Ecd Syllabus 1

ZIMBABWE
MINISTRY OF EDUCATION, SPORT, ARTS AND CULTURE
EARLY CHILDHOOD
DEVELOPMENT (ECD) SYLLABUS
ZIMBABWE
MINISTRY OF EDUCATION, SPORT, ARTS AND CULTURE
EARLY CHILDHOOD
DEVELOPMENT
(ECD) SYLLABUS
Curriculum Development Unit

P.O. Box MP 133, Mount Pleasant, Harare
All Rights Reserved

Revised 2012
Ministry of Education, Sport, Arts and Culture
EARLY CHILDHOOD DEVELOPMENT (ECD) SYLLABUS
Acknowledgements
The Ministry of Education, Sport, Arts and Culture is grateful to the following for their
contribution to the Early Childhood Development (ECD) Syllabus:
• Educational Development Services Division
• Primary Education, Early Childhood Development (ECD) and Learner Welfare

Services Division
• ECD Teachers, District Trainers and Education Officers
• Schools Psychological Services and Special Needs Education Division
• Representatives from Teachers’ Colleges
• Representatives from Universities
• Zimbabwe College of Music
• Zimbabwe Early Childhood Education and Care Network
• Nursery School Teachers’ Association of Zimbabwe
• The National Book Council of Zimbabwe
• Ministry of Health and Child Welfare
• Flemish Office for Development and Technical Assistance

(VVOB - Belgium)
• United Nations Children’s Fund (UNICEF)
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Contents
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii
1.0 Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
2.0 Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
3.0 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
4.0 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
5.0 Curriculum Areas in Early Childhood

Development (ECD) Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
6.0 Expressive Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

6.1 Art and Craft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
6.2 Movement: Outdoor Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
6.3 Music and Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
7.0 Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

7.1 Language Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
8.0 Mathematics and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

8.1 Mathematical Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
8.2 Manipulative and Block Play . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
8.3 Science and Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
9.0 Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

9.1 Human Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
10.0 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

10.1 Computer Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
10.2 Appliance Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Appendices
Appendix I: Resources and Equipment . . . . . . . . . . . . . . . . . . . . . . . . .46
Appendix II: Early Childhood Development (ECD)
Assessment Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
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1 Preamble
Preamble
The ECD syllabus covers a two-year programme catering for children in the 3 to 5 year
age group, including learners with special educational needs. It focuses on the total
development of the child, encompassing physical, social, moral, cognitive, creative and
emotional development. Nutrition, health and safety are equally emphasized.
The syllabus provides basic guidelines to ECD supervisors and teachers to ensure that
children are exposed to activities and experiences which will help them to develop
appropriate concepts, skills, attitudes, norms and values through play. Teachers are
free to adapt the activities to suit the age group, developmental level of the child and
the context.
Although the syllabus is made up of five integrated but distinct curriculum areas, these
areas overlap and are interdependent in practice.
1
2 Aims
Aims
The syllabus aims to develop in learners:
2.1 gross motor skills, fine motor skills, sensory skills and body co-ordination
2.2 concepts, generalisations, applications, logic, language, problem solving

and thinking skills
2.3 psycho-social skills namely: self-control, free expression of emotions,

gender equity, societal norms and values (unhu/ubuntu)
2.4 life and livelihood skills for them to fit into society and interact with the
environment
2.5 good health, nutrition and safety practices
2.6 positive self identity
2.7 basic technological and communication skills
3
3 Objectives
Objectives
By the end of the two-year ECD Programme, a child should demonstrate:
3.1 Physical Health Practices
• a sense of what constitutes good nutrition
• good personal hygiene
• safety awareness in relation to hazards such as water, fire, electricity and

disease
• ability to handle small emergencies calmly, mainly by summoning help
3.2 Physical Skills
• gross motor skills
• fine motor skills
• eye and hand co-ordination
• eye and foot co-ordination
• coordination of all body parts
• awareness of left and right
• a sense of position in space
• ability to name body parts
• ability to dress self unassisted
• accurate, effective sensory skills to make sense of the world around them
3.3 Emotional Skills and Well-being
• self-awareness and self-esteem
• ability to express emotions
• ability to think and act independently
3.4 Social Skills
• ability to communicate effectively through at least one local language

verbally or through sign language
• listening skills
• social skills that will allow them to operate successfully in wider society,
for example appropriate manners
• ability to control their emotions
5
• appreciation of their own culture and that of others
• tolerance for people who are different from themselves
• ability to take on and carry out appropriate duties and responsibilities
• ability to cooperate with others to achieve a joint outcome
3.5 Cognitive Skills
• basic mathematical concepts and skills
• basic scientific concepts and skills
• an inquiring mind
• problem solving abilities
• ability to make rational choices and decisions
• awareness of self as part of a larger environment system whose actions

have wider implications
3.6 Technological Skills
• knowledge and skills of the technological possibilities of the 21st Century
• confidence in interacting with technological gadgets.
6
4 Methodology
Methodology
4.1 Children learn through play and not through direct instruction
The syllabus therefore, is based upon a child-centred approach to Early Childhood
Development. In other words, the pace of learning will be determined by the individual
child’s readiness to absorb a concept or master a skill, not by a teacher-centred
timetable. Teachers should provide stimulating environments that allow the child to build
on his or her existing knowledge, skills and experiences through enjoyable exploration
and experimentation that lead to effective learning. The activities should lay a solid
foundation for life-long learning by promoting a positive attitude to the process of
learning. To enhance understanding of concepts, teachers should use real objects first
before exposing the learner to pictures of objects. Activities should involve learners
including those with special needs. It is essential that the atmosphere of the ECD class
is positive, gentle, supportive and accommodates individual differences. Discipline
needs to be achieved not by punishment but by careful application of natural and
logical consequences that are respectful in their application, clearly related to the issue
at hand and reasonable. The activities described in the syllabus content matrix and
assessment guide should be communicated in the language best known to the child.
4.2 Suggested Methods

The methods suggested below overlap, are mutually supportive and are not exhaustive.
They all allow or enhance a natural exploration process. Engagement of resource
persons is encouraged.
• Discovery
• Problem Solving
• Experimentation
• Discussion/Debates
• Word Games/Puzzles
• Quizzes
• Poems and Rhymes
• Telling and Listening to Stories
• Song and Dance
• Role Play and Drama
• Puppetry
• Simulation
• Group Projects
• Demonstration
• Questioning
• Field Trips
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4.3 Time Allocation

The time allocation indicated below is based on the daily activities undertaken at
an ECD Centre.
ACTIVITY TIME
Arrival, welcome, roll call and health check 30 minutes
Indoor activities 45-50 minutes
Toilet routines 30 minutes
Teacher directed activities 60 minutes (3 activities)
Outdoor free play 45-50 minutes
Break 30 minutes
Tidying up and dismissal 10-15 minutes
MINIMUM TIME 4hours 10minutes
Please Note: Children should be at the centre for a minimum of 4 hours 10 minutes but
not more than 5 hours.
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5 Curriculum Areas in Early Childhood
Development (ECD) Education
Curriculum Areas in Early Childhood

Development (ECD) Education
Children grow at different rates in different environments. Therefore, the activities

suggested in each curriculum area should suit the developmental level of the individual
child. The syllabus consists of the following five curriculum areas:
• Expressive Arts
- Art and Craft
- Movement: Outdoor Play
- Music and Dance
• Language Arts
- Language Play
• Mathematics and Science

- Mathematical Play
- Manipulative and Block Play
- Science and Discovery Play
• Social Sciences
- Human Relationships
• Technology
- Computer Play
- Appliance Play
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6 Expressive Arts
Expressive Arts
6.1 Art and Craft
OBJECTIVES SUGGESTED LEARNING

KEY CONCEPTS SUGGESTED ACTIVITIES
Children should be able to: AREAS AND MATERIALS
6.1.1 Drawing
• freely experiment with
safe drawing materials
• Free drawing on
different surfaces with
Art and Craft Play Area
available in the fingers, sticks, chalk

• Different environment and charcoal Outdoor Play Area
materials can be
used in drawing • explore and
experiment with
• Drawing of favourite
objects, own image, pencils, charcoal, newsprint,
• Patterns can be different sizes and family or friends khaki paper, sticks, sand,
•
drawn
Creativity can be
types of drawing
materials • Looking at objects and
images then drawing
crayons, boards, soft stones,
cardboard boxes, chalk,
displayed
• explore and them newspapers, sandpaper,
shapes, seeds, glue,
•
through drawing
Objects can be
experiment by drawing
on surfaces • Tracing around objects
and shadows Braille material
•
drawn
Images and
• draw patterns from left
to right and right to left • Collecting different
drawing materials from
objects can be (for learners with the environment NOTE:
drawn and
coloured
•
visual impairment)
draw images they can • Drawing patterns Have materials appropriate
for children including those
• Drawing can be identify with visual impairment for
used to tell a
story • draw images that can
be easily recognised
example embossed drawings
• Emotions can be by others.

