Pre-Primary Teachers Handbook

BOTSWANA NATIONAL CURRICULUM
PRE-PRIMARY CURRICULUM
TEACHER’S HANDBOOK
PRE-PRIM ARY
CURRICUL UM
REPUBLIC OF BOTSWANA
Teacher’s
Handbook
The Ministry of Education and

Skills Development is pleased
to present the Pre-Primary
Curriculum Framework and
Teacher`s Handbook as part
of the implementation of the
Revised National Policy on
Education 1994
(Rec 9:11 and 99)
and Vision 2016.
Teacher’s
Handbook
Foreword
The Ministry of Education and Skills Development is pleased to present
the Pre-Primary Curriculum Framework and Teacher`s Handbook as
part of the implementation of the Revised National Policy on Education
1994 (Rec 9:11 and 99) and Vision 2016. It includes the following six
learning areas:
• Personal, Emotional and Social Development
• Language Development and Early Literacy
• Health, Nutrition and Safety
• Mathematical and Scientific Thinking
• Physical, Creative and Aesthetic Development and
• Moral and Spiritual Development.
The framework outlines the expected outcomes of the Pre-Primary Programme that target the
child’s physical, aesthetic, social, emotional and cognitive development. The Pre-Primary Curriculum
Framework and Teacher`s Handbook are intended to provide early childhood practitioners in various
settings with a common standard for the design and delivery of early childhood programs that support
children’s holistic development and prepare them for primary schooling. The framework covers two
age categories: ages 36-48 months (Day Care) and 49-60 months (Pre-Primary). The Pre-Primary
level (49-60) is a two-year preparation for standard one.
The framework document is the outcome of extensive professional consultations and collaboration.
On behalf of the Ministry, I wish to record my appreciation and sincerely acknowledge those who
contributed to and were instrumental in the production of this framework. I trust that the framework
is a hallmark in the provision of quality early childhood education and is in consonance with the
aspirations and principles of Education for All (EFA) as well as conforming to international best
practices.
Grace Muzila
Permanent Secretary
Ministry of Education and Skills Development
Teacher’s
Handbook
Acknowledgements
The Department of Curriculum Development and Evaluation is deeply indebted to a number
of people for their invaluable contributions towards the design and development of this
Framework. The Pre-Primary Curriculum Framework would not have been possible without
the financial and technical support from UNICEF Botswana and the dedicated commitment
of a number people.
Members of the Pre-Primary Task Force: Pre- School and Special Education Teachers
Ms. Selwe K. Department of Curriculum Development and Evaluation Ms. Brown N. Masunga Day Care Centre
Mrs. Brown N. Department of Curriculum Development and Evaluation Ms. Cooper W. Gakhibana Day Care Centre
Ms. Molefe B.P Department of Curriculum Development and Evaluation Ms. Dintwe M. Linchwe Primary School
Dr. Mthunzi C.G Department of Curriculum Development and Evaluation Mrs. Gaotlhoboge B. University of Botswana- Special Education
Mr. Menyatso M. Department of Curriculum Development and Evaluation Mrs. Kabila M. Gracious Day Care Centre
Ms. Ongadile A. Department of Curriculum Development and Evaluation Ms. Kebotse M. Kgakololo Day Care Centre
Ms. Ntshinogang T. Department of Primary Education- Pre-primary Division Ms. Kolo S. Grootelagte Day Care Center
Ms. Seetso G. Department of Primary Education- Pre-primary Division Ms. Mahule A. Buttler Dintwa Day Care Centre
Mrs. Motlaleng P. Department of Training and Development Ms. Mandase P. Francistown Centre for Deaf
Mrs. Gouwe L. Department of Training and Development Ms. Mangole B. Phatlhogo Primary School
Mrs. Mahommed Y. Division of Special Education Ms. Masite T. Sehitwa Day Care
Mrs. Kabomo P. Lobatse College of Education Mrs. Mbulawa M. Makolojwane Primary School
Ms. Monametsi S. Batlokwa National Pre-School Mrs. Modidi N. Masunga Day Care Centre
Ms. Sehunwe D. Ministry of Local Government Ms. Motswagole Palapye Redcross Day Care Centre
Ms Matsheng L. Ministry of Local Government Mpaku M. Leshibitse Primary School
Ms. Mokobi K. Ministry of Labour and Home Affairs Mrs. Mpeetsile M. Serowe Crèche
Ms. Rammona E. Ministry of Health Ms. Mudongo D. Sowa Township Authority
Mr. Chikanda S. Ministry of Defence Justice and Security Ms. Njoze C. Kacgae Day Care Centre
Ms Tsae E. Tlokweng College of Education Ms. Nkepe Linchwe Primary School
Mrs. Monau R. University of Botswana- Department of Primary Education Mrs. Sehunelo B. White City Day Care Centre
Ms Trivedi S. University of Botswana Ms. Setshogo S. Ramotswa Centre for Deaf
Mrs. Tsamaase M. University of Botswana- Department of Home Economics Ms. Utete G. Ramotswa Centre for Deaf
Mrs. Kamanakao M. UNICEF Botswana
Special Education Teachers and Officers Consulted:

Ms. Boitshwarelo A. Motswedi Rehabilitation Center
Mrs. Fink W. Rankoromane School
Ms. Makutu C.B. Cheshire Foundation
Ms. Mogapaesi M. Linchwe Primary School
Mrs. Molepo C. Botswana Society for Deaf
Mrs. Seeletso J. Special Education Division
Ms. Titus M. Rankoromane School
Ms. Tshukudu P. Ramotswa Centre for Deaf
Ms. Tsoebebe C. Special Education Division
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SECTION1: BUILDING BLOCKS TO EARLY LEARNING.................................................... 4
1.1 INTRODUCTION ....................................................................................................................... 5
1.2. AIMS OF PRE-SCHOOL EDUCATION...................................................................... 5
1.3 CHARACTERISTICS OF PRE-SCHOOL CHILDREN.............................................. 6
1.4 TEACHING AND LEARNING PROCESS................................................................... 8
1.4.1 Learning through play.............................................................................................. 8
1.4.2 Learning through role play/dramatization.......................................................... 9
1.4.3 Learning through story telling.............................................................................. 10
1.4.4 Learning during circle time.................................................................................... 11
Contents
1.4.5 Principles of effective learning.............................................................................. 12
1.4.6 Principles of effective teaching............................................................................. 13
1.4.7 Qualities of an effective pre-school teacher...................................................... 13
1.5 CLASSROOM ORGANIZATION AND MANAGEMENT .................................. 14
1.6 ENHANCING PARENTAL INVOLVEMENT............................................................... 15
SECTION II: METHODOLOGY.............................................................................................................. 17
PERSONAL, EMOTIONAL AND SOCIAL DEVELOPMENT..................................... ................ 18
LANGUAGE DEVELOPMENT AND EARLY LITERACY............................................................ 25
HEALTH NUTRITION AND SAFETY............................................................................................ 32
MATHEMATICAL AND SCIENTIFIC THINKING………......................................................... 42
PHYSICAL CREATIVE AND AESTHETIC DEVELOPMENT...................................................... 54
MORAL AND SPIRITUAL GUIDANCE......................................................................................... 62
SECTION III...................................................................................................................................................... 66
RECORDS FOR EFFECTIVE TEACHING AND LEARNING................................................... 67

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Section 1
BUILDING
BLOCKS TO EARLY
LEARNING
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BUILDING BLOCKS TO EARLY LEARNING

1.1 Introduction
This teacher’s handbook has been developed to support the implementation of

the Pre-Primary Curriculum Framework, which was designed to guide teachers
on expectations for the learning outcomes in the cognitive, affective and
psychomotor domains of children’s development as a result of planned activities
undertaken at pre-primary. It provides guidance to teachers on the translation
of expected outcomes to processes that will result in quality education for
young children.
The handbook is divided into three sections. Section I presents building blocks to early learning. It highlights the
aims of pre-primary education, the characteristics and interests of children, the importance of play and exploration,
parental involvement and classroom organization. Section II describes the teaching and learning activities and
includes examples of these activities and aims at helping teachers design their work as well as children’s experiences
in a way that will help ensure quality early learning as they strive to achieve the goals and objectives of the various
competency areas. Section III includes templates of records that the teacher will find useful in managing the early
learning process.
It must however be emphasized that this handbook only provides suggestions and encourages the teachers to
respond with flexibility, taking into account the children’s needs, interests and contexts. It is a drive to raise standards
of quality in an effort to build strong foundations to support future learning and development.
1.2. AIMS OF PRESCHOOL EDUCATION

Pre-school education is intended to lay the foundation not only for the 3R’s; reading, arithmetic and writing, but
also for the basic social and emotional skills. As indicated in the Pre-School Curriculum Framework, the pre-school
program has its foundation on the principles which aim to:
• Integrate early childhood service provision at the center in an effort to provide for the child’s rights
in a holistic manner.
• Promote a sense of self-identity, self-control, self-appreciation and social competency in order to
develop confidence, independence and interdependence that will enable the children to make a
positive contribution to the world in which they live.
• Promote national unity and respect for one’s and other people’s cultures and beliefs.
• Develop basic mathematical and scientific competencies in numbers, measurements, patterns, and
shapes in a broad range of contexts.
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• Develop an understanding, awareness and appreciation of the environment and their role in sustaining it.
• Foster the child’s development of tactile skills, exploration skills, creativity, self-expression and discovery.
• Develop language as well as reading, writing and communication skills.
• Develop positive attitudes and disposition towards learning, a love for books and positive learning
practices including concentration and task persistence.
• Enhance school readiness and preparation for smooth transition to primary schools.
• Develop orientation and mobility for children to be able to move around freely, independently and safely.
• Develop self-help skills through Activities of Daily Living (ADL)
• Acquire basic knowledge and prevention skills on health issues and develop safety habits.
• Create awareness that every child has the same rights and responsibilities.
1.3 Characteristics Of Pre-School Children

Learning is most effective when it builds upon existing structures, hence the importance of an understanding of
children’s characteristics and interests in all developmental domains. This will provide the teacher with a guide in
designing developmentally appropriate experiences.
Personal, emotional and social development

Pre-school children exhibit intense feelings, are egocentric and engage in attention seeking behavior. They however
enjoy predictable arrangements and are apprehensive when there is a change of routine. Socially, they enjoy being
with other children and are anxious to please and respond well to praise.
More specifically, children ages 4-5 are able to play with other children and although they are still ego-centric, they
are beginning to understand the feelings of others and are able to take turns. They can separate from their parents
with little distress and like to role play especially taking the roles of adults in their games. Some even have imaginary
play mates. As they grow older, during their 5th -6th year, and although their parents are still very important in their
lives, they like to play with their friends and begin to form relationships with their peers and mostly cluster around
those of the same gender. Their play becomes more co-operative, are better able to control their own behavior,
resolve social conflict and follow very simple rules in class and during play.
Teachers should therefore:

1. Establish a predictable daily routine and reduce unusual events
2. Recognize accomplishments and encourage children to express their interests and preferences.
3. Provide opportunities for adequate active play with their peers and opportunities to share and take
turns. Also, allow the children to associate with those they prefer although care should be taken to
intervene during play to encourage inclusiveness especially of those that are left out by others
4. Be careful not to promote or model gender stereotyping
5. Work towards encouraging positive peer relations for all children and intervene where any child
exhibits behavior that will lead to isolation
6. Encourage imaginative play, initiative and independence
7. Work closely with parents to enhance positive development considering that children of this age are
easily impressionable
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Language development and early literacy

Pre-school children are capable of symbolic thought which is evident in their play. They are talkative and eager to
learn.They ask a lot of questions and are curious about their world. A number of children will be learning more than
one language and may mix the languages in their conversations.
At 4-5 years, children have a vocabulary of about 1500 with a sentence length of 4-5 words and are able to speak
clearly although they may not be able to pronounce all the words well. They ask many ‘why’ questions, are able to
use past tense correctly, follow simple instructions and recognize short words.They can hold a pencil, color well and
write some letters and numbers.They are also able to tell stories based on their imagination as well as experiences.
This is also the time when they begin to use words they may not understand; sometimes even repeating vulgar
words they heard in previous interactions.
By age 5-6, children have a vocabulary of about 2000 words with a sentence length of 5 – 6 words and are able to
communicate, compose sentences with all parts of speech, although they may have some difficulties in explaining
themselves. They can define objects by their use and describe their location using adverbs of place. They can clearly
tell short stories based on their experiences, recite, sing and tell jokes and riddles. Children at this age are able to
write and draw very clearly.

1. Provide adequate opportunities for daily development of both the gross and fine motor skills
2. Avail variety play equipment to foster development of various skills.
3. Understand and appreciate gender and cultural differences in the display of gross and fine motor skills;
and not be quick to conclude deficiency. Further to this, the teacher should support the development
of children in areas where they have limited skills.
4. Stimulate aesthetics and creativity by focusing on the process of discovery as the children engage in
art, music and dance rather than the end product.
Mathematical and Scientific Thinking

Children of pre-school age have a natural curiosity and eagerness to learn, are realistic thinkers; they begin to
develop an understanding of symbolism and abstract concepts. The still have a limited understanding of time, space,
and numbers although they are able compare and group.
At 4-5 years, the child is able to identify different colors, differentiate between mornings, afternoon and night time
and identify different shapes. By 5-6 years, the child is able to distinguish between different denominations of money,
group objects by two characteristics, counts to ten and gives simple directions.
The teacher should therefore provide opportunities for children to:

1. Use their senses in discovery and learning
2. Engage in activities that do not require them to engage in long periods of seat work
3. Manipulate concrete experiences and objects
4. Solve problems
5. Explore their environment and have their natural curiosity stimulated
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Moral and spiritual development

At ages 4-6, children are able to have a simple trust in a personal God and believe strongly in supernatural beings
and God’s watch and care. They are able to obey rules although primarily to avoid punishment and they will
associate the extent of wrong by the punishment given in response. They ask a lot of questions about death and
are able to have a real relationship with God and express this in worship. They enjoy worship rituals and actively
participate in singing.

