early childhood care and development teacher

NATIONAL COMPETENCY STANDARD &

COMPETENCY BASED TRAINING CURRICULUM

FOR

EARLY CHILDHOOD CARE AND DEVELOPMENT TEACHER

(Competency Standard Code: M80S004)

Developed and validated by;

National Apprentice & Industrial Training Authority

971, Sri Jayawardenepura Mawatha,

Welikada,

Rajagiriya.

Endorsed by;

Tertiary & Vocational Education Commission

Nipunatha Piyasa,

354/2, Elvitigala Mawatha,

Colombo 05.

State Ministry of Skills Development, Vocational Education, Research & Innovations

i

COPYRIGHT All rights reserved. This book, in whole or any part thereof, should not be reproduced, stored in a retrieval system or transmitted in any form or by any means-electronic, photo copying, recording or otherwise without the prior permission of Tertiary and Vocational Education Commission (TVEC) Copyrights © 2021, TVEC

Second Revision August 2018

Third Revision October 2021

Next Revision October 2024

Published by;

Tertiary and Vocational Education Commission

354/2, “NipunathaPiyasa”, ElwitigalaMawatha,

Narahenpita, Colombo 5, Sri Lanka.

Tel:+94117608000

Fax:+94 112555007

E-mail: [email protected]

Web: www.tvec.gov.lk

State Ministry of Skills Development, Vocational Education,

Research & Innovations

tel:+94

PREFACE

National Competency Standards (NCS) and curricula are essential elements for the implementation of a unified Technical and Vocational Education & Training System for Sri Lanka and forms the basis for the National Vocational Qualifications Framework of Sri Lanka, which provides for the award of nationally and internationally recognized qualifications. The National Competency Standards are developed in consultation with the industry and are designed using a nationally agreed specific format to maintain uniformity and consistency of standards amongst occupations. The NCSs and curricula specify the standards of performance of a competent worker and the various contexts in which work may take place. NCS describes the knowledge, skills and attitudes required in a particular occupation and signals what students must be able to do in employment and can ideally serve as a link between education and training and the needs of the labour market. NCS and curricula together provide explicit advice to assessors and employers regarding the knowledge, skills and attitudes to be demonstrated by the candidates seeking formal recognition for the competencies acquired either following training or through work experience. National Competency Standards focus on that is expected of a worker in the workplace rather than on the learning process.

NCSs stress upon the ability to transfer and apply knowledge and skills to new situations and environments.

In NCS and curricula the emphases is upon outcomes and upon the application of knowledge and skills, not just the specification of knowledge and skills.

NCS and curricula are concerned with what people are able to do and the ability to do a task in a range of contexts.

NCS and curricula include all aspects of workplace performance and not only narrow task skills.

NCS especially can serve a number of purposes including;

o Providing advice to curriculum developers about the knowledge, skills and attitude to be included in the curriculum.

o Providing specifications to Competency Based Assessors about the knowledge, skills and attitudes to be demonstrated by candidates.

o Providing advice to industry about job functions, which in turn can be used for the development of job descriptions, performance appraisal systems and work flow analysis.

The lead organization for the development of NCS and curricula is the National Apprentice & Industrial Training Authority. The standards so developed are endorsed by the Tertiary & Vocational Education Commission as National Document. There is a requirement to review the standards and curricula within the prescribed period as appropriate as and when required, with the assistance of relevant industry groups and incorporate the changes in the National Competency Standards and Curricula.

Mr. Tharanga Naleen Gamlath Dr. K. A. Lalithadheera Chairman Director General National Apprentice & Industrial Training Tertiary & Vocational Education Authority Commission

iii

ACKNOWLEDGMENT

Overall Direction

Mr. Tharanga Naleen Gamlath

Chairman

National Apprentice & Industrial Training Authority

Dr. K. A. Lalithadheera Director General

Tertiary & Vocational Education Commission

Mrs. R.M.A.P. Samaradivakara

Development and National Industrial Training Advisory Committee (NITAC)

Directress (Quality), National Apprentice & Industrial Training Authority

Development Committee

Dr. Indira Lilamani Ginige, Former Deputy Director General, National

Education of Education

Mr. Janaka Kamalgoda, Managing Director/CEO, South Asian

International Institute of Higher Education, No 136 2/1, Old Kesbewa

Road, Gangodawila, Nugegoda

Ms. W. M. M. Indika Fernando, Early Childhood Education Officer,

Urban Council Chilaw

Ms. Dulani Asanga Kiriella, Teacher, Horizen College

Ms. G.P. Kamani Lalani, Visiting Lecturer-General Child Care, NAITA-

Havelock Town and Preschool Teacher & Director – Thakshila Preschool

Makandana, Piliyandala

National Industrial Training Advisory Committee

Dr. (Mrs.) I.L. Ginige, Assistant Director General (Curriculum Development) Mr. Janaka Kamalgoda, Managing Director/CEO, South Asian International Institute of Higher Education, No 136 2/1, Old Kesbewa Road, Gangodawila, Nugegoda Ms. Primali De Silva, Senior Manager, edExcellence (Pvt.) Ltd., Dr. T.D.T.L. Dhanapala, Senior Lecturer, Open University of Sri Lanka, Faculty of Science and Technology Mrs. Nayana E. Senarathne, Director, Children’s Secretariat, Ministry Women & Child Affairs Mrs. Y.S. Manathunga, Lecturer, University of Vocational Technology

iv

Mr. Malani Munasinghe, Head of the Department, Department of Early Childhood Education and Primary Education, Faculty of Education, Open University of Sri Lanka Mr. Mahinda Kodithuwakku, Director of Preschool & Non-Formal Education Authority in Western Province Mrs. D.M.S. Lashini Wijetunga, CEO, Texas National Montessori Teacher Training Centre Eng. G.H.R.S.E. Silva, Former Factory Inspecting Engineer/Civil Engineer, Department of Labour Dr. Dilrukshi Herath, Assistant Directress (NVQ), Tertiary and Vocational Education Commission

Facilitation & Coordination

(Revision)

Facilitation & Coordination

(Validation)

Mrs. A.H. Kaushika - Inspector (Standard Setting and Curriculum Development), National Apprentice and Industrial Training Authority. Mrs. M.P.T. Malkanthi – Assistant Director (SSCD & LRD), National Apprentice and Industrial Training Authority. Mrs. A.H. Kaushika - Inspector (Standard Setting and Curriculum Development), National Apprentice and Industrial Training Authority.

v

NATIONAL COMPETENCY STANDARD & COMPETENCY BASED TRAINING CURRICULUM For


NVQ Level 04 (Competency Standards Code : M80S004)

Content Page

Section No. Description Page No.

Section 1 Copyright page with publications and next revision

Introduction

Preface

Acknowledgement

- Overall direction

- Development committee

- National Industrial Training Advisory Committee

- Facilitator and Coordinator

I - iv

Section 2 Competency Standard

1.1 List of Units

1.2 Qualification Packaging

1.3 Occupation Definition

1.4 Description of units

1

1

1

2 - 64

Section 3 CBT Curriculum

2.1 List of Modules

2.2 DACUM/ Functional analysis profile

2.3 Programme structure

2.4 Mapping sheet

2.5 Description of Modules

65

66-67

68

71

72-105

Section 4 Tools, Equipment and Materials Required for the Training

Programme

106

Section 5 Assessment Guide

107

1

Section 2

NATIONAL COMPETENCY STANDARD

FOR THE OCCUPATION OF EARLY CHILDHOOD CARE AND DEVELOPMENT TEACHER

NVQ Level 04 Section 1: Competency Standards

Content Code No. Page

No.

1. Plan learning-teaching activities M80S004U01 2

2. Prepare to organize and implement learning-teaching activities M80S004U02 6

3. Create an appropriate learning-teaching environment M80S004U03 9

4. Retain security and safety of children M80S004U04 14

5. Facilitate the development of language and early literacy skills of

children

M80S004U05 30

6. Facilitate the development of cognitive skills of children M80S004U06 34

7. Facilitate the development of emotional and social skills of

children

M80S004U07 38

8. Facilitate the development of health and physical skills of children M80S004U08 41

9. Facilitate the development of aesthetic skills of children M80S004U09 45

10. Care for children’s health and nutrition M80S004U10 49

11. Attend to children with special needs M80S004U11 53

12. Carryout continuous professional development M80S004U12 57

13. Demonstrate ability to work in teams M80S004BU01 60

14. Adopt occupational health and safety procedures in the ECCD

Centre.

M80S004BU02 62

Occupational Definition

An Early Childhood Care and Development Teacher is a person who provides a stimulating, safe, and developmentally appropriate educational environment, where children have the opportunity to develop cognitive, social, emotional, physical and aesthetic skills.

Packaging for National Vocational Qualifications (NVQ)

National Certificate at NVQ Level 04 in the occupation of Early Childhood Care and Development

Teacher will be awarded to those who are competent in units U01+ U02+ U03+ U04+ U05+

U06+ U07+ U08+ U09+ U10+ U11+ U12+ BU01+ BU02– M80S004Q1L4

2

Element Performance Criteria

1. Take action to identify the child

1.1 Student characteristics and needs are considered in planning for learning and teaching.

1.2 Learner types are identified by the most prevalent style of learning

2. Break down the learning- teaching process to facilitate implementation

2.1 The annual plan is developed to cover the entire programme of the year.

2.2 The term plans are developed on the basis of themes and in line with National Development Standards specified for Early Childhood Care and Development.

2.3 The weekly plans are developed on the basis of the sub themes and paying attention to the requirements of the domains identified.

2.4 The day plans are developed with focus on activities, teaching methods, teacher’s role, students’ role, learning-teaching aids, and procedures for assessment and evaluation.

2.5 The activity plans developed for attaining learning outcomes which are extracted from the day plans paying special attention to learning-teaching methods, learning-teaching aids, stages of the lesson, the time frame, teacher’s role, students’ role, and procedures for assessment and evaluation.

2.6 New trends in Early Childhood Care and Development (ECCD) and the need for an integrated personality are considered in planning learning – teaching activities

3. Prepare Learning- Teaching Activities

3.1 Learning - teaching activities are selected to bring about total development of children.

3.2 Activities are developed with focus on characteristics and interests of children as well as real-life experiences that involve their five senses.

3.3 Contents to be covered are specified for each activity.

3.4 Learning–teaching methods are selected for each activity.

3.5 Learning–teaching inputs and time requirements are specified

Unit Title:: Plan learning-teaching activities

Unit Descriptor: This unit covers the competencies required to satisfy the standards to be met in planning learning-teaching activities and identifying relevant learning aids.

Unit Code: M80S004U01

3

for each activity.

3.6 Assessment and evaluation criteria are listed for each activity.

4. Prepare for assessment and evaluation

4.1 Criteria for assessment and evaluation are developed.

4.2 Main Criteria for assessment and evaluation are specified to ensure the attainment of standards.

4.3 Additional criteria for assessment and evaluation are specified to ensure the attainment of generic skills.

Range / Context: Work connected to this Unit may take place in Early Childhood Care and Development (ECCD) Centres. The term “development” in ECCD denotes the learning and teaching that caters to the total development of the child.

Activity plans refer to lesson plans used in the past.

The term “theme” refers to the main areas for designing a learning activity (Eg: Family, Fruits, Vegetables, Vehicles, Things in the sky, and the like)

The term “sub theme” refers to the categories under a theme. (Eg: Sub themes of Family incorporates mother, father, grand farther and the like)

The term “learning activities” coming under a theme are as follows:

describing mother – language skills

drawing picture of a mother – fine motor skills

comparing heights of mother – cognitive skills

respecting the mother – social and emotional skills

singing a song about mother – aesthetic skills

Elaboration of terms in performance criteria

Student characteristics and needs in PC 1.1 may include the age group, individual capabilities of each child, safety and security of children.