expressed
through drawing • draw and colour
images within a frame
• draw different faces

showing different
emotions
6.1.2 Colouring • identify and name

primary colours
• Identifying and naming
primary colours
• Materials can • discuss colours and

different shades of
• Colouring shapes or
pictures of people and Manipulative and Block Play
produce different Area
each colour animals
colours
• Colours have • colour drawings and

objects
• Mixing and naming
colours
different shades Outdoor Play Area
• Colours can be • mix primary colours to • Drawing a rainbow
used to decorate
•
produce other colours
• Matching colours
objects create a rainbow with
• Dyeing fabrics and crayons, charcoal, leaves,
• Objects have
different colours •
colours
name and identify
•
other materials
Ordering shades of
flowers, tree bark, brushes,
paint, foam rubber, fibres,
colours on their one colour from the pieces of cloth, soil, onion
clothes and toys lightest to the darkest skins
• name and identify

colours in their
or from the darkest to
the lightest
playroom
• dye fibres with

different colours
13

6.1.3 Painting
• identify colours • Finger painting Manipulative and Block Play
• Different materials • name different painting • Straight painting Area

can produce tools and materials
• Drippy painting
different colours • experiment with different
• Straw painting Play house
of paint painting tools
• Blot painting
• Paint has different • mix and produce
• Bubble painting
paints, paper, brushes, straw,
colours
•
different colours
• Air painting
detergent, soap, reeds, pens,
• Primary colours paint using available
• Toothbrush painting
pen barrels, leaves, plastic
produce other materials from the
• Candlewax painting bottles, candle wax, lemon
• colours when
•
environment
• Magic painting juice, feathers, soils, tree bark,
mixed
use colours expressively
in painting • Mixing paints of different flowers and stencils, easels,
• Paint can be used

to produce • handle painting tools
colours fabric, glue, seeds, sandpaper,
Braille materials,
effectively according to
different designs individual level of embossed materials
• Painting can be development
used to tell a
story
• explore with different
textures, shapes,
• Emotions can be
expressed
patterns and colours
through the use of paint
through painting • paint a picture that can
tell a story
6.1.4 Printing • explore and experiment

• Palm, foot and finger Art and Craft Play Area
• A variety of with paint using a

variety of objects
printing
materials can be
• use objects to create • Toilet roll and tin printing Manipulative and Block Play
used for printing
patterns, pictures and • Potato printing Area
• Different designs
decorations • Leaf and flower printing
can be printed
• incorporate printing • Block printing
Outdoor Play Area
techniques into painting, • Kaylite printing
modelling and • String printing
construction • Rubbing onto surfaces paper, potatoes, string, blocks,
• Making imprints in sand leaves, toilet rolls, coins, paint,
• Orange and plastic bag

printing
kaylite, sand, orange bags,
cobs, sweet potatoes,
pumpkins, cucumbers, yam
• Stencilling
• Paper printing
• Cob printing
• Sweet potato printing
• Pumpkin printing
6.1.5 Modelling • explore and experiment • Free play with clay, play Art and Craft Play Area
• Different with modelling materials dough, plasticine, and

substances can
be used for
• model using a variety of
modelling materials •
mud
Sticking objects into clay
Manipulative and Block Play
Area
modelling
• create imaginary/own • Clay weaving
• Different objects objects • Building
Outdoor Play Area
can be modelled
• express their emotions • Free modelling:
• Creativity can be
displayed through
through manipulation of
modelling materials
punching, rolling,
kneading and squeezing paste, glue, leaves, clay,
modelling clay or plasticine play dough, plasticine, shells,
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bottle tops, sticks, seeds,

• Emotions can be
expressed
feathers, newspapers, papier
mache, water, feathers,
through modelling
6.1.6 Construction • explore and experiment • Making puppets Art and Craft Play Area
• Different materials
with a variety of
construction materials
• Making simple mobile
items Manipulative and Block Play
can be used to
construct a variety • construct and mount
• Making mosaics Area
of objects mobile objects
• Making pebble creatures
• Emotions can be • construct puppets and

tell a story • Making collage Outdoor Play Area
expressed
through • decorate constructed • Making props for plays
constructing objects • Making scenery for

plays
match boxes, brown bags,
string, card, paper cones, lolly
objects
• create objects which
• Decorating constructed sticks, pegs, plastic containers,
• Materials can be
used to produce
express their feelings
and ideas
objects husks, fabric, cotton reels,
mealie cobs, yoghurt containers,
an item
• construct a large or • Making wire toys and
models
matamba/amakhemeswane,
constructing complex item in groups shells, old clean socks, wool,
objects express their feelings • Making models using
locally available
wire mesh, empty plastic
• Materials can be and ideas

materials
bottles, grass
yoghurt containers,
used to produce
an item
• construct a large or
complex item in groups
matamba/amakhemeswane,
shells, old clean socks, wool,
wire mesh, empty plastic
bottles, grass
6.1.7 Collage • fold, tear and cut to • Paper tearing and cutting Art and Craft Play Area
• Different materials make different items

• Chipping materials
can be used to
make collage
• tear, cut and paste
papers or leaves to • Crumbling materials Manipulative and Block Play
Area
designs produce an image • Pleating materials
• Materials can be • twist and turn papers • Curling materials paper, cardboard, leaves,
cut, torn, crushed,
folded and pasted
to make items
• Rolling materials flowers, ribbons, fabric, glue,
to produce a • Folding materials pencils, feathers, egg shells,
variety of items,
patterns and
• Pasting materials sand, seeds, grass, pair of
scissors
images
15

6.1.8 Weaving
• explore and experiment • Banana leaf weaving Art and Craft Play Area
• Weaving and
plaiting can be
with a variety of fibres • Fabric and plastic
weaving
done using a • weave grass to make
• Straw and reed weaving
variety of
materials •
dolls and animals
plait grass to make
• Orange bag and chicken
wire mesh
Area
• Different designs bangles and necklaces

•
weaving Outdoor Play Area
can be produced
through weaving
• make skipping ropes
•
Practising knitting
Weaving spider’s web
• Different objects
can be produced •
patterns
Plaiting and braiding
banana leaves, fabric, fibres,
plastic bags, husks, straw,
through weaving • Weaving patterns and
shapes
reeds, wool, grass, newspapers
6.2 Movement: Outdoor Play

Necessary Note: All classroom activities can be carried outside but there are some
important outdoor activities that just cannot take place in the classroom.

6.2.1 Physical
exercise through
• strengthen large and
small muscles through
• Hopping, crawling and
jumping
Area
play physical activities • Making tunnels and
• The outdoor
environment
• engage in balancing
building bridges with wet
sand in the sand-pit
Outdoor Play Area
activities
• Sieving sand in the
provides
• play ball games sandpit sandpit, plastic scoops, scales,
opportunities for
the development • engage in physical • Weighing water and
sand
sieves, cups, funnels, swings,
slides, seesaws, climbing
activities individually or
of gross and fine
in groups • Pouring water and sand frames, balancing poles, jungle
motor skills
• Feeling the sand gyms, toy horses, tricycles,
• Climbing and • Swinging skipping ropes, balls, hoops,

balancing • Sliding tyres, tug of war ropes, doll
activities promote • Playing on the see-saw house, tree house, African hut,
muscular • Climbing on frames Wendy hut
and body • Balancing on poles and

beams NOTE:
co-ordination
• • Riding toy horses

Materials should be inspected
Ball games
• Riding tricycles
each morning to ensure
enhance eye-foot
and eye-hand
• Skipping and playing
rope games
safety. All materials should be
child-sized
co-ordination
• Throwing, catching and
• Physical exercise
makes a child •
kicking the ball
Playing tug of war
healthy • Running in the
playground
• Playing “pada”
• Going on treasure hunts
• Running through tunnels
• Pushing tyres
• Playing ball games
16

6.2.2 Development
• develop handling skills • Throwing and catching Outdoor Play Area
of physical skills
through outdoor
through activities such
as ball games and bean
• Ball throwing and
catching games skittles, balls, skipping ropes,
play
•
bag throwing
• Dribbling sand, plastic bottles, jungle gym,
swings, slides, climbing frames,
•
develop motion and
balancing skills through • Skipping games see-saw
Physical skills are
developed physical activities • Playing dunhu/ rakaraka
through various • expend excess energy • Swinging

activities through free play • Balancing on poles and
• Large outdoor
equipment should
• use outdoor equipment
appropriately •
beams
Playing dodging games
be used to
• Playing hide and seek
enhance total
development of
• Playing chitsveru/ iqobe
the child • Bean bag throwing
6.2.3 Cognitive • identify and name

• Treasure hunting Outdoor Play Area
development
through outdoor
various objects in the
outdoor play area and • Matching leaves and
objects Manipulative and Block Play
play the environment
• observe and classify • Weighing sand and

seeds
Area
• The outdoor objects outdoors

• Identifying places and leaves, stones, sticks, plants,
environment
contains many
• count objects in the
outdoor play area
objects
sand counting frames, bean
bags, water, seeds, pets,
items which can
• match similar objects • Pouring and measuring
water
containers, skipping ropes,
plastic cup, lids, bottle tops,
•
be manipulated
Physical and
• order and differentiate
objects • Planting seeds and clues, water troughs
plants
manipulative play
enhance cognitive • identify and describe
outdoor play equipment • Constructing castles
development
• Counting during games
• Outdoor activities
• Naming friends and pets
promote physical
and mental • Playing pada/arawuru
and other games
development
• Playing bean bag games
17

