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National Early Childhood Care and Education (Ecce) Curriculum Framework

National Early Childhood Care and Education (ECCE) Policy

NATIONAL EARLY CHILDHOOD

CARE AND EDUCATION (ECCE)

CURRICULUM FRAMEWORK

Birth to 6 Years

Extract and Summary of ‘Foundation of Early Care and Learning’ (Section–I)

Learning is an active, interactive and life long process. A wise educator respect children’s unique social, linguistic, cultural background and diversity. Children differ in their strengths and capabilities.  A wise educator promotes child’s individual strengths. In fact, the first six years of life are the critical years of human life since the rate of development in these years is more rapid than at any other stage of development. (ECCE, Introduction)

Early Childhood Care and Education (ECCE) encompass the inseparable elements of care, health, nutrition, play and early learning within a protective and enabling environment. (P 5)

Vision for an Indian Child

The National ECCE Policy visualizes nurturance and promotion of holistic development and active learning capacity of all children below 6 years of age by promoting free, universal, inclusive, equitable, joyful and contextualized opportunities for laying foundation and attaining full potential. (P 6) Early childhood care and education programmes should be based on an understanding of the patterns of development and learning that define the essential nature of childhood. (P 10) (ECCE) curriculum framework views children as happy, healthy and confident; each child with unique identity, grounded in their individual strengths and capacities; and with respect for their unique social, linguistic, and cultural heritage and diversity.

Purpose of this framework:-

  1. To promote quality and excellence in early childhood care and education by providing guidelines for child care and early educational practices
  2. To support to early years professionals, service providers, ECCE teachers/caregivers, communities and state governments in providing rich early stimulation and learning experiences for children from birth to pre- primary years (P 4)
  3. To facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning (P 10)

Our young children strive to be:

• Happy and healthy

• Inquirer

• Confident

• Communicative

• Creative

• Caring

• Open-minded

• Resilient

• Sensitive to diversity

• Respectful

• Mindful

• Life-long learner (P6)

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/early_childhood_education.pdf

Broad objectives of the Early Childhood Care and Education programme are to:

• Ensure each child is valued, respected, feels safe and secure and develops a positive self

concept

• Enable a sound foundation for physical and motor development of each child- as per each

child’s potential

• Imbibe good nutrition routines, health habits, hygiene practices and self help skills

• Enable children for effective communication and foster both receptive and expressive

language

• Promote development and integration of the senses

• Stimulate intellectual curiosity and develop conceptual understanding of the world around by

providing opportunities to explore, investigate and experiment

• Enhance development of pro-social skills, social competence and emotional well being

• Develop sense of aesthetic appreciation and stimulate creative learning processes.

• Imbibe culturally and developmentally appropriate behaviour and core human values of respect and love for fellow human beings.

• Enable a smooth transition from home to ECCE centre to formal schooling

• Enhance scope for overall personality development

National Early Childhood Care and Education (ECCE) Policy (P 10)

Language Concern at the Early Childhood Care and Education programme

Language plays an important role in communication, exchange of information, development of reading skills, reading with comprehension, and, in later years, academic success. (P 14)

The medium of interaction in the ECCE centre should be home language or mother tongue. It is important to encourage different languages for expression by children in the ECCE centres. Children should be encouraged to be proficient in their mother tongue/ home language first and then the formal school language (regional language or English) should be introduced. However teaching through child’s mother tongue/ home language, is internationally recognised as the most appropriate way of working with children in the early years of concept formation. However, it is crucial that when the school language (which may be regional language or English) is introduced, the ECCE teachers/ caregivers must continue to convey a positive attitude about children’s first language (mother tongue/ home language).

Points to be remembered:-

  1. Children learn well in mother tongue or home language
  2. Provide exposure to school language (regional/English)
  3. Aware school community to importance of language in child learning

Should a teacher use mother tongue /home language or English in the classroom for better learning? (P 15)

 Language should be learnt by processes in the following order: ‘Listen–speak–read–write.’

In early years focus should on listening and speaking as the major activities in the classroom.

Teacher should learn and use some words of children home language.

Teacher should encourage children to express in their own language.

Developing a better understanding is more important than use of language in a multilingual classroom.