New trends in PC 1.4 may include 21st century thinking in relation to learning-teaching methodology

The tools, equipment & material required to perform this unit

Computer with internet facility

Printer

Photocopy Machine

Communication Devices (Telephone, Mobile Phone, Fax)

Stationery

4

This unit is expected to be carried out in accordance with following documents and standards

National Early Childhood Development Standards for Sri Lankan Children between 3 to 5 years, published by Children’s Secretariat in 2015

“Starting right"-Guidelines for Child Development Centres published by the Children’s Secretariat in 2017

National Policy on Early Childhood Care and Development publish in 2018

Critical aspects

The assessment must confirm that the candidate is able to:

Align the learning-teaching process with the lesson plans previously formulated.

Select alternative strategies in the event of unexpected situations and changes observed in children.

UNDERPINNING KNOWLEDGE

UNDERPINNING SKILLS

Concept of pedagogical approach to teaching.

Student characteristics o Psychological Theories relevant to 3-5 age group

- Jean Piaget’s cognitive development theory - Sigmund Freud’s psycho analysis theory - Howard Gardner’s multiple intelligence

theory - Maslow’s needs theory - Arnold Gesell's maturational theory - Margaret Mead’s social development theory

Leaner types o Auditory o Visual o Kinaesthetic / Tactile

Types of plans o Year o Term o Week o Day o Activity

Integration o Language (Listening & Speaking) and Early

Literacy (Reading and Writing) Skills o Health and Motor Skills o Cognitive Skills o Socio Emotional Skills o Aesthetic Skills

Seeks for relevant theories

Applies theories to differentiate children by characteristics and needs

Develops the five types of plans as per the requirements stated

Plans activities to meet the standards recommended for each domain

Plans activities according to the format given.

Directs students towards skill development by getting them to integrate knowledge, emotional involvement and specific skills.

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Activity Planning o Learning Outcomes o Learning-Teaching Methods o Learning-Teaching Aids o Activity Steps o Time Frame o Roles of Teacher and Student o Procedures for Assessment and Evaluation

Learning – Teaching Aids o Need for learning-teaching aids o Edgar Dale’s Cone of Learning Experiences

Main components of an activity o Learning Outcomes o Contents o Learning-Teaching Methodology o Inputs o Procedures for Assessment and Evaluation

Definitions for Assessment and Evaluation

Criteria for Assessment and Evaluation o Derived from Standards o Derived from the Learning–Teaching Process

Feedback and Feed Forward

Worker Behavior / Attitudes

Creativity Punctuality Honesty Positive behavior Patience Dedication

Fare play Good Listener Supportive Respect others Motivator Team work Privacy

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1. Demonstrate preparedness for organizing prior to activity implementation

1.1 Teachers are updated by themselves to implement the learning-teaching activities as per 21st century needs

1.2 Parents are informed of the changes needed in Early Childhood Care and Development programmes

1.3 Learning-teaching aids are prepared in advance and in adequate quantity and quality and in line with methodology and learning objectives

1.4 Parental involvement is sought for provision of learning-teaching materials when necessary

1.5 Learning-teaching aids are made suitable with reference to safety, cost effectiveness and eco friendliness

1.6 Approval of the higher authority is sought for implementing the activities

2. Demonstrate preparedness for implementing learning–teaching activities

2.1 Suitability of the learning environment is checked as the first step in activity implementation.

2.2 For successful implementation of the activity, the activity plan is followed to the maximum.

2.3 Students are engaged for the tasks under concern and their involvement is sought throughout the activity.

2.4 Students are encouraged to present their findings as a means of improving their communication skills.

2.5 Every activity is directed to enhance the creativity of children.

2.6 Students are involved in group work to facilitate co-operative and collaborative learning.

2.7 Attention is paid to each and every child in the classroom with particular reference to special needs children

Unit Title: : Prepare to organize and implement learning-teaching activities

Unit Descriptor : This unit covers the competencies required in general for organizing and implementing learning-teaching activities


7

3. Demonstrate preparedness to promote learning through assessment and evaluation

3.1 Assessment is conducted when the students are involved in learning.

3.2 Students are facilitated with feedback and feedforward.

3.3 Evaluation is conducted when the students are presenting and elaborating.

3.4 Students / student groups are informed of their performance and provided with reinforcement.

3.5 Student performance is recorded in personal files to be shared with the parents later.

3.6 Students are picked for remedial teaching and future research

Range / Context: Work connected to this unit may take place in Early Childhood Care and Development Centres.

The tools, equipment & material required to perform this unit

Stationery

Tools for assessment and evaluation

The performance of this unit is expected to be carried out in accordance with following documents

and standards

National Early Childhood Development Standards for Sri Lankan Children, published by Children’s Secretariat between 3 to 5 years, 2015

“Starting right " - Guidelines for Child Development Centres published by the Children’s Secretariat, 2017

National Policy on Early Childhood Care and Development - 2018

Critical aspects


Organize resources in line with the activity plan

Impart knowledge and skills to help the children attain learning outcomes

Make maximum use of the learning aids

Conduct assessment and evaluation in such a way to promote student learning


UNDERPINNING SKILLS

Organizing role of the teacher Seeks for one’s own professional

8

One’s own professional development

Parental education

Learning – teaching aids o Needs o Usage

Contingency plans

Additional human resources

Special events

Learning environment

Teaching process: o Engagement o Exploration o Explanation o Elaboration o Evaluation

Teacher concerns regarding students o Safety o Development of social skills o Development of personal skills o Development of thinking skills

Definitions for assessment and evaluation, feedback and feedforward

Techniques for reinforcement

Record Keeping o Types of records o Methods for data collection and analysis o Methods for recording data and sharing

with parents

Methods for identifying and directing students to relevant parties

development.

Draws the attention of the parents to the 21st century learning – teaching needs.

Prepares learning teaching aids.

Prepares for contingencies

Seeks for additional resources

Prepares for special events

Keeps to the plan formulated

Follows activity steps demonstrating relevant teaching skills

Uses learning – teaching aids and manages the time appropriately

Attends to development of social, personal and thinking skills

Maintains a reflective journal

Assesses students while they are at work

Provides students with feedback and feedforward

Evaluates students when they present and elaborate

Communicates evaluation findings to students and parents

Makes judgement on student performance and provide reinforcement

Maintains student record files

Shares one’s own practices to identify best practices




Unit Title: Create an appropriate learning-teaching environment

9

Elements Performance Criteria

1. Adapt the learning environment to facilitate learning activities

1.1 Outdoor learning environment is adapted in accordance with the outdoor learning activities selected.

1.2 Experiences and ideas are channeled from a variety of sources in adapting the learning environment

1.3 Resources are arranged in an orderly manner for easy access and use by children

1.4 Attention is paid to regular maintenance of play areas and equipment.

1.5 Centre management is informed of the any repairs needed.

2. Create a learning environment to facilitate indoor activities

2.1 Learning environment is organized to suit respective indoor learning activities

2.2 Learning environment is organized to provide real life experiences.

2.3 Experiences and ideas are channeled from a variety of sources in adapting the learning environment

2.4 Raw materials are acquired from the Centre management and parents as necessary.

2.5 Resources are arranged in an orderly manner for easy access and use by children

2.6 Centre management is informed of the any repairs needed.

3. Create an eco-friendly and a child friendly environment

3.1 Opportunities are provided for children to engage in eco-friendly learning activities.

3.2 Arrangements are made for children to preserve the animal world.

3.3 Arrangements are made for children to preserve the plant world.

3.4 Arrangements are made for children to preserve the non-living world.

3.5 Opportunities are provided for children to maintain cleanliness

Unit Descriptor: This unit covers the competencies required to create an environment that motivates the learning process and facilitates the achievement of desired learning outcomes safely and productively.


10

and orderliness at premises

Range / Context: Work connected to this unit may take place in early child hood development centers.

Creating learning environment may include organizing and utilizing respective corners (circles) relevant for different learning activities.

Corners (circles) may include - Play area (play house, swing, mat slide etc…) - Nature corner - Sand corner - Book corner - Corner for water play

- Aesthetic corner


Outdoor learning environment in PC 1.1 may include; Circles (Pond, Sand pit,…) Play area (play house, swing, mat slide, climbing frame, etc…), Nature area (Medicinal plants, Bird bath, …)

Variety of sources in PC 1.2 may include; Colleagues, Relevant documents and past experiences

Eco-friendly in PC 2.1 may include; not harmful to the environment

The tools, equipment & material required to perform this unit.

Waste material

Sand

Plant material

Animal material

Stationery

Scissors

Models

Pug clay

Measuring devices

Charts

Tools and equipment related to indoor and outdoor activities

Plants

Seeds

Cotton wool

Pictures / Visual aids

11

The performance of this unit is expected to be carried out in accordance with following documents

and standards




Cleaning schedules

Early Childhood Development Standards for Sri Lankan infants and toddlers by Family Health Bureau, Ministry of health Sri Lanka 2013

Guidelines and standards for childcare institutions in Sri Lanka

Guidelines given by the provincial authorities

Material Safety Data Sheets (MSDS)

National Child Protection Authority Act, No. 50 of 1998

Occupational Health and Safety Standards publish by National Institute of Occupational Safety and Health

Standard Operating Procedures (SOPs),

Sigithi apata saviya denna by child secretariat - 2015

Critical aspects

The assessment must confirm that the candidate is able to;

Create a safe and child friendly environment

Plan experiences that are real, motivating and challenging


UNDERPINNING SKILLS

Outdoor learning areas; o Circles o Play area o Nature area

Importance of outdoor learning areas.

National Standards to be followed in adapting outdoor learning environment.

Sources to be consulted in adapting the outdoor learning environment o Relevant documents o Colleagues o Past experiences

Factors to be considered in adapting the outdoor learning environment o Quality and standard of equipment o Best practices o Safety

Reviews related literature.

Adapts oneself and selects outdoor learning activities to suit the area wherein the early childhood care centre is located.

Adapts the outdoor learning environment to suit the learning activities under concern.

Selects appropriate learning activities.

Develops leaning corners to suit the needs of children.

Develops learning material in line with Dale’s learning cone.

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Frequency of items checks o Daily o Periodically o Annually

Classroom furniture and equipment to suit the height of children.

Classroom technical equipment

Indoor learning areas; o Corners to play with water and sand o Nature corner o Book corner o Aesthetic corner o Religious place o Junk box

Learning-teaching equipment organized in line with Dale’s learning cone – Eg: Wall charts

Importance of indoor learning areas and equipment.

Sources to be consulted in arranging the indoor learning environment o Relevant documents o Colleagues o Best practices

Frequency of items checks o Daily o Termly o Annually

Themes for eco-friendly learning activities o Animal world o Plant world o Non-living world

Waste sorting by item o Organic o Glass o Plastic o Paper o Metal

Protecting living beings o Bird baths o Food stands o Growing plants and nurturing plants o Prevention of wood cutting

Protecting the non-living environment o Soil erosion o Coastal protection o Air and water pollution o Handling garbage

The need for safety and security of the environment.

Types of communicable diseases.

Equips the classroom with utensils.

Uses charts to represent the children’s real performance levels.

Makes necessary changes in the items displayed.

Appoints monitors to oversee classroom cleanliness.

Keeps the classroom neat and tidy.

Trains pupils for systematic maintenance of the classroom.

Educates parents on the need for such training.

Plans eco-friendly activities for the protection of the living and the non-living.

Sorts waste material according to accepted standards

Updates one’s knowledge on Centre safety and security.

Takes precautions against communicable dieses and centre related hazards.

Takes action to cater to the injured and the sick.

Regularly maintains the first aid box.

13

Methods for protecting children from communicable diseases.

Centre related hazards. o Intruders, o Plants, o Animals, and, o Harmful chemicals.

Methods for protecting children

Equipment and methods for first aid




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1. Ensure a safe learning environment

1.1 Safe and secure environment favourable for children is maintained.

1.2 Action is taken to protect children from communicable diseases.

1.3 Centre premises are protected to prevent children going out and intruders and animals coming in.

1.4 Hazards in-side and out-side the Early Childhood Centre are identified and any risks involved are informed to relevant authorities.

1.5 Opportunities are provided for first aid and to care for the sick. 1.6 Emergency evacuation procedures including emergency drill are

followed.

