Final Ecd-1

EARLY CHILDHOOD TRAINING COURSE
1ST JULY 2024 TO 19TH JULY 2024

WEEK 1:MODULE 1
• ECE THEORIESTS
• MARIA MONTESSORI PHILOSPHY AND • Strategies for Effective Teaching in ECE
METHODS
• Child-center approach
• EYFS Area of Development
• Classroom Management Techniques
• Interest Areas in Activity Room
• CARE OF ECE ENVIRNMENT
• Introduction to competency-based education
• INTRODUCTION&IMPORTANCE OF
CBE
EPL,SENSORIAL,LANGUAGE,MATHEMATICS
• Implementing CBE in early childhood
• ECE BEHAVIOUR MANAGEMENT STRATEGIES
• Types of Learners
• Introduction to pedagogy in ECE
Friedrich Froebel 1782-1852 Maria Montessori 1870-1952 Jean Piaget’s 1896-1980
What is Maria Montessori Philosophy ?
• Respect for the Child
• The absorbent Mind
• Sensitive Period
• Prepared Environment
• Auto-Education(SELF-EDUCATION)
• Hands on Learning
• Intrinsic Motivation
• The whole child Approach
• Mixed-Age group
• Role of the Teachers
EYFS Areas of Development
INTEREST AREA
IN ACTIVITY
ROOM(EYFS)
1|SPACE TO LEARN
2|PLACES TO TALK
3|INVITATION TO EXPLORE
4|SENSORY EXPLORATION
5|PLANNING FOR INDEPENDENCE
6|CREATIVITY & PROBLEM SOLVING
7|PRAISE THE PROCESS
8|CHILD-LED LEARNING
9|INDOORS & OUTDOOR
IMPLEMENTING CBE IN EARLY
CHILDHOOD EDUCATION
TYPES OF
LEARNER
Introduction of EPL
• What is Practical?
• Meaning and Purpose of Life?
• Exercise Group
• Reason for Practical Life
• E PL division ---------care of the self
• Preliminary Exercises-------Grace and Self
• Primary Lesson
• Care of the Environment
3-Period Lesson
• 1st Period: Name
• “This is…” The teacher introduces a concept or material by naming and
demonstrating it repeatedly. Complex materials will include several
introductory lessons.
• “This is a sphere.”
• 2nd Period: Recognition
• “Show me…” The teacher may identify a concept or material and
request the child to manipulate it. This allows the child to hear the
name continuously and associates the objects visually as well.
• “Show me the sphere.”
• 3rd Period: Recall
• “What is this?”
• The teacher requests the child to identify all materials without any
assistance. When the child has mastered this period of the learning,
they may move on to more complex materials and concepts.
INTRODUCTION TO PEDAGOGY IN
ECE
CHILD CENTER APPROACH
CLASSROOM MANGEMENT
TECHNIQUES
CARE OF ECE ENVIROMENT
ECE BEHAVIOUR MANAGEMENT
STRATEGIES
WEEK 2: MODULE 2
• INTRODUCTION TO MONTESSORI EQUIPMENT
• EPL
• ACTIVITY :CREATING MONTESSORI-BASED LESSON PLAN
• JOLLY PHONIC
• Seven sets of Jolly Phonics
• BLENDING
• SEGMENTING
• DIAGRAPH
• IMPLEMENTING CBE IN ECE :CLASSROOM MANAGEMENT
INTRODUCTION TO MONTESSORI
EQUIPMENT
MATH EQUIPMENT EPL EQUIPMENT
SENSORIAL EQUIPMENT LANGUAGE EQUIPMENT