6.2.4 Social and

emotional
• take turns to share
facilities in the outdoor
• Playing hide and seek
game.
Outdoor Play Area
development
through outdoor
play area
• Playing tug of war Dramatic Play Area
play • work as a team

outdoors
• Playing bean bag
games Manipulative and Block Play
The outdoor
• be good winners and
• Aiming at targets Area
environment:
•
losers during games
perform outdoor
• Playing leaf shuffle
relays rope for tug of war, bean-bags,
• provides space activities independently
• Taking turns in leading
leaves, skittles, drum, whistle
for individual and
group play
• interact with nature in group activities
and paper, outdoor play
equipment, clay, plasticine,
• is a good place to
the outdoor
environment • Taking turns in using
play equipment.
sand pit
play in and
express emotions
• freely express their
emotions as they • Taking nature walks
• is a good place to interact with others • Playing in water

interact with • Playing with sand
others
• Modelling with sand
• is conducive for
interaction with
nature
6.2.5 Road safety • demonstrate safe

behaviour of pedestrians
• Talking about road
safety Dramatic Play Area
• Road signs are • interpret road signs

correctly
• Dramatising road safety
using wheeled toys Language and Book Play Area
useful
• Traffic can be • observe traffic rules • Role playing the traffic

dangerous • interpret robot signals police officer wheeled toys, dress-up clothes,
• Traffic rules correctly • Visiting traffic centres wire toys, tricycles, road signs,
police officer as a resource
should be
observed
• Making road signs at
ECD centres
person
• Accidents can be
prevented
• Address by a police
officer on road safety
• Observing traffic rules
• Interpreting robot
signals
18

6.2.6 Language
development
• talk to each other as
they play
• Taking walks and
discussing what is seen
Language and Book Play Area
through outdoor
play • ask and respond to
questions from peers
• Making collections of
objects and talking about
Science and Discovery Play
Area
• There is a lot to
talk about in the and adults them
environment • observe and describe • Playing singing games Music and Dance
• Talking facilitates objects and processes in • Playing direction games

language the environment
• Observing and talking collection bags, outdoor play
•
development
New words are
• demonstrate the use of
appropriate vocabulary
about weather and
vegetation
equipment, sand, water, pin
wheels
learnt during
outdoor activities
when talking about
outdoor activities and
• Telling stories
NOTE: The environment should
happenings be rich, stimulating and
• tell stories conducive to learning
6.2.7 Health • exercise regularly to

maintain physical fitness
• Participating in
locomotor activities such
Area
development and mental health as walking, running,
through play
• The body needs • enhance muscular

development, strength
jumping, leaping,
hopping, skipping
Music and dance
constant exercise
to stay fit and
healthy
and body coordination
through physical
• Doing axial movement
activities such as
Gymnasium
• Body organs such

as the heart and •
exercise
participate in locomotor,
bending, stretching,
lifting and twisting Athletics field
lungs function well
through regular
axial, manipulative,
static balance and
• Taking part in
manipulative movement bean bags, balance beams,
exercise dynamic balance activities such as ball balancing poles, slides, see-
• Physical exercises
enhance muscular
activities to ensure body
health
throwing, rolling, kicking,
catching and bouncing
saws, spring board, three way
ladder, climbing ropes, skipping
development,
strength and body • derive vitamin D from • Sliding on the slides ropes, tug-of-war rope, swings,
tricycles, tyres, hoops, balls,
coordination the sun through outdoor • Practising soccer skills
toy horses, climbing net
• Physical fitness
exercises should
movement activities such as pivoting and
dribbling
be varied to
include locomotor,
• Practising static balance
moves such as standing
axial, in one place, balancing
manipulative, on a board, standing on
static balance and one foot and standing on
dynamic balance one’s hands
activities
• Obesity is • Practising dynamic

balance movement skills
prevented through
such as walking on a
regular body
beam
exercise
• Outdoor
movement
• Dancing to some music
beat while doing
activities provide different activities
an opportunity for
Vitamin D
• Practising different
activities while enjoying
absorption by the the fresh air and
body sunshine
19

6.2.8 Emergencies
• move with speed in • Doing warm up Outdoor Play Area
• Dangers call for different directions exercises such as free

movement with
• carry objects from one walking, free running Dramatic Play Area
speed point to another with
• Practising moving fast
• Acting in speed forward, backward and hose- pipe, water source,
emergency needs
• move in response to sideways telephone, toy phones, First Aid
a fit and co- commands
• Showing directions like Kit, tins, buckets, whistles
•
ordinated body
• dramatise putting out a left, right
Good listening fire
• Walking and running in
skills enhance
swift movement in • rehearse steps to take in
case of an emergency
different directions at a
signal
an emergency
• Listening to commands
and acting accordingly
• Carrying objects from

one point to another with
speed
• Following given
instructions
• Discussing dangers that

can happen at home or
ECD Centre
• Rehearsing steps to
take in case of fire at the
centre for example
emergency exits,
meeting point
• Practising dialling
emergency telephone
numbers like the
hospital, clinic, police
• Identifying offices to
report to in case of
emergency
20
6.3 Music and Dance

6.3.1 Sound • identify soft and loud • Imitating soft and loud
sounds and music
Music and Dance
• Different materials music

•
and objects
produce different
• produce sounds with
different objects
Identifying and
describing musical
Dramatic Play Area
instruments used at
sounds
• produce music with
different objects
home, places of Different types of musical
instruments such as sticks,
worship, community and
ECD centre bottle tops, pots, pans, spoons,
• Making simple musical

instruments
tins, reeds, horns, bottles and
locally available materials
• Playing instruments to
accompany a song
6.3.2 Rhythm • move in time to different • Moving to the rhythm of Music and Dance
• Rhythm is an rhythms
•
recorded music
important part of
music
• distinguish different
rhythms
Moving to rhythms
played on a drum or
Instruments such as drums,
rattles, marimba, mbira/imbila
other instruments
• Rhythm can be
felt through
• identify fast, medium
and slow rhythms • Clapping to the rhythm
record players, tape recorder,
music tapes and DVD player
of a song
vibration
• create own movement
to rhythm • Listening to rhymes and
saying how they are the
• respond to rhythmic
vibrations
same or different
6.3.3 Melody
• distinguish between low
• Imitating pitches Music and Dance
• Melody is an and high pitches

• Playing high, medium
important part of
music
• imitate pitch in short
phrases
and low notes on
instruments
Dramatic Play Area
• play simple pitched

instruments
• Playing a combination of
high, medium and low
record player, tape recorder,
mbira/imbila, marimba, empty
bottles, guitar, locally available
notes on instruments
materials
6.3.4 Musical
Instruments
• identify and name
different types of
• Identifying and
describing musical
Music and Dance
• Different musical instruments instruments used at

home, places of
Dramatic Play Area
instruments
produce different
• make their own musical
instruments using local
worship, community and
the ECD centre dress up materials,
sounds materials
• Music is played
• use musical instruments • Drawing musical
instruments
different types of musical
instruments such as keyboards,
on different
instruments
•
to play music
play musical instruments
• Collecting materials to
make musical
cymbals, tambourines,
hosho/ihosho, radio cassette
to rhythm instruments player, music tapes, DVD
player, computers,
• Making simple musical
instruments
• Playing instruments and

dancing to a song
21

6.3.5 Entertainment
• demonstrate gross and • Moving to different Music and Dance
• Music can fine motor activities beats being played

entertain during music and dance
• Listening to and Technology Play Area
• People can move
• express ideas through imitating sounds
to music music
• Singing and dancing to dress up materials, props,
• People can learn
through music
• display balanced
emotions through music,
a variety of songs and
games
Different types of musical
instruments such as radio
• Music can convey movement and dance
• Creating own dance and cassette player, music tapes,
emotions and
messages
• demonstrate
appreciation of music
movement in time to
music, tapping of a
DVD player, computer, films
• Drama can be a
• entertain themselves drum and clapping
form of
entertainment
and others through
drama
• Singing different songs
in different languages
and playing musical
instruments
• Singing and acting out

songs
• Singing songs and

dancing to suit different
occasions
• Listening to visiting
musicians from the
community
• Dramatising stories for

appropriate events
• Watching drama, films

and video tapes
6.3.6 Music and

Culture
• identify costumes used
in traditional dances • Naming different Dramatic Play Area
costumes used in their
• Music • identify traditional home environment
Movement: Outdoor Play Area
incorporates
culture and
musical instruments
found in the local • Dancing while wearing
costumes
values environment head dresses/
• express and reinforce • Making improvised

traditional costumes
ngundu/indlukula,
culture through music skirts/ mbikiza/ imbikiza,
and dance • Drawing traditional
musical instruments
musical instruments:
• appreciate different
songs for different • Playing and dancing to
drums/ngoma/ingungu,
magavhu/amahlwayi,
traditional instruments
occasions computers, piano, mbira/imbila,
• sing songs from • Singing songs for

different occasions
marimba
different ethnic groups
in Zimbabwe • Singing songs in
different languages
22
7 Language Arts
Language Arts
7.1 Language Play