1. Provide opportunities for children to make moral decisions
2. Provide quiet time for reflection on moral issues and questions
3. Provide positive role modeling and highlight moral behavior in other people’s lives
4. Expose the children to knowledge of the Bible and God’s unconditional love
5. Be consistent in punishing wrong behavior
1.4 Teaching And Learning Process

There are numerous methods available to the teacher by which skills, knowledge and attitudes can be acquired.
Teaching methods lie along a continuum ranging from teacher directed methods that focus on lectures, chalk board
displays and readings; to child centered play based methods that allow children to explore and discover. The closer
the teacher gets to using child centered methods, the more effective the learning experience for children. Pre-
school teachers should therefore strive to use child centered methods.
The child centred philosophy creates an environment that fosters discovery and creativity, with the teacher’s role
being to facilitate children’s discovery of relevant information. The teacher sets up activity centres around the room
and children are encouraged to move from one centre to another, working as groups or individuals on a project.
Peer tutoring is encouraged with teachers giving specific attention to children as the need may arise.
1.4.1 Learning through play

Children come to pre-school with a natural desire for exploration, manipulation and discovery, the very
ingredients necessary for development in all aspects, which the teachers should capitalize on in play. It is
through play that children find out about the world around them, about themselves and their relationship
to others and how to solve problems and work cooperatively with others.
Children engage in different types of play:

a. Associative—this is where children share materials and talk to each other, but do not set rules or
coordinate play objectives or interests and there is no formal organization.
b. Cooperative—this occurs when children organize themselves to engage in play with an agreed
goal and they assign each other roles. Such as in the game ‘house-house’, where there will be a
mother, father etc.
c. Onlooker behavior—this type of play occurs when children are passively watching or conversing
with other children engaged in play activities.
d. Parallel—this occurs when children are together but each one is engaged in their own activity.
e. Solitary independent—here children are playing by themselves.
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Play could also be categorized as being:

a. Quiet play: Children are engaged in activities such as looking at books, pictures, beadwork, etc.
b. Creative/expressive play: Involvement in activities where children use their imagination
through painting, coloring, clay moulding, etc.
c. Active: The activities that require the use of gross and fine motor skills such as playing with balls,
swings etc.
d. Dramatic/Role playing: Activities that involve children taking on roles and acting them out.
e. Manipulative play: Activities where children engage in the manipulation of the objects or the
environment such as fixing puzzle pieces and gadgets in an effort to understand how they work.
Play reinforces all aspects of the child’s development and is therefore crucial in the learning process of
young children.
• Physical development is fostered in the use of large and small muscles in active play that requires
repeated movements. This is key in the development of control and coordination of muscles.
• Social and emotional development is fostered in drama or role-play as it enables children who are
hurting to escape into a world of fantasy away from emotional variance, in an effort to understand
the real world. In role-play, children are also able to better understand themselves and others.
Participation in cooperative play also increases the child’s sense of self-esteem as they feel needed
in the accomplishment of the group goal. As children play, they learn how to interact with others in
taking turns, negotiating and sharing, which enhances social interaction skills.
• Mathematical and scientific thinking is fostered in manipulative play as children discover how pieces
fit together and they exercise their abilities to think, remember and solve problems. Children also
increase their understanding of size, shape and texture through play as they try fixing objects into
various spaces.
• Language development is fostered as children express themselves in play especially in role playing
and drama. Quiet play involving books that show pictures and matching words also increases a child’s
vocabulary.
• As children interact with their peers and adults, an understanding of acceptable and unacceptable
behavior develops. They learn the importance of self control, fairness, respect for others’ feelings and
playing by the rules. This fosters moral and spiritual development.
1.4.2 Learning through role play/dramatization

Role play involves children coming together to negotiate a plot and acting it out.This is a very useful method
for enhancing language development, encouraging confidence, communication skills, gender socialization,
and expression of emotions, paying attention to details of events and enhancing group socialization skills.
In order to enhance the effects of role plays, there is need to encourage children to come up with their
own ideas for the script, make available a variety of costumes, room décor, toys as well as ample time.
Themes could involve real life experiences where volunteers take part in different roles. Encourage
children to include relevant songs and poems and a variety of other stimuli. As many children as possible
should be involved with roles being rotated among them. The teacher should focus more on the process
than on the product, being careful to de-role the children after the presentation.
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1.4.3 Learning through story telling

Story telling is a timeless valuable tool in pre-schools. It is a fun, interactive and relaxing way to impart
knowledge, skills and attitudes to children. Story telling has existed for thousands of years and as a result, a
number of stories have been handed down the ages helping to make connections between people of all
ages. Story telling plays an important role in:
• Developing all communication skills including listening, comprehension, speaking, expression, thinking,
building vocabulary, grammar and pronunciation.
• It promotes the use of reasoning and problem solving skills and enhances memory.
• It helps to develop creativity and imagination in children.
• It fosters children’s ability to understand other people’s feelings and reactions.
Although story telling can be integrated in all areas of learning, it ought to be scheduled in the timetable.
Story time could involve reading stories, telling stories or creating stories. Each one of these plays an
important role in imparting skills, knowledge and positive attitudes to young children.
Tips for telling stories to children
1. Call the attention of the children to story time using a ritual. This could be a phrase, a song, an action
by the teacher such as clapping hands in a unique way etc. It would be great to have the children sit
around in a circle or semi-circle, with the teacher able to have eye contact with all of them.
2. Once the children have settled down, begin the story with an interesting phrase or a call and
response. In many African communities, stories begin with a call; “story, story,” and the children
respond “story come”. The teacher could even start off with “once upon a time, a long long time
ago” or they could call out “sheke sheke sheke” and the children respond “sheke”.The teacher should
be free to use whatever opening they find appropriate and could change it now and again.
3. Stories could be made more interesting by including:

• Songs, rhymes or repetitive phrases. This presents the children with an opportunity to learn a
new song, practice certain words and commit to memory certain facts. The inclusion of musical
instruments enriches this further.
• A foreign language or a less commonly used native dialect. This exposes the children to a new
way of expressing themselves and creates an interest in learning a new language. It also builds
the confidence of those children who speak the language thus encouraging them to speak more
confidently.
• Gestures and body movements such as mimicking a spider moving up the wall, walking around,
crawling etc will help to strengthen fine motor skills and spice up the story. The use of sign language
will also expose children to other ways of communication.
• Silence. As the story progresses, the teacher can ask the children to close their eyes and imagine what
will happen next or imagine what the character could have felt etc. This helps to foster creativity,
imagination and empathy.
• Variety in voice intonation to make the story come alive. A deep voice for a man, a squeaky voice for
a mouse’s response etc.This also helps to capture the children’s attention. Attention should be given
to making sure that the teacher’s voice is clear, audible and interesting.
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4. While the teacher is telling or reading the story, the children may get restless. To enhance attentiveness,
the teacher should maintain eye contact with the children, ensure that there is no-one out of their
sight, maintain high energy throughout the session, pause for a while to recapture lost attention,
remain calm and focused and most importantly, follow the cue the children give. This will guide the
teacher on how to pace the story or when to bring the story to an end.
5. End in a style that helps the children know that the story has come to an end. This could be done by
using a phrase, song or call and response. For example, “and that is the way things have been since
then”, “that is the end of my story” or any other method the teacher may find useful.
Characteristics of high value children stories

1. Short, captivating and interesting stories motivate the children to listen and increase the likelihood of
the stories being remembered.
2. Stories that are entertaining or that make children laugh are also valuable as they increase the
likelihood that children will repeat them to others thus practicing their communication skills.
3. Interactive stories that include the children help to maintain attention and thereby increase memory.
4. Stories that use a variety of skills, such as singing, dancing, imagination, gesturing etc, without being
too loaded also serve the very important purpose of stimulating different parts of the brain hence
enhancing cognitive development.
5. Story time is a valuable time to teach lessons that would otherwise not be learnt easily. The
opportunity to use the sessions to teach life skills and morals should therefore not be lost. Teachers
should strive to use interesting stories that teach a concept.
6. The teacher’s energy throughout the session will communicate the importance the teacher places
on the lesson to be learnt. Good stories are those that are told by teachers who are engrossed in
the story and are enjoying themselves. It is therefore important for the teacher to have fun together
with the children as they share the session together.
1.4.4 Learning during circle time

Circle time is a session when all children sit together in a circle and engage in a group activity. Circle time
activities include physical exercise; discussing issues such as health, natural disasters, child abuse, socialization
and interaction, communication skills, conflict resolution and creative activities.
Circle time is very useful for:

• Discussing a wide range of issues with a large group of children
• Practicing social interaction and communication skills
• Helping teachers to better manage a large number of children as they are all engaged in the same activity
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• Teaching children to act appropriately in large groups. It provides an opportunity for children to speak
out in a group, to listen carefully, to take turns with activities and to focus on the teacher
• Introducing new topics to everyone in the classroom at the same time
• Building confidence especially among the shy and quiet children and allowing the exuberant ones to
learn from others
Tips in organizing circle time

1. Call the attention of the children to circle time using a song e.g. the teacher calls out “Oliver” the
children respond “Zoo” to help them spread out.
2. Provide a secure environment to enable children to participate freely and encourage all children to
respond. Have a standard response for every child such as “well done, well done our clever girl/boy
shine shine, our clever girl/boy.”
3. Ensure that there are minimum distractions and that the children are comfortable.
4. Begin circle time with a familiar song or finger play that will encourage a positive attitude and can
offer the children the security of a regular event.
5. Give a clear introduction of the activity at the beginning and the activity should not last more than
20 minutes.
6. During circle time, ensure that all children are given an opportunity to express themselves freely and
that they are not ridiculed for their responses.
7. End circle time on a positive note and appreciate each child’s participation.
1.4.5 Principles of effective learning

Children’s learning can be more effective when the following principles are followed:
1. Focus on understanding rather than accumulation of knowledge. Children are very good at storing
information by way of rote learning. This information will only be useful to them when it is backed
by an understanding of the concepts. To support the learning process, the teacher should strive to
build the child’s understanding of concepts through experiences.
2. Creating a bridge between new and existing ideas, attitudes and knowledge. Children are not empty
vessels and they come to school with various experiences and insights. Effective learning occurs
when children are able to draw a relationship between what they already know and what they are
being taught, and then make a decision to adopt the new information.
3. The use of relevant concrete experiences to aid an understanding of the abstract. Children learn
best when they use varied senses to obtain relevant information from their environment. The
play environment should therefore be enriched with a variety of materials and equipment that will
provide varied experiences.
4. Repetition and practice of concepts learnt. Constant application of what children are learning helps
to refine the skills. This is also true when children are consistently exposed to positive role modeling
of appropriate behavior.
5. Availability of timely feedback on children’s responses is also important in effective learning as it
highlights where the child went wrong and it provides an alternative response. For this feedback to
be effective, it should focus on the processes rather than the end product.
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6. Communication of positive expectations by the teachers. Children want to learn and they need to
know that their teachers and significant adults know that they are able to learn. Positive reinforcement
provides a good environment to motivate learning.
1.4.6 Principles of effective teaching

Teaching pre-school children will be most effective when:
1. Activities are child centered. The teacher does not focus on the transfer of knowledge but rather
encourages and facilitates the children in discovery of new skills and knowledge. The classroom has well
designed activity centers that have been set up to reinforce key concepts. As the children move from one
center to another through discussion, group work and individual discussions, they learn the concepts.
2. Concepts are integrated into all learning areas. Teaching of a concept is most effective when it is
integrated into all learning areas. In learning about means of transport, for example, children could
count cars during number activities, write the letters that form the names of various modes of
transport in language activities, color pictures of various modes of transport in creative activities, hear
a story about road safety etc.
3. A variety of activities are used to reinforce the understanding of the concepts in each learning area.
In reinforcing the number value of 5, the children could count five pencils, color five trees, jump five
times, sing a counting song etc.
4. Enough time is allocated for skill acquisition taking into consideration the differences in children’s rate
of development. Effective teaching allows for activities that accommodate all levels of development.
5. It builds on the children’s prior experiences and assists them to form bridges between existing and
new knowledge.
6. The content is relevant, developmentally appropriate and in manageable portions. Teaching becomes
effective when the child is developmentally ready to receive the information. Effective teaching also takes
into consideration how much children can accommodate at a given time and avoids information overload.
7. Expectations and tasks are clear and well understood by the children.
8. Monitoring and evaluation systems through action research are built into the process to enhance
quality of interactions.
1.4.7 Qualities of an effective pre-school teacher

