S.U. 5 CHOOSING & PLANNING LEARNING CONTENT FOR EARLY

PRS101 ECT (SG1) – S.U. 5 CHOOSING & PLANNING LEARNING CONTENT FOR EARLY CHILDHOOD EDUCATION LEARNING OUTCOMES: - The importance of choosing suitable learning content - The difficulty of choosing learning content for ECT - The organisation of the learning content - Choosing learning content for the ECC - How to plan for the integrated approach - Written planning in the centre for ECD

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THERE CAN BE NO EDUCATION

WITHOUT SOMETHING TO TEACH

TEACHER RESPONSIBLE FOR

TEACHING RELEVANT CONTENT

TEACHER MUST HAVE LEARNING

CONTENT

TEACHER RESPONSIBLE FOR

TEACHING MEANINGFUL CONTENT

CHN HAVE THE RESPONSIBILITY TO

LEARN

THE IMPORTANCE OF CHOOSING

SUITABLE LEARNING CONTENT

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Curriculum for subject areas in primary & secondary school

GRADE R: set curriculum (CAPS) - Use suitable themes to organise learning content.

No formal curriculum for ECE – teachers role NB in choosing learning content

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Not having a prescribed curriculum

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Sometimes diff. to tell whether or not the best choices are being made & best guidelines followed

Assessment made difficult = no set expectations

Difficult for novice teacher to work & adjust because don’t have framework to guide them

Teaching can be planned to meet requirements of each indiv. group of chn

Subject matter can continually be adjusted to circumstances

Flexible teaching results from it

Not having a prescribed curriculum

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PAST UNISA EXAM QUESTIONS

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a) What are the advantages of not having a formally prescribed curriculum in ECT? (3)

CORRESPOND WITH THE PURPOSE & LEARNING OUTCOMES OF ECD (ie. linked to the curriculum)

• NB qu: “What do I want my group to know, do & feel”?

• Learning content must be aligned with the purpose & req. outcomes of ECE.

• Specific l. outcomes involve dev. of whole child, l. content should involve the whole child

• For Grade R, themes & acts must be linked to the curriculum concepts, skills, values & attitudes

BE DEVELOPMENTALLY APPROPRIATE

• L.content should be approp for chn’s current dev. level

• 4 implications of dev. approp practices: • meaningful & relate to what chn know

• Individualise

• Physically & mentally active process

• Manipulative acts & hands-on acts – real-life activities

BE RELEVANT & MEANINGFUL

• Relevant to chn = id with it & become involved

• Decide what topics most meaningful to chn

• L.content should help chn to understand their enviro better

• SEE TABLE – Slide “Suitable themes”

BE MULTICULTURAL & ANTIBIAS

• Teach chn to accepts diffs & similarities in people

• Chn must be taught the necessary facts, skills & att to live & work together in harmony

• Choose l. content that counters prejudiced attitudes.

• Themes must be representative of all the different groups

• E.g. books; photographs, posters, games,etc - diversity

Choosing Learning Content for an ECC

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& read: CH 1, p. 23-27 (GRADE R

TEACHING)

THEMES MUST BE FUN!

- One of the most NB principles when choosing a suitable theme in to ensure that the theme is FUN.

-Learners must enjoy what you want to teach them!

-Be creative! E.g. Theme – “Healthy Food” = “Food I love best”

Choosing Learning Content for an ECC

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THEME APPROACH

/

INTEGRATED APPROACH

(cross curriculum)

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& read: CH 1, p. 28-30 (GRADE R

TEACHING)

Why use an integrated approach?

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Principles for the

implementation of an integrated

approach

Not everything will link with a

theme

Theme must correspond

with chn’s level of dev & interests

Don’t plan themes too far

in advance

Arrange learning

content – simplest to

more complex

L.content must be systematised

so that outcomes can

be realised

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4 Subjects

2. First Additional Language

3. Mathematics

4. Life Skills:

1. Home Language

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Beginning Knowledge

Personal & Social

Well Being

Creative Arts

Physical Education

4 Subjects

2. First Additional Language

3. Mathematics

4. Life Skills:

1. Home Language

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Beginning Knowledge

Personal & Social

Well Being

Creative Arts

Physical Education

Social Sciences Natural Science

Technology Economic & Management Science

Life Orientation

Arts & Culture - Visual Arts - Performing

Arts

Life Orientation

Common Themes/Topics

in the ECD

At School; In the class-

room Books

Days of the week

Weather & Seasons

Shapes and colours

around us

Festivals & Special Days

Safety

Sound, Sight,

Touch, Taste & Smell Transport

Jobs people do

Water

Fruit & Vegetables

Farming – Diary & Wool

Healthy Environmen

t

Animals – reptiles,

dinosaurs, wild animals

Sport

Me, My Body, My

Family, My Home

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E.G. TOPICS from CAPS for STUDY AREA: Beg Knowledge &

Personal/Social Wellbeing.

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Grade R: Study Area (Beg Kn/P&S)

•Me

•At school

•In the classroom

•Days of the week

•My body

•Summer

•Shapes & colours around us

•Festivals & special days

•Home

•Safety

•My family

•Weather

•Autumn

•Sound

•Sight

•Touch

•Taste & smell

•Festivals & special days

•Winter

•Transport

•Jobs people do

•Water

•Fruit

•Vegetables

•Dairy farming

•Wool farming

•Healthy environment

•Festivals & special days

•Spring

•Reptiles

•Dinosaurs

•Wild Animals

•Finding out about one wild animal

•Sport

•Festivals & special days

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TERM 1

TERM 2

TERM 3

TERM 4

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Weekly planning

Daily Presentation Planning

Written planning

& read: CH 1, p. 30-32 (GRADE R

TEACHING)

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Weekly planning

Written planning

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Weekly Planning

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The importance of written weekly planning:

Weekly Planning

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The importance of written weekly planning:

•Opportunity for reflection • Improved teaching •Progress: theme develops •Balance: variety •Achievement of outcomes •More freedom to make changes if something unforeseen happens

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Daily Presentation Planning

Written planning

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PAST UNISA EXAM QUESTIONS

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a) Mention 3 aspects that should be included in an educators daily planning. (3)