CHAPTER 4

PRINCIPLES AND TECHNIQUES IN PLANNING AND IMPLEMENTING LEARNING ACTIVITIES

By Madam Zaiton

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

This Photo by Unknown Author is licensed under CC BY-SA-NC

 ROUTINES AND
SHEDULES
IMPORTANT Because:

• They influence a child’s emotional, cognitive

and social development

• They help children feel secure

• They help children understand expectations

• They help reduce behaviour problems

• They can result in higher rates of child This Photo by Unknown Author is licensed under CC BY

engagement

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 SCHEDULING

• Schedules represent the big picture the main activities to be completed daily.
• Sample daily schedule:

Time Schedule
8:40 Arrival time
9:00 Group time
9:20 Activity Time
10:10 Story time
10:25 Outdoor Time
10:50 Snack Time
11:10 Dismissal
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION
 Things to consider in Daily
Schedule Planning
• Balance of activities
• Number of activities available
• Number of adults available
• Child’s attention span
• Child’s level of alertness
• Child’s cultural and linguistic
background
• Longer play periods result in
increased play behaviours.
This Photo by Unknown Author is licensed under CC BY-SA
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION
 What makes a good
daily schedule?
Balance of activities
• Active and quiet
• Large group and small group
• Indoor and outdoor
• Child-directed and teacher directed
Visual cues
• Use of daily picture schedule

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

This Photo by Unknown Author is licensed under CC BY-SA-NC

 Routines
• Routines represent the steps done to complete the
schedule
• Activities and procedures that occur regularly
• Often involve a series of responses
• Preschool routines typically include
o Arrival time
o Bathroom time
o Cleaning time
o Departure
o Nap time This Photo by Unknown Author is licensed under CC BY

o Snack time
o Story time

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Types of activities
 Centers from these 2 categories should be separated.
 Having a noisy center like block area near the library area creates unnecessary
distractions for children.
 Separating for wet/messy and dry areas. The dry centers should be separated from those
that require water and other liquids.
 For example: Art centers(wet/messy) with paints, glue, marking pens, crayons needs to
be separated from the library corner (dry).
 Indoor (Active/noisy centers)
 Blocks
 Music
 Housekeeping/dramatic play
 Woodworking
 Sand/water play
 Indoor (Quiet centers)
 Art
 Books/library
 Computers
 writing

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

This Photo by Unknown Author is licensed under CC BY-SA

 Spaces for varying Large group:
group sizes • Teacher set aside one area for whole-class meetings.
• Usually this refers to circle time. Which requires children
Another factors in planning indoor environments is the provision
and teacher to gather in a circle formation, with everyone
of spaces that accommodate gatherings of different numbers of
sitting on the floor.
children.
• Example activities: music and movement

Small groups:
• Needed for many different small-group activities in the
earl childhood classroom.
• For example: Snack time

Solitary activities (done alone or done with others):

• Solitary time allows children the chance to reflect and
regroup at different times during the day, before returning
to the important tasks of socializing with others.
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

This Photo by Unknown Author is licensed under CC BY-NC-ND

 QUIET
ACTIVITIES
• Children also need to spend time on quiet activities that develop their
fine motor skills, eye-hand coordination, and attention spans; activities
such as:
• Reading
• Colouring
• Drawing
• Cutting
• Gluing
• painting
• Doing puzzles

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Active Play

• Hopping: pogo stick, hopper ball, chalk

for hopscotch or a hopscotch mat
• Jumping: skipping rope, hula hoops or
trampoline
• Pulling and pushing: scooter board,
wheelbarrow, wagon
• Climbing: ladders and climbing domes
• Sliding: slide
• Swinging: sling swing, button swing,
nest swing, trapeze
• Balancing: stepping stones, balance
pods, stilts, scooter, balance ball
• Throwing, bouncing catching, kicking:
balls.
• Batting: T-ball set, plastic racquets

