LEARNER’S guide

Table of Contents

INTRODUCTION .................................................................................................................... 3

Overview of The EYDF Training And Learner’s Guide ..................................................... 4

Programme Outcomes ..................................................................................................... 5

Syllabus ............................................................................................................................ 6

Teaching/Learning Strategies .......................................................................................... 8

Assessments .................................................................................................................... 8

Regulations ....................................................................................................................... 8

Academic Honesty Policy ................................................................................................. 8

Assignments ..................................................................................................................... 9

MODULE 1:

OVERVIEW OF THE EARLY YEARS DEVELOPMENT FRAMEWORK (EYDF) ................... 13

MODULE 2:

THE DEVELOPING CHILD ................................................................................................... 23

MODULE 3:

THE INTENTIONAL PROGRAMME ..................................................................................... 36

MODULE 4:

THE INVOLVED FAMILY ...................................................................................................... 70

MODULE 5:

THE ENGAGED COMMUNITY ............................................................................................. 75

READINGS, REFERENCES AND RESOURCES .................................................................. 80

ACKNOWLEDGEMENTS ..................................................................................................... 81

Introd

uction

Introduction

Early YearsDevelopment Framework (EYDF)

LEARNER’S GUIDEIntroduction : Early Years Development Framework 3

Background

On 29 September 2011 during the Child Care Seminar, then MCYS (now known as MSF) presented its Early Years Development Framework (EYDF) for educators working with infants, toddlers and nursery children.

The Early Years Development Framework “sets the standard for quality of care and learning practices that are specific to the developmental needs of infants, toddlers and nursery children. It describes desired outcomes, key principles and practices for young children’s holistic development and learning. The Framework provides educarers with broad guidelines to plan and deliver culturally and developmentally appropriate experiences, strengthen home-centre partnerships, enhance professional development and foster community networking” (EYDF, p. 10).

LEARNER’S GUIDEIntroduction : Early Years Development Framework4

OVERVIEW OF THE EYDF TRAINING AND LEARNER’S GUIDE

Training

The EYDF training programme is offered to educarers of infants, toddlers and nursery children. The purpose of this 16-hour training programme is to help early childhood educarers become familiarised with the Framework so they can translate its principles and desired outcomes into good practices at child care centres, to support the overall development of children aged 3 and below.

Learner’s Guide

The EYDF Learner’s Guide has been developed to accompany the 16-hour training. It explains key concepts of the EYDF through additional notes and case studies featuring ways to achieve the desired outcomes and sub-outcomes. Overall, the Learner’s Guide seeks to illuminate the EYDF.

The Learner’s Guide also challenges educarers to reflect on their experience working with children aged 3 and below. It provides opportunities for educarers to share and discuss what constitutes good practices as outlined in the desired outcomes and principles of the Framework.

Educarer’s Profile

It is recommended that educarers who attend this course be aware of the developmental milestones of children from infancy to 3 years old, and have had experience working with this age group.

The journey of our understanding of the Framework begins here…


PROGAMME OUTCOMESUpon completion of this programme, educarers should be able to:

1. Understand the guiding principles, outcomes and practices stated in the EYDF.

2. Apply strategies from the Framework to develop warm and nurturing relationships with young children.

3. Use the desired outcomes and sub-outcomes in the Framework to plan, implement, and review programmes for young children.

4. Use the Framework as a guide to provide culturally and developmentally appropriate care for infants, toddlers and nursery children in a safe and healthy environment.

5. Translate ideas from the Framework to strengthen home-centre partnerships, enhance professional development and foster community networking.


SYLLABUS

Module 2 (3 Hours)

The Developing Child

Guiding Principle 1: Developing secure attachments and confidence in children with nurturing adults.

Desired Outcome: Children are secure and confident.Sub-outcome 1.1: Children are secure and emotionally connected.Sub-outcome 1.2: Children demonstrate increasing confidence and autonomy.Sub-outcome 1.3: Staff –child interactions are respectful, responsive and reciprocal.

Overview of the Early Years Development Framework

• Envisioning quality for early years • 5 Desired outcomes• 5 Pillars and Guiding Principles • 15 Sub-outcomes• Suggested Practices

Module 1 (3 Hours)

Module 3 (6 Hours)

The Intentional Programme

Guiding Principle 2: Generating culturally and developmentally appropriate opportunities for children’s holistic development and learning in a safe and healthy environment.

Desired Outcome: Programmes are holistic and provide optimal support and experiences for growth, development and learning.

Sub-outcome 2.1: Educarers use routine care for learning and development.

Sub-outcome 2.2: Educarers foster a disposition for learning.

Sub-outcome 2.3: Curriculum offers holistic experiences for learning.

Sub-outcome 2.4: Educarers provide access to a variety of spaces with natural and man-made materials.Sub-outcome 2.5: The environment is safe and healthy.


Module 4 (2 Hours)

The Involved Family

Guiding Principle 4: Involving families as partners in the care, development and education of children.Desired Outcome: Educarers develop strong partnership and relationship with families.Sub-outcome 4.1: Families and educarers engage in regular communication and feedback.Sub-outcome 4.2: Families are involved in various ways in the centre.

Module 5 (2 Hours)

total = 16 hours

The Engaged Community

Guiding Principle 5: Engaging the community as support and resources for home and centre

Desired Outcome: Community provides a network of resources and support for home and centre.

Sub-outcome 5.1: Centres have updated information and access to community resources.

Sub-outcome 5.2: Community serves as resource to enrich children’s learning and provides support for families.


TEACHING / LEARNING STRATEGIESThis programme will be taught using a combination of the following strategies:

Assessment methods Grading

Preliminary Reading and Assignment Pass / Fail

Individual’s Portfolio Pass / Fail

ASSESSMENTS

REGULATIONSCourse Requirement

Educarers are expected to attend all classes as scheduled, and participate actively during class discussions. Unexplained absences and failure to contribute to group discussions, in-class presentations and assignment submission(s) may result in incompletion of the module.

ACADEMIC HONESTY POLICY An Academic Honesty Policy has been established to ensure that proper behaviour is recognized and that improper behaviour is dealt with in a fair, consistent and timely manner. Learners are required to meet the training centre’s standards for academic honesty which include producing original work, crediting non-original work and outside sources, and behaving honestly in all academic endeavors.

Lectures

Role-plays

Case studies

Group discussions

Child observations

Individual/group reflections

Videos


ASSIGNMENTS The assignments for the Early Years Development Framework Training Programme comprise the following:

1. Preliminary Reading and Assignment

2. Individual’s Portfolio

3. Two one-minute video clippings of warm and nurturing relationships between educarer and child

1. PRELIMINARY READING AND ASSIGNMENT – DUE ON THE FIRST DAY OF CLASS

Please read the Early Years Development Framework before you attend this course.

Write a reflection (around 300 words) based on the following questions:

1. Which aspect of the EYDF did you understand very well? Why?

2. As a professional, how would you use the EYDF in your day-to-day work with young children? Give one concrete example.

3. Which aspect of the EYDF was difficult for you to understand? What do you need to assist you further in your understanding?

2. INDIVIDUAL’S PORTFOLIO – DUE 3 WEEKS AFTER THE LAST DAY OF CLASS

The individual’s portfolio comprises the following:

1. Your name, designation, years of service working with children from birth to 3 years and the child care centre that you work in. Include a photo of yourself.

2. Your philosophy on how to support children from birth to 3 years old.

3. Ten sets of case study questions and answers. Each set’s case scenario number and sub- outcomes will have to be clearly indicated.

4. Individual reflection (Pause-Reflect-Write) after every session (make copies from Learners’ Guide).

5. Product of group activities written in Learner’s Guide (make copies).

6. Two one-minute video clips on promoting warm and nurturing relationships during caregiving or play (Refer to page 22 of Learner’s Guide).

7. Share a photograph of a developmentally appropriate experience with young children and write a few sentences to describe the activity.

8. Write about an experience in which you or a colleague advocated on behalf of a child.

9. Write one strategy to involve parents in the centre.


10. Write one example of how you used a community resource.

11. Select two EYDF principles or outcomes/sub-outcomes. Reflect and write about your current practices providing at least 2 specific examples to support each of the two EYDF principles or outcomes/sub-outcomes.

GradingAssessment methods Grading

Preliminary Reading and Assignment Pass / Fail

Individual’s Portfolio Pass / Fail

You are to prepare a file with dividers to collect all the above artefacts. Be prepared to make copies of your work from the Learner’s Guide so that you can arrange the content in the most logical way.

