1
|
Compulsory
|
GSE 212
|
Basic General Mathematics III
|
1
|
Compulsory
|
GSE 213
|
Introduction to Computer Studies II
|
1
|
Compulsory
|
Total
|
3
|
YEAR
2 – SEMESTER 2
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
GSE 221
|
General English IV
|
2
|
Compulsory
|
GSE 222
|
Basic General Mathematics IV
|
1
|
Compulsory
|
GSE 223
|
Introduction to Citizenship Education
|
1
|
Compulsory
|
GSE 224
|
Entrepreneurship
|
2
|
Compulsory
|
Total
|
5
|
YEAR
3 – SEMESTER 2
COURSE
CODE
|
COURSE
TITLE
|
CREDIT
(S)
|
STATUS
|
GSE 321
|
General English V
|
1
|
Compulsory
|
GSE 322
|
Basic General Maths V
|
1
|
Compulsory
|
GSE 323
|
Science and Technology in Society
|
1
|
Elective
|
GSE 324
|
Political Economy
|
1
|
Elective
|
Total
|
4
|
Summary
General Education including T.P = 33
Credits
General Studies Education = 18 Credits
Total = 51 Credits
CCE:
CURRICULUM TABLE/STRUCTURE (WITH SUMMARY)
COURSE
CODE
|
COURSE
TITLE
|
CREDITS
(Unit(s)
|
STATUS
|
100
LEVEL (1st Semester)
|
|||
ECE 111
|
Introduction to Early Childhood Care and
Education
|
1
|
Compulsory
|
ECE 112
|
Child Development
|
1
|
Compulsory
|
ECE 113
|
Child Health and Nutrition
|
2
|
Compulsory
|
ECE 114
|
Child Growth and Survival
|
1
|
Compulsory
|
ECE 115
|
Basic Communication Skills
|
2
|
Compulsory
|
ECE 116
|
Safety Measures
|
2
|
Compulsory
|
ECE 117
|
Practicum in ECCE I
|
2
|
Compulsory
|
ECE 118
|
Introduction to Basic Design
|
2
|
Compulsory
|
Total
|
13
Units
|
100
LEVEL (2nd Semester)
|
|||
ECE 121
|
Physical Development
|
1
|
Compulsory
|
ECE 122
|
Social and Moral Development
|
2
|
Compulsory
|
ECE 123
|
Play and the Child’s Learning
|
2
|
Compulsory
|
ECE 124
|
Assessment and Evaluation
|
2
|
Compulsory
|
ECE 125
|
Pre-Reading/Reading Skills
|
2
|
Compulsory
|
ECE 126
|
Play Ground and Play Equipment
|
2
|
Compulsory
|
ECE 127
|
Early Childhood Science
|
2
|
Compulsory
|
ECE 128
|
Introduction to Basic Design
|
2
|
Compulsory
|
Total
|
13
Units
|
200
LEVEL (1st Semester)
|
|||
ECE 211
|
The Home and Child
|
2
|
Compulsory
|
ECE 212
|
Music and Dance
|
2
|
Compulsory
|
ECE 213
|
The Child and the Environment
|
2
|
Compulsory
|
ECE 214
|
Pre-Writing/Writing Skills
|
2
|
Compulsory
|
ECE 215
|
Technology for the Early Years
|
1
|
Compulsory
|
ECE 216
|
Early Childhood Curriculum & Methods
|
2
|
Compulsory
|
ECE 217
|
Practicum in ECCE II
|
3
|
Compulsory
|
Total
|
14
Units
|
200
LEVEL (2nd Semester)
|
|||
ECE 221
|
Children with Special Needs
|
2
|
Compulsory
|
ECE 222
|
Language Development
|
2
|
Compulsory
|
ECE 223
|
Cognitive Development
|
1
|
Compulsory
|
ECE 224
|
Child Policy Issues in Nigeria
|
2
|
Compulsory
|
ECE 225
|
Elements of Research in ECCE
|
2
|
Compulsory
|
ECE 226
|
Basic Computer Studies and Use
|
2
|
Compulsory
|
ECE 227
|
Production & Use of Instructional
Materials
|
2
|
Compulsory
|
Total
|
13
Units
|
300
LEVEL (2nd Semester)
|
|||
ECE 321
|
Administration and Supervision of ECCE
|
2
|
Compulsory
|
ECE 322
|
Visual Arts and Creative Development
|
2
|
Compulsory
|
ECE 323
|
Children’s Literature
|
2
|
Compulsory
|
ECE 324
|
Entrepreneurship in ECCE
|
2
|
Compulsory
|
ECE 325
|
Contemporary Issues in ECCE
|
2
|
Compulsory
|
ECE 326
|
Mathematical Skills in Early Years
|
3
|
Compulsory
|
Total
|
11
Units
|
Summary
Minimum
credit required for graduation
Total
number of units available - 64
Number
of compulsory units - 62
Number
of elective units - 2
Minimum number of units for graduation - 64
YEAR ONE
FIRST SEMESTER
ECE 111:
Introduction to Early Childhood Care and Education (1 Credit) C
Objectives: At the end of
the course students should be able to:
- define various
terms used in ECCE;
- enumerate the
history of ECCE;
- identify various
Icons in ECCE and mention their contributions to ECCE locally and
internationally; and
- identify various
issues as they affect Children Rights, gender issues and professional ethics.
Content
·
Definition of terms used in ECCE (ECD, ECCE, IECD,
C-F child centre, Crèche, Nursery, pre-School, Care-givers, Nannies, Helpers
etc),
·
Concept and History of ECCE
·
Philosophy of ECCE
·
National and International ICONS in ECCE
·
Needs of the child-Emotional ,physical, social etc
·
Child rearing practices: traditional and
conventional
·
National Policy on Education on ECCE and UBE Act
·
Child Rights— ECOWAS, AU and UN Charters
·
Gender
Issues
·
Professional ethics and ECCE
Methods
- Tutorial
- Discussion
- Assignment
ECE 112: Child Development (1 credit) C
Objectives: At the end of
the course students should be able to:
- enumerate the
principles of Child Development;
- discuss theories
of child Development; and
- discuss the
nature nurture controversy of Child Development
Content
·
Principles of child development
·
Theories of child development, (Physical,
emotional, social, cognitive and r development)
·
Pre-natal environment
·
Nature/Nurture controversy
Methods
- Tutorial
- Discussion
- Assignment
- Case study
ECE 113: Child Health and Nutrition (2 Credits) C
Objectives: At the end of
the course students should be able to:
- Identify the
nutritional needs of the mother and child at various stages of development;
- Mention signs and
symptoms of childhood diseases;
- Discuss causes of
malformation and dysfunctions; and
- Relate personal
hygiene to health issues
Content
·
Mother’s nutrition
·
Breast feeding ,weaning foods etc
·
Post weaning— balanced diet
·
Signs and symptoms of malnutrition
·
Complementary feeding, Appropriate feeding
·
Food related disorders and food taboos
·
Childhood diseases (malaria, measles, polio,
tuberculosis etc)
·
Prevention of childhood diseases (roll-back
malaria and routine immunization)
·
Care of the body (personal hygiene)
·
Community health and hygiene
·
Care of children with special needs.