Effective learning is heavily dependent on effective teaching. Good teachers develop good learners. In
order for one to be a great pre-school teacher, they have to work at the following qualities:
1. A positive attitude of trust, warmth, respect, patience and acceptance. Children learn best in an
environment that is emotionally safe and receptive. They need to feel loved, valued and appreciated
in order to flourish in the school environment.
2. High expectations for each child. Good teachers know that all children can learn and expect them
to perform well. They use a variety of methods to ensure that all children are on board and will not
give up on those that lag behind.
3. Prepared and well organized. Good teachers organize the classroom environment well, are in class
on time with well written, clear objectives for the day and all the materials needed available and easily
accessible.
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4. Creative, active and takes the initiative to understand the children’s interests and experiences and
capitalizes on them to enhance learning.
5. Confident, have a good mastery of the content area and are constantly updating their knowledge in
search of recent developments and new and better methods of teaching.
6. Use a variety of methods, activities and materials to reinforce the learning of skills. They often use
questioning technique to find out which process the children used to get to the product.
7. Reflective, receptive and responsive. They are constantly refining their approach based on the
feedback they obtain from the children in an effort to enhance learning.
8. Maintains confidentiality about children and their families but is able to use information to positively
affect the child’s development.
9. Flexible and able to adjust teaching to suit an emergent situation, different learning styles and
individual differences.
10. Available and accessible to parents. Good teachers communicate regularly with parents using a
variety of methods in order to better understand the child and their environment.
11. Monitors the development of children using appropriate assessment tools, effectively communicates
results to children, parents and other relevant people and uses the results to guide the development
of the teaching plan.
1.5 Classroom organization and management

Effective teaching and learning requires proper classroom organization and management. The utilization of the
physical space in a classroom is important in creating a positive environment.
Sitting arrangement
Pre-school classrooms should ideally allow for flexibility of arrangement depending on the type of task.
For small group discussions, tables and chairs could be arranged in clusters that will seat at most eight
children and a U- shape is ideal for larger group discussions. Arranging children in rows of desks all facing the
teacher is least desirable. For young children it is best to minimize the use of chairs and instead use mats or
rugs that will allow them free movement.
The sitting arrangement should take note of the following:

a. The chairs should be of an appropriate height to allow children to put their feet on the floor
comfortably and to reach the table without any strain
b. The arrangement should allow the teacher to have eye contact with all children at all times
c. The teacher should be able to reach each child in the classroom with ease
d. The arrangement should allow the children to move easily from one place to another
e. The teacher is free to rearrange the sitting positions or the chair arrangement to enhance learning
for all children
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Activity corners
Activity corners are a wonderful way of organizing experiences to reinforce concepts learnt. It would
be helpful to have a variety of corners such as a drama corner, quiet reading corner, math and science
corner or a creative activity corner. The activity corners could be free choice or compulsory or a mixture
depending upon the experiences the teacher would like the children to undergo. These could be flexible
and change as the situation demands.
In setting up the activity corners the following should be borne in mind:

1. The corners should be easily accessible to the children
2. The materials in the corners should also be easily accessible and available
3. Each corner should have enough room for children to move around and play
4. Storage containers should be easily available so that children can tidy up after use
Display area
Children need to see in order to remember. The walls provide a wonderful display area for letters, sounds,
numbers and pictures that the children will be learning about during the term. Children’s work displayed
on the walls provides great incentive for hard work. As far as is possible, all instructional visual aids must be
at the child’s eye level. The teacher should also be careful not to over stimulate the children with too many
visual aids and all learning material should be easily accessible to avoid delay and disruption.
Discipline
Discipline among children enhances learning and as such, pre-school teachers should work towards
encouraging good behavior. There are a number of reasons why children will misbehave despite the fact
that they are able to follow rules; these include: the need for attention, frustration and periods of stress
or even for fun.
The following are some of the methods a teacher could use to encourage good behavior:
1. Work together to develop a set of rules that each child will be bound to follow
2. Design a chart where the names of all those who follow the rules are written and the children
rewarded
3. Remain calm when children violate the rules and administer punishment immediately
Some strategies a teacher could use to discourage bad behavior include allowing the child to face the natural
consequences of his actions such as having no toy to play with when they intentionally break the one they had,
withholding privileges and time out. The teacher should also maintain consistency in punishing or rewarding behavior.
1.6 Enhancing Parental involvement

The family has over the years been recognized as the most powerful, efficient, and effective system for making a
lasting difference in the life of a child. Children do best when parents are supported in playing their role at home and
at school. A number of methods could be used to encourage and strengthen parental involvement. These include:
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1. Inviting parents to school for PTA meetings to know each other, to take part in decision making and
understand the school philosophy
2. Sensitizing or training parents on school regulations and their role in the learning process. This can
be done in Kgotla meetings, termly parental workshops, communicating through newsletters, diaries,
phones, termly reports and open meetings. Sensitizing of social workers especially those that work
directly with orphans on the roles and the learning process is especially useful as they interact more
frequently with the parents
3. Parents can be involved in school programs based on the information provided from questionnaires
on career or interests, willingness to resource or make classroom presentations.
4. Involve parents in the training and sensitization of others in peer education
5. Participating in extra curricula activities e.g. sports, cooking, fundraising, shopping and providing
services in school
Tips on effective communication with parents

1. Talk to parents in a diplomatic way, practice professionalism and avoid emotions or personal
experiences from your interactions with them.
2. Teachers and school administrators should be respectful to the parents, patient in dealing with them,
humble in their interactions and maintain confidentiality.
3. Teachers should be confident and use good communication skills.
4. Effective communication with parents requires an understanding of the fact that parents are
knowledgeable and not completely lacking in skills.
5. Those working with children should accept criticism from parents or guardians without being defensive
and be positive even when communicating negative information. This will enhance receptiveness of
parents.
6. It will definitely enhance communication when teachers and administrators are energetic and
resourceful.
7. Meetings should be organized with due consideration to the availability of parents. They should be
precise, focusing on the topic of discussion and where parents are not available to attend meetings
the teachers should make use of other channels of communication, home visits etc.
8. Teachers and administrators should always anticipate the parent’s reaction and prepare beforehand.
9. Schools should adopt an open door policy as this will encourage parents to consult with the teachers
and administrators whenever the need arises.
10. The teachers should maintain high integrity in dealing with the parents and should definitely never
accept gifts, bribes etc from parents.
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Section 11
Methodology
Learning Area 1.0
Personal, Emotional
and Social Development
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LEARNING AREA 1.0

PERSONAL, EMOTIONAL AND SOCIAL
DEVELOPMENT
MAIN OBJECTIVE
To develop in children an understanding and appreciation of who they are in terms of self-awareness, emotional development
and interaction with others.
KEY CONCEPTS
Self Identity, Self esteem, Self control, Social competency & Social environment
COMPETENCIES
By the end of pre-primary, children will:
• Develop an appreciation of self as an individual
• Demonstrate a sense of self as a learner.
• Exhibit a positive self- image.
• Exhibit self-control as individuals and in group settings.
• Demonstrate skills in interacting with others
• Demonstrate an understanding of their social environment
BUILDING BLOCKS FOR EFFECTIVE LEARNING

In order for children to develop successfully in this area, they need:
• Trust in the teacher who works with them
• Emotional and physical safety and security
• Independence
• Consistent limits
• Realistic expectations
• Respect and appreciation
• Social relationships
• Confidence
• Positive self-esteem
• Positive attitudes toward learning
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SELF IDENTITY
Competency: Develop knowledge and appreciation of self as an individual
Teaching and learning materials:
Family pictures, photographs of self from infancy to current age, body parts chart, male and female dolls, height & weight charts,
name cards, body parts puzzles, variety of clothing for the dolls
Expected Outcomes Suggestions for the teacher
Ages 36 – 48 Months • Ask children to bring photographs of themselves at different ages
Demonstrate knowledge of self-characteristics and make a four-page book entitled ‘Look at me grow. ‘
• Ask children to bring pictures of each member of their family, which
they can paste on a pre-cut tree to make a family tree that will be
displayed.
• Refer to children by their names when calling upon them to respond
• Provide opportunities for children to introduce themselves by their
full names and to name their parents, guardians, siblings and other
close relatives.
• Sing action songs like “Head, shoulder, knees and toes”, to help in the
identification of different body parts.
• Mark the heights of the children on a wall sticker at the beginning
and end of the term to demonstrate their growth.
Ages 49-60 Months • Provide opportunities for children to introduce themselves by their
Demonstrate knowledge of self-characteristics and also full names regularly.
as being different from others
• Provide opportunities for children to name and identify members of
their family.
• Ask children to bring family pictures and to identify themselves.
• Display charts that will provide an opportunity for children to
regularly identify body parts and their functions.
Demonstrate self-help skills • Organize a role play on self feeding and good table manners
• Provide opportunities for children to practice dressing and toilet
skills
• Demonstrate a variety of self help skills which the children will copy
• Provide opportunities such as in preparation for games, the children
to undress and dress independently.
• Allow children to go to the bathroom independently
• Organize dressing competitions
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SELF IDENTITY
Competency: Develop a sense of self as learners
Variety of puzzles, magazines, activity sheets for coding, activity sheets for mazes, pattern designs, domestic animals,
natural environment, blocks of various sizes, picture books, simple reading books
Ages 36 – 48 Months • Schedule times for free play and encourage children to choose activities they would
Express an eagerness to like to engage in
participate in various activities
• Encourage children to explore new ways of doing things or solving problems
and to learn
• Encourage children to ask questions, seek answers and solve problems
• Make available a variety of materials for children to interact with
Persistence to completion • Encourage children to persist in an activity for at least ten minutes
of short, simple tasks • Allow time for children to complete tasks to their satisfaction
Ages 49-60 Months • Provide opportunities for children to be engaged in a variety of play activities
Express eagerness to engage • Introduce new activities often and encourage children to participate
in new experiences
Engage in creative problem • Encourage children to be free to represent their work in the manner they find most
solving appropriate
• As children explore, give them opportunities to express themselves in describing
their work
• Work with the children to reflect upon their work and discuss other ways they
could have gone about the activity
• Provide opportunities to help develop new ways of problem solving
Persistence to completion • Set realistic goals and expectations that the children can accomplish
of tasks even after • Model and encourage children to work on a task until completion
encountering difficulty • Assist the children when they display frustration
• Reinforce those children who finish their work
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SELF ESTEEM
Competency: Exhibit a positive self esteem
Story books, pictures, picture books, scissors, pencils, crayons and other toys
Ages 36 – 48 Months • Take time to understand the child and their home environment and respond
Display confidence and self- positively
appreciation
• Regularly communicate with parents on the child’s behavior with the aim of boosting
the child’s self esteem.
• Provide opportunities for children to express their own preferences without fear of
criticism
• Appreciate and display children’s work
• Provide opportunities during circle time for children to describe themselves and
make positive statements about themselves
• Provide opportunities for children to recite poems and rhymes that communicate
that they are special
• Acknowledge children’s feelings and guide them in solving conflicts
Ages 49-60 Months • Encourage children to take turns to lead groups and activities and to take on various
Display confidence and self- roles
appreciation
• Guide children during circle time to express their feelings and emotions effectively
and to respond to the feelings of others
• Acknowledge and reward children’s good efforts especially when they have
displayed independence, responsibility or handled a negative situation well
• Record children’s positive attributes and refer to them frequently
• Share a story that will help children understand why some people do things
differently after which they could discuss the differences and their response to these
differences
Participate in a realistic • Provide opportunities for children to discuss their interests, strengths and
assessment of their weaknesses
abilities • Provide opportunities for children to participate in role plays on how to positively
react to negative comments
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SELF CONTROL
Competency: Exhibit self-control as individuals and in group settings
Audio visuals, pictures, stopwatch, trampoline, toy phones, pictorial chart showing rules
Ages 36 – 48 Months • Develop simple rules with the children and display them
Adhere to set rules with few • Recognize and affirm children who stay within safe boundaries and follow school
verbal prompts
safety rules
• Organize the materials in such a way that children can access them and recognize
and affirm those who return them to the shelves after use
Refrain from engaging in • Encourage children to speak to an adult when he/she thinks something is not safe
appealing but undesirable • Organize circle time to discuss effects of bad behavior on others
behavior
• Encourage children to take a break when upset or angry
• Provide consistent positive feedback to children who refrain from appealing but
undesirable behavior
Ages 49-60 Months • Encourage children to remember classroom schedules and routines
Adhere to set rules without • Develop and display an attractive class timetable
verbal prompts
• Set up activity areas that children will move to at appropriate times
• Recognize and affirm children who keep track of personal belongings
• Involve children in the formulation of rules and consequences and display them
Express themselves • Provide opportunities for children to practice conflict resolution
appropriately in difficult • Engage children in activities that involve taking turns
situations and conflicts
• Use story time as an opportunity to teach self control. Stories such as “The bear
without harming self or
others that was too hungry to wait” provide valuable lessons on self control
• Use specific activities designed to teach self-regulation
• Teach skills that foster self-control, using activities such as those dealing with “wanting
something I can’t have,” understanding feelings, and controlling anger
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SOCIAL COMPETENCY
Competency: Demonstrate skills in interacting with others
Pictures, bottles, costumes, audio visuals, skipping ropes, balls, books, toys, puzzles, building blocks, clay, puppets
Ages 36 – 48 Months • Create warm adult/child relationships
Demonstrate ability to • Provide opportunities for children to interact with one another
communicate, listen, share
• Assist children to seek out companionship with one another
and play with other children
• Organize learners to work together
• Promptly assist and facilitate learners in solving their own conflicts
• Provide a good example of appropriate use of magic words
• Model nurturing behavior by acts of kindness and helpfulness to other people
Ages 49-60 Months • Organize the children to participate in group activities
Demonstrate ability to • Encourage children to re-establish a relationship with others after a conflict
maintain friendly relations
• Encourage children to negotiate for the use of play and learning materials
with other children
• Encourage children to practice sensitivity to the wants and needs of others
• Involve children in identifying issues and finding solutions
• Encourage children to empathize through visitation in situations where there are
children in need
• Recognize and reward good social behavior
• Organize fortnight friendship days
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SOCIAL ENVIRONMENT
Competency: Demonstrate an understanding of their social environment
Musical instruments, crafts, artifacts, costumes, clothes, plants, pictures, wind vane, rain gauge, sand, insects, garden, boxes,
nets, bottles, clock face, audio visuals, puppets, crayons, paints, glue, picture of the National flag
Expected Outcome Suggestions for the teacher
Ages 36 – 48 Months • Organize a culture week where children will be exposed to the different ways of
Familiarity with social life of different communities. During this time, they will learn songs, dress up in
environment
traditional wear and participate in drama
• Ask the children to learn from their parents how to greet in their mother tongue
• Organize a tour around the school environment to expose children to the various
buildings
• Organize a transport project that will involve the children cutting and pasting
different modes of transportation
• Have the children cut and paste pictures of birds and animals that are found in their
environment
Ages 49-60 Months • Organize a culture week where children will be exposed to the different ways of
Demonstrate an life of different communities. During this time, they will learn songs, dress up in
understanding of physical,
traditional wear, bring pictures of historical artifacts and participate in drama and
social and cultural
environment traditional dance
• Organize an occupation project that will involve the children cutting and pasting
pictures of different professionals at work
• Organize a play that demonstrates the roles of each member of the family. Be
careful to avoid stereotyping the roles
• Decorate the classroom during national holidays
• Display a map that will enable children to locate different places
• Display a kitchen set in the drama corner that the children will have an opportunity
to use as they play house
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Learning Area 2.0