3. ONE-MINUTE VIDEOS – INSTRUCTIONS FOR EDUCARERS

Using a mobile phone or a camera with video facilities, shoot 2 scenarios (one minute for each different scenario) where there is demonstration of warm and nurturing relationships between an educarer and a child or group(s) of children.

The 2 scenarios should be captured in a CD-ROM to be submitted to the trainer on the second day of class.

The scenarios should be taken in the class that you are teaching – be it infants, toddlers or nursery children.

You can film any 2 different scenarios from the following segments of the day.

1. Arrival or departure time

2. Play time – indoor or outdoor

3. Meal time – breakfast, lunch, tea

4. Planned activity – e.g. storytelling, art activities, music activities, etc.

5. Routine care such as diapering, bathing etc.

Please ensure that you have obtained written consent from parents of children who are captured in your video. Approval should also be obtained from your supervisor or employer.

The 2 scenarios are part of the homework in the Learner’s Guide page 22. The submission is part of your portfolio. You need to submit your video clippings on the second day of class to allow screening of some of your videos in class.


ASSIGNMENT 1 COVER SHEET

Course Title: Early Years Development Framework Training for Child Care Sector

Due date: Cohort:

Lecturer: Lecturer:

Student name: NRIC:

DECLARATION

I/We hereby declare that no part of this attached assignment has been copied from any other person’s work except where acknowledged in the text, and that no part of this assignment has been written for me by any other person.

Signature:

Note: If the above declaration is found to be false, no marks will be awarded for this assignment. Plagiarism and collusion are serious offences.

Please check that you have answered all the following questions:

Pre-class assignment Pass Fail

1. List the aspect of the EYDF that you understood well.

2. Give reasons for your understanding.

3. Give one concrete example on how you would use the EYDF.

4. List the aspect of the EYDF that was difficult to understand.

5. List the support needed to help in the understanding.

Remarks:

Final grade: Pass / Fail Lecturer’s name and signature:


ASSIGNMENT 2 COVER SHEET

Course Title: Early Years Development Framework Training for Child Care Sector

Due date: Cohort:

Lecturer: Lecturer:

Student name: NRIC:

DECLARATION

I/We hereby declare that no part of this attached assignment has been copied from any other person’s work except where acknowledged in the text, and that no part of this assignment has been written for me by any other person.

Signature: Note: If the above declaration is found to be false, no marks will be awarded for this assignment. Plagiarism and collusion are serious offences.

Please check that you have submitted all the following items:

Portfolio Items Pass Fail

1. Self-Introduction: Your name, designation, place of work.

2. Philosophy on how to support children aged 3 & below.

3. Ten sets of case study questions and answers. Indicate case scenario number and sub-outcomes.

4. Individual reflection after every session (in Learner’s Guide).

5. Products of group activities written in Learner’s Guide.

6. 2 one-minute video clips on nurturing relationships.

7. Photograph of a developmentally appropriate experience and description.

8. Write-up about an experience in which you or a colleague advocated on behalf of a child.

9. One strategy to involve parents in the centre.

10. One example of how you used a community resource.

11. Reflect and write about your current practices providing at least two specific examples to support each of the two EYDF principles or outcomes/sub-outcomes.

Remarks:

Final grade: Pass / Fail Lecturer’s name and signature:

LEARNER’S GUIDEIntroduction : Early Years Development Framework

notes

Mo

dule 1

Module 1

Overview of the Early Years Development Framework (EYDF)

LEARNER’S GUIDEModule 1 : Overview of the Early Years

Development Framework 13

In this module, educarers would:

• Gain an overview of the EYDF.

At the end of this session, educarers should be able to:

1. Understand the EYDF as a guide to improve the quality of care for young children.

2. Identify the vision of centre-based quality.

3. List the 5 key pillars and describe their relationships.

4. Define guiding principles and desired outcomes.

5. Explain the relationship between the 5 guiding principles and the desired outcomes.

6. Categorise the desired sub-outcomes with the desired outcomes.

7. Communicate understanding of sub-outcomes with illustrations.

GENERAL OBJECTIVE

SPECIFIC OBJECTIVES

LEARNER’S GUIDEModule 1 : Overview of the Early Years Development Framework

14

Welcome and Orientation to the EYDF Training Programme • Objectives of the EYDF Training programme

• EYDF Training schedule

• EYDF Training Faculty

• Logistical issues (e.g. training duration, expected output, breaks, pre-assignment, assignment, assignment due dates)

1. Why is there a need for EYDF?

2. How was the EYDF developed?

3. What are the pillars of the EYDF?

4. What are the guiding principles of the EYDF?

5. What is your reaction after watching the video?

6. Are there any in your current practices that support the pillars and guiding principles of the EYDF?

Exercise 1 : Ice Breaker Get to know each other.

Exercise 2 : Pre-training Assessment Complete in class.

Exercise 3 : Assignment Briefing Refer to LG, p 9-12.

Exercise 4 : Reflective Inventory Recall childhood experiences.

Exercise 5 : Early Years Development Framework (EYDF) Launch Video

You will be asked to watch the EYDF launch video. Refer to the following questions and pen down your thoughts.



Exercise 6 : The Early Years Development Framework

1. Builds on the foundation laid by the child care licensing and teacher training requirements.

2. Weaves developmental themes into routine care practices.

3. Describes guiding principles, desired outcomes and practices to better support children’s overall development and educarers’ care and learning practices.

4. Serves as a tool and guide for educarers to make informed decisions and plan developmentally appropriate experiences and environments for young children.

5. Articulates the role of families and collaboration with the community.

(EYDF, p. 12)

Unpacking the Framework

The Framework comprises the following:

I. 3 aspects of quality

II. 5 key pillars

III. 5 guiding principles

IV. 5 desired outcomes

V. 15 sub-outcomes

VI. Suggested practices

NOTESLECTURE

The EYDF sets the standards for the quality of care and education of infants, toddlers and nursery children (to 36 months old). It does the following:


16

Envisioning Quality for the Early Years

The EYDF embraces the following vision for centre-based quality child care:

1. Children being secure, confident, safe and healthy.

2. Children being involved, engaged and enquiring.

3. Centre, families and the community connecting and relating.

(EYDF, p. 13)

The vision for centre-based quality child care focuses on the child, child care centre, families and community. It articulates the importance of the child having a safe, healthy and secure environment to build confidence, be involved, be engaged and to develop an enquiring mind and disposition.

The African saying goes: “It takes a village to raise a child”. Likewise, the child care centre, families and community cannot function alone. They need to be interdependent: to be connected, to communicate and relate to each other and to pull together resources to help raise the child.

5 Key Pillars of EYDF

The 5 key pillars upholding the vision of centre-based quality care:

1. The Developing Child

2. The Intentional Programme

3. The Professional Educarer

4. The Involved Family

5. The Engaged Community(EYDF, p. 13)

Does it help to remember the overview of the EYDF in this formula, “3-555-15 + practices”? Try it!

THINK



In this Learner’s Guide, the guiding principles and desired outcomes are displayed side by side to show how each principle might lead to a desirable outcome.

5 DESIRED OUTCOMES

The desired outcomes state the expectations, targets and goals.

The desired outcomes serve to guide decisions on care and learning practices, programmes and environments as well as partnerships with families and the community. The desired outcomes help define expectations for children’s well-being, learning and development and provide clear targets and common goals for educarers in their planning implementing and reviewing of the environments and experiences for young children.

(EYDF, p.17)

What revolves around the developing child?

THINK

5 GUIDING PRINCIPLES

These guiding principles are anchored on research evidence, neuroscience, child development literature, good practices and the UNCRC…The guiding principles state the role of educarers, families and the community in promoting children’s holistic development.

(EYDF, p. 16)

The 5 principles are desired norms and values that guide the care and education of very young children.


18

Guiding Principles of EYDF(EYDF, p. 17)

Desired Outcomes of EYDF(EYDF, p. 17)

Guiding Principle 1: Developing secure attachments and confidence in children with nurturing adults.

Desired Outcome 1: Children are secure and confident.

Guiding Principle 2: Generating culturally and developmentally appropriate opportunities for children’s holistic development and learning in a safe and healthy environment.

Desired Outcome 2: Programmes are holistic and provide optimal support and experiences for growth, development and learning in a safe and healthy environment.

Guiding Principle 3: Committing to professional standards and ethics in working with children, families and educarers’ own professional development.

Desired Outcome 3: Educarers are professional and engage in reflective practices.

