Edited National Curriculum Guide Ecce

GOVERNMENT OF THE REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
NATIONAL
EARLY CHILDHOOD CARE AND EDUCATION
CURRICULUM GUIDE
NURTURING THREE AND FOUR YEAR OLD CHILDREN

TOWARDS THE IDEAL
Edited September 2013
MOE
Ministry of Education
Trinidad and Tobago
April 2005 (Edited September 2013)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic or mechanical, including
photocopying, recording or otherwise without permission of the publisher.
Published by: The Ministry of Education, Trinidad and Tobago
April 2005 (Edited September 2013)
MOE
I offer my prayers, my care, and my love for the children of

the world
I probably will never get a better glimpse of the

future than when I look into the faces of
For the
children. The children who are playing at my
Children
feet or in my neighborhood today will grow up
to be caretakers of the world. And I know
within my own heart that, whatever these children choose as their lifes
work, they can never be less than beloved children of God.
And what better can I do for my family, my neighborhood, my world than
to care for and about children? Whether I am a parent, grandparent,
teacher, or a caregiver, I pray for children in faith and with unconditional
love. I give the kind of love that allows children to unfold their God-given
abilities as gently and beautifully as a rose unfolds its petals for all to
behold. And amidst all the worries and the irritations of my job, help me to
remember that the future of the nation and of the world is in my hand.
This I ask for loves sake.
Author: Unknown
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ACRONYMS AND GLOSSARY OF TERMS

The following acronyms and glossary of terms are provided to assist in the interpretation of the
document.
ACRONYMS
CRC
ECCE
EC
UNICEF
UNESCO
Convention on the Rights of the Child

Early Childhood Care and Education
Early Childhood
United Nations Childrens Fund
United Nations Educational, Scientific and Cultural Organisation
GLOSSARY
Centres of Excellence
Early childhood centres that demonstrate high quality in

terms of achieving quality standards. A centre of
excellence is a structure where high quality standards are
performed (including training and/or technological
innovation)
Dispositions
habits of mind or tendencies to respond to situations in set ways. E.g.

inquisitiveness or curiosity, persistence at a task in the face of
difficulty
Feelings
Subjective, emotional or affective states such as feeling accepted,

feeling confident or anxious
Goal
A desired end toward which effort is directed; an

end that can be attained.
Knowledge
Facts, information, concepts, constructs, stories and myths
Play
Related to everything that children do: cognitive, affective,

and psychomotor; the actions and activities through which
children construct knowledge.
Skills
Discrete units of action easily observable or inferred from observable

behaviour carried out within a relatively short time. Examples of skills
include drawing, recognising the sounds of the initial letters of words,
cutting with scissors.
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FIGURES TABLES BOX
List of Figures
Figure 1.1
Structure of the Document
Figure 1.2
Aspects of ECCE Curriculum Function
Figure 1.3
Developmentally Appropriate Concept Map created by Thurente (1997)
Figure 1.4
The Integrated Nature of Learning
Figure 1.5
The responsive and reciprocal relationships that influence the curriculum, context and
childrens learning.
Figure 3.1
The Child
Figure 3.2
Teacher Knowledge and Competencies
List of Tables
Table 1.1
Philosophical, psychological and pedagogical perspectives
Table 1.2
The essential elements of active learning
Table 3.1
Teacher Roles
Box
Box 1.1
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Profile of the 21st Century Caribbean Citizen
FOREWORD
The Government of Trinidad and Tobago identified the role of education in national development
and the Ministry of Education accepted the challenge as a major mechanism for change. One of the
key initiatives of its human development mandate was curriculum reform. The focus was to make
the curriculum one that will provide the skills, knowledge, attitudes and dispositions needed for our
citizens to be productive, disciplined and tolerant. The inclusion of ECCE was considered critical as
there was an increased recognition of its importance to productive citizenship and lifelong learning.
Additionally, there were national concerns about the proliferation of variations in curricular and
teaching materials that were inappropriate for three and four-year-old children. There were also
global concerns about accelerated curricular based on a downward escalation of curricular which
Elkind termed miseducation. The National ECCE Curriculum Guide addresses those concerns.
While this document is the outcome of the efforts of the working committee, its development was a
shared process based on collaboration with international, regional and national partners. Its
development was also informed by research based on current theories, lessons learnt from
participation in international and regional conferences and study tours, especially the study tour to
Reggio Emilia in Italy. Exposure to the Reggio Emilia Approach assisted us in gaining a new
conceptualization of the role of adults, key organizational features of the physical environment and
on enduring social relationships with families and communities.
Therefore, as we focus on the implementation of the National ECCE Curriculum Guide emphasis
will be placed on professional development extending beyond the boundaries of the Ministry of
Education and the districts to the communities and every ECCE Centre in Trinidad and Tobago.
Based on the implementation on a phased basis over the next two years, it is hoped that lessons
learnt from the implementation process and from consultation with experts in the field and other
stakeholders would lead to any necessary changes, the creation of resources with indigenous
materials and recyclables, as well as the addition of sample themes and projects developed by the
practitioners. Notably, we will reach consensus and adopt a common pedagogical approach ensuring
high quality ECCE programmes relevant to the twenty- first century.
Zita Wright
ECCE Specialist (Former)
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CONTENT
For the Children3
Glossary of Terms.4
Figures and Tables5
Foreword ...6
Acknowledgements9
The Structure of the Document..11
SECTION 1
Introduction.13
Rationale..14
Building Blocks of the Foundation15
The Four Pillars of Education ..........................................................................15
Philosophy and Educational Objectives ..15
Aspirations and Ideals of Three and Four year old Children ..17
Philosophical, Psychological and Pedagogical bases .18
Principles Governing Practice .22
- Principle 1: Holistic Development .22
- Principle 2: Active Learning ..23
- Principle 3: Interactive Learning 24
- Principle 4: Integrated Learning .25
- Principle 5: Learning Through Play ...26
- Principle 6: Authentic Assessment .27
- Principle 7: Partnership/Relationship .28
SECTION 11
Overall Goals, Strands and Desired Outcomes .29
- Desired Outcomes 30
- Strands .............30
- Overall Goals .. 31
Summary of Strands, Goals and Learning Outcomes 32
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Strand 1
- Wellness .33
Strand 2
- Effective Communication .36
Strand 3
- Citizenship .39
Strand 4
- Intellectual Empowerment ..43
Strand 5
- Aesthetic Expression 46
SECTION 111
Processes of Curriculum Planning and Implementation ..51
Curriculum Context: People and Provision ...51
People .51
The Child ...................52
The Teacher ...52
The Partners ...54
Provision 55
Time ...55
Space ..55
Materials..56
The Educational Approach.57
Themes59
Projects ..59
SECTION 1V
Some Important Indicators of Curriculum Inputs ..64
Continuity and Transition .64
Reflection ..64
Professional Development .65
Standards of Practice .....65
Food for thought ....78
References .79
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ACKNOWLEDGEMENTS
This National Early Childhood Care and Education (ECCE) Curriculum Guide reflects expertise and
input from international , regional and national professionals, early childhood practitioners, parents,
typists and other stakeholders, as well as information from various relevant documents. The
Ministry of Education therefore has to thank many persons for making this document possible.
We first acknowledge the ECCE practitioners and parents from the eight education districts who
participated in our collaborative effort by completing questionnaires and sharing their thoughts on
curriculum expectations for three and four-year-old children. We also thank the ECCE practitioners
for allowing us to observe and document their work with children, and parents involvement at the
centres, as well as those parents who gave consent for their children to be photographed. Their
beautiful images do not only enhance the cover of our document, but also serve to highlight
interaction and learning through play in learning centres. Congratulations to our children for doing
so well.
Special acknowledgement is given to Ms. Kathy Burgess of the New York City Board of Education,
for sharing best practices and relevant literature during our study tour and for the continuous
conversations and contribution of additional materials from which valuable information was gained.
The study of documents from New Zealand, the United Kingdom, and the United States of America
such as the Te Whariki Programme of New Zealand, Sure Start and The Foundation Stage of the
United Kingdom, The New York City Department of Education, Head Start Programme and High
Scope of the United States of America also provided valuable information and insights for content.
Additionally, the Ministry of Education gratefully acknowledges the valuable regional input through
the use of the Draft Framework for Curriculum Development, which included input from Trinidad
and Tobago.
Sincere appreciation is extended to past and present ECCE Curriculum Facilitators, Linda Dick,
Kameela Jahoor, Deborah Khan, Catherine Hosein Mohamed, Homaida Mohammed, Joanne Neaves
and Kamini Ramnanan, who laboured in the field since 2003 collecting the data from parents and
teachers. Thanks also to the ECCE Curriculum Facilitators who joined us in 2004, especially Dawn
Newton-Cooper, Ottilene Lara, Lisa Ibrahim-Joseph, Adita Maharaj, Anastasia Coward-Rose and
Kathleen Warner-Lall whose day sometimes extended well into the night researching articles,
editing as required and contributing to the strands. Heartfelt thanks to Lisa Ibrahim-Joseph for the
much needed assistance in typing. Her help in this area was invaluable.
Special thanks to the School Supervisor II (Ag.), Mrs. Ann Thorhnill for her administrative support.
Deepest gratitude to Clerk/Typist, Betty-Ann Maloney, and the on the job Trainee, Adeola Clinton
from the ECCE Unit for assistance in typing whenever they were available.
Finally, the Ministry of Education extends its appreciation to the National Council for Early
Childhood Care and Education (NCECCE) for selecting the working committee and acknowledges
the contribution of Molly Guy and Sharon Marriott, who were involved in preliminary discussions.
Heartfelt thanks and appreciation are extended to the two members of the working committee
Patricia Bissessar and Vilma Cropper who worked untiringly with the ECCE Specialist Zita Wright
MOE
for so many months, including some weekends and public holidays, to develop this document. We
are extremely grateful for your professional input, time and support.
May God bless all of you and continue to give you the capacity and resources you need enabling you
to enhance quality Early Childhood Care and Education, as we nurture our young children towards
becoming ideal citizens of Trinidad and Tobago.
Members of the Working Committee
..
Mrs. Zita Wright - Team Leader
Early Childhood Care and Education Specialist (Former)
.
Ms. Patricia Bissessar
Principal I (Former)
Chatam Government Primary School
Ms. Vilma Cropper

School of Continuing Studies
University of the West Indies
St. Augustine
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THE STRUCTURE OF THE DOCUMENT
The document comprises four sections (Fig.1.1). Section 1 includes the introduction, rationale, the
philosophical, psychological and pedagogical bases and the principles of learning.
Highlighted in Section 2 are the desired outcomes, overall goals of each strand and learning
outcomes, which emerged from the theoretical bases, the learning principles, the collective wisdom
of significant others and from research of several documents as well as focus on continuity. The
section also includes a detailed description of the five strands, highlighting each goal and learning
outcomes.
Section 3 focuses on curriculum planning and implementation and outlines the process for
facilitating childrens learning and assessment. It includes the curriculum context, made up of
people and provision and the educational approach with emphasis curriculum planning and
assessment and links to key learning areas.
Section IV addresses two key issues, transition and reflection, the conclusion and the references.
STRUCTURE OF
THE DOCUMENT
SECTION 1
Introduction
SECTION 11
Desired
Outcomes
Rationale
Overall Goals
Building
Blocks of the
Foundation
SECTION 111
SECTION 1V
Curriculum
Planning and
Implementation
Continuity
Transition/
Reflection
Curriculum
Context
Professional
Development
Educational
Approach
Standards of
Practice
Strands
Principles
Quotation
Figure 1.1: Structure of the Document