2. Take action to ensure safety and security of buildings

2.1 Possible dangers are avoided and safety of buildings ensured

2.2 Necessary precautions are taken to ensure fire and electrical safety

2.3 Health hazards are prevented through periodical inspections and cleaning

2.4 Availability of adequate light and ventilation are ensured

2.5 Emergency security procedures are followed and necessary personnel are contacted.

3. Take action to prevent child abuse and ensure child rights

3.1 UNCRC standards are used to become aware of child rights.

3.2 Areas of child abuse are identified

3.3 Parents are made aware of child rights and the need to protect children from abuse

Unit Title: Retain security and safety of children

Unit Descriptor: This unit covers the competencies required to attend security and safety matters of an indoor and outdoor environment (at Early Childhood Care and Development Centre) as children to feel secure, safe, confident and independent


15

3.4 Instances for violation of child rights are identified and reported to

necessary parties

3.5 Instances related to child abuse are identified and actions are taken to prevent them

Range / Context:

Work connected to this unit may take place in Early Childhood Care and Development Centres.

Child maltreatment: neglect, physical abuse, sexual abuse, exploitation and emotional abuse.


Building maintenance schedules

Security maintenance plans and schedules

Log book

Equipment user manuals

Extra keys

Padlocks

Communication devises

First aid box

Fire extinguisher / alarm systems

CCTV camera (Optional)

Child safety locks

Personal Protective Equipment

The performance of this unit is expected to be carried out in accordance with following

documents and standards




Early Childhood Development Standards for Sri Lankan infants and toddlers by Family Health Bureau, Ministry of health Sri Lanka 2013

Guidelines and standards for childcare institutions in Sri Lanka under Ministry of Women and Child Affairs - 2017

Guidelines given by the provincial authorities


National Child Protection Authority Act, No. 50 of 1998

Occupational Health and Safety Standards published by National Institute of Occupational Safety and Health


Sigithi apata saviya denna, Amara Amarasinghe by child secretariat for child development centers under Ministry of Child and Women Affairs – 2015

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Critical aspects


Ensuring / maintaining maximum security and safety of child both within indoors and outdoors.

All the activities should be adhered to standards published by children’s secretariat. UNDERPINNING KNOWLEDGE UNDERPINNING SKILLS


Types of communicable diseases.

Methods for protecting children from communicable diseases.

Centre related hazards. o Children leaving the premises, o Intruders and animals coming in o Trees that can bring about harm, o Harmful chemicals.


Equipment and methods for first aid

Disaster risks and management

Dangers associated with buildings o Temporary and Condemned buildings o Damaged and leaking roofs o Doors opening to the main road o Unsafe electrical accessories o Cracked and slippery floors and stairways o Glass tops and Sharp edges o Unstable furniture

Areas for standards o class size, o partitioning, o ventilation, o heating, and, o lighting

Possible natural disasters o Floods, o Landslides o Lightening o Sand storms o Heavy breeze o Elephant threats

Child Rights Convention

Areas for child abuse

o Maltreatment o Neglect o Physical abuse o Sexual abuse o Exploitation o Emotional abuse.

Ethics related to child abuse Methods for identifying and reporting child abuse

Updates one’s knowledge on Centre safety and security.

Takes precautions against communicable dieses and centre related hazards.

Takes action to cater to the injured and the sick.

Regularly maintains the first aid box.

Conducts emergency drills

Takes actions to identify dangers

Communicates such identifications to centre management

Assists in taking action to overcome dangers

Reviews standards available for necessary aspects

Adopts standards

Attends to all children equally

Keeps an eye on children to detect instances of child abuse

Communicates such abuse to such authority

Protects children from child abuse through close observations and discussions

Maintain confidentiality of findings

17




30


1. Facilitate the development of listening skills

1.1 Activities are selected to prepare children to receive messages through listening.

1.2 Activities selected are planned.

1.3 Learning material are developed to implement the activities.

1.4 Activities planned and organized are implemented.

1.5 The listening performance of children is evaluated.

1.6 Children are provided with feedback and feedforward.

1.7 Guardians are encouraged to develop listening skills of their children at home and in the society.

2. Facilitate the development of speaking skills

2.1 Activities are selected to prepare children to deliver verbal messages.




2.5 The speaking performances of children is evaluated.


2.7 Guardians are encouraged to develop speaking skills of their children at home and in the society.

3. Facilitate the

development of pre-

reading skills

3.1 Activities are selected to prepare children for pre-reading.


3.3 Learning material is developed to implement the activities.

Unit Title: Facilitate the development of language and early literacy skills of children

Unit Descriptor: This unit covers the competencies required to facilitate the development of language and early literacy skills of the children


31


3.5 Pre-reading skills of children are evaluated.


3.7 Guardians are encouraged to develop pre-reading skills of their children at home and in the society.

4. Facilitate the development of pre-writing skills

4.1 Activities are selected to prepare children for pre-writing.




4.5 Pre-writing skills of children are evaluated.


4.7 Guardians are encouraged to develop pre-writing skills of their children at home and in the society.

Range / Context: Work connected to this unit may take place in early child hood development centres.


Guardians: Parents, Grand Parents and any other party responsible for the child


Sensorial apparatus

Sound generating equipment

Musical instruments

Reports

Flash cards

Picture boards

Story books

Signs

Audio and visual equipment

Muppets and puppets

Costumes

Panel Boards

Notice Boards

Pictures

Reference books

Stationery

Models (eg. Vehicles and animals etc.)

32






Critical aspects


Perform age and development related language activities.


UNDERPINNING SKILLS

Non-verbal signals and symbols

Attentive listening

Differentiation of sounds

Understanding messages

Appreciation of ideas

Learning-teaching material related to concepts selected

Learning theories related to language development

Standard themes for activity planning

Steps for activity planning

Criteria for evaluating performance

Methods for provision of feedback and feedforward

Methods for educating parents

Uses non-verbal signals and symbols

Facilitates attentive listening

Facilitates differentiation of sounds

Helps pupils to understand messages

Helps pupils to appreciates ideas

Selects and uses suitable learning-teaching material

Develops listening skills of children with correct understanding of language development patterns

Selects simple pictures

Conducts simple activities

Thinks creatively to help children in expressing their emotions and needs

Conducts activities maintaining the enthusiasm of pupils

Adapts methods to suit the special needs students


Makes attractive learning-teaching material

Uses the Internet to pick relevant material

Develops and maintains a book corner

Selects an environment that matches the learning needs of students

Encourages pupils to share ideas

Communicates with colleagues to make use of best practices


Makes attractive learning-teaching material

Uses eco-friendly material

Uses the Internet to pick relevant activities

Methods for preparing children for speaking

Emotions and needs of children

Methods for facilitating the expression of emotions and needs

o Non- verbal cues

o Verbal cues

Topics to initiate free conversation

Pre-reading techniques o Reading pictures & symbols o Left-right orientation

Motivational techniques for pre-reading o Selecting relevant items o Using colours o Involving in games

Learning – teaching material o Teacher made o Eco-friendly

Low cost

33

Pre-writing techniques

Exercises to develop fine motor skills - Tearing (Horizontal & vertical) - Cutting - Pasting - Colouring - Drawing

Hand-Eye coordination - Inserting beads / flowers - Drawing pictures

- Colouring within the frame - Pasting within the frame - Buttoning and lacing




34


1. Facilitate children to develop competencies related to the environment

1.1 Activities are selected to improve the awareness of children on environment related aspects.




1.5 Awareness of children on the environment related aspects are evaluated.


1.7 Guardians are encouraged to improve environment related aspects of children at home and in the society.

2. Facilitate children to develop

logical thinking and mathematical

skills

2.1. Activities are selected to develop logical thinking and mathematical skills of children,

2.2. Activities selected are planned.

2.3. Learning material is developed to implement the activities.

2.4. Activities planned and organized are implemented.

2.5. The performance of children in logical thinking and mathematical skills are evaluated.

2.6. Children are provided with feedback and feedforward.

2.7. Guardians are encouraged to develop logical

Unit Title: Facilitate the development of cognitive skills of children

Unit Descriptor: This unit covers the competencies required to support children in understanding the world around them, demonstrating logical thinking and mathematical skills, and engaging approaches to learning such as curiosity, initiative and persistence.


35

thinking and mathematical skills of their children at home and in the society.

3. Facilitate children to develop a

variety of approaches to learning

3.1 Activities are selected to prepare children on approaches to learning




3.5 The listening performance of children is evaluated.


3.7 Guardians are encouraged to develop listening skills of their children at home and in the society.

Range / Context:

Work connected to this unit may take place in Early Childhood Care and Development Centers.

environment related aspects in PC 1.1 include the living world, non-living world and the community

wherein the child lives.

logical thinking and mathematical skills in PC 2.1 include cause and effect, comparison,

measurement, spatial relationship, numbers and inquiring mind

approaches to learning in PC 3.1 include

Curiosity, initiative and persistence, and

Creativity and imagination, and

Problem solving


Tools such as building blocks, and

Materials from the environment are

required for play & learning activities






36

Critical aspects


Plan activities to develop explorative skills, thinking skills, collaborative and cooperative skills, leadership skills, and learning skills in children.


UNDERPINNING SKILLS

Living world

Non-living world

Community wherein the child lives.

Numbers

Cause and effect relationships

Spatial relationships

Comparison

Measurement

Inquiring mind

Curiosity, initiative and persistence

Creativity and imagination

Problem solving

Age appropriate abilities and activities

Knowledge on multicultural, social and religious practices

Basic knowledge on child psychology and psychological disorders

Methods to encourage cognitive stimulations of all five senses

Age appropriate play and learning activities

Approaches to learning

Activities to develop logical thinking and mathematical concepts

Activities to develop environmental awareness

Planning of activities

Development of learning materials

Performance evaluation

Team work

Record keeping

Reading

Relevant Language Skills

Verbal and nonverbal Communication

Active listening and understanding

Empathy

Observation

Creativity skill,

Imagination skill

Problems solving skill

Mathematical skill

Interpersonal skill

Skills in identification of environmental awareness.




37


1. Facilitate Children to develop social relationships

1.1 Activities are selected to develop social skills in children.




1.5 The social skills developed in children are evaluated.


1.7 Guardians are encouraged to help children develop social skills at home and in the society.

2. Facilitate Children to develop emotional skills

2.1. Activities are selected to develop emotional skills in children




2.5. Emotional skills developed in children are evaluated.


2.7. Guardians are encouraged to develop emotional skills of children at home and in the society.

Range / Context: Work connected to this unit may take place in Early Childhood Care and Development Centers

Unit Title: Facilitate the development of emotional and social skills of children

Unit Descriptor: This unit covers the competencies required to facilitate personal, emotional and social development of child through example and learning activities


38

social skills

• Relationships with adults,

• Relationships with pears, and

• Pro social behaviours

emotional skills

Self-concept

Self-control

Self-expression


Orderliness within and outside classroom may include Handling and Placing each item in its due place (Hanging bags and bottles in place/s meant for the same) Replacing items in its proper place after use

Cleaning equipment may include Brooms, ekle brooms, brushes, dust bins, dust pans, mammoty, garden tools and dusters

Positive moral and emotional behaviour may include following

Displaying pleasing manners

Using kind and pleasant words at all times by self and encouraging children to do the same

Encouraging children to respect themselves and others

Children encouraging to respect one's own culture and others culture

Displaying collective responsibility of protecting and preserving school property and other material

Withstanding difficult situations, control of anger, expressions of sadness and pleasure, accepting victory & defeat alike, facing fear

Role plays may include planned so as to provide children opportunities to express feelings, use language freely, enhance literacy & numeracy and also to learn without failure

Pro social development may include displaying interpersonal relationships specified above

Anti-social behaviour may include displaying qualities such as anger, aggressiveness, selfishness, non -cooperation with peers, disobedience, destructiveness, jealousy, bullying


Brushes

Dust bins,

dust pans

Mammoty

Garden tools

Ekle brooms

Cultural costumes

Play house

Brooms

Pictures

Stories

Videos

Materials for organizing get to gathers such as parties and voluntary works

39






Critical aspects


Select events that promote socio-emotional skills in children

Develop material required for the events

Reinforce children with correct behaviour


UNDERPINNING SKILLS

Interpersonal relations

Social Learning theories of Alfred Bandurah Watson Skinner

Emotional intelligence by Daniel Goldman

Moral development-J. Piaget

Moral development stages by Lawrence Colberg

Behavior disorders in children

Productivity concept

Different cultural values

Awareness of soft skills

Communication skills

Housekeeping skills

Interpersonal skills

Soft skills

Teaching skill




40


1. Facilitate children to develop fine motor skills

1.1 Activities are selected to prepare children to develop fine motor skills.




1.5 The performance related to fine motor development of children is evaluated.


1.7 Guardians are encouraged to develop fine motor skills of children.

2. Facilitate children to develop gross motor skills

2.1 Activities are selected to prepare children to develop gross motor skills.




2.5 The performance related to gross motor development of children is evaluated.


Unit Title: Facilitate the development of health and physical skills of children

Unit Descriptor: This unit covers the competencies required to develop health and physical skills of children through activities.


