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Principles of Early Learning and Development and its Implications for Practice -Early Childhood Care and Education (ECCE) Curriculum Framework

Principles of Early Learning and Development and its Implications for Practice

Principles of Early Learning and Development and its Implications for Practice -Early Childhood Care and Education (ECCE) Curriculum Framework

The principles and practices relevant for learning and development in the early years are based on the insights and observations of thinkers and evidences from researches. Each of the principle elaborates specific ideas and at the same time they are all interconnected like the domains of development. The practical implications for each of the principle will also be influenced by the culture and individual prerequisites.

3.1 Development and learning takes place in all domains, development in one domain influences the other domain:

Children are thinking, feeling and interacting human beings and it is important to address all domains for their development. Changes or development in one domain facilitates or hinders the development of another domain.

3.2 Children’s development and learning follows a sequence in which later acquired abilities (skills and concepts) build upon what children already know and apply.

In the first few years of life the growth, change and development mostly follow a predictable pattern; however the way these changes are demonstrated varies in different context and culture. Knowledge of known sequence of development enables in developing early stimulation activities and curricular planning for children.

3.3 Child Development and Learning are characterized by individual variation:

While learning and development follows a predictable pattern there may be individual variation in the normative course of development as well as uniqueness of each child as an individual. No two children, even within the same family are the same. Each child has an individual pattern and timing of growth and development as well as individual styles of learning. Each individual child has his/her own strengths.

3.4 Children develop holistically and benefit from experiential learning:

This simply means that children learn best through active exploration using the senses such as touch, taste, smell and manipulation to build perceptual skills. Children should be actively interested and engaged in their learning with a high sense of motivation and positive disposition to explore and build skills across various domains.

3.5 Learning begins from birth:

From birth onwards children are mentally and physically active. They learn through all their senses and stimulations. Early care and stimulations whether positive or negative have a cumulative impact on children’s development. Since care and early stimulation promotes brain development and leads to the forming neural connections, it is imperative that children are provided with optimal stimulation in the early years and prevent cumulative deficit in the long run.

3.6 Development and learning result from a continuous interaction of biological maturation and experience.

A child has genetic endowments which may predict healthy growth, but inadequate nutrition in the early years of life will keep this potential from being fulfilled. On the other hand if the child is suffering from an inherent condition, then the detrimental impact learning and development can be minimized through systematic, individualized intervention. With this perspective in mind, it is important for early childhood educators to maintain high expectations and employ all their knowledge, ingenuity, and persistence to find ways to help every child succeed.

3.7 There are critical periods in development:

Research evidences reveal that some aspects of development occur most efficiently at certain points in the life span. For example the optimal period for oral language development in children is in the first three years of life, peer social skills are developed effectively during 3-5 years of life etc. Thus it is important to use these “windows of opportunity” and ensure that the children get the needed environmental inputs and supports for a particular kind of learning and development at its “prime time” for desired outcomes.

3.8 Children’s learning reflects a recurring spiral that begins in awareness, and moves to exploration, to inquiry, and finally, to application:

Any new learning by children begins with awareness, which is generated from their experiences with objects, events, or people and ends with utilization, where children are able to use what they have learnt for multiple purposes and apply their learning to new situations. At this stage children start exploring the next level of information and the spiral continues. Children with disabilities show a great degree of individual variations and the curriculum should make suitable adaptations to ensure that children are provided developmentally appropriate materials and experiences.

3.9 Children learn and develop in a stimulating/nurturing/supportive/protective environment:

During the early years of life, children move from sensory or behavioural responses to symbolic or representational knowledge. They learn within a social context and from meaningful interactions with other children, adults and materials around them. Throughout the early years, adults must provide a nurturing environment and play significant roles in helping children learn to develop empathy and cooperation, cultural socialization and self-regulation, language acquisition and communication, peer relationships, self- concept and identity formations.

3.10. Development and learning is largely influenced by the social and cultural context of the children.

Development and learning of children happens hand in hand and it largely depends on the influence of the child’s family, immediate environment, the community and at a broader level the society. Every culture has its own norms, structures and behaviours and more so each culture has its own way of interpreting children’s behaviour and development in its own way. Educators must be sensitive how their own culture has shaped their thinking and also consider the multiple environments in which different children live and how they need to be considered while making decision for children’s development and learning.

