Early Childhood Care and Education and Activities of Pre School Education Essay

admission Early Childhood care and Edu mouldion (ECCE). A Child is innate(p) without barriers. Its needs are integrated and it is we who choose to compartmentalize them into health, nutrition, or education. Yet the child itself cannot isolate its hunger for food from its hunger for lovingness or its hunger for knowledge. ECCE comprises of three terms which can be define as under Early childhood. The period that presents disciplineal continuum starts from conception to 8 years.NCERT has extended it to 8 years with the aim to ensure a gradatory and smooth transition from pre-primary to primary education, which is structured, requires effective interface. Care- This term has been added in recognition of the fact that young children need care and nurturing. In extension to their health and nutritional needs, their psychological and emotional needs also study to be met adequately for their holistic information.Education-The term education covers learning, a process of acquiring k nowledge, skills, habits and of course focuses to prepare child to entire dress educational system. Form the above definition of ECCE one can considerably understand that Developments during this stage physical, language, cognitive and socio- emotional have several inter-related dimensions each of these influence one another and are developing simultaneously Promoting a synergistic approach is the best guidance to ensure holistic development and learning in the child during early years.Developmentally Appropriate Activities for PSE full point Since the approach to be adopted during this stage has to be non formal, activity based, stage way as such certain activities for antithetic developments are suggested as under Physical Development Gross motor development Walking, running, jumping, creeping, crawling, rolling, swinging, hopping, mount (ascending & descending) rhythmic movements, throwing, catching and kicking a ball, walking front and backward, balancing on foot etc . Fine Motor Development.Threading beads, crimson/ new and pasting bits of theme on a given figure, tackleing with blocks, drawing, color in utilize crayons, painting using brush, printing, paper folding, clay work, sorting, pattern making, using manipulative material, pouring, playing with blocks, puzzles and jigsaw Playing with pebbles, buttons, twigs, leaves, shells, bottle caps, petals of flowers etc could be manipulated by a instructor. For example a figure could be drawn on the floor and the child could be asked to arrange the outline with the pebbles etc. dustup Development a) Conversation. 1. Free conversation What is your refer? What did you see on your way to school? Market place, school ground, life at home, life in the fields (for rural children), exhibition (for urban children) etc. Children should be advance to narrate their personal experiences. b) Story-Telling. While narrating a story a instructor mustiness bear certain points in mind The children must be seated in a semi circle so that the teacher is not too far from any one of them. The story should be according to the interest of the children. It should be related to the experiences they have in their periodical life like dogs, cats, cows, parents, sisters, friends, neighbours etc.Story should not be violent, as children tend to get scared easily. If the story permits instance modulation must be done for instance there must be a difference in the sound made by a cat or a dog. The story must be short and distinct as it is difficult to hold the attention of children for a long time. The expression used should be simple and according to the ability of the children since they become discontented and lose interest in the story. The teacher should also in amidst introduce new words so that the vocabulary of the children increases.Story grave without any aids If able to narrate the story with facial expressions, voice modulations, no aids are required. Children will enjoy the story. Story cogent with aids Pictures and tease, Picture books, Puppets, Dramatization and Rhymes and songs Pre- Reading a) Verbal contrariety secern a few marks and ask the children to identify the odd one e. g. Cow, Goat, Bus, social lion . Cabbage, cauliflower, apple, potato. b) Visual Auditory Discrimination Visual auditory discrimination separate with chart paper or card board (size 9x 3). Three pictures starting with the same sound and one object starting with a different sound.E. g. Apple, axe, ant, ball, etc. c) Pre-Writing a) Joining Dots. b) Colouring in enclosed spaces. Development of Five smell outs among Children. a) Sense of Sight ?Visual Discrimination (odd one out). ?Visual Coordination (matching). ?Classification cards. b) Sense of Hearing (Auditory) ? Meditation ? susurrant Game ?Birds Fly 3. Sense of Smell ?Nature walk or smell walk ?Bring strong smelling objects to the classroom C) Sense of Taste ?Bring samples of food articles to the classroom. ?Be quic k- tell the name of a sour thing. ? Picture Cards 5 Sense of skin senses ?Sorting with easily available objects in the environment ?Touch cards ?Feely bag or Magic bag Development of Cognitive Skills among children. steps to be followed for the development of cognitive skills ? Observation ? Memory ? Classification ? sequential Thinking ? Reasoning ? Problem solving Certain activities with PLM for cognitive development are as under Matching. Matching the childrens clothes. Using different dominoes like colour, shape, dot, number, alphabet dominoes etc. Run to colours Colour visual discrimination cards Seriation cards Creative activities done which Cognitive skills get enhanced Paper folding, Paper tearing/cutting and pasting, Pasting leaves.Pasting feathers, Pasting petals of flowers, Clay modeling, Colouring with crayons/pencil colours on drawn outlines, experience painting, Pattern making, Vegetable printing, (using vegetable cutout like ladies finger/potato etc),Placing peb bles or beads on outlines drawn on floor or paper etc. Socio- Emotional Development ?Guided Play ?Unguided play or spontaneous play ?Collection ?Excursions Health and Nutrition ? face-to-face hygiene/cleanliness ?Nutrition It is in place to mention here that the activities categorise in different developmental domains have direct effect on other developments Thanks.