Methods
- Tutorial
- Case study
- Demonstration
- Discussion
ECE 114: Child
Growth and Survival (1
credit) C
Objectives: At the end of
the course students should be able to:
- list all the
requirements for the registration of the child;
- identify major
milestones in child development;
- explain methods
of preventing and treating domestic accidents; and
- discuss some
traditional practices in their localities.
Content
·
Birth Registration and health record keeping
·
Developmental milestones (see child development
chart)
·
Domestic accidents
·
Harmful traditional practices (Female Genital
Mutilation, tribal marks)
·
Appropriate clothing for the child
·
Adequate Sleep and Rest
·
Care of children with special needs.
Methods
- Projects
- Write studies
- Proper
record/materials
- Discussion
- Field trip/ use
of a resource person.
ECE115: Basic Communication Skills (2credit)C
Objectives: At the end of the
course students should be able to:
- define
Communication;
- identify the
importance of communication;
- explain types of
communication;
- discuss the
language skills; and
- identify and
produce pre-reading and pre-writing activities
Content
·
Communication-meaning, importance and types
·
Listening skills- Sounds(human voice, animal
sounds, musical sounds, etc)
·
Speaking skills-talk to the child; storytelling, singing
etc
Phonics
·
Reading- pre-reading activities (pictures, colour,
shapes, identification and classification)
·
Writing- Pre-writing activities (scribbling,
painting, cutting, molding, etc)
Methods
- Demonstration
- Tutorial
- Discussion
- Micro-Teaching
- Practical session
in language Lab.
ECE 116: Safety
Measures (2
credit) C
Objectives: At the end of
the course students should be able to:
- identify the
causes and prevention of;
- enumerate the
content of First Aid Box and its uses;
- explain the
importance of First Aid in case of any emergencies; and
- demonstrate how
to apply first aid in an emergency and referral services.
Content
·
Accidents and their preventions (dangerous
objects, actions & situations)
·
The first Aid box, contents and use
·
Types of First Aid
·
Providing first aid in cases of convulsion,
fainting, insect bite, suffocation, choking, cuts and injuries, drowning and
swallowing of poison, scalds and burns etc)
·
Emergency and referral services (Accidents, fire
outbreak, flooding, conflicts, wars, Clinics, fire services, ambulances, red
cross, civil defense, police, National
·
Emergency Management Agency, etc)
·
Demonstration of administration of First Aid.(invite
Red Cross personnel)
·
Protection of Child’s Right in emergencies
Methods
- Projects
- Tutorial
- Demonstration
- Use of resource
personnel, medical personnel.
ECE 117: Practicum in ECCE I (2 Credit) C
Objectives: At the end of
the course students should be able to:
- Discuss the
relevance of practicum to ECCE programme;
- List and use
different child study techniques; and
- Write a report on
their observations.
Course Content
·
Meaning and relevance of practicum to ECCE;
·
Child study techniques: Observation, checklist,
anecdotal records, growth, chart, child bio-data.
·
Evaluation: Report writing, mini project or
demonstration;
·
Visitation to ECCE Centres.
Methodology
- Discussion
- Demonstration
- Classroom
observation
- Discovery/inquiry
ECE 118:
Introduction to Basic Design (2
Credit) C
Objectives: At the end of
the course students should be able to:
- demonstrate basic
skills in art and design;
- discuss the
concept of basic design as it relates to ECCE;
- design letters
and alphabets in two dimensional shapes, and
- produce a model
or puppets.
Content
·
Elements of Design: Definition and Appreciation
·
Introduction to tools, materials, uses and cares
·
Colour Studies—theory and practice
·
Drawing sketching, painting, shading
·
Mounting paper for 2 dimensional art work for
enlargement by grid, lettering, calligraphy
·
Basic printing — principles (yam print, potato,
cassava, leaf, etc), Repeat systems
·
Basic Design geometric shapes
·
Modeling in clay, paper mashie, plasticin
·
Marks, puppetry and mobiles etc.
·
Match Stick figure
·
Mixed media techniques
Methods
- Demonstration
- Tutorials
- Discussion
- Project
SECOND SEMESTER
ECE 121: Physical
Development (1
credit) C
Objectives: At the end of
the course students should be able to:
- describe elements
of neuro-muscular development and motor development;
- identify the
children with challenges in handedness, vision, physical\ dysfunctions;
- explain the
milestones in physical development; and
- discuss the concept
of handedness.
Content
• Neuro-muscular
development (crawling, climbing, dancing, jumping, etc).
• Motor
development: Fine and gross motor development
• Handedness:
origin & development, Handedness, language &brain development
• Eye-hand
co-ordination: vision and vision problems
• Developmental
milestones (Physical)
• Physical
deformity and malformation
Methods
- Group work
- Discussion
- Observation
ECE 122: Social
and Moral Development (2
credits) C
Objectives: At the end of
the course students should be able to:
- explain theories
of social and moral development;
- differentiate
between self awareness and self esteem;
- explain some of
the social values, and
- discuss the
agents of child’s socialization
Content
• Theories of
social and moral development (Kholberg, Erikson, Havigust, etc)
• Self awareness
and self esteem
• Discipline at
Home and School
• Interpersonal
relationships (home, peers and society)
• Types of
Parents-child relationship
• Core societal
values — honesty, hard work, dignity of labour, morals, ethics, respect for
elders, respect for constituted authorities, tolerance, peace, initiative, etc
• Social skills —
body language, assertiveness, courtesy, greetings, dressing, etc.
• The teacher as a
social and moral role model.
• Agents of child
socialization (family, child care centers, religious organizations, peergroup,
school and mass media)
• Faulty
socialization (dysfunctional home).
Methods
- Tutorial
- Demonstration
- Discussion
- Story Telling and
Role play
- Role play
123: Play and the
Child’s Learning (2
credits) C
Objectives: At the end of
the course students should be able to:
— Identify the
basic concepts of play;
— Discuss the types
and importance of play;
— Discuss the theories
of play; and
— improvise play
materials.