3.11 Children’s have curiosity and desire to learn:

Children are curious and have an innate desire to learn. Children observe what happens, talk, discuss and reflecting on their findings, stretch their imagination for possibilities, ask questions, and formulate answers. While exploring and learning young children construct their knowledge and understanding of the world, they learn as well as from teachers, family members, peers and older children, and from books and other media. To enable these ECCE teachers/caregivers must use multiple teaching strategies in meeting children’s different learning needs.

3.12 Children learn through play:

 Play is central to the child’s well-being and development. Children’s spontaneous play provides opportunities for exploration, experimentation, manipulation and problem solving that are essential for constructing knowledge. Play contributes to the development of representational as well as abstract thought. Children engage in various kinds of play, such as physical play, language play, object play, pretend or dramatic play, constructive play, and games with rules. This further influences their motivation, disposition and approaches to learning. Developing positive approaches to learning goes a long way to determine later academic success in life. Adults must provide opportunities for children to explore play and apply.

Sources- Copy and Paste

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORK

Ministry of Women and Child Development

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ECCE-Objectives of Early Childhood Care and Education-National ECCE Curriculum Framework

Early Childhood Care and Education

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORK Ministry of Women and Child Development

Early Childhood Care and Education

Objectives of Early Childhood Care and Education (ECCE)

The aim of Early Childhood Care and Education is to facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning. While parents and home have the main responsibility of the welfare of the child, a strong partnership between the community and the ECCE centres is important for the well-being of the child and in achieving the following objectives.

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

  1. Ensure each child is valued, respected, feels safe and secure and develops a positive self-concept
  2. Enable a sound foundation for physical and motor development of each child- as per each child’s potential
  3. Imbibe good nutrition routines, health habits, hygiene practices and self-help skills
  4. Enable children for effective communication and foster both receptive and expressive language
  5. Promote development and integration of the senses
  6. Stimulate intellectual curiosity and develop conceptual understanding of the world around by
  7. providing opportunities to explore, investigate and experiment
  8. Enhance development of pro-social skills, social competence and emotional well being
  9. Develop sense of aesthetic appreciation and stimulate creative learning processes.
  10. Imbibe culturally and developmentally appropriate behaviour and core human values of respect and love for fellow human beings.
  11. Enable a smooth transition from home to ECCE centre to formal schooling
  12. Enhance scope for overall personality development

The purpose of this framework is to promote quality and excellence in early childhood care and education by providing guidelines for child care and early educational practices.

Early Childhood Care and Education (ECCE) encompass the inseparable elements of care, health, nutrition, play and early learning within a protective and enabling environment. It is an indispensable foundation for lifelong development and learning, and has lasting impact on early childhood development.

Children also differ in their physical, emotional, social, and cognitive capacities. Each child requires a safe and nurturing environment to develop optimally.

Regardless of income, social status, geographic isolation, and other potential barriers, all children deserve and have a right to inclusive and equitable opportunities to build on their unique strengths.

Sources:-

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORK

Ministry of Women and Child Development

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CBSE Affiliation Norms/What is Composite Affiliation/CBSE Affiliation Bye-Laws 2018

cbse bye laws 2018

Affiliation Bye-Laws 2018

(Notification Date:-18th October 2018)

Norms for CBSE Affiliation (Chapter 2)

CBSE Affiliation Norms Affiliation Bye-Laws 2018

 What is Composite Affiliation given by the CBSE New Delhi?

Composite Affiliation

Affiliation Bye-Laws 2018 mentioned clearly on page number (9/69) section 2.7.under the heading “Composite Affiliation” that affiliation in respect of all categories of schools will be composite affiliation only. It will be mandatory for the school to run all the classes starting from the classes and up to the level for which affiliation has been granted.

The school may be granted composite affiliation for the following classes:

2.9.1. Class-1st to Class- 8th (All Schools)

2.9.2 Class-1st to Class- 10th (All Schools)

2.9.3 Class-1st to Class- 12th (All Schools)

2.9.4 Class-6th to Class- 8th (All Schools)

2.9.5 Class-6th to Class- 10th (All Schools)

2.9.6 Class -6th to Class 12th (All Schools)

2.9.7 Class 9th to Class 10th (Innovative Schools only)

2.9.8 Class 9th to Class 12th (Innovative Schools only)

RAJEEV RANJAN

http://cbse.nic.in/attach/Affiliation_Bye_Laws_2018-pages-3-74.pdf

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How to overcome fear simple and effective steps to change our life

How to overcome fear simple and effective ideas to change our life

In life-

Afraid people ask!

