Page 2 - LESSION 12.pmd

Planning Developmentally Appropriate ECCE Curriculum

• describe the principles of quality in ECCE planning;

• justify the need for long-term and short-term planning;
Notes
• design and plan a balanced theme-based ECCE programme for young
children;

• discuss the inter-relationship among different areas of development and learning
through activities; and
• plan an inclusive programme.

12.1 MEANING AND SIGNIFICANCE OF AGE-AND
DEVELOPMENTALLY APPROPRIATE ECCE
CURRICULUM OR PROGRAMME
Planning is the backbone for a high quality ECCE programme. Planning for
young children means, thinking ahead. The curriculum needs to be flexible
and at many times, spontaneous. However, to reach ECCE goals and objectives,
children need to be amidst enriched age- and developmentally appropriate
experiences and activities that flow in a loosely organized manner. A high quality
ECCE programme or curriculum provides a balanced daily schedule through
different activities and experiences based on domains i.e. physical-motor, cognitive,
language, socio-emotional and art and aesthetic appreciation.

When we talk about age and developmentally appropriate curriculum, we need
to keep in mind the age of the children as well as their developmental level. For
example, a child may be physically developed but her language is delayed or a
child is very alert with quick grasping power but he has difficulty in walking.
Therefore, planning according to age, needs, interests and development has to
provide for the different needs of children. This would allow young children to
flourish in a stress-free, stimulating environment where flexibility in the
programme caters to all children.

12.2 NEED AND IMPORTANCE OF CONTEXTUALISATION
OF ECCE CURRICULUM

While planning a programme for young children, it must be borne in mind that
apart from being age and developmentally appropriate, the programme must
relate to the context of children’s social and cultural lives. If the language or objects or
stories or songs are all unfamiliar, it would be difficult to grab the intrerest children in the
classroom dynamics. Local language and simple language appeal to children.
Concepts need to relate to real-life concrete experiences and then gradually move
to abstract. For example, if you are in a rural area and you are talking about
animals, talk about familiar animals first and then gradually show pictures of
unfamiliar animals. This is called contextulized learning. Similarly, if you are
talking about plants and trees, talk about common and familiar plants from the

EARLY CHILDHOOD CARE AND EDUCATION 37