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NATIONAL CURRICULUM FRAMEWORK

PRE-PRIMARY
3-5 YEARS

Personal,
Social and
Emotional
Development

Mathematical Communication,
and Logical Language and
Thinking Literacy

Expressive,
Body and
Creative and
Environmental
Aesthetic
Awareness
Development

Health and
Physical
Development

Mauritius Institute of Education

&
Early Childhood Care and Education Authority
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CONTENTS

Pages

Foreword (Minister) (i)

Preface (iii)
Abbreviations (v)

Chapter 1 Introduction

1.0 PREAMBLE 1
1.1 GOALS OF THE NATIONAL CURRICULUM 1
1.2 PROFILE OF THE LEARNER 2
1.3 GENERIC LEARNING STATEMENTS 2
1.4 THE GOALS OF THE PRE-PRIMARY CURRICULUM 3

Chapter 2 National Curriculum Framework Pre-Primary

2.1 INTRODUCTION 5
2.2 BACKGROUND AND PHILOSOPHY 6
2.3 THE IMPORTANCE OF PRE-PRIMARY EDUCATION 6
2.4 THE EARLY CHILDHOOD YEARS ( 0 – 8 YEARS) 7
2.5 EARLY CHILDHOOD EDUCATION AND CARE IN THE MAURITIAN CONTEXT 7
2.6 THE PRINCIPLES UNDERPINNING THE PRE-PRIMARY CURRICULUM 8
2.7 ORGANIZATION OF THIS DOCUMENT 9
2.8 LINKS BETWEEN THE OVERARCHING LEARNING
OUTCOMES (OLOs) AND THE LEARNING OUTCOMES
(LOs) IN THE DIFFERENT LEARNING AREAS 11
2.9 A COMPREHENSIVE , HOLISTIC AND INCLUSIVE APPROACH 13

C O N T E N T S
Chapter 3 Preschool Educational Needs & Pedagogical Implications

3.1 THE NEEDS OF PRESCHOOL CHILDREN 15

3.2 HOW DO CHILDREN LEARN IN THE EARLY YEARS? 18
3.2.1 Introduction 18
3.2.2 Why do children learn? 18
3.2.3 When do children learn? 19
3.2.4 How do children learn? 20
O F
T A B L E
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3.3 PEDAGOGICAL APPROACHES AT THE PRE PRIMARY LEVEL 22

3.3.1 Play- Based Approach 22

3.3.2 Child-Centered Approach 25
3.3.3 The Integrated Approach 26
3.3.4 The Project Approach 27
3.3.5 The Multicultural Approach 28
3.3.6 Partnership with Parents and the Community at Large 28

3.4 ASSESSMENT AS AN INTEGRATED PROCESS 30

3.4.1 Educators 30
3.4.2 Parents 31
3.4.3 Children 32

Chapter 4 Conceptual Framework Pre-Primary

4.1 PERSONAL, SOCIAL AND EMOTIONAL

DEVELOPMENT (PSED) 34
4.1.1 Introduction 34
4.1.2 The Learning Outcomes (LOs) for Personal, Social and Emotional development 36
4.1.3 The descriptors for Personal, Social and Emotional Development 37
4.1.4 Teaching and Learning 39
4.1.5 Assessment 40

4.2 COMMUNICATION LANGUAGE AND LITERACY (CLL) 41

4.2.1 Introduction 41
4.2.2 The Learning Outcomes (LOs) for Communication, Language
and Literacy 43
C O N T E N T S

4.2.3 The descriptors for Communication, Language and Literacy 44

4.2.4 Teaching and Learning 47
4.2.5 Assessment 48

4.3 EXPRESSIVE, CREATIVE, AND AESTHETIC

DEVELOPMENT (ECAD) 49
4.3.1 Introduction 49
4.3.2 The Learning Outcomes (LOs) for Expressive, Creative, and Aesthetic
O F

Development 51
4.3.3 The descriptors for Expressive, Creative and Aesthetic Development 52
T A B L E