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References /
Bibliography
11
The best investment we can make is in early

childhood as what happens to us in the first six years
basically sets our coping skills and competence for
life
(J. Fraser Mustard, 1997)
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INTRODUCTION
The Ministry of Education (MOE), cognizant of its mandate for human development and the
influence that early childhood has on later life, is improving the quality of early childhood
programmes offered to three and four-year-old children and their families at ECCE centres in
Trinidad and Tobago. This is going to be accomplished through the implementation of this National
Early Childhood Care and Education (ECCE) Curriculum Guide, which has been developed for use
at the pre-primary level of the seamless education system. It represents a major step in the reform
process and is based on the assumption that exposure to rich, high quality early childhood
experiences during a childs early formative years result in positive learning outcomes for all
children, including those with special needs.
The National ECCE Curriculum Guide does not seek to provide a rigid structure for the delivery of
content but clarifies, explains and provides guidelines that inform practice and the context for
implementation. It will therefore facilitate curriculum planning for three and four-year-old children,
as it will guide ECCE teachers in creating environment; selecting appropriate materials; using
effective strategies; guiding childrens behaviour; working effectively with parents adapting to the
special needs of children and families; and allowing continuing incorporation of new ideas from
current research in child development and early childhood education.
The framework is based on a knowledge of child development (how children grow and develop
emotionally, socially, cognitively, physically and morally/spiritually); a respect for the unique
qualities of each child in the context of her/his family and culture, and an understanding of how
children think and learn. It delineates the content that children are to learn, the processes through
which children achieve the identified curricular goals, the strategies used by teachers to achieve
these goals and the context in which learning and teaching occur.
The implementation of the ECCE programme based on this guide will result in effective
programming. This ECCE Curriculum Guide will encourage teachers to think seriously about their
purpose, question traditional practice, and transform their environments into warm and inviting
centres of excellence for all our three and four-year-old children, as we move towards vision 2020.
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RATIONALE
The National ECCE Curriculum Guide was designed by the Ministry of Education to articulate our
perceptions of what is desirable for quality early childhood care and development. The intention is
to assist Early Childhood teachers to offer the highest quality programmes possible thereby creating
ECCE centres of excellence throughout Trinidad and Tobago for three and four-year-old children,
their families and communities.
The development of this document was based on an assessment of our country readiness for
generating desired outcomes. The findings revealed that none of the ECCE curriculum content in
Trinidad and Tobago was appropriate. Additionally, 30% of the private centres and 100% public
centres had a somewhat appropriate curriculum (Caribbean Child Development Centre, 1995).
This ECCE Curriculum Guide was done to address concerns about the traditional approach to
curriculum, and the lack of quality early childhood experiences being offered to young children and
their families, in spite of the knowledge that the quality of learning young children experience is of
crucial importance for both their own future and the future of their nation. It was also designed and
developed to ensure that curriculum content and instructional strategies offered in this document will
assist ECCE teachers in facilitating and encouraging learning and development appropriate to and
inclusive of all children, including children with identified disabilities, challenges, and learning
developmental needs. It will provide ECCE teachers with a framework for programme planning to
extend learning and promote all childrens development.
Another reason for providing the ECCE Curriculum Guide was to support continuity between the
home and the ECCE centre, as well as between the ECCE centre and the early years of the primary
school. The aim is to nurture the whole child in the areas of wellness, effective communication,
citizenship, intellectual empowerment and aesthetic expression. These five strands are further
defined by goals and learning outcomes of knowledge, skills, attitudes and dispositions. Emphasis is
placed on the knowledge, skills, attitudes and dispositions that each individual brings based on
experiences at home as the starting point for further learning.
Finally, the major objective of this document is to provide curriculum guidelines that will form the
basis for a shared philosophy and therefore consistent curriculum offerings at all our ECCE centres
in Trinidad and Tobago. Our goal is to prepare three and four-year-old children to educate
themselves throughout their lives. Hutchins (http://www.moe.gov.sg/preschooleducation/)
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BUILDING BLOCKS OF THE FOUNDATION
The four pillars of education (UNESCO, 1996), the philosophy and educational objectives of the
Ministry of Education (NTFE,1993-2003), the aspirations and ideals for three and four-year-old
children (ECCE Draft Strategic Plan, 2003), and the philosophical, psychological and pedagogical
basis (Table 1.1) are the four building blocks for the foundation of the National ECCE Curriculum
Guide.
1.
The four Pillars of Education
As reported by the International Commission on Education (1996), education throughout life (from
early childhood) is based on four pillars which are important ideals. They are learning to know,
learning to do, learning to live together and learning to be. Learning to know means that young
children will be learning to learn, so as to benefit from the opportunities education provides
throughout life. Learning to do ensures the acquisition of skills and competencies to deal with
situations. Learning to live together is achieved by developing an understanding of other people,
working together, respecting others and living in peace. Finally, in learning to be, children will
better develop their personality and act responsibly as all aspects of their potential are addressed.
2.
Philosophy and Educational Objectives
The following philosophical statements of the Ministry of Education provide a vital pillar for the
foundation. The beliefs are:
That every child has an inherent right to an education which will enhance the
development of the maximum capability regardless of gender, ethnic, economic,
social or religious background.
That every child has the ability to learn, and that we must build on this positive
assumption.
That every child has an inalienable right to an education which facilitates the
achievement of personal goals and the fulfillment of obligations to the society.
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That education is fundamental to the overall development of Trinidad and Tobago.

That a system of heavily subsidized and universal education up to age 16 is the
greatest safeguard of the freedom of our people and is the best guarantee of their
social, political, and economic well-being at this stage in our development.
That ethical and moral concerns are central to human development and survival.
Fundamental constructs such as decency, justice, respect, kindness,
equality, love, honesty and sensitivity are major determinants of the survival
of our multicultural society.
That the parent and the home have a major responsibility for the welfare of the child
and that the well-being of the child can best be served by a strong partnership
between the community and the school.
That the educational system must provide curricular arrangements and choices that
ensure that cultural, ethnic, class and gender needs are appropriately addressed.
That students vary in natural ability, and that schools therefore should provide, for all
students, programmes which are adapted to varying abilities, and which provide
opportunity to develop differing personal and socially useful talents.
That we must be alert to new research and development in all fields of human
learning and to the implications of these developments for more effective teaching
and school improvement.
That the educational system must be served by professionals who share and are
guided in their operations by a set of systematic and inclusive understandings, beliefs
and values about education in general and the relationship to the development of the
national community of Trinidad and Tobago.
That there is a need to create and sustain a humanized and democratized system of
education for the survival of our democracy.
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That the democratization and humanization of the educational system are largely
contingent on the degree to which the system is professionalized. The nature of
educational problems are such that the professional core must be engaged in decisionmaking with respect to the problems that affect their expert delivery of the services to
the clientele and ultimately to Trinidad and Tobago. Professionals must come to
experience a real sense of control and ownership of matters educational.
That from a psychological perspective education is a means of looking out beyond the
boundaries of the immediate. It can be the viable means which creates individuals
with the intellect capacity to develop and lead societies, communities, villages, and or
neighbourhoods and families of the future. It should be responsive to, and stimulate
the searing human spirit and the emphatic quest for human communication,
interaction, love and trust.
That learning is cumulative and that every stage in the educational process is as
important and critical for the learners development as what has gone before it and
what is to come. As such, we must view educational programming and development
in the round, recognising the importance of every rung on the ladder of delivery by
intensifying our efforts throughout the system (NTFE, 1993-2003).
3.
Aspirations and Ideals for Three and Four-Year Old Children
The national ideals and aspirations for children under five are that:
Children will grow up as well adjusted, effective communicators, secure in their sense of
well-being and value to society, empowered intellectually as lifelong learners and ideal
citizens.
Early Childhood Educators, parents/families and communities will be partners building

relationships in communities that value and support lifelong learning.
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4.
Philosophical, Psychological and Pedagogical Bases
The National ECCE Curriculum Guide promotes an eclectic view. Therefore, a variety of theories
and child development principles, current research and contemporary curriculum approaches form
the third building block of the foundation. It provides perspective of: the child as a learner, the
various roles of the teacher and the pedagogical practices that make up the curriculum landscape.
THEORISTS
Theories
MAIN TENETS
JEAN PIAGET
Cognitive Development
Stages of development
Children as constructors of knowledge
Development leading learning
Maturational and Environmental factors
influence learning.
Children assimilate experiences and then
accommodate them within their current
understanding.
Children adjust and use new information
continually to make sense of experience and
perceptions.
JOHN DEWEY and

JEAN PIAGET
Constructivism
Learning is active and constructive.

Learning by doing.
Learning is interactive
Children learn through play
Schools to prepare citizens for democracy
Children are actively engaged in social and

cultural experiences
Play leads development
Zone of proximal development the area
between actual and potential learning.
Language is important
Interaction between children and more
experienced others
JOHN DEWEY
LEV VYGOTSKY
Socio-constructivism
ERIK ERIKSON
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Psychosocial Theory
Development is described in terms of eight

stages that span childhood and adulthood,
each offering opportunities for personality
growth and development.
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ABRAHAM MASLOW
Humanistic
Childrens physical needs must be met

Children must feel psychologically safe and
secure
URIE
BRONFENBRENNER
Ecological
Children living and learning in multiple

social and cultural contexts influence
childrens learning and development.
Learning as reciprocal.
Interactions and how they affect children
HOWARD GARDNER
Multiple Intelligences
BRAIN
RESEARCHERS:
R.N. CAINE AND G.
CAINE, E. JENSEN
AND R. SYLVESTER
Brain based learning
Human cognitive competence refers to a set

of abilities, talents, or mental skills, which
we call intelligences
Individuals differ in the degree or skill and
the nature of their combination.
Early childhood is a critical period for brain
development.
Children learn through all their senses and
stimulation triggers chemicals that build
connections
Children demonstrate different modes of
knowing and different ways of representing
what they know
LORIS MALAGUZZI
Constructivist, Socio
cultural
The Reggio Emilia Approach

Child and Childhood
Physical Spaces
Parental Involvement
Collaborative Relationships
Documentation
The Hundred Languages of Children
D. WEIKART AND P.
HOHMANN
Cognitively oriented
curriculum based on
Piaget and Vygotskys
Theory
POST-MODERNISTS
Post-modernist Theory
The High/Scope Curriculum

Children are active learners
Use of a variety of learning centres with
adequate materials and developmentally
appropriate activities
Key experiences
Active problem solving plan do review
process
Balance between child initiated and teacher
planned instructional activities
Teachers responsible for planning curriculum
that reinforce and extend learning activities
Understanding children as capable learners
having a role and a voice in the decisionmaking process, with diverse understandings,
capabilities and dispositions
Understanding the contextualized and
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dynamic nature of practice

Understanding the dangers of universalized
practice
Recognizing many paths to learning
Having broad and diverse interests
Children need to be supported socially,
culturally and emotionally as they engage in
learning environments
Diversity is valued
Table 1.1: Philosophical Psychological and Pedagogical Bases

Constructivist and socio constructivist perspectives and powerful principles of developmentally
appropriate practice emerged from the theoretical bases. These perspectives and principles will assist
teachers in decision-making about curriculum planning, including assessment and teaching
strategies, which in turn inform young childrens learning and development. Aspects of the
perspectives and principles are summarized in Thuentes (1997) developmentally appropriate
practices concept map (Figure 1.2).
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Figure 1.2: Developmentally Appropriate Practices Concept Map (Thuente, 1997)
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PRINCIPLES GOVERNING PRACTICE

Seven broad principles reflecting developmentally appropriate practices emerged from the
theoretical perspectives and from our collective experiences. They are: Holistic Learning and
Development, Active Learning, Interactive Learning, Integrated Learning, Learning through Play,
Partnership/Relationship for Learning, and Authentic Assessment. These principles are central to
quality curriculum for three and four-year old children in early childhood settings.
Principle 1: Holistic Learning and Development

Early childhood care and education must reflect all domains of development, which are interrelated
and include the social, emotional, physical, intellectual, creative and spiritual/moral. Provision must
be made for childrens holistic development with goals based on knowledge, skills, dispositions and
attitudes. The approach ECCE teachers take must demonstrate their understanding of holistic
learning and development.
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Principle 2: Active Learning

Active learning involves thinking; investigating, experimenting, discussing and responding. Three
and four-year-old children gain knowledge, skills, dispositions and feelings as they construct
personal understandings about phenomena they encounter while they are actively engaged in their
environment, interacting with people, a variety of materials and representations. Positive
relationships with people and the relevance of activities to childrens lives and interests foster
positive feelings, while many dispositions are shaped during the active play experiences based on the
teachers positive feedback and their encouragement to question, investigate, and innovate as they
learn. In order to facilitate active learning, teachers must incorporate the following elements into
childrens activities.
Materials
Open-ended materials are provided that allow children to use them

in a variety of ways. These materials must invite attention,
exploration, manipulation, elaboration and imagination.
Manipulation
Children use materials in many different ways: exploring with all

the senses; discovering relations through direct experience;
transforming and combining materials; acquiring skills with tools
and equipment, using large muscles and enacting real-life
situations.
Choice
Children make choices about which materials to use, how to use

them and how to meet their needs. When children are afforded
choices they get opportunities to perfect their strengths, develop
autonomy and exercise their preferences.
Language for children
Language plays a crucial role in the development of childrens

thinking and learning. Discussions, role playing, singing, rhyming
and reading nurture positive dispositions towards language
learning. These activities promote childrens interactive skills in
speaking, listening, reading and writing.
Adult Support
Adults offer environmental, non-verbal and verbal support for

children thorough the provision of a safe environment and
experiences that support and extend knowledge, skills, dispositions
and attitudes. Risk-taking is also encouraged.
Table 1.2: The Essential Elements of Active Learning
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Principle 3: Interactive Learning