How will a teacher fulfill the challenges of different kinds of learners (multiage grouping) in the classroom? (P 17)

ECCE teachers and caregivers would use the concept of ‘differentiation’ to meet the varying needs of their learners. An ECCE Teacher / Caregiver may approach differentiation by (1) content—what the child needs to learn or how the child will get access to the information; (2) process—activities in which the child engages in order to make sense of or master the content; (3) products—culminating projects that enable the child to rehearse, apply, and extend what he or she has learned in a topic; and (4) learning environment—the way the classroom/ ECCE centre works and feels. Research also indicates that the development of brain is influenced not only by health, nutrition and quality of care but also the quality of psycho-social environment the child is exposed to in these early years.

 

Rajeev Ranjan

National Early Childhood Care and Education (Ecce) Curriculum Framework

Early Childhood Education – ncert

The National Early Childhood Care and Education Curriculum … – ncert

Reference:-

 

National Early Childhood Care and Education (Ecce) Curriculum Framework

(Ministry Of Women and Child Development)

 

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/early_childhood_education.pdf

http://www.ncert.nic.in/departments/nie/dee/publication/pdf/deethemebased.pdf

http://www.eec.state.ma.us/docs1/curriculum/20030401_preschool_early_learning_guidelines.pdf

http://www.ncert.nic.in/publication/journals/pdf_files/Voices_ch3.pdf

 

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English Language Teaching Objective and Learning Outcome at Elementary Stage

English Language Teaching Objective and Learning Outcome at Elementary Stage

Learning Outcomes at Elementary Stage

English language teacher will adopt integrated language teaching approach. We will focus on developing different language skills (Listening, Speaking, Reading, and Writing) and integrated grammar.  The National Curriculum Framework (NCF 2005) provides the framework for developing curriculum and syllabus, textbooks and teaching practices within the school education programmes in India. English teacher should focuses on developing LSRW skills in the classroom. They should focus on developing different language skills and teach integrated English Grammar for developing language accuracy and fluency among students.

Learning should be an enjoyable act where children should feel that they are valued and their voices are heard. The curriculum structure and school should be designed to make school a satisfactory place for students to feel secure and valued. The curriculum should focus on the holistic development of the students. (National Curriculum Framework- 2005) Students should learn following things in an academic year. Primary level is crucial stage for learning. Student learns language very fast in this stage. Teacher should cover all necessary skills for the holistic development of a child. Our objective of teaching English as Second Language will be fulfilled only when Indian students of any corner of country should at least know basic LSRW skills and fundamental grammatical topics according to age group. NCF 2005 discussed the objective of teaching English, “English does not stand alone. The aim of English teaching is the creation of multilinguals who can enrich all our languages; this has been an abiding national vision.” (NCF,2005)

From Class 1st to 6th –English Language Teaching Objective as well as Learning outcome during an academic session

  1. Acquire the skills of listening, speaking, reading, writing and thinking in an integrated manner.
  2. Develop interpersonal communication skills.
  3. Attains basic proficiency like. Developing ability to express one’s thoughts orally and in writing in a meaningful way in English language.
  4. Able to interpret/understand instructions and polite forms of expression & respond meaningfully both orally & in writing.
  5. Develops reference skills both printed & electronic mode.
  6. Acquire varied range of vocabulary; understand increased complexity of sentence structures both in reading and writing.
  7. Able to express an awareness of social and environmental issues.
  8. Ability to read & interpret critically the texts in different contexts-both verbal (including Braille) & pictorial mode.

 

 

 

English Language Teaching Objective and Learning outcome at Elementary Stage

 

 

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Planning a Lesson- English Language Teaching-Developing-Reading Skill with Special Objective to Focus on Grammar and Writing Skill

Educator prepares lesson plan according to nature of teaching topic, nature of students and nature of students’ learning. Sometimes, we plan a lesson for one period, sometimes we plan a lesson for special purpose, and sometimes we plan our lesson as Integrated Lesson Plan, where we focus on particular topic/concept. Educator decides accordingly. We will discuss different lesson plan format and some of sample lesson plan from different subject teachers. They think that they write the best lesson plan, however I think that there is always space, and opportunity for improvement. We are educator.   Educator may feel free/ open to accept or reject, partially accept or partially reject this lesson format/sample. Wise educator will draw the best from these lesson plan samples/improve it according to need. Let us add some valuable points and modify/customize according to need:-

