Learning Outcomes for Early Childhood Development in the ...

The Child Focus II Project of the Caribbean Child Development Centre (CCDC) wishes to thank all those persons who contributed to this publication,particularly those from the participating 18 national governments as listed on the back cover.Sincere gratitude is expressed to Dr. Donna Chin Fatt and Dr. Rose Davies for undertaking the development of this guide. Dr. Chin Fatt through visits,consultations, observation and research, identified the best-practice curricula and methodologies in the Caribbean and used this information to prepare adraft holistic guide to learning outcomes. Dr. Davies edited the draft document and guided the design of its format for publication.Without the hard work of the participants in the Regional Learning Goals and Outcomes Workshop, hosted by the Barbados Ministry of Education in May2004, it would not have been possible to develop the Learning Goals and Outcomes Framework upon which this Guide has been built. Many thanks fora critical task well done.To the seven countries visited and featured, we express our appreciation, with special thanks to the Governments, Early Childhood Associations andpeople of Bahamas, Barbados, Belize, Guyana, Jamaica, Suriname, and Trinidad and Tobago.Special mention must be made of all of the children featured, their families, teachers, and the many caregivers, centre operators and school principalswhose cooperation made this possible. We also acknowledge the work of Jamaican teachers' college early childhood students, displayed in the appendices.Many thanks to the Inter-American Development Bank, the Caribbean Development Bank and UNICEF Eastern Caribbean Office for providing technicalsupport and funding to cover all the development and production costs for the Guide.Graphics by Gideon GraphicsCAD Drawings by Franz J. Repole, Architect, developed from sketches made by workshop participants in Barbados.© Copyright 2005 by The University of the West Indies through the IDB-funded Child Focus II Project of the Caribbean Child Development Centre,School of Continuing Studies.

INTRODUCTION 3ORGANIZATION OF THE LEARNING OUTCOME RESOURCE GUIDE 4DRAFT MODEL FOR THE DEVELOPMENTALLY APPROPRIATE LEARNING PROGRAMMES IN ECD 6EARLY CHILDHOOD LEARNING OUTCOMESWELLNESSLearning Outcome 8Birth to Three 9Three to Five 17Five to Seven 25EFFECTIVE COMMUNICATIONLearning Outcome 34Birth to Three 35Three to Five 43Five to Seven 51VALUING CULTURELearning Outcome 60Birth to Three 61Three to Five 67Five to Seven 73INTELLECTUAL EMPOWERMENTLearning Outcome 80Birth to Three 81Three to Five 89Five to Seven 97RESPECT FOR SELF, OTHERS, AND THE ENVIRONMENTLearning Outcome 104Birth to Three 105Three to Five 111Five to Seven 119

RESILIENCELearning Outcome 126Birth to Three 127Three to Five 135Five to Seven 143APPENDICESI. Birth to three proposed classroom layout 152II. Birth to three proposed classroom layout (aerial view) 153III. Birth to three proposed classroom layout (interior view) 154IV. 3-5 years old proposed classroom layout 155V. 3-5 years old proposed classroom layout (aerial view) 156VI. 3-5 years old proposed classroom layout (interior view) 157VII. 5-7 years old proposed classroom layout 158VIII. 5-7 years old proposed classroom layout (aerial view) 159IX. 5-7 years old proposed classroom layout (interior view) 160X. More ideas• Statements 162• Programme schedules 163• Helpful classroom rules 164• Key elements for an ECCE centre 165• Classroom layout and learning centres 166• Furniture and equipment 167• Play and learning materials 170

IntroductionThis document represents the collaborative effort of several Caribbean early childhood professionals and practitioners who met in Barbados,May 2004, for a special workshop supported by the Inter-American Development Bank, Caribbean Development Bank and UNICEF CaribbeanArea Office, and organized by the Caribbean Child Development Centre (CCDC) of the University of the West Indies, as part of its Child Focus II:Strengthening Early Childhood Development Project.At the workshop, delegates from 18 Caribbean countries (Anguilla, Antigua-Barbuda, Bahamas, Barbados, Belize, British Virgin Islands, Cayman Islands, Dominica, Grenada, Guyana,Jamaica, Montserrat, St. Kitts-Nevis, St. Lucia, St. Vincent and the Grenadines, Suriname, Trinidad and Tobago, Turks and Caicos) sought to achieve the following objectives:(a)(b)(c)(d)Share the common goals, values, approaches and outcomes emerging from the best practices in early learning identified in the region.Develop a consensus on the foundations for learning by children in early childhood (birth to 7 years).Identify what is valuable and applicable for informing early childhood curriculum development at the national level.Strengthen regional cooperation and networking.Workshop participants applied their collective expertise and experience to develop a framework of desirable early childhood learning goals andoutcomes for Caribbean children from birth to seven years. The workshop arrived at the consensus that the following six learning outcomes should besupported for children of the region:(1) Wellness(2) Effective Communication(3) Valuing Culture(4) Intellectual Empowerment(5) Respect for Self and Others(6) ResilienceThe work achieved at the workshop has been further refined to create this document.page 3

Organization of the LearningOutcomes Curriculum Resource GuideThe “Learning Outcomes Curriculum Resource Guide” is organized in discrete, colour coded sections for each learning outcome . The format and presentationis user friendly and easy to follow, with photographs and illustrations where appropriate. The flexible binding facilitates easy replication of eachpage.For each learning outcome, information is presented for the age groups birth to three, three to five and five to seven under the following headings:(1) Mileposts of Development – What children are expected to do(2) Signals of Performance in Learning Settings –What we see children doing(3) Signals of Appropriate Practices – What we can do to support children’s development(4) Signals of Inappropriate Practices(5) Involving Parents and Community(6) Useful Supports and Resources(7) Supporting Diversity and Children with Special Needs(8) Challenges and Dilemmas Faced – In the Field(9) What Really Works – In the FieldAdditional examples and information on early learning environments is included in the appendix of “More Ideas.”The Learning Outcomes Curriculum Resource Guide will be particularly useful to early childhood curriculum developers and caregivers /teachers andparents who desire to uphold appropriate practices in the care, nurture and education of our young children of the Caribbean.page 4

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1: WELLNESSA desirable learning outcome that focuses on developing a child who is healthy, strong and well-adjusted:HEALTHY children who:• Are physically healthy and well developed• Have the ability to make healthy choices as they discover and learn about their bodiesSTRONG children who:• Are well-nourished and physically capable• Feel that they are safe and their well being is protected• Feel self-assured and competent as they gain control of their bodies, acquiring physical skillsWELL ADJUSTED children who:• Are self-affirming and self-confident• Are aware of their own preferences, potentials, abilities and limitations• Have a sense of well being and a positive disposition toward life• Demonstrate sociability toward others and a sense of belonging• Assume responsibility for their own actionspage 8

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentHEALTHYSTRONGWELL-ADJUSTEDBetween birth and 3 years, children:••••••Thrive healthily when boththeir nutritional and emotionalneeds are met; rest, feed andsleep well.Become increasingly mobileand venture out to explorewider boundaries. This involvesrisk at times.Discover and learn with all theirsenses.Become increasingly awarethat choices have consequences; demonstrate somesense and awareness ofdanger.Indicate their needs vocally,e.g. crying.Show preference for peopleand for what they want to see,hear, feel and taste.Birth – 6 month old babies:• Spend much of their timesleeping ; show liking for somefoods and rejection of others;cry when hungry or uncomfortable.• Turn their heads towardsounds; hold up head while onstomach, stare at and followmoving objects with eyes; thrustarms and legs in play, bat atobjects while trying to reachthem; smile at others.• Stand with support, roll overfrom front to back, reach forobjects with good aim andtransfer objects from hand tohand, explore objects withhands and mouth, engage inlarge muscle play e.g. rocking,bouncing.• React to light and are attractedto moving objects; showpreference for people, especiallyfaces and voices.• Provide a predictableenvironment in which childrenfeel safe and ableto cope with temporarychanges; provide a routineof activities e.g. receivingchild at arrival, meal times,outdoor activities.• Provide periods of stimulationthroughout the day;offer infants and toddlers avariety of objects of variousshapes and colours to playwith.• Promote activities with manyopportunities for talking,singing along and interactionwith babies, infants andtoddlers; play peek-a-booand hiding games.• Make a special effortduring routines e.g. diaperchanging, feeding, to talkto babies about what willhappen, what is happening,what will happen next. Showinterest in babies’ responsesand participation.page 10

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentHEALTHYSTRONGWELL-ADJUSTED• Display a biological drive touse their bodies and developtheir physical skills.• Gradually gain control of theirwhole bodies and make strongand purposeful movementswith small and large muscles.• Crave close attachment witha special person within theirsetting because of their needfor affection, attention, securityand feeling special.• Actively explore their environmentwith a sense of trust inthe adults who care for andprotect them in differentsettings.• Show curiosity and pleasure asthey interact with and discovernew things in their environment.6-12 month old babies:• Search for objects out of sight;show fear of strangers; reactbadly to change.• Enjoy certain activities suchas bath time and splashingin water; sit unsupported, rollover both ways, hold cup orbottle to feed self, use pincergrasp (thumb and finger) topick up small objects.• Crawl/creep well, climb onfurniture, rotate trunk whilesitting alone, hold object withone hand and manipulate itwith the other; explore objectsby poking, squeezing, bangingdropping, shaking, openingshutting etc; raise body tostanding position and sit downagain, walk with support, e.g.holding on to furniture or holdingadults’ hands; might walkalone.• Respond to infants’ cries orcalls of distress in a calm,tender or respectful manner.• Respect and adjust to infants’individual feeding and sleepingschedules, infants’ foodpreferences and eating styles.• Use brightly coloured cushions/matsto stimulate infants’interest; use lead –free, easy-to-clean paints on walls andchose floor surfaces that areneutral in colour, easy to cleanand not abrasive.• Provide stories, pictures andpuppets etc. which allow themto experience and expresstheir feelings.• Arrange space so that infantsand toddlers can enjoymoments of quiet play bythemselves, have ample spaceto roll over and move freely,and can crawl/move towardinteresting objects.page 11

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentHEALTHYSTRONG• Show an increasing desire todo things on their own, butcrave adult reassurance andsupport.12-24 month old toddlers:• Walk alone (by 18 mos.); run,jump, kick at ball; push, pull,drag toys and other play materialsaround; walk up and downstairs with assistance.• Play with nesting and stackingtoys; build tower of 2 cubes,dance, walk in circles, usecrayons or pencils to makevertical or horizontal strokes,string large beads, use a spoonto feed self, drink from a cup.• Open doors, take off clothes,throw and retrieve all kindsof objects; push selves onwheeled objects with goodsteering..• Keep play areas for youngerinfants separate from thosefor crawlers to promotesafe interactions amongchildren at a similar stage ofdevelopment.• Provide equipment for grossmotor activity.• Plan daily opportunitiesfor toddlers to engage inexploratory activities such aswater and sand play, paintingand play dough manipulation.24-36 month old toddlers:WELL-ADJUSTED• Engage in rough and tumbleplay; build tower of 8 cubes;kick balls, jump at least 4 inchesdistance, manipulate,push and pull objects.page 12

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS AND COMMUNITYUSEFUL SUPPORTS AND RESOURCES• All forms of corporal punishment.• Crowded areas with cribs and cots;dark and dingy areas for children toremain for long periods of time; spaceallows little opportunity for body movement.• Leaving babies, infants and toddlers tolie down/ sleep/ sit down for long periodswithout stimulating activities.• Minimum amount of time spent inadult/child interaction.• Toys and other materials provided forchildren are too large to handle or sosmall that infants could choke on orswallow them.• Sugary foods are used as treats; Infantsshare bottles, utensils, and bibs.• Invite paediatricians or developmental •specialists to talk with staff and/or parents.• Have parent conferences.• Provide either a Parents' Corner atentrance with helpful information or a onepagenewsletter sent home on a regularbasis.• Create a parent database with informationon each parent and how he/she canbe a potential resource person.• Encourage parents and children toaccept a child who looks physically differentfrom others.Update facilities according to NationalStandards Document; make communitymap (or list) of the resources availablein the immediate community; invitethe Ministry of Health to visit the facility,assess current status and make recommendations.• Visit helpful websites to access references/journals, regional/ internationalresearch, documents.• Have workshops/sessions for caregiversand parents on creating flexibleequipment and a variety of interestingmaterials appropriate for babies' andtoddlers' play.• Use indigenous and recycled (trashable)materials to make learning aidsas much as possible.page 13

Supporting Diversity and Children withSpecial Needs• Caregivers and practitioners are to create an inclusive environment,making sure that spatial and environmental organisation, materialsand activities enable all children to participate actively; for example,children with various physical challenges eat at the table with theother children.• Caregivers are to be aware of the symptoms of common illnesses andalert to changes in children’s behaviour that may signal illness or allergies.Caregivers are to conduct daily health checks, recording anysigns of illness on each child’s daily record form. Such details are tobe conveyed to parents.• In rooms that accommodate children with special needs additionaladults should be available to assist with activities that require assistance or individualized attention.• When other toddlers are carrying out gross motor activities suchas climbing, running, rolling, a child with physical challengesmay become frustrated and will require sensitive adult support,additional resources or adaptations to equipment.page 14

IN THE FIELDChallenges and Dilemmas Faced• Infants and toddlers rarely go outside because thereis no adjacent open/play area.• Large group size, inadequate staff-children ratios.• Furniture and equipment are not maintained on aregular basis, neither are children’s play materialsreplaced when damaged.• Space is inadequate, cramped and unsafe for children’sfree movement and interaction.• Poor lighting and ventilation.• Caregivers are uninformed of health and safetyrequirements.• Inadequate storage areas.• Health records are incomplete or outdated and for -mal records of medication are not required of parents.In Guyana-What Really WorksThe Georgetown Municipal Clinic, Mothers’ Union Day CareCentre and South Street Nursery School are all located on thesame compound. The Clinic is responsible for maintaining pregnantmothers and for providing ante-natal care to mothers andnew-born babies. The Clinic is conveniently located next to theDay Care (originally established to assist Mothers who are vendorsat the nearby municipal market) and the Nursery School. Childrenfrom both facilities can receive emergency attention, if necessary.Also, for those children attending either the Day Care Centre orNursery school, diagnosed illnesses and physical and developmentalneeds can be monitored conveniently over time and space.The concept of having all three facilities on the same site hasproven to be quite fortuitous for parents and children involved,therefore showcasing appropriate practice.• Rigid adherence to time schedules.page 15

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESHEALTHYSTRONGWhat children areexpected to doWhat we see children doing• Demonstrate pride andsatisfaction in their increasingindependence and ability todo things for themselves.• Dress themselves, e.g. buttonown clothes, brush teeth,bathe with decreasing needfor assistance.•• Engage in various activitieswith energy, enthusiasm andjoy.• Begin to understand right fromwrong.• Learn to respect and care fortheir bodies; recognize goodand bad health, safety andnutrition practices.• Know and distinguish genderand different body parts.• Practice basic personalhygiene, e.g. washing handsafter toileting and beforemeals.• Demonstrate understanding ofdifference between appropriateand inappropriate touchinge.g reject/complain aboutsuch touching.Show curiosity and interest indifferent sounds, smells, tastes,textures etc.What we can do to supportchildren’s developmentProvide learning centers andallow each child to interactwith center of choice.Centres should provide fordramatic play, building withblocks and other materials,creative expression, library/listening/writing, manipulativegames/activities,science/discovery, physical/motordevelopment.• Encourage children as oftenas possible to do things forthemselves, e.g. dressing,feeding, toileting , and assistwith classroom chores e.g.clean –up, distributing itemsetc.WELL-ADJUSTED• Use all their senses wheninvolved in an activity.• Keep physical-motor activitiesshort, varied and interestingas 3-5 year olds tireeasily.page 18

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESHEALTHYSTRONGWhat children areexpected to doWhat we see children doing• Use their upper and lower • Practice skills requiring eyehandcoordination , e.g.•limbs and whole body competentlyfor balancing and othercutting, tearing, pasting, drawing,modeling with playdough/locomotor skills.plasticene etc.• Develop master/control/coordinationof small muscles •e.g. use of finger muscles with•dexterity; hand-eye coordination.• Recognize and avoid dangeroussituations.• Exhibit increasing endurancewith long periods of high energy.Show dexterity in fine motorcoordination such as fitting(5-20 piece) puzzles, stringingbeads, tracing templates, usingpencils, colouring with crayonsetc.• Pedal a tricycle, use upper andlower limbs and whole body tojump, hop, run, skip, balance,throw, kick, ride, swim.What we can do to supportchildren’s developmentProvide opportunities eachday for gross motor developmentthrough activitiessuch as running, skipping,jumping, hopping, balancingetc.Provide opportunities eachday to sort, group, categorize,match, count andsequence.• Provide appropriate andsafe play equipment e.g.jungle gym, swings, slides,monkey bars etc., on safesurfaces.WELL-ADJUSTED• Play cooperatively with otherchildren, including games withrules; however they do notrespond well to competition asthey hate to lose.• Use toys and tools safely.• Plan and discuss with eachother, who should do what.• Provide nutritious energygivingfoods.• Help children understandand cope with strong feelingsby giving them wordsto use when they are angry,sad, disappointed etc.,e.g. “I see you are angry atMary because she took yourgame”.page 19

