MINISTRY OF EDUCATION, SPORT, ARTS AND CULTURE EARLY

ZIMBABWE

EARLY CHILDHOODDEVELOPMENT (ECD) SYLLABUS

MINISTRY OF EDUCATION, SPORT, ARTS AND CULTURE

EARLY CHILDHOODDEVELOPMENT (ECD) SYLLABUS

EARLY CHILDHOODDEVELOPMENT

(ECD) SYLLABUS

MINISTRY OF EDUCATION, SPORT, ARTS AND CULTURE

Curriculum Development Unit

P.O. Box MP 133, Mount Pleasant, Harare

All Rights Reserved

Revised 2012

ZIMBABWE

Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS

ii

Acknowledgements

The Ministry of Education, Sport, Arts and Culture is grateful to the following for their

contribution to the Early Childhood Development (ECD) Syllabus:

• Educational Development Services Division

• Primary Education, Early Childhood Development (ECD) and Learner Welfare

Services Division

• ECD Teachers, District Trainers and Education Officers

• Schools Psychological Services and Special Needs Education Division

• Representatives from Teachers’ Colleges

• Representatives from Universities

• Zimbabwe College of Music

• Zimbabwe Early Childhood Education and Care Network

• Nursery School Teachers’ Association of Zimbabwe

• The National Book Council of Zimbabwe

• Ministry of Health and Child Welfare

• Flemish Office for Development and Technical Assistance

(VVOB - Belgium)

• United Nations Children’s Fund (UNICEF)


iii

Contents

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii

1.0 Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

2.0 Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

3.0 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

4.0 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

5.0 Curriculum Areas in Early Childhood

Development (ECD) Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

6.0 Expressive Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

6.1 Art and Craft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

6.2 Movement: Outdoor Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

6.3 Music and Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

7.0 Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

7.1 Language Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

8.0 Mathematics and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

8.1 Mathematical Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

8.2 Manipulative and Block Play . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

8.3 Science and Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

9.0 Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

9.1 Human Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

10.0 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

10.1 Computer Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

10.2 Appliance Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Appendices

Appendix I: Resources and Equipment . . . . . . . . . . . . . . . . . . . . . . . . .46

Appendix II: Early Childhood Development (ECD)

Assessment Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Preamble1


1

Preamble

The ECD syllabus covers a two-year programme catering for children in the 3 to 5 year

age group, including learners with special educational needs. It focuses on the total

development of the child, encompassing physical, social, moral, cognitive, creative and

emotional development. Nutrition, health and safety are equally emphasized.

The syllabus provides basic guidelines to ECD supervisors and teachers to ensure that

children are exposed to activities and experiences which will help them to develop

appropriate concepts, skills, attitudes, norms and values through play. Teachers are

free to adapt the activities to suit the age group, developmental level of the child and

the context.

Although the syllabus is made up of five integrated but distinct curriculum areas, these

areas overlap and are interdependent in practice.

Aims2


3

Aims

The syllabus aims to develop in learners:

2.1 gross motor skills, fine motor skills, sensory skills and body co-ordination

2.2 concepts, generalisations, applications, logic, language, problem solving

and thinking skills

2.3 psycho-social skills namely: self-control, free expression of emotions,

gender equity, societal norms and values (unhu/ubuntu)

2.4 life and livelihood skills for them to fit into society and interact with the

environment

2.5 good health, nutrition and safety practices

2.6 positive self identity

2.7 basic technological and communication skills

Objectives3


5

Objectives

By the end of the two-year ECD Programme, a child should demonstrate:

3.1 Physical Health Practices

• a sense of what constitutes good nutrition

• good personal hygiene

• safety awareness in relation to hazards such as water, fire, electricity and

disease

• ability to handle small emergencies calmly, mainly by summoning help

3.2 Physical Skills

• gross motor skills

• fine motor skills

• eye and hand co-ordination

• eye and foot co-ordination

• coordination of all body parts

• awareness of left and right

• a sense of position in space

• ability to name body parts

• ability to dress self unassisted

• accurate, effective sensory skills to make sense of the world around them

3.3 Emotional Skills and Well-being

• self-awareness and self-esteem

• ability to express emotions

• ability to think and act independently

3.4 Social Skills

• ability to communicate effectively through at least one local language

verbally or through sign language

• listening skills

• social skills that will allow them to operate successfully in wider society,

for example appropriate manners

• ability to control their emotions


6

• appreciation of their own culture and that of others

• tolerance for people who are different from themselves

• ability to take on and carry out appropriate duties and responsibilities

• ability to cooperate with others to achieve a joint outcome

3.5 Cognitive Skills

• basic mathematical concepts and skills

• basic scientific concepts and skills

• an inquiring mind

• problem solving abilities

• ability to make rational choices and decisions

• awareness of self as part of a larger environment system whose actions

have wider implications

3.6 Technological Skills

• knowledge and skills of the technological possibilities of the 21st Century

• confidence in interacting with technological gadgets.

Methodology4


8

Methodology

4.1 Children learn through play and not through direct instruction

The syllabus therefore, is based upon a child-centred approach to Early Childhood

Development. In other words, the pace of learning will be determined by the individual

child’s readiness to absorb a concept or master a skill, not by a teacher-centred

timetable. Teachers should provide stimulating environments that allow the child to build

on his or her existing knowledge, skills and experiences through enjoyable exploration

and experimentation that lead to effective learning. The activities should lay a solid

foundation for life-long learning by promoting a positive attitude to the process of

learning. To enhance understanding of concepts, teachers should use real objects first

before exposing the learner to pictures of objects. Activities should involve learners

including those with special needs. It is essential that the atmosphere of the ECD class

is positive, gentle, supportive and accommodates individual differences. Discipline

needs to be achieved not by punishment but by careful application of natural and

logical consequences that are respectful in their application, clearly related to the issue

at hand and reasonable. The activities described in the syllabus content matrix and

assessment guide should be communicated in the language best known to the child.

4.2 Suggested Methods

The methods suggested below overlap, are mutually supportive and are not exhaustive.

They all allow or enhance a natural exploration process. Engagement of resource

persons is encouraged.

• Discovery

• Problem Solving

• Experimentation

• Discussion/Debates

• Word Games/Puzzles

• Quizzes

• Poems and Rhymes

• Telling and Listening to Stories

• Song and Dance

• Role Play and Drama

• Puppetry

• Simulation

• Group Projects

• Demonstration

• Questioning

• Field Trips


9

4.3 Time Allocation

The time allocation indicated below is based on the daily activities undertaken at

an ECD Centre.

TIMEACTIVITY

Arrival, welcome, roll call and health check 30 minutes

Indoor activities 45-50 minutes

Toilet routines 30 minutes

Teacher directed activities 60 minutes (3 activities)

Outdoor free play 45-50 minutes

Break 30 minutes

Tidying up and dismissal 10-15 minutes

MINIMUM TIME 4hours 10minutes

Please Note: Children should be at the centre for a minimum of 4 hours 10 minutes but

not more than 5 hours.

Curriculum Areas in Early Childhood

Development (ECD) Education5


11

Curriculum Areas in Early Childhood

Development (ECD) Education

Children grow at different rates in different environments. Therefore, the activities

suggested in each curriculum area should suit the developmental level of the individual

child. The syllabus consists of the following five curriculum areas:

• Expressive Arts

- Art and Craft

- Movement: Outdoor Play

- Music and Dance

• Language Arts

- Language Play

• Mathematics and Science

- Mathematical Play

- Manipulative and Block Play

- Science and Discovery Play

• Social Sciences

- Human Relationships

• Technology

- Computer Play

- Appliance Play

Expressive Arts6


13

Expressive Arts

6.1 Art and Craft

KEY CONCEPTSOBJECTIVES

Children should be able to:SUGGESTED ACTIVITIES

SUGGESTED LEARNING

AREAS AND MATERIALS

6.1.1 Drawing

• Different

materials can be

used in drawing

• Patterns can be

drawn

• Creativity can be

displayed

through drawing

• Objects can be

drawn

• Images and

objects can be

drawn and

coloured

• Drawing can be

used to tell a

story

• Emotions can be

expressed

through drawing

6.1.2 Colouring

• Materials can

produce different

colours

• Colours have

different shades

• Colours can be

used to decorate

objects

• Objects have

different colours

• freely experiment with

safe drawing materials

available in the

environment

• explore and

experiment with

different sizes and

types of drawing

materials

• explore and

experiment by drawing

on surfaces

• draw patterns from left

to right and right to left

(for learners with

visual impairment)

• draw images they can

identify

• draw images that can

be easily recognised

by others.