How it will happen?

Valiant people ask!

How it will not happen?

That brings a big difference

Fear gives a clear indication and invitation for you, win me otherwise I will  ensure your defeat……Would you like to be defeated by fear or ——–Will you defeat  fear with your great valor?

Valiant and scared men are frightened in same intensity. Frightened man is trapped with his fear and valiant man takes a courageous step forward to win over the fearful situation. Read more—————————————————

Paridhi – a baby girl – 18  months old –enjoying bathing in the Ganga River –fearless- wanted to bath all alone

 

 

 

 

Rajeev Ranjan

Indian Educationist

 

Life Changing Positive Thoughts -Positive Vibrations of Life

 

 

 

Life Changing Positive Thoughts of World Great Personality 

 

Top 10 Education Quotes for Students Teachers Parents and Educationist

 

Teaching is an art

School Teacher

Top 10 Education Quotes for Students Teachers Parents and Educationist

 

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Student Misbehaviour- Being Humane without being Judgmental

How to Deal with Student Misbehavior

We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academical smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed ——-time—-time —–time ———will be there —-keep patience –remind—-repeat——–keep doing proper effort—— —                                                                                                                         Rajeev Ranjan

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Teachers’ Skill Test-How to Promote Skill Based Teaching

Teachers’ Skill Test

How to Promote Skill Based Teaching

 

Dear Teachers                                                                                 Time:-15 Minutes

 

Teachers conduct several activities in the classroom for promoting different life skills among students. Teachers give instructions for completing the tasks. These are designed tasks for you from all core subjects. You have to read the questions and decide that which skills will be developed through this activity i.e. creativity, explorative, problem solving etc—-.

More than one skill can be developed through one particular question, so mention all probable skills—————————–

Read the questions carefully. Which skills will be developed through this question? Teacher needs to identify different skills. First do yourself —check your answer on 2nd page………..

 

  1. Write ten lines on “If I were a bird”.——————————————————————————————————————————————————————
  2. Draw increasing/decreasing shapes of the moon.————————————————————————————————————————————————-
  3. What happens if (a) there is no fire (b) there is no wheel ————————————————————————————————————————————–
  4. Prepare a list of 10 activities where you have to take help from others. ———————————————————————————————————————
  5. Write correct sentences from these  incorrect sentences —————————————————————————————————————————————-
  6. Creating Dialogues, taking clues from the chapter” How the Dog Find in New Master” creates dialogues between man and dog, when the dogs meet him. ——————————————————————————————————————————————————————————————————————–
  7. Angle formation :- Take circle cut outs , fold them and make crease to make following angles (90 degree), (45 deg), (60Deg), (180Deg) —————————————————————————————————————————————————————————————————————————————-
  8. Whole Numbers: Cartoon Making (Interdisciplinary activity of fine arts). Take A-4 size coloured sheet. Make Cartoon of first 10 numbers. (i.e. Yellow-Smallest Number, Red-Greatest Number )——————————————————————————————————————————————————————————————————————————————————————————
  9. Components of Food:- Activity( Staying Healthy and Cheaper Way)-Search internet/any other source and find out easily available local cheaper alternative  food items that could be included in diet to make it whole some and easily affordable. Eg. Expensive dry fruits and nuts can be replaced by groundnuts and chestnuts. Task 2.-Make displayed cards on coloured sheet and put them on class boards. Task 3- Values based – inform your maid, sweeper and other helping hands about these foods that keeps you healthy. ——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————
  1. Ashoka the Emperor who gave up war, Activity (Designing a national symbol for India), Material Required (A4 Size Sheets), 1. students to design a national symbols for their country India. They will write also slogans under it. 2. Look at the lion symbols and explains what the original symbols had and why?——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————–

 Teachers’ Skill Test

 

 

 

Answer

  • A, vicharatmak bhavaabhivyakti, writing skill
  • Creative skill and thinking skill
  • Thinking skill/ Logical Skill
  • Attentiveness/ Intellectual (baudhhik ) Expertise /Listing Skill
  • Grammatical knowledge/Language Skill
  • Creative writing , thinking skill, imagination , originality, Vocabulary enhancement, Life Skills(Empathy)
  • Creativity, Imagination, Logical Thinking
  • Creativity, Logical Reasoning, Problem Solving
  • I Observation, understanding, discovery, Identify, inquisitiveness , Expression , awareness, Recognise, problem solving , creativity
  • Discover, Critical thinking, cultural value, social thinking , artistic value