Content
• Concept of play
and theories of play
• Types of play
• Importance of
play to a child
• Play as a method
of teaching numbers, letters, colours, forms and shapes etc
• Provision and
care of play materials and equipment (indoor and outdoor equipment)
• Implications of
play for learning
• Supervision and direction
of play
• Toys
(manipulative toys, mechanized toys, soft toys etc.)
• Toy—making using local
materials
Methods
— Micro-teaching
— Project
— Art play
— Demonstration
— Group Work
124: Assessment
and Evaluation (2
credit) C
Objectives: At the end of
the course students should be able to:
- differentiate
between assessment and Evaluation tool
- explain the uses
of screening tools; and
- discuss the
various procedures in evaluation.
Content
• Concept of
Assessment and Evaluation
• Screening tools
for sensory modality needs
• Assessment tools
• Evaluation
procedures and portfolios
Methods
- Practical
- Demonstration
- Discussion
ECE 125:
Pre-reading and Reading Skills (2
credits) C
Objectives: At the end of
the course students should be able to:
- list and explain
the reading skills;
- design and
develop materials for reading skills;
- describe reading
orientation; and
- prepare
activities for fostering reading.
Content
• Picture reading
• Listening skills-
informational, critical, pleasure, etc
• Speaking Skills-asking
and answering questions, describing, narrating, etc
• Visual
discrimination:
• Left to right
orientation
• Top to bottom
orientation
• Picture reading
• Word formation/word games
• Identification of
letters of the alphabet
• Phonic letters
• Three letter words
• Simple sentences
• Problems of reading.
Methods
- Project
- Micro-teaching
- Demonstration
ECE 126: Play
Ground and Play Equipment (2
credits) C
Objectives: By the end of
the course students should be able to:
- State the
importance of play ground to child development;
- List the
requirements of a playground; and
- Explain safety
measure required on a play ground.
Content
• Concept of
playground
• Planning the
playground including safety measures
• Play ground
equipment and types(tunnels, merry-go-round, monkey bridge, slide, climbing frame
etc)
• Water and sand
play—sand pit and water trough.
• Importance of
playground and playground equipment
• Acquisition/Improvisation
of play ground equipment
• Setting up the
equipment
• Maintenance of
playground equipment
• Supervision of
play at the playground
Method
- Field trip
- Tutorial
- Discussion
- Demonstration
ECE 127: Science
for Early Years (2
credits) C
Objectives: At the end of
the course students should be able to:
- discuss the
concepts of Science and its relevance to Child’s Development;
- describe the functions
of the human body;
- discuss the
characteristics of plant and animals;
- discuss the
physical environment, the concepts of colours of lights, sound colour; and
- explain the
component and sources of water and air.
Content
• Concept of
Science
• The nature of
Science
• The Child and
Science
• Exploring the
Environment
• The human body
• Using the senses
• Water and air
• Plants and
animals
• Light, Sound,
colours
• Practical
activities and demonstrations should be carried out on all the items listed
Methods
- Tutorial
- Demonstration
- Projects
- Games
- Practical
YEAR TWO
FIRST SEMESTER
ECE 211: The Home and the Child (2 credits) C
Objectives: At the end of the course, the students should be
able to:
- state the roles of parents and children in the home;
- discuss the interactions that exist in the home;
- identify factors that promote positive values and attitudes;
and
- identify the relationship between the home and the child’s
mental health and self esteem
Content
• Parental responsibilities-interactions, nurturing
relationships
• Children’s obligations
• Parent — child interaction-conversation, reading, sharing
experiences, playing together, body contact, etc
• Home factors and the child’s mental health-self esteem
• The home and the nutritional requirements of the child
• Habitsand formation of good habits
• Parents as role models
• Layingfoundations for positive values and morality
• Hygienic conditions and health habits in the home
• Learning and acquisition of positive attitudes
• Overcrowding and its effects
Methods:
- Brainstorming
- Discussion
- GroupWork
ECE 212: Music and Dance (2 credit) C
Objectives: At the end of the course, the students should be
able to:-
- define and state the meaning and history of music and dance;
- state the various types of music and dance and their
relevance to early child development (ECD);and
- organize a dance project.
CONTENT
• Definition and history of music and dance
• lmportanceofmusicanddance
• Rhythms, folk music, collection of folksongs, from different
ethnic groups
• Varieties of music and dance
• Traditional musical instruments,
• Dance—bodymovement
• Dramatization of songs, folk stories and rhymes.
• Melody writing, a dance project to be organized by students
under the supervision of the lecturer.
METHODS:
- Dramatization
- Demonstration
- Discovery
- Inquiry/Discovery method.
- Project.
tE 213: The Child and the Environment (2 credits) C
OBJECTIVES: At the end of the course, the students should be
able to:-
- describe the types of environment that fosters child
development;
- list and discuss indicators of Childs Friendly environment;
and
- explain the different child rearing practices.
tntent
• Environment: meaning, nature and characteristics
• Physical environment in the home and school
• Social environment in the home and school
• Emotional climate in the home and school
• Intellectually stimulating home & school environment
• Thechildandthecommunity.
• Indicators of child-friendly environment - water, toilet
facilities, aesthetic
environment, warm teachers, PTA
• Creating Child Friendly Environment
• Different child rearing practices- autocratic, democratic,
laisser-faire,
permissive, etc
• Rural and urban environ ment.-observe, highlight and discuss
differences
METHODS:
- Discoveryand inquiry
- Role-play
- Field-trips
- Demonstration
- Story-telling
aE214: Pre-WritingancfWritingSkills (2 credits)C
OBJECTIVES: At the end of the course, the students should be
able to:-
- state types of writing skills;
- identify and state the relationship between reading and
writing;
- demonstrate the various writing skills; and
- discuss the various stages of developing writing skills.
Content
• Writing-meaning&types
• Preparation for writing —fingers and linguistic preparation,
eye-hand co
ordination
• Orientation of writing from left to right
• Writing in the air and on the sand
• Scribbling
• Making vertical and horizontal strokes
• Making curves
• Tracing letter shapes
• Formation of letter shapes
• Writing on plain paper
• Writing of letters of the alphabet on 2D exercise book
• Spelling and Dictation
• Copy writing
Note: In order to enhance writing skills the young child
should be provided with large
writing materials such as crayons or pencils. Teachers should
note the relationship
between reading and writing.
METHODS:
- Experimentation.
- Micro-teaching
- Demonstration.