• draw and colour

images within a frame

• draw different faces

showing different

emotions

• Free drawing on

different surfaces with

fingers, sticks, chalk

and charcoal

• Drawing of favourite

objects, own image,

family or friends

• Looking at objects and

images then drawing

them

• Tracing around objects

and shadows

• Collecting different

drawing materials from

the environment

• Drawing patterns

Art and Craft Play Area

Outdoor Play Area

pencils, charcoal, newsprint,

khaki paper, sticks, sand,

crayons, boards, soft stones,

cardboard boxes, chalk,

newspapers, sandpaper,

shapes, seeds, glue,

Braille material

NOTE:

Have materials appropriate

for children including those

with visual impairment for

example embossed drawings

• identify and name

primary colours

• discuss colours and

different shades of

each colour

• colour drawings and

objects

• mix primary colours to

produce other colours

• create a rainbow with

colours

• name and identify

colours on their

clothes and toys


colours in their

playroom

• dye fibres with

different colours

• Identifying and naming

primary colours

• Colouring shapes or

pictures of people and

animals

• Mixing and naming

colours

• Drawing a rainbow

• Matching colours

• Dyeing fabrics and

other materials

• Ordering shades of

one colour from the

lightest to the darkest

or from the darkest to

the lightest


Manipulative and Block Play

Area

Outdoor Play Area

crayons, charcoal, leaves,

flowers, tree bark, brushes,

paint, foam rubber, fibres,

pieces of cloth, soil, onion

skins


14



SUGGESTED LEARNING

AREAS AND MATERIALS

6.1.3 Painting

• Different materials

can produce

different colours

of paint

• Paint has different

colours

• Primary colours

produce other

• colours when

mixed

• Paint can be used

to produce

different designs

• Painting can be

used to tell a

story

• Emotions can be

expressed

through painting

6.1.4 Printing

• A variety of

materials can be

used for printing

• Different designs

can be printed

6.1.5 Modelling

• Different

substances can

be used for

modelling

• Different objects

can be modelled

• Creativity can be

displayed through

modelling

• identify colours

• name different painting

tools and materials

• experiment with different

painting tools

• mix and produce

different colours

• paint using available

materials from the

environment

• use colours expressively

in painting

• handle painting tools

effectively according to

individual level of

development

• explore with different

textures, shapes,

patterns and colours

through the use of paint

• paint a picture that can

tell a story

• explore and experiment

with paint using a

variety of objects

• use objects to create

patterns, pictures and

decorations

• incorporate printing

techniques into painting,

modelling and

construction


with modelling materials

• model using a variety of

modelling materials

• create imaginary/own

objects

• express their emotions

through manipulation of

modelling materials

• Finger painting

• Straight painting

• Drippy painting

• Straw painting

• Blot painting

• Bubble painting

• Air painting

• Toothbrush painting

• Candlewax painting

• Magic painting

• Mixing paints of different

colours

• Palm, foot and finger

printing

• Toilet roll and tin printing

• Potato printing

• Leaf and flower printing

• Block printing

• Kaylite printing

• String printing

• Rubbing onto surfaces

• Making imprints in sand

• Orange and plastic bag

printing

• Stencilling

• Paper printing

• Cob printing

• Sweet potato printing

• Pumpkin printing

• Free play with clay, play

dough, plasticine, and

mud

• Sticking objects into clay

• Clay weaving

• Building

• Free modelling:

punching, rolling,

kneading and squeezing

clay or plasticine


Area

Play house

paints, paper, brushes, straw,

detergent, soap, reeds, pens,

pen barrels, leaves, plastic

bottles, candle wax, lemon

juice, feathers, soils, tree bark,

flowers and stencils, easels,

fabric, glue, seeds, sandpaper,

Braille materials,

embossed materials



Area

Outdoor Play Area

paper, potatoes, string, blocks,

leaves, toilet rolls, coins, paint,

kaylite, sand, orange bags,

cobs, sweet potatoes,

pumpkins, cucumbers, yam



Area

Outdoor Play Area

paste, glue, leaves, clay,

play dough, plasticine, shells,


15



SUGGESTED LEARNING

AREAS AND MATERIALS

• Emotions can be

expressed

through modelling

6.1.6 Construction


can be used to

construct a variety

of objects

• Emotions can be

expressed

through

constructing

objects

• Materials can be

used to produce

an item

constructing

objects


used to produce

an item

6.1.7 Collage


can be used to

make collage

designs


cut, torn, crushed,

folded and pasted

to produce a

variety of items,

patterns and

images


with a variety of

construction materials

• construct and mount

mobile objects

• construct puppets and

tell a story

• decorate constructed

objects

• create objects which

express their feelings

and ideas

• construct a large or

complex item in groups

express their feelings

and ideas

• construct a large or

complex item in groups

• fold, tear and cut to

make different items

• tear, cut and paste

papers or leaves to

produce an image

• twist and turn papers

to make items

• Making puppets

• Making simple mobile

items

• Making mosaics

• Making pebble creatures

• Making collage

• Making props for plays

• Making scenery for

plays

• Decorating constructed

objects

• Making wire toys and

models

• Making models using

locally available

materials

• Paper tearing and cutting

• Chipping materials

• Crumbling materials

• Pleating materials

• Curling materials

• Rolling materials

• Folding materials

• Pasting materials

bottle tops, sticks, seeds,

feathers, newspapers, papier

mache, water, feathers,



Area

Outdoor Play Area

match boxes, brown bags,

string, card, paper cones, lolly

sticks, pegs, plastic containers,

husks, fabric, cotton reels,

mealie cobs, yoghurt containers,

matamba/amakhemeswane,

shells, old clean socks, wool,

wire mesh, empty plastic

bottles, grass

yoghurt containers,

matamba/amakhemeswane,

shells, old clean socks, wool,

wire mesh, empty plastic

bottles, grass



Area

paper, cardboard, leaves,

flowers, ribbons, fabric, glue,

pencils, feathers, egg shells,

sand, seeds, grass, pair of

scissors


16

6.2 Movement: Outdoor Play

Necessary Note: All classroom activities can be carried outside but there are someimportant outdoor activities that just cannot take place in the classroom.



SUGGESTED LEARNING

AREAS AND MATERIALS

6.2.1 Physical

exercise through

play

• The outdoor

environment

provides

opportunities for

the development

of gross and fine

motor skills

• Climbing and

balancing

activities promote

muscular

and body

co-ordination

• Ball games

enhance eye-foot

and eye-hand

co-ordination

• Physical exercise

makes a child

healthy

• strengthen large and

small muscles through

physical activities

• engage in balancing

activities

• play ball games

• engage in physical

activities individually or

in groups

• Hopping, crawling and

jumping

• Making tunnels and

building bridges with wet

sand in the sand-pit

• Sieving sand in the

sandpit

• Weighing water and

sand

• Pouring water and sand

• Feeling the sand

• Swinging

• Sliding

• Playing on the see-saw

• Climbing on frames

• Balancing on poles and

beams

• Riding toy horses

• Riding tricycles

• Skipping and playing

rope games

• Throwing, catching and

kicking the ball

• Playing tug of war

• Running in the

playground

• Playing “pada”

• Going on treasure hunts

• Running through tunnels

• Pushing tyres

• Playing ball games


Area

Outdoor Play Area

sandpit, plastic scoops, scales,

sieves, cups, funnels, swings,

slides, seesaws, climbing

frames, balancing poles, jungle

gyms, toy horses, tricycles,

skipping ropes, balls, hoops,

tyres, tug of war ropes, doll

house, tree house, African hut,

Wendy hut

NOTE:

Materials should be inspected

each morning to ensure

safety. All materials should be

child-sized



SUGGESTED LEARNING

AREAS AND MATERIALS

6.1.8 Weaving

• Weaving and

plaiting can be

done using a

variety of

materials

• Different designs

can be produced

through weaving


can be produced

through weaving


with a variety of fibres

• weave grass to make

dolls and animals

• plait grass to make

bangles and necklaces

• make skipping ropes

• Banana leaf weaving

• Fabric and plastic

weaving

• Straw and reed weaving

• Orange bag and chicken

wire mesh

weaving

• Practising knitting

• Weaving spider’s web

patterns

• Plaiting and braiding

• Weaving patterns and

shapes



Area

Outdoor Play Area

banana leaves, fabric, fibres,

plastic bags, husks, straw,

reeds, wool, grass, newspapers


17



SUGGESTED LEARNING

AREAS AND MATERIALS

6.2.2 Development

of physical skills

through outdoor

play

• Physical skills are

developed

through various

activities

• Large outdoor

equipment should

be used to

enhance total

development of

the child

6.2.3 Cognitive

development

through outdoor

play

• The outdoor

environment

contains many

items which can

be manipulated

• Physical and

manipulative play

enhance cognitive

development

• Outdoor activities

promote physical

and mental

development

• develop handling skills

through activities such

as ball games and bean

bag throwing

• develop motion and

balancing skills through

physical activities

• expend excess energy

through free play

• use outdoor equipment

appropriately


various objects in the

outdoor play area and

the environment

• observe and classify

objects outdoors

• count objects in the

outdoor play area

• match similar objects

• order and differentiate

objects

• identify and describe

outdoor play equipment

• Throwing and catching

• Ball throwing and

catching games

• Dribbling

• Skipping games

• Playing dunhu/ rakaraka

• Swinging

• Balancing on poles and

beams

• Playing dodging games

• Playing hide and seek

• Playing chitsveru/ iqobe

• Bean bag throwing

• Treasure hunting

• Matching leaves and

objects

• Weighing sand and

seeds

• Identifying places and

objects

• Pouring and measuring

water

• Planting seeds and

plants

• Constructing castles

• Counting during games

• Naming friends and pets

• Playing pada/arawuruand other games

• Playing bean bag games

Outdoor Play Area

skittles, balls, skipping ropes,

sand, plastic bottles, jungle gym,

swings, slides, climbing frames,

see-saw

Outdoor Play Area


Area

leaves, stones, sticks, plants,

sand counting frames, bean

bags, water, seeds, pets,

containers, skipping ropes,

plastic cup, lids, bottle tops,

clues, water troughs


18



SUGGESTED LEARNING

AREAS AND MATERIALS

6.2.4 Social and

emotional

development

through outdoor

play

The outdoor

environment:

• provides space

for individual and

group play

• is a good place to

play in and

express emotions

• is a good place to

interact with

others

• is conducive for

interaction with

nature

6.2.5 Road safety

• Road signs are

useful

• Traffic can be

dangerous

• Traffic rules

should be

observed

• Accidents can be

prevented

• take turns to share

facilities in the outdoor

play area

• work as a team

outdoors

• be good winners and

losers during games

• perform outdoor

activities independently

• interact with nature in

the outdoor

environment

• freely express their

emotions as they

interact with others

• demonstrate safe

behaviour of pedestrians

• interpret road signs

correctly

• observe traffic rules

• interpret robot signals

correctly

• Playing hide and seek

game.