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Outdoor Activities
Sensory experiences.
• Playing outdoors provides children with
numerous opportunities to engage in sensory
experiences.
• The sights, sounds, smells and textures found
outside are attractive to children and make
that setting more interesting to them.
• Greater sense of freedom
• Running, jumping, shouting and getting involve in
messy activities can be accomplished outdoors with
minimum adult involvement.
• Opportunities for risk taking.
• Outdoor play encourages children of all ages to
engage in behaviors that are more dangerous .
• This element of risk taking is exciting and motivates
many children to play.
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION
 Play types that can be effectively promoted
outdoors include:
Active physical/motor play
• Example activities: running, climbing, digging, and swinging.
Solitary play
• Young children need many opportunities to get off by themselves
for quiet reflection and play.
• Example: cardboard and wooden boxes (that children can crawl
inside) barrels and natural plantings that create a small space for
individual children.
Construction play
• Provide young children with a variety of building materials,
children will engage in construction play.
Imaginative play
• Outdoor prop boxes containing dress-up materials and toys for
dramatic play can be carried to the playground to stimulate
imaginative play themes.
Games with rules
• Children who are developmentally ready for this play type can be
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION given materials such as balls of various sizes and types so that
they can engage in games with rules.
 7 play zones/area (outdoor)

• Esbensen (1987) suggest organizing the outdoors

into 7 play zones/area.

• Transition area

• Manipulative/construction area

• Dramatic play area

• Physical area

• Sand/water play area

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION • Natural areas

This Photo by Unknown Author is licensed under CC BY
 Transition area
• Transition area helps many children to adjust from quiet
indoor environment to active outdoor play.
• Include quieter activities such as (painting and water
play).
• Transition area should be covered, making it more
usable in hot and cold weather conditions.
• Have child-sized tables and chairs for sit-down
activities.

Manipulative/construction area
• Manipulative skills involve moving or using an object
with the hands or feet to achieve a goal or complete a
task.
• For fine motor skills, that object might be a pencil,
puzzles, small blocks, beads, button.
• For gross motor skills, the object might be sporting
equipment or toys such as bats, balls, racquets, or jump
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION ropes.

This Photo by Unknown Author is licensed under CC BY-SA-NC

 Dramatic play area
• Dramatic play occur spontaneously on the playground.
• Providing creative props will stimulate even higher levels of this
important play types.
• Provide real tools and real-life materials for play in the sandpit,
mud kitchen.
• Provide playhouse, old phones, keyboards, clipboards, handbags,
shoes and kitchen items.
This Photo by Unknown Author is licensed under CC BY-NC-ND
• These real tools allow children to use their imagination and their
understanding of the world around them to create and portray their
roles and ideas as play unfolds naturally.
• Setting up some simple invitations to role play for example
(resources for doctor’s and vets, offices, markets, shops.

Physical area
• Open space for running, skipping, climbers, slides and swings.
• This area should allow risk taking by children and challenge them
with a variety of options and levels as they physically mature.
• Be sure to separated it from quieter activities.
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION
This Photo by Unknown Author is licensed under CC BY
 Sand/water play area
• This area should be large enough to accommodate
several children at the same time.
• Example: Digging, mixing, and pouring utensil
enrich the play.

Natural areas
• To enhance this aspect of outdoor play, adults
should provide a variety of trees, bushes and
plantings.
• Allow them to experiences different textures, leaf
sizes, color and smells.
• Young children can enjoyably grow a variety of
flowers, fruits and vegetables in a garden.

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 MATERIALS & EQUIPMENT
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

This Photo by Unknown Author is licensed under CC BY

 Materials/Equipment List for
Preschool Child Care Centers

• High quality early learning and childcare

programs provide safe, stimulating
environments that are warm, comfortable and
aesthetically pleasing.
• Children are active learners who use the
physical environment in a direct, hands-on
manner.
• The physical environment, as well as all the
materials and equipment are part of a child’s
learning experience.
• The schedule, space, interaction with others
and daily routines all provide learning
opportunities.
• The learning environment should provide a
rich assortment/variety of materials and
equipment for children to develop socially,
cognitively and physically.

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 The materials and equipment should:

• Be available in a quantity and variety to occupy all children in attendance.

• Be consistent with the developmental capabilities of children in attendance.
• Be available for much the day.
• Offer many types of play choices, for blocks of time, to provide different
opportunities for children to experiment, explore and learn.
• Be accessible to children where they can reach and use the materials by
themselves with adaptations to furniture to meet all children’s needs.
• Be organized into particular interest centres (may overlap into other centres).
• Be arranged so quiet and active centres do not interfere with one another.
• Represent and encourage acceptance of diversity (race, culture, age, abilities,
gender) in all activity areas.
• Be rotated and changed frequently based on the children’s interests.
• Be provided indoors and outdoors to broaden children’s exploration and
experiences.