Resource:-

Life Skills (UNESCO)

Life Skills(CBSE)

Rajeev Ranjan

Indian Educationist 

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UNESCO Education 2030 Framework -Sustainable Development Goal 4-Vision, Rationale and Principles

UNESCO

Education 2030 Incheon Declaration

Incheon Declaration and SDG4 – Education 2030 Framework for Action

Sustainable Development Goal 4

Vision, rationale and principles

The Education for All (EFA)

Extract and Summary

UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in Education, the Sciences and Culture. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. (https://en.unesco.org)

The Education 2030 Framework for Action was adopted by 184 UNESCO Member States on 4 November 2015 in Paris. Our vision is to transform lives through education, recognizing the important role of education as a main driver of development.

Unesco education 2030 frame work sustainable development vision rationale and principles

‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’

 It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability.

Importance of Education in 21st Century World Citizen

Education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights.

 Education is essential for peace, tolerance, human fulfillment and sustainable development.

 Education is the key for achieving full employment and poverty eradication.

 Education facilitates intercultural dialogue and fosters respect for cultural, religious and linguistic diversity, which are vital for achieving social cohesion and justice.(P 26)

 Education promotes mutual understanding, tolerance, friendship and peace.( P 28)

Education Key Roles-

  1. Eradicating poverty– Education helps people obtain decent work, raises their incomes and generates productivity gains that fuel economic development.
  2. Gender equality- Education is the most powerful means of achieving gender equality, of enabling girls and women to fully participate socially and politically, and of empowering them economically.
  3. Healthy Society- Education saves the lives of millions of mothers and children, helps prevent and contain disease, and is an essential element of efforts to reduce malnutrition.
  4. Fulfill needs of persons with disabilities- Education promotes the inclusion of persons with disabilities.  It is also fundamentally protective for children, young people and adults whose lives have been devastated by crisis and conflict, and provides them with the tools to rebuild their lives and communities.

 What is quality education?

Quality education fosters creativity and knowledge, and ensures the acquisition of the foundational skills of literacy and numeracy as well as analytical, problem solving and other high-level cognitive,

Quality education fosters interpersonal and social skills. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED).

Education and Educated World Citizen

Statements of the Heads of the WEF 2015 Convening Agencies

Education is the key to a better life for every child and the foundation of every strong society – but far too many children are still being left behind. To realize all our development goals, we need every child in school and learning.

Anthony Lake, Executive Director, UNICEF

In our world, knowledge is power, and education empowers. It is an indispensable part of the development equation. It has intrinsic value – extending far beyond the economic – to empower people to determine their own destiny. That is why the opportunity to be educated is central to advancing human development.

Helen Clark, UNDP Administrator

 Together we must promote and protect every person’s right to education, and ensure that quality education reaches all, and instils values of peace, justice, human rights and gender equality.

Babatunde Osotimehin, UNFPA Executive Director

 Vision, rationale and principles

Education transforms the lives of individuals, communities and societies, leaving no one behind.

Humanistic vision of education and development, based on the principles of human rights and dignity, social justice, peace, inclusion and protection, as well as cultural, linguistic and ethnic diversity and shared responsibility and accountability.( P 24)

Features of SDG4-Education 2030

SDG4-Education 2030 agenda is embedded in its holistic and humanistic vision. Education is a fundamental human right and an enabling right.

Goal 4 is comprehensive-

  1. Holistic,
  2. Ambitious,
  3. Aspirational
  4. Universal,

 SDG4-Education 2030 focuses on increased and expanded access, inclusion and equity, quality and learning outcomes at all levels, within a lifelong learning approach.

SDG4-Education 2030 agenda is that it is universal and is owned by the entire world, developed and developing countries alike.

Urgent need to focus on SDG4-Education 2030

  1. To provide early childhood care and education to ensure children’s long term development, learning and health
  2. To ensure that all children, youth and adults are learning and acquire relevant skills, including proficiency in literacy
  3. To develop (for children, youth and adults) throughout life the flexible skills and competencies they need to live and work in a more secure, sustainable, interdependent, knowledge-based and technology-driven world
  4. To ensure that all individuals acquire a solid foundation of knowledge, develop creative and critical thinking and collaborative skills, and build curiosity, courage and resilience
  5. To develop education systems that are more resilient and responsive in the face of conflict, social unrest and natural hazards – and to ensure that education is maintained during emergency, conflict and post-conflict situations (P 27)

Education for all:-access to inclusive, equitable quality education and lifelong learning opportunities

The new education agenda’s focus on inclusion and equity – giving everyone an equal opportunity, and leaving no one behind signals another lesson: the need for increased efforts especially aimed at reaching those marginalized or in vulnerable situations.