ECE 215: Technology for the Early Years (1 credit) C
OBJECTIVES: At the end of the course, the students should be
able to:
- Explain the meaning and types of technology;
- Discussthe importance of technologyfor child development;
and
- ldentifythe safety measureto be taken in technology
Content
• Meaning and Implication
• Tools-Hammer, scissors, nail, tester, etc
• Exploration and Investigation of materials
• Communication and information Technology-phones, cameras CDs
play station, etc
• Safety Awareness/safety measures in technology use
• Moral Issues in Use of Technology
• Provision of appropriate materiatsfor children with special
needs
METHODS:
- Inquiry/Discovery
- Demonstration
- Experimentation.
ECE 216: Early Childhood Curriculum and Methods (2 credits) C
OBJECTIVES: At the end of the course, the students should be
able to:
- Explain the concept of curriculum and its models;
- interact with the content of the curriculum; and
- State and discussthe various teaching methods and use
ofvarious instructional materials.
Content
• Concept of curriculum
• Elements of curriculum-objectives, content/learning
experiences,
• organization/method and evaluation mechanisms
• Curriculum models
• Familiarization with NERDC ECCDE curriculum
• Child Centred Curriculum
• Method- play way, discovery, exploration, experimentation,
dramatization, demonstration, modeling, field trip, etc
• Use of instructional materials
• Assessment & Evaluation-descriptive, quantitative
METHODS:
- Discussion
- Demonstration
- Experimentation
[CE 217: Practicum in ECCE II (3 credits) C
OBJECTIVES: At the end of the course, the students should be
able to:-
- Observechildren incentresusingtheobservationguide;
- Interact with children of different ages; and
- evaluate the interaction they had with the children in the
child care centre. Content
• Students under the guidance of their lecturers are expected
to spend the allotted hours forthe course interacting with children in an Early
Child Care Centre.
• Observation using observation schedule
• Evaluation should be by report or mini project.
METHODS:
- Observation
- Interaction
- Report writing
SECOND SEMESTER
ECE 22lChildren with Special Needs (2 credits) C OBJECTIVES:
Atthe end of the course, the students should be ableto:
- State the concept of Children with Special needs;
- Discuss types of special needs;
- Identify the characteristics of children with special needs;
- Discuss the screening proceduresfor children with special
needs; and
- Enumerate the importance o lusiveapro.tJ in handling
children with special needs.
Content
• Meaning & context of special needs
• Types and areas of special needs-hearing impairment, Visual
impairment, mental retardation, gifted & talented
• Orphansandvulnerablechildren .-/
• Characteristics of children with special needs
• Screening procedures for identification of children with
special needs
• Strategies for handling children with special needs
Inclusive approach Z
• Types of referrals: assessment & evaluation ,counseling
& professional support
• Referral services: diagnostic clinics, resource rooms
,hospitals, special schools etc
Methods:
- Observation
- Facilitation
- Practical demonstrations
ECE 222: Language Development (2 credits) C
Objectives: At the end of the course, the students should be
able to:-
- State the meaning and types of language skills;
- Explain the various theories of language development;
- Discuss the various stages of language development;
- List factors that impede language development; and
- Identify factors that facilitate language development.
Content
• Concept of Language and learning
• Language skills-auditory, oral, writing, reading, etc
• Language functions-directive, interpretative, projective
& sub divisions
• Theories and principles of language development Chomsky,
Brunner, etc
• Stages of language development
• Fostering language development -elaboration, conversation,
dialogue, modeling, etc
• Factors that impede language development-restrictive code,
mother-tongue interference, poor model, etc
METHODS:
- Discussion
- Case study
- Observation
- Brainstorming
ECE 223: Cognitive Development (1 credit) C
Objectives:At the end of the course, the students should be
able to:t - State the meaning and features of cognition;
- Explain the theories of cognitive development and its
implication to early learning; and
- Discuss the differences in children and its implication in
the early learning class
• Cognition- meaning and features
• Theories of cognitive development-Piaget, Brunner, etc.
• Features of cognition: perception, conception, language,
reasoning creativity
. Individual differences
• Problem solving activities
- Discussion
- Observation
- Inquiry
Child Policy Issues (2 Credits) C
CTIVES: At the end of the course, the students should be able
to:Identify Women and Child Right issues;
Mention ways of caringfororphans and vulnerable children;
discussthe policydocument( NPE,IECD,CRC,UBE Act, etc) as it
affectthe child; and
Identify child rearing practices in your localitythat are in
conflict or conformitywith the Childs Right Act
Women and children’s rights
Child Rights Act
Family Life HIV/AIDS Education(FLHE)
Orphans and Vulnerable Children
National Policy on Education (Section on Early Childhood
Education).
U BE Act
National Policy on Integrated Early Child Care and
Development(IECD)
- Observation
- Inquiry
- Discussion
225: Elements of Research in ECCE (2 Credits) C
UVES: At the end of the course, the students should be able
to:
- statethe types and relevance of research;
- explain the differenttypes of child studytechniques;
- collect, collate, analyze and interpret data on issues
relating to the child; and
— carryout a mini research on anytopic in ECD.
• Research-meaning, relevance & types
• Child Study Techniques- child biography, observation,
longitudinal, cross cultural study, growth chart, checklist, anecdotal records,
etc
• Statistical Methods
• Descriptive Statistical Analysis
• Report Writing
METHODS:
- Discussion
- Observation
- Demonstration
- Analysis
- Interview
- FieldWork
- Inquiry/Discovery
ECE 226: Basic Computer Studies (2credits) C
OBJECTIVE: At the end of the course, the students should be
able to:
- explain meaning and uses of computer.
- state the various computer—assisted instructional programmes
and their uses.
- discussthe computer operational and networking systems.
Content
• Basic Computer Components(soft & hard wares)
• Computer Operations booting, introduction to word processing
practical use of word processing application power point, excel etc
• Introduction to Networking-internet resources, LAN & WAN
• Application of Computer to ECCE-designing learning
materials, use ECE educational packages
• Computer Assisted Instruction -multi-media, educational
packages on CD’s, etc.
• Advantages & disadvantages of Computer Assisted
Instructions
METHODS:-
- Practical Demonstration
- Experimentation
- Inquiry/Discovery
ECE 227: Production and use of Instructional Materials - (2
Credits) C OBJECTIVES:- At the end of the course, the students should be able
to:-
- state the meaning, types and characteristics of
instructional materials;
- produce and improvise instructional materials;
- explain howto care and store instructional materials; and
- create learning materialsfor specific subject areas Contents
• Meaning &Types-visual, audio and audio-visual
• Characteristics of instructional materials
• Importance of instructional materials
• Sources of instructional materials-home, school, teacher,
community etc
• Improvisation of instructional materials/local production
• Preparation of instructional materials for specific subject
areas
• Care, preservation of instructional materials
• Practicum on preparation, display and exhibition of
instruction material.
