Name: Muniovina Katjimune

Subject: Child Development B Module 9

Student: 202236086
Cellphone number: 0812768183
Programme: Diploma in Early Childhood Development and Pre-Primary Education
Assignment 2
Introduction
This assignment is covering many aspects regarding the development of children and
how to cope with day to day challenges from children of different age groups. It will also
cover the aspect of how educarer/pre-school teachers should prepare for facilitating and
fostering the development and leaning of children.
Question 1
1.1
Choice or control
 Children should be given opportunities to make choices and have control over
what they want to do and learn.
 If the child wants to know something he/she will be motivated and engaged in
learning.
Felt concern
 The focus is not only on children intellect, but also their feelings and interest.
 Humanistic education believes that children overall mood and feelings can either
hinder or foster the process of learning.
The whole person
 Children’s feeling and knowledge are important to the learning process and
humanistic teachers do not separate the cognitive and affective domains.
 Activities presented and done with the children focus on various aspects, not just
on increasing knowledge.
Self-evaluation
 Humanistic education believes that giving children grades is not helpful and that
only self-evaluation is meaningful.
 Giving grades only encourages children to work for grades and not for the
satisfaction of learning itself.
Teachers as facilitators
 According to the humanistists, the educator should be supportive. And foster an
engaging environment for children.
 Educator should also ask questions that promotes meaningful learning.
1.2
Best interest of the child: The best interest of the child is the overriding consideration
in the national response to the orphans and other vulnerable children. This means that
when making decisions on a child’s behalf, we must always think about what is best for
the child.
Multi-sectoral approach and partnership: An effective response to helping or working
with OVC’s requires that everyone in our community works together. As an
educarers/pre-school teacher we must create links with organizations where we can get
assistance for OVC’s or which we can refers OVC’s to.
Promoting and protection of human rights: All children have same rights. As
educarers/pre-school teachers we need to treat all children in our care the same and
protect them from all forms of discrimination. Our programs and activities at our
educare/pre-school must never single out or disadvantage OVC’s.
The right to survival, life and development: all children have the right to live and
grow and not die of preventable causes due to a lack of access to basic health care
services. All children must have the right to benefit from economic and social policies
that allows them to survive into adulthood, with the support of both their parents where
possible.
The right to express vies and have them taken into account: where possible, OVC’s
must be consulted so they can contribute and take part in any activities, including laws
or strategies, which are created with them in mind. Younger children might not be able
to participate on certain levels but parents/caregivers can be consulted as this affect
their children.
HIV prevention, treatment, care, support and impact mitigation: impact mitigation is
the effort to reduce the loss of life by introducing strategies that can reduce the spread
of HIV/AIDS in the community. To reduce the number of OVC’s we must reduce the
numbers of parents/caregivers who die as a results of HIVV/AIDS.
Good governance, transparency, and accountability: Ii is important that our
government is transparent in any activities that involve OVC’s. Our leaders whether in
politics or education – must make resources available.
The best solutions for OVCs are close to home: successful programmes for OVCs
are those that are child-centred, family and community focused and which respect and
protect the right of the child. Where possible, orphans should be cared for by
appropriate adult in the family units.