Guiding Principle 4: Involving families as partners in the care, development and education of children.

Desired Outcome 4: Educarers develop strong partnership and relationship with families.

Guiding Principle 5: Engaging the community as support and resources for home and centre.

Desired Outcome 5: Community provides a network of resources and support for home and centre.

SUGGESTED PRACTICES

The suggested practices accomplish the following:

1. Facilitate children’s growth, development and learning;

2. Create purposeful environments;

3. Foster quality partnerships; and

4. Promote professional accountability.

(EYDF, p. 17)

The suggested practices in the EYDF provide detailed strategies for each principle, so as to guide educarers to achieve the desired outcomes for young children.



Exercise 7 : BINGO GAME (5 groups)

Work in your group. Each group will be given a desired outcome of the EYDF.

There are many sub-outcomes randomly pasted on the board. Your group has to identify and pick the sub-outcomes related to your desired outcome. Categorise these sub-outcomes according to the table provided, within a stipulated time frame.

After categorising them, your group should explain what each desired sub-outcome means and share an example to illustrate the sub-outcome.

The Early Years Development Framework (EYDF) Envisioning Quality for the Early Years

Pillars and Guiding Principles of EYDF Desired Outcomes Sub-Outcomes

Th

e D

evel

op

ing

Ch

ild Developing secure

attachments and confidence in children with nurturing adults.

Children are secure and confident.

1.1 Children are secure and emotionally connected.

1.2 Children demonstrate increasing confidence and autonomy.

1.3 Staff–child interactions are respectful, responsive and reciprocal.

Th

e In

ten

tio

nal

Pro

gram

me Generating

culturally and developmentally appropriate opportunities for children’s holistic development and learning in a safe and healthy environment.

Programmes are holistic and provide optimal support and experiences for growth, development and learning in a safe and healthy environment.

2.1 Educarers use routine care for learning and development.

2.2 Educarers foster a disposition for learning.

2.3 Curriculum offers holistic experiences for learning.

2.4 Educarers provide access to a variety of spaces with natural and man-made materials.2.5 The environment is safe and healthy.

GROUP ACTIVITY


20

The Early Years Development Framework (EYDF) Envisioning Quality for the Early Years

Pillars and Guiding Principles of EYDF Desired Outcomes Sub-Outcomes

Th

e P

rofe

ssio

nal

Ed

uca

rer

Committing to professional standards and ethics in working with children, families and educarers’ own professional development.

Educarers are professional and engage in reflective practices.

3.1 Educarers adhere to professional standards and ethics.

3.2 Educarers engage in reflective practices.

3.3 Educarers are committed to continuing professional development.

The

Invo

lved

Fam

ily Involving families as partners in the care, development and education of children.

Educarers develop strong partnership and relationship with families.

4.1 Families and educarers engage in regular communication and feedback.

4.2 Families are involved in various ways in the centre.

Th

e E

nga

ged

Co

mm

un

ity

Engaging the community as support and resources for home and centre.

Community provides a network of resources and support for home and centre.

5.1 Centres have updated information and access to community resources.

5.2 Community serves as a resource to enrich children’s learning and provides support for families.



EXERCISE 8

Pause-Reflect-Write

Draw a creative picture to demonstrate how you connect the 5 key pillars together: Child, Programme, Educarer, Family and Community.

What is one key take-away from this session that you can work on in your setting?

Note: This piece of work can be part of your portfolio.


22



HOMEWORK

Discuss and present the EYDF in relation to its guiding principles and outcomes.Share an example to illustrate the sub-outcome.

Th

e D

evel

op

ing

Ch

ild

EYDF as a guide to focus on developing warm and nurturing relationships to support the developing child

Share your video clips of such practices at the centre.

You would have to hand in these videos on the second day of class.

Artefact: 2 Video Clips

Th

e In

ten

tio

nal

Pro

gram

me

EYDF as a tool and guide to make informed decisions and plan developmentally appropriate experiences and environments for young children

Share a photograph of a developmentally appropriate experience with young children.

Artefact: Photograph

The

Pro

fess

ion

al

Ed

uca

rer

EYDF as an advocacy tool for a strong sense of professionalism and accountability

Share an experience of how you or a colleague have advocated on behalf of a child.

Artefact: Anecdote

Th

e In

volv

ed

Fam

ily

EYDF as a guide to build partnerships with families

Share one strategy to involve parents in the centre.

Artefact: Anecdote

The

En

gage

d

Com

mun

ity EYDF as a guide to network

with communitiesShare one example of how you used a community resource.

Artefact: Anecdote


Development Framework

notes


notes

Module 2

The Developing ChildGuiding Principle 1 of EYDF:

Developing secure attachments and confidence in children with nurturing adults.

Mo

dule 2

LEARNER’S GUIDEModule 2 : the developing child 23

Upon completion of this module, educarers should be able to:

• Apply strategies from the EYDF to develop warm and nurturing relationships with young children.

GENERAL OBJECTIVE

SPECIFIC OBJECTIVES


1. Identify principles of secure attachment which is the cornerstone of infant development.

2. Articulate consistent caregiving as a means to help children become secure and emotionally connected.

3. Explain with reference to centre practices - how day-to-day experiences can affect children’s confidence and independence.

4. Explain “respectful, responsive and reciprocal relationships”.

5. Reflect on how “respectful, responsive and reciprocal relationships” can be built during day-to-day interaction with children.

LEARNER’S GUIDEModule 2 : the developing child24

Exercise 2 : The Developing Child

1. Attachment is about relationships, how they are formed, what happens in a child’s first intimate relationship with a nurturing adult, and its effects on the child’s subsequent development.

2. Close attachment to a responsive educarer helps the dependent infant develop adaptation skills needed for survival.

3. The emotionally charged connection between the educarer and the child ensures the two will remain near each other physically, at least while the child is an infant.

4. At the same time, the security of this closeness enables the child to develop the courage needed to venture away from the educarer.

5. Consistency in the response of the educarer is an important factor in building secure attachments.

6. The close connection leading to independence is the heart of the attachment theory.

Attachment as the Cornerstone of Infant DevelopmenT

Characteristics of children who are securely attached

1. Better able to explore alone, separate when necessary and operate independently from the educarer.

2. Trust that others are available and sensitively responsive.

3. View themselves as loveable.

4. Know what to expect from those they love and this in turn affects self-concept.

5. Possess characteristics such as independence and perseverance.

6. Maintain good relations during the preschool period and strong gender boundaries during middle childhood.

Exercise 1 : Role Play Developmental Profiles of Children Physical and cognitive characteristics of infants, toddlers and nursery children.

GUIDING PRINCIPLE 1:Developing secure attachments and confidence in children with nurturing adults

Desired outcome: Children are secure and confident.

NOTESLECTURE


Refer to the EYDF (p. 22), list 3 indicators of securely attached children.

THINK

Consistent Caregiving

A recent neuro-scientific research pointing to the importance of early life experiences on brain development emphasizes the importance of consistent caregiving when infants and toddlers are cared for outside the family home (Shonkoff & Phillips, 2000).

To ensure consistent caregiving within a child care centre, each infant or toddler should be assigned one teacher who is principally responsible for that child’s care. When the child spends a longer day in child care than with his or her principal caregiver, a second caregiver should be assigned to the child. In other words, each infant or toddler should have a special caregiver assigned to him or her at all times during the day. This works best when caregivers team up and support one another, providing back-up when any caregiver is absent or engaged. Consistent caregiving does not mean exclusive care. It means all parties involved know who has the primary responsibility for each child. The consistent caregiver is also the main person to communicate with the child’s parents or relatives.

How does your centre provide for consistent caregiving? Can you name one area that you can improve on in your practice?

THINK


1. Love the children; it is of utmost importance.

• It develops nurturing relationships:

• It generates reciprocal respect.

• It teaches the children how to be with others peacefully.

• It provides predictable ways for the children to participate and co-operate.

• It helps the children develop a sense of their own identity and a strong sense of self-worth.

2. Listen to the children and respond to them sensitively.

3. Give the children choices and help them understand that there are consequences to all choices.

4. Help the children make sense of their emotions and the emotions of others.

5. Respond spontaneously to daily challenges as well as learning opportunities.

6. Cater to the children’s basic needs:

• Give them food regularly and serve balanced meals.

• Change the baby’s diaper or put the toddler on the potty.