4.3.4 Teaching and Learning 59

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4.3.5 Assessment 60

4.4 HEALTH AND PHYSICAL DEVELOPMENT (HPD) 61

4.4.1 Introduction 61
4.4.2 The Learning Outcomes (LOs) for Health and Physical
Development 63
4.4.3 The descriptors for Health and Physical Development 64
4.4.4 Teaching and Learning 66
4.4.5 Assessment 67

4.5 BODY AND ENVIRONMENTAL AWARENESS (BEA) 68

4.5.1 Introduction 68
4.5.2 The Learning Outcomes (LOs) for Body and Environmental
Awareness 70
4.5.3 The descriptors for Body and Environment Awareness (BEA) 71
4.5.4 Teaching and Learning 74
4.5.5 Assessment 76

4.6 MATHEMATICAL AND LOGICAL THINKING (MLT) 77

4.6.1 Introduction 77
4.6.2 The Learning Outcomes (LOs) for Mathematical and Logical 78
Thinking
4.6.3 The descriptors for Mathematical and Logical Thinking 79
4.6.4 Teaching and Learning 82
4.6.5 Assessment 84

C O N T E N T S
Chapter 5 Implementation 85

Annexes

A. Bibliography 86
B. Convention on the Rights of the Child 89
C. Acknowledgement of Contributors 95
O F
T A B L E
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Foreword

auritius is today poised to drive fundamental

M reforms in many sectors in line with emerging

national needs. We aim at fostering a cohesive
and harmonious society, based on respect, care and
concern for fellow citizens and giving all Mauritians an
improved standard of living in a dynamic nation.
Government stands committed to ensuring that all our
children grow and develop to their fullest potential.

Government is also conscious that the goals of economic

empowerment, sustainable development, productivity and
the partnership for the common good, on which our
future depends, rest upon a sound and effective education
and training system. It also realizes that education during
early childhood is crucial in cultivating, in all our children,
the foundation of lifelong character building.

My Ministry has consequently, in its Education and

Human Resources Strategy Plan (2008 -2020),
positioned Early Childhood Care and Education as a
priority area, as enunciated by the World Education
Forum (UNESCO 2000). Along this perspective, the
Mauritius Institute of Education, has prepared, in
collaboration with the Early Childhood Care and
Education Authority (ECCEA) and other stakeholders, a
National Curriculum Framework for the pre-
primary with the aim of ensuring that ALL children
aged 3 to 5 years get the opportunity to develop their
individual intellectual, socio-emotional and psycho-motor
skills to the best of their capacity in order to build their
confidence and self esteem in learning. This will not only
prepare them for the next level (primary school) but,
F O R E W O R D

more importantly, lay the foundations for learning that will

support them throughout their life.

However, this will be achieved only through combined

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efforts of families; educators, education May this spirit of partnership continue to guide
professional, communities and policy makers all of us in making judicious use of this tool and
because children will learn best when adults in working towards the healthy, harmonious
understand the process of child development development of all our young children, the
and adopt consistent actions towards them. future leaders, teachers, doctors, managers and
workers of this country on whom WE shall be
This National Curriculum Framework dependent for our well being as they are now
accordingly acknowledges the importance of dependent on our present efforts for ensuring
involving parents, the family and the community their future success.
and encourages partnership between different
Ministries, organisations, practitioners, NGOs,
as well as national and international agencies. It
abides by the guiding principles of the UN
Convention on the Rights of the Child. It
outlines the main areas of learning and provides
the basis for the appropriate practices that are Dr The Hon. Vasant K. Bunwaree
expected during this crucial stage of child Minister of Education,
development when appropriate care, affection, Culture and Human Resources.
high quality learning experiences and
stimulation are critical in developing our young
children’s capacity for learning and ensuring
their becoming well balanced creative adults.

I therefore particularly commend the use of the

National Curriculum Framework (2009) which
will, no doubt, upgrade and standardise the
quality of teaching in both public and private
pre-primary schools. Provision is made for
educators to adapt and customize the
guidelines proposed.