Introduction to Sensorial
• The purpose of Sensorial work
• Exercise Groups
• Sound Cylinders *Pink Tower
• Colour Tablets *Brown Stairs
• Texture Boards *Knobbed Cylinders
• Smelling Bottles
• Thermic Board
• Baric Tablets
• Geometric Solids
EXCERSISE OF PRATICAL
LIFE EPL
Introduction of Language
• The History of Language
• The Prepared Environment
• Sand paper letters *Storytelling and oral Language
• Moveable Alphabet *Grammar Symbols
• Mystery bags *Reading Classification
• Language Cards
• Phonetic Reading Books
• Writing Practice
• Sound Games
Introduction to Mathematics
• Key Components of Montessori Mathematic
• Concrete to Abstract Progression
• Self – Correction
• Sequential Learning
• Hands –on Learning *Geometry Cabinets
• Activities : Number Rods *Cards and Counter *Stamp Games
• Sandpaper Number *Golden Beads *Beads chain
• Spindle Box *Teen and Ten Boards *Fraction Insets
INTRODUCTION TO THE SOUNDS
• Jolly Phonics introduces 42 main letter sounds.
• Group 1: s,a,t,i,p,n
• Group 2: ck.e,h,r,m,d
• Group 3: g, o,u,l,f,b
• Group 4: ai,j,oa,ie,ee,or
• Group 5: z,w,ng,v,shortoo,long oo
• Group6 : y,x,ch,sh,th,(voiced),th(unvoiced )
• Group 7: qu,ou,oi,ue,er,ar
TECHNIQUES FOR BLENDING AND
SEGMENTING
TECHNIQUES FOR AND SEGMENTING
Multi –Sensory Learning
• Action *Resources
• Song and Jingles
• Flashcards
• Blending
• Segmenting
• Tricky Words
• Storybooks
• Games and Activities
Consonant Digraph
• ch: this diagraph often makes the/ch/ sound as in “chip”
• sh : produces a soft,hissing sound,e.g ship,shoes.fish
• th: the sound can be eaither voiced,or unvoiced thin, thooth
• ph: often used in words of Greek orgin,where it represent /f/e.g
graph,phone,dolphin
• wh: pronounced /w/(sometime /hw/) what,whale,when
• ck: used after short vowel in one-syllablewords e.g ,duck,cl
Vowel Diagraphs
1.ai: phoneme/ei/ e.g rain,train,mail represent long
“a”sound,commonly found in the middle of words.
2.ea: phoneme/i/e.g sea(long e)bread (short e)
3.ee: phoneme/i/e.g see,tree represent long”e”middle and end
4.ou:phonemes/au/e.g “ out,” “soul” “rough”
5.oi: phoneme/oi/ e.g coin,boil,noise,represent “oy”sound
6.ea:phonem/i/e.g beat,bread/ei/great
7.oo: phoneme/u/e.g”moon””book”
WEEK 3: MODULE 3
• Creating Inclusive Classroom Environment
• STRATEGIES FOR SUPPORTING DIVERSE
• EFFECTIVE ASSESSMENT TECHNIQUES
• CIVIC SENSE
• UNDERSTANDING SOCIAL & EMOTIONAL DEVELOPMENT
• SUPPORTING SOCIAL & EMOTIONAL GROWTH IN ECE
• WORK PLACE ATTIRE & PROFESSIONALISM
• BASIC MANNER AND COMMUNICATION WITH CHILDREN
• ENHANCING COMMUNICATION SKILLS
• INTRODUCTION OF ECD
• IMPOTANCE OF ECD
• STRATEGIES FOR EFFECTIVE ECD
UNDERSTANDING SOCIAL &
EMOTIONAL DEVELOPMENT
Self-awareness: Understanding one’s own emotions, strengths, and weaknesses.

Self-Regulation: Managing one’s emotions and behaviors effectively.
Social Awareness: Being empathetic and understanding the emotions of others.
Relationship Skills: Establishing and maintaining healthy relationships with others. Responsible
Decision-Making: Making thoughtful, ethical choices in personal and social contexts.
STRATEGIES FOR SUPPORTING DIVERSE
STRATEGIES FOR SUPPORTING DIVERSE
SUPPORTING SOCIAL & EMOTIONAL GROWTH IN
ECE
WORK PLACE ATTIRE &
PROFESSIONALISM
BASIC MANNER AND COMMUNICATION WITH CHILDREN
ENHANCING COMMUNICATION SKILLS
Creating Inclusive Classroom
Environment
BENEFITS
CIVIC SENSE
INTRODUCTION OF ECD
• Physical Development:
• Growth & Moter Skills *Health and Nutrition
• Cognitive Development:
• language & literacy,*thinking &problem-solving*learning through play
• Emotional –Concept:
• Self-Regulation*Self-Concept*Emotional Expression
• Social Development:
• Social Skills*Relationship* Community Involement*
• Educational Environment:
• safe &nurturing Environment*qualified Educators
Importance of ECD
• Foundation for Future Learning
• Economics Benefits
• Social Equity
• Strategies for Effective ECD
• Parental Involvement
• Integrated Services
• Policy and Advocacy

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EARLY CHILDHOOD TRAINING COURSE

1ST JULY 2024 TO 19TH JULY 2024

SENSORIAL EQUIPMENT LANGUAGE EQUIPMENT

Self-awareness: Understanding one’s own emotions, strengths, and weaknesses.

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