Ecd l4 topic 3 MALUTI TVET BETHLEHEM Mrs C

Developmentally appropriate practice is:A process of determining what is appropriate (suitable, right) for ECD, not a set curriculum or methodAn approach that supports development of the learner, not a standard (same for every learner) approachWhere the educator takes an active part as observer, facilitator, instructor, director and planner. (See definitions previous page)A balanced approach between activities initiated (started) by the learner, group activities and directed (teacher directs, guides) activities.An ECD practitioner must understand what is appropriate for each child’s development. Effective practice<br>

The classroom environment consists of TWO parts:Physical design (environment)Social-emotional climatePhysical design (the classroom, indoor space, outdoor space, resources)The physical environment must provide opportunities for learning through discovery and exploring. There must be different learning areas. The arrangement (how everything is arranged/organised) of the room must support the division into learning areas. Effective practice<br>

The following is important in a classroom:All resources must be accessible to learners: stored on low shelves where learners can access it.Information, learners’ work and interesting times can be displayed on notice boards, walls and horizontal surfaces.Children should be encouraged to help manage the classroom space – tasks and duties for learners, e.g. tidy up, laying the table. Effective practice<br>

Outdoor space must:Allow for enough space (2 squared metres per learner) to play and interact socially .A variety of equipment must be provided for a range of physical development, e.g. climbing, running, digging, swinging, jumping.Indoor space must:Provide 1,5 squared metres per learner Effective practice<br>

Social-emotional climate includesThe particular characteristics of the learners in the particular classroom, e.g. poverty, hunger, crime.The ECD practitioner to learner ratio will also influence the social-emotional climate of a classroom. (If there are fewer learners for each practitioner, the practitioner can give more individual attention to each learner and will know the individual needs of each learner)The atmosphere in class must be warm and accepting, without fear of ridicule of the practitioner or peers. Effective practice<br>

Appropriate groupingECD practitioners can use groupings to facilitate learning.  Groupings can be small group (3 – 4 learners) whole class group (teacher works with class as a whole) individual grouping (teacher works with one learner at a time). Effective practice<br>

Mixed age grouping can also be appropriate for young children. This is one of the underlying foundations of the Montessori approach to education (Also advantages of family grouping).Learners can be grouped together during indoor and outdoor play in age groups from 3 – 6 years of age.Children can play alone, with other children or in small informal groups.This is called family grouping as this would be how children would play with their siblings (brothers and sisters).Family groupings expose learners to situations where there are children of different ages.Younger children will observe and learn from older children. Effective practice<br>

It provides the opportunity for children to develop at their own pace (a 3-year old who is very advanced developmentally and a 5-year old who is developmentally slower, may play together and engage in similar activities).Family groupings help with resource management. There can be a central area where blocks can be shared, instead of dividing the blocks between classes.When there are organised group activities like story telling or creative activities, learners could then be divided into groups according to their respective ages.Family groupings are most suitable for learners 3 – 6 years of age. Learners younger than 3 years of age will however not be able to cope socially with older learners and will need more specialised attention and interaction. 2-year olds have shorter attention spans and will tire easily. They need shorter play time and more individual attention with a smaller group of children. Effective practice<br>

Consistent daily schedule(Also advantages of a consistent daily schedule)Children feel secure when they know what the schedule is for the day.Children like to know what activity comes next and how they will be expected to participate (know what they must do).Children start to develop a sense of time and routine.They will feel they have some control over their environment.It helps them to build trusting relationships. Effective practice<br>

Parent/caregiver involvementA combined input from parents, caregivers, the community and the ECD practitioners is necessary. Effective communication and interaction between parents, caregivers and the ECD centre will improve the learning experience for the child. It gives learners a sense of security when their parents are involved in their education.If there is parent/caregiver involvement the child will:Be more motivated to learnHave a good attitude towards the school and staffHave a better self image and have self motivationHave better behaviour and attendance Effective practice<br>

Possible questions:define and discuss each of the following:1. Suitable environment (developmentally appropriate)2. developmentally appropriate ECD classroom 3. Developmentally appropriate practice4. The classroom environment: Physical design and Social-emotional climate 5. appropriate grouping6. family grouping7. consistent daily schedule8. parent/caregiver involvement. Effective practice<br>