7.1.1 Auditory • identify different sounds • Identifying sounds around Art and Craft Play Area,
discrimination
• discriminate between
•
us Music and Dance
• Sounds can be different sounds Matching sounds with
objects
Technology Play Area, Dramatic
recognised and
identified
• create rhythmic patterns
• Matching sounds with
Play Area
• Verbal language
• respond to sound pictures
tape recorder, pictures from
is made up of • Finding objects with
names that rhyme
magazines, small toys,
sounds objects, story books, musical
• Singing songs with
rhyming words
instruments, audiotapes
• Listening to puppets
• Listening to and following

directions
• Creating rhythmic patterns

and identifying them
7.1.2 Auditory
memory
• identify sounds around
us
• Repeating the order in
which different
Technology Play Area,
• Sounds can be
• repeat sounds from instruments were played Area, Art and Craft Play Area,
sequenced memory • Playing memory games Music and Dance,
• Sounds can be
understood
• imitate sounds
•
such as Kim's Game
Playing Chinese whispers
Area
• Sounds can be • Reciting rhymes

remembered and
copied
• Playing the “Simon says”
game
audio tapes, story books,
pictures cut from magazines,
toys and musical instruments
7.1.3. Verbal and

non- verbal
• use language for self-
expression
• Saying own names, home
addresses and telephone
Dramatic Play Area,
language and
vocabulary
• speak fluently
•
numbers
Telling news and stories
Area,
development • use new vocabulary with

precision • Describing oneself and
Technology Play Area
• Language can be
• follow verbal instructions
one another
Area
used for self
expression • follow non-verbal
• Describing pictures in full
sentences
pictures, objects, picture books,
• Language can be
instructions
• Combining actions with
charts, puppets,
understood • communicate using non- words
flannel board, radio, video
verbal forms
• Telling stories in correct
sequence
tapes, cellphones, surprise box
• Identifying and describing

objects
• Naming and describing

single and many objects
• Sorting and describing

objects by size, colour,
shape, texture and use
• Role playing
24

7.1.4. Visual
and tactile
• identify similarities
between objects
• Playing sorting and
matching games such as;
Maths and Science Play Area,
Technology Area, Art and Craft
lotto, bingo, dominoes
discrimination
• identify differences
•
Play Area, Manipulative and
Block Play Area
• Some objects are
similar
between objects Playing sarura
wako/kheta omthandayo
• Some objects are • Imitating action pictures bingo game cards, lotto game
boards, beans or buttons for
different
markers, alphabet letters, tape
recorder, socks, seeds, leaves,
shapes and other environmental
materials
7.1.5 Visual memory

• discuss what they have • Re-arranging objects as Manipulative and Block Play
• What is seen can seen
•
they were Area
be remembered
• identify parts missing
from objects and
Playing games such as
“What is missing?”
picture books, game cards,
pictures • Playing visual games
such as Kim's game
objects, crayons, jigsaw puzzles
• observe and recall

details • Completing jigsaw
puzzles
• relate experiences in
logical sequence • Relating experiences in
logical sequence
• relate to tactile
experiences in logical
• Matching pictures and
objects
sequences
• Playing odd-one-out
games
• Playing guessing games
• Identifying emblems and

name tags
• Playing tactile games

such as Blind folding and
“What am I?”
7.1.6 Book skills • demonstrate the left- • Discriminating between

the right and left hand
Language and Book Play Area,
• Books are
organised in a
right and top-bottom
progression needed for • Following picture
Technology Area,
reading sequence
specific way
• Books need • co-ordinate hand-eye • Arranging story pictures in

sequence Art and Craft Play Area
careful handling movement for reading
• • turn single pages from • Putting puzzles together

Books can be
made right to left and left to • Practising turning pages picture cards, puzzles, name
right for learners with • Browsing through books cards, patterns, crayons,
newsprint, books, magazines,
visual impairment • Discussing and practising
newspapers, shapes, pairs of
• practise caring for books
•
appropriate care for books
Identifying, tracing and
scissors, glue
• make own books

writing patterns from left
to right and from right to
left for learners with visual
impairment
• Making books
25

7.1.7 Pre-writing
skills
• handle the writing
instrument
• Scribbling and free
drawing
Art and Craft Play Area,
Technology Area
• express thoughts and

feelings using drawings
• Handling and using
writing instruments
• Writing is from left
to right • practise hand-eye • Tracing around objects
Items for tracing and rubbing,
stencils, crayons, newsprint,
• Writing is from the

co-ordination
• Pre-writing patterns manila paper, paste, numerical
top of the page to • draw patterns from left

• Drawing and colouring
cards, magazines, pair of
scissors, name cards,
the bottom to right and from right to
left for the visually • Talking about drawings
• Ideas can be
expressed
impaired • Identifying emblems and
name tags
NOTE:
No alphabet should be taught at
through writing
• Making workbooks ECD level. Braille is written
• Drawing picture
messages to family
from right to left when using a
slate and stylus
members and friends
26
8 Mathematics and Science
Mathematics and Science

8.1 Mathematical Play

8.1.1 Matching • match familiar objects • Matching similar objects Mathematical Play Area
objects and pictures according to similarity,
• Pairing items according to Manipulative and Block Play
• Objects can be size, colour and shape their uses Area, Outdoor Play Area,
matched • match pictures
• Matching blocks Science and Discovery Play
• Pictures can be
matched
according to number,
colour, shape and size
according to their shape,
colour, number and size
Area
Dramatic Play Area Technology
according to
number, colour,
• Matching similar pictures
according to colour,
Area
shape and size shape, number or stones, twigs, leaves, seeds,

symbols cups, spoons, shoes, blocks,
coloured shapes, pictures,
• Matching picture cards
empty containers
8.1.2 Classification • group objects according • Grouping objects on the

basis of common
Dramatic Play Area
• Objects can be to colour, shape, size
characteristics Area
grouped
according to
• group objects on the
basis of function • Grouping objects on the Science and Discovery Play
Area
common basis of function
Music and Dance Play Area
characteristics
such as colour,
shape, size pens, pencils, crayons,
markers, blocks, chalk, picture
• Objects can be
grouped on the
cards and environmental
materials, articles of clothing,
basis of function small tools
8.1.3 Ordering
• arrange objects in order • Arranging similar objects Mathematical Play Area
• Objects can be
ordered according
of size, colour and
texture
such as stones in order
starting with either the Manipulative and Block
to size, length,
width, height and
• arrange objects
according to length, •
biggest or smallest
Arranging pictures,
Play Area
colour width, and height starting from the smallest

stones, cards, leaves and other
• Pictures can be to the biggest
environmental materials, pic-
ordered according
to sequence of
• Arranging pictures
according to sequence of
tures, containers of different
sizes, buttons, fabric
events, size, events
type
28

8.1.4 Pre-number
skills
• identify body parts which
are: in single, in pairs or
• Identifying the number of
wheels for a bicycle,
Mathematical Play Area
• Body parts on
human beings,
more through games,
songs, discussions
•
scotch cart and car
Identifying body parts and
Area
animals and birds • match one to one such saying how many they are
can be counted in
singular or pairs
as one cup to one
saucer
• Setting tables in the
dramatic play area
Dramatic Play Area
• Numbers can be
used to identify
• tell the number of
members in the family
• Stating the number of
members in the family
Music and Dance
home addresses,
• order objects within sets • Counting games
Outdoor Play Area
ages, telephone
numbers and birth • identify empty sets • Singing rhymes and
dates • compare sets

•
songs
Comparing sets that is
stones, seeds, beads, empty
• Objects and
animals can be
many, few, less than,
more than
plastic containers, bottle tops,
pictures, small blocks, maize
cobs, sticks, fruits
•
counted
Objects can be
• Comparing sizes of
objects using bigger than,
grouped into sets smaller than, longer than
• Sets can be and shorter than

sequenced,
compared and
• Matching one for one and
pairing objects
matched
• Ordering objects within
sets
• Identifying the empty sets
• Sequencing sets
• Telling home addresses,

ages and telephone
numbers
8.1.5 Shapes • identify different shapes • Handling objects of Mathematical Play Area
• Objects have • name different shapes: different shapes

different shapes circle, square, triangle, • Identifying different Manipulative and Block Play
Area
• Shapes have rectangle
•
shapes
different names • describe shapes in Naming shapes
• Shapes can be terms of sides and

• Drawing different shapes Art and Craft Play Area
used to make corners
• Colouring shapes
pictures and • make pictures using
shapes
• Tracing shapes Outdoor Play Area
•
objects
Shapes have • construct models using
• Matching shapes with
pictures and objects balls, bottles, blocks, boxes,
different
properties
•
shapes
name shapes from the
• Forming shapes using
their own bodies
bottle tops, crayons, pictures,
plane shapes, shape puzzles,
shape books, objects in the en-
descriptions given
• Building with blocks and vironment
• draw different shapes shapes
• Working on shapes and

puzzles
29

• Constructing objects from

shapes
• Describing shapes so that

others name the shapes
• Dipping hands into a

“feely” bag and describing
the shapes felt
• Playing blindfolding
games
• Identifying shapes in the

environment
8.1.6 Patterns • identify patterns on

• Making patterns Science and Discovery Play
Area, Art and Craft Play Area,
• Shapes can be pictures
• Copying patterns made of
Outdoor Play Area, Manipulative
used to make • make various patterns shapes and Block Play Area
patterns using different shapes
• Copying pictures of
• Different objects and objects patterns
shapes, blocks, beads, buttons,
can be used to
make different
• draw patterns from left
to right, or top to bottom • Making own patterns pictures, pair of scissors, envi-
using objects, shapes, ronmental materials, seeds,
patterns
• identify patterns in the beads and leaves bark, leaves, glue
• Patterns can be
drawn
natural and the man-
made environment • Making collage
• Patterns can be • Making patterns with

paper and scissors
found in the
natural and the
man-made
environment
8.1.7 Measuring • measure lengths and

widths of various objects
• Measuring using non-
standard instruments such
Area
• Objects can be
measured in
using non-standard as string and sticks Mathematical Play Area
terms of length,
measurements
• Measuring and comparing Science and Discovery Play
width, height and
weight/mass
• measure and compare
their own heights
their own heights, marked
on a wall or tree
Area
using non-
standard
• compare heights of
different objects
• Weighing and comparing
different objects using
own body parts, balance scale,
see-saws, blocks, sticks, sand,
stones, seeds, string, paper
measurements
• weigh different objects hands
strips
• Different materials
can be used as
using non-standard
measurements
• Comparing their own
weights using see-saws
instruments to
measure objects
• name different materials • Making measuring objects
•
used for measuring
• Measuring lengths and
Measuring can be
done using body
• measure using body
parts for example span,
widths of objects using
body parts for example
parts pace and arm’s length paces or palms
30