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESHEALTHYSTRONGWELL-ADJUSTEDWhat children areexpected to do• Begin to form and appreciatepeer group friendships.• Show desire for adult’s presenceand assurance.• Participate as member of agroup.• Share things spontaneously.• Express both positive andnegative feelings andemotions behaviourally, even ifunable to label them.• Display a developing conceptof self and sense of honestyand fairness.• Show curiosity and interest inexploring.• Begin to develop social andself-help skills and habits.What we see children doing• Engage in simple board and •table top games.• Show enjoyment in singingsongs, listening to stories overand over.• Show increasing interest ingroup pretend games.• Engage in social play thatsometimes tests limits.• Accept challenges and beginto demonstrate problem solvingand conflict resolution skills.• Show joy, anger, sadness byfacial and body expressions.• Ask many questions, alwayswanting to find out more.What we can do to supportchildren’s developmentObserve how each childplays/ interacts withother children as they areengaged in play, free, selfselectedand structuredactivities.• Guide children to request,bargain, negotiate,apologize, etc. in sociallyaccepted ways.• Provide specific praise tohelp each child understandthe true value of actions.• Provide a comfortableplace for a child to bealone and for quiet play/activity.• Maintain and carefullysupervise a safe, healthyenvironment for children.• Anticipate and preventaccidents or problemsbefore they occur.page 20

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESHEALTHYSTRONGWhat children areexpected to do• Show desire for adult’s presenceand assurance.• Accept rules and limits set byadults.• Know their phone number,address and other personal;information.What we see children doing• Display individuality andpersonal preferences; makechoices, e.g. select and put onown clothes to be worn.•• Share personal and family informationwith others.• Show pride in personalachievements.• Seek adult attention and aremore cooperative with adults.What we can do to supportchildren’s developmentRespond warmly to childrenand guard their safety whileencouraging them to dowhat they are capable ofdoing for themselves.• Show awareness of own limitations.WELL-ADJUSTEDpage 21

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Materials for fine and gross motor • Ask parents to assist with collection•activities are unattractive or inof discarded/ recycled mate-disrepair.rials.• Children hardly encouraged toexplore new activities, but dothe same things over and over.• Careless supervision and monitoringof children’s safety indoorand outdoor.• Adults do things for childrenthat they can do themselvesbecause it is faster and lessmessy.• Playtime is permitted only for abrief period early in the morningor late in the afternoon resultingin some children missing it alltogether; children are mostlyexpected to sit quietly doing rotetasks.• Low emphasis on offering childrenchoice; teacher is chiefdecision-maker; children’s effortsare judged by adult standards.• Encourage and guide parents tocreate from collected discards,appropriate play equipment andinstructional materials for grossand fine motor development.• Send home information to parentsthat describe activities that canbe done and enjoyed by thewhole family, e.g. bowling with aball and empty soda containersor plastic juice bottles.• Encourage parents to pack nutritiouslunches/snacks for their children,including fruits and naturalfruit juices. Share healthy snackideas with parents.Make use of discarded or recycledmaterials for playground equipmente.g. used tyres, shipping barrels, large,sturdy carton boxes, oversized electricalwire reels etc.• Smaller discarded/recycled items suchas plastic bottles, different sized cans,cotton thread reels, old magazines,calendars, newspapers etc can beused for making indoor play materialsand tabletop games.• Invite resource persons such as ahealth worker, physician/dental hygienist,nurse, nutritionist, and general safetypersonnel e.g. fireman, security forcesetc., ophthalmologist, ENT specialist,paediatrician etc to assist with healthand safety projects and for ParentTeachers Association(PTA) or HomeSchool Association(HSA) meetings.page 22

IN THE FIELDChallenges and Dilemmas Faced• Vandalism.• Inadequate play area and playground equipment.• Restricted/limited scheduling for outdoor activitiesdue to inadequate space and overcrowded condi -tions.• Limited resources and space for indoor play & activitiese.g. music and movement.• Outdoor play area is affected by weather conditions,either dry and dusty during drought or muddy anduneven during the rainy season.• Outdoor play equipment/materials are in disrepair orin need of replacement and financial resources arelimited.What Really WorksIn the Bahamas, a private special needs school offers aprogramme for three to seventeen year olds. The school providesa full-time individualized programme to students who are unableto succeed in the mainstream classroom because of physical,neurological or cognitive disabilities.Emphasis is placed on training those who interact with the children– teachers, caregivers, and parents. These persons receiveon-going training and professional development (from specializedpersonnel)in the areas of reading diagnosis, targeted teachingand special needs recognition, strategies and intervention.For older children, vocational training and job placement areindividualized as well.• In schools where the shift system applies, classroomenvironments are better left bare.• Some classrooms/schools are used for other purposesso instructional materials and environment are affected.page 24

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESHEALTHYSTRONGWELL-ADJUSTEDWhat children areexpected to do• Demonstrate curiosity aboutthemselves, others and theworld around them. They arepersistent in wanting their questions answered.• Show increasing interest inpeer group e.g. having specialfriends, exclusive cliques etc.;prefer play with same-genderpeers.•• Enjoy active play, especiallyuse of outdoor playgroundequipment.• Demonstrate competence inself-help skills.• Demonstrate increasing awarenessof the importance ofhygiene.• Show interest in fair play butare apprehensive aboutcompetitive activities (they donot like to lose).• Show self-confidence and willingnessto take risks.What we see children doing• Engage joyfully in outdoor anddramatic play with peers e.g.police, fireman, shop, market,family and other themes; beginto participate in more structured,rehearsed plays.• Dress and undress, engage infeeding and toileting needsindependently.• Make decisions aboutpreferred activities quite readily;chose to play particulargames as motor coordinationand skills improve.What we can do to supportchildren’s developmentInvolve children in a variety ofhealth and safety projects (e.g.nutrition, dental health, exercise,personal hygiene, preventionof substance abuse) thathelp them learn importantconcepts about health andsafety.• Encourage children to demonstrateand share their creativeideas and skills while workingon projects.• Integrate and reinforce theirknowledge of health andsafety practices and routinesinto children’s daily habits, atschool and at home.• Plan and provide dailyoutdoor periods (includingsnack breaks and extendedlunch time, nature walks,rambles, exploration) for childrento learn about outdoorenvironments, experienceunstructured time, get fresh air,play and express themselvesfreely.page 26

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentHEALTHYSTRONGWELL-ADJUSTED• Continue to grow and developat a slower rate thanbefore but relatively steadywith growth spurts.• Will practice to improve achosen skill or talent e.g. asport or musical instrument.••• Judge appropriate sociallyDemonstrate greater motoracceptable behaviours (anger,coordination and control infine motor skills e.g. plaitingand writing, as well as grossfrustration affection, enthusiasm);display a sense of rightand wrong.motor skills such as balancing,running and jumping.•• Demonstrate improvedcompetencies in throwing andcatching a ball, as well as skillsthat require following instructionssuch as dancing andswimming.• Enjoy increasingly betterhealth fewer illnesses andinfections.• Demonstrate clear evidenceof right or left-handedness.Show dislike for competition;might become upset or“cheat” to avoid losing.• Take initiative and start a taskon their own.• Express their ability or inabilityto do things.• Accept consequences andare accountable for their ownactions and behaviours.•Provide age-appropriate, safeequipment (e.g. balls, bats,jump ropes, hoops, balancebeams, ladders, climbingstructures) and play spacesfor children to play freelyand participate in organizedgames and sports.Provide places indoor and /oroutdoor for quiet activity andreflection or nature study.• Provide materials to refinefine motor skills, e.g. puzzles,sewing braiding, writing,drawing, stringing etc.• Plan opportunities for childrento actively participate inmotor development activities,games, sports, recreation ordance.• Assist children in acquiringand refining their physicalskills.page 27

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESHEALTHYSTRONGWhat children areexpected to do• Take pride in beingindependent and in lookingafter most of their personalneeds.• Cooperate as a member of ateam and participate better inteam sports and groupactivities.• Show eagerness to pleaseadults and copy the behaviourof those they admire.• Maintain strong interest inpretend play and then tryingthings out for real.What we see children doing• Display better physical coordinatione.g., adept at walkingon a balance beam, catching& throwing a ball, manoeuvringcurves, etc.••• Engage in increasinglycomplex gross motor tasks andorganized games & activitiessuch as rounders, cricket, ringgames etc.• Carry out with accuracy, finemotor activities requiring handeyecoordination e.g., cuttingwith scissors, etching, paperweaving.What we can do to supportchildren’s developmentSupport, supervise and monitorchildren’s engagement inphysical activity.Ensure that playgroundequipment is designed toconform to recognizedstandards for the protectionof children’s health andsafety and are consistentlymonitored and maintainedby adults.• Use a variety of ways of flexiblygrouping children to allowthem to work and play withothers.WELL-ADJUSTED• Show more interest in toilethumour and in their owngenitals. Questions aboutreproduction, sexualintercourse and gendermatters are common.• Form friendships even though •these might last for briefperiods only.• Paint, colour and write in arestricted or controlled space.• Write legibly (alignment, formationand spacing are muchimproved).Create drawings with somedetail, including people andhouses.• Include group/team gamesas a teaching strategy.• Allow all children to havea chance at being classroommonitor and to experiencecarrying out a varietyof responsibilities. A daily orweekly roster works well forthis.page 28

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentHEALTHYSTRONGGive appropriate praise andpositive feedback. Avoidbeing too critical as this candirectly damage self-confidence.WELL-ADJUSTED• Take pride in being independent•and in looking after most oftheir personal needs.Show eagerness to pleaseadults and copy the behaviourof those they admire.Maintain strong interest inpretend play and then tryingthings out for real.Show more interest in toilethumour and in their own genitals.Questions about reproduction,sexual intercourse andgender matters are common.Engage in team/group activitiesbased on their own selectionand preference.• Cooperate as a member of ateam and participate better inteam sports and group activities;form friendships.••Work without adult supervision.Adhere to classroom/safetyrules and regulations andaccept consequences.•••••••Exercise caution during workand play (risk-taking is notinhibited).Exercise good judgment indangerous situations.Encourage and support friendsand peers.Assume roles and responsibilitiesin the classroom.•••••Allow children to volunteer forspecific tasks.Reassure children when theymake mistakes, as five toseven year olds value whatadults think of them.Encourage children to bekind, helpful and supportivetoward each other.Support children’s need/desire to venture out into thewider community and newexperiences e.g. throughorganized field trips or shorter,informative walks to interestspots in the community.page 29

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Class size exceeding more than25 children as this preventsteachers from individualizingattention and instruction.•• Physical education activitiescancelled on a frequent basisin order to accommodatemore academic ones.• Classroom furniture(e.g.heavy wooden combinationdesk-bench units) limitsmovement of both furnitureand children and preventsmeaningful music/movementand other physical activitiesindoors.• Teachers/caregivers have somany duties that they do nothave enough time to get toknow and establish relationshipswith each child.Encourage parents to getinvolved in their children'sphysical development bysending home descriptions ofactivities that can involve thewhole household e.g. bowling(use a ball and empty soda cansor plastic juice bottles), catchingand throwing, tag games etc.• Have parents collect recycledmaterials, "trashables" such asclean, thick socks and pantyhose,different sized plastic bottles,bottle caps, shower curtains,tarpaulin, shipping barrels, rope,clean cans of different sizes, oldcar tyres/inner tubes, reels, largeand small carton boxes, buckets,wire hangers etc.• Invite parents and othercommunity members toparticipate in planned workshopsto create/make instructionalmaterials for both gross and finemotor development.• Advise parents on packingnutritious snacks for their children.• Invite resource persons such as thehealth worker, physician, dentist/dentalhygienist, nurse, nutritionist, generalsafety personnel, e.g. fireman,representative of nationalsafety/disaster preparednessorganization, security forces etc,ophthalmologist, ENT specialist etc, toassist with health and safety projectsand for PTA/HSA meetings.• If a breakfast and/or lunch programmeis offered, this should be guided bynational or international guidelines/standards on nutritional requirementsfor children. Balanced meals for childrenwith special dietary restrictionsmust be provided.• Invite representatives from local foodmanufacturers and distributors withinthe school community, to participate inschool -wellness projects. In addition tosupplying nutrition products, they canhelp promote good health andnutrition practices by sharinginformation with school canteen,kitchen staff, parents; can also sponsorsports events and dance festivals etc.page 30

Supporting Diversity and Children withSpecial Needs• Adapt areas and materials where necessary to makethem wheelchair accessible or to add visual or auditorycues and information to help all children experienceplanned activities as independently as possible.• Make adaptive equipment available so that all childrencan experience what adaptive equipment actually feelslike and therefore be less wary of it. Close supervision isnecessary for this.• Where special needs children are mainstreamed into anintegrated programme/learning setting, provide additionalsupervision to allow for individualized attention.• Where children with orthopedic disabilities are involvedin programmes, consult with specialist doctors or physicaltherapists regarding the levels of physical activities tobe included and the changes to be made to the learningenvironment.page 31

IN THE FIELDChallenges and Dilemmas Faced• Transition experiences -making the transition from hometo preschool and then from preschool to primary schoolis often traumatic for children as they move from familiarto unfamiliar settings which are different in physicalenvironment, programme schedule and time andteaching /learning methodologies, etc.• Inadequate supply of resources, instructional andplay materials for gross and fine motor development.• Spaces are frequently inadequate for free, organizedphysical activity. Some learning settings haveadequate spaces but conditions of safety and appropriatenessare questionable.• Food vendors who surround school areas and are positionedat school entrances often sell junk food items.What Really WorksIn the Bahamas, Jamaica and Trinidad arrangements are madebetween the relevant teachers of pre-schools and primaryschools ahead of the new school year, for the 5-6 year old childrenmaking the transition to Grade 1 primary, to visit the schoolsand classrooms in which they will be placed. The children areallowed to spend either the whole day or a couple of morningsgetting acquainted with new faces, routines and the new environment.At some primary schools in Jamaica, newly registered childrenfor Grade 1 are required to attend one month of summer schoolduring which children and teachers get to know one another.At this time when the school is less crowded and intimidating,teachers provide a rich reading readiness programme of activitiesafter which they are able to group the children appropriatelyfor the new term. Some Grade 1 teachers provide learningcentres that allow children choice and variety of activities. Somecentres include, Dress-up, Home, Shop, Blocks. In addition table-top activities are provided.page 32

2: EFFECTIVE COMMUNICATIONA desirable learning outcome that focuses on developing a child who is an effective communicator with:COMMUNICATION SKILLS:Verbal and non-verbal.LANGUAGE SKILLSReceptive language; expressive language to share information, thoughts and ideas; creative language skills.EMERGENT LITERACY AND ORACYpage 34

LEARNINGOUTCOMESCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeEMERGENTLITERACY ANDORACYMILEPOSTS OF DEVELOPMENTWhat children areexpected to doVerbal and Non-verbal•••••Demonstrate awareness ofsounds in the environment.Listen and respond to thespeech and voice of thosearound them and are startledor cry at unexpected noises.Recognize and turn to familiarvoices and smile.Respond to comforting voicetones.Vocalize two to three differentvowel sounds between 3 and 9months.SIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doing• Respond to voices and makesmall cooing sounds, enjoybeing talked to, gurgle andsqueal, begin extended vowelsounds, start to laugh andhave different cries for differentneeds.••••Between 4 to 6 months, sputter,babble and try to mimicsounds.Between 6 to 9 months:,make longer and more variedsounds, experiment withproducing sounds of variedvolume and pitch, make 2 -syllabled sounds, vocalize 3different vowel sounds andimitate vocalization.SIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s development•••Engage in many one-to-one,face-to-face interactionswith infants.Talk in a pleasant, calmvoice, using simplelanguage (not baby talk)and frequent eye contactwhile being responsive tothe child’s cues.Observe, listen and respondto sounds that infants make,imitate their vocalizations,and appreciate infants’sounds as the beginnings ofcommunication.Frequently talk with, sing toand read to infants.Observe infants at play andengage them in appropriategames, such as ‘peek-aboo,’‘Round-and-roundthe-garden,’‘This littlepiggy’.page 36

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeEMERGENTLITERACY ANDORACYReceptive, Expressive and Creative• Use their developing physicalskill to make social contact.• Say simple words such as“cat,” “juice,” “come,” understand, “no,” mimic sounds, use• Young babies convey messagesabout what they want andneed, as well as how they feele.g. different cry to expressdifferent needs.gestures to make wants known,look at pictures in a book andturn the pages.12 to 15 months••••Learn that their voice andactions have effects on others.Between 4 to 6 months,respond to changes in the toneof a familiar voice, and soundsother than speech.Look in an interested or apprehensiveway for the source ofsounds such as a dog barking,a car alarm going off or a telephoneringing.9 to 12 months••Young toddlers enjoy singing,can vocalize four differentvowel-consonant combinations,say several words, say“no” and shake head.Identify and name objectswhile pointing, identify picturesin books, make marks onpaper, scribble spontaneouslyand like being read to, lookingat picture books, saying nurseryrhymes and doing finger plays.••Place sturdy cardboardbooks on low shelves orstands for children’s easyaccess.Respond quickly to toddlers’cries or other signs of distress,recognising that toddlershave few words with whichto communicate theirneeds.Read frequently to toddlersindividually or in smallgroups. Sing with toddlers,do finger plays, act outsimple stories or folktaleswith children participatingactively, or tell stories usinga flannel board and allowchildren to manipulate andplace figures on the board.• Talk regularly with childrenthroughout the day.Speak clearly, listen to theirresponses and provideopportunities for the childrento talk to each other.page 37