Malaguzzi (1993) stated that interaction among children is a fundamental experience during the first
years of life. Dahlberg, Moss and Pence (2003) also consider such relationships to be the
fundamental organizing strategy of an educational system for young children, and small groups as
the most favourable type of classroom organization for an education based on such relationships. A
nurturing environment in which children learn through meaningful interactions with other children,
adults and materials will satisfy their innate yearning to know, to learn, to explore and discover.
Interactive learning allows children to explore new ideas with other children and adults who are able
to converse with them showing that they value what they say and that they are respected as persons.
Through interactions, teachers also scaffold childrens learning enabling them to go to another level,
as they help the children to make better, deeper and more accurate sense of their experiences (Katz
and Cesarona, 1994). Interactions facilitate developmentally appropriate practice, as the childrens
group, individual and cultural needs are met.
These interactions, which must be rich, meaningful, satisfying and engaging include:
Child : Child
Child : Teacher
Child : Teacher and other educational or support personnel
Child : Parent/Family
Based on childrens daily experiences, interactive learning ensures acquisition of knowledge, skills,
dispositions and attitudes. Teachers plan decisions about interaction with children, but they must not
miss opportunities for interactions when situations emerge as those are teachable moments that
promote valuable learning.
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Principle 4: Integrated Learning

Integrated curriculum views childrens experiences as learning opportunities, which are all
interconnected (Fig.1.3). Integrated themes and project form the foundation for curriculum
planning, enabling three and four-year old children to make connections among and between ideas
and knowledge, which are meaningful to them. This type of learning employs an interdisciplinary
approach which discourages the separation of learning activities into distinct subject areas, but rather
promotes the linking of learning experiences across developmental domains, as well as, across
content/subject areas. Learning therefore is viewed in a holistic manner using a variety of materials,
leading to childrens acquisition of knowledge, skills, dispositions and feelings. An integrated
curriculum will facilitate childrens exploration, discovery, problem-solving, critical thinking and
experimentation in a meaningful context and allow for a project-based emergent or negotiated
curriculum to inform the learning and teaching processes. Children learn from personally
meaningful experiences, which reflect the reality of their lives. Integrated themes and projects must
be used to engage young children in thoughtful, purposeful learning.
Physical
Development
Spiritual and
Moral
Development
Language and
Literacy
Development
Social and
Emotional
Development
Creative
Development
Intellectual
Development
Figure 1.3: An illustration of the integrated nature of learning

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Principle 5: Learning Through Play

Play provides a powerful context in which children learn as they actively engage socially,
emotionally, physically and intellectually with people and objects. In play, children get
opportunities to explore, discover experiment, manipulate materials, solve problems, think critically,
make decisions and take risks, practice skills, display dispositions, and test hypotheses without fear
or failure, which provide the foundation for representational thought and language, cognition and
socialization. Play also offers meaningful contexts for examining issues such as fairness, justice,
peace, privacy and responsibility enabling children to consider alternatives and take action to address
inequities as young citizens in society.
During play, the child will gain new knowledge, skills and attitudes, and develop and strengthen
dispositions in all aspects of the curriculum based on the interactions with other people and the
feedback that they receive from responsive adults.
Teachers must provide daily opportunities for three and four-year old children to experience a
balance of both child-initiated and teacher-structured play which will offer valuable contexts within
which teachers can monitor and assess learning. Additionally, teachers can use a variety of
modifications and adaptations to help children with disabilities and other special needs to take part in
and learn from play. The critical steps are to observe the childs play and match the level of support
to the childs need.
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Principle 6: Authentic Assessment

Assessment of childrens progress should flow directly from the experiences in which they have been
engaged. Assessment information is critical to the child, the parent and the success of the programme.
Therefore, early childhood teachers are required to evaluate the children they teach, to discover how they
are progressing. While there are many types of assessments that can be implemented with children,
authentic assessments should be used to evaluate young childrens growth and development.
Authentic assessment is defined as the process of documenting and evaluating growth and development,
over time, using real-life situations. It shows what children can do, what they know, and what they
understand and gives an accurate picture of who the child is, and how the child is growing and learning.
Teachers must carefully collect, analyze, interpret and display the evidence from documentation, as this
makes it possible for others to see the learning that takes place when teaching occurs. Documentation
does not only provide the evidence needed for reliably assessing childrens progress, but also for meeting
accountability requirements, for monitoring childrens growth and development, provides a vehicle for
reflection and for programme evaluation.
Observation is the most widely used way that teachers use to gather information and evidence of
childrens learning. Teachers can also have conversations with the children, about their learning, help
children identify what they have learnt, gather samples of the childrens work, comment on childrens
work as it relates to the curriculum and have discussions with other teachers and parents. Teachers can
introduce portfolios, which are used to collect various samples of childrens work. The samples may
contain notes from: developmental checklists, parent interviews, self portraits, audio or video tapes and
anecdotal records; as well as samples of scribbling, drawing, and writing.
Recording Childrens Progress

Childrens progress must be recorded and the records must give a clear picture of the childs learning and
development and the phases of development. The early learning record for assessment proposed by
Bredkamp and Rosegrant (1995) helps teachers to collect reliable evidence and to monitor, assess and
report on childrens learning. The four phases on the continuum are: becoming aware, exploring, making
connections and applying.
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Principle 7: Building Partnerships/Relationships for Supportive

Learning
Partnerships must include the formal and informal relationships and processes that people or groups
participate in to support childrens learning and development in the early years. This approach
emphasizes the interrelationship between children and their environments (fig. 1.4) and how learning
and development take place through their complex interactions. Early childhood teachers must
therefor, plan curriculum, recognizing that children are influenced by their wider environment and
that these responsive and reciprocal relationships impact positively on childrens learning.
Teachers must therefore include the family, the neighbourhood and community and cultural as well
as the institutional systems.
Parent/
Family
Community
THE CHILD
Teacher
Society
Figure 1.4: Responsive and Reciprocal Relationships that Influence the Curriculum Context
and Childrens Learning
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The school is a microcosm of the larger

world that we inhabit a collection of bits
DESIRED OUTCOMES, OVERALL
GOALS AND STRANDS
and pieces of meaning fashioned together to
create a layered, amicable, welcoming
whole (Louise Boyd Cadwell, 2003 p. 106).
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Desired Outcomes
The desired outcomes for all levels of the education system, including the three and four-year old
children of the pre-primary level are based on the profile of the twenty-first century Caribbean
citizen (Box 1.1).
Box 1.1 Twenty-First Century Caribbean Citizen

Be imbued with a respect for human life;
Be emotionally secure with a high level of self-confidence and
self-esteem;
Regard ethnic, religious and other diversity as a source of
potential strength and richness;
Be aware of the importance of living in harmony with the
environment;
Have a strong appreciation of family and kinship values,
community cohesion, and moral issues, including
responsibility for and accountability to self and community;
Have an informed respect for cultural heritage;
Demonstrate multiple literacy, independent and critical
thinking, question the beliefs of past and present and bring
this to bear on the innovative application of science and
technology to problem solving;
Demonstrate a positive work ethic;
Value and display the creative imagination in its various
manifestations and nurture its development in the economic
and entrepreneurial spheres in all other areas of life.
These outcomes, as well as, the philosophical, psychological and pedagogical bases and the
principles, provided perspectives and shaped the development of the curriculum strands and overall
goals.
Strands
The five curriculum strands: Wellness, Effective Communication, Citizenship, Intellectual

Empowerment and Aesthetic Expression provide a framework for three and four- year old
children to know, to be, to do as well as how to live together. They reflect the desired outcomes for
children to grow up as competent and confident lifelong learners and communicators, healthy in
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mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a
valued contribution to their democratic communities and society.
Ideas from the following documents: Te Whariki programme of New Zealand, the Sure Start
programme of the U.K, the Framework for a Kindergarten Curriculum in Singapore, and The Early
Years Curriculum Guidelines of Australia were extremely useful.
Overall Goals
Children will:
develop knowledge, skills, attitudes and dispositions to enhance their physical wellbeing;
develop the dispositions to be learners curiosity, independence, social responsibility,

initiative, creativity, willingness to take risks, to ask questions and to persevere;
acquire basic self-help and physical skills, both gross and fine motor;
gain knowledge about the care of their bodies and maintain a desirable level of health and
fitness;
acquire the knowledge, skills, attitudes and dispositions they need to become effective
communicators;
gain an increasing understanding of themselves, their community, society and the world
around them;
acquire the skills they need to become intellectually empowered and successful learners
mathematical thinking, scientific thinking, social inquiry and the ability to express their
ideas through the use of technology;
begin to understand and respect social and cultural diversity.
develop self-worth and confidence in themselves as successful learners and the capacity to
trust and respect others and self in a caring, nurturing democratic society;
begin to function as contributing members of their communities and society by developing

effective social skills, and emotional competence: making choices that are fair, just,
responsible and peaceful;
develop independence, self motivation and self expression in environments that stimulate
aesthetic expression/creativity through music, dramatic play, dance and the visual arts;
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SUMMARY OF STRANDS
GOALS
LEARNING OUTCOMES
Wellness
Effective
Communication
Citizenship
Emotional/
Mental
Well-Being
Intellectual
Empowerment
Valuing culture
Creativity
Belonging
Democracy
Making choices
Negotiating
choices
Sharing decision
making
Physical
Health
National pride
regional identity
Moral/spiritual
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Critical
thinking
Problem
solving
Emergent
Literacy &
Oracy
Listening
Aesthetic
Expression
Respect for self

others/Appropriate
Behaviour and
justice
peace
privacy
responsibility
fairness
Informational
gathering &
processing
Exploring
investigating &
experimenting
Imagination
Appreciation for
cultural art
forms
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STRAND 1: WELLNESS
Wellness focuses on developing a child who is healthy, strong and well-adjusted. Children
experience emotional well being, knowing who they are and where they fit in and feel good about
themselves. They develop social and emotional competence and positive dispositions for learning.
GOALS
Children will live in an environment where they are healthy, strong and well-adjusted through
promotion of their physical, social and emotional development
Physical Health and Development(fine and gross

motor)
Emotional Well-being
Protection and Safety of themselves and others
Goal 1
Children will live in an environment where their physical health and development are
promoted and they make choices about their own and others health with increasing
independence.
Learning Outcomes: knowledge, skills, attitudes and dispositions
Children will develop:
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Increasing understanding of their bodies and how they function;

Personal responsibility for their physical needs such as self-help and self-care skills
(personal grooming, oral hygiene);
An awareness of measures that can be taken to prevent disease and promote wellness.
An appreciation of gender differences and different gender related body parts;
Gross motor control, using and extending gross motor skills when integrating
movements and using equipment. These include balance and stability; movements
such as running, hopping, jumping, skipping; and physical manipulations objects for
throwing, kicking and catching; exploring rocking, sliding and swinging.
Fine motor control, by using and extending fine motor skills when integrating
movements and manipulating equipment, tools and objects.
These include
coordinating the small muscles in the hands and wrists with dexterity to perform selfhelp skills and manipulate small objects such as writing tools and using technology
such as woodworking tools, the computer, the printer, CDs and digital cameras.
Language to describe their position and that of others developing spiritual and
kinesthetic awareness by moving in and out, over, through developing and extending
balance and control.
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In developing activity plans, these broad outcomes will be broken into the four categories;
knowledge, skills, attitudes and dispositions and tailored by the educator to suit the theme
or activity
Goal 2
Children will live in an environment where their emotional well-being is nurtured and where
they learn the values and behaviours accepted by society.
Confidence and ability to express emotional needs;