8.1.8 Volume
• identify containers with • Pouring contents/ Manipulative and Block Play
• Containers have
different volumes
the same or different
volumes
substances from one
standard container into
Area
• Containers with
• experiment with
containers of the same or
containers with different
shapes
Science and Discovery
different volumes
different shapes
may hold the • compare and contrast the • Pouring contents from a
chosen container into Outdoor Play Area
same volume volumes of containers of
different shapes containers with different
• Containers with
the same shape
shapes but the same
volume
Dramatic Play Area
may hold different

volumes
• Transferring contents from
one container into another
water, sand, seeds, containers
of various shapes, containers of
container of the same the same shape but different
volume but different volumes
shape
8.1.9 Money • identify money in unit

numbers 1 to 9 • Role playing on buying Outdoor Play Area
• Money can be
•
and selling
identified
use money to purchase in
unit numbers 1 to 9 • Playing “shop” in the Dramatic Play Area
• Money can be
used for buying •
Dramatic Play area
Making paper money coins, notes, items for shop,
• Making field trips to shops

and markets
fruits, vegetables, sweets, paper
money, real money
8.1.10 Mathematical
language
• place objects in relation
to other objects – • Discussing the position of
an object in space using
Area,
underneath, above,
• There are words below, next to, beside, on
appropriate language Outdoor Play Area,
which describe
spatial
top of, in front of, behind,
far, near
• Estimating quantity or
number
Area
relationships • estimate number or
amount, using many, few, • Singing number rhymes Mathematical Play Area
• There are words more than, less than,
and songs
which specify the equal/the same • Playing number games blocks, string, stones, leaves,
quantity of both
countable and
• sing number rhymes and
songs
with skittles, nhodo/igwini,
pada/arawuru
and other environmental
materials, skittles, number
uncountable
materials
• play number games board games, boxes, objects to
compare and contrast
8.1.11 Time • identify sequences of

events
• Arranging pictures that
tell different times of the
Area
• Events have a
sequence • order a sequence of day
• Different activities
•
events
talk about different times
• Narrating activities they
do in the morning,
Language and Book Play Area
are done at of the day afternoon and evening
different times of
the day
• tell the activities they
carry out during the day • Arranging pictures of
cardboard clock with hands,
pictures depicting various
events in sequence
in sequence, in the events of the day, cards of
morning, afternoon and sequential events for example:
evening growing maize, chicken
• arrange pictures of what
people do in terms of the
to egg, baby-to-old age
time of the day
• arrange pictures that
show different times of
the day
31
8.2 Manipulative and Block Play

8.2.1 Construction
• arrange different • Arranging different Art and Craft Play Area
• Manipulative toys materials to form pillars materials to form pillars
can be fitted
together to form • interlock toys to form
different objects
• Making pillars of different
shapes
different objects Area
and structures
(interlocking toys
• use blocks to build
different structures
• Connecting interlocking
toys to form different
objects Mathematical Play Area
•
and blocks)
Objects can be • thread hollow materials
using strings • Constructing houses,
secured together bridges, dam, their interlocking toys, improvised
• Objects can be • bundle objects together centre, school village, blocks of cardboard, plastic,
bundled • bond a variety of objects shops, clinic wood, tins, environmental
• Objects can be
• fit objects together • Threading different
hollow materials to form
materials, toilet rolls, mealie
•
bonded
Objects can be • construct different
objects using different
bangles, necklaces, belts
cobs, hollow seed pods, screws,
nuts, string, seeds, bottle tops,
fitted
materials • Sequencing objects to kaylite chips, cork, straw and
• Materials can be
•
form a pattern reeds, blocks, empty containers,
used to make
objects
match pieces to form
patterns • Tying objects to form
bundles
paste, rubber bands,
types of locks and keys, wires,
• Pieces can be • construct patterns
• Pasting objects onto match boxes
matched and fitted
to form a complete • complete puzzles surfaces
jigsaw puzzles, matching cards,
pattern • Counting the number of
materials or items used
coloured shapes
to construct an object
• Constructing different
objects using different
materials
• Identifying pieces that
can be matched to form
patterns
• Constructing and
completing puzzles
8.2.2 Moving
objects • pull different objects of
different weights
• Pulling different objects
of different weights
Area
• Objects move
when pushed, • push different objects of • Pulling different objects
they have made
pulled, lifted and different weights on Manipulative and Block Play
thrown different surfaces • Pushing different objects
or weights on different
Area
• Some objects can
be rolled.
• roll objects of different
weights
surfaces
• Some objects
move faster on • compare objects that roll • Rolling objects on
different surfaces
Movement: Outdoor Play Area
Dramatic Play Area
with objects that do not
wheels
roll • Identifying objects which
• Different body
•
do not roll
blocks, tins, gourds, tissue rolls,
parts can be used
to move objects
push and pull objects on
wheels • Identifying objects that
move on wheels
plastic bottles, polish tins, balls,
trolleys, barrows, light tyres, toy
• Some objects can
be moved using
• identify surfaces on
which objects can slide
• Operating electrical toys wheelbarrows, tricycles,
electricity, battery electrical toys
easily
and solar energy
• Objects make • operate electrical toys
different sounds
when moved
32

8.2.3 Dismantling • dismantle objects • Dismantling model Manipulative and Block Play
and reconstructing
• • reconstruct objects structures, detachable

toys, jigsaw puzzles
Area
Structures can be
dismantled and • extend and divide
constructed structures • Reconstructing model Outdoor Play Area
reconstructed structures, toys,
• visit construction sites to
observe
puzzles
• Extending and dividing

constructed structures cardboard boxes, matchboxes,
wooden blocks, plastic bottles,
egg boxes, maize cobs, reeds,
environmental materials,
plastic, screws, nuts
8.2.4 Balancing
• balance objects on top of • Balancing objects on Outdoor Play Area
• Objects can be each other top of each other
balanced
• identify and name the
shapes of objects that
• Identifying the shapes
of objects that balance
Area
balance and those that and those that do not
do not balance balance
• balance themselves on
different objects
• Standing on one leg on
top of the block and on
potatoes, spoons, sacks, hoops,
wooden blocks, shoe boxes,
bricks, tyres and other
balancing blocks
environmental materials
• Balancing objects on
their heads
• Playing balancing
games
• Rolling tyres
8.2.5 Fastenings
• identify different • Practising undoing and Dramatic Play Area
• Clothes have fastenings doing fastenings such
different
• name different fastenings
as zips, buttons, hooks
and eyes Science and Discovery Play
•
fastenings
Some objects
• demonstrate fastening
skills • Tying shoe laces and
Area
have different other shoe fastenings

fastenings • Naming different
fastenings dress up clothes and frames,
• Identifying different
fastenings
dolls, dolls’ clothes that have
fastenings such as zips, buckle,
velcro, hooks and eyes, press
studs, buttons and buttonholes.
bags, necklaces, watches,
lunchboxes, wigs, pencil cases,
belts
33
8.3 Science and Discovery Play

8.3.1 Human body • identify and name parts

of the human body
• Singing rhymes and playing
games while naming the
Music and Dance
• The human body
body parts, for example
has different parts • discuss functions of the
“Head and Shoulders, Language and Book Play Area
• Different parts
have different
different parts of the
human body
Knees and Toes”
functions
• care for their body parts • Identifying and naming parts
of the human body
• Body parts need
care • differentiate between
• Counting body parts.
Area
male and female
• Human beings are • Drawing the human body
Outdoor Play Area
of different sexes
• Describing body parts and
some of their functions
• Matching the body parts
and their functions using
Area
pictures
• Discussing and
demonstrating care of body
parts dolls, a mirror, cut out pictures,
puzzles, clay and play dough,
• Identifying boys and girls in
the classroom papier- mache, pair of
scissors, papers, crayons,
• Sorting pictures according
to sex songs, rhymes, poems, books,
DVD, charts
• Fitting jigsaw puzzles of
male and female
• Modelling a human body
8.3.2 Water
• identify plants and • Identifying sources of water Manipulative and Block Play
• There are many
sources of water
animals that live in water • Drawing sources of water Area
• draw plants and animals • Playing with water using

• Water makes
things wet
that live in water different containers
• Some plants and • state properties of water • Observing and drawing

plants and animals which
Area
animals live in
water
• name different sources of
water
live in water
• • Touching, smelling and Outdoor Play Area

Water flows
• smell, taste, touch and tasting clean water (ensure
• Some objects float
on water
talk about water the water is clean before
this activity)
• • describe and
various containers, water,
Some objects sink
in water
demonstrate the different • Experimenting with water:
floating, sinking, flowing and dam, water tap, pond, pictures
uses of water
• Water has different
uses. • name and identify
forming foam bubbles of water sources, pictures of
plants and animals that live in
dangers of water • Dissolving substances in
• Some substances
dissolve in water
water water, clothes, soap, dolls,
colouring, tea leaves, sugar,
• Water can be
• Using water for washing
and laundry
salt, milk, soap powder
dangerous
• Water takes the • Using water for preparing
food and drink
shape of a
container • Identifying other uses of
water
• Water takes
different forms • Discussing the dangers of
water: hot water, dirty water,
• Water is colourless
and tasteless contaminated water, deep
water, flooded rivers
34