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeEMERGENTLITERACY ANDORACYEmergent literacy and oracyBetween 7 to 12 months:••Listen when spoken to, turnand look at a face whencalled by name; enjoy gamesand finger plays such as ‘Peeka-boo’and ‘Pat-a-cake.’Recognize familiar words suchas ‘Daddy,’ ‘juice,’ ‘telephone,’‘car’ and begin torespond to requests and questions“Give Mummy the keys”and “Go down?”Between 1 to 2 years:•Point to pictures in a bookwhen named and identifybody parts when asked; followsimple commands, “Pick up thecup” and understand simplequestions such as “Where doyou want to go?” Toddlers alsoenjoy listening to simple stories,songs and rhymes, and maywant them repeated quiteoften.Between 15 to 18 months,•Say 10 to 20 words, put shortwords together (“Go bed,”“want juice”), scribble spontaneously,imitate single words,make first sentence and enjoyinteractive games.Between 18 to 24 months,••Say 20 to 50 words, make 3-word sentences, use words tomake wants known, combinewords and gestures, point toand name three body parts.Enjoy active play with smallobjects, explore differentqualities of play materials, showinterest in attributes of objects -texture, shape, size, colour andenjoy listening to simple storiesread from picture books, especiallystories with repetition.••••Engage individual childrenand small groups in conversationsabout real experiences,projects and currentevents of interest to the children.Encourage children todescribe their ideas.Respond attentively to thechildren’s initiatives.Plan experiences toenhance children’s ability tolisten and observe.page 38

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeBetween 2-3 years:Between 24 to 30 months,• Expand vocabulary dramatically;understand more complexcommands, such as “Pickup your cup and come to thetable.” They are able to understandconcepts such ashot/cold, fast/slow.• Use three-word sentences,know object names beforebeing able to say them, enjoyword and rhyme games, usewords to express self effectivelyand ask “why?”Between 30 to 36 months:• Begin to do problem-solving,develop fantasy in language,understand at least twoprepositions, use compoundsentences, use adjectives andadverbs.• Have a speaking vocabularythat may reach 200 words,can recount events of theday.• Listen and observe the childrenas much as possible.EMERGENTLITERACY ANDORACYpage 39

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Caregivers rarely play or interact •with infants and toddlers.••••Room decorations are at adulteye level.Play areas are sterile, designedfor easy cleaning, but are unstimulatingto the infants’ senses.Activities are either too strictlytime scheduled or completelyunstructured and unpredictable.Caregivers have little time forspecial needs children, who areoften overlooked and neglected.• Adults do not understand theimportance of solitary and parallelplay and expect children toplay with others all the time.•Caregivers and practitionerswork in partnership with parents,communicating daily in order tobuild mutual understanding andtrust in ensuring the welfare andoptimal development of eachchild.Frequent meetings with parentsor established ‘open-door’ policypromote an atmosphere cooperation,as caregivers and parentsconfer in making decisionsabout how best to support children’sdevelopment. Problems,concerns, or differences of opinionare quickly dealt with as theyarise.Appropriate group experiences are criticalto effective learning in the early years. It isrecommended that group sizes for appropriateearly group experiences observe thefollowing guidelines:Group size:• For children not yet mobile, group sizesshould be no larger than 6 and thecaregiver to infant ratio should be nomore than 1:3.• For children who are able to crawl andothers up to 18 months, the group sizeshould be no more than 9, with a ratioof no more than 1:3.• For children who are 18 months tothree years, group size is recommendedat no more than 12, with a ratio of1:4.page 40

Supporting Diversity and Children withSpecial Needs• Children need to know that their home language isvalued without being pressured to respond in anyparticular way that is foreign/strange to them.• Children who experience severe communication difficultiesshould be encouraged to use non-verbal ways of makingcontact. These children should be made to feel that theirattempts to listen and respond are being valued asothers’ attempts are valued.• In learning settings where there are children with languageimpairment or communication disorder, opportunities forsharing meanings are important, so, for example, there isthe need for using signs and words.• Young children are more willing to communicate whenall their needs are met, that is, when they are rested, wellfedand not in need of changing.page 41

IN THE FIELDChallenges and Dilemmas Faced• Bilingual and multi-lingual settings for caregivers whoare conversant in only one of the languages.• Overcrowded conditions - large groups with lowadult-child ratios.• Inadequate space for movement, small group activityand children’s learning centres.• Inadequate number of caregivers to provide adequatetime and attention to children, especially those withspecial needs.• Inappropriate adult responses to babies and youngchildren who cannot yet talk and only know how toindicate their refusal by turning away or screaming.Caregivers are encouraged to keep calm and torespect the child’s way of conveying the message.In Jamaica and Guyana:What Really WorksSome parenting programmes operate through clinics. Each pregnantmother who is registered at a public clinic for ante-natalcare becomes a member of a group of other pregnant mothers.The group attends regularly scheduled meetings that coincidewith regular check-up appointments.Mothers-to-be meet with various specialists such as nutritionist,nurse, counsellor, paediatrician, obstetrician, etc. at each meeting.Programmes for parenting support meetings include “Ways toprepare mother’s body to care for baby,” “Giving the new-borna bath” along with demonstration, “Early stimulation activitiesfor babies” etc. Mothers-to-be learn about their babies as theydevelop in the womb. They discuss the pros and cons of variousforms of delivery. After baby is born, mothers continue in theirsupport groups, to learn about caring for and communicatingwith their baby.• In group settings, babies are generally separatedfrom older children. The challenge is to create opportunitiesfor all children to be together or times for talking, interacting and making friends.page 42

LEARNINGOUTCOMESCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeEMERGENTLITERACY ANDORACYMILEPOSTS OF DEVELOPMENT•••••••What children areexpected to doVerbal and Non-VerbalRespond when called byname and follow simple directions.Expand vocabulary and speakin fairly complex sentences.Enjoy listening to stories andrepeating simple rhymes.Enjoy telling jokes and usingfunny or nonsense words.Recognize common everydaysounds and use articulatespeech that is easily understood.Enjoy singing simple songs andfinger plays.Demonstrate appreciative andattentive listening.SIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doing• Use appropriate language •structures to describe events/situations.• Express feelings in different •ways.••••••Imitate and participate inconversations with increasinguse of appropriate new vocabulary.Articulate words and expressthemselves clearly.Use forbidden words at times.Describe objects and theiruse(s).Ask many questions and makesuggestions.Follow simple instructions andreceive and deliver messages..SIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s development••••Encourage children toalways use language toexpress themselves.Encourage development oflanguage and communicationskills by engaging individualchildren and groupsin conversation about realexperiences, projects andcurrent events, speakingclearly and listening to theirresponses.Provide opportunities forchildren to talk to eachother.Provide opportunities forfantasy and dramatic play.Include dramatic play infree and organized activities.Encourage children to takepictures, objects, pets etc.and talk about them to theirclass (show and tell), alsoshare news about dailyhappenings with the class.page 44

LEARNINGOUTCOMESCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeEMERGENTLITERACY ANDORACY•MILEPOSTS OF DEVELOPMENTWhat children areexpected to doListen analytically, respond toand evaluate what has beenheard.Receptive, Expressive and CreativeUnderstand simple “who” “what”and “where” questions.•••Hear and understand nearlyeverything that is said to them.(This is the stage when hearingdifficulties may becomeevident).Learn to sing more complexsongs as language skills growand vocal chords develop.Enjoy stories and answer simplequestions about them.SIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doing• Communicate with others as •part of play.••••••Use six words and more in asentence; use appropriatevocabulary.Imitate and participate inconversations and communicatefreely.Tell, retell, make up, explain,interpret, act out stories.Create and adapt their owngames, songs and stories.Repeat rhymes, jingles, fingerplays and sing songs.Describe events and situations,relate personal and meaningfulexperiences and relate ownexperiences to stories.SIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s development••••••Provide masks, various typesof puppets, accessories andprops for miming, role playand dramatic play.Provide opportunities eachday for singing songs,rhymes, jingles and favoriteadvertisements.Encourage children to bringtheir favourite story books topicture read to the class.Play games that encouragequestions, comments, criticismsand critical thinking.Make up nonsense wordsand sentences.Share jokes, puzzles, riddles,etc.Visit the classroom/school/public library with the childrenand allow them to feel“at home” to develop skillsin finding, accessing andselecting books.page 45

LEARNINGOUTCOMESMILEPOSTS OF DEVELOPMENTWhat children areexpected to doSIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doingSIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s developmentCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeEMERGENTLITERACY ANDORACY•Combine more words to makelonger sentences.• Apply thought and languageto problem solve and categorize.••Emergent literacy and oracy••••Speak fluently and clearlywhen talking about pre-schoolhappenings, friends, family andother interesting experiences.Develop basic concepts ofprint and begin to engage inand experiment with readingand writing.They can comprehendcomplex sentences and delivermessages.By five years, construct longand detailed sentences; telllong and involved stories using“adult-like” grammar.• Express themselves clearly; •write/read in various ways.•Draw/paint with increasingcontrol.Show interest in books andstories; picture read frombooks.Display various competenciesin beginning reading and writingskills and sub-skills.• Tell/retell/paraphrase stories;speak in correctly structuredsentences; use appropriatevocabulary.••• Recognize, copy and/or writeletters, numbers, names, etc.•Use past and future tense;understand relational terms,for example, “before”, “after”,“above”, “below”, “under” etc.•••••Help children create their ownstory books using magazines,newspapers, postcards, etc.Read all kinds of books to thechildren.Allow children to explore themany uses of books.Record children telling stories,singing songs, sharing news,reading and telling jokes.Play many games with letters,numbers, pictures, objects,words, sentences, etc.Provide daily opportunities forchildren to write.Encourage children to talkabout reading and writingexperiences.Provide many opportunities forchildren to explore and identifysound-symbol relationshipsin a meaningful context.page 46

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreative••••Understand time conceptssuch as “early in the morning”,“next month”, “next year”,“once upon a time”, etc.Understand spatial conceptssuch as “in front of ”, “behind”,“far”, “near”, “over”, “under”,etc.Follow three step commands.Use compound sentencescombined by and, but, or, so,because.•••Modify language according toaudience.Demonstrate understandingthat stories have a beginning,middle and end.Demonstrate knowledge thatbooks are read from left toright, top to bottom (accordingto western orientation).•Help children to segment spokenwords into individualsounds and blend the soundsinto whole words.EMERGENTLITERACY ANDORACYpage 47

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Teachers speech is mostly oneway– more often spent in tellingchildren what to do than facilitatingback-and-forth exchanges;emphasis is placed on havinga quiet classroom.••Plan a family literacy night usinga “big book”, flannel board orpuppets to demonstrate how tohelp children to learn in fun ways.Share with parents the topics/themes/areas being studied••• Use of the chalk board, workbooksand worksheets is predominant.in class by the children. Makesuggestions of the storybooks andactivities that can reinforce orencourage the children’s knowledge•and interest.••Classroom activities are developedonly for mainstream culturalgroups or whose first languageis English.Children are discouraged fromusing their native languageswhen necessary for communication;children are correctedwhen they use their own dialects.Isolate ESL (English as SecondLanguage) children from otherchildren in order to give themspecial help in learning English.••Invite parents and communitymembers into the class/school aspresenters and resource persons.Share with parents (at parentteacher conference nightperhaps), the kinds of materialsprovided to promote readingreadiness with their children, showthe usefulness of each and indicatehow additional ones can becreated.••Create a print-rich environment. Makeuse of children’s effort/work, calendarpictures, advertisements, magazines,stickers, signs, posters, newspapers, etc.Teachers can pool resources and workin a shared, team-teaching method.Lesson planning can be done ingroups, creative and imaginative ideascan be exchanged.Charts, posters and other effectiveaudio visual aids can be preparedjointly and shared by all.• Teachers can keep up-to-date withcurrently produced audio-visual materialsand software as well as more recentpublications of children’s books andliterature.page 48

Supporting Diversity and Children withSpecial Needs• Teachers who value children’s language will not correctthe use of dialects, but will acknowledge them as anacceptable form of communication.• Help ESL children achieve competence as speakers of asecond language rather than eliminate their firstlanguage.• Provide models of standard English when appropriate.• If in doubt about any child’s hearing, recommend toparents that the child be seen by a clinical audiologist.• If in doubt about a child’s language comprehensionthen parents should have the child assessed by aspeech/language pathologist.• Children with physical disabilities, such as sight or hearingloss, may need special materials and resources tomake their encounters with print successful. For childrenwith vision limitations, instructional materials will need tobe done in very large print. Teachers may need to learnthe use of sign language or have an interpreter presentfor the children who use sign rather than spoken language.• Children who cannot hold regular writing instrumentsmay need an adult (parent can assist here too) or olderchild to act as a scribe for them. Where available, typewriters or computers can be used.• Children who have language delays should be encouragedto interact with other children as much as possibleand to talk with adults.page 49

IN THE FIELDChallenges and Dilemmas Faced• Overcrowded classes exceeding thirty children, which prohibitopportunities for group work and interaction and therefore impede the use of language and development of communicationskills.• Limited space and the use of inappropriate furniture whichdiscourage children from meaningful social interaction; childrenwork individually at desks or tables most of the time.• Teachers who have not had training in either early childhood education or teaching reading to ESL (English as aSecond Language) children.• Children who come to pre-school without any learningmaterials.• Inadequate reading readiness materials and resources available.• Noisy, crowded classrooms that are generally very stressfulfor children and adults and also impede conversation andlearning.What Really WorksIn some preschools internationally and in our Caribbean countries,teachers help the children prepare for and make visits tothe grocery store or supermarket. They plan along with the children,what needs to be done, activities to be carried out, telephonecalls to be made, parents to be notified, transportation tobe arranged, etc.Parents who have a flexible work schedule are invited to participatein the planning and preparing with smaller groups of children.As each task/activity is conducted, class members areencouraged to record each step in various forms such as written,graphic, pictorial, tape record and other creative ways. Duringthe visit, children are encouraged to take cameras, clipboardsand pencils/crayons to again record observations and interviews,etc.Following the visit, photographs are developed, categorizedand displayed with captions. Drawings and illustrations are alsomounted and displayed, while discussions are carried out toelaborate, clarify and illustrate events/experiences of the visit.A story book is often prepared as a worthwhile culminating activity.page 50

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeEMERGENTLITERACY ANDORACY•••••What children areexpected to doVerbal and Non-verbalUse a diverse and extensivevocabulary consisting of wordsthat are a reflection of experiencesand background.Initially express feelings andemotions behaviourally and aredemonstrative with both positiveand negative emotions.They experience feelings butare unable to label them.Eventually begin to use wordsmore than actions to expressfeelings and emotions.Gradually shift from an emphasison oral expression to writtenexpression. They are able to uselanguage more effectively andefficiently.Can learn new words at a farmore rapid rate than previously.What we see children doing• Display enhanced skills in oracy,e.g. express themselves insentences that are structurallycomplex.••• Recognize non-verbal clues.• Exhibit appropriate non-verbalcommunication skills.• Continue to learn new vocabularyfrom everyday situations.What we can do to supportchildren’s developmentUse pictures, objects, eventsfamiliar to the children’s experiences.Provide many opportunities forusing dramatic play and verbaland non-verbal communicationskills.• Use a rich variety of objects,pictures, activities and eventsto stimulate forms of communication.• Allow children to have frequentopportunities to use languagequestioningdiscussions, dramatizations,etc.• Facilitate discussion among thechildren by making commentsand soliciting their comments,views and ideas.page 52

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreative••••Receptive, expressiveand creativeAre able to engage in fairlycomplicated conversationswith adults.Demonstrate a noticeabledevelopment of receptivelanguage skills and the expressionof information, thoughtsand ideas.Demonstrate understanding ofsimple and multi-step direction.Can associate symbols suchas letters, numbers and wordswith meaning and use themin receptive and expressivelanguage.• Speak and express themselves •effectively.• Respond rapidly to questions,queries and commands.• Listen to others and show understanding.• Respond appropriately to directions.• Speak with authority of thingswithin the community.• Formulate more complexsentences and arguments.• Express approval/disapproval ofideas.Read books with rhymes andallow children to practice thesounds of language.• Help children take spokenwords apart and put themtogether.• Allow children to identify themany words in their environment.• Show children ways to thinkabout and understand whatthey are reading.• Provide a language-rich environmentto enhance children’sliteracy and oracy skills.EMERGENTLITERACY ANDORACYpage 53

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentCOMMUNICATIONSKILLSVerbal andNon- VerbalLANGUAGESKILLSReceptive,Expressive andCreativeEMERGENTLITERACY ANDORACY••••Emergent literacy and oracyChildren entering primaryschool demonstrate variedstages in the developmentof skills and competencies inemerging literacy and readingreadiness.Given a language-rich environment,children’s skills in literacyand oracy will flourish.Many children begin to soundout written words and printletters with greater accuracyand precision.Children can use reading skillsmore efficiently and read independentlyfor enjoyment.• Compose stories, poems and •songs; recall story details andpredict outcomes.• Read and comprehend simplesentences signs, label simplestories with pictures.• Read /attack new words;write their own sentences andstories and compose poems.• Understand the meaning ofsymbols.• Sequence pictures andsentences and predict storyendings.• Read independently andcollectively, demonstratepre-reading readiness skills;use mathematical languageappropriately.Provide opportunities for childrento practice with thesounds that make up words.Children will then learn to putsounds together to make wordsand break words into theirseparate sounds.• Provide many activities andgames that help children learnto recognize letter names andshapes, learn and use newwords.• Create an environment wherestories are told and read everyday.Teachers should readwith expression and ease andshould talk with children aboutwhat they are reading.page 54