7. Watch the children wherever they are, indoors or outdoors. The safety of the children should always be a priority.

8. If the children show signs of falling sick, be proactive and take necessary measures.

9. Show affection and care while establishing behavioural limits.

10. Get involved in the children’s lives. Listen and share experiences.

11. Form close and secure relationships with the children.

12. Help the children experience, express and regulate emotions.

13. Enable the children to explore the environment and learn.

14. Build a warm and professional relationship with the children’s parents / home primary caregiver.

How does your centre provide for consistent caregiving? Can you name one area that you can improve on in your practice?

THINK

Caregiver’s Roles


After watching the video Getting in Tune: Creating Nurturing Relationships with Infants and Toddlers, reflect on the following:

1. Watch - List the four ways to be in tune with infants and toddlers. List the 3 steps to the responsive process.

2. Reflect - What must we do as educarers to carry out these good practices?

3. Apply - Identify one learning point that you would apply in your work as an educarer.

4. Refer to your EYDF - Which desired sub-outcomes and indicators were reflected in the video?

5. Link - Identify one of your current practices that support the “Developing Child” or any of its outcomes/sub-outcomes.

Exercise 3 : Video Viewing


GROUP ACTIVITY


Exercise 4 : The 3 Rs

NOTES

Pickler, Gerber and Gonzalez’s Philosophy of Respectful, Responsive and Reciprocal Approach to Care (Gonzalez-Mena & Eyer, 2007):

1. Unfolding of natural motor development with opportunities for both secure and respectful relationships and the chance to explore through self-initiated movements.

2. Objective cum accurate observations and experience which help the educarer to see a child’s capabilities and needs and develop a way of relating sensitively to the child.

3. Respecting each child’s need and responding in warm and sensitive ways to promote attachment.

4. Building trusting relationships with the child.

5. Treating even the youngest infant as a unique human being, not as an object.

6. Being responsive by providing physical care, engaging in emotional communication, and showing affection to children according to their signals of need.

7. Using every opportunity to get in tune with the infant or toddler by following his or her cues.

8. Designing schedules with close attention to the developmental needs of all children in the setting and adapting these routines to the needs of the individual child.

What is the respectful, responsive and reciprocal approach to care?

LECTURE


1) How can educarers respond respectfully and responsively if they are busy?

• By slowing down and getting to know each child’s unique way of communicating.

• This allows educarers to be better informed about how to respond to the child’s cues, ensuring responsive, respectful and reciprocal interactions.

2) In what ways can we ensure there is time for responsive, reciprocal and respectful interactions?

• Caregiving routines provide many opportunities for educarers to respond to infants and toddlers respectfully.

• Involve the child in caregiving experiences and do not rush to get the job done.

• Plan well to ensure that there are sufficient educarers in the centre so there is less pressure on the educarer to meet all children’s needs.

Realities and Challenges Encountered by Educarers

Based on the mini-lecture above, what is one thing that you will do and one thing that you will stop doing, to ensure that your interactions with children are respectful, responsive and reciprocal?

THINK


Exercise 5 : Case Studies

Desired Outcome: Children are secure and confident.

Sub-outcome 1.1: Children are secure and emotionally connected.

CASE STUDY 1

This is the 6th day that the nursery child Lily comes to the centre. Her mother has just left her and she is still sobbing while carrying her water bottle and bag and standing in the middle of the classroom. The educarer comes over to her, stoops to her level and gently asks, “Lily, would you like to put down your bag and water bottle?” Lily wails loudly, “I don’t want, I don’t want. I want mummy, I want po-po. I want to go home!”

The educarer replies, stroking her back, “Lily, you must be missing your mummy and po-po terribly. Let me give you a big bear hug. Teacher loves you”. Pausing a while, she continues, “Later, we shall make a call to mummy ok? Now, we are all going to the dining room for breakfast. It is too heavy to bring along your bag. You can carry your water bottle with you”. Lily stands there, refusing to move. The educarer gently urges, “Lily, all your friends are waiting for you there. Today, there is yummy peanut butter sandwich. Come, let me hold your hand and we shall walk there quietly like a mouse and surprise our friends ok?” In between sobs, Lily allows her hand to be held and both the educarer and Lily walk towards the dining room.

Questions:

1. How does the above caregiving process demonstrate a secure attachment between the child and the educarer?

2. What are the good practices?

3. What is the rationale for the good practices?

4. Why is it important for the educarer to continue the monologue even though the child is not able to articulate?

5. What are the indicators found in EYDF that reflect sub-outcome 1.1?


CASE STUDY 2

Baby Charmaine cries. The educarer carries her from the cot and places her on the bouncer and straps her. She leaves baby Charmaine crying in the bouncer while she heads towards Sean who is also crying. She picks him up and places him in a bouncer next to Charmaine and straps him. Sean continues to cry. The educarer heads for the pantry to prepare milk. Both Charmaine and Sean are crying. The educarer comes back with the milk bottles and puts one bottle into Charmaine’s mouth and the other bottle into Sean’s mouth. The babies are fed from the bottles while seated in their bouncers. The educarer holds the bottles.

When asked why she did not carry the babies to feed, the educarer reveals that her supervisor has made it clear to all the educarers that they cannot hold the babies while feeding. They will spoil the babies if the babies are carried too often. Hence, she continues the practice of feeding the babies without holding them.

Questions:

1. Is the educarer too busy to attend to each individual child’s need?

2. What is her philosophy and practice when she straps babies in the bouncers while feeding instead of carrying the baby to feed?

3. What messages do these babies in this centre receive about their educarers and their process of caregiving?

4. What are your recommendations to these educarers?



Sub-outcome 1.2: Children demonstrate increasing confidence and autonomy.

CASE STUDY 3

The educarer gives Toddler Wei Han some foam blocks to play. She models for him how to build a tower with the blocks. Toddler Wei Han notices a box and instead of building the tower, he begins to put the foam blocks inside the box. After putting a few blocks, he empties them and puts them in again and empties them out again. Each time he empties them, the educarer responds by saying ‘’Oh, oh! They have all fallen out!” He does this over and over again and each time he empties the blocks, he looks for the educarer to respond. Both the educarer and Toddler Wei Han seem to enjoy the process of ‘filling and emptying the box’.

Questions:

1. How does the educarer allow for flexibility and openness in this environment?

2. How is the educarer immersed and involved in Toddler Wei Han’s play?

3. How does the above practice allow for the development of confidence and autonomous behaviour?

4. What is the rationale for the practice?




Sub-outcome 1.3: Staff–child interactions are respectful, responsive and reciprocal.

CASE STUDY 4

Baby Tisha has a nappy rash and cries in pain whenever she is diapered. When diapering Baby Tisha, the educarer tells her, “I am going to clean you. You may feel some pain but I will try to do it as quickly as possible”. Baby Tisha cries in pain the moment the cotton touches her skin but the educarer comforts her by quickly dabbing a dry towel over her buttocks, applying the nappy cream, putting on the diaper and then carrying her. The educarer caresses Baby Tisha and says “You will feel better soon!”

CASE STUDY 5

Nursery child Alan is ushered into the bathroom for bathing. When the educarer is about to apply shampoo on his head, he exclaims, “No, I want to wash hair myself!” Although the educarer is hard-pressed for time as there are many children waiting to be bathed, she says, “Sure, Alan. You can apply the shampoo on your hair and we shall both rinse the shampoo off. Then, we wash your body together, ok?” Alan replies, “Yes, today, I tell mom that I bathe myself!”

Questions:

1. How do the above caregiving processes reflect the elements of respectful, responsive and reciprocal care? Provide an example for each of the element.



4. In Case Study 4, can you explain why an explanation is necessary even though the child may not understand the language?

5. What are the challenges that you might face when implementing respectful, responsive and reciprocal caregiving practices? What are some possible solutions to these challenges?



Exercise 6 : Video Clips from Educarers

Questions:

a) What are the positive behaviours that would result from fostering attachment?

b) How are they connected to the sub-outcomes and indicators?

c) How do you apply this back at your workplace?

d) Identify one of your current practices that support building secure attachments and trusting relationships in children.

Review 3 video clips on attachments and relationships.


Exercise 7

Pause-Reflect-Write

What is one key take-away from this session that I can work on in my setting?


LEARNER’S GUIDEModule 2 : the developing child

notes

Mo

dule 3

Module 3

The Intentional ProgrammeGuiding Principle 2 of EYDF:

Generating culturally and developmentally appropriate opportunities for children’s holistic development and learning in a safe and healthy environment.

LEARNER’S GUIDEmodule 3 : the intentional programme 36

Upon completion of this module, educarers should be able to:

• Use the EYDF desired outcomes and sub-outcomes to plan, implement, and review programmes for young children.