The ability to identify their own emotional responses and those of others;
Social skills and habits;
A positive self-concept: knowing oneself and relating to others;
Ways to take responsibility for self and others: following rules and routines, respecting
others and taking initiative;
Sensitivity and self confidence towards health issues affecting themselves and others (e.g.
HIV, AIDS);
A sense of personal worth and awareness of own preferences, potential, abilities and
limitations;
Ways to explore concepts related to people and how they live;
An understanding of people demonstrating this through the use of role play;
Cooperative skills and problem solving skills through working together;
Pro-social behaviours /dispositions: showing empathy, getting along with others,
friendliness, ability to communicate various emotions.
Goal 3
Children will live in an environment where protection and safety of self and others is
understood and practised and build a sense of wellbeing, making choices about their own and
others safety with increasing independence.
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Confidence that they can participate and take risks without fear or harm;
The ability to avoid dangerous situations;
The capacity to distinguish between sensible and dangerous ways of helping others;
The ability to distinguish between objects in the home that are safe and unsafe;
An increasing range of responsibility for protecting others from injury and from
physical and emotional abuse;
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The responsibility to practise safe habits at home and at school, including road safety
skills;
The ability to use tools safely.
Goal 4
Children will live in an environment where its role and importance to life and health is
appreciated
Learning Outcomes: Knowledge, skills, attitudes, and dispositions
MOE
An understanding of the composition of the environment, with special emphasis on the basic
elements essential to life and survival : air, water, food, shelter;
An awareness of the various ways in which they can and do contribute to environmental
damage;
Knowledge of the common adverse consequences to health which result from not protecting
the environment;
The ability to express and examine feelings that they have experienced in an aesthetically
pleasing, clean and health-enhancing environment;
Basic skills and competencies in implementing simple strategies and methods for enhancing
the environment e.g. a class plan, garden.
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STRAND 2: EFFECTIVE COMMUNICATION

Language and literacy play a critical role in the development of childrens thinking, learning and
communication. To develop into successful, contributing adults, children must learn to be effective
communicators and masters of their official language. This can be achieved through immersing
young children in a print- rich environment with many developmentally appropriate language
experiences including role-playing, singing, rhyming and reading. These activities will promote
childrens interactive skills in speaking, listening, reading and writing resulting in effective
communication, creative thoughts and ideas, and the laying of the foundation for becoming future
confident, proficient language users and communicators.
GOALS
Children will listen with understanding and respond appropriately in a variety of situations
and contexts.
Children will converse effectively in their home language or Standard English for a variety of
purposes relating to real experiences and different audiences.
Children will explore and use their emerging reading abilities and become readers and viewers
by using emerging understandings to predict and make meanings from a variety of written,
visual and multimodal texts.
Children will experiment with and use their emerging understandings of written, visual and
multimodal texts to convey meaning and communicate their thoughts and ideas.
Goal 1:
Children will listen with understanding and respond appropriately in a variety of situations
and contexts.
Children will:
Develop a growing awareness of the conventions associated with attentive listening in formal
and informal group settings;
Develop the ability to listen for various purposes and respond in an appropriate manner (e.g.
demonstrate that a response is expected when a question is asked; repeat parts of stories,
poems or songs);
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Display an interest, pleasure and enjoyment during listening activities by responding with
appropriate eye contact, body language and facial expressions.
Goal 2:
Children will use spoken language including their home language or Standard English for a
variety of purposes relating to real experiences and different audiences.
Children will develop
A growing awareness that speaking is an effective way to communicate their thoughts, ideas
and views and use spoken language including their home language or sign language;
The ability to informally speak and share their views with their peers, and other members of
the community;
New vocabulary and extend language;
The ability to describe previous experiences and relate them to new experiences and ideas;
Ways to explore the rhythm and rhythm of spoken language. Learn new vocabulary and
extend language to communicate and negotiate ideas and plan for activities;
The ability to use vocabulary needed for classroom learning experiences and explore the
patterns and conventions of language in familiar social and learning situations.
The ability to give directions, ask questions and give information;
Alternative ways to express feelings and needs.
Goal 3
Children will explore and use their emerging reading abilities and become readers and viewers
by using emerging understandings to predict and make meanings from a variety of written,
visual and multimodal texts.
A growing awareness that print (common signs and symbols) conveys meaning;
The ability to derive and convey the meaning of common signs and symbols (exit signs, area
labels etc.) in their various environments (school, home and community);
Book handling knowledge as they explore and become familiar with various types and genres
of literature;
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Reading-like behaviours in which they pretend to read to self and others and read their own
writing;
A love for listening to and retelling familiar stories, as well as a desire to read on their
own;
Various ways of reading, such as reading storybooks, signs and symbols and their own
writing;
An increasing understanding of some symbols, language patterns, letter-sound relationships

to predict, confirm or make meanings from using their hundred languages, which includes
multimodal texts.
Goal 4:
Children will experiment with and use their emerging understandings of written, visual and
multimodal texts to convey meaning and communicate their thoughts and ideas.
Children will:
Develop ways to construct and co-construct different types of texts for a range of purposes;
Develop ways to express feelings and ideas through different representations;
Develop ways to experiment with conventional letters, words signs and symbols to convey
meaning;
Investigate ways that information and communication technologies can be used to

communicate (e-mail, telephone, television, internet, radio);
Understand the relationship between letters and sounds during experiences with writing;
Develop ways to explore how symbols and written and visual texts are used to communicate
meanings;
Express and represent personal feelings, ideas through various representations
Develop increasing confidence and a repertoire for symbolic, pretend or dramatic play
Develop the ability to identify and use information from a range of sources including books
and computer technology
Use products of technology and make connections with ways they are used in everyday life
to support language and literacy.
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STRAND 3: CITIZENSHIP/BELONGING
Curriculum content and process should reflect democratic ideals of community involvement,
liberty, freedom of choices, equality, fairness and justice (NAEYC and NAECS/SDE, 1991).
Sowing seeds of peace and democracy in three and four year old children could nurture a generation
of citizens equipped with the knowledge, skills, values and dispositions to live peacefully and justly
in the world.
This could be accomplished if the children and their families experience an
environment where there are opportunities for learning with each childs contribution being valued
irrespective of gender, ability, age, ethnicity or background (White Policy Paper: Standards Of
Practice 2005 - category 3) and through interaction with others.
Early childhood educators must work with the children to create a culture of peace in our early
childhood care and education centres, as well as in their families and communities. Our centres
should be seen as microcosms of the positive society we envision, where children and their families
are provided with opportunities to exercise the principles of peace and democracy.
GOALS
Children will become aware of the limits and boundaries of acceptable behaviour and
cooperate with others in social situations.
Children will experience an environment where they show respect for self, others and
the environment.
They will value culture and develop an appreciation for their own and other cultures,
building early understandings about diversity.
They will demonstrate pride in national and regional identity.
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Children are in an environment where they develop resilience
Children and families will live in an environment where every persons input is valued
and where they are part of making choices, negotiating choices and sharing in the
decision-making process.
Children will live in an environment where ability to assume responsibility for own
actions and behaviour is encouraged.
Children will have equitable opportunities for learning, irrespective of gender,

disability, age, ethnicity or background.
Goal 1
Children will become aware of the limits and boundaries of acceptable behaviour and
cooperate with others in social situations.
Learning outcomes: knowledge, skills, attitudes and dispositions
A gradual knowledge of the boundaries and limitations of appropriate social behaviour;
The capacity to discuss and negotiate rules, rights and fairness;
Positive and constructive attitudes to competition;
An understanding of the consequences of stepping beyond the limits of acceptable behaviour;
An increasing ability to take responsibility for their own actions;
The ability to disagree and state a conflicting opinion assertively and appropriately;
A range of strategies for solving conflicts in peaceful, democratic ways, and a perception that
peaceful ways are the best;
An understanding of the rules of the early childhood setting, of the reasons for them and of
which rules will be different in other settings;
Respect for family rules and the law of the country;
The ability to promote a culture of peace and non-violence through which children learn
active non-violent conflict resolution and problem solving skills.
Goal 2
Children experience an environment where they show respect for self, others and the
environment.
A sense of self worth/self confidence; taking pride in their own work/effort;
Concepts of self control, fairness and respect for their peers and others;
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Self-concept as they learn to accept themselves and others, as well as build group identity
An increasing ability to take anothers point of view and to empathize with others;
An understanding that the early childhood education setting is fair for all;
Respect for each others personal space and each others personal property, and for human
life;
Respect for the differently-abled and the elderly;
An appreciation of the ways they can make contributions to groups and to group well being;
Social skills and abilities which enable them to relate well with other children and adults;
Moral values such as honesty, kindness , love for one another, tolerance and respect for self
and others;
Strategies and skills for initiating, maintaining and enjoying a relationship with other
children - including taking turns, problem solving, negotiating, taking anothers point of
view, supporting others and understanding other peoples attitudes and feelings in a variety
of contexts;
Ways to care for, protect and preserve the environment;
Non-violent conflict resolution and problem solving skills which will enable them to promote
a culture of peace and non-violence.
Goal 3
Children will value culture and develop an appreciation for their own and other cultures,
building early understandings about diversity.
An interest in what is happening in their homes and in the homes of other children at the
centre, nationally and in other countries;
An appreciation for and recognition of differences and similarities among themselves;
Some early concepts of the value of appreciating diversity;
Willingness to participate in cultural activities;
An understanding of how to behave respectfully towards people of other cultures, ethnic
groups and religions;
An interest in stories and songs about people and events from their own, neighbouring and
foreign communities through repetition and patterns;
Ways to express their own and respond to others in ways appropriate to social and cultural
contexts.
Goal 4
Children will demonstrate pride in national and regional identity.
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Some early concepts of national pride and being a citizen such as showing respect for rules
of protocol, for national symbols, anthem, pledge, flag and laws of Trinidad and Tobago;
Some early concepts of regional identity;
An awareness of national heroes and heroines;
Awareness of connections between events, festivals, cultural traditions and experiences of
our people within and beyond the early childhood education setting.
Goal 5
Children will be in an environment where they develop resilience.
Knowledge of survival and apply safety procedures to self and others;
Co-ordination, flexibility and endurance;
An awareness of objects, actions and situations that are potentially harmful to them;
Coping skills such as the ability to cope with difficulties, challenges, conflicts, moods, stress
and depression;
Survival skills with the ability to cope with conditions such as violence, threat, bullying,
death, abuse, disease and natural disasters and show assertiveness about their needs and
desires and make their own decisions;
Discernment with the ability to distinguish harmful situations, events or persons from those
who are not;
Dispositions of persistence, willingness to complete unpleasant or challenging tasks,
perseverance, determination and curiosity.
Goal 6
Children and families will live in an environment where every persons input is valued and
where they are part of making choices, negotiating choices and sharing in the decision-making
process.
Children develop:
An awareness of their own strengths and confidence and a feeling qualities that these are
valued;
The ability to exercise the principles and values of democracy responsibility, privacy,
justice and authority;
A sense of responsibility and respect for the needs and well being of the group;
As decision makers in an atmosphere where every persons input is valued;
Ways to promote a culture of cooperation in which they work collaboratively with one other
and with adults in their environment to achieve group goals and objectives;
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An understanding of the links between the early childhood education setting and the family;
Skills in negotiation, peace-keeping and conflict-resolution;
Awareness of local , environmental , social and national issues which can have an impact
on their lives such as HIV Aids;
An appreciation of differences in families religious beliefs and practices.
Goal 7
Children will live in an environment where ability to assume responsibility for own actions and
behaviour is encouraged.
Learning Outcomes: Knowledge, skills, attitudes and dispositions
Children develop:
A simple rationale for actions / behaviour;

An understanding of the consequences of their work and action for themselves and others;
An awareness of the rules of behaviour;
A willingness to volunteer for small tasks;
Leadership qualities;
Dispositions such as confidence, willingness, persistence, self regulation.
GOAL 8
Children will have equitable opportunities for learning, irrespective of gender, disability, age,
ethnicity or background.
Learning Outcomes: knowledge, skills, attitudes and dispositions.
An understanding of their own rights and those of others;
The ability to recognize discriminatory practices and behavior and respond accordingly;
Confidence in themselves and their ability to learn;
The ability to remain true to their individual natures, and their own potentials regardless of
their gender, age, ethnicity or background;
Positive judgments of their own gender and the opposite gender;
Confidence that their family background is viewed positively within the early childhood
education setting;
Respect for others who are different from themselves and ease of interaction among
themselves.
Establishing peace is the work of

education. Maria Montessori
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STRAND 4: INTELLECTUAL EMPOWERMENT