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Predominance of whole class • Arrange for parents whose first •teaching using choral approachlanguageis not English to sharees as main form of getting thechildren’s responses.some of their native languagewith the class. Children mightlike to learn greetings, counting•words, or days of the week inother languages.•Over-reliance on readingschemes and not making use ofa wide array of objects, picturesand events from the children’sexperience to stimulatelanguage development.Limiting questioning just to literalresponses and recall thinkinglevel.• Overuse of workbooks.••Bilingual parents could also beasked to translate a few of thefavourite class stories into theirnative language and then sharethem with the children.Encourage parents to supporttheir children’s use of firstlanguage.••Teachers should get as much informationas possible about each child’slanguage background as the childrenbegin the school year.Create a classroom library by havingeach child donate/lend at least onestory book to the class.If the teacher is unaccustomed tohaving bilingual children in his/herclass, then he /she should seek assistancefrom other teachers who havehad success in their experience.page 55

Supporting Diversity and Children withSpecial Needs• Post signs and announcements in as many of the languagesspoken in the class as possible.• Encourage the parents of bilingual children to read tothem frequently.• Share special words with children who speak other languages.• Share the feeling of accomplishment when childrenlearn new vocabulary or forms in their native languagesor new languages.• Include storybooks (and other resources) that use thelanguages spoken by the children in the classroom.page 56

IN THE FIELDChallenges and Dilemmas Faced• Overcrowded classroom conditions.• Noise levels that prevent children from effectively sharingwith and hearing one another.• Uninteresting reading schemes or programmes usedthroughout the school.• Great differences in the reading readiness skills of children,especially upon entry to grade one.• Lack of expertise in teaching reading.What Really WorksEffective early literacy environments are evident in manyearly childhood settings in our Caribbean region. Suchenvironments generally:• Involve children in learning finger plays, songs,poems, chants and choral readings.• Emphasize reading books and writing stories witheach child everyday.• Encourage pretend play. Help children createprops from discarded materials such as old sheetscardboard boxes and household items.• Put on a puppet show illustrating children’sfavourite stories told as read.• Use flannel boards, masks, finger puppets, etc torelate stories more efficiently.• Have teachers who are good story-tellers andwho familiarize themselves with the stories beforerelating them.page 57

3: VALUING CULTUREA desirable learning outcome that focuses on developing a child who values own culture and that of others showing:AWARENESS:Of own and other cultures.APPRECIATIONFor local, national and international cultural forms.PRIDEIn national and regional identity.page 60

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESAwareness andappreciation forown and otherculturesAppreciation forlocal andinternationalcultural formsPride in nationaland regionalidentityWhat children areexpected to doBabies gradually :• Become aware of themselves •as separate from others.• Develop an understandingand awareness of themselves,as they are influenced by theirimmediate family culture, otherpeople and the environment.••Toddlers:••Become aware of the similaritiesand differences they sharewith others and those thatdistinguish them from others.Slowly build a picture of themselvesand a sense of ‘self’.This happens gradually as theylearn what they look like. Thetoddler’s view of self is verymuch influenced by whatothers seem to think of him/her.What we see children doingToddlers:•••Identify symbols or items relatedto their culture.Recognize others who are likeor different from them.Identify elements of difference,for example, clothing, colour,speech.Enjoy listening and moving theirbodies to music.(By 2 years) Listen to stories fora short while; imitate actions ofthose they see around them,e.g. dances, sports such asfootball, cricket, athletics.(By 3 years) Initiate pretendplay that includes charactersunfamiliar to their ownculture. For example, childrenin Jamaica pretending to becowboys.What we can do to supportchildren’s development• Read books to children thatshow families of different racialand cultural backgrounds, andpeople of various ages andabilities.• Display pictures of the childrenand their families.• Provide sturdy/ big picturebooks that depict people ofdifferent ages, racial and culturalgroups, family types, occupationsand abilities/ differentlyabledpersons.• Sing to/ with babies andtoddlers; do finger-plays, act outsimple folktales.• Tell stories using a flannel boardor peep-show and allow thechildren to manipulate the illustrations.page 62

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESAwareness andappreciation forown and otherculturesAppreciation forlocal andinternationalcultural formsPride in nationaland regionalidentityWhat children areexpected to do• Begin to imitate actions ofothers they see around theme.g. dance, playing a sportsuch as football or cricket.•••Begin to respond to music ina co-ordinated way; developawareness of a beat inmusic and recognize differentrhythms.Begin to show awareness ofand interest in cultural imagesprojected in the media (television).What we see children doing••••Between 18 months to 3 years,toddlers identify themselveswith children of same age andgender, show an interest inother children and their similaritiesand differences.Imitate sounds from the environmentand indulge in muchrole-play and pretend-play.Begin to show awareness ofdifferent music, stories, food,clothes.By 3 years, begin to demonstratesocially acceptablebehaviours e.g. respect fornational symbol, pledge andsongs.Begin to imitate behavioursrelated to religious and culturalpractices such as sayingprayers.What we can do to supportchildren’s development•Invite parents into theDay-care centre to teachwell-known songs, rhymesand finger-plays in differentlanguages. New songs,jingles, rhymes and fingerplayscan be taught indifferent languages too.• Display pictures of the childrenand their families.••Take children for walks/rambles around the neighbourhoodor to a park orpublic place and on fieldtrips so they can see differentpeople engaged in allsorts of activities and thusbecome aware of manyoutdoor environments.Bring the children’s homecultures and languagesinto the shared Day-carecentre so that children feelaccepted and develop asense of belonging.page 63

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Caregivers communicate withparents only about problemsor conflicts, ignore parents’concerns, or avoid difficult issuesrather than resolving them withparents.• Invite parents, grandparents andother members of the communityto the learning environment (Daycare,Pre-school, etc.) to sharestories, cultural practices, songs,etc. with the children.••• There are no family picturesdisplayed nor any indication offamily involvement.••Books, pictures and other interestingmaterials related to variouscultural practices are neithervisible nor available.• Cultural and other individualdifferences are ignored.Differences among children arestressed to such an extent thatsome children are made to feelthat they do not belong or fit in.•Organize parent evenings orschedule some time during theParent-Teacher’s meeting forparents to share their culture andaspects of their cultural practiceswith other parents.Invite all parents to bring culturalartefacts, foods, pictures, videopresentations, dress, etc. fordisplay and/or use in sensitising allin attendance about the diversecultural practices celebrated atthat centre.•Develop a collection of audiocassettesof children’s jingles, rhymes, songs andfinger plays in the dominant languageof the group along with all othersrepresented in the children’s group.Make a collection of cultural artefacts,clothing, pictures and other items tobe used for displays, discussions andproject-work especially for specialcultural celebrations. Be sure to collectartefacts and objects for all the culturalcommunities represented in the children’sgroup.Reference: A World of Difference:Readings on Teaching Young Childrenin a Diverse Society, Carol Copple, ed.page 64

Supporting Diversity and Children withSpecial Needs• Provide materials and resources to help children appreciate,accept and be proud of their culture and toappreciate the culture of others.• Caregivers must learn about the values and expectationsthat different cultures (represented among the group ofchildren in their care) have for the behaviour of childrenand what the children’s families support within their cultural group. This knowledge is not supposed result in caregiversfeeling that they cannot make decisions aboutguidance. When caregivers make decisions that conflictwith children’s cultural norms, they have an obligation toexplain to the children and their parents why the behavioursat the Day-care are different from home behaviour.page 65

IN THE FIELDChallenges and Dilemmas FacedWhat Really Works• EC caregivers working in bi-lingual or multi-lingual settingswhere there is no adult able to communicatewith one or a number of the children and theirparents.• Caregivers make little effort to understand andappreciate parents’ child-rearing practices in a multiculturalsetting.• Caregivers and other day-care staff make little effortto understand and appreciate the cultural and otherdifferences of families and communities of the childrenin their care and contact.Caregivers can show respect for the community and cultures ofthe children in the Day-care facility by asking for information fromparents and various members of the community. Special materialscan be selected for display or to be made available for conversationswith toddlers.Other materials can be available in learning areas for children toobserve, examine and manipulate. For example, several pieces ofclothing that are typical of that worn by particular ethnic groupsin the community can be included in the Dress-up Box.page 66

LEARNINGOUTCOMESAwareness andappreciation forown and otherculturesAppreciation forlocal andinternationalcultural formsPride in nationaland regionalidentityMILEPOSTS OF DEVELOPMENTWhat children areexpected to doSIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doing• Begin to have an interestin what is happening in thehomes of other children locally,nationally and in other countries.• Enjoy stories and songs aboutpeople and events from theirown, neighbouring and foreigncommunities.•• Recognize and appreciate •• Respond to music with free asdifferences and similaritieswell as instructed movement;among themselves.can cope with more sophisticatedmovement to music. •••.•Identify art in the daily environmentand perceive own creativework as art.Begin to become more awareof pitch and rhythm.Take great pleasure in exploringnew sounds and instrumentsof their own culture andthat of others.•Show willingness to participatein cultural activities (forexample preschool children inTrinidad and Tobago preparefor and participate in carnivalcelebrations).Begin to understand andbehave respectfully towardpeople of other cultures andreligions.SIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s development••Encourage multiculturalawareness through representativedolls, puppets, pictures,and books.Highlight cultural aspects ofall families and learn recipes,songs and information abouttheir cultural celebrations.Enrich dramatic play byproviding a variety of props,clothing, accessories, masks,etc. used in different culturalcelebrations representedin the classroom and thecommunity, nation andregion.Share/learn poems, rhymes,finger plays and songs of ownand other cultures.page 68

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESAwareness andappreciation forown and otherculturesWhat children areexpected to doWhat we see children doing• Memorize and appreciate themusic and songs of their ownand other cultures throughrepetition and patterns.• They respond to and showappreciation for music ofdifferent cultural and ethniccommunities.•• Can develop a passion for •particular types of music andsong.Show awareness of food, dressfestivals/celebrations of othercultures.What we can do to supportchildren’s developmentProvide in addition to theother learning centres, acentre of interest that focuseson the culture and culturalpractices and celebrations ofall ethnic groups representedin the class community, thecountry and the region.Appreciation forlocal andinternationalcultural forms• Begin to appreciate a varietyof art work from different•cultures and time periods.•Recognize national symbols,dress, anthem, pledge, heroes,heroines, song, flag, foods, etc.Know and can sing the nationalanthem.• Talk to each other about themselvesand their families.•Alternatively a “nationallearning centre” (for exampleBarbados Corner, SurinameCorner, Guyana Corner etc)can be generated focusingon the various ethnic communitiesalong with the nationalemblems, motto, flag, etc.Pride in nationaland regionalidentitypage 69

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Cultural and other individual• Families can serve as resources fordifferences are ignored.helping all children learn about•and respect cultures that are•different from their own.Some children do not see theirrace, language or culturereflected in the classroom, sothey do not feel a part of thegroup.• Differences among children arestressed to such an extent thatsome children are made to feelthey do not fit in.••Families can become resourcesas food, songs and stories fromdifferent cultures are studied.Families respond well to schoolcelebrated UN day, culture day,National independence celebrationsor just school fund-raisingvariety concerts that focus onvarious ethnic practices and celebrationswithin the local community.•Invite speakers to the classroom whoare skilled in both children’s dialect ,other languages and English.Provide a selection of children’s booksabout cultures in the reading/bookcorner.• Invite parents and grandparents (inparticular) to share stories or memoriesof when they were children.page 70

Supporting Diversity and Children withSpecial Needs• All children’s families can be invited to contribute to theclassroom play/other items that are significant in theircultural traditions.• Have children take in other items for “show and tell” or“showing time”.• It is very important for school and teachers to acknowledgethe children’s cultures and help their families feelcomfortable in the school.• Both parents and children need to understand thatspeaking a language other than English (or the languageof the majority) is acceptable so theyneed not feel embarrassed. Parents are encouraged tosupport their child’s use of his/her first language.page 71

IN THE FIELDChallenges and Dilemmas Faced• Dealing with the different perceptions, understandings,views and biases of children and theirparents regarding cultural practices and beliefs.• Time is not available for teachers to encourage andmaintain involvement of parents and members ofclass represented ethnic communities.What Really WorksArrange for parents whose first language is not English (or thelanguage of the majority) to share some of their native languagewith the class, children might like to learn greetings, countingwords, or days of the week in another language. Ask bilingualparents to help to translate some of the favourite stories into theirnative language and then share them with the children.Members of each family are encouraged to participate in theclassroom in ways that they feel comfortable. Family membersmay take part in classroom activities (sharing a cultural eventor language, telling or relating a story, tutoring, making learningmaterials or playing games), contribute to activities relatedto but not occurring within the classroom (designing or sewingcostumes, working in the school library, supervising extra curricularactivities or participate in decision making).page 72

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESAwareness andappreciation forown and otherculturesAppreciation forlocal andinternationalcultural formsPride in nationaland regionalidentityWhat children areexpected to doWhat we see children doing• Be interested in what ishappening in the homes andcommunities of other childrenlocally, nationally and in othercountries.• Enjoy activities that allow themto play/dramatize the roles offamily and community members.Recognize and appreciate•• differences and similarities• Be aware of and appreciatethe various aspects of their ownamong themselves.•culture.•Display a willingness to participatein cultural activities.Observe and exhibit rules of• protocol in respect of nationalsymbols and practices (forexample to stand at attentionwhen the national anthem issung).Appreciate significant aspects in• the lives and accomplishmentsof national and regional heroes/heroines.What we can do to supportchildren’s developmentProvide, among other learningcentres, a home cornerequipped with male andfemale dolls and a rich array ofmaterials that can be found inthe home.In addition to the home cornerthere is also the dress up cornercontaining a mirror, masks anda variety of accessories andclothing for different ethnicgroups and communities,across age, gender and occupation.• The more diverse the children’sbackgrounds are in the class,the wider the variety of teachingmethods and materialsrequired.• Teacher and teacher’s methodologyand materials needto recognize and reflect thecultural variety within the class,school, community and country.page 74

LEARNINGOUTCOMESAwareness andappreciation forown and otherculturesAppreciation forlocal andinternationalcultural formsMILEPOSTS OF DEVELOPMENTWhat children areexpected to doSIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doing• Recognize national symbolseg: flag, coat of arms, knowthe national anthem and/orpledge.••Show pride in being a citizenof both country and region.Can be encouraged todevelop an appreciation forregional similarities anddifferences.••• Can recognize and participate in national and regionalevents (such as carnival,CARIFESTA, national days ofindependence, etc).• Talk to each other aboutthemselves and their families.SIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s developmentThemes and celebrationsshould reflect all representedcultural communities in theclass, school and country.A national corner (St. KittsCorner, Surinam Corner,Dominica Corner, JamaicaCorner etc.) can be establisheddisplaying the country'smotto, national emblems,national and governmentalleaders, ethnic dress and practicesetc, ·• A regional centre of interestcan be established around thecountries of the Caribbean. Theproject can include resourcematerials, displays from variouscountries of the Caribbean.Pride in nationaland regionalidentitypage 75

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Children’s language, family or• Children’s families can be invitedcultural background, and otherinto the classrooms to share••individual differences are ignored,devalued or treated as differentfrom the culture of the majority.Some children do not see theirlanguage, family or cultural backgroundreflected in the classroom,making it difficult for them to feelapart of the groups.traditions, expectations, andstories during a period of studyon “The Peoples of our Country”.Having family representativesfrom each ethnic communitycan help to dispel inaccurateperceptions and images of variousgroups held by young children.••It is also important that afterparents visit the classroom orcontribute significant items fromtheir cultures they be acknowledgedin class newsletters, onbulletin boards and in displays.•Make use of a rich variety of children’sstorybooks, big books, rhymes,finger-plays, poems about peoplefrom different cultural backgrounds.Children can also develop e-mailfriends from other communities, locally,nationally, regionally and internationally.Collect/purchase available pictures,brochures, pamphlets, posters, videotapes, cassette tapes of nationallyproducedemblems, mottos, flags,celebrations, etc.page 76

Supporting Diversity and Children withSpecial Needs• Families of various ethnic origins can be invited toparticipate in the heritage days. They can share foodsthat they enjoy or that are served at a special time intheir cultures. Clothing accessories and otherparaphernalia used during special events can bedisplayed.• Develop a database of the children’s families – theethnic communities represented, the languages,traditions, practices, foods, traditional dress and othercharacteristics.• Children can begin to explore racial and ethnic differencesby examining differences in skin colour, hair textureand eye shape. They can create a chart illustratingthe range of colours in the class. Another chart can becreated to show hair textures and eye shape andcolour.page 77

IN THE FIELDChallenges and Dilemmas Faced• Teachers have very little time to encourage and maintaininvolvement of parents and members of relevant/appropriateethnic communities.• Some children and their parents have biased views ofeach other, such as being unfriendly towards childrenwith special needs or who are culturally different.What Really WorksMembers of each child’s family are encouraged to participate inthe classroom in ways that make them feel comfortable. Familymembers may take part in classroom activities (sharing a culturalevent or language telling or reading a story, tutoring, makinglearning materials, or playing games).Some parents contribute to activities referred to, outside of theclassroom e.g. designing or sewing costumes, working in theschool library, supervising extra-curricular activity or participatingin decision-making.page 78