41

2.7 Guardians are encouraged to develop gross motor skills of children.

3. Facilitate children to develop skills related to personal safety

3.1 Activities are selected to improve the awareness of children on personal safety.




3.5 Awareness of children on the personal safety related aspects are evaluated.


3.7 Guardians are encouraged to improve personal safety related aspects of children at home and in the society.

4. Facilitate children to develop skills related to healthy living

4.1 Activities are selected to improve the awareness of children on healthy living practices.




4.5 Awareness of children on the healthy living practices related aspects are evaluated.


4.7 Guardians are encouraged to improve healthy living practices related aspects of children at home and in the society.

Range / Context: Work connected to this unit may take place in Early Childhood Care and Development Centers

This unit aims at developing creativity and imagination of the child through psycho-motor skills.

fine motor skills include; Hand and eye coordination for smaller movements that occur in the wrist, hand, fingers and palm

gross motor skills include; Movement and coordination of arms, legs and other large body parts (Major muscles)

42

personal safety includes; actions to be taken at a disaster situation (Flood, Tsunami, Fire, etc…), preventing accidents and child abuse, and awareness of child rights.

healthy living practices include; Hand washing practices, Dining etiquettes, Cleanness, Positive attitudes, Toilet training, Healthy eating habits.


Play area in PC 1.1 may include; Areas for swing, climbing frame, balancing bar, mat-slide, seesaw, etc…

learning activities in PC 1.1 may include; play activities like drawing, colouring, hand work, clay work, moulding, cutting, pasting, crunching, etc…

Most appropriate equipment provided may include swing, climbing frame, balancing bar, balls, bean bags, used tyres, mat-slide, etc.

Most appropriate material may include pug clay, paper, sand, ekel, seeds, glue, cords, large buttons, pastel, colour pencils, natural and waste materials, etc...

activities in PC 1.4 may include out-door activities such as running, walking on lines, climbing, balancing, catching and throwing jumping, skipping, galloping, rolling, etc


Round edged scissors

Plastic/rubber ball

empty cartons

Spoons

Pug clay

paper

sand

ekel

seeds

paper plates

Paints

Templates

Suitable / Waste material

Brushes

Straws

Glue

Cords

large buttons






Safety procedure

Provincial statues

43

Critical aspects


Establish correct motor co-ordination in all activities to be provided according to the age, ability and nature.

Provide activities to suit changing conditions, facilities and the choice / interest of children.


UNDERPINNING SKILLS

Fine motors skills

Importance of development of fine motor skills of children

Activities relevant to development of fine motor skills of children

Gross motors skills

Importance of development of gross motor skills of children

Activities relevant to development of gross motor skills of children

Emergency situations such as disasters and accidents.

Child abuse

Child rights

Activities relevant to development of healthy living practices of children

Theory of multiple intelligence by Howard Gardener

Ideas of Rousseau

Theory of Cognitive development by Jean Piaget

Learning teaching methodology

Maslow’s’ needs hierarchy

Knowledge on gross and fine motor skills

Safety procedures

Physical education

Identification of child development milestones and deviations

Motor development – Fine and gross

Activities related to motor development

Planning of activities

Development of learning materials

Performance evaluation

Feedback and feedforward

Observation skills

Creative skills

Planning and organizing skills


Aesthetic skills

Ability to perform physical activities

Intrapersonal skills

Teaching skill


44



45


1. Facilitate Children to develop skills in music

1.1 Activities are selected to develop skills in music.




1.5 The performance of children in music is evaluated.


1.7 Guardians are encouraged to develop music-related skills of children

2. Facilitate Children to develop skills in dance

2.1. Activities are selected to develop skills in dance.




2.5. The performance of children in dance is evaluated.


2.7. Guardians are encouraged to develop dance-related skills of children

3. Facilitate Children to develop skills in art

3.1 Activities are selected to develop skills in art.


Unit Title: Facilitate the development of aesthetic skills of children

Unit Descriptor: This unit covers the competencies required to promote creativity and aesthetic skills in the child by providing relevant opportunities, facilities and guidance


46



3.5 The performance of children in art-related activities is evaluated.


3.7 Guardians are encouraged to develop art-related skills of children

4. Facilitate Children to develop skills in drama and theatre

4.1 Activities are selected to develop skills in drama and theatre.




4.5 The performance of children in activities related to drama and theatre is evaluated.


4.7 Guardians are encouraged to develop skills related to drama and theatre in children

Range / Context: Work connected to this unit may take place in early child hood development centers.

Music in PC 1.1 include singing, playing musical instruments and appreciation of music.

Dance in PC 2.1 include rhythmical movements

Art in PC 3.1 include drawing, sculpture and carving

Drama and Theatre in PC 4.1 include acting, miming, imitating, facial expression and voice control


Scripts suitable for children

Audio, video and digital equipment

Jewellery

Costumes

Make-up materials

Material for decorations (Natural and artificial)

Coloured pencils, paper and paints

Brushes of different sizes

Musical instruments

47






Critical aspects


Plan and present events related to music, dance, art and drama & theatre

Manage events efficiently and effectively


UNDERPINNING SKILLS

Children’s songs

Musical instruments

Bands (Eastern & Western)

Dance for children

Drums and other instruments frequently used for dance

Costumes

Accessories such as mask and headdress

Methods for make-up

Stage decorations

Art related to children

Use of matching colours

Using natural material to develop colours

Sculpture methods

Stencil types

Dramas for children

Items for concerts

Voice control techniques

Sound balance

Costing and Budgeting

Ideas / concepts of an early child hood education

Mahatma Gandhi Rabindranath Tagore J.J. Russo, John Dewy, Maria Montessori Fredric Fobel Margret McMillan Arnold Gessal Howard Gardener – Multiple

Singing

Playing musical instruments

Developing prototype equipment

Performing children’s dances

Training children for dance

Using drums and other instruments

Develop prototype equipment

Dressing children and application of make-up

Decorating stage and oil lamps

Selection of paper and paints

Prepare invitation cards

Prepare accessories

Use of stencils

Selecting dramas for children

Writing scripts

Selecting actors for different roles

Selecting costumes

Dressing children

Developing acting skills in children

Preparing children for concert

Event management skills such as

Decorating stage

Conducting rehearsals

Making cost estimates and budgets

Networking with media personnel

Receiving guests and organizing refreshments

48

intelligence

Knowledge on fine arts

Basic child Psychology

Knowledge on developing creativity / imagination of child

Knowledge on customs, values, cultural differences and ethnicities

Deciding on seating arrangements

Ability to play musical instruments

Singing skills

Narrative skills

Acting skills

Drawing skills

Manipulative skills

Teaching skill




49


1. Take action to maintain health standards of children

1.1 Children are made aware of healthy living practices through stories, songs, poems, plays and life experiences

1.2 Healthy living practices, orderliness and cleanliness in work & dress and table manners of children are observed for corrective action

1.3 Parents prepared to help children in the maintenance of personal hygiene, healthy living practices and immunization

1.4 The health status of children is investigated through periodic visits of family health service officers.

1.5 Health records are maintained on an individual basis

1.6 Physical, social and psychological behaviours different from normal children are brought to the notice of parents and parents are made aware on the need for medical advice and attention

1.7 Discussions are conducted with other staff members on the interventions of the ECCD centre.

2. Take action to maintain nutrition standards of children

2.1 Children are made aware of nutritious food and healthy food habits.

2.2 The meals taken by children are observed daily to ensure a nutritious meal for every child.

2.3 Parents are prepared to provide their children

Unit Title: Care for children’s health and nutrition

Unit Descriptor: This unit covers the competencies required to improve and maintain health and nutrition of a child.


50

with nutritious foods.

2.4 The nutrition status of children is investigated periodically through health officers.

2.5 Nutrition records of children are maintained on an individual basis.

2.6 Children with nutritional problems are brought to the notice of parents and the parents are made aware on the need for medical advice and attention.

2.7 Action is taken by the ECCD Centre to uplift the nutritional standard of the children or channel the services of relevant organisations for the purpose.

3. Take action to maintain physical environment related to health and nutrition

3.1 Arrangements are made for clean water and sanitary facilities.

3.2 A sick room and first aid box are maintained with adequate medicines and material required.

3.3 Communication channels are maintained to inform parents in emergency situations.

3.4 Plots are maintained at the ECCD Centre premises to give an experience for children about the importance of gardening.

3.5 A kitchen is maintained at the ECCD Centre for the provision of nutritious food for children, if necessary.

Range / Context:

Work connected to this unit may take place in early child hood development centers.


Healthy Living Practices may include; washing of hands before meals, correct use of toilets, cleanliness of hair and teeth, drinking clean water, and maintenance of personal hygiene


Health records and charts

Details of food and their nutritional values

First aid box with necessary equipment and material

Visuals

Weighing balance

51

Measuring tape

Mattress






Critical aspects

The assessment much confirm that the candidate is able to:

Organize of health checks of children and parent education programs on caring child’s health and nutrition

UNDERPINNING KNOWLEDGE UNDERPINNING SKILLS

Food Pyramid

Functions of Food

Contribution of food for Physical, Sociological and Psychological Development

Functions of Nutrients such as Carbohydrates, Proteins, Fat, Vitamin, Minerals and Water

Nutritional Deficiencies

Mal-nutrition

Under nutrition

Preparation of plans for balanced meal

Importance of the Morning Meal

Nutritional Problems and Diseases such as Constipation, Anaemia

Communicable Diseases such as Mumps

Eye diseases

Colds

Non-Communicable Diseases such as

Diarrhoea

Food Poisoning

Immunisation programmes for children

Actions to be taken in emergency situations such as exposure to poisonous animals and pesticides

Items to be maintained;

First Aid Box

Sick Room

Health and nutrition in general

Nutrition requirements of children

Balance diet and diet formulae

Select relevant material for developing healthy living practices in children

Diagnose nutritional problems of children

Manage meal time

Collaborate with parents for providing healthy meals

Organize health promotion activities

Diagnose health problems and diseases

Make parents aware on the diseases diagnosed

Provide First Aid

Maintain Child Hygiene

Hand washing

Wearing clean clothes

Keeping hair, nails and body clean

Make the child active by providing opportunities for exercises

Organize breaks during the day

Protect ECCD Centre from health hazards

Disinfecting

Social Distancing

Record events and maintain records

First aid skills

Observation skills

Skills in identification of common diseases and physical / behavioural disorders

Demonstration skills

Organizing skills


Teaching skill

52

Identification of diseases/disorders

Common infectious diseases

Knowledge on first aid

Parental awareness of health and nutrition

Different behaviour

Developmental delays such as hearing, speech and visual delays

Stress management

National immunization programme




53


1. Refer special needs children

for medical support

1.1 A checklist is selected to identify special needs children. 1.2 All children in the classroom are observed using the

checklist. 1.3 Special needs children are selected 1.4 Friendly discussions are conducted with relevant

parents to confirm the special needs situation of the children.