All children are competent learners, who must be provided with a supportive environment that lends
itself to active exploration, with positive adult/child interaction for childrens minds to develop.
Cognitive development deals with the mind and how it works. It involves how children see their
world and how they use what they learn through the use of critical thinking, learning and problem
solving skills. Through active and interactive learning children will develop problem solving,
critical thinking, representational and symbolic thinking and will become intellectually empowered.
Use of computers and other technologies will affect childrens learning by extending and enriching
many experiences offered in the classroom as teachers integrate their use across the curriculum.
GOALS
Children will experience a caring, nurturing, learning environment where:
Through child initiated and teacher directed learning, they develop early mathematical
understanding;
Through child initiated and teacher directed play, children develop working theories
for making sense of the natural, physical and material world;
They learn strategies for active exploration, and interaction;
They will use computers and other technologies to enrich and extend experiences.
Goal 1
Through child initiated and teacher-directed play, children develop early mathematical
understandings.
Children will:
Develop basic skills in posing simple questions, measuring, sorting and classifying.
Investigate and communicate information about quantities, sequence and pattern;
Develop mathematical thinking involving the active process of investigating, thinking,
solving problems;
Develop positive dispositions towards investigating and communicating mathematical
information;
Using critical thinking skills to compare, contrast, classify, count, measure, sort and
recognize patterns to organize their world;
Develop confidence in using a variety of strategies for exploring and making sense of the
world, such as in setting and solving problems, looking for patterns and relationships,
classifying for a purpose, guessing, using trial and error, thinking logically and making
comparisons, asking questions, explaining to others, listening to others, participating in
reflective discussion, planning, and observing;
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Develop familiarity with numbers and their uses by exploring and observing the use of
numbers in activities that have meaning and purpose for children;
Develop skill in using the counting system and mathematical symbols and concepts such as
number, length, volume, shape and pattern for meaningful and increasingly complex
purposes;
Experience with technology including use of the computer as a learning tool;
Goal 2
Through child initiated and teacher directed play, children develop working theories for
making sense of the natural, physical and material world
A perception of themselves as explorers: competent, confident learners who ask questions
and make discoveries;
The confidence to choose, experiment and manipulate materials and objects, to play around
with ideas, and to explore actively, using all their senses;
The ability to represent their discoveries, using creative and expressive media and the
technology associated with them,
Problem solving skills as they acquire information, use resources and materials, observe
events, ask and answer questions, make predictions and test hypotheses;
Dispositions such as persistence, curiosity and interest;
Ways of representing and thinking symbolically as they use objects to represent other things,
by pretending, using graphs, drawings and pictures, using different media and their
imagination;
An understanding of natural, social, physical and material world;
Begin to develop an understanding of life processes and the nature and properties of
familiar materials , such as sand, water, ice, bubbles, blocks and paper;
Spatial understanding, including an awareness of how two and three dimensional objects can
be fitted together and moved in space and ways in which spatial information can be
represented such as in maps, diagrams, photographs and drawings;
Knowledge of physical science using balance scales, pulleys, mirrors, pipes, plastic, wood,
etc.;
Working theories of planet earth and beyond by using props and other materials for building
and talking about how electricity and water get into the buildings;
Ways to use natural materials such as shells, stones and leaves in various ways and develop a
relationship with the natural environment and a knowledge of their own place in the
environment;
Basic knowledge of features of the land which are of local significance;
Respect and a sense of responsibility for the well being of both the living and non-living
environment;
Investigative ways technology is used in their communities (e.g. garbage collection factories,
telephones).
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Basic scientific skills that enable them to enquire, explore, and about the natural, social,
physical and material world;
Goal 3
Children will learn strategies for active exploration and interaction as they learn through play
The ability to make decisions, choose their own materials and construct their own
knowledge;
The attitude that not knowing, being uncertain and risk taking are part of the process of being
a good learner;
High expectations of themselves as successful learners;
Responsibility for their own learning;
Dispositions to try out things, explore and be curious as important and valued ways of
learning;
The knowledge that playing with ideas and materials, with no objective in mind, can be an
enjoyable, creative and valid approach to learning;
Goal 4
They will use computers and other technologies to enrich and extend experiences.
Learning Outcomes: knowledge, skill, attitudes and dispositions
Children will:
MOE
Learn about technology and how it is a part of everyday life;

Experience the use of hardware and software, including children with challenges as they are
available with features for their use;
Be able to use some manipulatives which are easier to use on the computer than concrete
materials;
Use open ended software which could result in nonverbal skills, structural knowledge, long
term memory, manual dexterity, self-esteem and encourage collaboration.
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STRAND 5: AESTHETIC EXPRESSION

Visual Arts Music Dance and Drama
Children are born with natural talents in the area of the aesthetics. Three and four year olds love to
move, dance, sing and pretend as they express their feelings and ideas. In addition, the creative arts
can be used to enhance childrens development of skills in all the curriculum areas. Opportunities in
which children are free to express themselves, play, explore, invent and create must therefore be
provided through a variety of media such as dance, drama, music, movement and the visual arts.
Problem solving and higher order thinking skills can be developed and refined through creative and
artistic opportunities. The arts also draw upon multiple intelligences because humans communicate
in multiple ways: visually, orally, kinesthetically and linguistically.
GOALS
Children will discover and explore their creative talents through the visual arts.
Children will discover and explore their talents in music and dance
Children will discover and explore their creative talents using drama
Children will develop appreciation for local, national and international forms.
Children will use various media to develop arts and aesthetic expressions
Goal 1:
Children will discover and explore their creative talents through the visual arts.
Children will:
express feelings and emerging concepts and understanding freely using different art media;
work alone or with others in creative activities, interact socially and experience satisfying;
interactions, talk about and appreciate art work, visit art displays, met artists;
derive enjoyment from using their imaginations;
develop awareness of various tools and art media;
develop creativity, concentration, hand eye co-ordination, self discipline.
Use lines, colours, materials, shapes, textures and size in their drawings, paintings, sculpture,
claywork;
Talk about and represent are from various groups;
Talk about and represent art after field trips;
Identify and represent art forms based on projects

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Goal 2:
Children will discover and explore their talents in music and dance
Children will:
enjoy a variety of musical experiences vocal, instrumental and environmental sounds;
explore and experiment with sound patterns;
learn a variety of songs, finger plays, rhythms and dances;
express themselves rhythmically to many genres of music;
develop love for and interest in music;
explore and experiment with a variety of musical instruments;
learn about age appropriate music concepts through participatory experiences: soft, loud,
fast, slow, names of instruments;
observe others in skilled use of musical instruments, singing and dancing;
develop coordination;
have satisfying experiences with music in many contexts;
appreciate local, national and international music.
Use appropriate computer software and other technology to create and play music.
Explore music individually and with small groups during free play/self initiated activities;
Sing in a variety of simple songs (improvised and structured) alone and with groups
Perform, create, listen and talk about music
Become aware of, explore and experiment with a variety of musical instruments;
Use an assortment of small percussion instruments;
Perform simple rhythmic accompaniments including the steel pan. Respond to music in
various tempos and styles;
Goal 3 :
Children will discover and explore their creative talents using drama
Children will:
engage in socio-dramatic play alone and with others;
be exposed to a variety of themes for socio-dramatic play through age-appropriate childrens

literature and drama;
talk with others and share in spontaneous dramatic presentations;
share books and story reading and act out stories;
experience special performing arts events;
show appreciation for the performing arts based on visit to or visit by artists.
Goal 4:
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Children will show appreciation for local, national and international forms.
an increasing awareness that the creative expressions of their peers should be valued
positive attitudes towards the cultural art forms of their nation, including song, dance, drama
and artwork.
Awareness of the cultural expression of other countries in the Caribbean and in the World.
Dispositions such as curiosity, responding emotionally, valuing music, self initiated use of
music.
Goal 5:
Children will use various media to develop arts and aesthetic expressions.
Children will
Develop ways to apply media, techniques and processes;

Explore and experiment with various media;
Use different media, techniques and processes to communicate ideas, experiences and
stories;
Use materials and tools in a safe and responsible manner.
Creativity is feeling free

to be flexible and
original, to express
ones own ideas in
ones own way
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We must implement curriculum that is

thoughtfully planned, challenging, engaging,
developmentally appropriate, culturally and
linguistically responsive, comprehensive, and likely
to promote outcomes for all young children
(NAEYC and NAECS/SDE, 2002).
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PROCESSES OF CURRICULUM PLANNING AND

IMPLEMENTATION: PRINCIPLES INTO PRACTICE
A proven curriculum that takes a holistic view of a childs development;
provides a variety of relevant, stimulating, and enjoyable learning experiences
pertinent to both planting roots and learning to fly; encourages children to
explore, play, and initiate their own learning activities; and respects and
attends to individual differences. A quality curriculum will integrate
education and care while attending to physical, social, and emotional needs as
well as to cognitive or intellectual needs. It fosters sound relationships of the
child to self, others, and the environment. (Ball 1994; Moss and Pence 1995;
NAEYC 1986; Basili 1994; Schweinhart 1995)
According to Gordon and Browne (2004), planning the curriculum is the process of translating
theories of education into practice: it is spontaneous, yet organized; it is planned, yet it emerges; and
it is based on childrens interest, tempered by adult awareness of childrens needs. The curriculum
must also reflect awareness and sensitivity to diversity in all areas of the childs life.
One of the aims of this ECCE Curriculum Guide is to provide guidelines that will assist ECCE
teachers in developing the ideal Caribbean child. Educators and all the other partners who are
involved in the three and four-year-old childrens learning and development must employ best
practices, which are based on the principles and processes identified to govern practice.
CURRICULUM CONTEXT
The context of the curriculum is made up of people and provision and gives children access to
quality programmes.
People
The context of the curriculum comprises children, teachers and all the other partners who support the
childrens learning and development.
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1. The Child
I am eager for
inclusion.
I am a person.
I am a moral/
spiritual being.
I am an active
thinking, curious,
creative being.
I have feelings and

moods.
I am a being with
multiple
intelligences.
I am a member of
a multi-ethnic and
multi-cultural
society.
I have dispositions
which allow me to
relate and adapt to
my cultural
environment.
I am growing and
going through
special developmental stages.
The politics, the

economy and other
social systems shape
me.
I belong to a family,
a community, a
region and the
world.
Figure 3.1: The child with special characteristics and needs

Based on the above characteristics, children must be provided with opportunities to imagine,
explore, hypothesize, investigate, interact, solve problems, think critically, construct and coconstruct new understandings of their worlds as they are supported in a nurturing environment.
2. The Teacher
The teacher is primarily a curriculum developer. As curriculum developers, teachers must
understand that curriculum development is a complex process requiring a commitment to a broadbased educational philosophy; extensive knowledge of human growth and development; practical
experience with children and an understanding of their interest; and an ability to consolidate and
interpret an ever-expanding body of research about teaching and learning (Hohmann and Weikart,
2002).
Therefore, the teacher as enactor/enabler of the curriculum will be expected to fulfill various roles
in ensuring that curriculum standards are attained and maintained. During the processes of building
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relationships, scaffolding childrens learning, planning for and assessing learning and engaging in
lifelong learning themselves, teachers will function as:
Partner
Collaborator
Communicator
Mediator
Supporter
Net-worker
Researcher
Strategist
Listener
Interactionist
Problem-solver
Modeler
Facilitator
Questioner
Prompter
Provoker
Co-constructor
Negotiator
Practitioner
Creator
Action Researcher
Observer
Recorder
Documenter
Interpreter
Reflector
Evaluator/Assessor
Theorist
Investigator
Researcher
Critic
Life Long Learner
Professional Partner
Curriculum developer
Table 3.1: Teacher Roles
The teacher will have to demonstrate the following knowledge and competencies when planning for
children three to five years old (figure 3.2).
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Know how to plan for and

support
Childrens
Learning
Know how to support and

extend
Childrens
Play
Have knowledge of
Childrens
Development
Know how to establish

relationships and interact with
Children
Know how to establish

relationships/partnerships with
TEACHERS
KNOWLEDGE AND
COMPETENCIES
Parents/
Families and
Communities
Know how to create
Know how to
develop
Know how to assess
Curriculum
Childrens
Progress and
Achievements
Active
Learning
Environment
Know how to plan for and

support
Childrens
Development
Figure 3.2: Teachers Knowledge and Competencies
3. Partners
Teachers must develop the following partnerships to promote childrens learning:
-
partnerships with children;
partnerships with parents/family;
partnerships with the community;
professional partnerships
These partnerships are built on collegiality, trust and mutual respect and promote ownership of the
curriculum.
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Provision
Provision is structured through time, space and materials. Knowledge of these must be used by
teachers to organize a context which gives children access to the curriculum.
1. Time daily schedule
Schedules are very important because decisions about scheduling greatly influence childrens
feelings of security, the accomplishment of performance goals, and the staffs effectiveness.
Scheduling involves planning the length of the session, timing and arranging activities during the
session. Good schedules begin with friendly informal greetings; meeting childrens personal
needs; providing a balance between physical activity and rest; fitting the goals of the programme
and the needs of the children goals have a balance between indoor and outdoor activities, group
and individual times and child-initiated and staff determined activities; must be readily
understandable to children; must be flexible under unexpected circumstances; end with a general
evaluation/reflection of activities, tidying of areas, indicate the next possible session and
farewell.
2. Space
Effective learning environments for three and four-year-olds can best be facilitated by providing
learning centres or interest areas. Learning centres help children to choose and focus on particular
activities, giving them the freedom to pursue these activities on their own.
Such hands-on-
experiences are meaningful and relevant for their development. When working in learning centres
young children manipulate materials, make choices, develop confidence in their problem solving
abilities, expand their oral language, enhance their creative abilities as well as develop social skills
and emotional competence as they interact with others. Teachers must ensure that the space is
organized to:
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create a place of beauty