4: INTELLECTUAL EMPOWERMENTA desirable learning outcome that focuses on developing a critical thinker and independent learner, emphasing:EQUITABLE LEARNING OPPORTUNITIES FOR ALLLEARNING FOR INFORMATION GATHERINGLEARNING FOR UNDERSTANDING OF EVENTS ANDEXPERIENCESLEARNING FOR APPLICATION TO REAL SITUATIONS ANDPROBLEM SOLVINGLEARNING FOR CREATIVITY AND IMAGINATIONpage 80

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESEquitable learningopportunities forallLearning forinformationgatheringLearning forunderstanding ofevents andexperiencesLearning forapplication toreal situationsand problemsolvingLearning forcreativity andimaginationWhat children areexpected to doBabies 1 to 4 months:• Receive information aboutthemselves, others and theirenvironment, using all theirsenses.••• Use motor activity, movementand sensory exploration toadapt to their immediate environment.•Older babies:•••Learn by imitating others.Become more mobile andtherefore more familiar with awider group of toys, objects,people.Between 8 to 12 months,develop awareness of objectpermanence which forms thebasis for rapid developmentof representation in play andlanguage.12 to 18 month toddlersshow interest in observing theeffects of their own and others'actions.What we see children doingBabies 1 to 4 months:••Initially use reflex actions e.g.cry when hungry or feelingunder or over stimulated.React to sound, light andmotion; like to look at brightcolours, patterns and faces; liketo hear familiar voices.Begin to make associations- learn cause and effect e.g.,crying or protesting brings theneeded attention.Discover and play with theirhands and feet, fingers; explorethings by tasting them; put allobjects in mouth.Older babies:• Show awareness that peopleand things have names andlabels, for example, “dada”,“mama”, “baby.”•Demonstrate signs of decisionmaking,e.g. pushing awayunpleasant experiences likewiping the nose, or unpalatablefoods.What we can do to supportchildren’s development•Prepare visually attractivecribs and walls next to cribsby providing colourful objectsfor visual stimulation; providesoft calming sounds e.g. musicand singing, talking, a varietyof other sounds to support amulti-sensory experience.• Provide visual displays to helpinfants and toddlers focus onpatterns and shapes; mobilesshould be placed within theinfants’ line of sight but notwithin reach.•Provide toys that are responsiveto the young child’sactions e.g. a variety of skilldevelopment materials includinggrasping toys; stackingand nesting materials; cardboard/plastic activity boxes;variety of containers to befilled and emptied; variety ofballs and sound producingmaterials e.g., rattles, shakers,chimes.page 82

LEARNINGOUTCOMESEquitable learningopportunities forallLearning forinformationgatheringLearning forunderstanding ofevents andexperiencesLearning forapplication toreal situationsand problemsolvingLearning forcreativity andimaginationMILEPOSTS OF DEVELOPMENT18 to 24 month toddlers knowthat an object exists evenwhen it’s out of sight; theyimitate past events.Engage in symbolic play, representingobjects with substitutes.24 to 30 month toddlerssort objects according toperceived characteristics.Construct and organize knowledgeabout the world as theybegin to classify objects andsituations, and to developbasic concepts of quantity,number, space and time.30 to 36 month children arecurious, exploring problemsolvers.They seek informationabout what makes thingsfunction, what objects aremade of and how actionshappen. They persistently ask"why."SIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat children areexpected to doWhat we see children doing• Make the association between • 6 to 9 month babies studyobjects and their functions orobjects intensely; analyse oneuses.toy at a time and what to do•with it e.g., squeezing, poking,throwing, banging, dropping.•••••••9 to 12 months babies resistconfinement as they seek toexplore things by touching;they build, stack and disassembleblocks and other toys.12 to 15 month toddlers favourone hand over the other(handedness); use both handsto combine two objects; showinterest in mechanisms orobjects that move.Show persistence in exploring/learning by trial and error; theyattempt, probe and practiseactivities and observe theresults of their actions.· • Imitate and repeat others'behaviour patterns; developtheir own routines.SIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s development• Adapt schedules and activitiesto meet individual needs withinthe group setting; recognizetoddlers’ need to repeat tasksuntil they master the steps andskills involved; allow toddlers tomove through activities and skillmastery at their own pace.• Support play by encouragingtoddlers to remain interested inan object or activity for increasinglylonger periods of time,as their play becomes morecomplex, moving from simpleawareness and exploration ofobjects to more complicatedfantasy and pretence.• Organize the learning environmentand space into interestor activity areas/ corners,including areas for small-groupplay(home corner), beingalone play (book corner ortabletop area), messy andcreative activities (art/water/sand) pretend/dramatic play.page 83

LEARNINGOUTCOMESEquitable learningopportunities forallLearningLearningforforinformationinformationgatheringgatheringLearning forunderstanding Learning for ofunderstanding events ofexperiencesevents andexperiencesLearning forapplication toreal situationsand problemsolvingLearningLearningforforcreativitycreativityandandimaginationimaginationMILEPOSTS OF DEVELOPMENTWhat children areexpected to do• Observe, question, manipulate, •classify and measure in learningabout their world.SIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doing••••15 to 18 month toddlers enjoypretend games, simple puzzles,water/ sand play and interactiveplay.18 months to 2 year oldtoddlers can understand andfollow 2-step directions.24 to 36 month old toddlershave good hand and fingerco-ordination and carry outactive play with small objects.Explore different qualities andattributes of texture, shape,size, colour; understandrudimentary, categorizing,sequencing, pattern-making,concepts of number, quantity,space, time.Participate in creative activitiessuch as drawing, construction,painting.SIGNALS OF APPROPRIATEPRACTICESWhat we can do to support•Pretend/ dramatic play(dress-up) and construction(blocks and woodwork)page 84

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES•••••Caregivers rarely play or interactwith infants and toddlers.Room decorations are at adulteye level.Play areas are sterile, designedfor easy cleaning, but are unstimulatingto the infants’ senses.Activities are either too strictlytime scheduled or completelyunstructured and unpredictable.Caregivers have little time forspecial needs children, who areoften overlooked and neglected.• Adults do not understand theimportance of solitary and parallelplay and expect children toplay with others all the time.••Caregivers and practitionerswork in partnership with parents,communicating daily in order tobuild mutual understanding andtrust in ensuring the welfare andoptimal development of eachchild.Frequent meetings with parentsor established ‘open-door’policy promote an atmosphereof cooperation, as caregiversand parents confer in makingdecisions about how best tosupport children’s development.Problems, concerns, or differencesof opinion are quickly dealtwith as they arise.Appropriate group experiences are criticalto effective learning in the early years. It isrecommended that group sizes for appropriateearly group experiences observe thefollowing guidelines:• For children not yet mobile, group sizesshould be no larger than 6 and thecaregiver to infant ratio should be nomore than 1:3.• For children who are able to crawl andothers up to 18 months, the group sizeshould be no more than 9, with a ratioof no more than 1:3.• For children who are 18 months tothree years, group size is recommendedat no more than 12, with a ratio of1:4.page 85

Supporting Diversity and Children withSpecial Needs• Children with physical challenges or special learningneeds are included in the learning environment sociallyand intellectually as well as physically, and necessarysupports are provided to ensure that their individualneeds are met.• As much as possible, children with physical challengesand special learning needs should receive therapeuticor other services within their regular learning environmentto maintain their sense of continuity and support afeeling of belonging to and acceptance by the group.• Caregivers and practitioners listen carefully to what parentssay about their children and child-rearing practicesand seek to understand parents’ goals.page 86

IN THE FIELDChallenges and Dilemmas Faced• There is no area where the caregiver can sit comfortablywith an infant and read or talk to the child.• Space is cramped and unsafe or inadequate forinfants and toddlers who are learning to control andcoordinate their body movements.• Limited materials and resources are available. Theenvironment does not contain objects which arefamiliar or interesting to young children. Equipmentdesigned for movement up/ down or under/through/ around is not available. Those structuresthat are available are safe for older, more mobilechildren.What Really WorksMany individual public and private daycare facilities in ourCaribbean countries offer a caring setting for infants. Schedulesare flexible so that babies can sleep when and where they wantto. They can eat when they are hungry and are given food thatmeets their individual needs.They can play when they want to, with many opportunities forfloor movement and activity. They are allowed to interact withand explore a variety of toys and materials, and to play alone,with other children and with adults.A caring, intimate setting recognizes infants’ and toddlers’ individualneeds to explore, assert autonomy and develop a securerelationship with the caregiver.page 87

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentEquitable learningopportunities forallLearning forinformationgatheringLearning forunderstanding ofevents andexperiencesLearning forapplication toreal situationsand problemsolvingLearning forcreativity andimagination• Display certain cognitive and • Express themselves freely with •perceptual limitations e.g. self words; incessantly ask manycentredness.questions about many things;recall events from memory.• Seek answers to who, what,why, where and what if questions.••••••Recognize likenesses anddifferences in pictures anddesigns; demonstrate left andright.Identify colours, letters of thealphabet, shapes.Develop basic skills of numeracy,literacy and oracy.Show interest in counting andnumbers; explore measurementof length, capacity,weight, volume, time, temperature,money.By age 5, demonstrate use ofmathematical language andoperations in real-life andmanipulative situations.•••Listen attentively to stories for5 to 10 minutes; retell stories,poems in correct sequencefrom memory.Describe objects in relation toothers e.g., up/down, in/out,top/bottom, little/big.Sort and match various objectsaccording to particularfeatures e.g. same/ different.Create interesting patternsfrom sequencing objects ofdifferent shapes, colours, sizesetc.• Carry out a series of threedirections; place pictures/objects in logical sequence.•••Provide a wide range of interestingand developmentallyappropriate hands-on experiencesthat allow children toobserve, manipulate, classify,compare and contrast,inquire, explore, experiment,discover, identify cause andeffect, estimate, measure,count, problem-solve, analyse,create, etc.Include children in establishingclassroom rules and routinesand consequences for breakingrules.Plan a variety of concretelearning experiences withmaterials, events and peoplerelevant to children’s own lifeexperiences.Materials and learning centresinclude, but are not limited to,blocks and other constructionmaterials, books and otherlanguage-arts materials.page 90

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESEquitable learningopportunities forallLearning forinformationgatheringLearning forunderstanding ofevents andexperiencesLearning forapplication toreal situationsand problemsolvingLearning forcreativity andimaginationWhat children areexpected to doWhat we see children doing• Can collect, organize,describe, interpret information• Follow rules and routines.•and make graphical/pictorial • Identify and name the shapes:representations of the results;circle, square, rectangle, triangle,begin to enjoy predictingoutcomes.oval, diamond and heart;copy, trace simple shapes.• Identify and correctly nameobjects, colours, alphabetletters, numerals.• Remain focused on a task ordiscussion for a while.• Use understandable speechand talk in sentences offive or more words; tell theirtelephone number, addressand other personal information;recall details of previousevents.• Recognise word categoriesused to represent people,places, and things.• Listen attentively to stories;learn and sing songs, create/adapt songs, games, storiesetc.•••Count orally from 0-30 andbecome aware of skip countingby 5s and 10s; computesimple mathematical conceptsand principles e.g. add, takeaway.Count various objects frequently,combine and separate sets;show understanding of thevalue of money in their play.Make representations ofaspects of the environmentusing modelling clay, playdough and other materials.• Predict cause /effect relationships;guess story outcomes.What we can do to supportchildren’s development•••Include dramatic-play, healthand home-related themesand props, art and modellingmaterials, sand (rice) andwater with tools for measuring,pouring, sifting, etc., andinstruments for simple scienceand environmental explorationand study.Provide ample time each dayfor children to explore andlearn about the environment,investigate what sparks theircuriosity and experiment withcause and effect relationships.Stimulate and support children’sengagement in playand self-chosen activities.Extend children’s thinking andlearning by posing problems,asking questions, makingsuggestions, adding complexityto tasks and providing information,materials and assistanceas needed.page 91

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESEquitable learningopportunities forallLearning forinformationgatheringLearning forunderstanding ofevents andexperiencesLearning forapplication toreal situationsand problemsolvingWhat children areexpected to do• Correctly sequence objects, •words, sentences, events etc.• Demonstrate good fine motorcoordination and control e.g.print/write letters and numerals;demonstrate skills of cutting,pasting, folding, painting, printing,weaving.••Follow rules and routines; playinvolves structured games aswell as fantasy activities.• Create art work that reflecttheir personal experiences andimagination; use a variety ofmaterials for art expression.What we see children doingLearning through CurriculumProjects.Write with appropriate directionality-leftto right.Learning forcreativity andimaginationpage 92

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Teachers expect children to• Communicate regularly with•respond with one right answerparents, to build mutual understandingand ensure that chil-most of the time.dren’s learning and developmentalneeds are •met.••Teachers do not clue intochildren’s thinking from theirresponses; spend more time onadministrative duties than onactive involvement in promotingchildren’s learning.Frequently, teachers talk to thewhole group or expect all childrento do and learn the samethings at the same time withoutany attention given to individualneeds or differences.The learning environment doesnot reflect children’s developmentalprogress; same materials,same physical arrangement,”year-in, year-out. Converselysome teachers expect morefrom children than they arecapable of.••Listen to parents, seek tounderstand their goals andpreferences for their children, andrespect cultural and familydifferences.Work together with parents tomake decisions about how bestto support children’s developmentand learning.• Solicit and incorporate parents’knowledge about their childreninto programme planning, ongoingassessment and evaluation.••••Make use of instructional materials andresources of Early Childhood Resourceor Pedagogical Centres.Make suggestions that will assistResource Centres in updating theiravailable curriculum-related materials.Plan in groups with other teachers inorder that each can benefit from thecollective pool of ideas and talents.Make use of field trips and visits fromcommunity resource persons to helpchildren to do direct investigations andfirst-hand research.Make a study of the available resourcesthat exist and are accessible withinthe school community and environment.page 93

Supporting Diversity and Children withSpecial Needs• Teachers can show respect for the community and thecultures of children in their classrooms by asking for information and help from various parents and patrons fromthe community.• Some special materials can be selected for learningareas that will help children feel more at home.For example, the Dress-Up Corner could include severalpieces of clothing and accessories that are typical ofthat worn by certain ethnic groups in the communityand used as illustrations in student-made books or asposters for the classroom.• Books, pictures, posters, instructional materials andresources include people of different ethnic origins, agesand abilities and of both genders in various roles.page 94

IN THE FIELDChallenges and Dilemmas Faced• Use of corporal punishment.• Overcrowded conditions and limited space preventeffective grouping from taking place and children’smovement and interaction.• Traditional methods of planning and teaching at variouspre-school facilities inhibit teachers, especially thosenewly-trained, from making use of more appropriate andinnovative teaching methods.• Neither members of the teaching staff nor administrationhave had specialised training in early childhood education.• Training institutions do not offer specialised training inearly childhood education.What Really WorksThe integrated thematic curriculum approach is presently beingwidely implemented in preschools and lower primary schools inseveral of our Caribbean countries.Content for the curriculum/programme is selected across disciplinesand integrated through the study of Themes, making useof a project approach of study. This approach allows children todevelop an understanding of concepts and make connectionsacross disciplines – a more natural way of learning for young children.The project approach allows children to develop multiple skills asthey investigate and learn about different aspects of their environmentand world. Play and hands–on learning experiencesare central to this curriculum approach.• The curriculum and programme for five year-olds isprimary grade one oriented and/or assessment-driven.Five year-olds are prepared through extreme practices asreflected in “formal” arrangement of the learning environmentand a more structured, discipline-orientedtimetable.page 95

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentEquitable learningopportunities forallLearning forinformationgatheringLearning forunderstanding ofevents andexperiencesLearning forapplication toreal situationsand problemsolvingLearning forcreativity andimagination• Show interest in and carry outthe mental operations requiredfor reading, mathematics andother content learning.• Understand more complexconcepts such as number andtime (though not until about8 years are they reasonablyaccurate in placing events intime sequence).• Understand reality vs. fantasy.• Categorize events accordingto elementary time concepts ofpast, current and future.• Process information more efficiently,e.g. in problem-solving,thinking and reasoning aboutsituations, objects and symbols.• Focus on several aspects ofa problem at one time andreverse their thinking.• Enjoy activities involving reading,writing, spelling, tracing, printing,number games, calendar etc.•Love to play with weights andmeasures, coins; show interest ininvestigating aspects of natureand conducting simple scienceexperiments.• Enjoy silly rhymes, riddles andjokes; share humour and giggleabout silly things.• Begin to be interested inhobbies, e.g. collecting thingslike stamps, dolls, shells, etc.• Like listening to historical talesand fables from other places,“long ago and far away”••Have lively imaginations; tellfantasy tales that seem very real,enjoy magical tricks.Can listen attentively for longperiods of time; can remain on atask until its completion; expresspride in finished items e.g. artand craft work.• Make effort to know and planfor each child, taking individualabilities into account.• Display children’s work attractivelyaround the classroom.• Provide real objects for childrento manipulate and experimentwith; plan field trips andactivities that lead to discovery,experimentation, use ofconcrete materials, novel situations,surprises, and games.• Create opportunities duringeach day for music and movement,drama, dance and singing.• Provide things for make-believeand pretend play. Allow childrento participate in role-playingand dramatization.page 98