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

This Photo by Unknown Author is licensed under CC BY

 Activity Area:
Dramatic
Materials/Equipment
Home Area:
• Child-sized stove, sink with cabinet for storing dishes, refrigerator, table and
chairs, bed, dresser, dress up display and other furnishing such as
washer/dryer.
• Cooking utensils, such as pots/pans, eating utensils, dishes, muffin pan,
wok, toaster, play food, collection of empty containers such as food products
and spices.
• Cleaning utensils such as mops, brooms, feather dusters, rags, pails, empty
containers of cleaning products such as laundry detergent and dish soap.
• Infant dolls, dolls representing adults, small dolls for doll houses (diverse
ethnic characteristics).
• Doll furniture, such as cradle/crib, high chair, stroller, wheelchairs, walkers,
baby carriers from various cultures.
• Doll clothes and accessories such as bottles, blankets.
• Full length unbreakable mirror.
• Telephones, clocks, radios, cameras.
• Stuffed animals. This Photo by Unknown Author is licensed under CC BY-SA-NC

• Fabrics or blankets typical of various cultures.

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION
 Activity Area: Fine Motor

Materials/Equipment
Some of each category:
1. Building toys:
• small wooden blocks/cubes
• interlocking blocks (Lego/Duplo)
• magnetic blocks
• Tinker toys
• Lincoln Logs
• Bristle Blocks
• Waffle Blocks

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Materials/Equipment
Manipulative:

• Small and large beads, strings, bead pattern cards,

bead frames
• Sewing materials including blunt needles, wool,
burlap, buttons, lacing cards with laces/string
• Pegs and peg boards
• Pounding boards with mallets
• Parquet shapes with and without pattern cards
• Zip, snap and button dressing frames
• Gears
• Straws/sticks with connectors
• Links, linking stars
• Nuts and bolts, screws
This Photo by Unknown Author is licensed under CC BY

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Materials/Equipment

Art materials: See creative activity area

Storage/Furnishings/Space:
• Containers – clear plastic, wicker/rattan baskets
• Child-size tables and chairs
• Low, open shelves
• Carpet area (floor puzzles)
• Puzzle rack
Plastic Wicker Baskets

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Activity Area: Creative
Materials/Equipment
Some of each category:
Drawing:
• Large and small crayons.
• Pens, pencils, erasers, coloured pencils.
• Thick and thin washable markers.
• Chalk, chalk board, erasers.
• Paper (various sizes and colours, lined and blank) newspaper, construction,
tissue, coffee filters, computer, cards, paper plates.
• Dry-erase boards/markers.

Painting:
• Finger paints.
• Liquid tempera paints.
• Block/disk tempera paints and trays.
• Variety of paint utensils, paint brushes, rollers, squeeze and spray bottles,
sponges, paint scrapers.

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

This Photo by Unknown Author is licensed under CC BY

 Collage:
• Glue/paste, glue sticks, glue/paste pots, glue brushes/spreaders.
• Paper scraps, magazines, cards, wrapping paper, ribbon.
• Cardboard tubes, boxes, rolls for construction.
• Yarn/string, Cotton balls.
• Glitter, buttons, sequins, gems (all small materials require supervision and for use with
children three years of age and older).
• Natural objects (leaves, seeds, twigs, feathers).
Tools:
This Photo by Unknown Author is licensed under CC BY-NC
• Safe scissors (left- and right-handed)
• Staplers
• Paper punches
• Tape (various types), tape holder
• Tools to use with play dough (craft sticks, blunt knives, scissors, pipe cleaners)
Storage/furnishings:
• Low, open shelves
• Containers – clear plastic, wicker/rattan
• Child-size table and chairs
• Facilities for drying, displaying and storing artwork.

This Photo by Unknown Author is licensed under CC BY-NC

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION
 Activity Area: Reading
Materials/Equipment

Factual books:
• real animals.
• facts about animals and plants.
• real life experiences, ex: going to the doctor.
• number, shape, colour.
Nature and science books:
• Five senses.
• Human body.
• Animal homes and lives.
Race and cultures books:
• Historical and contemporary stories about people
from various races and cultures.
• Books in various languages.
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION This Photo by Unknown Author is licensed under CC BY-SA
 Diverse abilities books:
• Books depicting individuals with additional needs (wheelchair, crutches,
hearing devices, etc.)