Language Development
and Early Literacy
To develop language skills to
enable children to communicate
effectively and to facilitate
learning in other areas
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LEARNING AREA 2.0
LANGUAGE DEVELOPMENT AND EARLY LITERACY
MAIN OBJECTIVE
To develop language skills to enable children to communicate effectively and to facilitate learning in other areas
KEY CONCEPTS
Communication, Book knowledge and Appreciation, Reading, Writing
COMPETENCIES

• Listen attentively and observe with interest and understanding
• Use speech and or signs to communicate with peers and adults
• Demonstrate an understanding and appreciation of books and other forms of print as having a purpose
• Demonstrate use of pre-reading and basic reading skills by reading simple sentence story books and
interpreting pictures with detail
• Write clear, simple and short sentences to communicate ideas and concepts

• An environment rich in print material
• A language rich environment where conversation among children and with adults in different settings is encouraged
• Opportunities to develop each aspect of communication and language in all learning areas
• Positive role models- teachers who demonstrate the proper use of communication skills

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COMMUNICATION
Competency: Listen attentively and observe with interest and understanding
Flash cards, story books, audio aids
Ages 36 – 48 Months • Provide opportunities for children to communicate using words and gestures
Respond appropriately to • Encourage children to communicate and respond positively to their attempts
verbal and visual cues
• Give simple instructions during the course of the day to give children enough
practice
• Play ‘simple Simon’ game to help children follow instructions
Ages 49-60 Months • Provide various developmentally appropriate sources of information and reinforce
Actively seeks information information seeking behavior
• Read or tell stories to children and engage them in conversation about the story
Exhibits clear understanding, • Encourage children to predict possible endings to stories
correct interpretation and • Model and encourage good communication skills (listening, eye contact, seeking
appropriately responds to
clarification and appropriate response)
verbal and visual cues
• Provide opportunities for children to express themselves through answering open-
ended questions
• Encourage children to listen when spoken to, avoid interrupting and respond
appropriately at the end of the question or statement
• Play “broken telephone” game to reinforce listening skills
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COMMUNICATION
Competency: Use speech and or signs to communicate
Alphabets, magazine, scissors, adhesives, toilet paper rolls, bottle tops, Braille, stones, beads
Ages 36 – 48 Months • Display pictures of different animals, birds and objects and let the children name
Express themselves in speech them
and action
• Provide daily opportunities for children to narrate events. News time is one such
example
• Comment on what is happening during activities
• Encourage children to ask questions by your own example
• Provide ample opportunity for singing, reciting rhymes, poems and finger plays etc.
• Encourage and support children as they expand their use of language and
confidence during group discussions
Ages 49-60 Months • Model and encourage clear communication and tone modulation as you express
Demonstrate appropriate and yourself
accurate self expression
• Provide opportunities for children to narrate experiences every morning during
news time
• Provide time for children to initiate discussions and share experiences
• Display pictures of different animals, birds and objects and let the children name
them
• Model good communication skills
• Encourage and support children as they expand their use of language and
confidence during group discussions
• Model the use of vocabulary the children should use in their interactions
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BOOK KNOWLEDGE AND APPRECIATION

Competency: Demonstrate an understanding and appreciation of books and other forms of print as having a
purpose
Picture books, story books, costumes, charts
Indicator Suggestions for the teacher
Ages 36 – 48 Months • Use big books model and encourage correct handling of books and turning of pages
Demonstrate proper handling • Point the words and direction of sentence flow as you read
of books
• Turn pages deliberately to demonstrate how print works
• Provide adequate opportunity for learners to look at and read books, daily message,
charts, posters, magazines
• Provide a variety of opportunities for children to practice handling books
• Provide an opportunity for children to picture read
Ages 49-60 Months • Model and encourage proper handing of books
Demonstrate proper handling • Reinforce appropriate behavior as regards book handling
of books
Demonstrates interest and • Involve children in arranging books on shelves by content and author. Use pictures
knowledge of book details to label the book clusters
• Assist learners to read classroom labels, signs and other print
• Before reading a book, always draw children’s attention to the author and title
• Provide a brief description of the authors
• Provide opportunities for children to explore and apply their understanding of
books and print knowledge throughout the day
• Ensure shelves are easily accessible to children and encourage return after use
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PRE-READING AND BASIC READING SKILLS

Competency: Demonstrate use of pre-reading and basic reading skills
Name sounds, flash card, picture sound charts, puzzles, word search games, picture story books, alphabet books/charts,
word wheel games, flash cards, paint, paper, sand paper letters, reading books, activity sheets for puzzles and word search.
Ages 36 – 48 Months • Provide picture books for children to read
Demonstrate ability to • Model and encourage children to name and describe pictures
picture read
• Provide opportunities for children to create their own stories from pictures given
Recognize common three • Provide ample opportunity for children to recite the alphabet through song, rhymes,
letter words games, and finger plays
• Guide children in sounding all letters of the alphabet as well as letters that form
common three letter words
• Display and draw the children’s attention to common three letter words
• Direct the children’s attention to the words that describe the pictures during picture
reading
Demonstrate ability to recall • Ask questions related to the story to help them remember and comprehend
simple texts • Repeat simple texts using a variety of methods and encourage children to recall
texts
Ages 49-60 Months • Provide adequate opportunities for children to sing and recite the letters of the
Recognize and sound alphabet
different letters of the
• Model correct articulation of sounds and letters of the alphabet
alphabet
• Play interactive games such as “I Spy” that encourage children to listen for the sound
at the beginning of a word as well as sorting games, fixing puzzles etc.
Demonstrate ability to read • Label items, children’s work and spaces using clear simple writing and encourage
and correctly spell simple children to use labels
words
• Guide children in reading and clapping out syllables in three letter words
• Model appropriate “stretching” through words to hear each sound and provide
adequate opportunity for children to practice
• Encourage children to spell using spelling bee games
Discriminate between • Guide children in articulating sounds and letters and use various activities to
phonetic sounds and letters enhance auditory discrimination
of the alphabet
• As they grow, play matching and pairing or other games to help children distinguish
between upper and lower case letters
Demonstrate ability to recall • Provide time for children to initiate discussions from texts
simple texts, poems and • Encourage children to re-tell stories and to answer questions related to stories
rhymes
• Model and encourage children to recall simple texts, poems and rhymes
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PRE-WRITING AND BASIC WRITING SKILLS

Competency: Write simple and short sentences to communicate ideas and concepts
Letter cards, pieces of wood, pieces of cloth, play dough, plain paper, scissors, grains, glue, activity sheets, leaves
Ages 36 – 48 Months • Engage the children in threading, weaving, clay dough modeling, small construction
Ability to copy and write and sorting to help develop fine motor co-ordination
recognizable letters of the
• Provide opportunities for children to scribble, draw, paint and discuss their work
alphabet and short words
• Model and encourage clear writing at all times
• Provide adequate opportunities for children to practice forming letters through
coloring, tracing & copying, joining the dots, modeling, cutting and pasting etc
• Provide adequate opportunity to reinforce writing using finger painting and pattern
writing
• Provide adequate opportunity to practice holding the pencil correctly
Ability to recognize commas, • Guide children in the identification of commas, full stops and capital letters
full stops and capital letters • Play ‘I Spy’ to help children identify punctuation marks
Ages 49-60 Months • Provide opportunities for children to practice letter shapes as they engage in various
Ability to express themselves activities like modeling, drawing, pattern writing etc
through short written
• Give children adequate practice in writing letters of the alphabet and copying words
sentences, stories and
drawings • Give children practice in forming words from letter cut outs, puzzles and filling in
missing letters
• Encourage children to practice writing their names, labels, lists or letters
• Model sounding out words as you write them and encourage the children to do the
same
• Ensure the children receive much practice in writing by copying short, simple
sentences and labeling work
Recognize and use commas, • Provide opportunity for children to write short simple stories with basic punctuation
full stops, question marks and marks using spellings that incorporate their knowledge of letter-sound association
capital letters with few errors
• Engage children in activities where they are required to add simple punctuation
marks to short passages
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Learning Area 3.0

Health, Nutrition and Safety
To develop children’s
knowledge and understanding
of safety and healthy
living practices
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LEARNING AREA 3.0
HEALTH NUTRITION AND SAFETY
MAIN OBJECTIVE
To develop children’s knowledge and understanding of safety and healthy living practices
KEY CONCEPTS
Nutrition, Toilet routine, Hygiene, Health, Safety, Abuse
COMPETENCIES
• Recognize and choose to eat a variety of nutritious foods
• Demonstrate the skill of using the toilet correctly and practice personal hygiene
• Demonstrate an understanding of the importance of health facilities
• Demonstrate an understanding of the importance of resting, sleeping and exercising
• Demonstrate awareness of common diseases and their prevention
• Show an understanding of knowledge on safety procedures and poisonous substances
• Exhibit an awareness of likely accidents during play and how to avoid them
• Demonstrate an understanding of the knowledge of child abuse

• Frequent opportunities to practice hygiene
• Opportunities to make choices
• Trust in the teacher they interact with
• Consistent limits within a safe environment
• Emotionally safe environment where they can openly discuss issues of child abuse
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NUTRITION
Competency: Recognize and choose to eat a variety of nutritious food.
Pictures, adhesives, magazines, different food types, food charts, kitchen toys, simple recipe books
Ages 36 – 48 Months • Encourage the children to bring pictures of food
Appreciate the importance of • Cut and paste pictures of food on charts
eating food
• Sing songs about the importance of eating
Demonstrate their • Encourage children to express food and drink preferences