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentEquitable learningopportunities forallLearning forinformationgatheringLearning forunderstanding ofevents andexperiencesLearning forapplication toreal situationsand problemsolvingLearning forcreativity andimagination• Make sense of new experiencesand ideas by relating them towhat they already know.• Group objects by a commonattribute (classification) – graduallyextending to using more thanone attribute to classify and tounderstand class inclusion (thecapacity for an object to be amember of more than one groupsimultaneously).• Place objects in order by length,weight or size.• Use symbols such as words andnumbers to represent objectsand relations.• Sit attentively and persist at tasksfor increasingly longer periods oftime.• Memorize and retrieve informationmore accurately.• Practise using the words andlanguage they learn in schoolduring play, ask and answerquestions accurately.• Verbally point out logical relationshipsand solutions to problemsand make informal judgements.• Represent their daily livesthrough various forms of creative,expressive and aestheticactivities.• Encourage children’s collectionsby allowing them to makespecial boxes, books or portfoliosin which to store theircollections.• Encourage reading and writingand information gatheringskills by allowing children toproduce stories with scripts,create music for plays andpuppet shows, produce anewspaper, events, conductexperiments record.• Allow children to play manysorting games.• Provide materials for creativeexpression as well as fordeveloping reading readinessskills, e.g. paints, paste, playdough or plasticine, scissors, oldmagazines with pictures, etc.page 99

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Class size exceeds 30 children • Teachers and parents share decisionsabout children’s education.•and prevents teachers from individualisinginstruction.Teachers listen to parents andseek to understand their goals for•their children. Teachers work withparents to resolve problems ordifferences as they arise.••Prescribed curriculum is rigidlyfollowed without attention toindividual children’s interests,needs or community context.Little or no accountability for children’sachieving competenciesin skills, knowledge and attitudes;children’s efforts not acknowledged.Reading is taught only as theacquisition of discrete skills andsub-skills; instruction relies heavilyon either the same teachingmethod or on workbooks.• Children have few opportunitiesfor hands-on activities and experiences,or small-group problemsolving.••Teachers prepare kits (with flashcards, pictures, colour cards,shapes, etc.) for parent to usewith their children to develop avariety of skills and abilities.Teachers make home visits andpersonal contact in order to buildtrust between themselves andparents . Visiting the home is oftenthe only successful way to reachparents who have no telephone.•••Teachers who seek innovative andcreative ideas for teaching can accessa rich array of ideas and suggestionson the Internet.Use the Internet and other resourcebooks to get ideas for children’sprojects.Planned field trips and visits fromcommunity resource persons enablechildren to do direct investigations andfirst-hand research.Teachers can make use of instructionalmaterials and resources at EarlyChildhood Resource Centres. Theymay also suggest other resources thatthese centres could develop.page 100

Supporting Diversity and Children withSpecial Needs• Children with disabilities or special learning needs areincluded as members of the class socially and intellectuallyas well as physically.• Teachers can show respect for the community and thecultures of children in their classrooms by asking for informationand help from various parents and patrons from thecommunity.• Some special materials can be selected for learningareas that will help children feel more at home. For example,the Dress-Up Corner could include several pieces ofclothing that are typical of that worn by certain ethnicgroups in the community. Pictures can be taken fromaround the community and used as illustrations in studentmadebooks or as posters for the classroom.page 101

IN THE FIELDChallenges and Dilemmas Faced• Overcrowded conditions and limited space preventeffective grouping from taking place.• Traditional methods of planning and teaching at someprimary schools inhibit teachers (especially those newlytrained) from making use of more appropriate andinnovative teaching methods.• The curriculum/programme is assessment-driven anddoes not allow for flexibility in scheduling or coverageof knowledge, attitudes and skills.• Lack of support from school administration.What Really WorksIn many of our Caribbean preschool programmes, some teachersmake a special effort to create a “parent-friendly” schooland classroom. They provide clear signs that help parents findtheir way around the school. A parent corner is established in theclassroom. In it, notices for parents are posted, a flowchart of theactivities planned for the week is displayed along with ways bywhich parents can assist, for example, by saving recycled materialsor creating other instructional materials.Parents, trained by teachers, are encouraged to assist with learningactivities in the classroom, e.g. working with groups at variouslearning centres, supervising reading games and activities, orhelping with use of the computer by the children.• Teachers have no specialized early childhood trainingor field experience in working appropriately with five toseven year-olds.• Traditional discipline-oriented timetables are used.Children move from one subject to another, eliminatingthe possibility for an integrated curriculum.page 102

5: RESPECT FOR SELF, OTHERS, AND THE ENVIRONMENTA desirable learning outcome that develops a child who respects self, others and the environment, and emphasises:KNOWLEDGE OF THE LIMITS AND BOUNDARIES OF ACCEPTABLE BEHAVIOURSABILITY TO UNDERSTAND AND APPRECIATE THE VIEWS AND FEELINGS OFOTHERSBUILDING OF RELATIONSHIPS WITH OTHERSCARING FOR AND PROTECTING THE ENVIRONMENTpage 104

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESKnowledge oflimits andboundaries ofacceptablebehaviourAbility tounderstand andappreciate theviews and feelingsof othersBuildingrelationshipswith othersCaring for andprotecting theenvironmentWhat children areexpected to doInfants and early toddlers:• Use their developing physicalskills and other ways to makesocial contact and gain theattention of others.•• Develop an emotionalattachment to their primarycaregiver(s).• Listen to and distinguish intonationsof caregivers voices longbefore they can use words tocommunicate.••Demonstrate their understandingof what is being said tothem by their body languageresponse.Develop trust in the contextof warm, mutual, trusting andaffirming relationships withothers.• Gradually become aware ofthemselves as separate fromothers and that they have influenceon others.What we see children doingBabies, birth to 6 months:••Show a preference for peopleand faces and express pleasurevocally and physicallywhen eye contact is maintained.Respond to voices andrecognize their parents’ voices;smile with others.Show interest in and smile withothers around them, particularlychildren.Babies 6 to 9 months:• Begin to show fear of strangers• Respond to own name, indicatepersonal desires e.g.raise arms to show need tobe picked up.• Show pleasure in own mirrorimage and also in thecompany of familiar others.What we can do to supportEarly toddlers 9 to 18 months:• Provide a stable environmentwith sufficient continuity of careto ensure that every infant (andfamily) is able to form a relationship with a primary caregiver. As the primary caregivercomes to know the infants, sheis able to respond to thetemperament, needs and cuesof each child.• Caregivers respond quickly toinfants’ needs for food andcomfort, thus laying the foundationfor the infants to developtrust in the adults who care forthem. In this environment, infantslearn that the world is a secureplace for them.• Caregivers initiate interactionsincluding eye contact, holdingclosely, stroking, talking, playing,carrying and rocking the infant.• Caregivers greet infants andparents warmly each morning onarrival, and help each child tosettle into the group as needed.page 106

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentKnowledge oflimits andboundaries ofacceptablebehaviourAbility tounderstand andappreciate theviews and feelingsof others• Gradually develop understandingand awareness of selves asinfluenced by family, culture,other people and the environment.Older toddlers 18 to 36 months:••Increasingly use simplelanguage structures to communicatewith others.Demonstrate a desire to beindependent and do things bythemselves.Early toddlers 9 to 18 months old:• Enjoy exploring objects on theirown and with others,; enjoyimitating and mimicking others.• Begin to show interest in othertoddlers and express affectionfor others; show more concernfor the feelings of others.•Become attached to preferredtoys or objects.• Become assertive, displaying astrong sense of self.• Ensure that every parent andchild experiences peacefultransition times as a part of thedaily routine.• Caregivers ensure that childrentreat each other gently as theydisplay their natural curiosityabout each other.• Encourage caregivers to takeboth infants and toddlers onwalks around the neighbourhood.These special trips or‘rambles’ allow children to seeand appreciate many aspectsof the outdoor environment.Buildingrelationshipswith othersBy age 3 years, toddlers:• Show awareness of how othersview and react to them; showunderstanding that others haverights and privileges.Caring for andprotecting theenvironment• Begin to enjoy exploring, andplaying more with other peers.page 107

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCESCaregivers:Caregivers and practitioners:• Carry out routine care activitiesswiftly without interacting, playingor communicating with theinfant.• Help parents feel good abouttheir own parenting by sharingwith them some of the positiveand interesting things that••happened with their childrenduring the day.• Regard as a nuisance andignore infants’ crying, or respondirregularly and at their ownconvenience.• Regard parents as the child’s primarysource of affection andcare.• Express favouritism for and show•greater attention to certain children.• Make parents feel welcome attheir child’s day-care facility.Share many stories with the childrenthat relate positive relationships.Enhance storytelling/story-sharing bypreparing puppets or paper charactersand a flannel board. The childrencan then manipulate the illustrations asthe story is related or discussed afterward.Laminate and use large calendarpictures for discussions or story sharing.• Adhere rigidly to schedulesbased on adults’ conveniencerather than children’s needs.• Make fun of children for whatthey cannot do or for clumsyattempts at mastering a skill.•Receive and support nursingmothers who are able to makebreastfeeding visits or leaveexpressed milk for their babies.• Foster over-dependency; childrenare overprotected andmade to feel inadequate.page 108

Supporting Diversity and Children withSpecial Needs• Caregivers and practitioners can provide assistance to thoseinfants and toddlers who may require more time than others toundertake a task. Adults should encourage them to ‘try.’Showing appreciation for efforts made will foster children’s feelingsof self-worth.• Babies who are blind or deaf or who have severe hearing challengesneed constant reminders of your presence and that theyare valued.• Describing to a baby who is blind what s/he looks like, for example,“You have such big brown eyes” while gently strokinghis/her eyelids, gesturing and touching to show a deaf babyhis/her face as you look together in a mirror, helps to encourage awareness of self.• Taking children on field trips and rambles where others alsofrequent creates opportunities for children and caregivers to bewith others.page 109

IN THE FIELDChallenges and Dilemmas Faced• Inadequate space per child.• Toddlers are rarely taken on field trips or ‘rambles’because such activities are seen as time consumingand demanding too much organization.• Both group size and adult/ child ratio are too large topermit for individualised attention and constant andefficient supervision. Toddlers are unable to developa close relationship with any particular caregiver.• High staff turnover at Day-care facilities due toinadequate compensation and/ or working conditions,affect toddlers’ ability to develop a closeattach ment to a primary caregiver.What Really Works• Show children ways to do things that don’t hurtothers.• Support safe mobility and exploration.• Plan flexible group activities.• Provide opportunities for physical connectionbetween children and adults throughout eachday.• Always model sharing as a voluntary action.• Show children ways to do and say things thatmake others feel good.• Show children alternative ways to meet theirneeds.page 110

LEARNINGOUTCOMESKnowledge oflimits andboundaries ofacceptablebehaviourAbility tounderstand andappreciate theviews and feelingsof othersBuildingrelationshipswith othersCaring for andprotecting theenvironmentMILEPOSTS OF DEVELOPMENTWhat children areexpected to do• Demonstrate more independence•and sense of responsibil-ity.• Develop a sense of self-worth/ •self-confidence; take pride intheir own work/effort.••••Enjoy fantasy and play withimaginary friends, making useof their expanding vocabulary.Engage in board games andfollow the rules.Gradually learn the boundariesand limitations of appropriatesocial behaviour.Begin to understand the viewof others and sympathise withothers.SIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doing•Show knowledge of socialgraces and appropriate socialbehaviours.Show love, affection, acceptance/sympathyto peers e.g.kiss, hug, dry tears etc.Play group games in cooperativeplay, can adhere to rulesand show respect for authority.• Wait their turn patiently.• Distinguish right from wrong;report peers’ wrongdoingto adults, show concern forhonesty, fairness.SIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s development•••To foster and reinforce children’ssense of responsibility,develop a roster wherebyall children in the class havethe opportunity to carry outclassroom chores and to assistothers in doing so. Tasks caninclude collecting and distributingmaterials, looking afterthe classroom pet(s), cleaningup personal and other sharedareas, switching off classroomlights.On completing their activities(especially at learningcentres) during “Free Activityor Free Choice” times, invitechildren to clean up and tidythe different play areas.To build self-esteem and apositive self-image, commendeach child for completingtasks and other accomplishments.page 112

LEARNINGOUTCOMESKnowledge oflimits andboundaries ofacceptablebehaviourAbility tounderstand andappreciate theviews and feelingsof othersBuildingrelationshipswith othersMILEPOSTS OF DEVELOPMENTWhat children areexpected to do• Develop a sense of communityand have a desire to knowabout families and communitiesaround them.•• Begin to play co-operativelywith other children in smallgroups, and develop friendships.••• Share their toys etc., take turnsand assume their share ofgroup responsibility.••••Demonstrate skills of sharingand caring.Understand the concept ofgroup, family and community.Display appropriate andresponsible social behaviours inrelation to the environment.SIGNALS OF PERFORMANCE INLEARNING SETTINGSWhat we see children doingShow respect toward othersand their property (ask permissionto borrow pencils, crayonsetc).Co-operate and participateas a responsible member of atask group.Begin to accept responsibilityfor own actions/behaviours.Show awareness and appreciationof roles of differentpeople in the community.• Understand and appreciatethe importance of family aswell as awareness of differentkinds of families.SIGNALS OF APPROPRIATEPRACTICESWhat we can do to supportchildren’s development••••Plan a curriculum/programmethat is responsive to thespecific context of children’sexperiences.Help children to identify landmarksthat will help them tofind their way around theschool, neighbourhood andcommunity.Provide at least on class petand encourage children totake turns in caring for it.Promote respect for life andliving things by letting childrenhelp to build a bird feederand hang it up. They canrecord the number and kindsof birds observed and learn toidentify and recognise birdsby significant characteristics.Caring for andprotecting theenvironment•Develop respect for rights ofself and others.page 113

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESKnowledge oflimits andboundaries ofacceptablebehaviourAbility tounderstand andappreciate theviews and feelingsof othersWhat we see children doing• Show pleasure in experiencingnature in various ways.• Talk about where they live,where other people live andwhat they do.•Investigate and discuss similaritiesand differences in theirenvironment.• Ask questions about why thingshappen, how they work andsuggest explanations.What we can do to supportchildren’s development•Invite the children to plan andplant a flower bed or vegetablegarden. Children willwater plants daily and recordgrowth.• Inform parents and childrenon the provisions of the UNConvention on the Rights ofthe Child.Buildingrelationshipswith othersCaring for andprotecting theenvironmentpage 114

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• Teachers frequently group childrenin competitive teamsaccording to age, gender, orother ways that may diminishchildren’s sense of being a part• Encourage parents to reinforceand foster children’s independenceand sense of responsibilityby allowing their children to dochores at home, such as tidying•their room, personal andof the whole group.shared areas, setting and clearing• A sense of community is underminedthe table, caring for their pets,•by teachers’ behav-iours and techniques, e.g.watering plants, taking out thegarbage, etc.encouraging behaviours suchas “tattling”, teasing, or otherpractices that create animosity• Encourage and welcomeparents’ visits to the school at allamong children .times.•• Teachers rarely use children’s •social relationships as a route tolearning.•The environment is disorderly,with little structure or predictability;children wander aimlesslywithout purpose or direction.The environment and materialsprovide too little variety, interestor choice for children.•Schedule periodic conferenceswith each child’s parents/guardians.Conferences may includethe teacher, parents/caregiversand the child.Encourage and support homevisits by the teachers.• Invite parents and communitymembers to be resource personsfor various topics, themes, events.Engage an “Adopt-a-School” or an“Adopt-a-Class” project with serviceclubs, groups, businesses, companiesand workplaces in the school community.Contact service clubs and otherorganisations (such as the Lions Club,the Rotary Club, Girl Guides/CubScouts, 4H Club, Red Cross, etc.) andinvite them to sponsor and/or assistwith extracurricular activities for thechildren.Contact environmental organisationsthat are local, national and internationaland request resources and materialsavailable for use by the school.Pictures, charts and posters are oftenavailable but not always presentedappropriately for young children. Usesuch materials with discretion.page 115

Supporting Diversity and Children withSpecial Needs• As much as possible, children with disabilities and challengesshould receive therapeutic or other services.• Within their regular (inclusive) classroom to maintain theirsense of continuity and support their feeling of belonging and acceptance by the group.• Culturally diverse and non-sexist activities and materialsare provided to help individual children develop positiveself-identity, to construct understanding of new conceptsby building on prior knowledge and creatingshared meaning, and to enrich the lives of all childrenwith respectful acceptance and appreciation of differencesand similarities.• Books and pictures used in the classroom include peopleof different races, ages and abilities and of bothgenders in various roles.page 116

IN THE FIELDChallenges and Dilemmas FacedWhat Really Works• Children with disabilities/challenges/special learningneeds are nominally assigned to an “inclusive” class,but most of their instruction occurs with specialteachers elsewhere on the school compound.• In more urban areas where parents are preoccupiedwith the demands of work, meetings and conferenceswith parents and caregivers are not wellattended and supported.• Some communities surrounding the school experienceconflicts due to politics, crime, ethnic/socialdivision, etc. and make conditions difficult for theschool community to reflect otherwise.• Adults who are able to speak the first language(s) ofsome children are not available at the school.• Show children ways to do things that don’t hurtothers.• Support safe mobility and exploration.• Plan flexible group activities.• Provide opportunities for physical connectionbetween children and adults throughout eachday.• Always model sharing as a voluntary action.• Show children ways to do and say things thatmake others feel good.• Show children alternative ways to meet theirneeds.page 117

