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
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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)
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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
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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
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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
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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
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• 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
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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
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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
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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
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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
• name and identify
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
Art and Craft Play Area
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
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KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
• explore and experiment
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
Manipulative and Block Play
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
Art and Craft Play Area
Manipulative and Block Play
Area
Outdoor Play Area
paper, potatoes, string, blocks,
leaves, toilet rolls, coins, paint,
kaylite, sand, orange bags,
cobs, sweet potatoes,
pumpkins, cucumbers, yam
Art and Craft Play Area
Manipulative and Block Play
Area
Outdoor Play Area
paste, glue, leaves, clay,
play dough, plasticine, shells,
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KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
SUGGESTED LEARNING
AREAS AND MATERIALS
• Emotions can be
expressed
through modelling
6.1.6 Construction
• Different materials
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
• Materials can be
used to produce
an item
6.1.7 Collage
• Different materials
can be used to
make collage
designs
• Materials can be
cut, torn, crushed,
folded and pasted
to produce a
variety of items,
patterns and
images
• explore and experiment
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,
Art and Craft Play Area
Manipulative and Block Play
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
Art and Craft Play Area
Manipulative and Block Play
Area
paper, cardboard, leaves,
flowers, ribbons, fabric, glue,
pencils, feathers, egg shells,
sand, seeds, grass, pair of
scissors
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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.
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
sand- pit
• 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
Manipulative and Block Play
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
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
• Different objects
can be produced
through weaving
• explore and experiment
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
Art and Craft Play Area
Manipulative and Block Play
Area
Outdoor Play Area
banana leaves, fabric, fibres,
plastic bags, husks, straw,
reeds, wool, grass, newspapers
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KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
• identify and name
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
Manipulative and Block Play
Area
leaves, stones, sticks, plants,
sand counting frames, bean
bags, water, seeds, pets,
containers, skipping ropes,
plastic cup, lids, bottle tops,
clues, water troughs
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KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Manipulative and Block Play
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
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KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Language and Book Play Area
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
Manipulative and Block Play
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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
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KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
21
6.3 Music and Dance
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
SUGGESTED LEARNING
AREAS AND MATERIALS
6.3.1 Sound
• Different materials
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
• identify and name
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,
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
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KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
24
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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,
Science and Discovery Play
Area, Art and Craft Play Area,
Music and Dance,
Manipulative and Block Play
Area
audio tapes, story books,
pictures cut from magazines,
toys and musical instruments
Dramatic Play Area,
Science and Discovery Play
Area,
Technology Play Area
Manipulative and Block Play
Area
pictures, objects, picture books,
charts, puppets,
flannel board, radio, video
tapes, cellphones, surprise box
Language Arts
7.1 Language Play
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
25
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Manipulative and Block Play
Area
picture books, game cards,
objects, crayons, jigsaw puzzles
Language and Book Play Area,
Technology Area,
Art and Craft Play Area
picture cards, puzzles, name
cards, patterns, crayons,
newsprint, books, magazines,
newspapers, shapes, pairs of
scissors, glue
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
26
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
• draw patterns from left
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
Art and Craft Play Area,
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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
28
Mathematics and Science
8.1 Mathematical Play
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Manipulative and Block Play
Area, Outdoor Play Area,
Science and Discovery Play
Area
Dramatic Play Area Technology
Area
stones, twigs, leaves, seeds,
cups, spoons, shoes, blocks,
coloured shapes, pictures,
empty containers
Dramatic Play Area
Manipulative and Block Play
Area
Science and Discovery Play
Area
Music and Dance Play Area
pens, pencils, crayons,
markers, blocks, chalk, picture
cards and environmental
materials, articles of clothing,
small tools
Mathematical Play Area
Manipulative and Block
Play Area
stones, cards, leaves and other
environmental materials, pic-
tures, containers of different
sizes, buttons, fabric
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
29
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Mathematical Play Area
Manipulative and Block Play
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
Mathematical Play Area
Manipulative and Block Play
Area
Art and Craft Play Area
Outdoor Play Area
balls, bottles, blocks, boxes,
bottle tops, crayons, pictures,
plane shapes, shape puzzles,
shape books, objects in the en-
vironment
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
30
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
SUGGESTED LEARNING
AREAS AND MATERIALS
8.1.6 Patterns
• Shapes can be
used to make
patterns
• Different objects
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
• Different materials
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
• draw patterns from left
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
Science and Discovery Play
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
Manipulative and Block Play
Area
Mathematical Play Area
Science and Discovery Play
Area
own body parts, balance scale,
see-saws, blocks, sticks, sand,
stones, seeds, string, paper
strips