• Use EYDF as a tool to carry out culturally and developmentally appropriate care for infants, toddlers and nursery children in a safe and healthy environment.

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES


1. Define what an Intentional Programme is.

2. Describe culturally appropriate practices to support children’s development and learning.

3. Describe appropriate practices in the care-giving process.

4. Identify learning dispositions in children and how to support them.

5. Plan developmentally appropriate daily activities to provide a holistic experience for children.

6. Explain how to create a safe and healthy environment for infants, toddlers and nursery children.

LEARNER’S GUIDEmodule 3 : the intentional programme37

Exercise 2 : The Intentional Programme

GUIDING PRINCIPLE 2:Generating culturally and developmentally appropriate opportunities for children’s holistic development and learning in a safe and healthy environment.

Exercise 1 : Egg-Chick-Hen Game

Review the development of a child.

What are the key elements that constitute an Intentional Programme?

THINK

What is an Intentional Programme?

It is a purposeful programme that is “intentionally developmental” and focused on the following:

• Positiveinteractions - between children and educarers to promote warm and nurturing relationships and to foster language development.

• Playascurriculum - to facilitate children’s exploratory behaviour, thinking and learning in a meaningful environment.

• Caregivingascurriculum - to foster language, cognitive and socio-emotional development.

• Purposefulenvironment - that provides for indoor and outdoor experiences, with a good variety of materials and resources that are safe and made available to children to make learning meaningful.

(EYDF, p. 14)

NOTESLECTURE


The programmes are holistic and provide optimal support and experiences for growth, development and learning.

(EYDF, p. 18)

Desired Outcome for an Intentional Programme

• Care-giving routines

• Communication and language development

• Cognitive development: early numeracy and problem solving

• Play as learning

• Aesthetic experiences

• Indoor and outdoor experiences

• Access to resources and materials

• Safety and health

(EYDF, p. 26)

What constitutes an Intentional Programme?

What are Developmentally Appropriate Practices?

Developmentally Appropriate Practices (DAP) describe an approach to early education that focuses on the child as a developing human being and lifelong learner.

The approach “recognizes the child as an active participant in the learning process; a participant who constructs meaning and knowledge through interaction with others, friends and family, materials and environment.”

(National Association for the Education of Young Children, 2010)


Can you explain in your own words the meaning of a developmentally appropriate practice and a culturally appropriate practice?

Can you give one example of each?

THINK

What are Culturally Appropriate Practices?

In Singapore, we have different races, cultures and family practices and family formations. These differences may lead to conflicts. For instance, conflicts may arise between people of different generations such as mother and daughter, mother-in law and daughter-in-law because they see child-rearing quite differently.

To be culturally appropriate, educarers need to:

• Respect cultural and family differences;

• Be culturally responsive and take a partnership approach with families;

• Be sensitive to different family formations and practice an inclusive culture, for instance, single-parent families, adopted families and grandparent-grandchildren families.



Fill in the following template after viewing the video Mia-Mia. A New Vision for Daycare: Infant Programme (Under Twos).

Sub-outcomes Indicators Evidences from video

2.1

2.2

2.3

2.4

2.5

GROUP ACTIVITY

Exercise 3 : Video cum discussion


Exercise 4 : Key concepts under sub-outcomes 2.1 – 2.5


NOTES

Routine care provides opportunities for growth, development and learning.

• Routines: √ Diapering √ Bathing √ Napping √ Dressing √ Feeding √ Toileting

• Learning Opportunities - Routines are central in the care of infants and toddlers. Many experts say routines are the curriculum from which infants learn. During routines, children learn about their bodies, their needs, their likes and their dislikes, cause and effect, and how to be independent.

• Opportunities for Domains of Development are to be observed by educarers and need to be planned for. For example, the physical needs of infants may require educarers to continuously change their positions. Educarers have to accept that very young children have their own individual “rhythm” – when they like to be fed, to sleep, to be talked to.

• Order and Predictability - Through the sequence of events in routines, children learn about order and the predictability of schedules. Such understanding help children build trust about the world they live in. It frees them to explore their environment. In later years, the children internalize order and patterns and build mathematical understanding.

• Bonding - Caregiving times are important moments for one-to-one interaction. These should be “unhurried” and “relaxed” to provide the opportunity for trust building and relationship strengthening. Often, it takes careful planning not to rush through the day. Strong bonding encourages children to explore the environment and learn because the child is certain that he or she can constantly touch base with the educarer. • Language Building - During caregiving activities, the educarer can engage the child through language, for instance, through describing what the educarer is doing, and through songs and rhymes. Such activities give the child opportunities to listen to language and respond meaningfully. At the same time, they engage the mind of the child while he or she is in a comfortable and secure environment.

Caregiving as Curriculum

LECTURE


During bath time, what are 3 things that your children could learn when you carry out the routine? Can you give an example of each?

Referring to page 29 of the EYDF, as an educarer, what is one thing you would do to foster a disposition for learning in your children?

THINK

THINK


LECTURE

NOTES

Children with a disposition for learning display the following characteristics:

• Exhibit a sense of curiosity.

• Explore objects using the senses.

• Observe cause and effect.

• Show interest in new activities or materials.

• Seek information verbally and non-verbally.

• Use play to discover, examine and try out new ideas.

• Persist in the face of challenges.

• Display satisfaction on completion of tasks.

(EYDF, p. 29)

children with a Disposition for Learning


How Children Learn

Children learn by doing and by using their senses, by playing with materials, especially those that create an element of surprise, and by being participative in a group or with the educarers.

• They are interested.

• The activity is play-based.

• Learning is fun.

• The activity engages the children’s minds and senses.

• Process is more emphasised by the educarer than the product.

• Knowledge is socially constructed.

• Knowledge is acquired in a dialectic process.

• The importance of social interaction to cognitive development is observed.

• Knowledge of culture is acquired as a result of interaction between the child and a more advanced member of the culture who usually uses language.

Questions Adults Need to Ask Themselves

To support children’s play and learning effectively, adults need to ask themselves the following questions: (Pou, 2008)

Supporting Children’s Learning and Development

Questions Ways to support the child

WhatWhat is my focus or goal with the child?

1. Ensure that interaction is intentional and purposeful. E.g. Describe to the infant what you are doing while changing his diapers. The infant may not understand at first but the interaction demonstrates your care, concern and soon, the infant will realise that your language has to do with the diapering process.

2. Ensure that you get the attention of the child when you interact. E.g. Before showing the child a book, draw the child’s attention to the book first. When the child is ready to engage, you can begin reading.


Questions Ways to support the child

WhyWhy does the child need to learn this?

3. Communicate the meaning of learning to the child. E.g. Share with the children why they need to wash their hands before eating. Use simple sentences, for example: “We need to have clean hands after outdoor activities so that germs will not get into our bodies to make us sick”.

WhereWhere can the child apply what he has learnt?

4. Help children apply their learning in other situations so that learning can be generalized to different situations. Using the above example, ask the children, “What other times do you need to wash your hands so that germs will not get into your bodies?”

The understanding of how children learn help educarers see the importance of not just setting up an exploratory environment but also engaging in meaningful interaction with children to influence their thinking process.

Can you remember the 3 questions: ‘What’, ‘Why’ and ‘Where’ to ask to support a child’s thinking and learning?

THINK


In pairs, plan one activity for the Intentional Programme, keeping in mind how children learn. Include some questions that you would ask the children in order to support their learning.


GROUP ACTIVITY


Sub-outcome 2.3: Curriculum offers holistic experiences for learning.

(EYDF, p. 29) NOTES

• Children explore their physical and social world through their senses. Children need to have daily opportunities for exploration.

• Educarers can facilitate learning through play by providing infants with opportunities to see, touch, taste, hear and smell a variety of phenomena.

• Responsive educarers help infants learn to interact socially.

• Play activities for toddlers and older children such as drawing, building with blocks, dancing, playing music and doing crafts help them to expand their knowledge and understanding of the world while developing eye-hand coordination and other motor skills.

• Children also become increasingly focused on peers at this stage. They benefit from play activities, props, and toys that encourage them to interact with others.

• Children need opportunities for active, large-muscle play, both indoor and outdoor.

Play as Curriculum

The appropriate curriculum is a plan for learning and development. Educarers should recognise domains of development and cater to them while evaluating growth in infants, toddlers and nursery children.

Elements of an appropriate curriculum:

• Centres on relationships.

• Employs a framework and philosophy that guides actions.