All people, irrespective of sex, age, race, colour, ethnicity, language, religion, political or other opinion, national or social origin, property or birth, as well as persons with disabilities, migrants, indigenous peoples, and children and youth, especially those in vulnerable situations or other status, should have access to inclusive, equitable quality education and lifelong learning opportunities. (P 25)

United Nations agencies & other agencies

The United Nations Children’s Fund (UNICEF)

The United Nations Development Programme (UNDP),

The United Nations Population Fund (UNFPA)

The Office of the United Nations High Commissioner for Refugees (UNHCR)

UN Women and the World Bank; the Global Partnership for Education (GPE);

The Organisation for Economic Co-operation and Development (OECD);

Education International (EI); the Global Campaign for Education (GCE)

The Africa Network Campaign on Education For All (ANCEFA)

The Asia South Pacific Association for Basic and Adult Education (ASPBAE)

Rajeev Ranjan

Sustainable Development Goal 4 Education 2030 Framework UNESCO

Education 2030 Framework UNESCO

Reference

Incheon Declaration and SDG4 – Education 2030 Framework for Action-Sustainable Development Goal 4

http://unesdoc.unesco.org/images/0024/002456/245656e.pdf

https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

https://en.wikipedia.org/wiki/Education_2030_Agenda

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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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Purvanchal University English Question Paper PUCRET Phd Entrance Test 2018

Purvanchal University, Jaunpur conducted PUCRET examination on 24 August 2018.

We can see question pattern of English Subject.

Purvanchal University, Jaunpur renamed as Veer Bahadur Singh Purvanchal University in the honour of late Shri Veer Bahadur Singh, former Chief Minister of the state, was established on 2nd October 1987 as an affiliating university under U.P. state university act 1973. Continuous qualitative and quantitative growth, excellence in academic and administrative activities, transparent and efficient academic administration have been some of the distinct characteristics on the basis of which the university emerged as one among the leading universities. Started with the 68 affiliated colleges, the university now has widened it’s spectrum of activities with 367 affiliated graduate and post-graduate colleges and students enrollment of nearly three lacs and eighty thousand in 5 Districts of Eastern Uttar Pradesh.

http://www.vbspu.ac.in/about-university/

PUCRET (Phd) Entrance Test 2018 – English Question Paper 

purvanchal university pucret English Question Paper phd entrance 2018

Rajeev Ranjan

 

 

 

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Independence Day Speech -Freedom and Power Bring Responsibilities

Celebration of 15th August
Good Morning 
Jay Hind Jay Bharat!
I wish you a happy ——– Independence Day.
15th August is the great and glorious day in Indian history. We will celebrate——th Independence Day of Hindustan. 
At first I pay my respect, greetings and homage to all those who laid their lives for the country’s independence. I also pay my deep respects to the crores of citizens of India on the pious occasion of India’s independence, and recall all those martyrs who had sacrificed their lives in India’s struggle for freedom. 
In fact, I feel proud of the duty, devotion, and the sacrifices of the all the security forces of the country, who protect Mother India.


The day of independence is a festival when we take a solemn pledge of working for the welfare of mother India. This National festival inspires us to resolve ourselves to lead a life where our character gets refined further, to dedicate ourselves to the nation. Our each & every activity should be linked to the interest of the nation. Moreover, this festival of freedom can be a festival of inspiration to take India to newer heights.
The achievement we celebrate today is a step ahead, an opening of opportunity, to the greater victories and achievements that await us. Freedom and power bring responsibility. So we have to labor and to work, and work hard, to give reality to our dreams. In fact, everyone should promise to self that 
I will educate myself and educate others. 


I will keep myself and my surrounding neat and clean. 
I will be true to myself and my nation.
I will save water and plant more trees for future generation. 
I will respect everyone without making any differences of caste and creed. 
I will respect my father, mother and elders in society. 
At this pious moment we take the pledge of dedication to India and her people and to the world citizen.

“We walk together, we move together, we think together, we resolve together and together we take this country forward”. 
Bharat mata ki jai, Jai Hind, 
Vande Mataram

Rajeev Ranjan

Indian Educationist