METHODS:
• Practical Demonstration
• Experimentation
• Inquiry/Discovery
• Field Trips
(2 Credits) C
IT SEMESTER
- PRACTICE
I SEMESTER
Administration and Supervision of ECCE ectives: By the end of
this course, students should be able to:
mention the facilities stipulated in the minimum Standard for
ECCE Centre; demonstrate management skills necessary for administration; and
develop good human relation.
• Establishment and Organization of ECCE centre/facilities in
accordance with Minimum Standards
• Equippingthe centre/facilities
• Recruitment of staff
• Utilization of Human and Material Resources assigning tasks
• Budgeting and financial management
• Provision and keeping of relevant school records
• Planning and supervision of dayto day activities
• Centre arrangementand management
• Relating with parents, community, government and other
agencies
Demonstration,
- Simulation,
- Field-trip.
Visual Arts and Creative Development - (2 Credits) C ectives:
By the end of this course, students should be able to:-
state the importance of Creativity in ECD; demonstrate skills
in creating aestheti1earning materials; identify and make use of local
materials for improvisation; and recite folklore and nursery rhymes that
stimulate cognitive development.
1nt
Creativity— meaning, nature, characteristics and importance
Drawing, sketching, painting, shading, moulding, puppet
making, printing, etc. Types of creative expression - verbal, quantitative,
spatial orientation, manipulative, etc
models, music and dancingjtilization of space, classification,
storytelling/narration,rhymesandson5 ,,
Explorationoftheenvironment ‘ /
Arousing, sustainingand encouraging inquisitiveness in
children Problem solving attributes, endurance, suspended judgment,
perseverance, attentiveness, truthfulness, tenacity, task persistence.
Methods:
- Simulation,
- role-play
- games
- Toy-making
- project.
ECE 323: Children’s Literature - (2 Credits) C
Objectives: Bythe end of this course, students should be able
to:
- Define Children’s literature and their uses;
- Differentiate between genres of children’s literature;
- identifyand chose relevant materials; and
- fJldentifyfactor that will enhance reading in children;
Content
• Literature—meaning, uses
• Genres of literature-poetry, drama, prose
• Types of children’s literature (e.g. short stories, short
poems, short plays, folktales/tales by moon light etc)
• Choosing good books for children-bold lettering, colorful
illustrations, cultural relevance, gender compliance, etc.
• Fostering Children’s Interest in Literature: Language
experience approach, reading book excerpts to children, picture reading,
dramatizing stories, songs, play method, imitation, miming dancing, narration,
etc
Methods:
- Dramatizing,
- stories,
- play method,
- invitation,
- miming,
- dancing and narration.
ECE324: Entrepreneurship in ECCE - (ZCredits)E
Objectives: By the end of this course, students should be able
to:-
- state the rationalfor entrepreneurship;
- take a feasibility study in entrepreneurship in ECCE;
- set goals and take decision;
- highlight procedure of sourcingforfunds, acquiring
properties and legal issues; and
- identify opportunitiesforentrepreneurship in ECCE.
Content
• Rationalforentrepreneurship
• Feasibilitystudy
• Goal setting and Decision Making
• Budgeting
• Sourcingfunds
• Acquisition of prope;ty
• Recordkeeping.../ \_)2_f4J
• Legal issues/challenges-registration, licensing
• Board of directors/school board
Opportunities for Entrepreneurship in ECCE
a - Establishment of ECCE facilities/centre
b - Consultancy Services
• Monitoring and supervision
• Advisory and research
• Provision of services
• Vacation programmes
• Training Programmes
c — Establishing a Non Governmental Organization
Practicum, field trip, Excursion Discussion.
25: Contemporary Issues in ECCE - (2 Credits) E
tives: Bythe end of this course, students should be able to:
- discuss the roles of various agencies/stakeholders in ECCE.
- Demonstrate some circle time activities.
- discuss issues of ECCE frogrammes in other Countries.
• Parentingconcerns/default
• Stakeholders roles:teachers, communities, Government, NGOs,
FBOs, etc.
• Circletime activities / ‘- /1
• Children’s Pa rl lament ))V ‘‘‘ I (-‘ c_°’
• Schoolfeeding i—
• ECE programmes around the World — Regglo Emilia, Head start,
Montessori, etc.
etc.
field-trip, excursion Resource person demonstration
discussion.
i.ods:
....1326: Mathematical Skills for Early years (3 Credits) C
Wectives: By the end of this course, students should be able;
- enumerate the rational and objectives of teaching
mathematical skills in ECCE;
- describe strategies for teaching Early Childhood mathematics
skills; —
- prepare lessons to teach Mathematic using human body parts,
play-way method, problem-solving, games (abacus);
- teach numbering-units Tens;
- provide activities that will facilitate recognition of
numbers; and
- create materials for measurement in ECCE.
Content:
• Rationale and objectives of teaching mathematical skills in
the earlyyears.
• The nature of mathematics - quantity, time, sizes e.g. big,
small, long, short, weight- heavy, light, etc
• Spatial Relation: High/Low, wide/narrow, deep/shallow,
long/short, etc
• The child and mathematics: - the human body — binary (No.
2), -eg 2 eyes, 2ears, 2 hands, etc
• the environment—shapes e.g. rectangle, square, circle, etc
• Numbering— unit; tens, Introduce concept of zero
• Using mathematical language: counting sorting, matching,
appreciating, classification, arranging, etc
• Identifying and recognizing numbers ito 10.
• Measurement—length, area, volume, time, space, shapes and
forms
Methods:
- Modeling role,
- play rhymes,
- dancing
- Demonstration.
APPENDIX
LITIES OF ECCE CENTRE (MATERIALS
Building blocks
2. Puzzles
3. Plasticandwoodendolls
4. Abacus
5. Blocks for (shapes and colours)
6. Slates (for wiring)
7. Toys for teaching sound e.g. empty tins, plastic, pebbles,
bottles, etc.
8. Drums, Tambourine
Soft
1. Dolls
2. Teddy bear
3. Toys made with differentfabricsforfeeling
Outdoor Equipment and facilities
1. Swings
2. Rocking boats
3. Merry-go-rounds slides
4. Slides
5. Sand—pit/Box
6. Water—playbowls
7. See—saw
8. Climbingframe
9. Spaceforstorytellingwith shade outside and underthetree
10. GardenforNaturewalk
11. Tricycles (with space for riding)
12. Beans bags
13. Rockinghorses
14. Skipping ropes
15.Balls (different sizes)
Measuring Instrument
1. Weighing scale
2. Thermometer
3. Wall measuring charts (height), Health scale with
stediometre
4. Calibrated cups
5. tape measure, Ruler etc.