8.3.3 Plants • name and identify

different kinds of plants
• Observing and naming
plants
Area
• There are different

types of plants
• compare sizes of
different plants
• Identifying and looking at
plants
• Plants have
different heights
• name plants that are
cultivated and those that
• Classifying plants according
to those we can eat and
Area
• Some plants are
cultivated while •
grow naturally
describe plants that bear
those that are helpful to us,
used as medicine, used for
plants, seeds such as beans,
fruits ropes, those that are
others grow peas and millet, various
cultivated and those that
naturally
• describe plants that have
grow naturally containers, soil, water,
• Some plants have thorns and prickles
• Going on a nature walk and
pictures, drawings, fruits, small
flowers and bear
fruits
• name the different uses
of plants
observing the variety of
branches of trees, leaves,
simple objects such as
plants growing
• Some plants have
thorns and prickles
• identify dangerous and
poisonous plants • Looking at plants with
pencils, blocks, knives, hoes,
and ropes which are at least
flowers, thorns and prickles
• Plants have
different uses.
• identify different parts of
a plant • Looking for plants growing
partly made of wood
close to the ground, those

• Some plants are
dangerous and
• observe and name
colours of plants
with same height with
children and those that NOTE:
•
poisonous
• maintain a nutrition grow very big Teachers must make children
Plants have
different colours
garden with the
assistance of the teacher
• Looking for creepers aware of the danger of putting
seeds in the ears, nose and
• Plants have • Pasting plants onto charts
mouth. Children should not
different parts • Drawing plants handle poisonous plants
• Making paint using plants
• Making leaf prints
• Planting and watering of

fruits and vegetables in the
garden
8.3.4 Animals • name and identify

domesticated and wild
• Naming and identifying
domesticated animals
• There are
animals
• Naming and identifying wild Dramatic Play Area
domesticated and • imitate sounds made by animals
wild animals different animals
• Nature walks Science and Discovery Play
• Animals make
different sounds
• name uses of
• Field trips to zoos or game
parks
Area
• Animals have • describe features of

different animals
• Drawing of animals Outdoor Play Area
different uses
• • Modelling of animals
• Animals have name and identify
habitats of animals • Story telling charts, toy animals, pictures of
•
different habitats
• imitate the movements of • Imitating sounds of animals animals, crayons, live animals,
Animals have
different features wild and domesticated
animals
• Imitating the movements of
wild and domesticated
paper, clay, papier mache,
videos/DVDs of animals
• Animals move animals
differently
• Discussing uses of
• Identifying and naming the

habitats of different animals
35

8.3.5 Soil • observe and name • Collecting and naming Science and Discovery Play
• Soil has different different colours of soil different types of soil in Area
colours, textures • weigh different types of different containers
and weights soil • Exploring the soils using Manipulative and Block Play
• Soil is a habitat for • observe and discuss some of their senses Area
some animals animals that live in the • Classifying the soils
• Most plants grow soil according to colour, texture

in the soil • name and identify and other properties
• Soil has different different uses of soil • Weighing different types of

Outdoor Play Area
uses • name methods of caring soils using balancing scales
• Soil needs to be
cared for
for the soil, for example:
mulching, growing plants
• Experimenting with soil:
adding water, dipping
fingers, moulding
• Observing animals and

plants in the soil
soils, funnels, sieves, paper,
fabric, balancing scales,
• Modelling different objects
using clay
differently shaped containers,
scoops, water, plastic bags,
• Demonstrating ways of
caring for the soil, for
seedlings, seeds
example: mulching, growing

plants
8.3.6 Health, • discuss ways of caring • Relating routine activities Dramatic Play Area
nutrition and for the body • Discussing the role of

safety
• discuss good eating health service centres Music and Dance
• Good eating habits habits • Dramatising consequences

are important for
health
• explain the danger of
poor hygienic practices
of good and bad health
habits
Outdoor Play Area
• Diseases can be
prevented
• discuss the spread of
common diseases and
• Discussing the importance
of a clean environment Science and Discovery Play
Area
• The environment HIV/AIDS • Collecting rubbish around
•
needs care
Personal and
• discuss how to care for
the environment
the environment while
singing relevant songs paper, toothbrushes,
environmental
• demonstrate ways of • Naming common diseases toothpaste, water, brushes,
books with songs and stories,
hygiene promote
good health
caring for the • Role- playing on HIV/AIDS
poems, rhymes, charts on
• A balanced diet
environment
• Discussing health- related health issues, pictures, audio
promotes good • name healthy and pictures tapes, dolls, puppets, food
health unhealthy foods
• Naming objects that may samples, household tools,
• Accidents can be
prevented
• discuss how different
items cause accidents
cause accidents in and
around the home and ECD
illustrations of road signs,
pictures showing child abuse
• Safety rules • discuss safety rules and Centre

should be
observed
why they should be
observed
• Discussing forms of child
abuse
• Child abuse can

be prevented
• discuss various forms of
child abuse
• Identifying pictures
portraying child abuse
• Good relationships
contribute to good
• discuss ways of
preventing child abuse
• Inviting a resource person
from child friendly courts
health
• demonstrate ways of
relating well to others
• Role playing on good
relationships
36

8.3.7 Weather • describe weather • Discussing changes in Outdoor Play Area
• Weather changes changes weather conditions

from time to time • describe how changes in • Singing and reciting rhymes Dramatic Play Area
• Weather the weather influence about the weather
influences human human activities
• Observing changes in
activities • state the changes activities according to
Area
• Weather causes caused by weather on weather conditions
changes in vegetation
• Observing and discussing
vegetation • name suitable clothes changes in plants and Music and Dance
• Weather for different weather vegetation

influences
dressing
conditions
• Identifying suitable clothing
for different weather
local environment, weather
chart, weather station, maize
conditions stalks, kites, millipedes,
• Sorting clothes for different

weather conditions
termites, plants, clothes
8.3.8 Air
• demonstrate the • Flying light objects: Science and Discovery Play
• Air is everywhere presence of air feathers, cotton wool,

balloons, seeds and papers
Area
• Air takes up space • identify and discuss the

• Breathing in and out
• Air makes things
live •
uses of air
demonstrate that air • Blowing and filling the
Water Play Area
plastic bags with air

• Air makes objects
move •
takes up space
experiment to see the • Feeling the bags and
Area
pushing effects of releasing the air
moving air • Making pin wheels and
flying them following the
empty cans, dish, pan, water,
feathers, fluff, plastic bags,
wind and against the wind
drinking straws, cork, bicycle
• Making paper fans to move
air
pump, newspapers, kites,
balloons, cotton wool, pin
• Blowing soap bubbles using
straws
wheel
• Imitating birds and

butterflies soaring in the air
• Walking and running against

and in the same direction
with the wind
• Making and flying kites
37

8.3.9 Simple
machines
• name simple tools used
for cutting, digging and
• Identifying simple tools used
for cutting, digging and
Outdoor Play Area
• Rubbing objects hoeing hoeing

produces heat and
sound
• demonstrate lifting
objects with and without
• Rubbing hands and objects
to produce heat and sound
Area
• Tools make work tools

• Lifting objects with or
easier
• operate simple machines without levers
Area
• Machines make
work easier
• demonstrate the effects
of friction on objects
• Pushing toys and
wheelbarrows
Dramatic Play Area
• Machines are man
• use oil and water to • Pushing squeaking objects
•
made reduce friction
• Applying oil to reduce
Machines can be
• make toy machines friction Technology Play Area
•
repaired
• repair toy machines • Rolling and pushing on
Magnets can pull
• sort materials using wheels old clocks, egg beaters, broom
and repel some
materials
magnets • Dragging a box and pushing
it over rollers
sticks, small objects for lifting
up, chalk, coloured paper,
• A magnet can be
used to make • Making toy machines
waxed paper, pencils, trays,
tricycles, wheelbarrows, carts,
another magnet by • Repairing toy machines magnets, metal and non-
induction • Manipulating small magnets
to show how the magnets
metal objects, paper clips,
chains, sand paper
repel as well as attract
objects
8.3.10 Light
• make temporary • Discussing the importance Science and Discovery Play
• There are different magnets

•
of light Area
sources of light
• identify different sources Demonstrating the effect of Outdoor Play Area
• Light travels in a of light

•
light on plants Dramatic Play Area
straight line
• demonstrate that nothing Discussing what happens if Technology Play Area
• Light can be can be seen without light
•
plants have no light
reflected
• make shadows with their Covering themselves with
torches, prisms, different
• Plants need light own bodies and objects blankets to experience
fabrics, shoe boxes, blankets,
to grow
• explain that plants need
light to grow •
darkness
Playing chasing shadow
glass jar, water, vinyl folder,
magazines, magnifying
games glasses, electric lights,
• Observing and identifying
different sources of light
candles, firewood
8.3.11 Fire • name uses and dangers

• Discussing the uses of fire Outdoor Play Area
• Fire can be useful
•
of fire
• Making illustrations to show
• Fire can be
demonstrate safe
behaviour when using
uses of fire Dramatic Play Area
dangerous
fire • Observing burnt over areas
• practise fire drills • Discussing the dangers of

fire
outdoor environment, fire
extinguisher, sand buckets,
• Practising fire drills fire escapes, fire
place/choto/iziko, sand bags
38

8.3.12 Electricity • name sources of

electricity
• Discussing sources of
electricity in their locality
Area
• Electricity can be • experiment with batteries • Carrying out simple

useful
• talk about the uses and experiments using batteries Outdoor Play Area
• Electricity can be dangers of electricity • Switching electrical
dangerous
• demonstrate safe appliances on and off under
• Electricity can be
saved
behaviour when using
electrical appliances and •
supervision
Using battery- operated
Dramatic Play Area
• There are different
electrical •
toys
discuss ways of saving
appliances under
supervision
appliances electricity • Stating ways of saving torches, torch cells, radio, tape
• There are different • name different electrical electricity recorder, power- driven toys,
sources of
electricity
appliances • Identifying electrical
appliances
electrical appliances, solar
panels, batteries
39
9 Social Sciences
Social Sciences
9.1 Human Relationships