Fantasy books:
• Pretend stories about people
• Pretend stories about animals

Additional language materials:

• Flannel board and accessories
• Puppets, puppet theatre
• Poster sets (sets of winter scenes, etc.)
• Listening centre and recorded stories with or without headphones

Storage/furnishing:
• Book display
• Comfortable seating, child or adult size couch, pillows, covered mattress,
adult
• Sized arm chair
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION This Photo by Unknown Author is licensed under CC BY
 Activity Area: Large Muscle
(Active role play area, space/equipment for gross motor
play)

Materials/Equipment
• Gross motor equipment should include some of the
following:

Equipment:
• Climbing equipment
• Slides
• Low, balancing equipment
• Swings

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION This Photo by Unknown Author is licensed under CC BY
 2. Portable equipment:
• Balls (variety of sizes and textures).
• Sports equipment (child-size basket ball hoop,
plastic bats, hockey sticks).
• Wheel toys (wagons, push/ pull toys, scooters).
• Riding toys (variety of sizes with and without
pedals, for use by one or two children).
• Tumbling mats.
• Jump ropes.
• Bean bags, targets/containers.
• Hula hoops.
• Ring toss game.
• Large blocks (indoors and outdoors).
• Loose materials such as big cardboard boxes,
blankets, gutters (plastic eve troughs), wood pieces.

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

This Photo by Unknown Author is licensed under CC BY-SA-NC

 Activity Area:
Sand/Water

Materials/Equipment
1. Sand/water:
• Sand boxes, sand pits (outdoors),
various types of sand/water tables
such as dishpans, plastic bins, tubs,
buckets, sinks.
• Water sprinkler, hose.
• Sand or sand substitute (modelling
sand, play pellets).
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION
•Waterproof aprons or smocks.
This Photo by Unknown Author is licensed under CC BY
 ICT AS SUPPORTING
TOOLS

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Computer in the classroom

A classroom computer can be an incredibly effective tool for teaching and learning.
There are many benefits that come along with having computers in the classroom
such as the ability to provide more engaging activities for students, as well as
allowing for the creation of more individualized lessons.

Pre-schoolers who are already familiar with the operation of the keyboard and mouse
will be ahead of the learning curve.

They may also have an advantage if they can play with educational programs, as
many learn reading and number skills from computer software.

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Advantages of
Computers
Allowing pre-schoolers to have computer time can be beneficial because computer use:

1. Introduces educational skills

2. Teaches spatial and logical skills

3. Prepares children for future computer use

4. Increases self-esteem and self-confidence

5. Boosts problem-solving skills

6. Stimulates language comprehension

7. Improves long-term memory and MANUAL DEXTERITY (ability to use your hands in a skilful, coordinated way to grasp and

manipulate objects and demonstrate small, precise movements).

The greatest benefits, occur when children use computers side-by-side or when they work with adults. In these situations, pre-schoolers

develop cooperative problem-solving skills. They also have the opportunity to interact with others, which enhances their overall learning.
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION This Photo by Unknown Author is licensed under CC BY-NC-ND
 Wise Computer Usage
To make the computer beneficial
for you and your pre-schooler,
decide on rules and time limits.
Using a timer to signal when your
child’s time is up helps avoid
arguments.
When purchasing software for your
child, look for programs that offer
opportunities to try many different
solutions. These help stimulate
creativity and problem solving.
ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION
Additional tips to enhance
computer use for your pre-
schooler:
• Look for programs that support open-
ended, discovery-oriented learning.
• Adjust the computer and furniture for
your child’s use.
• Adjust the sound and screen size for each
use.
• Supervise your child’s computer activities.
• Turn off all programs but the one your
child is using.
• Limit the amount of time your child
spends on the computer.
• Balance computer time with social
interaction and physical exercise.
  Put the computer are in a quiet spot of the classroom (in or
near the library), against a wall to minimize damage to the
equipment or cords.
 To introduce the computer , show small groups of children
the basic care and handling of the computer.
 The computer can be one of many choices offered during
free play or it can be more limited choice with a waiting list.
 Assigning turn to a pair or small group of children,
particularly if the computer seems to be dominated by a
few.

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

 Computer software should:

Be Be age appropriate.

Allow children to control it (children setting the pace and

Allow being active participants).

Include Include clear instructions.

Have Have expanding complexity.

Support Support independent exploration.

Have high quality technical features (colorful, not having or

Have impeded by too many objects, details, or elements,
realistic).

ECH1017 FOUNDATION OF EARLY CHILDHOOD EDUCATION

The end