1.5 The school management is made aware of the findings 1.6 Parents are invited to the school to direct them for

medical support 1.7 Children who cannot be provided with inclusive

education are directed to unitary schools

2. Plan for learning of special

needs children

2.1. A personal file is opened for every special needs child incorporating the medical reports.

2.2. Medical advice is followed by the teacher and the parents

2.3. Learning activities are planned according to medical advice

2.4. Learning activities planned for other children are adapted to suit special needs children.

3. Implement the plans

formulated 3.1 Learning material is developed to implement the activities.


3.3 Learning-teaching plans are adapted as suitable.

3.4 Learning of children are assessed and evaluated.


4. Encourage guardians to support children at home

4.1. Psychological state of the guardian is enhanced.

4.2. Guardians are informed of the physical, psychological,

social and emotional needs of the children.

Unit Title: Attend to children with special needs

Unit Descriptor: This unit covers the competencies to be developed by teachers in providing support and assistance to special needs children.


54

4.3. Guardians are trained to conduct relevant activities for

children at home.

4.4. Guardians are guided to seek for medical support

regularly.

4.5. Guardians are met regularly to find the progress of the

children.

4.6. Children’s files are maintained on the basis of the

information received.

4.7. Special needs children are evaluated regularly using the

information.

Range / Context:

Work connected to this unit may take place in Early Childhood Care and Development Centers.

Special needs of children include;

Learning disabilities such as Slow learners, Language Disabilities, Dyscalculia, Dyslexia, Dysgraphia, Dyspraxia

Sensory deficit such as visual and hearing impairments.

Global development delays including Cerebral Palsy, Down’s syndrome

Specific development delays identified including Autism Spectrum Disorder

Disruptive and impulse control disorders identified including Attention Deficit Hyperactivities Disorder (ADHD), conduct disorders


Activities of daily living may all the self-help activities including; bathing, dressing, combing, tooth brushing, toileting, positioning, eating, sleeping, resting, walking


Stationery

Computer with accessories

Internet facility



Starting Right (Guide line for child development centres)

Standard Forms and Formats



Occupational Health and Safety Standard

Guidelines and standards for childcare institutions in Sri Lanka

National Child Protection Act, No. 50 of 1998

55

Prevention of Domestic Violence Act, No. 34 of 2005

Critical aspects


Select children with special needs correctly

Direct children to right people and places

Attend to their learning with customized learning-teaching plans

Make correct evaluation of progress

Establish and maintained appropriate relationship with child who have special needs

Provide appropriate support to child with special needs


UNDERPINNING SKILLS

Checklists available for identifying special needs children

Classification types

Visual impairment

Hearing impairment

Slow learners

Emotional problems

Behavioural problems

Autism

Physical disorders

Down syndrome

Mental disorders

Anxiety

Phobia

Communication problems

Gifted

ADHD

Epilepsy

Basic knowledge of different types of special needs and their effects on child’s need

Understanding of support requirements for child with special needs

Different religious, cultural, spiritual, physical, specific knowledge of particular groups or issues

Legislative provision in relation to the rights of child with disabilities

Basic knowledge of human, social, psychological, cognitive and physical development

Relevant support equipment (and technologies) and related occupational health and safety requirements regarding their use

Impact of particular types of disability

Use checklists developed for identifying special needs children

Observation on the basis of checklist

Conduct friendly discussions

Opening and maintaining of files

Active listening

Empathy

Improving psychological state of others

Polite speaking

Attending to ethics

Interpersonal skills appropriate to work with child with special needs

Language skills and techniques

Communication

Team work

Negotiation

Use of equipment

Interpersonal communication

Tender loving care

56

Occupational health and safety guidelines

Cultural factors affecting child with special needs requirements

Tender loving care techniques




57


1. Communicate and collaborates effectively with all relevant parties

1.1. Verbal and non-verbal communication methods are used to facilitate the learning – teaching process

1.2. Offers for public speaking are promptly accepted 1.3. Responsibilities issued by the management are accepted and the

progress is reported back to the same. 1.4. Co-operation and collaboration are established with other

members of the staff for continuous improvement of one’s own duties and responsibilities

1.5. Resource persons and external organizations are channelled as and when required to make centre events more effective

1.6. A sound rapport is established with the parents to make them aware on the holistic development of the children and the progress they are making towards it.

1.7. Sound public relations are maintained to obtain the assistance, cooperation and involvement of stakeholders and well-wishers in centre activities

2. Demonstrate creativity and critical thinking

2.1 Creativity and critical thinking encouraged in children during the learning-teaching process

2.2 Opportunities are selected and activities are designed for developing creativity and critical thinking in children

2.3 Best practices are used to develop one’s own creativity and critical thinking to align oneself with 21st century early childhood care and development needs

3. Develop professional qualities

3.1 Subject Matter Knowledge (SMK) is continually updated

3.2 Technology Pedagogical and Content Knowledge (TPACK) is continually updated.

3.3 Values and ethics related to the profession are identified and followed

3.4 Emotions are managed in dealing with the pupils, parents and the community

Unit Title: Carryout continuous professional development

Unit Descriptor: This unit covers the competencies related to Learning Skills (4Cs - Creativity, Critical Thinking, Communication and Collaboration), Literacy Skills (Information, Media and Technology) and Life Skills (Flexibility, Leadership, Productivity and Social).


58

3.5 Personality is developed to suit the needs of the vocation under concern

3.6 Continuous professional development is sought to upgrade one’s own SMK and PCK.

Range / Context:

Work connected to this unit may take place in early child hood development centers.

Subject Matter Knowledge (SMK) represents the knowledge of the subject taught

Pedagogical Content Knowledge (PCK) represents the learning-teaching methodology adopted.


Sensorial Apparatus

Sound Generating Equipment

Musical Instruments

Pictures

Picture Boards

Flash Cards

Panel Boards

Notice Boards

Stationery

Models (eg. Vehicles and animals etc.)






Documents such as Reference Books and Reports related to 21st Century Early Childhood Care and Development (ECCD), Record Books, Log Books and Stock Books

Critical aspects


Update knowledge on aspects relevant to professional development.

Think creatively and critically in instructional planning.

Conduct activities providing opportunities for developing 4cs.


UNDERPINNING SKILLS

Types of stakeholders o Pupils o Managers o Colleagues

Communicates effectively with following stakeholder groups to maximize services provided

o Pupils

59

o Resource persons and external organizations

o Parents o Community and well- wishers

Types of assistance sought and

benefits obtained

Learning areas for developing creativity and critical thinking

Methods for developing creativity and critical thinking

Best practices for developing creativity and critical thinking

21st century early childhood care and development needs

Knowledge to be developed; o SMK o PCK

Methods for updating knowledge o Face to face instruction o Distance learning

The code of ethics related to the profession

Personality Traits o Attitude towards teaching o Ability to change the behaviour of pupils o Ability to work with others o Empathetic listening o Leadership o Motivating Stakeholders o Love and Care o Dress Code

o Managers o Colleagues o Resource persons and external organizations o Parents o Community and well- wishers

Selects activities suitable for developing creativity and critical thinking in relation to development domains under concerns

Applies appropriate methods in developing creativity and critical thinking

Uses innovative learning-teaching aids for developing creativity and critical thinking

Adopts creative learning-teaching methods that facilitate creativity and critical thinking

Imparts knowledge relevant to the age of the children

Uses technology to make learning interesting to the students

Makes learning a memorable experience for the children

Follows the code of ethics

Makes sure that nobody is left behind

Demonstrates personality traits relevant to early childhood teacher




60

Unit Title: : Demonstrate ability to work in teams

Unit Descriptor : This unit covers the competencies required to work collaboratively and in

cooperation with others, and identify roles & responsibilities of members

of the team.

Unit Code: M80S004BU01


1.Understand team

role and scope

1.1 Formal and informal teams and their roles and limitations are identified in workplace

1.2 Responsibilities, characteristics and relationship of team members are explained to accomplish team goals

2.Participate as a team

member

2.1 Different forms of communication are used with team members to contribute to team objectives

2.2 Appropriate contribution (participation) is made to the team to meet team goals

2.3 Safety of team members is ensured when performed work operations appropriately

2.4 Different viewpoints and ideas are respected as required to meet team goals

2.5 Collective decisions are accepted as required to meet team goals

3. Maintain productive

group relations

3.1 Individual’s role and responsibility within the team is clearly identified

3.2 Other’s roles and responsibilities are identified and understood

3.3 Harmonious relations are maintained and respected within the team and with others

Range/Context:

61

The performance of activities included in this unit may take place in workplace and will include but

not be limited to identifying individual’s and other’s roles and responsibilities within the team and

maintaining harmonious relations.

Critical Aspects:


Achieve team goals and individual goals

Follow designated work plan for the job

Respect to other’s ideas


Tools/ instruments and equipment Documents/References/Standards

Depending on the job assigned to the team for the purpose of assessing this unit, required tools, equipment and material will be provided.

Work plans

Manuals

Handbooks

General rules and norms guiding team behavior

Underpinning Knowledge Underpinning Skills

Simple concepts of team behaviour

Elementary group dynamics

Basic knowledge in social and demographic structures

Work effectively and comfortably as a member of a team

Patient

Understand others

62

Unit Title: : Adopt occupational health and safety procedures in the ECCD Centre.

Unit Descriptor : This unit describes the performance outcomes required to select and

follow safety and emergency procedures in the ECCD Centres, follow

safety procedures when using tools and equipment, and demonstrate

individual responsibility for safety and emergency response in the event

of an accident or incident.

Unit Code: M80S004BU02


1. Selects and

follow safety

procedures in

the ECCD

Centre

1.1 Procedures relating to personal safety are followed.

1.2 Unsafe situations and hazards/risks are identified and reported.

1.3 Machinery and equipment breakdowns are identified and reported.

1.4 Fire hazards are identified

1.5 Different fire protection equipment, material and methods for extinguishing different types of fires are identified and used as required

1.6 Procedures and safety requirements for handling and storing dangerous goods and hazardous substances are identified and followed

1.7 Handling procedures and ergonomic parameters are identified and followed

1.8 Participation in health and safety awareness programmes is ensured.

1.9 Appropriate Personal Protective Equipment are selected and used according to organisation’s requirements & manufacturer’s instructions

1.10 First aid procedures are performed as needed

1.11 Checklists for safety and health are followed as required.

2. Select and

follow

emergency

procedures

2.1 Mechanical, electrical, chemical and biological hazards are identified and reported.

2.2 Emergency procedures available for illness and accidents are identified and followed.

2.3 Emergency protection areas and fire exits are identified and

63

safety warning alarms and evacuation procedures are followed.

2.4 Availability of firefighting appliances, equipment and facilities are ensured for emergency use and application.

2.5 Persons who can help in emergency situations, accidents and sicknesses are identified in advance and contacted as necessary.

2.6 Documents related to accidents and emergency situations are maintained.

Range/Context:

Activities included in this unit may take place in a work place, and will include but not be limited to

identifying potential hazards, taking effective preventive action to control or minimise such hazards,

using personal protective equipment, using fire extinguishers and maintaining records of safety

related activities.


Workplace procedures must include procedures for:

o Selecting and using personal protective equipment (PPE)

o Identifying hazards

o Emergency, fire and accident

o Regular cleaning of Uniforms

First aid procedures may include but not be limited to treatment of minor cuts, bruises and burns, applying bandages and tourniquets, and neutralising the effects of corrosive substances.

Relevant persons must include:

Those holding a current recognized qualification in any of the following:

First aid

Cardiopulmonary resuscitation

Fire warden and workplace evacuation

Occupational or work health and safety representative.

Persons are Guardians, ECCD Centre Managerial Staff, Medical Personnel, Fire Fighters, and the like.

Critical Aspects:


Predict and keep aware of potential hazards

Adhere to safety precautions

64

Use most appropriate tools for a task


Tools/ instruments and equipment Documents/References/Standards

Safety signs and symbols

Posters

Coloured barricaded tape and paint

Appropriate machine guards

Machine and safety devices

Safety shoes

Goggles

Gloves

Ear protectors

Safety belts

Helmets

First aid box with essential items

Fire protection equipment

Health & safety procedure manual

Organisation’s health & safety procedure manual

Health & safety procedure manual

Factories’ Ordinance No.45 of 1942 and its amendments

Underpinning Knowledge Underpinning Skills

Individuals must be able to demonstrate

knowledge of:

basic aspects of relevant OHS legislation,

including:

Employer responsibilities for workplace

Employee responsibilities to participate in health and safety practices

Employee responsibility to ensure own work practices protect the safety of self, other workers and other people in the workplace

roles of work place personnel personal safety

in workshop, including:

Hearing protection

Skin protection

Protective clothing

Protective footwear

Eye protection manual handling, including:

Storing items

Learning skills to: Locate sources of information relating to

safety requirements.