understanding of healthy • During circle time, discuss the reasons for eating certain foods in limited quantities
foods by choosing healthy
• Encourage parents to pack healthy snacks for children
foods
• Color pictures of different types of food
Ages 49-60 Months • Cut and paste pictures of food according to various simple categories (fruits,
Identify and categorize food vegetables, meat and meat products etc.)
into healthy and unhealthy
• Display colorful fruit and vegetable posters, pictures and artwork in the classroom
foods
Appreciate the importance of • Provide opportunities during circle time for children to express their food
eating healthy food preferences
• Engage the children in completing healthy foods activity sheets
• Set a healthy snack policy in your classroom
• Introduce children to new fruits and vegetables
• Incorporate a healthy foods event into the activities of the term
• Use role play or story time to communicate information on healthy meals
Recognise a balanced meal • Engage children in food sorting tasks to reinforce the concept of a balanced diet
• Engage children in planning their own balanced or healthy meal by participating in
the balanced meal craft
• Involve children in food pyramid games
Appreciate the importance of • Provide adequate clean water for children to drink during the day
drinking water • Discuss the importance of drinking water with the children
• Drink water often so as to encourage children to practice the same
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NUTRITION
Competency: Practice good eating habits
Water, soap, different fruits & vegetables, food charts, utensils, food, cutlery & utensils, magazine serviettes, food pictures,
kitchen toys, adhesives
Ages 36 – 48 Months • Encourage children to express themselves appropriately when they are hungry,
Express themselves thirsty or satisfied
appropriately when hungry,
thirsty or satisfied
Maintain hygienic food • Remind children to wash hands before eating
handling • Encourage children to cover their food
• Supervise the children as they eat and discourage unhygienic sharing of food
Feed themselves • Motivate children to feed themselves efficiently
• Reinforce positive self feeding behavior using a simple reward system
Practice good table manners • Establish a reward system for children who sit quietly during mealtimes, kindly
request for salt, or other items to be passed to them and chew with their mouths
shut
Ages 49-60 Months • Reinforce the washing of hands before eating
Maintain hygienic food • Demonstrate and encourage good eating habits and reinforce positive behaviour in
handling
this regard
• Demonstrate and encourage washing of fruits and vegetables before eating
• Encourage hygienic ways of sharing food
• Demonstrate appropriate storage of food and reinforce good behaviour in this
regard
• Provide a variety of utensils to be used in playing games like “house” to reinforce
good eating habits as well as skills in cleaning of utensils
Demonstrate socially • Provide visual cues to remind children of acceptable behaviour during mealtimes
acceptable eating manners • Encourage children to feed themselves with cutlery without spilling
• Establish a reward system for children who sit quietly during mealtimes, kindly
request for salt, or other items to be passed to them and chew with their mouths
shut
• Encourage the children to tidy up after eating
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TOILET ROUTINE
Competency: Demonstrate the skill of using the toilet correctly.
Toilet paper, visual aids (on toilet training), pictures, soap, paper towels
Ages 36 – 48 Months • Schedule regular visits to the toilet throughout the day
Ability to recognize and • Encourage and provide opportunities for children to express themselves promptly
promptly express need to use
when they need to use the toilet
toilet
Ability to use the toilet • Assist the children to undress and dress up properly before and after toilet use
correctly respectively
• Display picture cues of proper use of the toilet
•
Reinforce positive behavior in toilet use
•
Encourage children to seek assistance when they require it
Proper hand washing skills •
Remind children on steps to follow when washing hands
with some prompting •
Guide children in role playing proper hand washing
•
Sing songs and recite poems on proper hand washing
Ages 49-60 Months •
Encourage and provide opportunities for children to express themselves promptly
Prompt and appropriate and appropriately when they need to use the toilet
expression of need to use the
• Use positive practice to reinforce correct expression of need to use toilet
toilet
Proper use of toilet • Guide children in proper use of toilet

• Encourage children to flash toilet after use
• Encourage children to dispose of toilet paper appropriately
• Demonstrate proper use of the toilet paper including wiping themselves properly
Proper hand washing after • Establish a routine on proper hand washing after toilet use
toilet use • Display visual cues of proper hand washing
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Handbook
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HYGIENE
Competency: Practice personal hygiene
Magazine cut out, hair brushes/combs, tissue, tooth brushes, nail cutter, tooth paste, face towel, kitchen toys, different
fabrics
Ages 36 – 48 Months • Recite poems such as “I am a germ” to reinforce hand washing
Wash hands properly with • Remind children to wash hands every time the need arises
some prompting
Ability to brush teeth • Model and explain proper teeth brushing techniques
properly • Use a simple reward system to reinforce successful brushing of teeth
Ability to manage personal • Establish regular inspection times and reinforce positive behavior regarding
hygiene with prompting cleanliness
• Play ‘Mr. Inspector’ game to reinforce cleanliness of hair, nose, nails, clothes etc.
• Talk to children about germs explaining why they must cover their mouths when
coughing or sneezing
• Gently point out where children are not engaging in hygienic practices
Ages 49-60 Months • Involve children in a role-play demonstrating good dental hygiene habits
Practice good oral hygiene • Include dental items (tooth brushes, paste etc) in the role play corner so that
children can play ‘dentist’
• Post a brushing chart in a visible place in the classroom
• Sing songs such as ‘my teeth’ that remind children to brush their teeth
Ability to manage personal • Establish regular inspection times and reinforce positive behavior regarding
hygiene without prompting cleanliness and to carry a handkerchief
• Encourage children to cover their mouths when sneezing or coughing, keep nails
short & clean, maintain a clean nose etc.
• Demonstrate skills in dressing using a doll
• Talk about appropriate and inappropriate dressing during circle time
• Engage children in working on personal hygiene activity sheets
• Engage the children in the ‘Mr. clean and tidy game”
• Work with the children to mount a personal hygiene exhibition
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Handbook
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HEALTH
Competency: Demonstrate an understanding of the importance of health services
Health cards, charts, pictures, posters, costumes, First Aid kit and toys, scales, measuring tapes, thermometer, height chart,
blood pressure machine, stethoscope
Ages 36 – 48 Months • Encourage the children to participate in recording their own weight and height as
Participation in regular health well as that of others
check- ups
• Encourage the children to express themselves when they are not feeling well
• Maintain open channels of communication to allow parents to report children’s
health conditions
Knowledge of the basic • Organize for the children to visit a health centre and help them identify different
services available at the health workers
health centres • Set up an imaginative play area using a hospital theme and encourage the children to
role-play
Ages 49-60 Months • Encourage the children to participate in recording their own height and weight as
Participation in regular health well as that of others
check-ups
• Encourage the children to express themselves when they are not feeling well and
refer all serious cases to the health centers
• Encourage children to describe how they feel when ill, in a clear and logical manner
• Role play appropriate behaviour when sick
Knowledge of the basic • Provide parents with information on vaccinations that are due and discuss their
services available at the importance with the children during circle time.
health centres • Maintain open channels of communication to allow children to describe their health
conditions
• Visit health centers and guide the children in describing the work of various
professionals
• Organize for a health practitioner to visit the children and answer their questions
HEALTH
Competency: Demonstrate an understanding of the importance of resting and sleeping
Mattress, outdoor equipment, bedding, work and rest activity books, clock
Ages 36 – 48 Months • Schedule times for sleeping every afternoon
Rest when the need arises • Incorporate short rest times throughout the day
• Encourage children to sleep when tired
Ages 49-60 Months • Encourage children to express themselves appropriately when tired
Rest when the need arises • Provide opportunities for children to take a break as needed
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Handbook
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HEALTH
Competency: Engage in good exercising habits
Play grounds, balls, trampoline, special equipment, skipping ropes, play equipment, swimming pool
Ages 36 – 48 Months • Incorporate exercise into early morning sessions
Engage in daily exercise • Encourage children to maintain activity, such as climbing monkey bars, walking
around etc, during recess times
Ages 49-60 Months • Incorporate exercise into early morning sessions
Engage in daily exercise • Encourage children to maintain activity during recess times
• Incorporate movement and physical activities during daily lessons
HEALTH
Competency: Awareness of common diseases and their prevention
Pictures, audio visual aids, charts, posters, books, dolls, soap, sponge
Ages 36 – 48 Months • Read the children a story such as ‘I will not take a bath” and use this as an
An awareness of the introduction to discuss the importance of bathing
importance of maintaining
• Discuss bath time and hygiene during circle time
bodily hygiene
• Demonstrate how to bath a doll using water, soap and a bathing sponge
Ages 49-60 Months • Display visual aids that show how different diseases are spread
An awareness of the • Sing songs that communicate how various diseases are spread
importance of maintaining
bodily hygiene
Age appropriate • Encourage children to ask questions on HIV and AIDS and give them age
knowledge of prevention, appropriate and accurate answers
transmission and • Make available age appropriate HIV educational materials for the children to interact
management of HIV
with
• Organize for the children to watch age appropriate videos on HIV and AIDS
• Engage the children in games that will sensitize them on HIV and AIDS
Teacher’s
Handbook
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SAFETY
Competency: Show an understanding of knowledge on safety procedures
Various materials at home & school, posters, charts, books, road safety, signs, children traffic school, road safety symbols,
audio visuals, newspapers, puppets, costumes, magazines, pictures, dolls, fire alarm, fire extinguisher
Expected outcome Suggestions for the teacher
Ages 36 – 48 Months • Guide children in the identification of safety symbols at home and in school
Observe safety at school and • Schedule regular fire drills
at home
• Encourage children to exercise caution when moving around the environment
Observe road safety rules • Instruct children to avoid crossing the road without adult supervision
• Engage the children in reciting road safety rules
• Guide the children in playing away from the road
• Engage the children in news telling about accidents that have happened at home or
in school
Exercise caution in relating to • Discourage children from talking to unfamiliar adults
strangers • Discuss the dangers of talking to strangers during circle time
• Read stories that highlight the danger of interacting with strangers
Ages 49-60 Months • Teach awareness of activities that are dangerous
Observe safety at school and • Discuss safety rules and display visual cues focusing on safety
at home
• Give children age appropriate pamphlets that highlight safety rules at home and in
school
• Discuss fire safety
• Guide children in identifying common poisonous chemicals found at home and
school
Observe road safety rules • Test the children using hypothetical situations during circle time to find out what
they would do in the event of danger on the road
• Encourage the children to memorize road-crossing rules
• Play “lost girl/boy”
Exercise caution in relating to • Talk to the children about kidnapping and discuss what they should do in the event
strangers that they are abducted/kidnapped
• Encourage the children to always notify you of their whereabouts and discuss the
dangers of wondering off alone
• Impress upon the children the importance of not accepting gifts from strangers
• Engage the children in drama/role play with the theme
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Handbook
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SAFETY
Competency: Exhibit an awareness of likely accidents during play and how to avoid them
Magazines, picture cards, charts, flash cards, audio visuals, puppets, costumes, books
Ages 36 – 48 Months • Demonstrate the use of play equipment
Observe care during play • Guide children in taking turns in using play equipment
• Guide children to use equipment that is in working condition
Ages 49-60 Months • Raise awareness of accidents likely to occur during play
Observe care during play to • Demonstrate the use of play equipment and encourage children to use play equipment
avoid accidents
as intended
• Guide children in taking turns in using play equipment
• Guide children to use equipment that is in working condition
• Encourage children to seek help with equipment they are not familiar with.
ABUSE
Competency: Demonstrate a basic understanding of child abuse and their rights
Pictures, audio visuals, resource person, books, newspapers, magazines, human rights charts, puppets and costumes
Ages 36 – 48 Months • Encourage children to communicate when people do wrong things to them
Recognize and report • Use story time to sensitize children on the different forms of abuse
incidences of abuse
• Guide children in understanding the difference between a good and a bad touch
Show ability to stand up for • Encourage children to walk in groups and avoid isolating themselves
their rights • Encourage children to run away, cry out or scream when they are afraid of someone or
a situation
Ages 49-60 Months • Teach the children that their bodies belong to them and they can say NO to a wrong
Recognize and report touch
incidences of abuse
• Guide the children in differentiating between a good and bad, confusing, and safe or
unsafe touch
• Teach about concepts of secrets in the context of child abuse
• Identify forms of abuse
• Identify places where one can be abused
• State places to report abuse
Show ability to stand up for • Present videos showing what children can do to resist abuse
their rights • Teach physical defense skills and encourage assertive skills to ward off abuse
• Encourage children not to talk to strangers
• Use age appropriate instructional material to teach the concept of children’s rights
Teacher’s
Handbook
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Learning Area 4.0

Mathematical and
Scientific Thinking
To develop process skills,
knowledge, understanding
and attitudes for science
and mathematics
Teacher’s
Handbook
43
LEARNING AREA 4.0
MATHEMATICAL AND SCIENTIFIC THINKING
MAIN OBJECTIVE
To develop process skills, knowledge, understanding and attitudes for science and mathematics
KEY CONCEPTS
Concept of Numbers, Mathematical Skill, Time, Money, Science Process Skills, Natural Resources, Living and Non-living Things
COMPETENCIES

• Demonstrate the skill of classifying objects
• Demonstrate ability to recognize, write and count numbers up to 20
• Perform number value activities and demonstrate competency in basic measurement, shape and space
• Perform additions and subtractions that have answers less than 10
• Recognise time intervals and recognize money and its value
• Demonstrate understanding of science process skills
• Distinguish between natural and man-made resources as well as living and non-living things
• Keep their environment clean

