Page 17 - LESSION 19.pmd

Smooth Transition

developmental characteristics helps them to plan and modify the programme,
based on the needs, interests and capabilities of children. The teachers and other
adults who surround the children should be good observers so as to understand Notes
each of their children and match changes in the daily programme, if needed.
Teachers and other support staff should first of all provide emotional security to
the children and make classroom atmosphere supportive. The daily programme
should be flexible and the approach should be play-based. They should share
their observations of each child, to help create a supportive environment.

Teachers and other personnel of ECE centers and primary schools should get
appropriate training to handle young children. The pre-primary teachers should
be particularly trained to deal with the individual differences amongst children
and ensure smooth transition at all levels. Regular interaction, formal or informal,
between pre-primary and early primary teachers make the transition further simpler.
All teachers and staff of ECCE centres should be provided with opportunities
for upgrading their skills and competencies through in-service training
programmes, workshops and refresher courses. In addition, they could seek the
help of necessary support services i.e. counsellors, special educators to meet the
specific educational and other needs of children coming from various backgrounds.

19.4 PLANNING AND DESIGNING ACTIVITIES FOR
DIFFERENT COMPONENTS OF SCHOOL READINESS

The success of any activity depends on how well it is prepared and implemented.
Reading and writing also require preparation, especially when it has to be taught
to young children. Introduce the skills only after children are ready both physically
and mentally. Anything introduced before the children are ready could not only
disturb the learning process, but also create an aversion to school and subsequent
drop out. The teacher should plan simple and interesting activities to promote
development in each domain. Some exemplar activities in different domains of
development are:

(a) Language and Cognitive Development
Before learning how to read and write, children should be able to express
themselves clearly and understand others. Hence, the teacher should first provide
children with such experiences that promote language development before they
introduce reading and writing to them. Certain activities that are helpful are:
1. Conversation (free and guided)

2. Storytelling and rhymes

3. Play (structured and unstructured)

EARLY CHILDHOOD CARE AND EDUCATION 179