Learning Centres
1. Science corner (shell, seeds, shoes, cooking materials etc)
2. Home corner (Used clothes, Shoes, Cooking materials, etc)
3. Toy corner
4. Mini Library(Reading corner, well equipped)
5. Mothers breastfeeding corner/room
First Aid Box
(Well Equipped)
Learning/Teaching Materials
1. Flash cards
2. Sand-paper letters and numbers (for tracing)
3. Slates
4. Plastic letters and numbers (fortracing)
5. Plain paper
6. Crayons
7. Powdered paint
8. Painting brushes
9. Chalks
10. Counters
11. Straws
12. Old newspapers and magazines
13. Blunt edged
14. Pairs of scissors
Materials for Crèche
1. Babycots
2. Mattresses
3. Bed sheets
4. Mats
5. Bowlsforwashing
6. Cups, spoons, etc
7. Hanging friezes
8. Colourful wall charts
Utensils/toiletries
1. Wash hand basins
2. Soap
3. Water
4. Hand towels
5. Potty and toilet rolls
6. Big watertank
7. Mop and bucket.
8. Sponge
9. Detergent
10. Brooms
11. Waste paper basket
12. Incinerator (for burning wastes)
13. Disinfectant
Electronic
1. Radio and Video Cassette players
2. Television
3. VCD/DVD
4. Fridge
5. Microwave ovens
6. Ceilingfans/air conditioners
7. Computers
Furniture
One way observation mirror, chairs, tables, shelves, trays,
toy boxes, etc
TABLISHMENT OF (RE I PRE-SCHOOL FOR THE
LEMENTATION OF THE NCE-ECCE CURRICULUM
LINTRODUCTION
rly years (0-5 years) are crucial to the growth and
development of a child. The care and support en at this stage are therefore
critical in promoting the all-round development of the child.
y, a child requires optimum care and attention in all the
domains of development. The early we of the child should be holistic, involving
meeting the basic needs of the child in terms of adequate
I, nutrition, shelter, security, affection and stimulations.
The quality of care and stimulation that child experiences at this stage lays
the foundation for subsequent developmental attainment of
:hild. Based on the need to provide quality care/attention,
including early stimulation for children this crucial stage, the National
Commission for Colleges of Education has developed a curriculum
- teacher education to produce professional caregivers who
will manage and provide quality
re/stimulation to children in centre-based ECC facilities.
Early Childhood Care and Education Centre (ECCE Centre): A
facility outside the home, set up to provide care and support for the
development and education of very young children from birth to the age of five
years. It is a facility to help meet the basic needs of the child for good
health care, nutrition, security, affection, interaction and stimulation for
social, emotional psychological, physical and cognitive development.
health care, nutrition, psycho-social stimulation, quality
learning, safety and protection for optimum development. It is child-seeking,
child-centred gender-sensitive and inclusive. It is potective of the child and
community-involving. In such a centre, all essential stimulation id learning
materials are available and effective learning activities take place. The
Caregivers are friendly, highly motivated and interact effectively with the
child and the parents.
training could be exposed to practical skills and knowledge in
care giving as a necessary complement to the theoretical courses in the NCE
ECCE Curriculum. Every College of Education running an NCE ECCE Programme is
expected to establish a demonstration ECCE Centre which may develop into a
model centre.
Definition of terms
Child—Friendly ECCE Centre: is a centre equipped to help meet
the rights of the child to good
Demonstration ECCE Centre/Pre-School is an instructional
laboratory where Caregivers-in
- Model ECCE Centre/Pre-School is a centre that provides an
ideal environment equipped with basic facilities for care and necessary
stimulations for the total development of the child. Such a centre should
represent an achievable target for public and private initiative in the area of
ECCE.
- NCE ECCE Curriculum: Refers to the curriculum developed by
the NCCE for Colleges of Education in collaboration with other stakeholders
(UBEC, NERDC, Federal Ministries of Health, Women Affairs, Information, UNICEF,
etc.) for the purpose of equipping the ECCE student-teachers
(Caregivers-in-training) with requisite skills, knowledge and attitude for
meetingthe health/nutritional, psycho-social, emotional, cognitive and physical
needs of the child.
Rationale
In the context of international legal instruments and declarations
such as the Rights of the Child, (CRC, 1990) Education for ALL (EFA, 2000) goal
1, and the Millennium Development Goals, to which Nigeria is signatory, it has
become necessary to put in place adequate mechanisms to ensure that every
Nigerian child survives, thrives and develops to theirfull potential.
The current Integrated Early Childhood Development approach in
Nigeria therefore views the survival, growth and development of young children
as inter-dependent. In seeking for the holistic development of the child, the
establishment of an ECCE Centre becomes an important strategy for implementing
the NCE-ECCE curriculum for the purpose addressing the childs six (physical,
motor, perceptual, cognitive, language and socio-emotional) developmental
domains. It is mandatory for the Colleges of Education intending to operate
ECCE Department to establish an ECCE centre to serve as demonstration
laboratory for students practicum with teacher/child ratio of 1:20 for 3-5 year
olds and 1: lOforO-3 year aIds.
To facilitate the development of the child in the spheres of:
health, nutrition, safety, protection, cognition, psycho-social and physical
growth.
To meet the learning needs of the caregiver in-training by
providing opportunities for the acquisition of practical skills and knowledge
required for giving care and support to young children. Such practical
knowledge and skills are expected to complement the theoretical knowledge
acquired in the classroom.
Broad Goals
The broad goals of the ECCE Centre/Pre-school are to:
— Serve as demonstration laboratory forstudents in training.
- Serve as a model ECCE Centre/Pre-school for private and
public initiatives
Objectives of ECCE Centre! Pre-School
To meetthe learning needs of children of 0— 5 years of age.
Levels of ECCE Centre/Pre-school
- Acrèche/Daycareforchildren aged D—2
- Playgroupforchildren aged 2—3years
- Nursery school for children aged 3 —5 yes
• Types of ECCE Centre/Pre-school
- Work environment-based centre
- Primaryschool Linkage
- Laboratory! Demonstration centre
- Rural Community-based centre
- Church! Mosque-based centre
- Marketplaces
r-sectoral Nature of ECCE
ng the holistic development of a child requires an integrated
life-cycle approach during 1y years of a child’s life. ECCE is therefore moving
towards comprehensive care and Dli strategies that fully integrate health,
nutrition, socialization, physical development
ieIIectual stimulation of the child. In addition, all
stakeholders are involved. Consequently, E-ECCE Curriculum has the following
aspects that focus on the total development of the
- Physical development
- Personal data
- Topics, objective, content, activities, materials and
evaluation.
