& çâÌæÚUæð´ ·¤è ¥ôÚU Îð¹Ùæ ÁæÚUè ÚU¹ð´ ¥ÍæüÌ ¥ÂÙð ÜÿØ ÂÚU ŠØæÙ ÚU¹ð´Ð ãæÚU Ù ×æÙð´, €UØô´ç·¤ ·¤æ× ·¤ÚUÙð âð ¥æÂ·¤ô ©gðàØ ·¤è Âýæç# ãôÌè ãñ ¥õÚU ÁèßÙ ·¤æ ¹æÜèÂÙ ÎêÚU ãôÌæ ãñÐ ÖÜð ãè ÁèßÙ ×ð´ ç·¤ÌÙè Öè ·¤çÆÙæ§ü €UØô´ Ù ¥æ°, çÁ™ææâæ ¥õÚU ©ˆâæã ÕÙæ° ÚU¹ð´Ð ŠØæÙ ÚU¹ð´, ÜÿØ ã×ðàææ ¥æÂ·Ô¤ Âæâ ãôÌð ãñ´ çÁ‹ãð´ ÂæÙð ·Ô¤ çÜ° ÂýØæâ ¥æÂ ·¤Öè Öè àæéM¤ ·¤ÚU â·¤Ìð ãñ´Ð

Early Childhood Development Programme

by Farida Akhtar
THE concept of preschool programme or early childhood development programme is relatively new in Bangladesh though some of the private schools of Dhaka run Play and Nursery classes for children aged three to five years. Very recently some of the Non-Government Organisations have started pre-school programme as part of their non-formal education programme. Government primary schools also started a class called Baby class prior to class 1 which has aims and objectives similar to pre school programme. But. except very few schools, the programme called pre-school is a simpler form of programme for class 1. Emphasis has been given on recognizing alphabet, memorizing rhymes and counting and recognizing numbers etc.
It is seen in pre-school centres where children repeat rhymes and answer questions exactly as the teacher wants them to. But we adults, both teachers and parents, need to understand that while children three to six years of age can memorize. mere repetition of language as heard from the adult Is not learning language used with creative and self-initiated activities leads to understanding and helps tn the formation of concepts. Further, children arc constantly grow tng physically, emotionally, so daily and Intellectually, and they need to be Involved in activities which support these different areas of development. It is also important to note that pre-school children develop concepts through direct contact with objects, people and situation It Is difficult for the child to comprehend abstract Information and under stand symbols. Direct interaction with the environment enables the child to understand the basic concepts of time, space, position, shape, size color, number, movement, sound etc Therefore, the persons involved in making pro gramme for pre school chll
dren and teachers must have the concept of :
♦ What really mean by readiness for school
* How children learn
* Meaning of development-oriented and child-centered approach
★ Importance of trustworthy relation between teacher and child
* What is really meant by play-oriented activities etc
Relevant Areas of Early Childhood Development
Programme
The areas are normally determined by children needs. And we know the children all around the world have same needs, therefore, the areas for pre-school programme are more or less similar in different countries and different settings like urban and rural.
But. the implementation of the curriculum needs to be adapted according to the social. educational, cultural and economic condition of the community and country.
The main relevant areas arc . Sensory ability, Language abtl Ity, Social ability. Physical ability. Cognitive and Psychological ability
As we know that sensation (function of sense organs) Is a prerequisite of perception and perception Is the key to every knowledge and skill. Therefore, improvement of sensory skill is a vital aspect to be developed. .In pre-school programme children develop their auditory skill, visual skill, tactile skill and also skill of smell and taste which make them ready and alert for leam-
By language, we mean receptive and expressive ones, therefore, listening, understanding sign and reading etc come under receptive language and speaking, signing, writing etc under expressive language. As language Is the media of Interaction. exchange ideas and so on. therefore, sharpening the language ability is a must. Before school age, children need to develop understand-
ing. speaking pre-reading and pre-writing. Pre-reading and pre-writing ability Improve their skill and interest for reading and writing, and understanding and speaking abil ity increase their alertness and participation in formal learning situation.
As a socio-lndtvldual being (have both social and individual aspects) we must develop socially and individually in order to participate In different circumstances such as class room situation. Therefore, the children have to learn socially acceptable manners to adjust themselves In formal learning situation.
Children need qualitative physical changes in different aspects such as locomotor skill (walking, running, hopping, jumping etc.) coordination, balance, development of rhythmic movement etc. All these abilities play a vital role tn school performance. Therefore. pre-school programme gives emphasis on improvement of physical abilities.
Cognitive and psychological abilities play a most important part in development and learning. Some of the abilities such as concentration, memory, emotional balance, creativity are the baseline abilities on which other abilities develop. So. if we like to make children ready to go to school and make them successful, we have to build their base strongly.
Playing and learning
Play Is the most natural and a necessary medium of learning for the child. Play, a basic human activity. 1s not only based on toys and games but also Includes activities as story telling, singing, dancing play Ing theatre etc. Moreover, one has to view play as a dynamic activity in which the most Important factor Is the activity of the child Itself. But, the child gels fully Involved in an activity only when hc/she finds it interesting, enjoyable and derives happiness from it.
Therefore, early childhood development programme Is most effective when it is based on play-based activities
There are different kinds of play like exploratory, energetic. skillful, social. Imaginative, problem solving etc.
The curiosity to find out something new, is the essence of all exploratory activities. It is essential to the way we learn about our environment. In children it is fundamental to their development.
Energetic play is the play activities which require a lol of energy; activities such as climbing, jumping, ball games etc. The essential feature of all these activities is that they involve the whole body.
Skillful play means all those games and activities which require the skilled and controlled use of had and eye.
It la Important to be able to get on with other people. This Is what a child learns to do when he is playing with other children. In social play children interact with each other.
In imaginative play a child is always adding something to the situation. He 1s picturing or imagining something that Is not really there; in feeding a doll there Is no real food and certainly the dolls cannot really eat It.
The teacher has many role to play in early childhood development programme. She/he has to participate In the activities with children learn by observing them, listening to the children and encouraging them to speak spontaneously, without Interrupting, giving opportunities lo make choice: ensuring the involvement of all the children tn the group; and providing a secure environment. The teacher has to keep in mind that children learn different things In an integrated way, not one after another and they explore the world mainly by active participation not only by observation and Imitation.
What ECDP is!
» Early Childhood Development Programme (ECDP) or Pre-school Programme usually is a child-centered programme, which follows play based activities.
• ECDP focuses on the holistic development of the child.
S ECDP provides a stimulating play environment for intellectual, language, social. emotional, sensory and physical development of the child.
# The programme prepares children for reading, writing and number work.
• ECDP encourages interaction with the environment. active participation in group activities and creative problem-solving in children.
» The programme ensures development of skills related to the process of learning.
» ECDP follows on going assessment i.e. day to day evaluation.
What ECDP is not!
* Early Childhood Development Programme is not a teacher-centered pro-tramme following the >rmal classroom approach.
# ECDP is not a programme which teaches reading, writing and number work.
# ECDP is not a examination oriented programme which lays stress on the end-product that Is learn by the children.
« ECDP Is not a too structured. rigid and inflexible programme.
The Early Childhood Development Programme, needs to be very stimulating. Interesting. need-oriented and participatory in nature. But It must be viable in terms of social, cultural and economic condition of the country and community.