• A positive attitude and disposition towards their learning
• A variety of activities to reinforce each concept
• Carefully planned environment that will provide opportunities to practice the various mathematical and scientific concepts
• Opportunities to use correct mathematical expressions in their daily activities
• Interesting and fun filled activities to enhance and reinforce learning
• Opportunities to use higher order processing skills and to refine thought processes rather than focusing on solutions
• Opportunities to practically apply mathematical and scientific concepts
Teacher’s
Handbook
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CONCEPT OF NUMBERS
Competency: Demonstrate the skill of sorting, grouping and matching objects
Variety of objects, grains, stones, books, shapes, blocks, cutlery, coloured beads
Ability to differentiate between • Guide children in describing items by size, colour, shape or use
similar items that have different sizes, • Talk to the children about big/small, thick/thin, tall/short etc, sing songs that help
colour, shape or use
them to describe objects
• Play games like the “Birdie, Birdie Fly Around” that reinforce the concept of
grouping
Skill in grouping various objects • Provide several examples of any given attribute to enable children to identify a
according to one attribute specific characteristic
• Take a walk with the children and ask them to pick objects that fit a given
attribute
• Discuss with the children as they work, the reasons why they would place an item
in one group and not the other
• Mix similar items of different sizes and ask the children to sort them individually
or in groups and discuss the names of the groups e.g. reds, greens, etc
Skill in matching and pairing various • Play games that require children to match objects that go together
objects • Provide puzzles to reinforce the skill of matching and pairing
Ability to group various objects • Guide the children in describing objects by more than one attribute
according to at least two attributes • Based on their ability to group items by one attribute, demonstrate the skill of
grouping items by two or more attributes
• Provide children with opportunities to group the items by two or more attributes
and name the group
• Engage the children in tidying up items where they will be required to place
similar items together
Skill in matching and pairing various • Play games that require children to match objects that go together
objects • Engage children in matching big and small letters of the alphabet, number symbol
and number value, animals and their young ones, an object and its use etc
Demonstrate ability to perform • Lay out a set of items that alternate two colours e.g. yellow triangle, blue triangle,
analogical thinking tasks yellow triangle, blue triangle then guide the children in identifying the colour of
the next triangle
• Give the children several opportunities to guide them in analysing a sequence and
figuring out the next item
• Gradually increase the number of attributes the children will require in analysing
the sequence and demonstrate the reasoning that should guide the process
• Engage the children in many opportunities to demonstrate analogical reasoning
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Handbook
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CONCEPT OF NUMBERS
Competency: Demonstrate ability to recognize, write and count numbers up to 20
Flash cards, wax crayons, counters of various types, paint brush, posters, number charts
Ages 36 – 48 Months • Provide adequate opportunity for children to count through counting rhymes,
Ability to rote count numbers up to 10 counting games, and counting actions, objects or pictures
• Engage children daily in rote counting while pointing at the number symbols
Recognize numbers up to 10 • Engage children in counting while pointing the numbers
• Play number recognition games such as “I spy”
• Provide a large variety of number numerals for children to handle
Number sequencing • Write numbers 1 – 10 on small pieces of paper, jumble them and demonstrate
how they should be ordered
• Provide ample opportunity for children to order numbers using games, puzzle pieces etc
Write numbers up to 10 in sequence • Guide the children in tracing numbers using pencils, crayons or paint
• Engage children in finger painting of numbers, modeling numbers using play dough, mud
• Cut out numbers and paste them in a scrap book
Ages 49-60 Months • Provide ample opportunity for children to recite numbers both forward and backwards
Ability to rote count numbers up to 20 • Support rote counting with rhymes, songs and poems
forwards and backwards
• Model and encourage use of number language
• Assign different children responsibilities for counting items and individuals as a daily routine
Ability to recognize number symbols, • Use guidance given above but extend it to cover numbers up to 20
sequence numbers as well as to write
numbers up to 20 in sequence
CONCEPT OF NUMBERS
Competency: Perform number value activities
Abacus, counters, activity sheets, seeds, number value charts
Ages 36 – 48 Months • Display counters and engage the children in counting ten objects
Understanding of number • Demonstrate the ability to match number symbols with corresponding objects and engage
value for numbers up to 10
children in similar exercises
• Engage children in counting rhymes that involve actions such as clapping
Ages 49-60 Months • Display flash cards or charts to reinforce the concept of number values
Understanding of number • Demonstrate the ability to match number symbols with corresponding objects and engage
value for numbers up to 20
children in similar exercises
• Engage children in counting rhymes that involve actions such as clapping
Count objects in groups • Demonstrate arrangement of objects in groups of two to ten
from twos to tens • Guide the children in identifying groups of objects with the same number of items up to 10
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Handbook
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MATHEMATICAL SKILLS
Competency: Demonstrate competency in basic measurement, shape and space
Patterns, different objects, containers, shapes, building blocks, crayons, paper, number cards, water sand, peg board, flash cards, beads
Ages 36 – 48 Months • Model and encourage the use of words describing shapes, colors and patterns such as round,
Begin recognizing shapes, flat, pointed, yellow, blue, wiggly etc
colors and patterns
• Play ‘I spy’ game to help identification of shapes, colors and patterns
• Place paper over an interesting surface such as a coin and rub a crayon over to reveal the
pattern of the object
• Provide opportunities for children to sort objects by color, shape, or pattern
• Provide opportunities for the children to use modeling clay to make wiggly snakes, balls, bangles etc
Ability to compare objects by • Model and encourage use of mathematical language such as longer/shorter
size, color, length, weight and • Engage the children in filling and emptying activities to reinforce the concept of measurement
capacity
• Provide a variety of materials for the children to compare
• Cover large surfaces with small objects
• Engage children in comparing sizes using their fingers, hands and feet,
Locate objects in their • Model and encourage use of position language such as under, on top, etc
immediate surroundings using • Blind fold yourself and engage the children in giving you directions to find objects strategically
words to describe position
placed to reinforce their understanding of positions
Ages 49-60 Months • Encourage children to make patterns with pencils, crayons paint or colors
Recognize different shapes, • Provide materials of different shapes and guide the children in discussing their characteristics
properties, colors and
• Model and encourage correct use of words in describing sizes, colors and patterns
patterns
• Ask for shapes, colors or patterns using their correct names and involve all the children in finding them
• Using tangible objects, draw the children’s attention to the various properties e.g. round, side, corner, flat etc
• Encourage children to create their own patterns and also to copy and continue patterns
Describe position using • Model and encourage correct use of words describing position
words like inside, outside, on, • Give the children opportunities to describe the position of various objects e.g. in working
in, over under, etc
activity sheets, action games etc
Demonstrate understanding • Model and encourage correct use of words to describe direction
of words that describe • Pretend to be a robot and ask children to give you instructions to get to someplace. Switch
direction and movement
roles and give the children directions too
(e.g. turn, rotate, up, forward
etc)
Teacher’s
Handbook
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Demonstrate understanding of words that • Model and encourage correct use of words to describe direction
describe direction and movement (e.g. turn, • Pretend to be a robot and ask children to give you instructions to get to
rotate, up, forward etc)
someplace. Switch roles and give the children directions too
Compare measurement with reference to • Provide examples of the variety that exists for the same shape or
size, length, weight and capacity measurement
• Provide materials for children to compare size, length, weight and capacity
• Engage children in activities to make things that fit prescribed dimensions
• Encourage the children to solve problems related to size, length, weight and
capacity
• Model and encourage correct use of words describing sizes, properties and
measurements
• Engage the children in timed picture search activities
• Engage the children in activities where they compare objects using multiple
dimensions
Teacher’s
Handbook
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MATHEMATICAL SKILLS
Competency: Perform additions and subtractions that have answers less than 10
Measuring tools, number charts, number charts, number patterns, number rods, beads, stones, string, Abacus, number
strips
Ages 36 – 48 Months • Provide children with opportunities to put together a number of items that will add
Ability to count how many up to five and ask them to count them all
items together
• Demonstrate the skill of counting up to five
Perform simple subtraction • Pose problems as you interact with the children that require them to add e.g. How
of numbers up to 5 many girls will there be if one more girl joined them?
• Use finger flashing to guide children in adding up numbers up to five
Ages 49-60 Months • Model and encourage use of mathematical language, for example adding or counting,
Know words that describe altogether, more, less, how many etc.
addition and subtraction
• Provide children with opportunities to identify the operation that was performed
e.g. There were five sweets and now I have ten, what happened?
Add numbers up to 10 • Provide children with adequate opportunities to count up to 20 from any number
using counters • Lead the children in singing songs that reinforce the concept of addition e.g ‘ One
Man Went To Mow’
• Demonstrate and encourage children to put objects together and count them
• Play games where a number of objects are added as children close their eyes and
they are asked to find out how many objects were added
• Model and encourage the use of words used when taking away e.g. subtract,
subtraction, less, fewer, leaves etc
Subtract numbers that • Provide children with adequate opportunities to count back from 20
have answers less than 10 • Lead children in singing songs that reinforce the concept of subtraction e.g ‘ Ten
Green Bottles’
• Demonstrate and encourage children to take away objects and count the remainder
• Play games where a number of objects are hidden and the children are asked to find
out how many were hidden
• Model and encourage the use of correct words when adding e.g. altogether, total,
makes, more etc
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Handbook
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TIME
Competency: Recognise that time passes
Pictures, radio, wall charts, flash cards, calendar, timer, watches, clock
Ages 36 – 48 Months • Play ‘Simon says’ using words like slowly, quickly, etc
Correctly use words to • Count down to important days marked on the calendar
describe the passage of time
• Guide children in the sequencing of major home routines from waking up to sleep
(e.g. quickly/slowly, night/day)
time
Ages 49-60 Months • Display a pictorial chart of the daily routine and draw the children’s attention to the
Demonstrate an chart when new activities are commencing
understanding of the passage
• Tell children stories that bring out the concept of time passage
of time
• Mark out important days on the calendar and engage children in counting down to
the days
• Show the children the different types of watches and clocks that are used to tell
time
• Play games that involve waiting to provide children with a sense of time
MONEY
Competency: Recognize money and its value
Coins, notes, model items to stock shopping corner
Ages 36 – 48 Months • Making coin imprints by rubbing with pencil, colour or crayons
Recognize money and its use • Play games that help children to distinguish money from non-money items
• Provide a shopping corner where children can role play buying and selling
• Provide adequate opportunity for children to add and subtract using coins of up to
five Pula
Ages 49-60 Months • Model and encourage the use of appropriate terms used in buying and selling e.g
Recognise different Pula and cost, change, price, spend, pay etc
Thebe denominations by
• Play ‘fair swap games’ to understand the equivalence of coins
value and appearance
• Draw the attention of the children to price labels as indicating the cost of an item
Understand the transaction • Take the children on shopping visits to provide them with practical experience in
involved in buying and selling handling money
activities
• Encourage the children to spend some time in the shopping corner
• Play matching games to help children match money with a price
• Provide adequate opportunity for children to add and subtract using coins
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Handbook
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SCIENCE PROCESS SKILLS

Competency: Demonstrate an understanding of science process skills
Pictures, objects within the environment, charts, plants, insects, food, crayons, drawing books, sieves, magnifying glasses,
magnets, water, objects of various weights
Ages 36 – 48 Months • Model enthusiasm, curiosity, investigation and experimentation in searching of
Use their senses to explore information for different situations
their environment
• Provide an interesting, stimulating and attractive learning environment to encourage
children’s curiosity
• Extend children’s interests through questions and further investigation
• Teach children careful use of investigation tools and equipment e.g magnifying
glasses, weighing scale etc.
• Guide the children in making complete observations
Understanding of scientific • Demonstrate basic scientific principles and give children adequate opportunity to
principles practice the principles. e.g. floating, sinking, gravity etc
• Provide opportunities for children to identify different sound pitches after striking
different objects
Ages 49-60 Months • Make effective use of the outdoors e.g. taking nature walks to provide the children
with real experiences
Development of observation, • Provide the children with activities to participate in simple investigations using their
questioning and investigation
skills senses and examination of objects to understand their different characteristics
• Model asking of relevant questions and encourage children to do the same in
seeking explanation
• Model descriptive vocabulary and encourage children to use it as they go about
their activities
Ability to predict results of • Engage the children in practical scientific activities such as sinking, floating, flooding,
simple experiments production of echo sounds, formation of shadows, production of different sound
pitches, etc
• Provide them with opportunities to predict the result of various experiments
Investigate objects and • Guide the children in using different senses to classify things
materials to make inferences • Carefully observe the child’s level of understanding and reasoning and provide
bridging experiences
• Provide the children with adequate opportunities to engage in trial and error as
they perform experiments
• Encourage children to talk about their findings and speculate on reasons
• Provide the children with adequate opportunities to record their findings
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Handbook
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NATURAL RESOURCES
Competency: Demonstrate a basic understanding of natural resources
Water, containers of different shapes & sizes, plants, soil pictures, charts, drawing paper, crayons, audio visuals, different
types of soil, sieve, gauze
Ages 36 – 48 Months • Discuss the various uses of water and display a pictorial chart showing the different
Understanding of the uses of water
importance and use of water
• Perform filling and emptying activities
Know that air exists • Make bubbles and ripples in water

• Demonstrate the making of a kite; have the children make their own and fly it
outside
Identify soil types by their • Guide the children in pointing out the differences in different types of soil
color and texture • Guide children in experimenting to see which soil lets water through faster
Identify physical features • Take a walk with the children and point out various physical features
such as hills, valleys and • Display a pictorial chart of physical features
rivers • Engage the children in drawing various physical features
Ages 49-60 Months • Engage children in water based activities e.g. making bubbles, channeling, evaporation,
Demonstrate an floating etc
understanding of the different
• Display a pictorial chart with the various uses of water
sources and uses of water
• Guide the children in identifying clean water sources
Name soil types • Display different types of soils and guide the children in differentiating them
and describe their • Perform water drainage experiments
characteristics and uses • Use the soil to model various objects
• Plant seeds in the different types of soils and guide the children in making correct
observations
Describe some of the • Display a pictorial chart of physical features
physical features in their • Sing songs that will remind the children of the unique features of various physical
environment features
• Model some physical features and encourage the children to do the same
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LIVING AND NON-LIVING THINGS