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentKnowledge oflimits andboundaries ofacceptablebehaviour• Participate in activities andgames with rules.• Be responsible, productivemembers of a team; canengage effectively in co-operativelearning.• Enjoy going on field trips toplaces in their neighbourhoodsand communities, such asshops/markets, factories andpublic buildings. They are keento find out what goes on ineach building or facility.•Organize the curriculum and dailyprogramme in such a way that itallows for themes to be studiedas projects (refer to the ProjectApproach, Katz & Chard) scheduledfor blocks of “IntegratedStudies” time.Ability tounderstand andappreciate theviews and feelingsof othersBuildingrelationshipswith othersCaring for andprotecting theenvironment• Understand things from theviewpoint of others but confidentlyholds own point ofview.• Show excitement and curiosityabout the variety of people,business places, events andother activities that characterizetheir communities. They arecurious about everything andeveryone.• Form friendships easilyalthough these may changevery rapidly.• Show understanding of goodmoral judgement.• Explore living things, their cycles •and their habitats.• Are helpful to others in carryingout small chores, especiallyphysically challenged peers.• May enjoy “taking care of” andplaying with younger children.• Have a strong need for love,attention and affirmation fromparents and teachers.• Identify and talk about behavioursthey consider to be honest.“Good” and "bad" are whatadults approve or disapprove of.Promote use of field trips, naturewalks and visits from resourcepersons as regular forms of learningexperiences.• Include opportunities for role-playingproblem situations and involvingchildren in establishing andenforcing a few basic rules necessaryfor collaborative group efforts.• Invite parents, resource personsand community members/helpersto share their experiences with thechildren.page 120

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESKnowledge oflimits andboundaries ofacceptablebehaviourAbility tounderstand andappreciate theviews and feelingsof othersBuildingrelationshipswith othersWhat children areexpected to do• Appreciate, listen to and showrespect to others (the elderly,those in authority, peers, etc.)• Recognize and relate appropriatelyto peers andothers who are differentfrom them in any way.• Demonstrate trust in self,authority and others.• Observe and appreciatespecial occasions (birthdays,Mothers’ Day, Teachers’ Day,etc.)• Show concern for, discourageand report any form of vandalismor destruction of the environment.What we see children doing• Demonstrate that they careabout the feelings and needsof others; express empathy,sympathy for others; comfort/console an injured or unhappyperson.•• Recognize and resist inappropriatetouching.• Respect the privacy of othersand demand respect for theirown privacy.• Express approval or disapprovalof another’s ideas and acceptor consider suggestions fromothers and compromise whennecessary.What we can do to supportchildren’s developmentEncourage positive peer grouprelationships by providingopportunities and support forsmall-group projects . Smallgroups help children developsocial and conversational skillsas well as problem solving andnegotiating skills.• Have one or more class pet(s)and allow the children to taketurns in providing care, and fortaking home the pet(s) duringweekends and Holidays.• Encourage the children to takecare of classroom plants or aclass garden.Caring for andprotecting theenvironmentpage 121

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES• No effort is made to build asense of the group as a community.• Schedule periodic conferenceswith each child’s parents.Conferences may include the•teacher, parents, and the child.• Teachers emphasize the needfor children to do their own work • Parents’ visits to school are•independently at all times ratherwelcomed at all times.than encourage co-operativeprojects or activities.• Encourage and support homevisits by teachers.••••Negative approach to classroombehaviour management e.g. useof harsh words, scolding, findingfault; setting rules, shaming,comparing with others etc.Teachers do not practice whatthey preach relative to care ofthe environment.Teachers do not model appropriatesocial behaviour.Rules are set but not explained.• Teachers do not have time forprivate conversations with children.•••Arrange parent participationactivities to accommodateparents’ schedules.Call on relevant parents andmembers of the community tobe resource persons for varioustopics, themes, events and activities.Include parents and othercommunity members in celebrationsof learning and achievement;respect cultural differencesof families.••Engage in an “Adopt-a-School” or an“Adopt-a-Class” project with groups,businesses, companies and work placesin the school community.Contact Service Clubs to becomeinvolved in sponsoring and/or assistingwith extracurricular activities for thechildren.Contact local, national and internationalEnvironmental Organizations torequest resources and materials availablefor use by schools. Pictures, chartsand posters are often available butnot always presented appropriately foryoung children. Use discretion in theiruse.Invite zoo personnel, vets and environmentalagencies to share on waysof caring for animals and the environment.page 122

Supporting Diversity and Children withSpecial Needs• What constitutes acceptable/proper behaviour for childrenmay be defined differently in some communitiesthan in others. To address these differences, parents andteachers can talk about the need to have certainbehaviours in school.• Parents can also help teachers understand how to helptheir children achieve certain goals or help the schoolmodify the goals in light of cultural concerns.page 123

IN THE FIELDChallenges and Dilemmas Faced• Some books and instructional materials still being usedin the classroom indicate bias and stereotypes andhave not been updated to reflect more politically-correctlanguage as well as authentic information, forexample, referring to the Arawaks as the indigenouspeople of Jamaica rather than the Tainos.• Teachers have very little time to encourage and maintain involvement of parents and members of the community.What Really Works• The school environment is safe, comfortable andaesthetically pleasing with sufficient space so thatthe children are not overly crowded.• Teachers provide many daily opportunities forchildren to develop social skills, such as helping,co-operating, negotiating and talking throughinterpersonal problems with those involved. Whenchildren engage in antisocial behaviour theyintervene promptly and provide timely coachingin developing more acceptable social skills.page 124

6: RESILIENCEA desirable learning outcome that focuses on developing a child who has coping skills and characteristics such as:DISPOSITIONSOf persistence, of willingness to complete unpleasant or challenging tasks, and of perseverance.COPING SKILLSThe ability to cope with difficulties, challenges, conflicts, moods, stress, depression.SURVIVAL SKILLSAbility to cope with conditions such as violence, threat, bullying, death, abuse (physical and substance), disease and natural disasters.DISCERNMENTAbility to distinguish harmful situations, events or persons from those which are not.MAINTAINING PEACESkills in negotiation, peace-keeping and conflict resolution.page 126

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentDISPOSITIONSFrom birth, young babies :Young babies:Caregivers need to:COPING SKILLSSURVIVAL•••Display a preference for thepeople they like to be with andwhat they want to see, hear,touch and taste.Show distinct differences inhow they respond to peopleand the environment, e.g. easygoing, outgoing, enthusiastic,slow to warm up etc.Gradually develop a spirit ofindependence.••••Toddlers:Enjoy skin-to-skin contact.Show pleasure by gurgling andcooing, and show discomfortby crying.Cry in different tones to expressdifferent needs.Respond to the different tonesof voices around them.•••Provide opportunities forphysical closeness, holdingand touching.Offer immediate responseto infants’ cues or signals forengagement or disengagement.Plan adequate time andspace to allow for independentmovement ofinfants and toddlers.DISCERNMENTMAINTAININGPEACE•Express through their bodylanguage, the desire and needto feel loved, safe and securewithin caring and healthy relationships.•Display a strong sense of territoryand possession.• Display a strong need for physicalconnection with familiaradults, but an equally strongneed to be physically independentfrom adults.••Talk frequently and comfortinglywith infants andtoddlers, to give thema sense of security andan opportunity to learnlanguage.Respond promptly andappropriately to infants’ andtoddlers’ cries and vocalizationsto assure them thatthese are understood.page 128

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentDISPOSITIONSCOPING SKILLSSURVIVAL•••Continue to explore what theycan do on their own and whatthey can do if given support.Cry to communicate physicalor emotional discomfort and“coo” to communicate pleasure.Venture out into exploratoryactivities that make themvulnerable in relation to keepingsafe.•••Take things apart, empty thingsout and move from activity toactivity to learn about the environmentand their relationshipto it.Demonstrate an emergingsense of curiosity about thepeople and situations in theirenvironment.Begin to form friendships in playsituations.•••Provide activities like rocking,walking, talking, gentlyrubbing and singing to helpinfants find comfort.Respond to fussing infantswith care and knowledge.Take time with daily activities,such as diaper changing,so adult and child canconnect and strengthentheir relationshipDISCERNMENTMAINTAININGPEACE••Crave adult attention and affirmationto increase their confidenceto do new and differentthings.As infants and toddlers developtheir physical skills and becomemore mobile, their boundarieswiden and they begin to makechoices that can involve realrisk. Young children develop anawareness of choices they canmake and their consequences.•••Express their emotions physically;their sense of independenceoften leads to resistive behavioure.g. “No!”From as early as 3 months,babies know the differencebetween their parents andstrangers.Older toddlers are able toexhibit more impulse controland self-regulation in relationto others.•••Show respect for infants bydoing things with them andnot to them.Observe carefully and watchfor children’s responses.Make conversations withinfants natural and comfortable.This may take practicefor some caregivers.page 129

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentDISPOSITIONSCOPING SKILLSSURVIVAL••In order to appreciate whatthey can do independently,young children can developrelationships with key people,which help them to developself-confidence, a belief inthemselves and healthy selfesteem.Children respond positivelyto explanations and descriptionsof what is going on in theirworld.•By 3 years, young childrenverbalize their feelings moreoften and also express feelingsin symbolic play. They are ableto show empathic concern forothers.••Begin reading to infants andtoddlers as soon as possibleand make conversationsabout the stories. Especiallyduring the first year of life,story reading and sharingstimulates the brain connectionsthat promotelanguage and eventualliteracy.Model acceptable socialbehaviours for toddlers tosee.DISCERNMENTMAINTAININGPEACE••Caregivers must establishboundaries for toddlers thatallow them to make choicessafely.Parents and caregivers needto ensure their safety, whilenot inhibiting their desire totake risks.page 130

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORT ANDRESOURCES•••••Attempting to be playful,caregivers frighten, tease orupset young children with theirunpredictable behaviours.Caregivers are rough and inattentive.Infants are wordlessly andsometimes abruptly movedabout at the adults’ convenience.Caregivers are unpredictableand/ or unresponsive.Caregivers exhibit a lack ofcoping behaviours themselvesand are unable to model thetype of interactions with othersthat they want children tolearn.•••Inform parents about how theirbaby or young child communicatesneeds.Share with parents and otherpractitioners the specificinterests and concerns of thebabies/ infants and toddlersbeing cared Plan time to talk indepth.Include parents and familymembers of the children whenplanning activities that willencourage children to learnthat other people have differentviews from theirs.• Discuss with parents how eachchild responds to activities,caregivers/adults, peers.• When in doubt, caregivers andpractitioners must seek information,guidance and support froma medical professional, the child’sparents or family member, parentingmagazines and books andwebsites.• Refer to the following resource materials:1. Levin, D.E. (2003). TeachingYoung Children in ViolentTimes: Building a PeaceableClassroom. NAEYC2. Educator for SocialResponsibility(www.esrnational.org)3. Lion & Lamb Project(www.lionlamb.org)4. National Association for theEducation of Young Children(www.naeyc.org)5. Children and Conflict: AnOpportunity for learning inthe Early ChildhoodClassroom. Videotape andeducational materials.(www.mrrogers.org)6. Different and the Same:Helping Children Identifyand Prevent Prejudice.Videotape. UNESCO InternationalClearinghouse on Children, Youthand Media (www.nordicom.gu.se)page 131

Supporting Diversity and Children withSpecial Needs• Identify professionals who can provide appropriate consultationfor children (and adults who care for them)who appear to be experiencing any form of stress,anxiety or trauma.• In order to approximately meet the needs of younginfants and toddlers, caregivers and practitioners mustbe responsive to these children’s needs and be knowledgeableabout their development.• Intervene whenever any child takes a toy away fromanother regardless of that child’s reaction. Consistencyis necessary in establishing a peaceable environment(Levin, D.E., 2003).page 132

IN THE FIELDChallenges and Dilemmas Faced• Helping young children deal with trauma, challenge,difficulty, conflict, violence, grief, differences.• Helping children cope with grief, death and losingloved ones.• Overcrowded conditions that prevent caregiversand practitioners from individualizing attention toinfants and toddlers and also from developing aclose relationship with each child.• Limited space.• Receiving and coping with infants and toddlers fromcircumstances where parents or family membershave been affected by violence or trauma.In Jamaica :What Really WorksThe Roving Caregivers is an innovative early childhood developmentintervention programme in Jamaica. It serves over 2000children aged birth to 36 months in 3 poor rural parishes. Theprogramme is designed to promote the development, health andnutrition of disadvantaged children, the self-esteem and childrearing knowledge and practices of the mothers, as well as theirincome generating activities. School leavers are recruited to workin the areas in which they live. They are trained to visit homes anddemonstrate and teach the mothers stimulation activities andchild rearing practices (Powell, 2004).Two recent studies conducted by Dr. Christine Powell, to comparethe performance of R.C. programme children and a controlgroup in basic school (preschool), revealed significantly higherdevelopmental quotients, 5.5 DQ points, hand eye coordinationscores 7.1 points and performance scores 7.2 points, than those inthe control group. The intervention was effective improving boththe children’s development and the mothers’ knowledge of childdevelopment and child rearing (Powell, 2004. p. iv)page 133

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESDISPOSITIONSCOPING SKILLSSURVIVAL•What children areexpected to doDemonstrate a basic understandingof right and wrong.• Try new things and take risks. ••••Be assertive about their needsand desires; make their owndecisions.Learn to respect and care fortheir bodies; show awarenessof objects, actions, situationsthat are potentially harmful tothem.Know and apply safety proceduresto self and others.What we see children doing• Persevere in the demonstration •of skills and completion of tasks.••Distinguish between good andbad health and nutrition habits.Display determination tocomplete challenging tasks.Act bossy and use varioustactics for getting attention.What we can do to supportchildren’s development•••Maintain a safe, healthy environmentand careful supervision.Participate and avoid accidentsor problems before theyoccur.Guard children’s safety whilealso encouraging children todo what they are capable ofdoing.Provide opportunities for childrento have/display knowledgeof good health andnutrition habits.DISCERNMENTMAINTAININGPEACE••Build strength, co-ordination,flexibility and endurance.Organise other children andtoys for pretend play.••Support children’s age-appropriaterisk taking within safeboundaries.Encourage children’s efforts tosucceed at challenging tasksby assisting them when necessary.page 136

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentDISPOSITIONSCOPING SKILLSSURVIVALDISCERNMENTMAINTAININGPEACE•••••••Often exclude other children inplay – best friends only.They understand and respectrules – often ask permission;seek adult approval.Sometimes they need to getaway and be alone.Change the rules of games asthey play; take turns and share(most of the time).Show curiosity in their environmentand world; discover newperspectives.Display fear of the dark andmonsters; begin to understanddanger.Have vivid imaginations andsometimes imagine playmates;have difficulty distinguishingbetween reality and fantasy.• Reveal personal concerns,experiences and questionsduring fantasy play and otheractivities in and out of theclassroom.••Tell lies sometimes to protectself and friends.•••Provide opportunities toincrease children’s awarenessand avoidance of dangerous,threatening objects andunacceptable/inappropriateactions of adults or peerstoward them.Organise the daily classschedule to allow for alternatingperiods of activeand quiet time, adequate(healthy) nutrition and nap/rest time.Allocate extended periods oftime for children to engage inplay and project work activities.Draw on children’s curiosityand desire to make senseof their world to motivatethem to become involved incommunity-oriented learningactivities.page 137

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESDISPOSITIONSCOPING SKILLSSURVIVALDISCERNMENT•••What children areexpected to doShow egocentric behaviour;tend to think about one thingat a time and demonstratesome inflexibility of thought;often think in rigid, dichotomouscategories, and inconcrete terms.Often fail to understand causalconnections between twoevents.Express anger verbally ratherthan physically (most ofthe time); sometimes throwtantrums over minor frustrations.What we can do to supportchildren’s development•••Warmly accept and respecteach child as an individual.Encourage children to talkabout their feelings whileworking with others in anactivity, working on a projector playing together.Stories read to the classinclude various concerns andchallenges such as “How totreat strangers,” “Visiting theDentist,” etc.MAINTAININGPEACEpage 138

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORTS AND RESOURCES••Professional developmentopportunities for teachers arefragmented or irrelevant to theneeds of the particular group ofchildren, and the emergingdifficulties and challenges theyface.Corporal punishment and otherabusive strategies are applied tothe management of children’sbehaviour in schools.••Inform parents and caregiversabout what community resourcesare available to help their childrenlearn self-protection strategies.Ask parents and members of thechildren’s and school communitieswho work in areas related tocoping skills, dispositions, survival,discernment and maintainingpeace, to share their knowledgeand work with the children.••• Disseminate information on disasterpreparedness, fire safety, trafficsafety, water safety, poisonsafety and personal safety toparents and care-givers in orderto promote consistency of informationand practice betweenschool and home.•Teachers can keep abreast of themany public awareness programmesbeing sponsored across the variousMinistries, including Education, Healthand Social Services.Collect information in the form ofbrochures and pamphlets that areoften available at no cost; call onresource persons who are willing tomake themselves available for presentations(for example, for teaching staff,PTAs, etc.).Health education resources and personnel are now available through theInternet and several school programmesand non-governmentalagencies, to inform children abouthealth/personal safety, including substanceabuse, HIV and AIDS.page 139

