EVALUACIÓN DEL DIRECTOR POR PARTE DEL SUPERVISOR TOTAL

A good curriculum, irrespective of nomenclature, arrangement and language, should have the following elements:

Aims/objectives (The why: this is what the curriculum tends to achieve).

Content (The what: this is what to be delivered in order to achieve the objectives).

Methodology (The how: this is what methods or strategies are to be used in the delivering process) and

Evaluation (The when is achievement: how to determine if the aims and/or objectives have been achieved)

A critical analysis how teaching-learning process can be organised as depict that if a typical classroom teaching-learning process follows this model, the teacher work to achievement learning goals is half done.

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General Skills of Using all the Elements of a Curriculum by the Implementers

How to use aims:

Salami (2016a) reveals that aim dictates what the objectives of a given lesson should be (e.g. Theme: Health; Sub-theme: childhood diseases, ailment and prevention; Objective: …state and recognize different childhood illnesses).

During our teaching the caregiver, the objective could be broken down to:

● recognize the symptoms of the common illness.

● list the names of the common childhood illness.

● describe ways of preventing the common illness

The four learning areas (domains), that is, intellectual, social, emotional and physical should be covered in the lesson objectives. Can you explain how the learning domains are covered in the above examples?

The wordings of the aim could be altered, but the intension must not be lost

How to use the content:

The content dictates the theme, sub-theme to be delivered per week/per lesson

Example:

Theme: Health

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Sub-theme: childhood diseases, ailment and prevention Content: the following are to be discussed:

 childhood diseases

 signs/symptoms of childhood diseases.

 preventing measures.

In IECDC, the contents are suggestions

It could be re-arranged, restructured, add to, but the intension must not be lost

How to use the methods

If you are to teach childhood diseases, how will you go about it? (Allow 2 responses)

Let us examine what the curriculum says:

The suggested methods (usually under activities) dictate which instructional strategies are to be used for the given topics.

Example: For childhood diseases, ailment and prevention, the following are suggested:

1. Discussion 2. Film show

3. Preparation of ORT/SS 4. Observation

5. Food preparation 6. Advice parents

7. First aid administration

Question: how many strategies were suggested for just a sub-theme?

Why?

This makes the method thematic and integrated.

This stage also suggests instructional resources that could be used to enhance the delivery of the lessons.

Example: Pictures and Real Objects are suggested as instructional materials.

Both the methods and the instructional resources could be change for better

It should be emphasized that the general method in pre-school is thematic.

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How to use the evaluation

The items under evaluation dictate what exercises and activities to be given to the learners after teaching process which must be in-line with the stated objectives.

Example: the following could be used as exercises for the caregivers:

1. Mention and describe common childhood diseases?

2. With materials provided, demonstrate preparation of ORT/SS solution

3. How would you prevent common diseases and ailment?

The suggested items could be used as diagnostic, formative and summative evaluation.

ACTIVITY XII

From the hard copy of the curriculum described in this session, open to the physical domain and examine the objectives and the evaluation items. Is there any relationship? If yes discuss what you observe with your colleague

ACTIVITY FEEDBACK

Study how to use objectives and evaluation items again in this session.

4.0 CONCLUSION

Curriculum is taken to be the total package of the objectives, the contents, the methods and the evaluation strategies used in classroom teaching/learning.

5.0 SUMMARY

In this lecture, we have described the features of Nigerian Integrated Early Childhood Development Curriculum (IECDC) in comparison with the general curriculum. We identified its elements as: Aims/objectives, content, methodology and evaluation. We further examined what each of the elements stands for as well as how they can be used in steps.

6.0 TUTOR-MARKED ASSIGNMENT

1. What is the nature and structure of Integrated Early Childhood Development Curriculum (IECDC)?

2. Highlight the general skills required of Nigerian curriculum

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implementer.

3. Discuss objectives you will set for a chosen sub-theme in the IECDC.

7.0 REFERENCES/FURTHER READINGS

Federal Ministry of Education (2014). One Year Pre-primary School Education Curriculum. NERDC Abuja.

Salami, I. A., Olaniyan A. O., Bankole O. T. & Falola O. I. (2016).

“Preschool education practices in Nigeria: What obtains in public and private schools in Ibadan.” In M. K. Akinsola, O. A.

Moronkola, J. A. Ademokoya & I. A. Salami (Eds).

Revitalisation of Nigerian Educational System for Relevance and Development. Pp. 431 – 450.

Salami, I.A. (2016a). “Towards the holistic development of children in Oyo State: the scope of the behavioural objectives in preschool teachers’ lesson plan.” Journal of Emerging Trends in Educational Research and Policy Studies. Vol. 7 No 1. 1-7

Salami, I. A. (2016b). “Nigerian early childhood education policies and practices for sustainability.” European Journal of Research and Reflection in Educational Sciences, Vol. 4 No. 5. 71-85.

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UNIT 5 LEARNING DOMAINS IN PRE-PRIMARY AND