welcome and empower parents
encourage community
be used as a place for listening and conversation
challenge children to explore and learn
encourage staff communication and reflection
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Additionally, through working in these centres, children understand each other, develop
responsibility, learn how to make plans and carry them to completion. Furthermore, they can move
into more advanced play, develop a longer attention span, enhance their self-image, integrate
learning and understand symbols as they use concrete items in these centres. Among the learning
centres that can be included are: blocks and manipulative, creative arts, language and literacy,
dramatic play, sand and water play, computer and discovery/exploration.
3. Materials
The physical environment must be equipped with a wide variety of bountiful materials available on
open shelves for childrens use. These must include art materials, design supplies and materials and
tools that offer many possibilities for childrens creations. Materials could be found outside the
classrooms, but they must be within the childrens everyday experiences and they must promote
language and thinking.
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EDUCATIONAL APPROACH
Integrated Curriculum
Theoretically, the integrated curriculum approach is grounded in the theories of constructivism,
brain-based learning, Gardners Multiple Intelligences as well as best practices in the field of ECCE.
It also incorporates the understandings of young children proposed by Bruner and Dewey who
advocated engagement of children through experiential learning activities. The ECCE Curriculum
design reflects an integrated, individualized, creative and developmentally appropriate approach for
optimizing and nurturing childrens holistic development.
Since the ECCE level focuses on the holistic development of the child, the Integrated Curriculum
allows for the development of knowledge, skills, attitudes and dispositions in all domains of
development including social, emotional, physical, cognitive and spiritual. Additionally, it ensures
that learning is meaningful and relevant to the child as it enables the focus on holistic development
to be maintained.
The curriculum is integrated so that childrens learning in all areas occurs primarily through the indepth explorations of themes and projects, which are organized in such a way that they cut across
subject matter lines, bringing together various aspects of the curriculum into meaningful association.
Accordingly, young children learn in spreads rather than in steps. For example, children making
soup are learning the names of the vegetables (language), the shapes of the vegetables (geometry),
the weight of the ingredients (math), and the effect of heating up the contents (science) not to
mention social cooperation in making and enjoying a consumable product. The integrated
curriculum is emergent, incorporating the use of projects, themes and the use of learning centres
with a variety of materials and resources, which help to add depth to the curriculum, and four
interactive processes used in implementation. Themes, projects and activities are based on how
children learn and on their expressed or observed interests. It is within this context that the
Integrated Curriculum is being advocated.
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YOUNG CHILDREN LEARN BEST
through.
active involvement
sensory exploration
investigation problem
solving trial and error
through appropriate,
meaningful and challenging
activities which are matched
to my needs.
by identifying with
important role models and
emulating their behaviour.
by observing
objects, events and
people.
through language and

communication ..
by talking with other
children and adults;
by exchanging ideas;
by sharing my feelings
and experiences.
by being intrinsically
motivated and self-directed;
by taking responsibility for
my actions and my efforts.
through adults, and sometimes
other children demonstrating
specific skills.
when I feel confident and valued
by others; through positive and
genuine feedback, recognition,
encouragement and success.
when there is a
partnership between
my parents and
educators, who
collaborate and have
appropriate
expectations of me.
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through play, exploration and

interaction.
by repeating and
consolidating experiences;
by practicing skills; by
reflecting upon, by
making connections with
and by building upon past
experiences and thoughts.
by responding to and
representing
experiences in a
variety of ways:
talking, writing,
modeling, designing,
moving, painting,
drawing..
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Themes
CREATING AN INTEGRATED CURRICULUM
Integrated curriculum views childrens experiences as learning opportunities, which are all
connected and themes and projects form the foundation for curriculum planning as their use enable
children to make connections among and between ideas and knowledge which are meaningful to
them.
Themes
Themes are used as frameworks for planning and organizing integrative

learning experiences reflective of how young children learn.
Themes are created by sourcing ideas based on childrens interests, special events,
unexpected happenings or teachers/parents interests
When planning a theme teachers must consider five factors: relevance of the topic to the
children, ability of the theme to involve children in hands-on activities, diversity and balance
across the curriculum, availability of the theme to inspire child initiated projects
The teacher observes children to uncover the developmental themes they are exploring.
The teacher bases her or his approach on inquiry and learning, which is focused on real lives,
relationships, and issues.
It is a structures approach which supports childrens investigation as well as teacher directed

enquiry
The teacher places emphasis on doing to know interaction and investigation with
materials, people, and ideas interesting to the children.
Projects
A Project is an investigation or in-depth study of a topic or theme, usually done by small groups
within a class, an entire class or sometimes by individual children. Projects are research-based
and focus on:
i)
Integration of the curriculum and opportunities for children to apply and use what
they learn.
ii)
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Determining answers to questions generated by the children.
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iii)
Topics that are of interest to the children and related to curriculum goals.
iv)
Resources collected by children, by the teacher and also collected on field-trips.
v)
Questions and problems which engage children in discussion, problem solving,

research and investigations
vi)
Materials and activities which provoke curiosity
vii)
The teachers planning which revolves around childrens strengths and interests
viii)
Discovering and building on childrens existing questions and ideas which is

central to the porocess
ix)
The development of higher order thinking skills
x)
Parental participation, linking home and school
xi)
Documentation and display of childrens work
Phases and Structural Features of the Project

Phase 1
Phase 2
Phase 3
BEGINNING THE PROJECT
DISCUSSION
FIELDWORK
Sharing prior
experience and
current knowledge of
the topic.
Children talking
about their
experience with
their parents and
caregivers.
REPRESENTATION
Using drawing,
writing,
construction, dramatic
play to share prior
experience and
knowledge.
INVESTIGATION
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Raising
questions on
the basis of current
knowledge.
DEVELOPING THE PROJECT
Preparing for fieldwork

and interviews.
Reviewing fieldwork.
Learning from
secondary
sources.
Going out of the
classroom to
investigate a field site.
Interviewing
experts in
the field or in the
classroom.
Brief field sketches

and
notes.
Using drawing,
painting,
writing, math diagrams,
maps, to represent new
learning.
Investigating initial
questions.
Fieldwork and
library
CONCLUDING THE PROJECT
Preparing to share the

story
of the project.
Reviewing and evaluating
the project.
Evaluating the project

through the eyes of an
outside group.
Condensing and
summarizing the story of the
study to share the project
with others.
Speculating about new

questions.
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research.
Raising further
questions.
Sharing
representations
of new experiences and
knowledge.
Keeping ongoing
records
of the project work.
DISPLAY
Sharing
representations of
personal experiences
of the topics.
Summary of the
learning
throughout the project.
Assessment
Assessment is an integral part of curriculum decision-making in the early years. The NAEYC and
NAECS/SDE define assessment as the gathering of useful information for the purpose of
constructing understanding about children that guide educational decisions (Bredekamp and
Rosegrant, 1992).
Appropriate assessment for three and four-year old children should reflect the following guidelines:
Assessment and curriculum must be integrated
All areas of development should be assessed in order to capture an accurate picture of the
whole child
Assessment should be on-going and over time, with a systematic collection of samples
Assessment can use a variety of tools and processes, such as collections of work,
recordings, interviews and anecdotal records
Assessment occurs during typical daily activities
Assessment should demonstrate what a child can do alone and with assistance
Teachers should report meaningful, descriptive information to parents.
The following methods of assessment can be employed for monitoring the development and learning
of three and four-year old children:
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Developmental Checklists
Parent Interviews
Self Portraits
61
Scribbling, Writing, and Drawing Samples
Audio / Video Tapes
Anecdotal Records
Documentation (gathering evidence of childrens learning). Evidence about childrens

learning must be organized and interpreted to feed back into planning and for parent
conferencing.
The framework for authentic teaching and assessment involves getting baseline data to know where
the child started, continue assessment to discover where he is going, and to determine whether the
child is at the awareness, exploration, inquiry or utilization state. The information should be
examined in terms of the four categories of goals: the knowledge the child is acquiring (ideas,
concepts, facts); the skills the child is developing (physical social etc.); the disposition the child is
acquiring (curiosity, creativity, interests, resourcefulness, responsibility); and feelings the child is
developing (positive self-esteem, empowerment).
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Some Important Indicators of Quality Curriculum Inputs

Continuity and Transition, reflection, professional development and Standards of Practice are four
important quality inputs.
Continuity and Transition