• Playing tug of war

• Playing bean bag

games

• Aiming at targets

• Playing leaf shuffle

relays

• Taking turns in leading

group activities

• Taking turns in using

play equipment.

• Taking nature walks

• Playing in water

• Playing with sand

• Modelling with sand

• Talking about road

safety

• Dramatising road safety

using wheeled toys

• Role playing the traffic

police officer

• Visiting traffic centres

• Making road signs at

ECD centres

• Address by a police

officer on road safety

• Observing traffic rules

• Interpreting robot

signals

Outdoor Play Area

Dramatic Play Area


Area

rope for tug of war, bean-bags,

leaves, skittles, drum, whistle

and paper, outdoor play

equipment, clay, plasticine,

sand pit

Dramatic Play Area

Language and Book Play Area

wheeled toys, dress-up clothes,

wire toys, tricycles, road signs,

police officer as a resource

person


19



SUGGESTED LEARNING

AREAS AND MATERIALS

6.2.6 Language

development

through outdoor

play

• There is a lot to

talk about in the

environment

• Talking facilitates

language

development

• New words are

learnt during

outdoor activities

6.2.7 Health

development

through play

• The body needs

constant exercise

to stay fit and

healthy

• Body organs such

as the heart and

lungs function well

through regular

exercise

• Physical exercises

enhance muscular

development,

strength and body

coordination

• Physical fitness

exercises should

be varied to

include locomotor,

axial,

manipulative,

static balance and

dynamic balance

activities

• Obesity is

prevented through

regular body

exercise

• Outdoor

movement

activities provide

an opportunity for

Vitamin D

absorption by the

body

• talk to each other as

they play

• ask and respond to

questions from peers

and adults

• observe and describe

objects and processes in

the environment

• demonstrate the use of

appropriate vocabulary

when talking about

outdoor activities and

happenings

• tell stories

• exercise regularly tomaintain physical fitnessand mental health

• enhance muscular

development, strength

and body coordination

through physical

exercise

• participate in locomotor,

axial, manipulative,

static balance and

dynamic balance

activities to ensure body

health

• derive vitamin D from

the sun through outdoor

movement activities

• Taking walks and

discussing what is seen

• Making collections of

objects and talking about

them

• Playing singing games

• Playing direction games

• Observing and talking

about weather and

vegetation

• Telling stories

• Participating in

locomotor activities such

as walking, running,

jumping, leaping,

hopping, skipping

• Doing axial movement

activities such as

bending, stretching,

lifting and twisting

• Taking part in

manipulative movement

activities such as ball

throwing, rolling, kicking,

catching and bouncing

• Sliding on the slides

• Practising soccer skills

such as pivoting and

dribbling

• Practising static balance

moves such as standing

in one place, balancing

on a board, standing on

one foot and standing on

one’s hands

• Practising dynamic

balance movement skills

such as walking on a

beam

• Dancing to some music

beat while doing

different activities

• Practising different

activities while enjoying

the fresh air and

sunshine


Science and Discovery Play

Area

Music and Dance

collection bags, outdoor play

equipment, sand, water, pin

wheels

NOTE: The environment should

be rich, stimulating and

conducive to learning


Area

Music and dance

Gymnasium

Athletics field

bean bags, balance beams,

balancing poles, slides, see-

saws, spring board, three way

ladder, climbing ropes, skipping

ropes, tug-of-war rope, swings,

tricycles, tyres, hoops, balls,

toy horses, climbing net


20



SUGGESTED LEARNING

AREAS AND MATERIALS

6.2.8 Emergencies

• Dangers call for

movement with

speed

• Acting in

emergency needs

a fit and co-

ordinated body

• Good listening

skills enhance

swift movement in

an emergency

• move with speed in

different directions

• carry objects from one

point to another with

speed

• move in response to

commands

• dramatise putting out a

fire

• rehearse steps to take in

case of an emergency

• Doing warm up

exercises such as free

walking, free running

• Practising moving fast

forward, backward and

sideways

• Showing directions like

left, right

• Walking and running in

different directions at a

signal

• Listening to commands

and acting accordingly

• Carrying objects from

one point to another with

speed

• Following given

instructions

• Discussing dangers that

can happen at home or

ECD Centre

• Rehearsing steps to

take in case of fire at the

centre for example

emergency exits,

meeting point

• Practising dialling

emergency telephone

numbers like the

hospital, clinic, police

• Identifying offices to

report to in case of

emergency

Outdoor Play Area

Dramatic Play Area

hose- pipe, water source,

telephone, toy phones, First Aid

Kit, tins, buckets, whistles


21

6.3 Music and Dance



SUGGESTED LEARNING

AREAS AND MATERIALS

6.3.1 Sound


and objects

produce different

sounds

6.3.2 Rhythm

• Rhythm is an

important part of

music

• Rhythm can be

felt through

vibration

6.3.3 Melody

• Melody is an

important part of

music

6.3.4 Musical

Instruments

• Different

instruments

produce different

sounds

• Music is played

on different

instruments

• identify soft and loud

music

• produce sounds with

different objects

• produce music with

different objects

• move in time to different

rhythms

• distinguish different

rhythms

• identify fast, medium

and slow rhythms

• create own movement

to rhythm

• respond to rhythmic

vibrations

• distinguish between low

and high pitches

• imitate pitch in short

phrases

• play simple pitched

instruments


different types of

musical instruments

• make their own musical

instruments using local

materials

• use musical instruments

to play music

• play musical instruments

to rhythm

• Imitating soft and loud

sounds and music

• Identifying and

describing musical

instruments used at

home, places of

worship, community and

ECD centre

• Making simple musical

instruments

• Playing instruments to

accompany a song

• Moving to the rhythm of

recorded music

• Moving to rhythms

played on a drum or

other instruments

• Clapping to the rhythm

of a song

• Listening to rhymes and

saying how they are the

same or different

• Imitating pitches

• Playing high, medium

and low notes on

instruments

• Playing a combination of

high, medium and low

notes on instruments

• Identifying and

describing musical

instruments used at

home, places of

worship, community and

the ECD centre

• Drawing musical

instruments

• Collecting materials to

make musical

instruments

• Making simple musical

instruments

• Playing instruments and

dancing to a song

Music and Dance

Dramatic Play Area

Different types of musical

instruments such as sticks,

bottle tops, pots, pans, spoons,

tins, reeds, horns, bottles and

locally available materials

Music and Dance

Instruments such as drums,

rattles, marimba, mbira/imbilarecord players, tape recorder,

music tapes and DVD player

Music and Dance

Dramatic Play Area

record player, tape recorder,mbira/imbila, marimba, emptybottles, guitar, locally availablematerials

Music and Dance

Dramatic Play Area

dress up materials,

different types of musical

instruments such as keyboards,

cymbals, tambourines,

hosho/ihosho, radio cassette

player, music tapes, DVD

player, computers,


22



SUGGESTED LEARNING

AREAS AND MATERIALS

6.3.5 Entertainment

• Music can

entertain

• People can move

to music

• People can learn

through music

• Music can convey

emotions and

messages

• Drama can be a

form of

entertainment

6.3.6 Music and

Culture

• Music

incorporates

culture and

values

• demonstrate gross and

fine motor activities

during music and dance

• express ideas through

music

• display balanced

emotions through music,

movement and dance

• demonstrate

appreciation of music

• entertain themselves

and others through

drama

• identify costumes used

in traditional dances

• identify traditional

musical instruments

found in the local

environment

• express and reinforce

culture through music

and dance

• appreciate different

songs for different

occasions

• sing songs from

different ethnic groups

in Zimbabwe

• Moving to different

beats being played

• Listening to and

imitating sounds

• Singing and dancing to

a variety of songs and

games

• Creating own dance and

movement in time to

music, tapping of a

drum and clapping

• Singing different songs

in different languages

and playing musical

instruments

• Singing and acting out

songs

• Singing songs and

dancing to suit different

occasions

• Listening to visiting

musicians from the

community

• Dramatising stories for

appropriate events

• Watching drama, films

and video tapes

• Naming different

costumes used in their

home environment

• Dancing while wearing

costumes

• Making improvised

traditional costumes

• Drawing traditional

musical instruments

• Playing and dancing to

traditional instruments

• Singing songs for

different occasions

• Singing songs in

different languages

Music and Dance

Technology Play Area

dress up materials, props,

Different types of musical

instruments such as radio

cassette player, music tapes,

DVD player, computer, films

Dramatic Play Area

Movement: Outdoor Play Area

head dresses/

ngundu/indlukula,

skirts/ mbikiza/ imbikiza,

musical instruments:

drums/ngoma/ingungu,magavhu/amahlwayi,computers, piano, mbira/imbila,marimba

Language Arts7


24



SUGGESTED LEARNING

AREAS AND MATERIALS

7.1.1 Auditory

discrimination

• Sounds can be

recognised and

identified

• Verbal language

is made up of

sounds

7.1.2 Auditory

memory

• Sounds can be

sequenced

• Sounds can be

understood

• Sounds can be

remembered and

copied

7.1.3. Verbal and

non- verbal

language and

vocabulary

development

• Language can be

used for self

expression

• Language can be

understood

• identify different sounds

• discriminate between

different sounds

• create rhythmic patterns

• respond to sound

• identify sounds around

us

• repeat sounds from

memory

• imitate sounds

• use language for self-

expression

• speak fluently

• use new vocabulary with

precision

• follow verbal instructions

• follow non-verbal

instructions

• communicate using non-

verbal forms

• Identifying sounds around

us

• Matching sounds with

objects

• Matching sounds with

pictures

• Finding objects with

names that rhyme

• Singing songs with

rhyming words

• Listening to puppets

• Listening to and following

directions

• Creating rhythmic patterns

and identifying them

• Repeating the order in

which different

instruments were played

• Playing memory games

such as Kim's Game

• Playing Chinese whispers

• Reciting rhymes

• Playing the “Simon says”

game

• Saying own names, home

addresses and telephone

numbers

• Telling news and stories

• Describing oneself and

one another

• Describing pictures in full

sentences

• Combining actions with

words

• Telling stories in correct

sequence

• Identifying and describing

objects

• Naming and describing

single and many objects

• Sorting and describing

objects by size, colour,

shape, texture and use

• Role playing

Art and Craft Play Area,

Music and Dance

Technology Play Area, Dramatic

Play Area

tape recorder, pictures from

magazines, small toys,

objects, story books, musical

instruments, audiotapes

Technology Play Area,


Area, Art and Craft Play Area,

Music and Dance,


Area

audio tapes, story books,

pictures cut from magazines,

toys and musical instruments

Dramatic Play Area,


Area,



Area

pictures, objects, picture books,

charts, puppets,

flannel board, radio, video

tapes, cellphones, surprise box

Language Arts

7.1 Language Play


25



SUGGESTED LEARNING

AREAS AND MATERIALS

7.1.4. Visual

and tactile

discrimination

• Some objects are

similar

• Some objects are

different

7.1.5 Visual memory

• What is seen can

be remembered

7.1.6 Book skills

• Books are

organised in a

specific way

• Books need

careful handling

• Books can be

made

• identify similarities

between objects

• identify differences

between objects

• discuss what they have

seen

• identify parts missing

from objects and

pictures

• observe and recall

details

• relate experiences in

logical sequence

• relate to tactile

experiences in logical

sequences

• demonstrate the left-

right and top-bottom

progression needed for

reading

• co-ordinate hand-eye

movement for reading

• turn single pages from

right to left and left to

right for learners with

visual impairment

• practise caring for books

• make own books

• Playing sorting and

matching games such as;

lotto, bingo, dominoes

• Playing sarurawako/kheta omthandayo

• Imitating action pictures

• Re-arranging objects as

they were

• Playing games such as

“What is missing?”

• Playing visual games

such as Kim's game

• Completing jigsaw

puzzles

• Relating experiences in

logical sequence

• Matching pictures and

objects

• Playing odd-one-out

games

• Playing guessing games

• Identifying emblems and

name tags

• Playing tactile games

such as Blind folding and

“What am I?”

• Discriminating between

the right and left hand

• Following picture

sequence

• Arranging story pictures in

sequence

• Putting puzzles together

• Practising turning pages

• Browsing through books

• Discussing and practising

appropriate care for books

• Identifying, tracing and

writing patterns from left

to right and from right to

left for learners with visual

impairment

• Making books

Maths and Science Play Area,

Technology Area, Art and Craft

Play Area, Manipulative and

Block Play Area

bingo game cards, lotto game

boards, beans or buttons for

markers, alphabet letters, tape

recorder, socks, seeds, leaves,

shapes and other environmental

materials


Area

picture books, game cards,

objects, crayons, jigsaw puzzles

Language and Book Play Area,

Technology Area,


picture cards, puzzles, name

cards, patterns, crayons,

newsprint, books, magazines,

newspapers, shapes, pairs of

scissors, glue


26



SUGGESTED LEARNING

AREAS AND MATERIALS

7.1.7 Pre-writing

skills

• Writing is from left

to right

• Writing is from the

top of the page to

the bottom

• Ideas can be

expressed

through writing

• handle the writing

instrument

• express thoughts and

feelings using drawings

• practise hand-eye

co-ordination


to right and from right to

left for the visually

impaired

• Scribbling and free

drawing

• Handling and using

writing instruments

• Tracing around objects

• Pre-writing patterns

• Drawing and colouring

• Talking about drawings

• Identifying emblems and

name tags

• Making workbooks

• Drawing picture

messages to family

members and friends


Technology Area

Items for tracing and rubbing,

stencils, crayons, newsprint,

manila paper, paste, numerical

cards, magazines, pair of

scissors, name cards,

NOTE:

No alphabet should be taught at

ECD level. Braille is written

from right to left when using a

slate and stylus

Mathematics and Science8


28

Mathematics and Science

8.1 Mathematical Play



SUGGESTED LEARNING

AREAS AND MATERIALS

8.1.1 Matching

objects and pictures

• Objects can be

matched

• Pictures can be

matched

according to

number, colour,

shape and size

8.1.2 Classification

• Objects can be

grouped

according to

common

characteristics

such as colour,

shape, size

• Objects can be

grouped on the

basis of function

8.1.3 Ordering

• Objects can be

ordered according

to size, length,

width, height and

colour

• Pictures can be

ordered according

to sequence of

events, size,

type

• match familiar objects

according to similarity,

size, colour and shape

• match pictures

according to number,

colour, shape and size

• group objects according

to colour, shape, size

• group objects on the

basis of function

• arrange objects in order

of size, colour and

texture

• arrange objects

according to length,

width, and height

• Matching similar objects

• Pairing items according to

their uses

• Matching blocks

according to their shape,

colour, number and size

• Matching similar pictures

according to colour,

shape, number or

symbols

• Matching picture cards

• Grouping objects on the

basis of common

characteristics

• Grouping objects on the

basis of function

• Arranging similar objects

such as stones in order

starting with either the

biggest or smallest

• Arranging pictures,

starting from the smallest

to the biggest

• Arranging pictures

according to sequence of

events

Mathematical Play Area


Area, Outdoor Play Area,


Area

Dramatic Play Area Technology

Area

stones, twigs, leaves, seeds,

cups, spoons, shoes, blocks,

coloured shapes, pictures,

empty containers

Dramatic Play Area


Area


Area

Music and Dance Play Area

pens, pencils, crayons,

markers, blocks, chalk, picture

cards and environmental

materials, articles of clothing,

small tools


Manipulative and Block

Play Area

stones, cards, leaves and other

environmental materials, pic-

tures, containers of different

sizes, buttons, fabric


29



SUGGESTED LEARNING

AREAS AND MATERIALS

8.1.4 Pre-number

skills

• Body parts on

human beings,

animals and birds

can be counted in

singular or pairs

• Numbers can be

used to identify

home addresses,

ages, telephone

numbers and birth

dates

• Objects and

animals can be

counted

• Objects can be

grouped into sets

• Sets can be

sequenced,

compared and

matched

8.1.5 Shapes

• Objects have

different shapes

• Shapes have

different names

• Shapes can be

used to make

pictures and

objects

• Shapes have

different

properties

• identify body parts which

are: in single, in pairs or

more through games,

songs, discussions

• match one to one such

as one cup to one

saucer

• tell the number of

members in the family

• order objects within sets

• identify empty sets

• compare sets

• identify different shapes

• name different shapes:

circle, square, triangle,

rectangle

• describe shapes in

terms of sides and

corners

• make pictures using

shapes

• construct models using

shapes

• name shapes from the

descriptions given

• draw different shapes

• Identifying the number of

wheels for a bicycle,

scotch cart and car

• Identifying body parts and

saying how many they are

• Setting tables in the

dramatic play area

• Stating the number of

members in the family

• Counting games

• Singing rhymes and

songs

• Comparing sets that is

many, few, less than,

more than

• Comparing sizes of

objects using bigger than,

smaller than, longer than

and shorter than

• Matching one for one and

pairing objects

• Ordering objects within

sets

• Identifying the empty sets

• Sequencing sets

• Telling home addresses,

ages and telephone

numbers

• Handling objects of

different shapes

• Identifying different

shapes

• Naming shapes

• Drawing different shapes

• Colouring shapes

• Tracing shapes

• Matching shapes with

pictures and objects

• Forming shapes using

their own bodies

• Building with blocks and

shapes

• Working on shapes and

puzzles



Area

Dramatic Play Area

Music and Dance

Outdoor Play Area

stones, seeds, beads, empty

plastic containers, bottle tops,

pictures, small blocks, maize

cobs, sticks, fruits



Area


Outdoor Play Area

balls, bottles, blocks, boxes,

bottle tops, crayons, pictures,

plane shapes, shape puzzles,

shape books, objects in the en-

vironment


30



SUGGESTED LEARNING

AREAS AND MATERIALS

8.1.6 Patterns

• Shapes can be

used to make

patterns


can be used to

make different

patterns

• Patterns can be

drawn

• Patterns can be

found in the

natural and the

man-made

environment

8.1.7 Measuring

• Objects can be

measured in

terms of length,

width, height and

weight/mass

using non-

standard

measurements


can be used as

instruments to

measure objects

• Measuring can be

done using body

parts

• identify patterns on

pictures

• make various patterns

using different shapes

and objects


to right, or top to bottom

• identify patterns in the

natural and the man-

made environment

• measure lengths and

widths of various objects

using non-standard

measurements

• measure and compare

their own heights

• compare heights of

different objects

• weigh different objects

using non-standard

measurements

• name different materials

used for measuring

• measure using body

parts for example span,

pace and arm’s length

• Constructing objects from

shapes

• Describing shapes so that

others name the shapes

• Dipping hands into a

“feely” bag and describing

the shapes felt

• Playing blindfolding

games

• Identifying shapes in the

environment

• Making patterns

• Copying patterns made of

shapes

• Copying pictures of

patterns

• Making own patterns

using objects, shapes,

beads and leaves

• Making collage

• Making patterns with

paper and scissors

• Measuring using non-

standard instruments such

as string and sticks

• Measuring and comparing

their own heights, marked

on a wall or tree

• Weighing and comparing

different objects using

hands

• Comparing their own

weights using see-saws

• Making measuring objects

• Measuring lengths and

widths of objects using

body parts for example

paces or palms


Area, Art and Craft Play Area,

Outdoor Play Area, Manipulative

and Block Play Area

shapes, blocks, beads, buttons,

pictures, pair of scissors, envi-

ronmental materials, seeds,

bark, leaves, glue


Area



Area

own body parts, balance scale,

see-saws, blocks, sticks, sand,

stones, seeds, string, paper

strips


31



SUGGESTED LEARNING

AREAS AND MATERIALS

8.1.8 Volume

• Containers have

different volumes

• Containers with

different shapes

may hold the

same volume

• Containers with

the same shape

may hold different

volumes

8.1.9 Money

• Money can be

identified

• Money can be

used for buying

8.1.10 Mathematical

language

• There are words

which describe

spatial

relationships

• There are words

which specify the

quantity of both

countable and

uncountable

materials

8.1.11 Time

• Events have a

sequence

• Different activities

are done at

different times of

the day

• identify containers withthe same or differentvolumes

• experiment withcontainers of the same ordifferent volumes

• compare and contrast thevolumes of containers ofdifferent shapes

• identify money in unitnumbers 1 to 9

• use money to purchase inunit numbers 1 to 9

• place objects in relationto other objects –underneath, above,below, next to, beside, ontop of, in front of, behind,far, near

• estimate number oramount, using many, few,more than, less than,equal/the same

• sing number rhymes andsongs

• play number games

• identify sequences ofevents

• order a sequence ofevents

• talk about different timesof the day

• tell the activities theycarry out during the dayin sequence, in themorning, afternoon andevening

• arrange pictures of whatpeople do in terms of thetime of the day

• arrange pictures thatshow different times ofthe day

• Pouring contents/

substances from one

standard container into

containers with different

shapes

• Pouring contents from a

chosen container into

containers with different

shapes but the same

volume

• Transferring contents from

one container into another

container of the same

volume but different

shape

• Role playing on buying

and selling

• Playing “shop” in the

Dramatic Play area

• Making paper money

• Making field trips to shops

and markets

• Discussing the position of

an object in space using

appropriate language

• Estimating quantity or

number

• Singing number rhymes

and songs

• Playing number games

with skittles, nhodo/igwini,pada/arawuru

• Arranging pictures that

tell different times of the

day

• Narrating activities they

do in the morning,

afternoon and evening

• Arranging pictures of

events in sequence


Area

Science and Discovery

Outdoor Play Area

Dramatic Play Area

water, sand, seeds, containersof various shapes, containers ofthe same shape but differentvolumes

Outdoor Play Area

Dramatic Play Area

coins, notes, items for shop,

fruits, vegetables, sweets, paper

money, real money


Area,

Outdoor Play Area,


Area


blocks, string, stones, leaves,

and other environmental

materials, skittles, number

board games, boxes, objects to

compare and contrast


Area


cardboard clock with hands,

pictures depicting various

events of the day, cards of

sequential events for example:

growing maize, chicken

to egg, baby-to-old age


32

8.2 Manipulative and Block Play



SUGGESTED LEARNING

AREAS AND MATERIALS

8.2.1 Construction

• Manipulative toyscan be fittedtogether to formdifferent objectsand structures(interlocking toysand blocks)

• Objects can besecured together

• Objects can bebundled

• Objects can bebonded

• Objects can befitted

• Materials can beused to makeobjects

• Pieces can bematched and fittedto form a completepattern

8.2.2 Movingobjects

• Objects movewhen pushed,pulled, lifted andthrown

• Some objects canbe rolled.

• Some objectsmove faster onwheels

• Different bodyparts can be usedto move objects

• Some objects canbe moved usingelectricity, batteryand solar energy

• Objects makedifferent soundswhen moved

• arrange different

materials to form pillars

• interlock toys to form

different objects

• use blocks to build

different structures

• thread hollow materials

using strings

• bundle objects together

• bond a variety of objects

• fit objects together

• construct different

objects using different

materials

• match pieces to form

patterns

• construct patterns

• complete puzzles

• pull different objects of

different weights

• push different objects of

different weights on

different surfaces

• roll objects of different

weights

• compare objects that roll

with objects that do not

roll

• push and pull objects on

wheels

• identify surfaces on

which objects can slide

easily

• operate electrical toys

• Arranging different

materials to form pillars

• Making pillars of different

shapes

• Connecting interlocking

toys to form different

objects

• Constructing houses,

bridges, dam, their

centre, school village,

shops, clinic

• Threading different

hollow materials to form

bangles, necklaces, belts

• Sequencing objects to

form a pattern

• Tying objects to form

bundles

• Pasting objects onto

surfaces

• Counting the number of

materials or items used

to construct an object

• Constructing different

objects using different

materials

• Identifying pieces that

can be matched to form

patterns

• Constructing and

completing puzzles

• Pulling different objects

of different weights

• Pulling different objects

they have made

• Pushing different objects

or weights on different

surfaces

• Rolling objects on

different surfaces

• Identifying objects which

do not roll

• Identifying objects that

move on wheels

• Operating electrical toys



Area


interlocking toys, improvised

blocks of cardboard, plastic,

wood, tins, environmental

materials, toilet rolls, mealie

cobs, hollow seed pods, screws,

nuts, string, seeds, bottle tops,

kaylite chips, cork, straw and

reeds, blocks, empty containers,

paste, rubber bands,

types of locks and keys, wires,

match boxes

jigsaw puzzles, matching cards,

coloured shapes


Area


Area

Movement: Outdoor Play Area

Dramatic Play Area

blocks, tins, gourds, tissue rolls,

plastic bottles, polish tins, balls,

trolleys, barrows, light tyres, toy

wheelbarrows, tricycles,

electrical toys


33



SUGGESTED LEARNING

AREAS AND MATERIALS

8.2.3 Dismantling

and reconstructing

• Structures can be

dismantled and

reconstructed

8.2.4 Balancing

• Objects can be

balanced

8.2.5 Fastenings

• Clothes have

different

fastenings

• Some objects

have different

fastenings

• dismantle objects

• reconstruct objects

• extend and divide

constructed structures

• visit construction sites to

observe

• balance objects on top of

each other

• identify and name the

shapes of objects that

balance and those that

do not balance

• balance themselves on

different objects

• identify different

fastenings

• name different fastenings

• demonstrate fastening

skills

• Dismantling model

structures, detachable

toys, jigsaw puzzles

• Reconstructing model

structures, toys,

puzzles

• Extending and dividing

constructed structures

• Balancing objects on

top of each other

• Identifying the shapes

of objects that balance

and those that do not

balance

• Standing on one leg on

top of the block and on

balancing blocks

• Balancing objects on

their heads

• Playing balancing

games

• Rolling tyres

• Practising undoing and

doing fastenings such

as zips, buttons, hooks

and eyes

• Tying shoe laces and

other shoe fastenings

• Naming different

fastenings

• Identifying different

fastenings


Area

Outdoor Play Area


cardboard boxes, matchboxes,

wooden blocks, plastic bottles,

egg boxes, maize cobs, reeds,

environmental materials,

plastic, screws, nuts

Outdoor Play Area


Area

potatoes, spoons, sacks, hoops,

wooden blocks, shoe boxes,

bricks, tyres and other

environmental materials

Dramatic Play Area


Area

dress up clothes and frames,

dolls, dolls’ clothes that have

fastenings such as zips, buckle,

velcro, hooks and eyes, press

studs, buttons and buttonholes.

bags, necklaces, watches,

lunchboxes, wigs, pencil cases,

belts


34

8.3 Science and Discovery Play



SUGGESTED LEARNING

AREAS AND MATERIALS

8.3.1 Human body

• The human bodyhas different parts

• Different partshave differentfunctions

• Body parts needcare

• Human beings areof different sexes

8.3.2 Water

• There are manysources of water

• Water makesthings wet

• Some plants andanimals live inwater

• Water flows

• Some objects floaton water

• Some objects sinkin water

• Water has differentuses.

• Some substancesdissolve in water

• Water can bedangerous

• Water takes theshape of acontainer

• Water takesdifferent forms

• Water is colourlessand tasteless

• identify and name parts

of the human body

• discuss functions of the

different parts of the

human body

• care for their body parts

• differentiate between

male and female

• identify plants and

animals that live in water

• draw plants and animals

that live in water

• state properties of water

• name different sources of

water

• smell, taste, touch and

talk about water

• describe and

demonstrate the different

uses of water


dangers of water

• Singing rhymes and playinggames while naming thebody parts, for example“Head and Shoulders,Knees and Toes”

• Identifying and naming partsof the human body

• Counting body parts.

