NIOS Class 12 Early Childhood Care and Education Chapter 12 Planning Developmentally Appropriate ECCE Curriculum

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NIOS Class 12 Early Childhood Care and Education Chapter 12 Planning Developmentally Appropriate ECCE Curriculum

Also, you can read the NIOS book online in these sections Solutions by Expert Teachers as per National Institute of Open Schooling (NIOS) Book guidelines. These solutions are part of NIOS All Subject Solutions. Here we have given NIOS Class 12 Early Childhood Care and Education Solutions, NIOS Senior Secondary Course Early Childhood Care and Education Notes for All Chapter, You can practice these here.

Planning Developmentally Appropriate ECCE Curriculum

Chapter: 12

INTEXT QUESTIONS 12.1

Fill in the blanks: 

(a) In _______________, an effort is made to relate the content of the curriculum to the local environment. 

Ans: Contextualisation.

(b) India is a _____________ and multilingual nation. 

Ans: Multicultural.

(c) Developmentally appropriate ECCE curriculum keeps _______________ and _____________ level of children in consideration. 

Ans: Age, developmental.

(d) An ECCE programme needs to be ________________ and can be improved to reflect new _____________

Ans: Developmentally appropriate, experiences.

(e) There is an immense diversity and children may find it difficult to adjust and learn as they all have diverse ________________.

Ans: Backgrounds.

INTEXT QUESTIONS 12.2

2 Fill in the blanks: 

(a) A high quality ECCE programme helps to ensure opportunities for _______________ development of the children. 

Ans: Holistic.

(b) The ECCE programme should provide opportunities for _______________ and experiential learning to the children. 

Ans: Exploration.

(c) Learning opportunities should be ________________, linking learning experiences across developmental domains. 

Ans: Interconnected.

(d) The activities planned should be age and _______________ appropriate. 

Ans: Developmentally.

(e) The routine followed in an ECCE programme should foster a sense of _______________ in children.

Ans: Security.

INTEXT QUESTIONS 12.3

State whether the following statements are true or false: 

(a) Planning is usually organized over five different time scales. 

Ans: False.

(b) Long term planning means drawing up a plan for the whole year. 

Ans: True.

(c) Short term planning cannot address individual children’s needs and interests. 

Ans: False.

(d) A classroom rich in pictures, posters and charts provides challenge, fun and excitement to the children, especially for theme teaching. 

Ans: True.

(e) Activity time can note that the children make choices about the activities in which they engage. 

Ans: True.

(f) It is important to schedule 40-50 minutes cleanup time, particularly after activity time, for children and teachers to participate in putting the classroom back into order.

Ans: False.

INTEXT QUESTIONS 12.4

Match column A with column B.

Column A	Column B
(i) Inclusive education	(a) Ensures learning of basic life skills
(ii) Hierarchies	(b) Self-esteem, confidence and emotional development
(iii) Curriculum	(c) Race, culture, gender, etc.
(iv) Positive atmosphere	(d) Inclusive ECCE centre
(v) Diversity	(e) Caste, economic status

Ans:

Column A	Column B
(i) Inclusive education	(d) Inclusive ECCE centre
(ii) Hierarchies	(e) Caste, economic status
(iii) Curriculum	(a) Ensures learning of basic life skills
(iv) Positive atmosphere	(b) Self-esteem, confidence and emotional development
(v) Diversity	(c) Race, culture, gender, etc.

Terminal Exercises

1. Suggest two activities each for cognitive and socio-emotional development of four-year-old children.

Ans: Activities for Cognitive Development:

(i) Activities for cognitive skill based on theme (structured conversation on theme).

(ii) Activity such as matching, identification and naming, pattern making, seriation, classification, time and number concept, and memory game.

Activities for Socio-Emotional Development:

(i) Socio-emotional development activity (story, rhythmic movements, rhyme, dramatisation and role play).

(ii) Group plays and games, cleaning the work place, celebrating birthdays of each child, and being rewarded for good work are the suggested experiences for social and emotional development of children.

2. Design any two activities for the language development of the children.

Ans: (i) Free and guided conversation on theme-based topics to promote speaking, vocabulary and listening skills.

(ii) Songs and rhymes related to the theme promoting language development, conducting music and movement and creative and aesthetic development activities.

3. What are the guiding principles of an effective ECCE programme?

Ans: According to the developmental characteristics, all children are naturally motivated to learn and are capable of learning. Young children learn when they have opportunity to:

(i) Play.

(ii) Observe and express.

(iii) Form familiar and new experiences.

(iv) Participate, engage and communicate, experiment and explore.

(v) Ask questions.

(vi) Imitate, enact and perform.

(vii) Feel physically and emotionally safe.

Keeping in view the objectives of ECCE and developmental characteristics of pre-school children, the MWCD, in its Curriculum Framework (2013) has talked about the following Principles of Programme Planning:

(i) The activities should be age appropriate and developmentally appropriate.

(ii) Activities fostering all domains of development should be appropriately planned.

(iii) The attention span of young children is 15–20 minutes; therefore, the duration of activities should be 20 minutes, with additional time allotted to winding up and initiation of the next activity.

(iv) There should be a balance between structured and unstructured; active and quiet; outdoor and indoor; self-directed and adult-initiated learning opportunities and individual, small group and large group activities.

(v) The learning experiences and activities should progress from simple to complex.

(vi) Routine fosters a sense of security in children. Therefore, some routine should be followed in the daily programme.

(vii) The ECCE programme should never be rigid. It needs to be flexible.

(viii) The language used should be the mother tongue of the child.

(ix) The programme should provide opportunities for exploration and experiential learning, promoting active engagement with people and objects in the environment.