I wish to place on record here, the exemplary

F O R E W O R D

partnership between the Mauritius Institute of

Education and the ECCEA, and the high level of
commitment and professionalism in the
conception and realisation of this Framework.
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Preface

he National Curriculum anti-discriminatory practices and ensures

T Framework Pre-Primary
intended to guide and support
early childhood educators, the community
is that every child is included, and not
disadvantaged because of his/her
background. The Framework advocates
and all stakeholders in the education of the need to provide rich early learning
children aged 3 to 5 years. It is in line with experiences, and, while recognising that no
Government vision as spelt out in the two children are the same, it also
policy document “Towards a Quality appreciates the fact that their differences
Curriculum” (2006) and, more recently, in enrich each other’s learning experiences.
the “Education and Human Resource
Strategy Plan” (2008-2020). In both A Framework is, however, a dynamic
documents, Pre-Primary Education is document and needs to be continually
considered pivotal in building the reviewed and improved in the light of
foundations upon which all future learning emerging needs and circumstances. It is
ultimately depends. Its overall goal is to therefore recommended that this
develop the intellectual, spiritual, socio- document be piloted over a period of 2-3
emotional and psycho-motor skills, years, with regular review and updating of
knowledge and attitudes of children resources and materials in the light of
between the age of 3 and 5 years to their feedback obtained.
full potential and to foster within them a
strong sense of self confidence and self The NCF Pre-Primary Education is the
esteem. outcome of extensive consultations
between the Mauritius Institute of
The National Curriculum Framework Education and a wide range of
(NCF) Pre-primary proposes guidelines stakeholders and agencies, both private
for a universal set of standards for and public. These include, among others,
learning, development and care that young the Early Childhood Care and Education
children should experience, irrespective of Authority, Representatives from different
the type of pre-primary school they Ministries – Social Security, Women’s
attend. It addresses all the developmental Rights and Child Development and Family
needs of the children and elaborates on Welfare, Ombudsperson for Children,
the environment in which learning should Supervisors of Pre-Primary Schools from
take place. Local Government, State Law Office,
P R E F A C E

Mahatma Gandhi Institute and Unions of

The NCF Pre-Primary Education also Pre-Primary School Teachers.
provides for equality of opportunity and
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Without their collaboration this document

would not in all probability have seen the
light of the day. I acknowledge therefore
with gratitude their valuable contribution.
The Mauritius Institute of Education also
welcomes the framework for partnership
which has emerged among the schools,
parents, professionals and other
stakeholders. We intend to maintain and
sustain this network and have recourse to it
again for the implementation and the review
of the NCF Pre-Primary Education.

At MIE, we consider that “All children are our

children”.

S Thancanamootoo
Director
Mauritius Institute of Education.

P R E F A C E
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ABBREVIATIONS

MOECHR Ministry of Education, Culture & Human Resources

MWRCDFW Ministry of Women’s Rights, Child Development and Family Welfare

ECCEA Early Childhood Care and Education Authority

NCF National Curriculum Framework

NCG National Curriculum Goals

GLS Generic learning Statements

OLO Overarching Learning Outcome

LO Learning Outcomes

BGI Bridging the Gap Initiative

SEN Special Education Needs

UN United Nations

PSED Personal, Social and Emotional Development

CLL Communication, Language and Literacy

ECAD Expressive, Creative and Aesthetic Development

HPD Health and Physical Development

A B B R E V I A T I O N S

BEA Body and Environmental Awareness

MLT Mathematical and Logical Thinking

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CHAPTER 1 - INTRODUCTION

1.0 PREAMBLE

The National Curriculum Framework Pre-Primary (3-5 years) has been developed within
the broader perspective of the National Curriculum Framework for the Republic of
Mauritius along the lines laid down in the document issued in September 2006 by the
Ministry of Education & Human Resources entitled “Towards a Quality Curriculum –
Strategy for Reform”.