• Drawing the human body

• Describing body parts andsome of their functions

• Matching the body partsand their functions usingpictures

• Discussing anddemonstrating care of bodyparts

• Identifying boys and girls inthe classroom

• Sorting pictures accordingto sex

• Fitting jigsaw puzzles ofmale and female

• Modelling a human body

• Identifying sources of water

• Drawing sources of water

• Playing with water usingdifferent containers

• Observing and drawingplants and animals whichlive in water

• Touching, smelling andtasting clean water (ensurethe water is clean beforethis activity)

• Experimenting with water:floating, sinking, flowing andforming foam bubbles

• Dissolving substances inwater

• Using water for washingand laundry

• Using water for preparingfood and drink

• Identifying other uses ofwater

• Discussing the dangers ofwater: hot water, dirty water,contaminated water, deepwater, flooded rivers

Music and Dance



Area

Outdoor Play Area


Area

dolls, a mirror, cut out pictures,

puzzles, clay and play dough,

papier- mache, pair of

scissors, papers, crayons,

songs, rhymes, poems, books,

DVD, charts


Area


Area

Outdoor Play Area

various containers, water,

dam, water tap, pond, pictures

of water sources, pictures of

plants and animals that live in

water, clothes, soap, dolls,

colouring, tea leaves, sugar,

salt, milk, soap powder


35



SUGGESTED LEARNING

AREAS AND MATERIALS

8.3.3 Plants

• There are different

types of plants

• Plants have

different heights

• Some plants are

cultivated while

others grow

naturally

• Some plants have

flowers and bear

fruits

• Some plants have

thorns and prickles

• Plants have

different uses.

• Some plants are

dangerous and

poisonous

• Plants have

different colours

• Plants have

different parts

8.3.4 Animals

• There are

domesticated and

wild animals

• Animals make

different sounds

• Animals have

different uses

• Animals have

different habitats

• Animals have

different features

• Animals move

differently


different kinds of plants

• compare sizes of

different plants

• name plants that are

cultivated and those that

grow naturally

• describe plants that bear

fruits

• describe plants that have

thorns and prickles

• name the different uses

of plants

• identify dangerous and

poisonous plants

• identify different parts of

a plant

• observe and name

colours of plants

• maintain a nutrition

garden with the

assistance of the teacher


domesticated and wild

animals

• imitate sounds made by

different animals

• name uses of

domesticated animals

• describe features of

different animals


habitats of animals

• imitate the movements of

wild and domesticated

animals

• Observing and naming

plants

• Identifying and looking at

plants

• Classifying plants according

to those we can eat and

those that are helpful to us,

used as medicine, used for

ropes, those that are

cultivated and those that

grow naturally

• Going on a nature walk and

observing the variety of

plants growing

• Looking at plants with

flowers, thorns and prickles

• Looking for plants growing

close to the ground, those

with same height with

children and those that

grow very big

• Looking for creepers

• Pasting plants onto charts

• Drawing plants

• Making paint using plants

• Making leaf prints

• Planting and watering of

fruits and vegetables in the

garden

• Naming and identifying


• Naming and identifying wild

animals

• Nature walks

• Field trips to zoos or game

parks

• Drawing of animals

• Modelling of animals

• Story telling

• Imitating sounds of animals

• Imitating the movements of

wild and domesticated

animals

• Discussing uses of


• Identifying and naming the

habitats of different animals


Area



Area

plants, seeds such as beans,

peas and millet, various

containers, soil, water,

pictures, drawings, fruits, small

branches of trees, leaves,

simple objects such as

pencils, blocks, knives, hoes,

and ropes which are at least

partly made of wood

NOTE:

Teachers must make children

aware of the danger of putting

seeds in the ears, nose and

mouth. Children should not

handle poisonous plants


Dramatic Play Area


Area

Outdoor Play Area

charts, toy animals, pictures of

animals, crayons, live animals,

paper, clay, papier mache,

videos/DVDs of animals


36



SUGGESTED LEARNING

AREAS AND MATERIALS

8.3.5 Soil

• Soil has different

colours, textures

and weights

• Soil is a habitat for

some animals

• Most plants grow

in the soil

• Soil has different

uses

• Soil needs to be

cared for

8.3.6 Health,

nutrition and

safety

• Good eating habits

are important for

health

• Diseases can be

prevented

• The environment

needs care

• Personal and

environmental

hygiene promote

good health

• A balanced diet

promotes good

health

• Accidents can be

prevented

• Safety rules

should be

observed

• Child abuse can

be prevented

• Good relationships

contribute to good

health

• observe and name

different colours of soil

• weigh different types of

soil

• observe and discuss

animals that live in the

soil


different uses of soil

• name methods of caring

for the soil, for example:

mulching, growing plants

• discuss ways of caring

for the body

• discuss good eating

habits

• explain the danger of

poor hygienic practices

• discuss the spread of

common diseases and

HIV/AIDS

• discuss how to care for

the environment

• demonstrate ways of

caring for the

environment

• name healthy and

unhealthy foods

• discuss how different

items cause accidents

• discuss safety rules and

why they should be

observed

• discuss various forms of

child abuse

• discuss ways of

preventing child abuse

• demonstrate ways of

relating well to others

• Collecting and naming

different types of soil in

different containers

• Exploring the soils using

some of their senses

• Classifying the soils

according to colour, texture

and other properties

• Weighing different types of

soils using balancing scales

• Experimenting with soil:

adding water, dipping

fingers, moulding

• Observing animals and

plants in the soil

• Modelling different objects

using clay

• Demonstrating ways of

caring for the soil, for

example: mulching, growing

plants

• Relating routine activities

• Discussing the role of

health service centres

• Dramatising consequences

of good and bad health

habits

• Discussing the importance

of a clean environment

• Collecting rubbish around

the environment while

singing relevant songs

• Naming common diseases

• Role- playing on HIV/AIDS

• Discussing health- related

pictures

• Naming objects that may

cause accidents in and

around the home and ECD

Centre

• Discussing forms of child

abuse

• Identifying pictures

portraying child abuse

• Inviting a resource person

from child friendly courts

• Role playing on good

relationships


Area


Area


Outdoor Play Area

soils, funnels, sieves, paper,

fabric, balancing scales,

differently shaped containers,

scoops, water, plastic bags,

seedlings, seeds

Dramatic Play Area

Music and Dance

Outdoor Play Area


Area

paper, toothbrushes,

toothpaste, water, brushes,

books with songs and stories,

poems, rhymes, charts on

health issues, pictures, audio

tapes, dolls, puppets, food

samples, household tools,

illustrations of road signs,

pictures showing child abuse


37



SUGGESTED LEARNING

AREAS AND MATERIALS

8.3.7 Weather

• Weather changes

from time to time

• Weather

influences human

activities

• Weather causes

changes in

vegetation

• Weather

influences

dressing

8.3.8 Air

• Air is everywhere

• Air takes up space

• Air makes things

live

• Air makes objects

move

• describe weather

changes

• describe how changes in

the weather influence

human activities

• state the changes

caused by weather on

vegetation

• name suitable clothes

for different weather

conditions

• demonstrate the

presence of air

• identify and discuss the

uses of air

• demonstrate that air

takes up space

• experiment to see the

pushing effects of

moving air

• Discussing changes in

weather conditions

• Singing and reciting rhymes

about the weather

• Observing changes in

activities according to

weather conditions

• Observing and discussing

changes in plants and

vegetation

• Identifying suitable clothing

for different weather

conditions

• Sorting clothes for different

weather conditions

• Flying light objects:

feathers, cotton wool,

balloons, seeds and papers

• Breathing in and out

• Blowing and filling the

plastic bags with air

• Feeling the bags and

releasing the air

• Making pin wheels and

flying them following the

wind and against the wind

• Making paper fans to move

air

• Blowing soap bubbles using

straws

• Imitating birds and

butterflies soaring in the air

• Walking and running against

and in the same direction

with the wind

• Making and flying kites

Outdoor Play Area

Dramatic Play Area


Area

Music and Dance

local environment, weather

chart, weather station, maize

stalks, kites, millipedes,

termites, plants, clothes


Area

Water Play Area


Area

empty cans, dish, pan, water,

feathers, fluff, plastic bags,

drinking straws, cork, bicycle

pump, newspapers, kites,

balloons, cotton wool, pin

wheel


38



SUGGESTED LEARNING

AREAS AND MATERIALS

8.3.9 Simple

machines

• Rubbing objects

produces heat and

sound

• Tools make work

easier

• Machines make

work easier

• Machines are man

made

• Machines can be

repaired

• Magnets can pull

and repel some

materials

• A magnet can be

used to make

another magnet by

induction

8.3.10 Light


sources of light

• Light travels in a

straight line

• Light can be

reflected

• Plants need light

to grow

8.3.11 Fire

• Fire can be useful

• Fire can be

dangerous

• name simple tools used

for cutting, digging and

hoeing

• demonstrate lifting

objects with and without

tools

• operate simple machines

• demonstrate the effects

of friction on objects

• use oil and water to

reduce friction

• make toy machines

• repair toy machines

• sort materials using

magnets

• make temporary

magnets

• identify different sources

of light

• demonstrate that nothing

can be seen without light

• make shadows with their

own bodies and objects

• explain that plants need

light to grow

• name uses and dangers

of fire


behaviour when using

fire

• practise fire drills

• Identifying simple tools used

for cutting, digging and

hoeing

• Rubbing hands and objects

to produce heat and sound

• Lifting objects with or

without levers

• Pushing toys and

wheelbarrows

• Pushing squeaking objects

• Applying oil to reduce

friction

• Rolling and pushing on

wheels

• Dragging a box and pushing

it over rollers

• Making toy machines

• Repairing toy machines

• Manipulating small magnets

to show how the magnets

repel as well as attract

objects

• Discussing the importance

of light

• Demonstrating the effect of

light on plants

• Discussing what happens if

plants have no light

• Covering themselves with

blankets to experience

darkness

• Playing chasing shadow

games

• Observing and identifying

different sources of light

• Discussing the uses of fire

• Making illustrations to show

uses of fire

• Observing burnt over areas

• Discussing the dangers of

fire

• Practising fire drills

Outdoor Play Area


Area


Area

Dramatic Play Area


old clocks, egg beaters, broom

sticks, small objects for lifting

up, chalk, coloured paper,

waxed paper, pencils, trays,

tricycles, wheelbarrows, carts,

magnets, metal and non-

metal objects, paper clips,

chains, sand paper


Area

Outdoor Play Area

Dramatic Play Area


torches, prisms, different

fabrics, shoe boxes, blankets,

glass jar, water, vinyl folder,

magazines, magnifying

glasses, electric lights,

candles, firewood

Outdoor Play Area

Dramatic Play Area

outdoor environment, fire

extinguisher, sand buckets,

fire escapes, fire

place/choto/iziko, sand bags


39



SUGGESTED LEARNING

AREAS AND MATERIALS

8.3.12 Electricity

• Electricity can be

useful


dangerous


saved


electrical

appliances


sources of

electricity

• name sources of

electricity

• experiment with batteries

• talk about the uses and

dangers of electricity


behaviour when using

electrical appliances and

toys

• discuss ways of saving

electricity

• name different electrical

appliances

• Discussing sources of

electricity in their locality

• Carrying out simple

experiments using batteries

• Switching electrical

appliances on and off under

supervision

• Using battery- operated

appliances under

supervision

• Stating ways of saving

electricity

• Identifying electrical

appliances


Area

Outdoor Play Area


Dramatic Play Area

torches, torch cells, radio, tape

recorder, power- driven toys,

electrical appliances, solar

panels, batteries

Social Sciences9


41

Social Sciences

9.1 Human Relationships



SUGGESTED LEARNING

AREAS AND MATERIALS

9.1.1 Relationshipsand gender

• A childunderstands thewhole world onlyin relation to astarting point ofthemselves

• A child needs tounderstandhim/herself in thecontext of theirfamily

• A child's familyneeds to beembedded in asense of friendsand school peers

• Roles can beinterchanged

• Everyone hasrights

• Emotions can beexpressed andcontrolled

• Everyone has aresponsibility forhimself, herselfand others

9.1.2 Culture

• There are differentcultures

• Culture is shownthrough: language dress

foodstuffs

music and dancebehaviour andcustomsarts and craftsreligion

• All culturesdeserve respect

• say their name, age,

sex, home address,

locality and country

• name members of their

family

• identify roles in the

family

• State their relationship

to each member

• name and describe their

friends

• play different social

roles

• discuss their rights and

responsibilities

• exercise self control

• express their emotions

in an acceptable

manner

• care for themselves and

others

• demonstrate

appreciation of gender

differences

• identify aspects of their

own culture

• discussing moral values

through play

• communicate in their

mother language and

local language

• demonstrate interest in

other languages

• demonstrate respect for

other cultures

• Public speaking

• Singing songs

• Reciting rhymes

• Playing games

• Making drawings ofthemselves and theirfamilies

• Imitating roles of thefamily members

• Role playing home chores(boys and girls sweeping)irrespective of sex

• Making a duty roster atECD Centres

• Story telling

• Modelling

• Dramatising

• Participating in a culturaldress show

• Dramatising stories andreal life situations

• Telling and listening tofolk stories

• Wearing masks anddramatisingcharacteristics of folk-taleanimals

• Discussing morals andvalues - Answeringquestions on stories

• Listening to recordedmusic

• Singing and dancing todifferent cultural songs

• Using resource personsfrom the community

• Playing cultural games

• Doing quizzes

• Cooking traditional foods



Dramatic Play Area

Music and Dance

clothes, crayons, photos,

costumes, dress up clothes,props, brooms and hoes, pictures

Dramatic Play Area

Music and Dance


Culture Learning Centre

Outdoor Play Area


props and dress up clothes,locally available materials (safejunk), puppets, masks, drumsand other musical instruments,folk story books, radiocassettes, tape recorders,videos, pictures, food stuffsfrom different cultures


42



SUGGESTED LEARNING

AREAS AND MATERIALS

9.1.3 Civic Education

(People at work)


ways of earning a

living

• People have

different roles in

the community

• All roles are

important

9.1.4 Religious and

Moral Education

• People belong to

different religions

• All religions should

be appreciated

• Communities help

children and adults

to live together

peacefully

• Living in harmony

is beneficial to

communities

9.1.5 Responsibility

tasks

• Being responsible

means taking care

of others and

things around you

• Being responsible

means taking care

of yourself and

your belongings

• Responsibility

extends to caring

for your

environment

• demonstrate different

ways in which people

earn a living

• imitate roles of

community members and

civic leaders

• identify different religions

in their community

• respect other people’s

beliefs

• state rules in their

families

• imitate good behaviour

from adults and peers at

the centre

• demonstrate appropriate

ways of interacting with

peers and adults in the

community

• apologise and accept

apologies

• demonstrate the ability to

co-operate with others

• care for themselves and

their belongings

• assist others if they need

help

• feed and water pets,

rabbits and chickens

• care for the environment

• maintain the environment

• carry out responsibilities

• Discussing different

vocations

• Miming and role playing

different people and civic

leaders at work

• Dramatising different work

situations using props and

puppets

• Role playing business

interactions

• Visiting places such as a

police station, clinic, petrol

station, farm, post office, dip

tank, airport

• Naming different religions

• Discussing different

religious practices

• Talking about family rules

• Imitating proper behaviour

shown by adults

• Role playing good

behaviour of adults and

peers

• Listening to traditional

stories and songs depicting

good morals

• Cleaning oneself

• Caring for themselves and

their belongings

• Caring for others

• Looking after pets, rabbits

and chickens

• Tidying up play equipment

and play areas

• Caring for plants

• Picking up litter and

discarding it

• Taking turns to ensure that

tasks are carried out

Dramatic Play Area

Outdoor Play Area


Area

Music and Dance

costumes, masks, puppets,

tools, pictures of uniforms,

dress-up clothes, safe junk

material for shops, pictures of:

a clinic, rural and urban

homes, farms, mines, schools,

factories

Dramatic Play Area

Outdoor Play Area

Music and Dance

Language Book Play Area

story books, puppets, dress-up

clothes, Religious books,

props, costumes, musical

instruments, pictures

Outdoor Play Area


Area

pets, rabbits, chickens, plants,

flower pots, brooms, litter bins

Technology10


44

Technology



SUGGESTED LEARNING

AREAS AND MATERIALS

10.1 Computerplay

• Computers can

be used for

learning

• Computers can

be used for

communication

• Computers can

be used for

playing games

10.2 Applianceplay

• Electrical

appliances are

used in modern

life for different

purposes

• Electrical

appliances make

our lives easier

• Electrical

appliances must

be used with

care

• name computer

components

• observe safety rules

when operating the

equipment

• care for the computer

• demonstrate operating

skills

• identify and match

colours on computers

• make patterns on the

computer

• play computer games

• name communication

appliances

• name household

appliances

• answer phones and

pass on the message

correctly

• observe safety rules

when using appliances

• take care of appliances

• demonstrate skills for

operating different

appliances

• Naming basic computer

components

• Switching on and off

power, using a remote

control or manually

• Selecting computer

programmes using the

keyboard and mouse

• Using the computer to

play games, draw, paint

and print

• Following instructions

from a computer

• Identifying household

appliances

• Answering phones and

passing on messages

correctly

• Searching of television

and radio channel or

station using a remote

control or manually

• Listening to CD, tapes,

radio

• Watching videos

• Following instructions

from a TV or radio

broadcast, for example

on how to make play

materials or play games

• Watching DVD videos

Computer Centre


computers, pictures of

computers, toy/model

computers

Dramatic Play Area


Music and Dance


Area

Language and Book Play

Area

real or toy appliances and

gadgets, pictures of gadgets

for example: telephone, radio,

DVD, video cassette

recorders, decoders,

calculators, cameras, cell

phones, vacuum cleaner, iron,

kettle, stove, fridge, washing

machine, shaving machine

Appendices


46

Appendix I

RESOURCES AND EQUIPMENT

An ECD Centre needs basic resources and equipment to cater for the holistic

development of a child. Some of this equipment can be purchased or improvised with

the assistance of parents, guardians and communities. All equipment should be safe,

sensitive and appropriate for the children. The materials and equipment should be in

line with the developmental changes in technology. The list below is not exhaustive.

1. Indoor Facilities

Chairs, tables, beds, books, cupboards, televisions, puzzles, video cameras, DVDs,

dolls, blocks, toy cars, full length mirrors, easels, flannel boards, chalk board, cooking

utensils, face cloths, overalls, cribs, dishes, stove, fridge, microwave, fire extinguishers,

sand buckets, cloak room, paddling pool, puppets, first aid kit, sick bay, cushions,

carpets, fans, mats, mattresses, computers, bathroom scale, latex gloves, Middle

Upper Arm Circumference (MUAC) tape.