• Adapts the environment to work for the children.

• Facilitates problem solving.

• Engages children during their play.

• Changes according to the child’s stages of development.

• Provides many opportunities for children to engage in meaningful, experience-based communication with educarers, and to have their communications acknowledged and encouraged.

• Provides daily opportunities for children to engage in meaningful, experience based numeracy and problem solving activities.

What is an appropriate curriculum?

LECTURE


Sub-outcome 2.4: Educarers provide access to a variety of spaces with natural and man-made materials.

Many educarers think that infants, toddlers and nursery children do not need much of outdoor playtime because outdoor play is not safe for them.

Do you agree?

As an educarer, what are 2 concrete actions you can take to make outdoor experiences safe, fun and meaningful for your children?

THINK

LECTURE

NOTES

1. Children are strongly influenced by the environment and routines they experience each day.

2. The environment and schedule should have enough repetition and predictability.

3. Appropriate indoor and outdoor spaces should be created for respective ages and stages of development.

4. The environment and activities should keep motivation, experimentation, and curiosity alive to facilitate infants’ learning processes.

5. Toys and learning materials play an integral part in engaging children and sustaining their learning.

What is a holistic curriculum?

A holistic curriculum incorporates learning experiences that develop the whole child physically, psychologically, socially, cognitively and linguistically.


Sub-outcome 2.5: The environment is safe and healthy.

Think about your own classroom. What is one critical change you can make to provide a safer place for your children?

THINK

NOTESLECTURE

What is a SAFE AND HEALTHY ENVIRONMENT

1. Create a safe physical environment.

2. Create a healthy and sanitary environment through balanced meals and good hygiene practices.

3. Create a safe and secure environment free from physical and social- emotional abuse.

4. Other safety factors:

• Allow for freedom of movement within a safe boundary.

• Keep clear of potential hazards.

• Take precautions to prevent accidents and injuries.

• Supervise children at all times.

• Provide good ventilation and allow for use of natural lighting.

• Arrange for indoor environment to include active as well as quiet areas.

• Learn to recognise common illnesses.

• Follow health and hygiene procedures when child shows symptoms of illness.

• Stay updated with the latest first aid and emergency procedures.

• Make routine care sessions safe, calm and relaxed.

A safe and healthy environment offers young children the freedom and space to actively explore, discover and learn without fear of harm. It offers vast learning opportunities.


Exercise 5: Case Studies and Video Clip from Educarer



VIDEO CASE STUDY

The video clip documents a typical routine care scenario in a typical child care centre in Singapore. It is submitted by an educarer with given permission to screen for this session only.

Questions:

1. How does the educarer use routine care for learning and development?

2. What are the examples of good practices?


4. What are some of the difficulties that educarers face when serving lunch or managing bath times?

5. How do we work through some of these difficulties to foster more effective routine care?


7. Identify one of your current practices that support sub-outcome 2.1.




CASE STUDY 6

When the nursery children are working with dough, the educarer narrates their actions, pointing out the things they are doing. “Oh look, when James puts his finger in the dough, he pokes a hole.” “Nina is using the comb to make dots and lines all over the dough.” As she describes these actions, the children copy what they hear and see. They also play with the dough a little longer than usual.

CASE STUDY 7

The educarer has very good learning corners set up for the toddlers in her class. When she allows for free play, the toddlers go to the different corners. She immediately stops them and instructs, “You can only play in this corner. The other corners are closed.” The toddlers all sit down to play in just one corner and every time they move to another corner, they are redirected back to this one corner.

When asked later why the children were not allowed to play in the other corners, the educarer explains that the children would mess up the place and she would have difficulty managing them.

Questions:

1. How does the educarer foster a disposition for learning in the individual child?


3. What are the signs of children’s learning?

4. Can you give an example of how you would facilitate children’s play, including what you would actually say?


Questions:

1. How does the above educarer stop children from exploring and learning?

2. What are some practices that obstruct children’s disposition to learn?



Sub-outcome 2.3: Curriculum offers holistic experience for learning.

CASE STUDY 8

Lela, a nursery child, comes to school with a book about fairies that includes illustrations of the fairies’ beautiful homes in the natural world. The educarer, observing that many children have gathered around Lela to look at the book, decides to sit down and offers to read to them. She points to the words as she reads. When some children indicate that they would like to listen to the story again, she repeats the story. Then, she asks them some questions. The children were able to answer her.

Later in the afternoon, the educarer prepares some materials and offers to the children when they wake up from their nap. The children eagerly take up the invitation to work with the appealing materials, namely flowers, shells, leaves, beads, pebbles, ice cream sticks to create their own fairy people. After the children complete the characters, their play expands as they begin to use their props to dramatise the story.

Questions:

1. How does the above educarer provide a holistic learning experience for the children?


3. What do they reflect about the educarers’ beliefs on children’s learning?

4. What are the indicators found in the EYDF that reflect sub-outcome 2.3?




Sub-outcome 2.4: Educarers provide access to a variety of spaces with natural and man-made materials.

CASE STUDY 9

The educarer prepares for outdoor learning by clearing the space and placing a plastic sheet over the fence. She also prepares red paint and pours it into spray bottles. She makes sure that there is enough for all her children in the class. She then gets aprons and hangs them up on the hooks on the wall. When it is time for the outdoor lesson, the educarer tells her group of 5 toddlers about the activity: they are going to spray paint randomly on the plastic sheet that is hung up over the fence. The toddlers put on their aprons with the assistance of the educarer and each one of them is given a spray bottle with red paint. Initially, the toddlers are not very sure how to spray but with the educarer’s assistance, they begin to spray on the plastic sheet. Enjoying themselves, they move from one spot to another spraying with increasing agility and improvement in eye-hand co-ordinations. The children are so immersed in the activity that when the educarer tells them that it is time to go back to class, they continue with the spraying. The educarer announces, “Ok! I will give you another 5 minutes and then we need to clean up and go back to class.” The children remove their aprons with the assistance of the educarer, wash their hands and go back to class with the educarer. The educarer leaves the plastic sheet, the spray bottles and the aprons outdoor and goes back to clean and tidy up only during the children’s naptime.

Questions:

1. Does the educarer provide a variety of space to use man-made materials?

2. How does the educarer provide opportunities for the children to experience natural materials?


4. How does the environment engage children’s learning?

5. What are the indicators found in the EYDF that reflect sub-outcome 2.4?




Sub-outcome 2.5: The environment is safe and healthy.

CASE STUDY 10

When Baby Shu Wei wakes from her nap, the educarer carries her. The educarer realises that Shu Wei’s body is warm. She touches Shu Wei’s forehead and tells her colleague, “I think Shu Wei is having fever as her body is warm”. She then checks Shu Wei’s temperature using a thermometer. She confirms that Shu Wei has a fever of 39 degree Celsius. Immediately, she asks her colleague to inform Shu Wei’s parents through the supervisor while she sponges Shu Wei. Shu Wei is then isolated from the other infants.

Questions:

1. Is the above environment safe and healthy for the infants?

2. What would you do if you were the educarer? What are the good practices?




EXERCISE 6

Pause-Reflect-Write




Exercise 7 : Balancing Act

Exercise 8 : Video cum Discussion

GUIDING PRINCIPLE 2:Generating culturally and developmentally appropriate opportunities for children’s holistic development and learning in a safe and healthy environment.

3 video clips from educarers.

Questions:

i) Watch – What are the sub-outcomes you observe under Intentional Programme?

ii) Reflect – Reflect on the factors that contribute to the positive sub-outcomes.

iii) Apply – How will you apply to your work place?

iv) Link – Identify one of your current practices that support the “Intentional Programme”.


1. The infant toddler environment for routine care is set up with the following stations.

• Diapering area

• Bathing area

• Dressing area

• Milk preparation and feeding area

2. The class will be divided into 4 groups. Each group of educarers will take turns to practise at the 4 stations. (20 min per station)

3. Each group is to discuss the steps and procedures to be carried out in the respective practice station that they have been assigned to.

4. In each station, members will take turns to play the following roles. Within the 20 minutes, they will also switch roles.

5. At the turn of each set of 20 minutes, the trainer will give the signal or ring a bell for educarers to move to the next station to practise and repeat the procedures.

Educarer - One member is to be the educarer to carry out the steps and procedures involved in that respective practice station. She is to practise respectful, responsive and reciprocal caregiving through her actions and speech.

Observers of Procedures - Two members are to observe the steps and procedures to be carried out by the educarers.