Competency: Distinguish between living and non-living things
Animal products, plants products, charts, pictures, audio visuals, animals, watering cans, drawing paper, crayons, wood,
pots, chairs, tables, paper, leaves, plastics, sawdust
Ages 36 – 48 Months • Guide children in identifying the main classes of animals and birds by the sound they
Recognize pictures of birds make
and animals
• Lead children in singing songs like ‘Old Macdonald Had A Farm’
• Tell children stories of different animals and highlight their characteristics
Demonstrate how to care • Plant seeds in different substances and guide children in observing how they grow
for plants and animals • Engage children in coloring pictures of plants and animals
• Take children to the animal orphanage to observe the care of animals
Demonstrate an • Lead children in reciting poems about their body parts and their uses
understanding of their • Use their senses in making observations
bodies
Perform classification of • Provide a variety of puzzle pieces or pictures of common living and non-living things
living and non-living things and engage the children in classifying them
• Perform experiments that will enable the children deduce the characteristics of living
and non-living things
Ages 49-60 Months • Perform experiments that will enable the children deduce the characteristics of living
Perform classification of living and non-living things
and non-living things
• Play the ‘I spy game’ emphasizing the key dimensions used to differentiate between
living and non-living things
• Guide the children in enumerating what living things need to grow
• Engage children in the identification of different parts of plants and animals
Demonstrate how to care • Plant seeds in different substances and guide children in observing how they grow
for plants and animals • Engage children in cutting and pasting into a scrap book, pictures of plants and
animals
• Take children to the animal orphanage and to farms to observe the care of animals
and plants
Demonstrate an • Present children with pictures of a human body and guide them in labeling the
understanding of their different external parts
bodies • Guide children in discussing the uses of various external body parts
Identify animal and plant • Provide opportunities for children to match animals with their products
products • Recite poems about plant and animal products
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Handbook
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LIVING AND NON-LIVING THINGS

Competency: Demonstrate initiative in keeping the environment clean
Waste bins, different items in the class, refuse bags, gloves, waste materials, costumes, drawing paper, clay, insect nets
Ages 36 – 48 Months • Encourage children to keep all the personal belongings they do not need in their
Maintain a clean environment bags
• Engage in role play on maintaining a clean environment
• Schedule clean up time after every activity and engage all the children in the
exercise
• Encourage proper disposal of litter
Ages 49-60 Months • Encourage children to form and join an environmental club
Maintain a clean environment • Schedule clean up time after every activity and engage all the children in the
exercise
• Encourage the children to keep their working areas tidy
• Encourage proper disposal of litter
• Create a duty roster for the care of classroom plants, cleaning of chalk board
• Establish a merit system to reward those that keep their environment clean
• Take the children on a scavenger hunt to clean up the outdoor space
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Handbook
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Learning Area 5.0

Physical, Creative and
Aesthetic Development
Children will develop
gross and fine motor
skills, creativity and
appreciate beauty
through art.
Teacher’s
Handbook
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LEARNING AREA 5.0

PHYSICAL, CREATIVE AND AESTHETIC DEVELOPMENT
MAIN OBJECTIVE
Children will develop gross and fine motor skills, creativity and appreciate beauty through art.
KEY CONCEPTS
Gross motor skills, Eye-hand co-ordination, fine motor skills, and Creativity & Aesthetic skills
COMPETENCIES
• Demonstrate use of gross motor muscles
• Demonstrate ability to perform tasks that require eye-hand co-ordination
• Demonstrate use of fine motor muscles
• Express themselves in music using different songs and instruments
• Demonstrate dancing skills
• Express themselves using different kinds of art

• Safe and carefully planned environments that will provide appropriate challenge to enhance physical development
• Adequate time and space to explore and interact with the environment
• Variety of indoor and outdoor equipment to foster development in various areas
• Adult presence to ensure safety, appropriate and varied use of equipment, fair distribution of play materials, as well as emotionally
safe play
• A stimulating environment where creativity is valued
• Variety of resources to stimulate creativity
• Emotional security where innovativeness and expression of ideas is valued
Teacher’s
Handbook
56
DEVELOPMENT OF MOTOR SKILLS

Competency: Demonstrate use of gross motor muscles
Balls, play grounds, dolls, outdoor equipment, blind folds, measuring tape, balancing boards, trampoline
Ages 36 – 48 Months • Engage children in action songs such as ‘Head, Shoulders, Knees and Toes’ and
Growing ability in gross ‘There’s A Brown Girl In The Ring’
motor skills
• Schedule regular outdoor sessions where children will engage in a variety of large
muscle movement including climbing, running etc
• Ensure children wear appropriate clothing for outdoor play
• Suggest new ways of movement to work all the large muscles
• Model and encourage the use of negotiation language such as wait, take turns, share,
etc
• Ensure the safety of appropriate equipment and guide the children in their
safe use
Ages 49-60 Months • Provide a range of stimuli to generate movement e.g. songs, music, action rhymes
Growing ability in gross and stories
motor skills
• Schedule regular outdoor sessions where children engage in a variety of gross
motor activities including somersaults, cartwheels, jumping, hopping forwards and
backwards, running, skipping, catching a ball, riding bicycles, swimming etc
• Provide challenging opportunities for children on an individual basis
• Ensure adequate supply of balls, skipping ropes, trampoline, bean bags etc
• Encourage safe use of play equipment such as monkey bars, balance beams, swings
and slides
• Encourage children to achieve more by building on existing skills
• Model and encourage the correct use of vocabulary for movement such as gallop,
follow the leader, copy etc
• Engage children in singing songs that require them to move their arms, legs
and feet such as ‘ In and out the Bamboo Forest’
Teacher’s
Handbook
57

Competency: Demonstrate ability to perform tasks that require eye-hand and eye-foot co-ordination
Balls, toys, containers, beads, balls, lacing cards, thread, stringing beads, pegs and pegboards, nesting boxes, stacking cones,
puzzles, scissors,
Ages 36 – 48 Months • Provide adequate opportunities for developing eye hand co-ordination including
Growing ability in eye hand/foot feeding themselves, buttoning clothes, handling a pencil competently, copying
co-ordination
geometric shapes and letters, filling and emptying containers and using scissors
• Provide opportunities for children to develop eye-foot co-ordination including
throwing and catching a ball, kicking a ball while maintaining balance, slowing down in
order to change direction
• Observe the children carefully to see how each child is progressing so as to
facilitate learning for each child
Ages 49-60 Months • Provide adequate opportunities for developing eye hand co-ordination including
Growing ability in eye hand co- making paper chain decorations, fitting jigsaw puzzles, playing with balloons filled
ordination
with air, coloring, drawing patterns, cutting and pasting etc
• Provide opportunities for children to develop eye-foot co-ordination including
throwing objects with accuracy to hit a target, bouncing a ball and catching it,
moving items to new positions according to instructions, dribbling etc
• Give children adequate time to develop proficiency with one activity before you add
more
• Provide one activity at a time
• Closely observe the children to assist those that are struggling
Teacher’s
Handbook
58

Competency: Demonstrate use of fine motor skills
Paper, crayon, beads, strings, scissors, puzzles, drawing paper, shoe laces, clothes with different closing mechanism, dolls,
button frame, lacing frame, wash basin
Ages 36 – 48 Months • Provide opportunities for children to manipulate several small objects such as logo
Growing ability in fine motor pieces, wooden blocks, pencils, colors etc
skills
• Engage children in construction using building blocks, stringing large beads on
a shoelace, tying shoe laces, buttoning and unbuttoning their clothes with little
assistance, open and close their zippers with assistance
• Create opportunities for children to fold paper according to instructions
• Give children large pictures that they will cut out , color and paste to their books
• Play finger games and engage them in telling stories with finger puppets
• Engage children in singing songs that require finger movement e.g. ‘Itsy Bitsy
Spider’
Ages 49-60 Months • Provide adequate opportunity for children to copy pictures, patterns, shapes such as
Growing ability in fine motor triangle/square, cut on a straight/curved line or paint along given boundaries
skills
• Encourage children to dress themselves or dolls, tie shoes, zip their clothes and
complete a lacing card
• Provide them with drawings that have curves and encourage them to attempt to
stay within the lines when coloring
• Engage them in threading hollow materials using strings, use scissors correctly and
fold paper in different ways
• Schedule puzzle fixing sessions as well as finding their way through mazes
and filling cross word puzzles
Teacher’s
Handbook
59
MUSIC MOVEMENT AND DANCE

Competency: Express themselves in music using different methods of producing sound
Radio, musical instruments, strings, drums, rattles (matlhowa), traditional instruments (phathisi), compact discs, cassettes,
costumes, video cassettes recorder, cassette player
Ages 36 – 48 Months • Schedule music sessions within the timetable where the children sing songs they
Engagement of children in know or have learnt or learn new songs
making music
• Incorporate music in other learning areas e.g. singing counting songs for maths or
beating a drum when a giant is approaching during story time
• Guide the children in recognizing different types of music
• Provide a variety of sound producing items or musical instruments to encourage
sound production
• Encourage children to move to the rhythm of the songs or music
• Engage children in singing games such as ‘I Sent a Letter’
• Play quiet soothing music during rest times
Ages 49-60 Months • Organize cultural days where children will sing and dance to cultural sounds
Engagement of children in • Play quiet background music as children engage in play activities
making music
• Encourage children to sing songs related to special occasions such as Christmas,
Easter, Independence day etc and guide them in identifying songs for different
occasions
• Provide opportunities for children to watch audio visuals and sing along
• Make available a variety of musical instruments including other sound producing
items to enable them to participate in sound production
• Schedule sessions for making simple musical instruments including musical shakers,
rain sticks, finger bells, hand clappers or tambourines
• Guide children in identifying traditional and modern musical instruments
Teacher’s
Handbook
60
MUSIC MOVEMENT AND DANCE

Competency: Demonstrate dancing skills
Radio, video, cassettes, pictures, charts, musical instruments, compact disc cassettes
Ages 36 – 48 Months • Encourage children to move to different rhythms
Engagement of children in • Provide opportunities for children to create their own movement to music
movement and dance
• Play ‘Follow the Leader’ game to give many children the opportunity to participate in
creating movement
• Demonstrate simple dance steps and encourage children to imitate them
Ages 49-60 Months • Model movement and encourage children to move according to the rhythm
Engagement of children in • Encourage children to describe their movement, supporting this process with the
movement and dance
appropriate vocabulary
• Lead the children in singing songs like ‘The Baby Elephant Walk’ that will enable
children to practice making coordinated movements
• Give children adequate practice in listening to the beats and clapping before they
participate in coordinated movements
• Provide opportunities during the day for children to recite rhymes that require them
to move according to instructions
• Provide support for children to reflect upon and improve their own work
Teacher’s
Handbook
61
CREATIVITY & AESTHETIC SKILLS

Competency: Express themselves in different forms of art
Paint, paper, thread, construction paper, costumes for role play, puppets, crayons colors,
Ages 36 – 48 Months • Provide children with lots of opportunity to explore color, texture, roles etc.
Growing ability to express • Engage children in expressive activities such as painting, modeling, role play, coloring,
themselves in various creative
construction, drawing etc
ways
• Encourage children to express themselves freely adapting to their ideas rather than
trying to structure them
• Show appreciation towards children’s work and extend their ideas
• Provide support for children to reflect upon and improve their own work
• Give children an opportunity to describe their work
• Work with children to decorate walls, windows etc, as may be required
• Always emphasize the process the children have undergone rather than the
product
Ages 49-60 Months • Provide a safe environment that allows the child to explore and play without undue
Growing ability to express restraints
themselves in various creative
• Provide opportunities for children to explore all possibilities in problem solving,
ways
moving from common to more original ideas and encourage the sharing of
divergent views
• Schedule sessions for free choice of activities and support imaginative and creative
play
• Engage children in reflecting upon their creative work in order to expand their
ability for critical evaluation
• Provide adequate materials to enable children to engage in creative activities such as
imaginative play, art, craft, designing etc
• Teach children new skills that they will use to engage in creative expression
such as print making, collage, mosaic, spray painting, origami, sewing etc
• Provide children with opportunities to interact with creative adults
Teacher’s
Handbook
62
Learning Area 6.0

Moral and Spiritual Guidance
Children should develop
good morals and demonstrate
spiritual growth.
Teacher’s
Handbook
63
LEARNING AREA 6.0
MORAL AND SPIRITUAL GUIDANCE
MAIN OBJECTIVE
Children should develop good morals and demonstrate spiritual growth.
KEY CONCEPTS
Behavior guidance and Spiritual guidance
COMPETENCIES
• Demonstrate respect and courtesy in their interactions
• Develop good relationships with other children
• Engage in acts of kindness, honesty, sharing and helping others in need
• Display an understanding of stories on spiritual truths

• Positive role models
• Opportunities for regular and frequent practice of lessons learnt
• Adequate indoor and outdoor activities to reinforce lessons learnt
• Varied opportunities to learn more about the spiritual truths
• A sense of belonging to the school community
Teacher’s
Handbook
64
BEHAVIOURAL GUIDANCE
Competency: Demonstrate respect and courtesy
Teaching and learning materials: Audio visuals, puppets, dolls, indigenous toys, posters, magazines
Ages 36 – 48 Months • Model and encourage respectful and courteous behaviour and language
Demonstrate respect and • Engage children in drama and role play communicating lessons to enhance respectful
courtesy in interactions with
behaviour
others
• Use positive practice to reinforce respectful behaviour
· Use stories to encourage children to use the magic words
• Lead children in singing songs that remind them to be courteous and
respectful
Ages 49-60 Months • Encourage children to show respect to one another
Demonstrate respect and • Display the magic words with picture cues for all children to see
courtesy in interactions with
• Develop sub themes of good behavior and schedule each one as the focus
others
of the week. The children will be guided in strengthening that specific
behavior