Building continuity from home to the ECCE centre and from the ECCE centre to the primary school
is an important aspect of the curriculum. The diverse factors and their early experiences from home
that interact to shape their identities must be taken into consideration, as the childrens
understandings about their world and how to act in it constitute their knowledge and that knowledge
allows them to participate as members of their communities, but not necessarily in new contexts.
Therefore, as young children transition into new settings, they must have well-planned support.
Teachers and families must collaborate to establish the vital continuity that is needed.
Reflection
According to Mac Naughton (2003), reflection is an intellectually engaging activity geared to
changing practices and transforming knowledge. It enables early childhood educators to make
informed and careful choices about ideas, processes and relationships that underpin their work with
young children and support how they shape curricula. Early Childhood educators should engage in
individual reflection as well as group reflection.
o Individual reflection helps individuals to discover and transform their understanding
and practice.
o
Group reflection involves dialogue, which requires social connections with others.
These connections entail conversations with others, support from others, colleagues
willing to spend time together and a chance to share ideas and possibilities with
others.
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Professional development
The aim of professional development is to promote high quality early childhood programmes for
three and four-year-old children, their parents/families and communities. Early childhood care and
education teachers must engage in professional development sessions and make use of the advisory
support services which are offered to meet the diverse needs of current and future teachers/educators
as well as those of parent/family and community. Membership in professional organizations is also
valuable as they serve to create professional partnerships which provide work support, and help
teachers to keep up with current trends and exchange best practices, act as advocates for children and
provide opportunities for childrens voices to be heard.
Standards of Practice
Bredekamp and Copple (1997) pointed out that the quality of an early childhood programme can
also be determined by the degree to which it meets the standards of the profession. A standard based
environment is important in early childhood education as standards usually influence and are
therefore reflected in curriculum planning, organization and assessment. The Standards of Practice
for Regulating Early Childhood Services in Trinidad and Tobago (2005) serve as a frame of
reference for the development of the curriculum guide. The curriculum standards that promote
child-centered instructional practices and measures that will help guide pre primary care and
education and support and encourage best practices. The curriculum standards tell us what children
should know and what tasks they should be able to perform. They are informed by the knowledge
gained from a mix of research and practice and clearly reflect the enormous capabilities and
potential of young children and the endless possibilities for learning.
ECCE teachers must have knowledge of these standards and adhere to them as they contribute to
high quality ECCE programmes. While all Early Childhood Service Providers must comply with all
the Standards of Practice, the following two categories: Quality Early Childhood Development
Practices and Quality Standards for children between three and five years old relate directly to the
curriculum and will help to provide important guidelines for curriculum planning.
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3.
QUALITY EARLY CHILDHOOD DEVELOPMENT PRACTICES
3.1
Equal Opportunities
3.1.1 Mandatory equal opportunities must be promoted for adults and children of both sexes with
regard to employment, training and admission to the service provided. (Convention on the
Rights of The Child, (CRC), 1989, Article 2).
3.1.2 All members of staff must treat the children and families, to whom an ECS is provided, with
equal concern and, in doing so, must in the care that they give to each child, acknowledge
and respect their specific needs with regard to their religious persuasion, culture and
linguistic background as well as gender and ability. (Convention on the Rights of The Child,
(CRC), 1989, Article 3).
3.1.3 All settings must show evidence of how they carry out the standards above. The ECS must
have a policy statement and guidelines for staff members about how this should be
implemented.
3.1.4 It is important that children are called by their given name, and that this is not corrupted or
shortened. However, during the course of a childs stay at an ECCE Centre he/she should
become used to responding to his or her legal name in preparation for formal schooling. In
event that the guardian specifies, the child will have the right to be called by the name
specified.
3.2
Children with Special Needs
3.2.1 Every child benefits from the stimulation he or she receives from contact with other children
and those with a physical or learning disability are no exception. Children gain from planned
care and education which integrates able-bodied children and children with special needs.
This contact at an early age may facilitate understanding that all people have equal value
irrespective of ability or mobility. Parents/educators/caregivers of children with special needs
may also benefit from the support they can gain from the setting.
3.2.2 If special needs children are registered, providers should acquire the support/resources
necessary and ensure, wherever possible, that appropriate facilities, e.g. wheelchair access, is
available. Lower staff/child ratios may be necessary and negotiated on an individual basis, or
special arrangements made with parents/educators/caregivers to provide the support required.
3.2.3 Where childrens needs have not been identified or where the ECS requires advice or
assistance in identifying needs, parents/guardians should be consulted and permission sought
to approach an appropriate referral agency.
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3.3
Discipline/Managing Childrens Behaviour
3.3.1
Corporal punishment is strictly forbidden. Staff must treat all children with respect. A child
must not be smacked, shaken, treated roughly, called names, teased or belittled in any way
(CRC). There are no circumstances in which such punishment can be justified, and staff will
be subject to disciplinary proceedings should such an occasion arise.
3.3.2
All cases of corporal punishment must be reported.
3.3.3
Staff must have written policy guidelines displayed within the centre stating what types of
behaviour would be regarded as developmentally unacceptable and inappropriate and how
such behaviour should be dealt with. These must present a positive and consistent approach
to discipline that is not destructive or damaging to the child, but preserves the childs dignity.
3.3.4
Parents must be informed about these guidelines and the settings policy with regard to
discipline. Staff must endeavour to explain the behaviour policy to parents and to consult
with them on the rationale for its implementation in the ECS.
3.3.5
No action that is inhumane, degrading or humiliating may be used at any time for any
reason. (See Appendix E Some Alternatives to Punishment)
3.4
Child Protection
3.4.1 Staff in all settings has responsibility to be aware of the law and the Governments policy
regarding Child Protection (Convention on the Rights of the Child). This involves
recognizing, recording and reporting signs of child abuse and/or neglect (See Appendix J).
3.4.2 Written internal procedures must be in place for staff to pass any concerns on to
administrators within the setting, so that they can be recorded and acted upon appropriately.
3.5
Confidentiality
3.5.1 Staff must respect the right of the child and his/her family to complete confidentiality unless
there are child protection concerns, in which case the government's policy applies.
3.5.2 Confidential records, including computer records, must be secured. Provision must be made
for storage and safe keeping of these records.
3.5.3 Care must be taken over the disposal of old records on children who have left the setting, as
these may contain confidential information.
3.5.4 Confidential records must form part of the transfer documents to the primary school
principal. The ECCE centres might want to make duplicates to keep for at least one year.
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3.6
Partnership with parents/educators/caregivers
3.6.1 A policy of partnership between parents/guardians and the setting must be developed,
offering parents/guardians a variety of ways to support and/or become involved in the
settings operation, as well as in the individual development of their own child. The model
might be negotiated between the ECS provider and the parents/guardians.
3.6.2 A policy hand book is needed for parents/guardians and must include the following:
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Name, address, telephone number of setting, with registration and insurance details
Names of the provider and the administrator and qualifications
Admission criteria
Ages of children admitted and the number of places available
Hours of opening and periods of closure for holidays
Fees, methods of payment, arrears and non payment
Attendance and health rules
Settling-in procedure for new children
Arrival and departure procedures, including details of those authorised to deliver and
collect the child, and procedures for late collection of children
Arrangements for access to the child by relatives/others and details of court orders
pertaining to custody of and access to the child
Information on the curriculum
What the children will do: activities, play materials and routines/schedules
Assessment procedures
Arrangements for children with special educational needs
Field Trips
Discipline policy and behaviour guidelines
Equal opportunities policy
Child protection responsibilities
Partnership with parents/caregivers
Arrangement for festivals and birthdays
Illness/accident, missing children and incident procedures
Complaints procedures
Any expectations of parents/caregivers e.g. spare clothing, nappies, etc.
Accessibility of other written policies and procedures e.g. fire drill.
Administration of medication
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3.6.3 Written placement agreements/contracts must be made and reviewed as appropriate.

3.6.4 Ways must be sought for sharing information, including those items listed above, with
parents/caregivers, e.g. notice boards, newsletters, leaflets, parents/caregivers meetings, etc.
3.6.5 Parents/guardians must be kept informed about all significant issues concerning the progress
and welfare of their children.
3.7
Supervision
3.7.1 Children must never be left unsupervised.
3.8
Physical Care of Children
3.8.1 Children must be physically well cared for. Particular attention must be paid to hair and skin
care of all children, as agreed with the parents/caregivers.
3.8.2 Appropriate treatment for children with a skin complaint must be followed in consultation
with parents/caregivers.
3.9
Meals and Snacks
3.9.1 If meals are provided, there must be a healthy balanced diet that meets childrens nutritional
needs. Care should be taken with regard to additives and preservatives, as prescribed by the
School Nutrition Company. Menus must be displayed.
3.9.2 Menus must offer a range of foods which meet the medical, religious and cultural dietary
requirements of children in the setting. The occasional provision of foods from different
countries and cultures gives positive recognition to children of that culture and also
encourages children to learn, enjoy and respect other traditions and cultures.
3.9.3 Children must be allowed to eat in a way they would naturally eat at home, e.g. spoon or
knife and fork. This must be carefully discussed with parents as conformity may be
required when children leave the home setting to attend school.
3.9.4 There must be sufficient space for the children to eat safely and comfortably in small groups.
3.9.5 Staff should eat with the children, with meal times being regarded as a time to talk and share
news.
3.9.6 Adequate contingency plans must be made to provide meals in the event of the planned menu
becoming unavailable.
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3.10
Field Trips
3.10.1 Field trips should be planned to coincide with the Centres programme of activities.
3.10.2 Permission for field trips must be sought from the Ministry of Education beforehand.
3.10.3 Planning for field trips must ensure the safety of the children. The site should be visited prior
to the trip to ensure safety and adequate facilities.
3.10.4 Staff members should have knowledge of local community resources.
3.10.5 Staffing ratios for field trips will be dependent on where the group is going, and how they are
getting there. It must be noted that shorter field trips are recommended for younger
children.
o
For neighbourhood field trips
1 adult: 3 children (3-4 years)
Special field trips
(no bathing activities)
1 adult: 1 child (birth-2+ years)
Using public transport
3.10.6 Children must wear identification in case they get lost. Some suggestions are:
o
Identification pendants, necklaces or bracelets.
Plain coloured badges, identifying the setting and giving the telephone number.
3.10.7 Careful consideration must be given to the need to take first aid equipment and qualified First
Aiders on any field trip. This will depend on the length of the field trip and the availability
of immediate and appropriate assistance. Appropriate First Aid support must normally be
taken on group trips outside the immediate locality.
3.10.8 A list of children (with the names of their parents/guardians and contact numbers) must be
taken on field trips with a copy left at the setting. The list should include pre-seating
arrangements for vehicles.
3.10.9 Parents/guardians must give written consent for field trips. Specific consent for special field
trips will be needed and parents/guardians need to know when and where their children are
going and what time they will be back.
3.10.10 Booster seats and/or car seats should be provided and used as appropriate for children
under three. Vehicles must be properly maintained and the drivers adequately insured.
3.10.11 Each adult must be clear which children they are responsible for. There must be register
checks at the start of the field trips and on leaving the destination, with regular head counts
during the trip.
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5.
QUALITY STANDARDS FOR EARLY CHILDHOOD ENVIRONMENTS

FOR CHILDREN BETWEEN THREE AND FIVE YEARS OLD
5.1
Curriculum Standards
Curriculum standards are broad yet measurable statements to which staff should adhere in
order to provide quality programmes.
5.1.1 Provisions must be made to develop childrens knowledge, understanding and skills as
outlined in the National ECCE Curriculum Guide.
5.1.2 There must be equitable opportunities for learning irrespective of gender, disability, ethnicity
or background.
5.1.3 Activities planned to facilitate childrens learning and development must be integrated
through Themes and/or Projects.
5.1.4 The programme must be planned so that children acquire life skill as they work and play
during their daily routines.
5.2
Personal, Social and Emotional Development
5.2.1 A well-planned programme of personal, social and emotional development must be provided
to help children to work, play and co-operate with others.
5.2.2 High expectations of behaviour must be set and respect for self, others and the environment
must be encouraged.
5.3
Cognitive Development/Intellectual Empowerment
5.3.1
Knowledge and understanding the world
5.3.1.2 There must be opportunities for children to respond in different ways to their experience
of the world and to take part in appropriate celebrations and festivals.
5.3.1.3 The programme must promote cultural valuing such as pride in national identity.
5.3.1.4 Development of childrens knowledge and understanding of their environment must be
encouraged as this provides a foundation for historical, geographical, scientific and
technological learning and can also contribute to childrens awareness of social issues.
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5.3.2
Language and Literacy Development
5.3.2.1 Language development/effective communication must be given a strong focus by providing

opportunities for children to informally speak and share their views with their peers, and
other members of the community.
5.3.2.2 Opportunities for children to develop and practice the five elements of language and literacy
(speaking, listening, reading, writing and viewing) must have a high priority, with emphasis
on learning through talk.
5.3.2.3 There must be encouragement of the use of creative and expressive skills.
5.3.2.4 Creole or dialect must be recognized as the first language of most children under six and be
accepted, valued and respected. Conversations with children must be in Standard English,
offering children many opportunities to hear, experience and speak in Standard English.
5.3.2.5 Emergent Literacy must be supported.
5.3.2.6 The curriculum must encourage the use of a wide variety of reading materials/books.
5.3.2.7 There must be a comfortable book corner and listening area where children can hear stories
read to them by an adult or on tape, or where they can retreat and browse through books.
5.3.3
Mathematical Concepts
5.3.3.1 Mathematical learning should be activity oriented and planned within four broad areas:
number; patterns, shape, space and position; comparison of measure including time and
money; statistics (information gathering), tables and charts.
5.3.3.2 There must be promotion of an awareness of using gathered information to solve
problems, reason and gain understanding of events and experiences
5.3.3.3 Opportunities to capitalize on childrens self chosen activities, (for example,
encouraging children to compare the heights of blocks) should be fully exploited.
5.3.3.4 Mathematical thinking must involve the process of communication, problem solving and
representation.
5.4
Physical Development
5.4.1 Wellness must be promoted to ensure childrens physical health and holistic development.
5.4.2 There must be a carefully planned outdoor and indoor area to support childrens wellness
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5.4.3 If there is no access to outdoor space, arrangements must be made to enable children to use
large apparatus and to move with confidence, control and awareness of space. (Preference
however, is for outdoor space.)
5.5
Creative/Aesthetic Development
5.5.1 Opportunities must be provided for developing childrens ability to express ideas and
feelings in creative ways. These must include a wide range of experiences in art, craft,
music, dance and imaginative play.
5.6
Spiritual and Moral Development
5.6.1 Focus must be placed on building spiritual awareness as well as positive morals and values.
Spiritual awareness refers to the knowledge of a supreme being and the ways to
communicate with this supreme being. Moral development refers to acquiring the concepts
of what is right and wrong and good citizenship..
5.6.2 This area must encompass important aspects of spiritual and moral development including
the development of personal values such as honesty, fairness, independence, respect and an
understanding of self and others.
5.7
Planning a Balanced Curriculum
5.7.1 All plans must be written and well articulated within the environment for parents/supervisors
and visitors to see.
5.7.1 Plans should:
identify the purpose of the activities clearly and what children are intended to learn;
summarize what children are to do, how they will be grouped, how staff are deployed
and the resources needed;
show how childrens knowledge and understanding can be extended and adapted to
suit children who learn at different rates or who have particular needs;
be based on the assessments made by staff of childrens progress.
5.7.2 At each setting the Curriculum should be broad, balanced and coherent, covering all the
areas stated in the National Curriculum Guide. There should be balance both within and
across the areas.
5.7.3 Childrens words and photographs of events must be displayed and also be kept on record.
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5.7.4 The programme should take into account the ages and stages of development of different
children, including any who have special educational needs.
5.8
Assessment of Childrens Attainment and Progress
5.8.1 There must be careful assessment based on regular observation of children.