1.1 GOALS OF THE NATIONAL CURRICULUM

The National Curriculum Goals (NCG) are:

1. To promote an all-round development of the individual – physical,

intellectual, social and emotional – leading to a balanced, active and
productive lifestyle;
2. To foster understanding and appreciation of the biological, physical and
technological world to enable the learner to arrive at informed decisions
about the environment and the changing needs of our society and those of
the individual;
3. To develop in the learner skills and knowledge to empower him/her to
participate meaningfully in an information-driven economy;
4. To develop creative thinking skills and learning competencies required for
the future;
5. To promote equity and social justice by providing opportunities for every
learner according to his/her needs, interests and potential;
6. To foster national unity by promoting in the individual understanding of and
respect for our multicultural heritage;
7. To promote in the learner an appreciation of his/her place in an
interdependent global context;
8. To promote a culture of lifelong learning for greater access to an ever-
changing job market.

This document is in line with the objectives of the Ministry of Education, Culture & Human
I N T R O D U C T I O N

Resources Strategic Plan 2008-2020 that seeks “ to ensure that all children aged 3 to 5 years
in Mauritius have the opportunity to develop their individual intellectual, socio-emotional and
psycho-motor skills to the best of their capacity in order to build the confidence and self-esteem in
learning that will not only prepare them for the next level (primary school) but, more importantly,
lay the foundations for learning that will support them throughout their lifetime”.

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1.2 PROFILE OF THE LEARNER

The above implies that, for the learner to be able to function effectively in a rapidly changing
socio-economic context, it is expected that he/she should:

1. be numerate and literate.

2. have relevant knowledge, skills and attitudes to function in society.
3. fully understand his/her role as a citizen of this country and the world.
4. develop desirable social skills for living in a multicultural society.
5. have sound communication skills.
6. use information and communication technology tools.
7. have a rational and scientific mindset.
8. develop artistic sensitivity and participate in creative activities.
9. display a willingness to engage in change.
10. show critical thinking and independence of thought.
11. be trainable.
12. develop a sense of belonging to the Mauritian nation.

1.3 GENERIC LEARNING STATEMENTS

I N T R O D U C T I O N

The Generic Learning Statements (GLS) have been derived from the National Educational
Goals for the Republic of Mauritius. The GLS refer to knowledge, skills, attitudes and
values which students at all levels of the educational system, from pre-primary to
secondary, need to acquire and achieve. They cut across all areas of learning, and provide
teachers, curriculum developers and teacher educators with guidelines on which learning
and teaching materials will be designed, planned and developed.
The Generic Learning Statements are as follows:

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Learners should be able to:

1. acquire language skills for effective communication and meaningful interaction with
self and others through listening, speaking, reading and writing. The correct
acquisition of language skills is central to the whole process of thinking in every
curricular activity.
2. derive meaning and understanding from numerical and spatial concepts and engage in
the process of developing logical and rational thinking.
3. behave in a responsible manner with regard to everybody’s right to feel valued and
to live peacefully.
4. appreciate the diversity of the Mauritian culture and interact positively among
themselves.
5. engage in thinking processes to develop and construct knowledge.
6. recognize desirable and worthwhile values as the foundation of good citizenship.
7. understand, appreciate and adapt to change and selectively use new technologies.
8. understand and be sensitive to local, regional and global environmental issues.
9. develop interpersonal knowledge and skills with a view to strengthening positive
attitudes, understanding and sharing common values, and also respecting persons and
human rights.
10. recognize a safe and sound lifestyle by developing physical fitness and proper
nutritional habits.
11. participate in arts, music, dance, drama and appreciate the different aspects of
aesthetic expressions and the diversity of our traditions.
12. enjoy learning by experiencing and celebrating success.