BEHAVIOURAL GUIDANCE
Competency: Develop good relationships with other children
Stage props, puppets, puzzles, dolls, building blocks, audio visuals, posters, charts, magazines
Ages 36 – 48 Months • Encourage children to play together
Good relationships with • Make every effort to treat all children fairly
other children
• Be alert to any tensions that may exist among the children and mediate any
emotional situations
• Engage children in role plays with the theme - Making friends
Ages 49-60 Months · Encourage children to express themselves clearly when they are hurt and
Good relationships with to resolve conflicts
other children • Provide children with opportunities to develop respect for the opinions of others
• Encourage children to socialize and to use language that fosters friendship
• Model and encourage children to adopt a friendly approach in their interactions
• Provide opportunities for children to interact with different children
• Guide children in navigating difficult situations encountered as they interact
with each other
Teacher’s
Handbook
65
SPIRITUAL GUIDANCE
Competency: Appreciate and understand the existence of beliefs
Religious books, religious charts, religious costumes
Ages 36 – 48 Months • With the help of visual representations, guide children in recognising different places
Recognize places of worship of worship and costumes associated with certain cultures or religions
and demonstrate knowledge
• Provide opportunities for children to discuss different beliefs
of spiritual beliefs
• Guide children in singing songs that foster understanding of various beliefs
Ages 49-60 Months • Provide opportunities for children to visit different places of worship
Recognize places of worship • Invite resource persons or groups of children to make presentations on beliefs
and demonstrate knowledge
• Guide children in making presentations during religious celebrations such as Easter,
of spiritual beliefs
Christmas etc
• Identify forms of worship practiced at home and by others
• Demonstrate tolerance to beliefs of others
SPIRITUAL GUIDANCE
Competency: Display an understanding of stories on spiritual truths
Religious costumes, religious books, Bible/Koran
Indicator Suggestions for the teacher
Ages 36 – 48 Months • Provide opportunities for children to listen as stories are read from the Bible or
Demonstrate an other spiritual books
understanding of spiritual
• Encourage children to answer questions on the stories heard
truths
• Engage children in activities based on Bible stories
• Guide children in singing songs to related to the stories they have learnt
Ages 49-60 Months • Engage children in daily devotion
Demonstrate an • Provide adequate opportunity for children to dramatise Bible stories
understanding of spiritual
• Lead children in singing praise songs
truths
• Merit system
• Practice lessons learnt from the stories with some prompting from the teacher
• Participate in activities to reinforce learning of spiritual truths
Teacher’s
Handbook
66
SECTION 111
RECORDS FOR EFFECTIVE
TEACHING AND LEARNING
To develop children’s
knowledge and understanding
of safety and healthy living
practices
Teacher’s
Handbook
67
SECTION III
RECORDS FOR EFFECTIVE TEACHING AND LEARNING

This section describes all the records that the teacher will require for effective teaching and learning. A template of each is
provided along with how it should be used.
SCHEMES OF WORK
Schemes of work describe the teacher’s plan from the curriculum for the whole year. They schedule the entire content
of the learning areas, and guide the teacher on what should be taught and when. They ensure that the entire content area
is covered adequately in a logical sequence. Individual differences in development and learning styles should be reflected in
the variety of teaching and learning strategies and assessment methods used. The schemes should also be flexible to factor
in the children’s pace of learning.
Schemes of Work for: (learning area)
Term: ________________ Year: ________________
Learning
Month
Week
Expected Resources/ T&L Methods/ Teachers

Competency Checks/
outcome Materials Activities Notes
Assessment
I
II
I
III
IV
I
II
II
III
IV
I
II
III
III
IV
*Schemes of work should be prepared for the entire school year LESSON PLAN
Lesson plans outline the structure of the teaching and learning process throughout the lesson. They guide teachers in planning the
activities required to achieve objectives. They may be prepared for each lesson or unit or for the whole day in cases where the the-
matic approach is preferred.
Teacher’s
Handbook
68
LESSON PLAN
Lesson plans outline the structure of the teaching and learning process throughout the lesson. They guide teachers in planning the
activities required to achieve objectives. They may be prepared for each lesson or unit or for the whole day in cases where the
thematic approach is preferred.
An example of a Lesson Plan for each unit
Concept / Topic to Teach:
General Goal(s):
Specific Objectives:
Start: Readiness activities
Methodology: Teaching and learning plan for individual as well as group work
End: Wrap up
Assessment: Method of obtaining feed back
Adjustments:
1. Slow learners:
2. Fast learners:
Possible linkages with other learning areas:

Teacher’s
Handbook
69
Daily Lesson Plan (Thematic approach)
Template of a Daily Lesson Plan
Theme:
Sub-Theme:
Specific objectives for each learning area:
Teaching and learning materials for each learning area:
Activities for each learning area:
References:
Teacher’s comments:
Teacher’s
Handbook
70
RECORD OF DAILY WORK

At the end of every day, the teacher should keep a record of work covered.
Record of work for: (learning area)______________________________________________________
Term: ________________ Year: ____________________________________
Teacher’s Teacher’s
Date Expected Outcomes Work covered
Comments Signature
The teacher should include comments as regards the extent to which the expected outcomes were achieved, the challenges faced,
follow up activities and recommendations.
DAILY DIARY OF CHILDREN’S PROGRESS

The daily diary will include information of the child’s progress in each learning area. It is very useful in identifying the differences in
children’s learning for the purpose of meeting individual and group needs. Challenges are identified and strategies are designed to
ensure optimal learning for all children.
Daily diary for: (learning area)
Year: ________________ Term: ________________
Week: ________________ Date: ________________
Achievement
Child’s name Work covered Child’s progress and challenges
of expected outcomes
Teacher’s
Handbook
71
MONTHLY PROGRESS CHECKLIST

This record is filled out at the end of every month to indicate the progress of each child in each area as
indicated in the schemes of work.
Term: ________________ Year: ________________
Date: __________________
Learning Performance Child’s

Child’s Name Competency Remarks
Area Indicators Progress
Key
* Unable to perform task
- Demonstrate skill using trial and error
/ Manages with some assistance from teacher
√ Manages without any assistance
Teacher’s
Handbook
72
CHILD’S PROFILE
Child’s Name Date of Birth
Class Teacher’s name
Date of Admission Institution previously attended
Based on information from the monthly records in each competency area, the teacher should make a summary as below, comment-
ing on whether the child demonstrates that the skill is emerging, evident but displays difficulty or whether he/she is competent giving
examples from the specific records.
Learning Area Key concepts Teacher’s comments
Self identity
Self esteem
Personal, Emotional and
Self as learner
Social Development
Social competency
Social environment
Communication
Language Development and Book knowledge

Early Literacy Reading
Writing
Nutrition
Toilet routine
Hygiene
Health, Nutrition and Safety
Health
Safety
Abuse
Concept of Numbers
Mathematical Skill
Time
Mathematical and Scientific
Money
Thinking
Science Process Skills
Natural Resources
Living and non-living Things
Teacher’s
Handbook
73
REGISTER OF ATTENDANCE
Teacher ____________________________________________________ Attendance for the period _______________________
Class ____________________________________________________Original Class Start Date_________________________
Expected Graduation Date:
January
Names Gender Week 1 Week 2 Week 3 Week 4
M T W Th F M T W Th F M T W Th F M T W Th F
TERM I Month I
P = Present A = Absent with no reason AS = Absent due to illness E = Excused L = Late D = Dropped out
The above record of attendance is correct to the best of my knowledge.
Teacher Signature Date

This register of attendance should be regularly filled at the start of each day. For all children who are absent, reasons for absenteeism
should also be included. Information of each child’s attendance should be included in the child’s profile and a summary of attendance
should be compiled at the end of the term.
REGISTER OF CHILDREN’S DUTIES

To foster responsibility and diligence, the teacher could assign age appropriate duties to all children in the class, on a rotational basis.
Child’s Name Monday Tuesday Wednesday Thursday Friday

Teacher’s
Handbook
74
HEALTH RECORD
Child’s Name_______________________________________________Date of Birth___________________________
Gender_______________________Class______________________________________________________________
Emergency contact name___________________________________________________________________________
Address ________________________________________________________Phone___________________________
Medical History (including known medical conditions and allergies)
Pertinent Family History
Current Health Issues
Current Medication
Anthropometric Measurements
Measures Date Date Date Date
Height
Weight
Immunization History
Immunizations Date Date Date Boosters
B.C.G
D.P.T
Polio
Measles
Rotavirus Vaccine
HepA
Cases of illness
Action taken
(including
Date Description Notes
teacher’s
signature)
Teacher’s
Handbook
75
RECORD OF INCIDENTS AND ACCIDENTS

This record is necessary for keeping track of the incidents and/or accidents that occur within the school environment and the action
that was taken to care for the children. This information is useful in ensuring the protection and safety of children while in school.
Nature of
Type of
Child’s incident Action Teacher’s Parent’s signa-
Date Time injury
name or taken signature ture
accident
SECURITY FORM
In the event that children are picked up from school before closing time or by people with permission from the parents but not indi-
cated in the school records, it would be prudent for the teacher to fill out the security form as a safety measure.
Date________________________________________________ Time _________________________________________
Child’s Name__________________________________________________________________________________________
Name of person picking the child __________________________________________________________________________
Evidence of authority from parents/guardians _________________________________________________________________
Teachers Name______________________________________ Teacher’s signature__________________________________
TRANSFER FORM
Child’s Name_____________________ Parent’s/Guardians Name___________________________________________________
Age ________________________________________ Gender ____________________________________________________
Transfer to _______________________________________________________________________________________________
Reasons for transfer ________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Teacher’s Remarks
________________________________________________________________________________________________________
________________________________________
APPENDIX: USEFUL RESOURCES
(Kindly include these)
 List of available support resources
 List of contacts for various relevant government offices
PRE-PRIM ARY
CURRICUL UM
Ministry of Education and Skills Development

Pre-Primary Curriculum Teacher’s Handbook
2013
Department of Curriculum Development and Evaluation
Private Bag 501
Gaborone, Botswana
Tel: +267 3647500
Fax: +267 3973842

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BOTSWANA NATIONAL CURRICULUM

The Ministry of Education and

Special Education Teachers and Officers Consulted:

SECTION1: BUILDING BLOCKS TO EARLY LEARNING.................................................... 4

1.1 INTRODUCTION ....................................................................................................................... 5

1.2. AIMS OF PRE-SCHOOL EDUCATION...................................................................... 5

1.3 CHARACTERISTICS OF PRE-SCHOOL CHILDREN.............................................. 6

1.4 TEACHING AND LEARNING PROCESS................................................................... 8

1.4.1 Learning through play.............................................................................................. 8

1.4.2 Learning through role play/dramatization.......................................................... 9

1.4.3 Learning through story telling.............................................................................. 10

1.4.4 Learning during circle time.................................................................................... 11

1.4.6 Principles of effective teaching............................................................................. 13

1.4.7 Qualities of an effective pre-school teacher...................................................... 13

1.5 CLASSROOM ORGANIZATION AND MANAGEMENT .................................. 14

1.6 ENHANCING PARENTAL INVOLVEMENT............................................................... 15

SECTION II: METHODOLOGY.............................................................................................................. 17

PERSONAL, EMOTIONAL AND SOCIAL DEVELOPMENT..................................... ................ 18

LANGUAGE DEVELOPMENT AND EARLY LITERACY............................................................ 25

HEALTH NUTRITION AND SAFETY............................................................................................ 32

MATHEMATICAL AND SCIENTIFIC THINKING………......................................................... 42

PHYSICAL CREATIVE AND AESTHETIC DEVELOPMENT...................................................... 54

MORAL AND SPIRITUAL GUIDANCE......................................................................................... 62

RECORDS FOR EFFECTIVE TEACHING AND LEARNING................................................... 67

BUILDING BLOCKS TO EARLY LEARNING

This teacher’s handbook has been developed to support the implementation of

1.2. AIMS OF PRESCHOOL EDUCATION

1.3 Characteristics Of Pre-School Children

Personal, emotional and social development

Teachers should therefore:

Language development and early literacy

Teachers should therefore:

Mathematical and Scientific Thinking

The teacher should therefore provide opportunities for children to:

Moral and spiritual development

Teachers should therefore:

1.4 Teaching And Learning Process

1.4.1 Learning through play

Children engage in different types of play:

Play could also be categorized as being:

1.4.2 Learning through role play/dramatization

1.4.3 Learning through story telling

3. Stories could be made more interesting by including:

Characteristics of high value children stories

1.4.4 Learning during circle time

Circle time is very useful for:

Tips in organizing circle time

1.4.5 Principles of effective learning

1.4.6 Principles of effective teaching

1.4.7 Qualities of an effective pre-school teacher

1.5 Classroom organization and management

The sitting arrangement should take note of the following:

In setting up the activity corners the following should be borne in mind:

1.6 Enhancing Parental involvement

Tips on effective communication with parents

LEARNING AREA 1.0

BUILDING BLOCKS FOR EFFECTIVE LEARNING

Learning Area 2.0

LEARNING AREA 2.0

LANGUAGE DEVELOPMENT AND EARLY LITERACY

Term: Year:

Term: Year: ____________________

Year: Term:

Week: Date:

Term: Year:

Teacher ______________________________ Attendance for the period _

Class ____________________________Original Class Start Date_