9.1.1 Relationships • say their name, age, • Public speaking Art and Craft Play Area,
and gender
•
sex, home address,
• Singing songs
A child locality and country
• Reciting rhymes Technology Play Area
understands the
whole world only • name members of their
• Playing games
in relation to a family
• Making drawings of Dramatic Play Area
starting point of
themselves
• identify roles in the
family
themselves and their
families
Music and Dance
• A child needs to
understand • State their relationship • Imitating roles of the
family members
to each member
him/herself in the
context of their • name and describe their • Role playing home chores
(boys and girls sweeping)
clothes, crayons, photos,
costumes, dress up clothes,
family friends irrespective of sex props, brooms and hoes,
• A child's family
needs to be
• play different social
roles
• Making a duty roster at
ECD Centres
pictures
embedded in a
sense of friends • discuss their rights and • Story telling
and school peers responsibilities • Modelling
• Roles can be • exercise self control • Dramatising
•
interchanged
Everyone has
• express their emotions
in an acceptable
rights manner
• Emotions can be
expressed and • care for themselves and
controlled others
• Everyone has a
responsibility for
• demonstrate
appreciation of gender
himself, herself differences
and others
9.1.2 Culture • identify aspects of their • Participating in a cultural Dramatic Play Area
• There are different own culture

•
dress show
•
cultures
Culture is shown
• discussing moral values
through play
Dramatising stories and
real life situations
Music and Dance
through: language
dress • communicate in their • Telling and listening to
folk stories
mother language and
foodstuffs
music and dance
local language • Wearing masks and
dramatising Culture Learning Centre
behaviour and
customs
• demonstrate interest in
other languages
characteristics of folk-tale
animals Outdoor Play Area
arts and crafts
religion • demonstrate respect for
other cultures
• Discussing morals and
values - Answering
• All cultures
deserve respect •
questions on stories
Listening to recorded
music props and dress up clothes,
• Singing and dancing to
different cultural songs
locally available materials (safe
junk), puppets, masks, drums
and other musical instruments,
• Using resource persons
from the community
folk story books, radio
cassettes, tape recorders,
• Playing cultural games videos, pictures, food stuffs
• Doing quizzes from different cultures
• Cooking traditional foods
41

9.1.3 Civic Education

(People at work)
• demonstrate different
ways in which people
• Discussing different
vocations
Dramatic Play Area
Outdoor Play Area
• There are different earn a living
• Miming and role playing Manipulative and Block Play
ways of earning a
living
• imitate roles of
community members and
different people and civic
leaders at work
Area
Music and Dance
• People have
different roles in
civic leaders
• Dramatising different work
situations using props and
costumes, masks, puppets,
the community puppets
tools, pictures of uniforms,
• All roles are
important
• Role playing business
interactions
dress-up clothes, safe junk
material for shops, pictures of:
• Visiting places such as a
police station, clinic, petrol
a clinic, rural and urban
homes, farms, mines, schools,
station, farm, post office, dip factories
tank, airport
9.1.4 Religious and

Moral Education
• identify different religions • Naming different religions Dramatic Play Area
•
in their community
• Discussing different
People belong to
different religions
• respect other people’s religious practices
Outdoor Play Area
•
beliefs
• Talking about family rules
All religions should
be appreciated
• state rules in their
families
• Imitating proper behaviour
shown by adults
Music and Dance
• Communities help
children and adults
• imitate good behaviour
from adults and peers at
• Role playing good
Language Book Play Area
behaviour of adults and
to live together the centre peers
peacefully
• Living in harmony
• demonstrate appropriate
ways of interacting with
• Listening to traditional
stories and songs depicting
story books, puppets, dress-up
clothes, Religious books,
is beneficial to peers and adults in the good morals props, costumes, musical
communities community
instruments, pictures
• apologise and accept
apologies
• demonstrate the ability to

co-operate with others
9.1.5 Responsibility
• care for themselves and • Cleaning oneself Outdoor Play Area
•
tasks
Being responsible
their belongings • Caring for themselves and
• assist others if they need their belongings

means taking care
of others and
help • Caring for others Area
things around you • feed and water pets,
rabbits and chickens
• Looking after pets, rabbits
and chickens
• Being responsible
means taking care • care for the environment • Tidying up play equipment
pets, rabbits, chickens, plants,
flower pots, brooms, litter bins
of yourself and • maintain the environment and play areas
your belongings
• carry out responsibilities • Caring for plants
• Responsibility
extends to caring
• Picking up litter and
discarding it
for your
environment
• Taking turns to ensure that
tasks are carried out
42
10 Technology
Technology

10.1 Computer
play
• name computer
components
• Naming basic computer
components
Computer Centre
• Computers can
be used for
• observe safety rules
when operating the
• Switching on and off
power, using a remote
learning equipment control or manually

• Computers can
• care for the computer • Selecting computer computers, pictures of
computers, toy/model
be used for
communication • demonstrate operating
skills
programmes using the
keyboard and mouse computers
• Computers can
be used for • identify and match
colours on computers
• Using the computer to
play games, draw, paint
playing games and print
• make patterns on the
computer • Following instructions
from a computer
• play computer games
10.2 Appliance
play
• name communication
appliances
• Identifying household
appliances
Dramatic Play Area
• Electrical
appliances are
• name household
appliances
• Answering phones and
passing on messages
used in modern
life for different • answer phones and
pass on the message •
correctly
Searching of television
Music and Dance
purposes correctly and radio channel or
• Electrical
appliances make • observe safety rules
when using appliances
station using a remote
control or manually
Area
our lives easier
• take care of appliances • Listening to CD, tapes,
• Electrical
• demonstrate skills for
radio Language and Book Play
appliances must
operating different • Watching videos Area
be used with
care
appliances • Following instructions
from a TV or radio real or toy appliances and
broadcast, for example gadgets, pictures of gadgets
on how to make play for example: telephone, radio,
materials or play games DVD, video cassette
• Watching DVD videos recorders, decoders,
calculators, cameras, cell
phones, vacuum cleaner, iron,
kettle, stove, fridge, washing
machine, shaving machine
44
Appendices
Appendix I
RESOURCES AND EQUIPMENT
An ECD Centre needs basic resources and equipment to cater for the holistic
development of a child. Some of this equipment can be purchased or improvised with
the assistance of parents, guardians and communities. All equipment should be safe,
sensitive and appropriate for the children. The materials and equipment should be in
line with the developmental changes in technology. The list below is not exhaustive.
1. Indoor Facilities
Chairs, tables, beds, books, cupboards, televisions, puzzles, video cameras, DVDs,
dolls, blocks, toy cars, full length mirrors, easels, flannel boards, chalk board, cooking
utensils, face cloths, overalls, cribs, dishes, stove, fridge, microwave, fire extinguishers,
sand buckets, cloak room, paddling pool, puppets, first aid kit, sick bay, cushions,
carpets, fans, mats, mattresses, computers, bathroom scale, latex gloves, Middle
Upper Arm Circumference (MUAC) tape.
2. Outdoor Facilities
Mahumbwe/amandlwane house, tunnels, stepping stones, tyres, see-saws, swings,

hoops, goal posts, climbers, ladders, skipping ropes, punch bags, borehole, nutrition
garden equipment, child-sized toilets and child-sized wash basins, tricycles, sand pit,
pet corner, jungle gyms, swimming pool, troughs, jumping castle.
46
Appendix II
EARLY CHILDHOOD DEVELOPMENT (ECD) ASSESSMENT GUIDE
Instructions on the Use of the Child Assessment Guide
The child assessment guide is such an essential asset in monitoring the development
of the child as a whole. It assists the ECD teacher in the evaluation of the child’s
progress. This involves areas where the child needs nurturing. Parents and guardians
should also be involved. Please note that this is not a once-off exercise but a
continuous informal assessment process. This guide is to be used over a two- year
period before the child graduates and leaves for Grade 1.
47
BACKGROUND INFORMATION
NAME OF CHILD………...........………………...............…….. DATE ENROLLED AT ECD CENTRE......………………….

DATE OF BIRTH……………………............……..… BIRTH CERT. NO……………………….………………………………..
SEX…………………………..
RACE………………………………...………………......…. DENOMINATION……………....……………………………………
NAME OF FATHER………………………...............…………. OCCUPATION…………………………………………………..
NAME OF MOTHER…………………………............……..… OCCUPATION…………………………………………………..
NAME OF GUARDIAN………………...........…….RELATIONSHIP……………… OCCUPATION……………………………
HOME ADDRESS…...……....................................................................………………………………………………………...
…………………....................................................................…………………………………………………………………......
TELEPHONE: Home…………......……………. Business…………………………….. Personal……………………………….
NUMBER OF CHILDREN IN THE FAMILY i.e. MALES…………………..........………………………………………………..

FEMALES………………..............……………………………………………
POSITION OF CHILD IN THE FAMILY……………………………............………………………………………………………
IS HE/SHE PHYSICALLY OR MENTALLY CHALLENGED? DOES HE/SHE HAVE OTHER SPECIAL NEEDS? YES/NO
IF YES, ELABORATE………………………………………………….........……………………………………………………….
…………………....................................................................…………………………………………………………………......
CHILD’S INTERESTS…………………………….......…………………………………………………………….........................
STAPLE DIET………………………………………..........…………………………………………………………………………..
ALLERGIES………………………………………........……………………………………………………………........................
TERM 1 TERM 2 TERM 3

WEIGHT (kg)
HEIGHT (cm)
MUAC (cm)
IMMUNISATIONS DONE SO FAR……………………………………………………………………………...........…………….