- —- 2ctive Development -Social and emotional ognitive and
Language Development
L.Food and Nutrition
.1,—Water and Environmental Sanitation
—Safety Measures, Accidents and Prevention
—child Protection, and
—child Participation
L
—Health and Diseases
—Rights of the Child
SFANDARDS SPECIFICATION FOR ECCE CENTRE/PRE-SCHOOL IN NIGERIAN
COLLEGES OF UCATION
Guidelines here are expected to be used as standards for
establishment, development and
ditation of ECCE programme in the Colleges of Education and
also for determining the minimum
- rds for private, public and other stakeholders’ initiative
in the running of Child-Friendly PreoIandChiId CareCentre
3. LOCATION:
The pre-school centre must be located within the premises of
the college.
• It must be within walking distance, not too far from the
ECCE Department.
• It must be a safe and secure environment, not bushyarea
• It must be free from excessive noise, and other hazards
• It must be accessible but distant from heavy traffic
• The centre must be properly fenced.
• It must be located in a spacious environment
4. OWNERSHIP: The ECCE centre/Pre-school is to be owned bythe
College and managed bythe ECCE Department through the Advisory/Supervisory
Committee.
5. STARTING A CENTRE: For a College to start a Demonstration
ECCE Centre/Pre-school, the following should be considered:
• Establishment Procedure:
- The College must follow the Guidelines as prescribed by NCCE
for the establishment of a standard ECCE Centre/Pre-school.
- The College must provide allthe necessaryfacilities as
prescribed bythe present Guidelines.
- The College must liaise from time to time with the NCCE for
accreditation and the Federal Ministry of Education for approval and licensing.
Staff recruitment:
• Basic Qualifications for Centre’s Personnel
- Caregivers for 0-3 year-old children:
- NCE holders, retired nurses, teachers and other educated retirees.
- Caregivers for 3-5 year-old children:
• Administration and Management of the Centre:
To be administered and managed by the College through the
Department of ECCE.
- The College should be responsible for the following for
effective administration and management of the centre:
• Funding:
- The centre should be primarily funded from the annual
budgetary allocation to the College.
- Internally Generated Revenue (IGR) could also provide
additional source of funds for the Centre
- Contributions from parents, the civil society organizations
and international development partners.
- Contributionsfrom other relevantgovernment parastatals
egSUBEB, UBEC, etc
- The centre must recruit Caregivers and Helpers with relevant
academic and professional qualifications.
- In addition to their qualifications, they must possess such
qualities as patience, tolerance, gentleness, kindness and natural love for
children.
- Caregivers/Helpers should be mentally, emotionallyand
physically healthy.
- Caregivers/Helpers/Cleaners/Security staff should be made to
undergo medical and psychological examinations.
NCE holders, retired nurses, teachers and other educated
retirees.
- Helpers: not less than 21 years of age, preferably having
primary six or basic literacy or secondary school leaving certificates
- Cleaners/Gardeners— same as for Helpers above.
- Security Guards - Adequately trained Security Officers with
qualifications as specified for Helpers above
• Staff Welfare:
- Relevant personnel should be integrated into the welfare
mainstream of the College in terms of:
Remuneration
Health
Promotion
Career development opportunities
• Staff Discipline:
- Evidence of punishment and reward in relation to staff
performance and conduct.
• Admission Requirements for pupils:
- All the children within the college locally must be allowed
to have access to a full cycle of ECCE in the Centre.
- Every child irrespective of ethnic, religious, cultural,
gender affiliations and physical
challenges, has the right to be admitted. Children from age
0-5 years are qualified for admission to the appropriate level of the ECCE.
-I;0]
OSURE OF CENTRE
failure to meet accreditation requirements as stipulated in
the Guidelines leads to outright of accreditation. But when accreditation
requirements are partly fulfilled, interim ation is granted and a period of
moratorium is given after which repeated failure earns denial leading to the
closure of the centre.
ICUWM (N.E.R.D.C CURRICUWM FOR ECCD)
• Syllabus: flexible, based on nationally approved curriculum
and accompanied by Caregivers Guide/Manual.
• Medium of Instruction: the Medium of Instruction shall be
the child’s mother tongue or Language of the Immediate Environment (LIE) while
English is taught and learnt as a second language.
• Stimulation Techniques: stimulation shall be by play,
dramatization, demonstration, story-telling, use of songs, rhymes, discovery,
inquiry and experimentation, incidental
learning, group work. Multi-grade procedure is also
appropriate to take care of children with differential learning needs.
• Stimulation Materials: Materials for stimulation must be:
- safe
child friendly
- not hazardous to children (not sharp nor toxic)
- commensurate to the child’s level of physical and mental
development.
- emphasis should be placed on materials with high
multi-sensory appeal. Stimulation materials include:
- Colourful wall charts and posters
- Blocks for shapes and colours
- Puzzles
- Slatesandchalk
- Radio, TV and CD/DVD Players
- Abacus/counters
- Toys
- Shop corners and home corners
- Minilibrary
- Paints and brushes
- Flash cards
- Sentence Cards
- Pairof scissors
- Plastic letters and numbers
- Plain paper
- Crayons, pencils
- Sand Tray
- Sound Box
- Picture storybooks
- Sand papers
- Straws
- Old newspapers, magazines and comics, etc
• Assessment: Methods of assessment are:
- Observation (participatory and non-participatory)
- Interview
- Checklist
- ChildAssessmentlnstruments
- Caregiver-developed tools
- Screening tools (standardized tests)
- Inventory
- Socio-gram
8. PHYSICAL STRUCTURES
• Classroom:
Classrooms shall be solid structures thatwill not collapse.
The buildings shall be child-friendly and should not pose dangers to the child
physically and health-wise.
Size: Enough Space; the floor to be at least 16 square metres
for 10—15 children.
Design: Bearing in mind the human kinetic behaviour of
children, enough space should be provided to allow for free movement.
Ventilation: The classroom should be well ventilated.
Illumination: The classroom should have wide and adequate number
of windows (3 on each side of the wall) to enable children see well and clearly
every part of the room.
- Doors: There should be two wooden or iron doors that open
outward for safety, and netted against harmful insects such as mosquitoes, etc.
- Flooring of the classroom: Smooth but not slippery. Can be
plastered with cement, rough tiles, etc.
- Roofing: Corrugated iron sheets, thatch, raffia, etc as
available in the environment in which the centre is situated.
• Ceiling: Modern ceiling boards, local materials such as,
raffia, bamboo, mud, mats, thick cartons, etc. (not asbestos ceiling boards
because of the dangerto health)
- Walls: Standard cement blocks, burnt bricks, etc.
