EARLY CHILDHOOD CARE AND EDUCATION (ECCE) FOR NCE MINIMUM STANDARD

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