Reading skills to: Interpret information from manufacturer and

literature when seeking procedures required

carrying out work safely.

Writing skills to: Legibly and accurately enter information into

work place safety documents and check

sheets.

Oral communication skills to: Clarify instructions inform personnel of work

place hazards.

Numeracy skills to: Match hazardous material weights and

volumes to safety data sheets (SDS) and work

instructions.

Planning and organizing skills to: Plan own work requirements to achieve

65

Planning the lift

Using correct lifting techniques and equipment

work place practices, including:

Housekeeping

Observing personal hygiene

Identifying slip hazards and trip hazards

OHS symbols and signs, Machine and

equipment safety, including:

Using machine guards

Electrical tools, including: - Checking before use faulty

equipment tagging and isolation procedures

- Dangers of using electrical tools

around water

Electrical Hazards emergency procedures, including:

Personnel responsibilities

Evacuation procedures and assembly points.

required outcomes while working according

to safety requirements.

Self-management skills to: Follow work place safety requirements

without constant supervision identify and

look after own safety.

Problem solving skills to: recognize when unsure of safety procedures

and seek help

Recognize potential workplace hazards and

take action.

66

Section 3

CBT CURRICULUM

FOR THE OCCUPATION OF


NVQ Level 4

Section 2 : Competency Based Curriculum

Content Code No. Duration Page

1. Principles of early childhood education M80S004M01 46 73

2. Educational psychology M80S004M02 52 75

3. Child development M80S004M03 42 77

4. Curriculum planning, organizing and Implementing M80S004M04 52 79

5. Supporting children’s motor development M80S004M05 44 81

6. Children’s language and early literacy

development

M80S004M06 44

83

7. Supporting children’s cognitive development M80S004M07 44 85

8. Children’s social and emotional development M80S004M08 42 87

9. Supporting children’s aesthetic development M80S004M09 42 89

10. Health, safety and nutrition M80S004M10 48 91

11. Teaching learning material development M80S004M11 30 94

12. Managing the Early Childhood Development

Centre

M80S004M12 42 96

13. Assessment of child development M80S004M13 42 98

14. Children with special needs M80S004M14 42 100

15. ECCD Teacher as a Professional M80S004M15 42 102

16. Team Work M80S004BM01 24 104

17. Occupational Safety & Health and Environmental

Aspects M80S004BM02 42 105

67

Competency Profile

Duties Tasks

A. Plans learning-teaching activities

A1. Identify Child

A2. Break down the

learning-

teaching

process

A3. Prepare

Learning-

Teaching

Activities

A4. Prepare for

assessment

and evaluation

B. Prepares to organize and implement learning-teaching activities

B1. Demonstrates preparedness for organizing prior to activity implementation

B2. Demonstrates preparedness for implementing learning–teaching activities

B3. Demonstrates preparedness to promote learning through assessment and evaluation

C. Creates an appropriate learning-teaching environment

C1. Adapts the learning environment to facilitate learning activities

C2. Creates a learning environment to facilitate indoor activities

C3. Creates an eco-friendly and a child friendly environment

D. Takes action to maintain security and safety of children

D1. Ensures a safe learning environment

D2. Takes action to ensure safety and security of buildings

D3. Takes action to prevent child abuse and ensure child rights

E. Facilitates the development of language and early literacy skills of children

E1. Facilitates the development of listening skills

E2. Facilitates the development of speaking skills

E3. Facilitates the development of pre-reading skills

E4. Facilitates the development of pre-writing skills

F. Facilitates the development of cognitive skills of children

F1. Facilitates

children to

develop

competencies

related to the

environment

F2. Facilitates children to develop logical thinking and mathematical skills

F3. Facilitates children to develop a variety of approaches to learning

68

G. Facilitates the development of emotional and social skills of children

G1. Facilitates

Children to

develop social

relationships

G2. Facilitates Children to develop emotional skills

H. Facilitates the development of health and physical skills of children

H1. Facilitates

children to

develop fine

motor skills

H2. Facilitates children to develop gross motor skills

H3. Facilitates children to develop skills related to personal safety

H4. Facilitates children to develop skills related to healthy living

I. Facilitates the development of aesthetic skills of children

I1. Facilitates Children to develop skills in music

I2. Facilitates Children to develop skills in dance

I3. Facilitates Children to develop skills in art

I4. Facilitates Children to develop skills in drama and theatre

J. Cares for children’s health and nutrition

J1. Takes action to maintain health standards of children

J2. Takes action to maintain nutrition standards of children

J3. Take action to maintain physical environment related to health and nutrition

K. Attends to children with special needs

K1. Refers special needs children for medical support

K2. Plans for learning of special needs children

K3. Implements the plans formulated

K4. Encourages guardians to support children at home

L. Takes action for one’s own continuous professional development

L1. Communicates and collaborates effectively with all relevant parties

L2. Demonstrates creativity and critical thinking

L3. Develops professional qualities

M. Demonstrate ability to work in teams

M1. Understand team role and scope

M2. Participate as a team member

M3. Maintain productive group relations

N. Adopts occupational health and safety procedures in the ECCD Centre.

N1. Selects and follows safety procedures in the ECCD Centre

N2. Selects and follows emergency procedures

69

Programme Structure

Competency Area Module

Co

mp

ete

nc

ies

Time

No. Title Institutional

Theory

Practical

Basic Modules M80S004M01 Principles of early childhood

education

26 20

M80S004M02 Educational psychology 30 22

M80S004M03 Child development 26 16

M80S004M12 Managing the Early

Childhood Development

Centre

26 16

B

Prepare to

organize and

implement

learning-

teaching

activities

M80S004M04 Curriculum planning,

organizing and Implementing

B1-B3

30 22

C Create an

appropriate

learning –

teaching

environment

C1-C3

A

Plan learning –

teaching

activities

M80S004M05 Children’s Health and motor

development

A1-A4

26 18

H Facilitate the

development of

health and

physical skills of

children

H1-H4

A

Plan learning –

teaching

activities

M80S004M06 Children’s language and early

literacy development

A1-A4

26 18

E Facilitate the

development of

language and

early literacy

skills of children

E1-E4

A

Plan learning –

teaching

activities

M80S004M07 Children’s cognitive

development

A1-A4

26 18

F Facilitate the

development of

cognitive skills

of children

F1-F3

70

A

Plan learning –

teaching

activities

M80S004M08 Children’s social and

emotional development

A1-A4

26 16

G Facilitate the

development of

emotional and

social skills of

children

G1-G2

A

Plan learning –

teaching

activities

M80S004M09 Children’s aesthetic

development

A1-A4

26 16

I Facilitate the

development of

aesthetic skills

of children

I1-I4

D

Take action to

maintain

security and

safety of

children

M80S004M10 Health, safety and nutrition D1-D3

30 18

J Care for

children’s

health and

nutrition

J1-J3

E Facilitate the

development of

language and

early literacy

skills of children

M80S004M11 Teaching learning material

development

E1-E4 18 12

F Facilitate the

development of

cognitive skills

of children

F1-F3

G Facilitate the

development of

emotional and

social skills of

children

G1-G2

H Facilitate the

development of

health and

physical skills of

children

H1-H4

I Facilitate the

development of

aesthetic skills

of children

I1-I4

71

E Facilitate the

development of

language and

early literacy

skills of children

M80S004M13 Assessment of child

development

J1-J3 26 16

F Facilitate the

development of

cognitive skills

of children

E1-E4

G Facilitate the

development of

emotional and

social skills of

children

G1-G2

H Facilitate the

development of

health and

physical skills of

children

H1-H4

I Facilitate the

development of

aesthetic skills

of children

I1-I4

K Attend to

children with

special needs

M80S004M14 Children with special needs K1-K4 26 16

L Take action for

one’s own

continuous

professional

development

M80S004M15 ECCD Teacher as a

Professional

L1-L3 26 16

M Demonstrate

ability to work

in a team

M80S004BM01 Team Work M1-M2 12 12

N Adopt

occupational

health and

safety

procedures in

the ECCD

Centre.

M80S004BM02 Occupational Safety & Health

and Environmental Aspects

N1-N2 24 18

Total 430 290

720

72

Mapping Table

Qualification Relevant Units Relevant Modules

M80S004Q1L4 M80S004U01+

M80S004U02+

M80S004U03+

M80S004U04+

M80S004U05+

M80S004U06+

M80S004U07+

M80S004U08+

M80S004U09+

M80S004U10+

M80S004U11+

M80S004U12+

M80S004BU01+

M80S004BU02

M80S004M01+

M80S004M02+

M80S004M03+

M80S004M04+

M80S004M05+

M80S004M06+

M80S004M07+

M80S004M08+

M80S004M09+

M80S004M10+

M80S004M11+

M80S004M12+

M80S004M13+

M80S004M14+

M80S004M15+

M80S004BM01+

M80S004BM02

73

Module Title Principles of early childhood education

Module Code M80S004M01

Module Type Core Competency

Duration (Hrs.) 46 Hrs

Learning Outcomes After completion of this module the trainee will be able to:

● explain historical backgrounds and factors affected for the evolution of the early childhood education.

● explain the different theoretical and philosophical foundations of preschool education and applications on current thoughts.

● practice the knowledge gained on different approaches of early childhood education to Sri Lankan preschool environment.

Learning Content Theory:

● Concepts of Early Childhood Care and Development

o Early Childhood

o Care

o Growth

o Development

o Early Childhood Development (ECD)

o Early Childhood Care and Development (ECCD)

o Early Childhood Development and Education (ECD)

● Evolution of ECCD in Sri Lanka

o History

o Nature

o Objectives

o Home based early childhood development

o National policy

o National standards

o Provincial standards

o Institutional standards

o Authorities and supervision

● Evolution of ECCD globally

o History

o Nature of ECCD in Japan, India, Finland, New Zealand and

Australia

o Best practices and new trends in global

o International organization

o Methods followed by ECCD

· Montessori

· Reggio Emillia

74

· High-Scope

· Waldorf

· Developmentally Appropriate Practices (DAP)

● Philosophical foundations of preschool education

o Naturalistic philosophy (J.J. Russo)

o Child centered education (Fredric Froebel etc.)

o Play based learning (Fredric Froebel)

o Prepared environment (Maria Montessori)

o Basic education (Mahathma Gandhi)

o Religious philosophy’s on child

o Rabindranath Tagore

o John Dewy,

o Margret McMillan

o Arnold Gessal

o Plato

o Armose cormunious

o John H. Pestalosi

o Susan Isaac

● Theoretical and empirical foundations of preschool education

− Theories of Piaget, Vygotsky and others

− Neurobiology basis of learning

Duration: 26 hrs

Practical

Assignments such as comparing views of different philosophies, theories

and historical backgrounds on ECCD education.

Duration: 20 hrs

Teaching-Learning

activities ● Group activities (Engagement)

● Assignments (Exploration)

● Discussion (Exploration)

● Presentations (Explanation & Elaboration)

● Judgment (Evaluation)

Forms of Assessment Formative Assessment + Summative Assessment

75

Module Title Educational Psychology



Duration (Hrs.) 52


Define educational psychology

Describe importance of educational psychology for a preschool teacher

Apply appropriate methods to identify children

Apply appropriate learning theories of educational psychology

Learning Content Theories: ● Introduction to educational psychology ● Importance of educational psychology for a preschool teacher ● Methods used in studying children ● Theories of educational psychology

o Psychological approaches / Model - Psycho analytic theories - Behavioral theories - Cognitive development theories

- San -

o Learning theories

- Cause and effect

- Field cognitive theory

- Law of the effect

- Social learning theory

o Theory of Multiple intelligences o Emotional intelligence o Concepts of J. Lakinge, Rojer Spery and Ronald Kotulac o Ecological theory o Cognitive processing theory (Attention, memory, etc.) o Moral development theories

● Motivation theories ● Learning styles

o Visual o Auditory o Kinesthetic /Tactile

● Student’s Characteristic ● Maslow’s needs theory ● Arnold Gesell's maturational theory ● Margaret Mead’s social development theory ● Basic knowledge on psychological disorders ● Introduction to counselling ● Methods to encourage cognitive stimulations of all five senses ● Interpersonal relations

76

Duration: 30 hrs

Practical:

Assignment 01:

Prepare a report based on classroom observation describing the

importance of analyzing methods used in studying children.