1.4 THE GOALS OF THE PRE-PRIMARY CURRICULUM

The pre-primary curriculum lays emphasis on the knowledge, skills, attitudes and values
that need to be acquired and developed during the pre-primary years (3-5). The objectives
of the holistic development can be achieved through the six learning areas in the
curriculum, embedding ICT for learning in the early years, as outlined in this framework.
The ‘whole child approach’ is vital for the provision of learning experiences in all the areas
I N T R O D U C T I O N

of learning.

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The six learning areas at pre-primary level are:

I. Personal, Social & Emotional Development (PSED)

II. Communication, Language and Literacy (CLL)
III. Expressive, Creative and Aesthetic Development (ECAD)
IV. Health and Physical Development (HPD)
V. Body and Environmental Awareness (BEA)
VI. Mathematical and Logical Thinking (MLT)

The Overarching Learning Outcomes (OLOs) Pre-Primary

Education are linked to National Curriculum Goals (NCGs)

By the end of pre-primary schooling, children will be able to:

1. socialize with family, friends, peers, teachers and other adults (NCG 1, 6)
2. accept each other and live together, irrespective of gender, ethnicity, age and
abilit. (NCG 1, 6, 7)
3. adapt to and enjoy experiences related to change, surprise and
uncertainty (NCG 2, 8)
4. develop confidence by exploring the world using their body and senses
(NCG 1, 2, 8)
5. understand fairness in relation to themselves and others NCG 1, 3, 5, 6)
6. participate in the making, following and reworking of rules in the day to day
activities (NCG 1, 3, 5, 6)
7. communicate thoughts and experiences creatively, using many forms of
expressions (NCG 1, 2, 4)
8. develop physical coordination and healthy habits (NCG 1, 3)
I N T R O D U C T I O N

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CHAPTER 2 - NATIONAL CURRICULUM FRAMEWORK

PRE-PRIMARY
2.1 INTRODUCTION

The National Curriculum Framework Pre-Primary (3-5 years) is a document which

provides directions to educators, parents and other professionals who care for and educate
the child of 3-5 years. It reflects contemporary educational thinking and up-to-date
pedagogical practices regarding what pupils need to learn in our specific context to derive
the maximum benefit for their overall growth and development. This Curriculum
Framework sets out the rationale, the learning outcomes, the descriptors,
the performance indicators and the teaching learning process for all

P R E - P R I M A R Y
learning areas constituting the pre-primary curriculum for the Republic of Mauritius, as
well as the implications for assessment.

The Pre-Primary Curriculum Framework will help educators:

i) to design the curriculum to meet the specific needs of the child based on their
experiences before entry to the primary level of schooling;
ii) to measure the appropriateness of their teaching against the performance

F R A M E W O R K
indicators outlined in the document; and
iii) to take relevant remedial measures whenever this is deemed necessary.

This Curriculum Framework provides all stakeholders and the community at large with a
clear statement of what pupils are expected to achieve at the end of their pre-primary
schooling and how they can best support the children. It also provides educators with
ample space and flexibility to meet the needs and interests of pupils in relation to their
immediate environment and life experiences before entry into the primary setting.

Proper understanding of this document and familiarity with the developmentally C U R R I C U L U M

appropriate practices is a requisite for the successful implementation of this framework in
the Pre-schools. As such, educators will be trained to use this document through a well-
organized, accredited, continuous and systematic training programme prior to
implementation in 2010.
N A T I O N A L

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2.2 BACKGROUND AND PHILOSOPHY

Around the age of three, the child is ready to acquire experiences beyond the home
environment and discover the outer world. The experiences that children have acquired
before the age of three are quite diverse in our context. Some children are cared for by
caregivers in day care centers, and others by mothers, grandparents or home-based
caregivers.

Up to the age of two and a half or three, the child is relatively autonomous and has a need
to socialize and open up to the world. He/she starts communicating and playing with
others. The pre-school is a place that caters for these needs and builds on what has been
P R E - P R I M A R Y

acquired by the child at home or in day care centers. In our context, for many children, both
parents are working and the pre-school has an even more important role to play in caring
for and educating the child. Many schools have to provide after school care services. Thus,
the pre-school services aim at providing facilities and opportunities to enhance the growth
and holistic development of all children as early as possible.