Observers of EYDF sub-outcomes and indicators - Two members are to observe how the educarer’s action and words are related to the indicators of sub-outcome 2.1 during the caregiving process.

GROUP ACTIVITY

Exercise 9 : Simulated Environment for Infants and Toddlers

To save time for this activity, the basic environment has already been set up by the trainer.

Read through sub-outcomes 2.1 from the EYDF.


Educarer

How do you feel about your role as a caregiver in relation to respectful, responsive and reciprocal caregiving?

Did you follow the procedures closely?

What was easy and what was challenging to do?

Easy:

Challenging:

What is something new that you have learnt about your role as caregiver?

What is in your current practice that reflects your caregiving role as being respectful, reciprocal and responsive?


Self-Relection Name:


Diapering Station

Steps Was this step performed Remarks

1) Wash your hands thoroughly before you begin. In the event there is a disease outbreak in your centre, you may consider wearing disposable gloves for health and hygiene purposes.

Yes No NA

2) Lay baby down gently on a firm padded surface.

Yes No NA

3) Remove the adhesive tapes of the diaper. Yes No NA

4) Clean baby girls from front to back with cotton balls and some baby lotion, soap and water or baby wet-wipes. This helps to prevent bacteria from the anal region from entering the vagina or bladder.

5) Clean baby boys from front to back without pulling back the foreskin of the penis.

Yes No NA

6) Lift baby’s bottom by holding both ankles and clean it with moistened cotton wool or wet-wipes.

Yes No NA

7) Remove the dirty diaper from under baby for disposal.

Yes No NA

8) Lift baby’s bottom by holding both ankles to slide in a clean diaper. Apply diaper cream if necessary.

Yes No NA

9) Bring the front of the diaper up between his legs to baby’s navel. Pull tabs firmly over the front flap and secure the diaper. It should fit snugly.

Yes No NA

10)Wash your hands with soap and water before carrying baby.

Yes No NA

Checklist for Observers of Procedures Name:


Dressing Station


1) Lay baby down on a flat, non-slip and stable surface. Check if baby’s diaper is clean.

Yes No NA

2) Widen the neck hole of baby’s vest, roll up the vest to shorten it and put the vest over his head in a manner that it does not touch his face. Raise baby’s head slightly as you do so.

Yes No NA

3) Widen the left sleeve or armhole and gently guide baby’s arm through it. Repeat with the other arm. Straighten vest and button up or tie up the ribbons if necessary.

Yes No NA

4) For stretch suits or one-piece vests, you will need also to widen each leg-hole and guide baby’s feet through them before buttoning up.

Yes No NA



Bathing Station


1) Wash your hands with soap and water before you begin the bath. Check that the water level in the tub is of a comfortable level.

Yes No NA

2) Test the temperature of the water with your elbow or inner side of your wrist. If you wish to be certain, use a bath thermometer. The water should be comfortably warm between 30 - 36°C.

Yes No NA

3) Before the bath, undress baby. If his diaper is soiled, clean the baby first. Wrap the baby in a towel. Wash your hands.

Yes No NA

4) Clean baby’s eyes by using a separate cotton pad/ball soaked in cool boiled water and wipe from inner corner outwards.

Yes No NA

5) Clean baby’s face and ears gently with moistened cotton wool and dab dry with a towel.

Yes No NA

6) Wash baby’s head by holding him in a football position, with one hand supporting his neck. Lean over the bath and wash his head. Rinse well and pat dry with a towel.

Yes No NA

7) Put baby in the bath by supporting his shoulders with one hand, tucking your fingers under his armpit so that your wrist supports his head. Use your other hand to support his bottom. Then, gently put baby into the water, legs first followed by his bottom. Always keep one hand under baby’s shoulders so that his head and shoulders are kept out of water.

Yes No NA

8) Wash baby’s body, legs and arms with your free hand. Ensure that all creased areas are cleaned with cotton wool, a cloth or just your hands.

Yes No NA




9) To wash baby’s back, support his front with your hand under his armpit.

Yes No NA

10)Wash baby’s groin and bottom areas last. Yes No NA

11)Lift baby out of the water with both hands and place him onto a towel on a stable surface.

Yes No NA

12)Dry baby by wrapping him in the towel, especially between the skin creases and folds. Baby oil or lotion can be applied on baby. Do not use talcum powder on baby as it may cause irritation on the skin or when inhaled.

Yes No NA

13)Dress and diaper baby. Yes No NA



1) Wash your hands before you begin. Yes No NA

2) Remove the sterilized bottle from the sterilizer using tongs.

Yes No NA

3) Read the instructions on the milk powder tin. Yes No NA

4) Pour the required amount of water in the sterilized bottle. If both hot and cool water are used, always add cooled water first and top up using hot water to desired level and temperature.

Yes No NA

5) Add the required number of scoops of milk powder. Always level each scoop lightly before pouring into the bottle. Never mix the scoops of different milk formulas or add more scoops than recommended. Remember to clean the knife or spatula used for leveling the milk powder after each use and close the milk tin tightly.

Yes No NA

6) Close the bottle with a clean teat and cap. Yes No NA

7) Swirl the bottle gently until all the powder has dissolved. Never shake the bottle vigorously to prevent formation of excess air bubbles.

Yes No NA

8) Test the temperature of the milk by dripping a few drops on the inside of your wrist. If the milk is too warm, place the bottle in a jug or bowl of cold water for a few minutes or run it under the cold tap.

Yes No NA

9) Assume a comfortable seating position in a chair. Cradle baby in your arms and position yourself face to face with him.

Yes No NA


Feeding Station



10)Gently stroke baby’s nearest cheek to elicit his sucking reflex and insert the teat carefully into his mouth.

Yes No NA

11)Tilt the bottle just enough to let the milk flow easily and always ensure that the neck of the bottle is filled with milk to prevent baby from sucking in too much air.

Yes No NA

12)Remove the bottle when baby has finished feeding. Any formula left at the end of the feed must be discarded.

Yes No NA

13)Burp baby after the feed in 1 of 3 positions:

i. Lift baby in an upright position over your shoulder with one hand supporting his chin and the other supporting his bottom. Ensure that baby’s head is resting on 1 side, then burp baby gently by cupping your hand and tapping him gently on his back.

ii. Whilst seated, support baby’s chin and lean him slightly forward. Then burp him by cupping your hand and tapping him gently on his back.

iii. Lay baby down on your lap with his head turned to 1 side. With the trunk of his body on your lap, pat his back gently to burp him.

Yes No NA


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Exercise 10: Role Play

Participation

For this activity, 8 volunteers will be invited to act out the scenario while the rest in the class will be observers. Instructions for the role play will be handed to the volunteers separately by the trainer. Observers are to refer to the questions below to guide their observation and be ready for a large group discussion after the role play.

Scenario

The ‘educarer’ walks around the class of toddlers facilitating their play in the different play corners. Scenarios will be played out by different ‘toddlers’. The ‘educarer’ is to provide the appropriate responses to each child.

Observe and Discuss

a) What is the educarer doing to build a strong relationship with each child?

b) What message(s) do you think each child is getting about herself through the educarer’s response?

c) How has the experience impacted each child?

d) Identify and discuss one of your current practices that support building a strong relationship with a child.

GROUP ACTIVITY


EXERCISE 11

Pause-Reflect-Write




HOMEWORK

Some preliminary work to be done before Module 4:

Bring to class a photograph or a brochure or any other document to show evidence of parent involvement in the centre. Think about how your centre involves parents in caregiving and support of children aged 3 and below.

LEARNER’S GUIDEmodule 3 : the intentional programme

notes

Module 4

The Involved FamilyGuiding Principle 4 of EYDF:

Involving families as partners in the care, development and education of children.

Mo

dule 4

LEARNER’S GUIDEmodule 4 : the involved family 70

Upon the completion of this module, educarers should be able to:

• UseideasfromtheEYDFtostrengthenhome-centrepartnerships.

GENERAL OBJECTIVE

SPECIFIC OBJECTIVES


1. Explain the effective modes of communication with parents.

2. Describe ways of involving parents as strategic partners.

3. Develop strategies to improve relationships with parents and deal with conflicts that may arise.

LEARNER’S GUIDEmodule 4 : the involved family71

LECTURE

Exercise 1 : Round Robin Game Recap 1 learning point

Exercise 2 : Experiences with Parents Share positive and negative experiences encountered with parents.

GUIDING PRINCIPLE 4:Involving families as partners in the care, development and education of children.