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
31
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Manipulative and Block Play
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
Science and Discovery Play
Area,
Outdoor Play Area,
Manipulative and Block Play
Area
Mathematical Play Area
blocks, string, stones, leaves,
and other environmental
materials, skittles, number
board games, boxes, objects to
compare and contrast
Manipulative and Block Play
Area
Language and Book Play 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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
32
8.2 Manipulative and Block Play
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Art and Craft Play Area
Manipulative and Block Play
Area
Mathematical Play 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
Science and Discovery Play
Area
Manipulative and Block Play
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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
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KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Manipulative and Block Play
Area
Outdoor Play Area
Technology Play Area
cardboard boxes, matchboxes,
wooden blocks, plastic bottles,
egg boxes, maize cobs, reeds,
environmental materials,
plastic, screws, nuts
Outdoor Play Area
Manipulative and Block Play
Area
potatoes, spoons, sacks, hoops,
wooden blocks, shoe boxes,
bricks, tyres and other
environmental materials
Dramatic Play Area
Science and Discovery Play
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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
34
8.3 Science and Discovery Play
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
• name and identify
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
Language and Book Play Area
Manipulative and Block Play
Area
Outdoor Play Area
Science and Discovery Play
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
Manipulative and Block Play
Area
Science and Discovery Play
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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
35
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
• name and identify
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
• name and identify
domesticated and wild
animals
• imitate sounds made by
different animals
• name uses of
domesticated animals
• describe features of
different animals
• name and identify
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
domesticated animals
• 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
domesticated animals
• Identifying and naming the
habitats of different animals
Manipulative and Block Play
Area
Art and Craft Play Area
Science and Discovery Play
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
Art and Craft Play Area
Dramatic Play Area
Science and Discovery Play
Area
Outdoor Play Area
charts, toy animals, pictures of
animals, crayons, live animals,
paper, clay, papier mache,
videos/DVDs of animals
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
36
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
• name and identify
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
Science and Discovery Play
Area
Manipulative and Block Play
Area
Art and Craft Play 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
Science and Discovery Play
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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
37
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Science and Discovery Play
Area
Music and Dance
local environment, weather
chart, weather station, maize
stalks, kites, millipedes,
termites, plants, clothes
Science and Discovery Play
Area
Water Play Area
Manipulative and Block Play
Area
empty cans, dish, pan, water,
feathers, fluff, plastic bags,
drinking straws, cork, bicycle
pump, newspapers, kites,
balloons, cotton wool, pin
wheel
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
38
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
• There are different
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
• demonstrate safe
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
Science and Discovery Play
Area
Manipulative and Block Play
Area
Dramatic Play Area
Technology 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
Science and Discovery Play
Area
Outdoor Play Area
Dramatic Play Area
Technology 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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
39
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
SUGGESTED LEARNING
AREAS AND MATERIALS
8.3.12 Electricity
• Electricity can be
useful
• Electricity can be
dangerous
• Electricity can be
saved
• There are different
electrical
appliances
• There are different
sources of
electricity
• name sources of
electricity
• experiment with batteries
• talk about the uses and
dangers of electricity
• demonstrate safe
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
Science and Discovery Play
Area
Outdoor Play Area
Technology Play Area
Dramatic Play Area
torches, torch cells, radio, tape
recorder, power- driven toys,
electrical appliances, solar
panels, batteries
Social Sciences9
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
41
Social Sciences
9.1 Human Relationships
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Art and Craft Play Area,
Technology Play Area
Dramatic Play Area
Music and Dance
clothes, crayons, photos,
costumes, dress up clothes,props, brooms and hoes, pictures
Dramatic Play Area
Music and Dance
Art and Craft Play Area
Culture Learning Centre
Outdoor Play Area
Technology 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
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
42
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
SUGGESTED LEARNING
AREAS AND MATERIALS
9.1.3 Civic Education
(People at work)
• There are different
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
Manipulative and Block Play
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
Science and Discovery Play
Area
pets, rabbits, chickens, plants,
flower pots, brooms, litter bins
Technology10
Ministry of Education, Sport, Arts and CultureEARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
44
Technology
KEY CONCEPTSOBJECTIVES
Children should be able to:SUGGESTED ACTIVITIES
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
Technology Play Area
computers, pictures of
computers, toy/model
computers
Dramatic Play Area
Technology Play Area
Music and Dance
Science and Discovery Play
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
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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.
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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.
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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……………………………………………
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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?
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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
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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
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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
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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
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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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TEACHER’S COMMENTS
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SIGNATURE………………………....................……………........................…… DATE…………...........……………….......
SCHOOL HEAD / T.I.C’S COMMENTS
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SIGNATURE………………………....................……………........................…… DATE…………...........……………….......
PARENT / GUARDIAN’S SIGNATURE………………………………………...........……… DATE…….……...........…………