- Seating Arrangements: Should not be rigid like in a formal
schooling setting but flexible and should allow for free play and interaction
and should provide ample
opportunity for caregivers to reach out and interact with the
children. In other words, the seating arrangements can be, circular, semi
circular, isolated groupings,
triangular, rectangular, etc.
- Corners: For science, health and nutrition, drama, shopping,
etc.
- Sleeping Room: To isolate and protect children that needs
sleep.
- Store rooms: For storage of basic items and play materials.
- Kitchenette: For housing and preparation of nutrition
materials.
- Fencing: Wire mesh, concrete, etc should be used to fence
the facility.
Office Accommodation:
To be modest and comfortable with appropriate furniture and
facilities for:
- Head caregiver
- Caregivers
Playground:
The playground must be fenced with wire mesh. Playground
should contain the following equipment:
- Swings
- Rocking boats
- Merry-go-rounds
- Slides
- Sand-pit/box
- Water-play bowls
- See-saw
- Ciimbingframe
- Spaceforstorytelling
- Gardenfornaturework
- Tricycle
- Beans bags
- Rocking horses
- Skipping ropes
- Balls,etc
IWCORDS
Admission/withdrawal register
Attendance register
- Child folder containing bio-data, health records
(immunization certificates), etc
- Log book (incidences/occurrences)
- Caregivers’ record books
- Caregivers’ manual
- Visitors’ book
- Timebook
- Movement books for both caregivers and children
- Continuous assessmenttest records
- Personnel records
- PTAminutesbook
- Ledger
- Inventory book
- Staff meeting minutes book
- Schooldraft, etc
10. FURNITURE
• Child-sized chair(one per child) and one round table per
four children
• Mats, locally made beds, mattresses covered with mackintosh
and bed-sheets.
• Chalkboard, movable or permanent on the wall.
• Caregivers’/Helpers’ chairs and tables
• Display boards, tables and shelves, and
• Cupboards and cabinets.
11. PARENTAL/COMMUNITY INVOLVEMENT
• Regular interactive visits by parents to the centre
• Follow-up on child’s performance
• Feedback on child’s performance
• Provision of meal forthe child atthe Centre
• Participation in PTA meetings
• Material/monetary resource contributions
• Provision of spiral services:
- Partnership
- Networking
-Linkages
12. SPECIAL CHILDREN (WHATTO DO)
• Screen children at intake and periodically to detect anyspecial
needs
• Verify records/statistics of children detected who need
special attention and referra Is
• Provide requisitefacilities and materialsto assist children
with special needs
• Ensure Iinkageswith Ministry of Health, and the counseling
unit.
• Motivate and encourage participation of physically
challenged children in learning activities
13. SUPERVISION/INSPECTION
• Internal Supervision
- The College Advisory/Supervisory Committee. (Comparable to
the School Based Management Committee)
- ECCE Department
d Caregiver, Caregivers,
— I Community
rvision (Inspection)
EAccreditation team
iaI and State Inspectorate Division of the Ministry of
Education
— _)GRAMME Iiration
-children aged 3—5 years—fourto six hours
-Children aged 2—3 years— discretionary(Play group)
-Children aged 0—2 years— discretionary (crèche)
Penod
7.3Oam — 1.3Opm
Activities that promote:
- Physical Development (including motor and perceptual skills)
- Language Development
- Cognitive Development
- Emotional Development
- Social Development
Note: Activities should be age based
RAND ENVIRONMENTAL SANITATION REQUIREMENTS
• Water
- Access to safe clean water (pipe — borne water, boreholes or
properly secured wells).
- At least one storage tank.
• Surroundings
- Clean, beautiful safe and stimulating with flowers and
plants
- Not busy, busy and noisy, devoid of hazardous Objects.
- Devoid of human, animals and organic waste and any other
litters
- Dry, not water-logged
• Toilets
- Separate toilets should be made available for children (male/female),
and for caregivers, helpers/visitors.
- water system toilets or squatting ceramics and potties shall
be of appropriate height and size
- Number of toilets should depend on the population based on
National Minimum Standards
• Waste Disposal
Proper refuse disposal at the centre through the use of:
- Dustbins
- Linkage with environmental agencies.
WALTH AND NUTRITION REQUIREMENTS
• Health requirements:
- Keeping a continuous record of children’s health condition
e.g oral
hygiene, physical inspection of hair, nails, cloths, eyes,
ears, etc
- Record of growth monitoring
- Keeping and maintenance of heafth and nutrition corners.
- Ensuring regular visits of health workers for routine
immunization, supplementation and other health services
- Adoption of appropriate behaviour regarding prevention of
HIV/AIDS and care for infected and affected children
- Daily physical exercise regime
- Linkage with nearby health facilities
- Regular de-worming (4-6 months interval)
- Maintaining a regular resting/sleeping schedule for the
children
- Maintaining an adequate record of early detection and
management of children’s ailments and disabilities
• Health materials
- Adequately equipped First Aid box
- Growth charts
- Road to health cards
- IEC charts, posters, pictures and model
- Weighing scales
- Heighteners
- Roller metre/infant metre
- Shake arm strap/tape measure
- Measuring cups/jugs/bottles, spoons
- Salt and sugar (for regular use and ORS)
- Clean water
- Spare clothes, sandals, hand towels, soaps
- Antiseptics, detergents, mops, brooms and rakes
- Facilities for storing labeled expressed milk and
complementary feeding, etc.
• Nutrition requirements
- Approved feeding arrangements (nutritionally adequate and
hygienic)
- Exclusive breast feeding for children aged 0 — 6 months
- Provision of food complements in addition to
breast milk for children aged 6 months to 2 years by the
College.
- Provision of micronutrients. (Vitamins A, iodine and iron)
• Nutrition materials
- Clean water
- Refrigerator
- Gas cooker, cooking pots, bowls with covers, sterilizing
units, etc
18. CHILD PROTECTION MATERIALS
• Blankets
• Nets on windows and doors
• Every classroom door must be provided with a padlock
• The school gate must be provided with padlocks to prevent
children from straying out of school premises
Shelves where children’s lunch boxes and bags should be kept
be provided Sand buckets and fire extinguishers
CHILD LEGAL PROTECTION DOCUMENTS
chiId must not be denied her/his legal rights in whatever way
either by the school personnel parents. In achieving this noble objectives the
following child legal protection documents
juld be made available and utilized:
• Code of Conduct for the Centre’s Personnel
• Rules and Regulations guiding parental behaviour
• A copy of the Child Rights Act
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