Supporting Diversity and Children withSpecial Needs• In cases where children’s condition of special needshave resulted from experience of environmental stressand violence, and where children’s aggressive behaviourcontinually threatens others, teachers should developindividualised behavioural plans based on observationsthat help them to identify environmental “triggers”and/or other factors associated with the behaviours.This plan includes motivation and intervention strategiesthat assist and support the child to develop self-controland appropriate social behaviours.• Teachers facilitate the development of social skills, selfcontrol,and self-regulation in children by using positiveguidance techniques, such as modelling and encouragingexpected/desirable behaviour, redirecting childrento more acceptable activities, setting clear limits andintervening to enforce consequences for unacceptable,harmful behaviour.page 140

IN THE FIELDChallenges and Dilemmas Faced• Schools located in volatile (political, social, religious)areas where relationships within and across communitiesare not conducive to or supportive of developingand maintaining peaceable classrooms and schools.• Children in such schools are unable to concentrateon the task of learning as they are fearful andanxious.• An increasing number of children within school communitieswho are losing parents and family membersto HIV/AIDS and violence.• An increasing number of children exposed to variousforms of abusive situations.In Jamaica :What Really WorksThe Peace and Love in Schools (PALS) project in Jamaicaprovides teacher training and teaching/learning resource materialsto promote peaceful relationships in schools. Some of theviolence/aggression prevention strategies applied are:• Keep an eye on the children for signs of stress andanxiety.• Be alert to any sudden changes in behaviour e.g.,becoming more aggressive, or withdrawn, sleepingin class, overeating or appearing to eat nothing.• Look ahead and anticipate incidents that mightbe stressful, challenging or difficult for the childrenand help them as much as possible to prepare forthese, for example, moving to primary school, visitof the Nurse, or an approaching hurricane, etc.Talk well in advance about the events and anyconcerns the children might have.page 141

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESDISPOSITIONSCOPING SKILLSSURVIVALDISCERNMENTWhat children areexpected to doWhat we see children doing• Are particularly sensitive to • Are easily upset by criticism or •losing in competitive activities.failure.• They are trusting toward adults, •regarding most of them asparents.•••Are increasingly independentand developing a conscience,yet still need supervision andthe support of trusted adults.Can assume responsibility forshort period s of time only andshould not be expected todisplay adult levels of selfcontroland direction.Can gradually acquire attitudesand dispositions to learningand work, such as persistence,resourcefulness and initiative.•••Do not enjoy competition asthey believe that childrenshould compete against themselves,not against other children.Tell on each other to get anadult’s attention and to helpunderstand rules.May become upset when theirbehaviour or school work iscriticized or ignored.Reveal personal experiences,concerns, questions in playand other activities in and outof the classroom.What we can do to supportchildren’s developmentGrouping children in creativeways will not only be of benefitto them in acquiring knowledgeand skills, but also fosterpositive dispositions towardlearning and school.• Encourage children to talkabout their feelings while workingwith others in an activity,working on a project by themselves,or playing together.• Create opportunities in theclassroom where current conditionsto which these childrenare being exposed can bediscussed, explained andunderstood.• Stories and storybooks aboutvarious concerns and challengesare introduced in thebook corner and shared withthe class.MAINTAININGPEACEpage 144

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESDISPOSITIONSCOPING SKILLSSURVIVALDISCERNMENTWhat children areexpected to do• Take pride in being able to dothings for themselves. However,they still need and want theassurance of an adult’s presence.••• Are curious about people andevents around them• Can be affected by stress, orhave bad or sad moods duringtimes that might be difficult orchallenging.• Can display signs of depressionSome causes of stress includearguments between parentsand family members or parentsgoing through separation ordivorce, disagreements withfriends, being teased too much,being overwhelmed bychanges and transitions andschool tests.What we can do to supportchildren’s developmentMake time to talk and listencarefully to the children aboutwhat is going on at school,home or with friends.Practise good communicationand reflective listening.Communication is vital duringthis school period as there is somuch to discuss and negotiatewhen children are seekinginformation, explanations andunderstanding.• Wander around the classroomwhile the children are engagedin free play or organized activitiesand listen to their observationsand conversations. Whatthey do and say can be veryrevealing.MAINTAININGPEACEpage 145

MILEPOSTS OF DEVELOPMENTSIGNALS OF PERFORMANCE INLEARNING SETTINGSSIGNALS OF APPROPRIATEPRACTICESLEARNINGOUTCOMESWhat children areexpected to doWhat we see children doingWhat we can do to supportchildren’s developmentDISPOSITIONSCOPING SKILLS•Keep an eye on the childrenfor signs of stress and anxiety.Be alert to any suddenchanges in behaviour,becoming more aggressive,or withdrawn, sleeping inclass, over-eating orappearing to eat nothing.SURVIVALDISCERNMENT•Look ahead and anticipateincidents that might bestressful, challenging or difficultfor the children and helpthem as much as possibleto prepare for these. Talk inadvance about the eventsand concerns of the children.MAINTAININGPEACEpage 146

SIGNALS OF INAPPROPRIATEPRACTICESINVOLVING PARENTS ANDCOMMUNITYUSEFUL SUPPORT AND RESOURCES••••The daily programme is fragmentedamong many differentgroups and activities withlittle attempt by the teacher tocommunicate or coordinatesuccessful transitions.Great disparity in the expectations,teaching strategies, oracademic demands from onegrade to the next (such as themovement from preschoolfacilities to first grade) createsexcessive stress and discontinuityfor the children.The classroom/school environmentis unhealthy and/orunsafe.Professional developmentopportunities for teachers arefragmented or irrelevant to theneeds of the particular group ofchildren.••Inform parents and caregiversabout what community resourcesare available to help theirchildren learn self-protectionstrategies.Parents and members of thechildren’s and school communitiesinvolved in areas related tocoping skills, dispositions, survival,discernment and maintainingpeace, can be asked to sharetheir knowledge and work withthe children.•• Information addressing questionsof disaster preparednessfire safety, traffic safety, watersafety, poison safety andpersonal safety is to bedisseminated to parents andcare-givers in order to promoteconsistency of informationand practice between schooland home.••Teachers are to keep abreastof the many public awarenessprogrammes beingsponsored across the variousMinistries, including Education,Heath, and Social Services.Information in the form ofbrochures and pamphlets isoften available at no cost,and resource persons areoften willing to make themselvesavailable forpresentations (for example, forteaching staff, PTAs etc.Members of service clubs,professional organizationsand proactive groups will alsomake themselves available asresource persons for referenceand classroom needs.Health education resourcesare now available on theInternet and through severalschool programmes to informchildren on substance abuse,HIV and AIDS.page 147

Supporting Diversity and Children withSpecial Needs• For children with visual disabilities the teacher will needto be attentive to lighting conditions and equipmentchoices. While other children can help the child withvisual limitations, the teacher can also make sure thattactile information and cues are available.• Children with auditory disabilities should be placed infront of the teacher so they can read lips and have thebest opportunity for hearing directions. They may needindividualized interpreters in order to follow moredetailed directions and may need visual signals to supplementsome auditory signals.• Children with orthopaedic disabilities will need adapted/modified equipment.• Teachers need to be familiar with some of the beliefsand practices of the represented ethnic communities inthe class in order to understand better the challengesand difficulties being experienced by the children of theclass.page 148

IN THE FIELDChallenges and Dilemmas Faced• Schools located in volatile (political, social, religious)areas where relationships within/across communitiesare not conducive to/supportive of developing/maintainingpeaceable classrooms/schools. Children cometo school in fear and with anxiety.• An increasing frequency of children within school communitieswho lose parents and family members to HIVand violence.• Accompanying overcrowded conditions is an increasingincidence of bullying.What Really WorksMany early childhood centres provide activities in the classroomsuch as playing with puppets and masks, listening tostories, playing with toy medical equipment (or real equipment,if that is possible and appropriate).Health care professionals and other related resource personsalso help children understand and feel more positive aboutgoing to the doctor, nurse or dentist. Also, field trips to nearbypublic clinics or offices of health care professionals and tohospitals can be arranged for the same purpose. Teachersplan these trips very carefully and can sometimes be advised/assisted by librarians, public relations officers or educationpersonnel at these places, children are given specific tasksduring their visit and can take along cameras and clipboardsfor recording observations.Children learn some simple first aid procedures and how touse the telephone to get help in an emergency.page 149

APPENDIX IBIRTH TO THREEPROPOSEDCLASSROOM LAYOUTpage 152

APPENDIX IIBIRTH TO THREEPROPOSEDCLASSROOM LAYOUT(AERIAL VIEW)page 153

APPENDIX IIIBIRTH TO THREEPROPOSEDCLASSROOM LAYOUT(INTERIOR VIEW)page 154

APPENDIX IV3-5 YEARS OLDPROPOSEDCLASSROOM LAYOUTpage 155

APPENDIX V3-5 YEARS OLDPROPOSED CLASS-ROOM LAYOUT(AERIAL VIEW)page 156

APPENDIX VI3-5 YEARS OLDPROPOSED CLASS-ROOM LAYOUT(INTERIOR VIEW)page 157

APPENDIX VII5-7 YEARS OLDPROPOSEDCLASSROOM LAYOUT5page 158

APPENDIX VIII5-7 YEARS OLDPROPOSEDCLASSROOM LAYOUT(AERIAL VIEW)page 159

APPENDIX IX5-7 YEARS OLDPROPOSEDCLASSROOM LAYOUT(INTERIOR VIEW)page 160

page 161APPENDIX X

STATEMENTSMISSION STATEMENTSA PHILOSOPHICAL STATEMENTBARBADOSGUYANATRINIDADpage 162

PROGRAMME SCHEDULESTRINIDAD GUYANA BAHAMASpage 163

HELPFUL CLASSROOM RULESBARBADOSBARBADOSpage 164

KEY ELEMENTS FOR ANECCE CENTRETRINIDAD & TOBAGOpage 165

CLASSROOM LAYOUT & LEARNING CENTRESIndoor LayoutHome CentreTRINIDAD & TOBAGOScience CentreTRINIDAD & TOBAGOFarm CentreBAHAMASJAMAICApage 166

FURNITURE & EQUIPMENTTRINIDAD & TOBAGOTRINIDAD & TOBAGOTRINIDAD & TOBAGOBAHAMASpage 167

MirrorEasel - ChalkboardEasel - Painting SideTRINIDAD & TOBAGOpage 168

SandboxPuppet TheatreTRINIDAD & TOBAGOBARBADOSpage 169

PLAY & LEARNING MATERIALSSorting TraysMatching ActivitiesJAMAICAJAMAICAJAMAICAJAMAICApage 170

Stacking MaterialsAlphabet CardsJAMAICAMusical InstrumentsJAMAICAPapier-Mache Fruits & VegetablesJAMAICAJAMAICApage 171

PuzzlesAnimal HopskotchAnimal DominoesJAMAICAJAMAICAJAMAICAJAMAICApage 172

Identifying DifferencesWeather ChartSURINAMEShapes and Number IdentificationSURINAMECountingBELIZEBELIZEpage 173

Contributions:From the Child Focus II Project:Heather Gallimore, Project Technical and Editorial AssistantSian Williams, Project Technical DirectorWorkshop Resource Persons:Leon Charles, Learning Goals and Outcomes Workshop FacilitatorDr. Donna Chin Fatt, Workshop Presenter and Resource PersonDr. Rose Davies, Workshop Presenter and Resource PersonHeather Gallimore, Workshop Resource PersonSandra Hooper, Workshop Resource PersonDr. Maureen Samms-Vaughan, Workshop PresenterSian Williams, Workshop Resource PersonThe country representatives at the Regional Workshop, held in Barbados, May 10 - 13th 2004, who developed the Learning Goals and OutcomesFramework:AnguillaEllenita Harrigan, Early Childhood Curriculum OfficerAntigua-BarbudaEdrys Joseph, Education OfficerLois King, Early Childhood CoordinatorBahamasAgatha Archer, Senior Education OfficerRoxanne Chipman, Vice President - Bahamas Childcare and Preschool Assoc.BarbadosCatherine Blackman, Education OfficerRhonda Blackman, President - Early Childhood Association of Barbadospage 174

BelizeAllana Gillett, Director - Preschool UnitNadine Harris, Principal - YWCA PreschoolBritish Virgin IslandsCecily Malone, Early Childhood Education OfficerCayman IslandsMarjorie Beckles, Education Officer for PreschoolsDominicaDenise Defoe, Coordinator - Day Care CentreMelena Fontaine, Council on Early Childhood Education RepresentativeGrenadaDawne Cyrus, Day Care CoordinatorIvy Harris, Head - Early Childhood Education UnitGuyanaPaulette Bollers, Director - Municipal Day Care ServicesJacqueline Waithe, Assistant Chief Education Officer - NurseryJamaicaPauline Barnett, Education OfficerDr. Maureen Samms Vaughan, Chair - Early Childhood CommissionMontserratEulalie Meade, Nursery School TeacherZelma White , Education OfficerSt. Kitts and NevisJacqueline Morris, Resource TeacherVanta Walters, Coordinator - Early Childhood Development Unitpage 175

St. LuciaRuth Phillips Fevrier, Training OfficerAntonius Thomas, Curriculum OfficerSt. Vincent and the GrenadinesRhonda Dickson, Specialist TeacherJudith Hull-Ballah, Education Officer - Curriculum DivisionSurinameDr. Marian MacNack-vanKats, Ministry of Health RepresentativeTania Sanrochman-Kioe a Sen, Chair - Interministerial ECD CommissionTrinidad and TobagoDr. Carol Logie, Chair - National Council for Early Childhood Care and EducationZita Wright, Early Childhood SpecialistTurks and CaicosDiana Hall, Early Childhood Education OfficerDr. Chin Fatt is based in Jamaica. The country representatives who facilitated her study visits in the region include:October 27-31, 2003 Catherine Blackman, Education Officer, BarbadosNovember 23-29, 2003 Allana Gillett, Education Officer, BelizeJanuary 5-9, 2004 from the ECD Committee, Suriname:Dr. Marion MacNack-van Kats, MOB (Min. of Health)Tania Sanrochman, Senior Coordinator, MINOV (Min. of Education)January 12-16, 2004 Jacqueline Waithe, Assistant Chief Education Officer (Nursery), GuyanaFebruary 1-6, 2004 from the ECCE Unit, Trinidad:Hazel Brown, Nursery School BoardsMerle John, School Supervisor IIpage 176

Zita Wright, ECCE SpecialistLinda Dick, EC Curriculum Facilitator, TobagoFebruary 29 - March 4, 2004 Agatha Archer, Senior Education Officer, BahamasFor further information and copies of this Guide, contact:The Caribbean Child Development Centre (CCDC), School of Continuing StudiesUniversity of the West Indies (UWI), PO Box 141, Mona, Kingston 7, JamaicaTelephone (876) 927-1618 or 977-6982 Fax (876) 977-7433Email ccdcprojects@uwimona.edu.jm or ccdc@uwimona.edu.jmpage 177

References:Documents Reviewed:Bredekamp, Sue and Copple, Carol, eds., Developmentally Appropriate Practice in Early Childhood Programs, (revised ed.1997), NAEYC,Washington, DCBrewer, Joan, ed., Early Childhood Education: Preschool through Primary Grades (2001, fourth edition), Allyn & Bacon, Needham Heights, MABronson, Martha B. The Right Stuff for Children Birth to 8, (1995) NAEYC, Washington, DCCharles, Leon and Williams, Sian, Report of the Regional Workshop on Learning Goals and Outcomes in Early Childhood, Barbados, May 10th -13th, 2004. Caribbean Child Development Centre, University of the West Indies, Jamaica.Copple, Carol, ed., Readings on Teaching Young Children in a Diverse Society (2003), NAEYC, Washington, D.C.Gartrell, Dan, The Power of Guidance: Teaching Social-Emotional Skills in Early Childhood Classrooms (2004), Thomson Delmar Learning,Canada/NAEYC, Washington, DCLevin, Diane E.,Teaching Young Children in Violent Times: Building a Peaceable Classroom, (2003, second edition), NAEYC, Washington, DCMatrix, Building for Childcare, (1986), National Childcare Campaign, London, U.K.Ministry of Education, New Zealand, Te Whariki. He Whariki Matauranga monga? Mokopuna o Aotearoa. Early Childhood Curriculum, (1996) LearningMedia Limited, P O Box 3293, Wellington, New ZealandMinistry of Education, New Zealand, Te Whariki. He Whariki Matauranga monga Mokopuna o Aotearoa. Draft Guidelines for Developmentally AppropriateProgrammes in Early Childhood Services, (1993) Learning Media Limited, P O Box 3293, Wellington, New ZealandNAEYC, Young Children: Health & Safety in Young Children, Vol. 59 (2) March, 2004Qualifications and Curriculum Authority, U.K., Planning for Learning in the Foundation Stage, (2001), London, U.K. www.qca.org.ukQualifications and Curriculum Authority, U.K., Curriculum Guidance for the Foundation Stage (2000), London, U.K. www.qca.org.ukpage 178

Qualifications and Curriculum Authority, U.K., Early Learning Goals (1999), London, U.K. www.qca.org.ukSantrock, John W., Children (6th ed.) McGraw-Hill Co. Inc. Boston, MASureStart, Birth to Three Matters. A Framework to support children in their earliest years, (2003) Department for Education and Skills, London, U.K.SureStart, Area Special Educational Needs Co-ordinators - Supporting Early Identification and Intervention for Children with Special EducationalNeeds, (2003), Department for Education and Skills, London, U.K.Wortham, Sue, C., Early Childhoood Curriculum: Developmental Bases for Learning & Teaching (1998, second edition), Prentice-Hall, Inc. UpperSaddle River, NJpage 179