1……………………..............…………………….................................……… DATE……………………………………………
2……………………..............…………………….................................……… DATE……………………………………………
3……………………..............…………………….................................……… DATE……………………………………………
4……………………..............…………………….................................……… DATE……………………………………………
5……………………..............…………………….................................……… DATE……………………………………………
6……………………..............…………………….................................……… DATE……………………………………………
7……………………..............…………………….................................……… DATE……………………………………………
8……………………..............…………………….................................……… DATE……………………………………………
48
ASSESSMENT GUIDE
Key: 1. YES 2. NO 3. SOMETIMES 4. WITH ASSISTANCE. PLEASE TICK ONE APPROPRIATE BOX.
MATHEMATICAL DEVELOPMENT 1 2 3 4 DATES COMMENTS
1. Can he/she match objects according to:
• Shape
• Colour
• Size
2. Can he/she sort objects according to:
• Shape
• Colour
• Size
3. Can he/she match one for one?
4. Is he/she able to compare
• Height of objects?
• Length of objects?
• Size of objects?
• Mass of objects?
• Number of objects?
5. Can he/she match sets?
6. Can he/she identify an empty set?
7. Can he/she count and recognise objects from

1 to 5?
8. Can he/she order objects according to
• size
• height
• length
9. Can he/she share items equally with others

e.g. 10 stones among 5 friends
10. Can the child associate with times of the day,

night, morning, afternoon, evening
11. Does the child have a:
• Sense of time e.g. in the morning we eat

porridge etc. yesterday, today and tomorrow
12. Can the child name a few coins or notes e.g.

at the Dramatic play area?
49
PHYSICAL DEVELOPMENT 1 2 3 4 DATES COMMENTS
1. Can he/she name own body parts?
2. Can he/she distinguish between his/her left

and right hand?
3. Can he/she state the functions of the body

parts?
4. Can he/she put his/her right hand over the

head and touch his/her left ear?
5. Can he/she dress and undress

himself/herself?
6. Is he/she well co-ordinated? (does not fall

over things, or bump into things)
7. Can he/she jump with ease?
8. Can he/she
• skip?
• crawl?
• climb?
9. Can he/she walk on a straight line drawn on

the floor?
10. Can he/she walk five steps backwards?
11. Can he/she stand on one leg for ten

seconds?
12. Can he/she catch a ball?
13. Does he/she catch a ball while
• Clapping hands?
• Clapping and stamping feet in time to music?
14. Can he/she hop five steps on one leg?
50
MANIPULATIVE DEVELOPMENT 1 2 3 4 DATES COMMENTS
1. Can he/she fasten buttons?
2. Can he/she tie a shoelace?
3. Can he/she hold a pencil correctly?
4. Can he/she draw a circle in one movement?
5. Can he/she use a small pair of scissors well?
6.Can he/she cut along an outline of an object in

the picture?
7. Can he/she draw a recognisable object?
51
SOCIAL AND EMOTIONAL DEVELOPMENT 1 2 3 4 DATES COMMENTS
1. Can he/she introduce himself herself correctly,

that is name and surname?
2. Does he/she attend ECD centre regularly?
3. Can he/she use the toilet on his/her own?
4. Does he/she wait for his/her turn?
5. Does he/she demonstrate good manners?
6. Does he/she demonstrate self-discipline?
7. Does he/she show consideration for others?
8. Does he/she gladly participate in-group

activities?
9. Does he/she show kindness and caring for

others?
10. Is the type and choice of words used by the

child towards others proper?
11. Does he concentrate on a task for a

reasonable amount of time?
12. Is he able to lead others e.g in games?
13. Does he/she show appreciation of others?
14. Does he/she easily mix and interact with

others?
15. Overally is he/she healthy and energetic?
16. Can he/she work independently without

depending on the teacher or peers?
17. Does he/she cry for a reason e.g. falling,

when hurt etc?
18. Does he/she show emotions?

Negative
Positive
19. Does he/she often narrate events or incidents

in which she was unfairly treated?
20. Does he/she bully others?
52
LANGUAGE DEVELOPMENT AND 1 2 3 4 DATES COMMENTS

PRE-READING SKILLS
1. Can he/she say his/her
• name and surname
• address
• age
• mother’s, father’s or guardians names?
2. Can he/she recognise his/her own name when

written down?
3. Does he/she speak fluently?
4. Does he/she speak audibly?
5. Can he/she pronounce words properly?
6. Does he/she talk without using baby

language?
7. Does he/she use full sentences when

speaking?
8. Can he/she talk about events and stories,

using a logical arrangement of events (putting
events in the correct sequence)
9. Can he/she retell a simple story in his/her own

words?
10. Does he/she predict what might happen in a

story?
11. Can he/she answer simple questions about a

story told to him/her?
12. Can he/she talk about something without

diverting from the subject?
13. Does he/she understand the concept of

position? (on, in, under, between, over, behind
etc)
53
LISTENING AND VISUAL SKILLS 1 2 3 4 DATES COMMENTS
1. Does he/she pay attention when listening to a

story?
2. Can he/she memorise and recite simple

poems?
3. Can he/she recognise everyday sounds?
4. Can he/she imitate everyday sounds?
5. Can he/she convey a message without

forgetting the content?
6. Can he/she repeat a few sounds?
7. Does he/she execute more than one

instruction in the correct order e.g. put one
cup on the table, shut the door and sit down?
8. Can he/she repeat a short sentence?
9. Can he/she find objects in a picture?
10. Can he/she answer questions about a

picture?
11. Can he/she identify what the odd object or

odd picture is?
12. Can he/she tell what is missing from a

picture?
13. Is he/she able to recognise and name the

colours?
• red
• blue
• yellow
• green
14. Can he/she identify and name everyday

objects
15. Is he/she able to notice any changes that

occur in the room e.g. arrangement of
furniture, sitting positions etc.
54
TECHNOLOGY
B. COMPUTERS AND APPLIANCES 1 2 3 4 DATES COMMENTS
1. Can he/she identify the parts of a computer

using appropriate vocabulary?
2. Can he/she relate different parts of the

computer to the different basic functions they
perform?
3. Does he/she respond correctly to computer

instructions?
4. Does he/she follow given procedures in

executing instructions?
5. Can he/she use the computer to store

information?
6. Can he/she command the computer to

perform a task?
7. Can he/she operate a computer without

depending on the teacher or peers?
8. Does he/she work cooperatively with peers

when using the computer?
9. Does he/she use appropriate vocabulary

when using a computer?
10. Does he/she demonstrate proper care for a

computer?
11. Can he/she properly switch on and off the

computer?
12. Can he/she interpret what appears on the

monitor/screen?
13. Is he/she comfortable with the computer?
14. Does he/she demonstrate persistence in

working with computers?
15. Can he/she identify household appliances?
16. Can he/she switch on a radio or television

correctly?
17. Can he/she answer the telephone correctly?
18. Can he/she pass a telephone message

correctly?
19. Can he/she use assistive aids correctly?
20. Can he/she switch the calculator on and off

without depending on the teacher or peers?
55
NOTE: Please use computer software programmes for the ECD level
TEACHER’S COMMENTS
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Ecd Syllabus 1

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Ecd Syllabus 1

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ZIMBABWE

MINISTRY OF EDUCATION, SPORT, ARTS AND CULTURE

Curriculum Development Unit

All Rights Reserved

• Educational Development Services Division

• Primary Education, Early Childhood Development (ECD) and Learner Welfare

• ECD Teachers, District Trainers and Education Officers

• Schools Psychological Services and Special Needs Education Division

• Representatives from Teachers’ Colleges

• Representatives from Universities

• Zimbabwe College of Music

• Zimbabwe Early Childhood Education and Care Network

• Nursery School Teachers’ Association of Zimbabwe

• The National Book Council of Zimbabwe

• Ministry of Health and Child Welfare

• Flemish Office for Development and Technical Assistance

• United Nations Children’s Fund (UNICEF)

5.0 Curriculum Areas in Early Childhood

6.0 Expressive Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

7.0 Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

8.0 Mathematics and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

9.0 Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

10.0 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

2.2 concepts, generalisations, applications, logic, language, problem solving

2.3 psycho-social skills namely: self-control, free expression of emotions,

2.5 good health, nutrition and safety practices

2.6 positive self identity

2.7 basic technological and communication skills

3.1 Physical Health Practices

• a sense of what constitutes good nutrition

• good personal hygiene

• safety awareness in relation to hazards such as water, fire, electricity and

• ability to handle small emergencies calmly, mainly by summoning help

3.2 Physical Skills

• gross motor skills

• fine motor skills

• eye and hand co-ordination

• eye and foot co-ordination

• coordination of all body parts

• awareness of left and right

• a sense of position in space

• ability to name body parts

• ability to dress self unassisted

3.3 Emotional Skills and Well-being

• self-awareness and self-esteem

• ability to express emotions

• ability to think and act independently

3.4 Social Skills

• ability to communicate effectively through at least one local language

• ability to control their emotions

• appreciation of their own culture and that of others

• tolerance for people who are different from themselves

• ability to take on and carry out appropriate duties and responsibilities

• ability to cooperate with others to achieve a joint outcome

3.5 Cognitive Skills

• basic mathematical concepts and skills

• basic scientific concepts and skills

• problem solving abilities

• ability to make rational choices and decisions

• awareness of self as part of a larger environment system whose actions

3.6 Technological Skills

• knowledge and skills of the technological possibilities of the 21st Century