Duration: 22 hrs

Teaching-Learning

activities

● Group activities (Engagement)





Forms of Assessment Formative Assessment + Summative Assessment

77

Module Title Child development



Duration (Hrs.) 42


explain the growth and development of children.

describe the factors affecting growth and development of children.

identify child abuse

promote prevention of child abuse


● Introduction to child development

o Growth and development

o Developmental domains

Physical

Social and Emotional

Cognitive

Language and early literacy

● Developmental process and milestones

o Before birth

o 0-3 months

o 3-6 months

o 6-9 months

o 9-12 months

o 1-2 Year

o 2-3 Year

o 3-5 Year

o 5-8 Year

Theory of Cognitive development by Jean Piaget

Wellets theory

● Factors affecting child development

● Customs, values, cultural differences and ethnicities

● Methodologies to learn Child development

Child Rights Convention

Areas for child abuse

o Maltreatment

o Neglect

o Physical abuse

o Sexual abuse

o Exploitation

o Emotional abuse.

78

Ethics related to child abuse

Methods for identifying and reporting child abuse

Moral development-J. Piaget

Moral development stages by Lawrence Colberg

Different Unusual behaviour

Developmental delays such as hearing, speech and visual delays

Child Stress management

Duration: 26 hrs

Practical:

● Observe a child between 3 – 5 years of age which has not developed as

expected standard of particular milestones and prepare a report on how

a teacher can support to improve child development.

Duration: 16 hrs

Teaching-Learning






Forms of

Assessment Formative Assessment + Summative Assessment

79

Module Title Curriculum planning, organizing and Implementing



Duration (Hrs.) 52


● Prepare annual plan

● Prepare Action Plan/ Term plan

● Prepare Weekly plan

● Prepare Daily plan

● Prepare lesson / activity plan

Learning Content Theory

● Preschool child centered teaching learning methods

− Interactive teaching learning methods such as Play, storytelling

etc.

− Integrate theme based approaches

● Importance of having a daily routine for activities

● Importance of planning a child centered teaching and learning process

● Types of plans

o Annual plan

o Action Plan/ Term plan

o Weekly plan

o Daily plan

o Lesson / activity plan

● Factors that should be considered in planning activities for children

● Content of activity plan

o Theme/ Sub them / Activity

o Domain /Sub domain/ Specific aspects

o Teaching Learning methodology

o Learning – Teaching aids

o Stages of the activities

o Target age group

o Duration / time frame

o learning outcomes / Objectives

o Teaching-Learning activities

o Activity Steps

o Role of the teacher

o Role of the student

o Assessment

o Feedback and Feed forward

o Reflective note

● Concept of pedagogical approach to teaching

80

o Teaching process: Engagement Exploration Explanation Elaboration Evaluation

Type of Teacher role- 3T o Transmission o Transformation o Transactions

Duration: 30 hrs

Practical

Assignments such as

Develop a lesson / activity plan according to the given theme.

Duration: 22 hrs

Teaching-Learning






Forms of


81

Module Title Children’s Health and motor development



Duration (Hrs.) 44


● Arrange opportunities to develop gross motor skills ● Arrange Opportunities, to develop fine motor skills ● Arrange opportunities to develop healthy living practices ● Arrange opportunities to develop personal safety


● National Early Childhood Development Standards for health and motor

development

Define Health and motor domain, sub domain, and specific aspects

Development of specific aspects of health and motor domain.

o The value of developing specific aspects

o The standards and indicators to measure

o Theories

o Factors effecting

Activities to develop specific aspects of health and motor domain.

o Age group

o Nature of the child

o Theme and Sub theme

o Time frame

o Indoor and Outdoor

Preparation of activity plans to develop specific aspects of health and motor

domain.

Preparation of learning aids related to the activity plans

Implementation of activity plans to achieve learning outcomes

Assessment of the child according to the learning outcome / Indicators

Duration: 26 hrs

Practical ● Develop and implement 05 activities to develop each of the following;

− gross motor skills − fine motor skills − healthy living practices − personal safety

for the children. Duration: 18 hrs

82

Teaching-Learning







83

Module Title Children’s language and early literacy development



Duration (Hrs.) 44


● Develop receptive language of the child. ● Develop Expressive language (Speaking) of the child. ● Develop language comprehension (Listening) of the child. ● Develop awareness of print of the child.

● Develops pre reading skills of the child.

● Develops pre writing skills of the child.


National Early Childhood Development Standard related to language and early

literacy development of children

Define language and early literacy domain, sub domain, and specific aspects

Development of specific aspects of language and early literacy domain.



o Theories

o Factors effecting

Activities to develop specific aspects of language and early literacy domain.

o Age group



o Time frame


Preparation of activity plans to develop specific aspects of language and early

literacy domain.




Duration: 26 hrs

Practical

● Develop and implement 05 activities to develop each of the following;

o Receptive language o Expressive language (speaking) o Language comprehension (listening) o Awareness of print

o Pre reading skills

84

o Pre writing skills


Teaching-Learning

activities







85

Module Title Children’s cognitive development



Duration (Hrs.) 44


Develop environment related aspects of child (living world, non-living

world and the community wherein the child lives)

Develop logical thinking and mathematical skills of child (cause and

effect, comparison, measurement & spatial relationship, numbers and

inquiring mind)

Develop approaches to learning of child (curiosity, initiative and

persistence, and Creativity and imagination, and problem solving)


● National Early Childhood Development Standard related to cognitive

development of children

Define cognitive domain, sub domain, and specific aspects

Development of specific aspects of cognitive domain.



o Theories

o Factors effecting

Activities to develop specific aspects of cognitive domain.

o Age group



o Time frame


Preparation of activity plans to develop specific aspects of cognitive domain.




Duration: 26 hrs

Practical

● Develop and implement 05 activities to develop specific aspects of the following sub-domain;

o environment related aspects of child (living world, non-living world and the community wherein the child lives)

86

o logical thinking and mathematical skills of child (cause and effect, comparison, measurement & spatial relationship, numbers and inquiring mind)

o approaches to learning of child (curiosity, initiative and persistence, and Creativity and imagination, and problem solving)


Teaching-Learning

activities






Forms of


87

Module Title Children’s social and emotional development



Duration (Hrs.) 42


- Develop social skills (Relationships with adults, Relationships with pears,

Pro social behaviors)

- Develop emotional skills (Self-concept, Self-control, and Self-expression)


● National Early Childhood Development Standard related to social and

emotional development

Define social and emotional developmental domain, sub domain, and

specific aspects

Development of specific aspects of social and emotional developmental

domain.



o Theories

o Factors effecting

Activities to develop specific aspects of social and emotional developmental

domain.

o Age group



o Time frame


Preparation of activity plans to develop specific aspects of social and

emotional developmental domain.




Duration: 26 hrs

Practical

● Develop and implement 05 activities to develop specific aspects of the following sub-domain; - social skills (Relationships with adults, Relationships with pears, Pro

social behaviors)

- emotional skills (Self-concept, Self-control, and Self-expression)

for the children.

88

Duration: 16 hrs

Teaching-Learning

activities






Forms of

assessment

Formative Assessment + Summative Assessment

89

Module Title Children’s aesthetic development



Duration (Hrs.) 42


- Develop Music skills (singing, playing musical instruments and

appreciation of music)

- Develop dancing skills (rhythmical movements)

- Develop art skills (drawing, sculpture and carving)

- Develop drama and Theatre skills(acting, miming, imitating, facial

expression and voice control)


Define aesthetic skills (Music, dance, art, drama and theatre)

Development of aesthetic skills (Music, dance, art, drama and theatre).

o The value of developing aesthetic skills

o Indicators to measure

o Theories

o Factors effecting

Activities to develop aesthetic skills (Music, dance, art, drama and

theatre).

o Age group



o Time frame


Preparation of activity plans to develop aesthetic skills (Music, dance, art,

drama and theatre).




Duration: 26 hrs

Practical

● Develop and implement 05 activities to develop specific aspects of the following sub-domain;

o music skills (singing, playing musical instruments and

appreciation of music)

o dancing skills (rhythmical movements)

o art skills (drawing, sculpture and carving)

90

o Develop drama and theatre skills (acting, miming, imitating,

facial expression and voice control)

for the children.

Organize an aesthetic event.

Duration: 16 hrs

Teaching-Learning

activities






Forms of assessment Formative Assessment + Summative Assessment

91

Module Title Health, safety and nutrition



Duration (Hrs.) 48

Learning Outcomes At the end of this module student should be able to;

Maintain child’s health

Maintain child’s safety

Improve child’s nutrition

Arrange awareness programme on health, Immunization and nutrition to parents

Improve awareness on parenting and positive disciplines

Demonstrate Emergency responses, disaster and First Aids

Promote safety and Hygiene practices


Health o Health WHO definitions and basic health needs of children o Immunization o Common physical illness and use of common drugs o Equipment and methods for first aid o Maintenance of a sick room o Emergency situations and management o Maintenance of health records o Identification of diseases/disorders o Types of communicable diseases.

- Mumps, Eye diseases, Colds etc. o Methods for protecting children from communicable diseases. o Types of Non-Communicable Diseases

- Diarrhoea, Food Poisoning, etc. o Methods for protecting children from non-communicable diseases. o Common infectious diseases o Immunisation programmes for children o Parental awareness of health

Safety


Centre related hazards. o Intruders, o Plants, o Animals, and, o Harmful chemicals.


The need for safety and security of the environment. o Children leaving the premises, o Intruders and animals coming in o Trees that can bring about harm,

Disasters and accidents

92

o Emergency situations o Actions to be taken in emergency situations such as exposure

to poisonous animals and pesticides o Risks management o Preventive measures

Nutrition

Food Pyramid

Functions of Food o Physical o Sociological o Psychological

Functions of Nutrients o Carbohydrates o Proteins o Fat o Vitamin o Minerals o Water

Nutrition requirements of children

Importance of the Morning Meal

Nutritional Deficiencies o Mal-nutrition o Under nutrition

Nutritional Problems and Diseases o Constipation, Anaemia, etc

Balance diet and diet formulae

Preparation of plans for balanced meal

Parental awareness of nutrition

Organize events to promote Health, Safety and Nutrition.

o Camps

o Awareness programs

o Projects

o Exhibition

o Clinics

Duration: 30 hrs

Practical

Assignments that cover the three subject areas such as

Making a safety assessment checklist of an Early Childhood Development Centre premises

Conducting anthropometric assessment of children

Making a presentation on responding to a minor accident of a child

Duration: 18 hrs

Teaching-Learning Group activities (Engagement)

93

activities Assignments (Exploration)

Discussion (Exploration)

Presentations (Explanation & Elaboration)

Judgment (Evaluation)


94

Module Title Teaching learning material development



Duration (Hrs.) 30


● Develop learning – teaching materials ● Apply productively for the learning – teaching process


Definitions of teaching learning material and its importance

Importance of providing learning opportunities

Ways of providing learning opportunities

Preparation of relevant teaching learning materials for subject

areas

Factors to be considered when preparing teaching learning

materials

Application of teaching learning materials

Using book as learning tools

Differentiation of use of learning tools by children’s ages

Learning – Teaching Aids relevant to ECCD o Definition o Need and importance o Quality o Standard

Edgar Dale’s Cone of Learning Experiences

Development of Learning-teaching equipment in-line with Dale’s learning cone

Factors to be considered when developing learning – teaching material o Teacher made o Eco-friendly o Low cost

Child friendly

Harmless

Way of applying learning – teaching materials o Relevant to theme and subtheme o Suitability to activity o Age relevant o Usefulness to develop all domain o Availability of adequate quantities o Effectiveness and efficiency o Independent

95

Use of Information Technology as a learning tool

Duration: 18 hrs

Practical

Assignments such as Prepare teaching learning material for effective learning – teaching process to develop domains of the children. and explain how these are used in teaching

Duration: 12 hrs

Teaching-Learning

activities

• Group activities (Engagement)

• Assignments (Exploration)

• Discussion (Exploration)

• Presentations (Explanation & Elaboration)

• Judgment (Evaluation)


96

Module Title Managing the Early Childhood Development Centre



Duration (Hrs.) 42


● Explain national standards to be considered when establishing and maintaining an Early Childhood Development Centre

● Organize indoor learning environment

● Organize outdoor learning environment


National Standards to be followed in adapting outdoor and indoor

learning environment.