Lesson Plan

Subject: English                                                                     Topic: Reading Skill

Lesson Name: Lost Spring                                                   Time: 35-40 Minutes

Class: Intermediate Level                                                     Date: ———————

General Objectives:

  • To enable the pupil to have global and local comprehension of the text
  • To help the students to understand the text and interpret the text in their own language

Specific Objectives:

  • To introduce new words from chapters
  • To teach grammar items (Tense)/ to make pupils notice tense form and understand the context of its use
  • To develop writing skill ( writing a Paragraph)

Outcome:  Students will be able to comprehend the text and at the end of the lesson/ they will be able to use English as well as write correct English

Introduction:

  • Singing a song (Jay Ho) from the film Slumdog Millionaire and relate this song to the story the Lost Spring or
  • Teacher can use MIME/ Mimicry to motivate the learners/create interest among the learners
  • Teacher can share an anecdote from real life about a person who becomes a very rich man by overcoming so many difficulties in his/her life or teacher will ask students to share similar story if they know
  • After writing the title (Lost Spring) on the blackboard, students will guess what can be the story? Or
  • Teacher will write “Food is more important for survival than an identity” ( Group Work) ( Speaking Activity) or
  • Teacher will ask students to do role play of street children, rag pickers, vegetable sellers

Presentation:

  • Teacher will ask students to read silently 2 paragraph of the story within a certain time ( 5-7 Minute).
  • Teacher will ask 2-3 students to speak about the text.
  • Teacher will explain the text by putting question before the students ( Elicitation Technique)
  • Teacher will present difficult words on the blackboard and explain its meaning with the help of students i.e. scrounging- to take sth without asking permission, mutters- to speak sth in a low voice, glibly- spoken in a smooth clever way but not seeming sincere and honest
  • Teacher will introduce pronunciation of some word and make them practice
  • Teacher will ask students to once again go through the text and identify the different tense used in the text i.e- why do you do this?, I ask sahib. Sahib left his home long away.  I like the game.

Sample of questions

  • Who is sahib?
  • What does he ask to the sahib?
  • Do rag pickers pick gold from garbage?
  • What is the meaning of “mutter”? Can you tell me antonyms/synonyms? What is it? A noun/pronoun / verb/adverb

Helping weak/reluctant learners:

Teacher will support them.

Teacher will encourage them to share his views in the class?

Conclusion:

  • Teacher will once again summarise the lesson of the day by giving main points of the story. Or
  • Teacher can ask factual questions i.e. main event, day, date, name of the characters to encourage students
  1. True /false question
  2. Multiple questions
  3. Fill in the blank
  • Teacher can ask students to frame questions of their own choice. In fact if pupils are able to frame a few questions, it means they also know the answer of their own questions.
  • Summarising can be done by students

Home Learning:  Teacher will ask students to write a paragraph about “Food is more important for survival than an identity”

Real Life Learning:  Make students aware about societal problems, their real cause and effect

Teaching Aids:  Power Point Presentation, Pictures, Drawings

Teaching Techniques: interactive, Elicitation, Group Work, Role Play

A teacher can create a number of activities to teach a Reading lesson. It depends on teachers’ expertise as well as the objectives of teaching. Different activities can be organised i.e. brainstorming, role play, mime, group work, pair work, changing prose into dialogue writing between two character, telephonic conversation etc according to pupils’ age and styles of learning.

Sample of teaching Word power  at random in a language class

Teacher can teach vocabulary in a context with the help of students according to their age, considering different learning style, by using elicitation techniques ————–if needs

 

It can be

  • Meaning of the word
  • Antonyms/Synonyms
  • Family of the word
  • Forming meaningful sentence
  • Grammar of the word
  • Pronunciation
  • Origin of the word

 

Suppose a word “inspection” appears in the text, at least 10-15 words can be taught by using this single word like

  • Identify the key word/part of this word
  • Spect- to see

http://ncert.nic.in/ncerts/l/lefl102.pdf

Rajeev Ranjan

Indian Educationist