Question 2
2.1 free choice activities include manipulative, construction, and discovery play. Making
puzzles building with blocks and playing with some scale. These activities can be
played indoor or outdoor. Creative play is also part of free choices activities and it plays
with activities related to theme such as drawing, painting, and cutting and pasting.
Manipulative play: examples are to sharpen a pencil; prepares some pencils to be
sharpened, have a bowl for shaving. Show children how to use a pencil and sharpener
and how to clean up after the exercise.
Discovery play: example rough r smooth; Make cards with different texture that can be
found in or around the centre (sand, plasters, vinyl, carpet, thatch, zinc, etc.) let the
children discover these textures by walking around the school and matching the cards
with the real objects.
Constructive play: building a school; Children build an educare centre from blocks.
Creative play: Making your own school; Provide the children with empty boxes, toilet
rolls, scrap of papers, glue, etc. let them create their very own building,
Fantasy play: Playing school; Children play school, taking turns to be educarer and
children.
Teacher-directed play is an activity in which pre-school teacher introduces the activity
and guide it through until is completed it is also referred to as ’rings’, help the children to
develop language and social skills. They teach children how to get along with others
and taking turns, sharing, and working together.
Discussions: Talking about books; talk to children about their experience about books.
What they can find in the book? Whether they like books? Why? And why they find
friends in a storybook?
Movement activities: Going around a circuit; examples are playing physical games and
practicing all sorts of movements, like walking on line, heel to toe, walking on beam,
climbing over tyres, etc.
Songs and music activities; singing songs and making music with your body or with
your rhythm instruments and learning musical concepts.
Listening to stories and looking at books; Telling stories, rhymes or poems and
looking at illustrations related to the themes. Like reading a welcoming poem to the
children.
2.2 physical skills, pre-numeracy skills, social and emotional skills, concentration and
listening skills and language skills.
Physical skills; they are games that will help children develop their gross and fine
motor skills. It is games that can develop hand-eye-coordination, visual perception and
discrimination. Example is a hopscotch game.
Pre-numeracy skills; these are games that involves numbers effectively that will help
children to develop pre-numeracy and thinking skills. Games like UNO, dice and LUDO.
Social and emotional skills; it is games learns children about rules, cooperation,
mutual understanding, sharing and logical thinking. These games have the challenges
of playing against other, playing with themselves or with objects. This will help them
develop social and emotionally. Example of games are
Concertation and listening skills; in this games children need to concentrate, pay
attention and listen very careful. This involve the element of following the instruction or
having to listen to be able to participate. A game like “Simon say”.
Language skills; playing in groups will help children develop language skills because
too much of verbal communication is practiced when playing with others. It can be
verbal or non-verbal communication.
2.3 In order to teach psychomotor domain, experiential learning methods is needed,
such as games, role play and simulations, field trips, jumping and running and rope
skipping and other physical activities. This games will focus on teaching children on
achieving the objectives in all three domains. It promotes the understanding of content
(cognitive domain) while at the same time developing interpersonal and leadership skills
as well as practical (psychomotor) skills.

Question 3
3.1
Giving children positive alternatives Being told only what NOT to do
Acknowledge or reward effort and good Reacting harshly to misbehavior
behavior
When children follow rules because they When children follow rules because they
are discussed and agreed upon are threatened or bribed
Consistence, firm guidance Controlling, shamming, ridiculing
Positive and respectful of the child Negative and disrespectful of the child
Physically and non-verbally violent Physically and verbally violent and
aggressive
Logical consequences that are directly Illogical consequences that are unrelated
related to the misbehavior to the misbehavior
Using mistakes and learning opportunities Teaching children to behave well only
when they risk getting caught doing
otherwise
Teaching children to internalize self- Forcing children to comply with illogical
discipline rules ‘just because you say so’

Directed at the child’s behavior, never at Criticizing the child rather than the child’s
the child, for example saying “Hitting your behavior, like saying “You are very
brother was not a kind thing to do” (this stupid”
focusses on what the child did)
3.2
 I will show Timo that what he is doing is not acceptable
 I will find an alternative punishment but not the physical one.
 I will also tell the parents to discipline their child as bully is not acceptable or
tolerated at any Educare Centre.
 My decision as an educarer/pre-school teacher will be firm towards the parents
that are not taking the offence seriously.
 We will have a role play that will include Timo and Tom and other children. Timo
will be the victim and after the role play I will ask Timo how he feels.
3.3
- Lack of firmness with children
- Failure to provide adequate love and attention
- Interference with play routine
- Over-protectiveness
- Attacked or yelled at

Question 4
4.1 Lesson plan
Name of Activity or Topic: Big and small
Date: 06 March 2023
Children (number and age(s): 17 children, 3 to 5 years old
Theme:” My school”
Type of Activity: discussion and movement
Learning objectives: by the end of the lesson children will be able to differentiate
between big small
Language: big, bigger, biggest, small, smaller, and smallest
Materials required: 3 balls in three sizes, big, small and smallest
Preparation: have few items or equipment in big, bigger, biggest, small, smaller, and
smallest
Description of steps: there will be items to show to children, like big and small balls to
throw.
Evaluation: children can now be able to differentiate between big and small
Conclusion
The assignment was a preparatory one for the examination. It was a bit challenging in
terms of scenario and the lesson plan, but I manage to get the answers.

References
Namibia College of Open Learning (Child Development and Learning B module 9) 2013