Desired outcome: Educarers develop strong partnership and relationships with families

Sub-outcome 4.1: Educarers engage in regular communication and feedback.

NOTES

Respect as the Key to Adult Relationships

Consider the following strategies for dealing with conflicts that may arise between parent and staff (Gestwicki, 2010):

Challenging Attitudes and Behaviours Strategies

• Hostility • Indifference • Over-involvement

• Remain calm.• Acknowledge and accept anger.• Adhere to facts.• Express concerns constructively.• Respect families’ concerns.• Express emotions constructively.• Reschedule meeting.• Assess reasons for families’ unavailability and consider ways to overcome them.• Establish a trusting relationship with parents.

Exercise 3 : ROLE PLAY Discuss features of good and poor communication between staff and parents.


1) Clearly define the problem at hand.

2) Let all participants share their viewpoints.

3) Reflect each participant’s concerns.

4) Review any relevant school policy or procedure.

5) Assure parents that they have been heard and that their issue will be addressed.

Can you think of a scenario in which you can use the 5 steps to manage a difficult parent in your centre?

THINK

Exercise 4 : Modes of Communication

Discuss different modes of communication with parents at the centre.

• Programme Handbook

• Orientation and parent-teacher meetings

• Bulletin board and newsletters

• Social events, forums and parent education programmes

• Daily communication book/journal

• Videotaping, photographs, e-portfolios

• Home visits

• Greetings and informal chats

• Emails, SMSes, phone calls

(EYDF, p. 52)

(Couchenour and Chrisman, 2011)

Five steps to take when dealing with conflict with a parent

LEARNER’S GUIDEmodule 4 : the involved family73

Exercise 5 : Involving Families as Strategic Partners

Discuss workable strategies involving busy parents in home-centre partnerships. Identify 2 strategies in your current practice that support strong partnership with families.

Sub-outcome 4.1: Educarers engage in regular communication and feedback.

Involving Families as strategic partners:

• As resource persons

• In parent support committees

• As volunteers

• As partners in the learning process of their children

Referring to the above modes of communication, list the ones your centre uses. What is one mode of communication that is seldom used but good to consider?

THINK


Exercise 6

Pause-Reflect-Write



LEARNER’S GUIDEmodule 4 : the involved family

notes

Mo

dule 5

Module 5

The Engaged CommunityGuiding Principle 5 of EYDF:

Engaging the community as support and resources for home and centre.

LEARNER’S GUIDEmodule 5 : the ENGAGED COMMUNITY 75

Upon the completion of this topic, educarers should be able to:

• UseideasfromtheEYDFtofostercommunitynetworking.

GENERAL OBJECTIVE

SPECIFIC OBJECTIVES


1. Identify the resources in the community.

2. Suggest how centres can use the resources to support children and families.

3. Compile an updated version of all the available resources in the community.

LEARNER’S GUIDEmodule 5 : the ENGAGED COMMUNITY76

Exercise 1 : Creative Recall Recap 1 learning point

GUIDING PRINCIPLE 5:Engaging the Community as support and resources for home and centre.

Desired outcome: The community provides a network of resources and support for home and centre.

Exercise 2 : Successful Collaboration and Community Networking

Six steps to successful collaboration and community networking

a. Identify all resources available to young children and their families.

b. Find out more and visit these services.

c. Identify your programme needs as well as those of your children and their families.

d. List the possible collaborations with services and initiate contact with service agency to discuss the collaborations.

e. Develop a plan.

f. Evaluate the goals, outcomes and the success of the collaboration.

(EYDF, p. 59)

Referring to the above steps, can you think of one community resource for the following groups of parents?

1. Low income parents who need funding to support their children’s education or child care fees.

2. Very busy parents who need to spend quality time with their children.

3. Health conscious parents who want their children to grow up fit and healthy.

THINK

1. Changing needs of the society and the need to engage the community

2. Using resources in the community as support for the home and the centre



Desired outcome: Community provides a network of resources and support for home and centre.


Exercise 3 : Case Study

CASE STUDY 11

Toddler Meera has severe allergy problem and the centre staff take good care that she avoids all food that would trigger allergic reactions. Despite close supervision and care provided by both the parents and the centre staff, Meera’s allergy problem aggravates day by day.

The centre staff checks all available resources to support the parents. They take the initiative to provide good reading materials related to the allergy problem. They find out about a good skin specialist available in the community and refer Meera’s parents to that clinic.

Questions:

1. Where do the educarers obtain relevant and updated information regarding the child’s allergy problem?

2. Does your centre have updated information and access to community resources? What types of information are important when working with infants and toddlers and their parents?



LEARNER’S GUIDEmodule 5 : the ENGAGED COMMUNITY78


Select one of the topics below and do an internet search on the topic. Carry out a poster presentation on how you can use your findings to support children’s learning and families.

1. Parents’ Talk - information on transition from home to school and advice to parents.

2. Community Resources - at least 2 of the following services to help families gain access to the information:

a. Integrated Child Care Programmes (ICCP)

b. Early Intervention Programme for Infant and Children (EIPIC)

c. Special needs schools

d. Child care fee assistance

e. Healthy start programme

f. Marital counselling services in Singapore

3. Field Trip - advice on outdoor trips that families and centres could make with children.

4. Development from Birth to 3 - child development and health information for families and caregivers of this age group.

5. Building Literacy - information on building literacy and advices for families and caregivers on how to build literacy from young.

For more information on ‘Resources and Links’ please refer to the EYDF on p. 67- 72.

GROUP ACTIVITY

Sub-outcome 5.2: Community serves as resources to enrich children’s learning and provides support for families.

Exercise 4 : Poster Presentation Useful information to support children’s learning and families.

Enriching children’s lives with effective use of community resources:• Providing experiences beyond the centre.• Having resources other than those found in the centre.• Making available professional support and services as needed.


Pause-Reflect-Write



Exercise 5

LEARNER’S GUIDEmodule 5 : the ENGAGED COMMUNITY

notes

Annex

Annex

Resources and Links

LEARNER’S GUIDEannex 80

READINGS, REFERENCES AND RESOURCES

Readings:

Berk, L. (2009). Child development. (8th ed.). Needham Heights, MA: Allyn and Bacon.

Bowlby, J. (1969). Attachment and loss. New York: Basic Books.

Couchenour, D. & Chrisman, K. (2011). Families, schools and communities. Together for young children. (4th ed.). USA: Wadsworth, Cengage Learning.

Gerber, M. (1991). Resources for infant educarers. Los Angeles: Resources for Infant Educarers.

Gestwicki, C. (2010). Home, school and community relations. (7th ed.). USA: Wadsworth, Cengage Learning.

Gonzalez, M., & Eyer, D. (2007). Infants, toddlers and caregivers. A curriculum of respectful, responsive care and education. (7th ed.). US: McGraw Hill.

Honig, A. S. (2002). Secure relationships, nurturing infant/toddler attachment in early childhood settings. Washington, D.C.: National Association for the Education of Young Children.

MCYS. (2011). Early Years Development Framework for child care centres. Singapore: MCYS.

Pou, L. K. H. (2008). Mediating learning to children. A practitioner’s journal. Singapore: Centre for Enhancing Learning Potential.

Shore, R. (1997). Rethinking the brain: New insights into early development. New York: Families and Work Institute.

Videos:

Kolbe, U. (Producer), & Wilson, T. (Director). (1995). Mia-Mia. A new vision for day care: Infants programme (under twos). [DVD]. NSW: Summer Hill Films for the Institute of Early Childhood, Macquarie University.

Larry, J.R. (Executive Producer). (1990). Getting in tune: Creating nurturing relationships with infants and toddlers [DVD] United States: The Program for Infant/Toddler Caregivers. MCYS. (Producer). (2011). Early Years Development Framework for child care centres [DVD]. Singapore: Ministry of Community Development, Youths and Sports.

LEARNER’S GUIDEannex81

ACKNOWLEDGEMENTS

The WSQ Early Years Development Framework (EYDF) Training Programme which includes the Trainer’s Manual and the Learner’s Guide were jointly developed and piloted by SEED Institute and the then Ministry of Community Development, Youth and Sports (now known as Ministry of Social and Family Development).

We would like to acknowledge and thank Dr. Lily Wong and Mrs. Puspa Sivan for their contributions towards the pilot training of the educarers and the training of trainers.

The Early Childhood Development Agency would also like to express its sincere appreciation to Dr. Khoo Kim Choo, Consultant for the EYDF, and Professor Sharon Lynn Kagan for their invaluable insights and contributions in this initiative.

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