Module 6


Dual planning Te principal and all the educarers must discuss together and decide which themes should be dealt with and what the content should be. 1. Tere should be enough time for this planning. 2. Tey can consult sources of information. 3. Tey can prepare material/aids. 4. Tey can discuss the aims together. 5. Everybody will know exactly what to do. 6. Tey can do evaluating together to determine whether or not they have reached their goals. 7. It is a team effort. In all planning, teamwork is necessary. Good planning leads to success. Children oſten tend to visit a centre/playgroup for more than a year and therefore the planning must be very good. If the same themes with the same content are repeated year aſter year, the children will lose interest and become bored. Te content of every theme should proceed from that which is already known to the children. It is the joint decision of the educarers as to what content would be appropriate for the different groups. In planning the theme, provision must be made for the following: – morning ring – creative activities – stories – songs – movement ring – rhymes and verses – perception – science orientation.


For instance, an educarer plans a teacher-structured activity, such as a group time, as an opportunity for cognitive learning related to the theme colour (green). Te educarer plans for language learning, including frequent opportunities for the children to say green. Te educarer includes, perhaps, a song about green clothes youngsters are wearing and provides occasions for children to show comprehension of green through pointing to or touching green objects in the room. Opportunities for learning whilst doing physical activities are planned through the choice of materials for children to pick up and handle (green fruits and green beads) and the inclusion, perhaps, of hopping or skipping to green objects in the room. Opportunities for learning to mix doing social activities are planned by having children pass green objects to one another, take turns jumping in and out of hoops on the floor, or pair off to mix blue and yellow paint to make green. In self-help routines, e.g. eating, the educarer draws attention to green food, or asks which food is green.


In a discovery learning period, materials of many shades of green are made available for the children to name and compare. Te materials provide opportunities for children to generalise learning from the educarer-structured activity. Te educarer calls for language skills by asking a child to name the colour of the paint being used or to give an object to a child in terms of the colour the child is wearing. (“Someone with a green shirt needs more water.”)


Educarers plan opportunities for learning in all the developmental areas, during each activity, throughout the day. Tis gives “wholeness” to both the children’s learning and to the programme.


Weekly planning Weekly planning determines your theme and what you want to do with it. Tis theme must be planned in advance, in writing, so that you can choose which songs, rhymes, stories, activities, facts, etc. you need to do with the children.


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