5.8.2 Assessment must be based on shared observations of those who work with the children as
well as parents/guardians.
5.8.3 Assessments should help staff to listen and respond to children, encourage them, build on
their responses and steer them towards new learning or clearer understandings both in the
settings and at home.
5.8.4 Staff expectations for childrens progress and attainment should be based on child
development theories and principles as well as the best cultural practices.
5.8.5 Staff should show awareness of anti-bias issues such as gender, religion and culture.
5.9
Promoting Childrens Learning
5.9.1 Resources should be organized to allow independent access for children.

5.9.2 The range of materials, equipment and apparatus should be sufficient and appropriate to
support good teaching in each of the eight areas of learning. The resources should support
the learning of all children, including any with special needs. The accommodation and play
space, indoors and outdoors, also need to be suitable.
5.9.3 An attractive and comfortable place to sit with a variety of books, should be provided
5.9.4 Classrooms should have writing areas with a variety of paper and tools to scribble and write.
5.9.5 Early childhood spaces should have an imaginative play area with a variety of resources to
promote and extend role play.
5.9.6 Dry and wet sand and a water tray should be provided, each with suitable equipment for
filling, pouring, measuring, and so on.
5.9.7 Within the Centres space, growing and living things should be included as part of the
everyday environment.
5.9.8 Children should be provided with interesting objects to sort, count, feel and describe;
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5.9.9 Equipment should also promote early mathematical and scientific investigations.
5.9.10 Variety of indigenous small and large materials found within the local community should be
used.
5.9.11 Cooking equipment and materials for use by children should be available.
5.9.12 Range of creative media such as paint, clay wood and junk materials should be part of
curriculum resources.
5.9.13 Range of musical instruments (home-made, durable) tapes, CDs and records for listening to
music should be available.
5.9.14 Artifacts and pictures that reflect both the local and the wider community should be evident.
5.9.15 Opportunities for active, first-hand experience both indoors and out-doors should be
provided.
5.9.16 The indoor area should be enhanced with labeled displays at children's eye level that include
childrens work, pictures and posters, letters of the alphabet, a number line with the
numerals 1 to 10, and mini-exhibitions with which children can interact.
5.9.17 The outdoor area should, if possible, have different surfaces and a garden area for planting
and growing, and be equipped with climbing and balancing apparatus and wheeled toys.
Where there is no direct access to outdoor space, arrangements should be made by the
setting to ensure opportunities are provided for childrens physical development. Displays
should be used to stimulate as well as highlight childrens representational skills.
5.9.18 Staff should use good interpersonal skills to encourage children to communicate their own
ideas.
5.10
Effective Home/ECCE Communication
5.10.1 Effective links must be established with parents/guardians providing opportunities for the
exchange of knowledge and information, which will contribute to childrens learning.
5.10.2 There should be a notice board displaying helpful information about the setting and its daily
events.
5.10.3 There may be booklets for parents/guardians about the setting and how to help their child at
home.
5.10.4 Written forms of communication need to be complemented by informal and verbal
communication initiated by staff as frequently as possible.
5.10.5 Parents/guardians should be welcomed into the setting and encouraged to share their
particular insights and expertise.
5.10.6 Settings must actively promote partnerships with parents/guardians by encouraging them to
help in learning centres and with educational visits/field trips.
5.10.7 Professional contacts with other relevant agencies must occur as required.
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5.10.8 Information about children should be shared with the previous and next setting. All records
should be passed to the school as part of the transition process. It must be noted that
confidentiality must be maintained at all times.
5.11
Monitoring The Quality Of The Programme

The success of a setting depends, in part, on the ways in which the strengths and
weaknesses of the programme are supervised. Supervision includes monitoring, planning
and assessment.
5.11.1 Informal Monitoring - Much of the monitoring in ECCE settings may be informal. Staff may
work together in the same room and will be generally aware of what others are doing. There
may be regular, informal meetings in which all members of staff discuss childrens responses
to the activities provided and in which they plan the next phase of work. Joint work of this
nature helps to ensure consistency in planning, delivery and assessment.
5.11.2 Individual members of staff must be given feedback by the principal on their quality of work.
5.11.3 Formal Monitoring - A more formal approach should also be used when the principal of the
setting regularly collects and appraises activity teaching plans and records to see how
consistent they are in quality. The formal approach may include annual appraisal, or
regular supervision sessions, in which the principal of the setting has a discussion with an
individual member of staff about his or her work and training needs.
5.11.4 Targets/standards of performance for teachers should be set as an outcome of the decisions.
5.11.5 Appraisal may include a formal observation of the work of members of staff.
5.12
Extra Curricula Activities
5.12.1 It must be noted that parents must give written consent for any extra curricula activities for
which children have to leave the setting e.g. swimming (in a pool). The adult/child ratio for
these lessons must be 1 adult: 1 child (adults should be qualified in first aid and life saving).
All other safety precautions for use of the pool by young children must be met.
5.12.2 Principals/teachers should request copies of policy on safety precautions from the swimming
instructors/pool owners. They should share these with parents/guardians and also keep them
on record.
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CONCLUDING QUOTATION
It is absolutely clear that there is going to be a need for a different type of teaching and a different
approach to education. We are going to need what we call our orientation three thinkers. They are
essentially people who understand the interconnectedness of the world and how to work with a
messy environment where youve got lots of children engaged in their own real projects. Teachers
are going to need to know how to function with an ever-changing curriculum, with a massive in-flow
of information, with a changing cultural environment because different ethnic groups are meeting
within their classroom. The person who can do that is not a deliverer of information. The person
who can do that is not somebody who is in control of what happens, it is a person who can create the
conditions so that people can take charge of their own learning with support from resources in the
environment. Its a fundamentally different conception of what it means to be a teacher.
- Geoffrey Caine, ASCD Interview 1997
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CHILDREN LEARN AS THEY LIVE
A Child That Lives With

Ridicule
Earns To Be Timid

Fairness
Learn Justice

Criticism
Learns To Condemn

Praise
Learns To Appreciate
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Distrust
Learns To Be Deceitful

Sharing
Learns To Be Considerate

Hostility
Learns To Fight

Knowledge
Learns Wisdom

Affection
Learns To Love

Tolerance
Learns To Be Patient
A Child That Lives

With Approval
Learns To Like Himself
A Child That Live With

Security
Learns To Have Faith

Encouragement
Learns Confidence

Happiness
Learns To Find Live And Beauty In The
World
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REFERENCES / BIBLOGRAPHY
Bredekamp, S., & Rosegrant, T. (Eds.). (1992). Reaching potentials: Appropriate curriculum and
assessment for young children volume 1. Washington D.C.:
NAEYC.
Cadwell, L.B. (2003). The Reggio Approach to early childhood education. Brining Learning to
Life. Amsterdam Ave, New York, NY. Teachers College Press.
Caribbean Child Development Centre. (2004). Child focus II project report: Regional
learning goals and outcomes in Early Childhood. Jamaica: Caribbean
workshop
Child
Development Centre.
Caribbean Child Development Centre. (2005). Learning outcomes for early childhood development
in the Caribbean: A curriculum resource guide. Child focus II Project of the Caribbean Child
Development Centre.
CARICOM Secretariat (1989). Creative and productive citizens for the twenty first century.
Georgetown Guyana, The Secretariat.
Carter, M. & Curtis, D. (1994).
Training teachers: a harvest of theory and practice.
St. Paul, MN Redleaf Press.

Edwards, Carolyn, Gandini, Lella and Forman, George, Editors (1996). The Hundred Languages of
Children. New Jersey Ablex Publishing Corporation Norwood..
Essa, Eva. L. (2007). Introduction to early childhood education (5th edition). Clifton Park, NY.
Thomson Delmar Learning.
Gordon, A.M., &. Browne, K.W. (1994). Beginnings &. Beyond: Foundations in early
childhood
education. USA: Thomson Delmar Learning.

Gordon, A. M. & Browne, K. W. (2007). Beginning essentials in early childhood education. Clifton
Park, NY. Thomson Delmar Learning.
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80
Heckman, James. J. (2000). Invest in the very young. Ounce of Prevention Fund and the University
of Chicago Trans School of Public Policy Studies.
Hohmann, M., & Weikart, D. (2002). Educating young children. Yipsilanti, Michigan:
High/Scope Press.
Hutchins, R.M. ( 2004 ) In Nurturing Early Learners A Framework for a kindergarten and
curriculum in Singapore. Singapore: Ministry of Education
Katz, L., & Cesarona, B. (Eds.). (1994). Reflections on the Reggio Emilia Approach.
USA:
U.S. Department of Education.

Katz, L. & Chard, S. (1997). Engaging childrens minds: the project approach. Norwood, N.J:
Ablex.
Mac Naughton, Glenda (2003). Shaping Early Childhood. Open University Press
Ministry of Education, Singapore (2004) Desired outcomes of education: A framework for
kindergarten curriculum Singapore. Retrieved 2005 from
http://www.moe.gov.sg/corporate/desired-outcomes.htm
Ministry of Education (1993). National Task Force in Education (1993 2003): Education policy
paper. The Republic of Trinidad and Tobago.
Ministry of Education, New Zealand. (1996). Te Whriki early childhood curriculum. Learning
Media Ltd.: Wellington, New Zealand.
Ministry of Education. (2005). White policy paper: Standards of practice for Regulating Early
Childhood Services in Trinidad and Tobago. Ministry of Education, Trinidad and Tobago.
National Association for the Education of Young Children and National Association of Early
Childhood Specialists in State Departments of Education (2002). Position statement on
curriculum, assessment and program evaluation. Washington, DC: NAEYC and
NAECS/SDE.
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Queensland Government (2005). Early Years Curriculum Guidelines. Pre-Publication Version.

Queensland Studies Authority.
Sure Start, (2004). Investing in our future: Foundation stage profile. Qualifications and Curriculum
Authority: Great Britain.
New Zealand. (1996).Queensland Government & Queensland Studies Authority. (2005). Early
Years Curriculum Guidelines, Pre-Publication Version, September 2005. Australia:
Queensland Studies and Authority Theunte,(1997).
UNESCO (1996) Learning: the treasure within. Report to UNESCO of the International
Commission on Education for the Twenty-first Century.
Young, M. E. (2002). From early childhood development to human development: Investing in our
childrens future. Washington, D.C.World Bank.
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GOVERNMENT OF THE REPUBLIC OF TRINIDAD AND TOBAGO

NURTURING THREE AND FOUR YEAR OLD CHILDREN

Edited September 2013

I offer my prayers, my care, and my love for the children of

I probably will never get a better glimpse of the

ACRONYMS AND GLOSSARY OF TERMS

Convention on the Rights of the Child

Early childhood centres that demonstrate high quality in

habits of mind or tendencies to respond to situations in set ways. E.g.

Subjective, emotional or affective states such as feeling accepted,

A desired end toward which effort is directed; an

Facts, information, concepts, constructs, stories and myths

Related to everything that children do: cognitive, affective,

Discrete units of action easily observable or inferred from observable

FIGURES TABLES BOX

Structure of the Document

Aspects of ECCE Curriculum Function

Developmentally Appropriate Concept Map created by Thurente (1997)

The Integrated Nature of Learning

Teacher Knowledge and Competencies

Philosophical, psychological and pedagogical perspectives

The essential elements of active learning

Profile of the 21st Century Caribbean Citizen

- Effective Communication .36

- Intellectual Empowerment ..43

Members of the Working Committee

Ms. Vilma Cropper

THE STRUCTURE OF THE DOCUMENT

Figure 1.1: Structure of the Document

The best investment we can make is in early

BUILDING BLOCKS OF THE FOUNDATION

The four Pillars of Education

Philosophy and Educational Objectives

That education is fundamental to the overall development of Trinidad and Tobago.

Aspirations and Ideals for Three and Four-Year Old Children

Early Childhood Educators, parents/families and communities will be partners building

Philosophical, Psychological and Pedagogical Bases

JOHN DEWEY and

Learning is active and constructive.

Schools to prepare citizens for democracy

Children are actively engaged in social and

Development is described in terms of eight

Childrens physical needs must be met

Children living and learning in multiple

Brain based learning

Human cognitive competence refers to a set

The Reggio Emilia Approach

The High/Scope Curriculum

dynamic nature of practice

Table 1.1: Philosophical Psychological and Pedagogical Bases

Figure 1.2: Developmentally Appropriate Practices Concept Map (Thuente, 1997)

PRINCIPLES GOVERNING PRACTICE

Principle 1: Holistic Learning and Development

Principle 2: Active Learning

Open-ended materials are provided that allow children to use them

Children use materials in many different ways: exploring with all

Children make choices about which materials to use, how to use

Language for children