Sources to be consulted in adapting the outdoor and indoor learning environment o Relevant documents

- Children’s documents and records - Teachers documents and records - General documents

o Colleagues o Past experiences

Factors to be considered in adapting the outdoor and indoor learning environment o Quality and standard of equipment o Best practices o Safety

Outdoor Learning Environment

Outdoor learning areas and usage; o Circles and Corners

Acting Circle Music and Rhythm Circle Water and Sand Corner Cultural learning circle Social skills development circle Sensory development circle

o Play area o Nature area

Importance of outdoor learning areas.

Maintenance of Outdoor learning environment o Frequency of items checks (Daily, Periodically and Annually)

97

Indoor Learning Environment

Classroom furniture and equipment to suit the height of children.

Classroom technical equipment

Indoor learning areas and their usage; o Nature corner o Book corner o Aesthetic corner o Religious place o Junk box

• Importance of indoor learning areas and equipment. Collaborate with stakeholders

Pupils

Managers

Colleagues

Resource persons and external organizations

Parents

Community and well- wishers Duration: 26 hrs

Practical

Prepare a floor plan for a sample ECCD Centre in your living area including important elements according to the national standard.

Duration: 16 hrs

Teaching-Learning

activities • Group activities (Engagement)






98

Module Title Assessment of child development



Duration (Hrs.) 42


● Identify child's assessment techniques ● Select suitable assessment method ● Assess child development ● Present assessment finding ● Share assessment findings ● Keep records of the assessment


• What is child’s assessment?

• Why child’s assessment is important?

• Techniques for child assessment

• Child assessment tools for national Early Childhood Care and

Development standard introduced by Child secretariat

• Teacher’s self-assessment

Assessment and Evaluation o Definitions o Standards o Indicators o Feedback and Feed Forward

Basic concepts of Assessment

Methods of Assessment

Methods of data collection

Methods of data analysing

Methods for data presenting

Record Keeping o Types of records o Methods for recording data and sharing with parents

Methods for identifying and directing students to relevant parties

Techniques for reinforcement Duration: 26 hrs

Practical

Prepare check list to assess the holistic development of the child.

Duration: 16 hrs

Teaching-Learning • Group activities (Engagement)


99

activities • Discussion (Exploration)




100

Module Title Children with special needs



Duration (Hrs.) 42


● Identify children with special needs ● Refer children with special needs ● Develop holistically children with special needs ● Facilitate parents to develop holistically children with special

needs ● Monitor, assess, update and share progress of children with

special needs


Checklists available for identifying special needs children

Classification types

Visual impairment

Hearing impairment

Emotional problems

Anxiety

Phobia

Behavioural problems

Physical disorders

ADHD

Intellectual disabilities

Down syndrome

Communication problems

Autism

Speech and language problems

Health problems

Epilepsy

Asthma

Gifted and talented

Basic knowledge of different types of special needs and their effects on children’s need

Understanding of support requirements for children with special needs

Development holistically children with special needs

o Identify suitable activities according to the specific types of the children with special needs

o Moderate activity plans suite to the specific types of the children with special needs

101

o Preparation of learning aids to suite to the specific types of the children with special needs

o Implement activity plans with suitable strategies to suite to the specific types of the children with special needs

o Assessment of the child according to the learning outcome / Indicators suite to the specific types of the children with special needs

o Maintain and share records and progress of the children with special needs for continuous development

Special skills and attitudes to work with children with special needs

Methods to facilitate parents/ gradience of the children with special needs

Different religious, cultural, spiritual, physical, specific knowledge of particular groups or issues

Legislative provision in relation to the rights of child with disabilities

Basic knowledge of human, social, psychological, cognitive and physical development

Relevant support equipment (and technologies) and related occupational health and safety requirements regarding their use

Impact of particular types of disability

Occupational health and safety guidelines

Cultural factors affecting child with special needs requirements

Tender, loving and care techniques Duration:26 hrs

Practical

−

Duration: 16 hrs

Teaching-Learning

activities







102

Module Title ECCD Teacher as a Professional



Duration (Hrs.) 42


● Update knowledge on early childhood development and teaching methods

● Share experiences with others ● Develop professional values and ethics ● Builds up personality suitable for early childhood teaching

vocation ● Acquire knowledge on rules, regulations and policies ● Build up network with stakeholders ● Be aware of emotional management


Early Childhood Development Teacher o Definition o Teacher’s Role o Value o Need o Ethics o Professionalism

Duties and Responsibility

One’s own professional development o Personality o Competencies o Soft skills

Empathetic listening

Leadership

Motivating Stakeholders

Love and Care

Dress Code

21st century skills (4Cs)

TPACK

Methods for updating knowledge Duration: 26 hrs

Practical

Prepare a report of 500 words with the best practices used by the ECCD Teacher to implement 21st Century Skills. Duration: 16 hrs

103

Teaching-Learning

activities







104

Module Title Team Work

Module Code M80S004BM01

Module Type Basic Module

Duration (Hrs) 24

Learning Outcomes At the end of this module the trainee will be able to;

Contribute positively to the work in team environment

Work effectively with others in a socially diverse environment

Respect and understand the views of others

Give, receive and act upon feedback

Identify and describe own roles and roles of others

Learning Content Theory: • Simple concepts of team behavior • Elementary group dynamics • Basic knowledge in social and demographic structures

Duration : 12 hrs

Practical:

Identify and establish team purpose, team member’s roles and responsibilities.

Coach and motivate team.

Assignment 01- Form a group for workplace cleaning, waste management and give the feedback on group effort

Assignment 02- Arrange sports activities / social events Duration : 12 hrs

Teaching-Learning activities







105

Module Title Occupational Safety & Health and Environmental Aspects

Module Code M80S004BM02

Module Type Basic Module

Duration (Hrs) 42

Learning Outcomes After completion of this module the trainee will be able to: - describe importance of safety - use personal protective equipment - arrange the place to minimize health risk - give first aid - recognize and apply environmental aspects


Importance of Safety and general precautions to be observed in the workplace.

Different types of personal protective equipment

Health and safety practices to prevent pandemic and epidemic diseases

Health and safety guidelines o Health ministry guidelines o Disposal of sponge after use

Types of hazards o Mechanical o Electrical o Physical o Chemical o Biological o Ergonomic

Welfare facilities o Drinking water o Washing facilities

Accommodation for clothing and resting facilities

Ergonomic techniques

Health hazards associated with Makeup Artistry and how to avoid them.

safety signs - for danger, warning, caution & personal safety message

Safe handling of fire extinguishers used for different types of fire.

Types of waste materials

Environmental rules and regulations on disposal of waste (solid & gases) and noise into environment

Duration : 24 hrs

Practical

Practical related to Safety and Health,

Importance of maintenance and cleanliness of Workplace.

Demonstration on First aid and Fire safety,

106

Use personal protective equipment

Arrange the place of work to minimize the health risks.

Arrange the place of work in order to make it possible to work in the most ergonomic way.

Give first aid.

Use of fire extinguishers.

Duration : 18 hrs

Teaching-Learning activities







107

Tools, material and equipment require for the training program

(Approximately 15 students)

No Item Quantity

1. Seating facilities for 15 students and a teacher

2. Computer with Mic, Head Phone and Speaker

3. Internet Facilities

4. Multi-Media Projector and Screen

5. Sound system

6. White Board / Black Board / Green Board / Digital Board

7. Stationeries

8. Teaching learning materials

1 set

1 set

1 set

1 No.

1 No.

1

As required

As required

108

ASSESMENT GUIDE

The candidate will be provided with all necessary tools, equipment, materials and documentation

required as out lined in individual units of this occupation for relevant units.

Forms of assessment

Continuous assessment and/or holistic assessment is suitable for individual units of this occupation.

Assessment context

These individual units of this occupation may be assessed on the job demonstrated by an individual

working alone

Assessment conditions

The candidate will have access to:

- All tools, equipment, materials and documentation required

The candidate will be permitted to refer to the following documents:

- Relevant workplace procedures, maintenance and servicing schedules

- Relevant product and manufacturing specifications and machine service manuals

- Relevant drawings, operational manuals, codes, standards and reference material

The candidate will be required to

- Orally, or by other methods of communication, answer questions asked by the assessor.

- Identify superiors who can be approached for the collection of competency evidence

where appropriate.

- Present evidence of credit for any off-job training related to individual units of this occupation

Assessors must be satisfied that the candidate can competently and consistently perform

all elements of individual units of this occupation as specified by the criteria, and that

he/she possess the required underpinning knowledge.

Special Notes

During assessment, the individual will:

Demonstrate safe-working practices at all times:

− Communicate information about processes, events or tasks being undertaken to ensure a safe and efficient working environment:

− Take responsibility for the quality of their own work;

− Plan tasks in all situations and review task requirements as appropriate;

− Perform all tasks in accordance with standard operating procedures;

− Perform all tasks to specification:

− Use accepted engineering techniques, practices, processes and workplace procedures

− Tasks involved will be completed within reasonable timeframes relating to typical workplace

activities

Resources required for assessment:

All the tools, instruments, equipment, testing equipment, software, materials and documents listed

under sub headings of the Range / Context: of individual units of this occupation.

109

NATIONAL COMPETENCY STANDARD & COMPETENCY BASED TRAINING CURRICULUM

for

EARLY CHILDHOOD CARE & DEVELOPMENT TEACHER

NVQ Level 04 (Competency Standards Code: M80S004)

NATIONAL CERTIFICATE LEVEL 04 IN THE OCCUPATION OF

EARLY CHILDHOOD CARE & DEVELOPMENT TEACHER

1. Endorsement Date:05.10.2021 2. Date of Review :05.10.2024

3. Validation Date:

4. Qualification Codes M80S004Q1L4

5. Purpose of the

Qualification

To certify that the holder of this qualification has acquired the

competencies contained in the units listed in section 6 below.

6. Regulations for the

Qualification/s

The holder should have been assessed by a licensed assessor and found

competent in the units listed in section 6 and certified by the TVEC

7. Qualification Packages M80S004Q1L4 -

M80S004U01+ M80S004U02+ M80S004U03+ M80S004U04+

M80S004U05+ M80S004U06+ M80S004U07+ M80S004U08+

M80S004U09+ M80S004U10+ M80S004U11+ M80S004U12+

M80S004BU01+ M80S004BU02

8. Prerequisites For NVQ Level 04 Qualification- None

9. Accreditation

Requirement

The qualifications shall be offered in compliance with the accreditation

requirements of the TVEC as stipulated in the National Vocational

Qualifications framework of Sri Lanka.

10. Certification TVEC shall certify the qualifications in terms of the regulation at section

6 above.

11. Requirement of

conducting Knowledge

Assessment

For NVQ Level 04 Qualification- Required

12. Transition

arrangements

The competency based assessments shall be undertaken by the

registered assessors until TVEC arranges to issue licenses to the

assessors

13. Contact for Comments Chairman, National Apprentice & Industrial Training Authority, 971, Sri

Jayewardenepura Mawatha, Welikada, Rajagiriya.

Director General, Tertiary & Vocational Education Commission, 354/2,

NipunathaPiyasa, ElvitigalaMawatha, Colombo 05.