2. Outdoor Facilities

Mahumbwe/amandlwane house, tunnels, stepping stones, tyres, see-saws, swings,

hoops, goal posts, climbers, ladders, skipping ropes, punch bags, borehole, nutrition

garden equipment, child-sized toilets and child-sized wash basins, tricycles, sand pit,

pet corner, jungle gyms, swimming pool, troughs, jumping castle.


47

Appendix II

EARLY CHILDHOOD DEVELOPMENT (ECD) ASSESSMENT GUIDE

Instructions on the Use of the Child Assessment Guide

The child assessment guide is such an essential asset in monitoring the development

of the child as a whole. It assists the ECD teacher in the evaluation of the child’s

progress. This involves areas where the child needs nurturing. Parents and guardians

should also be involved. Please note that this is not a once-off exercise but a

continuous informal assessment process. This guide is to be used over a two- year

period before the child graduates and leaves for Grade 1.


48

BACKGROUND INFORMATION

NAME OF CHILD………...........………………...............…….. DATE ENROLLED AT ECD CENTRE......………………….

DATE OF BIRTH……………………............……..… BIRTH CERT. NO……………………….………………………………..

SEX…………………………..

RACE………………………………...………………......…. DENOMINATION……………....……………………………………

NAME OF FATHER………………………...............…………. OCCUPATION…………………………………………………..

NAME OF MOTHER…………………………............……..… OCCUPATION…………………………………………………..

NAME OF GUARDIAN………………...........…….RELATIONSHIP……………… OCCUPATION……………………………

HOME ADDRESS…...……....................................................................………………………………………………………...

…………………....................................................................…………………………………………………………………......

TELEPHONE: Home…………......……………. Business…………………………….. Personal……………………………….

NUMBER OF CHILDREN IN THE FAMILY i.e. MALES…………………..........………………………………………………..

FEMALES………………..............……………………………………………

POSITION OF CHILD IN THE FAMILY……………………………............………………………………………………………

IS HE/SHE PHYSICALLY OR MENTALLY CHALLENGED? DOES HE/SHE HAVE OTHER SPECIAL NEEDS? YES/NO

IF YES, ELABORATE………………………………………………….........……………………………………………………….

…………………....................................................................…………………………………………………………………......

CHILD’S INTERESTS…………………………….......…………………………………………………………….........................

STAPLE DIET………………………………………..........…………………………………………………………………………..

ALLERGIES………………………………………........……………………………………………………………........................

TERM 1 TERM 2 TERM 3

WEIGHT (kg)

HEIGHT (cm)

MUAC (cm)

IMMUNISATIONS DONE SO FAR……………………………………………………………………………...........…………….

1……………………..............…………………….................................……… DATE……………………………………………

2……………………..............…………………….................................……… DATE……………………………………………

3……………………..............…………………….................................……… DATE……………………………………………

4……………………..............…………………….................................……… DATE……………………………………………

5……………………..............…………………….................................……… DATE……………………………………………

6……………………..............…………………….................................……… DATE……………………………………………

7……………………..............…………………….................................……… DATE……………………………………………

8……………………..............…………………….................................……… DATE……………………………………………


49

ASSESSMENT GUIDE

Key: 1. YES 2. NO 3. SOMETIMES 4. WITH ASSISTANCE. PLEASE TICK ONE APPROPRIATE BOX.

MATHEMATICAL DEVELOPMENT 1 2 3 4 DATES COMMENTS

1. Can he/she match objects according to:

• Shape

• Colour

• Size

2. Can he/she sort objects according to:

• Shape

• Colour

• Size

3. Can he/she match one for one?

4. Is he/she able to compare

• Height of objects?

• Length of objects?

• Size of objects?

• Mass of objects?

• Number of objects?

5. Can he/she match sets?

6. Can he/she identify an empty set?

7. Can he/she count and recognise objects from

1 to 5?

8. Can he/she order objects according to

• size

• height

• length

9. Can he/she share items equally with others

e.g. 10 stones among 5 friends

10. Can the child associate with times of the day,

night, morning, afternoon, evening

11. Does the child have a:

• Sense of time e.g. in the morning we eat

porridge etc. yesterday, today and tomorrow

12. Can the child name a few coins or notes e.g.

at the Dramatic play area?


50

1. Can he/she name own body parts?

2. Can he/she distinguish between his/her left

and right hand?

3. Can he/she state the functions of the body

parts?

4. Can he/she put his/her right hand over the

head and touch his/her left ear?

5. Can he/she dress and undress

himself/herself?

6. Is he/she well co-ordinated? (does not fall

over things, or bump into things)

7. Can he/she jump with ease?

8. Can he/she

• skip?

• crawl?

• climb?

9. Can he/she walk on a straight line drawn on

the floor?

10. Can he/she walk five steps backwards?

11. Can he/she stand on one leg for ten

seconds?

12. Can he/she catch a ball?

13. Does he/she catch a ball while

• Clapping hands?

• Clapping and stamping feet in time to music?

14. Can he/she hop five steps on one leg?

PHYSICAL DEVELOPMENT 1 2 3 4 DATES COMMENTS


51

1. Can he/she fasten buttons?

2. Can he/she tie a shoelace?

3. Can he/she hold a pencil correctly?

4. Can he/she draw a circle in one movement?

5. Can he/she use a small pair of scissors well?

6.Can he/she cut along an outline of an object in

the picture?

7. Can he/she draw a recognisable object?

MANIPULATIVE DEVELOPMENT 1 2 3 4 DATES COMMENTS


52

1. Can he/she introduce himself herself correctly,

that is name and surname?

2. Does he/she attend ECD centre regularly?

3. Can he/she use the toilet on his/her own?

4. Does he/she wait for his/her turn?

5. Does he/she demonstrate good manners?

6. Does he/she demonstrate self-discipline?

7. Does he/she show consideration for others?

8. Does he/she gladly participate in-group

activities?

9. Does he/she show kindness and caring for

others?

10. Is the type and choice of words used by the

child towards others proper?

11. Does he concentrate on a task for a

reasonable amount of time?

12. Is he able to lead others e.g in games?

13. Does he/she show appreciation of others?

14. Does he/she easily mix and interact with

others?

15. Overally is he/she healthy and energetic?

16. Can he/she work independently without

depending on the teacher or peers?

17. Does he/she cry for a reason e.g. falling,

when hurt etc?

18. Does he/she show emotions?

Negative

Positive

19. Does he/she often narrate events or incidents

in which she was unfairly treated?

20. Does he/she bully others?

SOCIAL AND EMOTIONAL DEVELOPMENT 1 2 3 4 DATES COMMENTS


53

1. Can he/she say his/her

• name and surname

• address

• age

• mother’s, father’s or guardians names?

2. Can he/she recognise his/her own name when

written down?

3. Does he/she speak fluently?

4. Does he/she speak audibly?

5. Can he/she pronounce words properly?

6. Does he/she talk without using baby

language?

7. Does he/she use full sentences when

speaking?

8. Can he/she talk about events and stories,

using a logical arrangement of events (putting

events in the correct sequence)

9. Can he/she retell a simple story in his/her own

words?

10. Does he/she predict what might happen in a

story?

11. Can he/she answer simple questions about a

story told to him/her?

12. Can he/she talk about something without

diverting from the subject?

13. Does he/she understand the concept of

position? (on, in, under, between, over, behind

etc)

LANGUAGE DEVELOPMENT AND 1 2 3 4 DATES COMMENTS

PRE-READING SKILLS


54

1. Does he/she pay attention when listening to a

story?

2. Can he/she memorise and recite simple

poems?

3. Can he/she recognise everyday sounds?

4. Can he/she imitate everyday sounds?

5. Can he/she convey a message without

forgetting the content?

6. Can he/she repeat a few sounds?

7. Does he/she execute more than one

instruction in the correct order e.g. put one

cup on the table, shut the door and sit down?

8. Can he/she repeat a short sentence?

9. Can he/she find objects in a picture?

10. Can he/she answer questions about a

picture?

11. Can he/she identify what the odd object or

odd picture is?

12. Can he/she tell what is missing from a

picture?

13. Is he/she able to recognise and name the

colours?

• red

• blue

• yellow

• green

14. Can he/she identify and name everyday

objects

15. Is he/she able to notice any changes that

occur in the room e.g. arrangement of

furniture, sitting positions etc.

LISTENING AND VISUAL SKILLS 1 2 3 4 DATES COMMENTS


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TECHNOLOGY

1. Can he/she identify the parts of a computer

using appropriate vocabulary?

2. Can he/she relate different parts of the

computer to the different basic functions they

perform?

3. Does he/she respond correctly to computer

instructions?

4. Does he/she follow given procedures in

executing instructions?

5. Can he/she use the computer to store

information?

6. Can he/she command the computer to

perform a task?

7. Can he/she operate a computer without

depending on the teacher or peers?

8. Does he/she work cooperatively with peers

when using the computer?

9. Does he/she use appropriate vocabulary

when using a computer?

10. Does he/she demonstrate proper care for a

computer?

11. Can he/she properly switch on and off the

computer?

12. Can he/she interpret what appears on the

monitor/screen?

13. Is he/she comfortable with the computer?

14. Does he/she demonstrate persistence in

working with computers?

15. Can he/she identify household appliances?

16. Can he/she switch on a radio or television

correctly?

17. Can he/she answer the telephone correctly?

18. Can he/she pass a telephone message

correctly?

19. Can he/she use assistive aids correctly?

20. Can he/she switch the calculator on and off

without depending on the teacher or peers?

B. COMPUTERS AND APPLIANCES 1 2 3 4 DATES COMMENTS

NOTE: Please use computer software programmes for the ECD level


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