2.3 THE IMPORTANCE OF PRE-

PRIMARY EDUCATION

Brain-based research shows that the period

F R A M E W O R K

from birth to the age of eight is a critical phase

for brain development and learning; as such,
pre-primary education has to provide the
appropriate stimulating environment to
optimize brain development which is beneficial
for future learning.

The ‘sensitive periods,’ also known as the

‘windows of opportunities’, are found during
C U R R I C U L U M

the early years. As such, children must receive

the best possible care and education during
these years so as to reach optimal
development.

There is undeniable evidence which shows significant benefits for children who experience
high quality pre-school education in Mauritius and elsewhere. Children who have
participated in high quality pre-school programmes are likely to perform better in reading,
mathematics and writing than other children who have not attended pre-school. Quality
pre-school education, then, not only has a positive impact on children but also brings cost-
N A T I O N A L

effective benefits to society.

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2.4 THE EARLY CHILDHOOD YEARS ( 0 – 8 YEARS )

The Early Childhood Years are between 0- 8. The aim of early childhood education is to
develop the whole child. All the aspects of development of the child have to be addressed,
namely Physical development, Cognitive and Language development, Personal, Social and
Emotional development. At this level, the interrelationship between cognitive development
and language is critical as children begin to express their thoughts through language and
they begin to think in terms of words. Therefore, the language of the environment should
be used as facilitator and support language for improving children’s learning and

P R E - P R I M A R Y
understanding.

2.5 EARLY CHILDHOOD EDUCATION AND CARE IN THE

MAURITIAN CONTEXT

In Mauritius, children who are between 0-8 years are looked after by:

• the Ministry of Women’s Rights, Child Development and Family Welfare

(MWRCDFW) which looks after the 0-3 year old.

F R A M E W O R K
• the Ministry of Education, Culture and Human Resources (MOECHR) which is
responsible for the 3-8 year old.

The aim of early childhood care and education (0-8 years) is to focus on the holistic
development of the child and to lay the foundation for lifelong learning. It is to be noted
that the Ministry of Education, Culture and Human Resources, through its Strategic Plan
(2008-2020), has proclaimed that all children aged 3 to 5 will have to attend pre-primary
school, followed by 6 years of compulsory primary schooling starting at the age of five.

C U R R I C U L U M
During the 0-3 years the developmental progress of the child is monitored through the
developmental milestones and the developmental objectives for all aspects of development.
These are specified in the 0-3 guidelines document by the MWRCDFW
At this level, the role of parents and caregivers is crucial in the provision of quality
interaction with the child.
N A T I O N A L

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For the 3-5 year old, at pre-primary level the developmental objectives are attained
through the six learning areas which are in line with international trends in Early Childhood
Care and Education. However, an integrated approach is adopted where all six areas of
learning are interrelated.

For the 5-8 year old, the development and learning of the primary school child are
achieved through the different learning areas as outlined in the primary school curriculum.
However, to ensure a smooth transition from pre-primary to primary schooling and a
gradual progression from pre-primary to Standard I, the Ministry of Education, Culture and
P R E - P R I M A R Y

Human Resources has instituted the Bridging the Gap Initiative (BGI) as a transitional
process.

2.6 THE PRINCIPLES UNDERPINNING THE PRE-PRIMARY

CURRICULUM

The National Curriculum Framework Pre-Primary 2009 is based on the following :

F R A M E W O R K

• The basic principles of the UN Convention on the Rights of the Child

(CRC as per Annex B)

• The cognitive, social, emotional, physical, aesthetic, moral and spiritual

development of the child.

• The cultural diversity of the Mauritian society.

C U R R I C U L U M

• The need to equip the child with skills to facilitate learning to read,
write and count.

However, the philosophy of the following articles of the CRC has been carefully taken into
consideration while preparing this framework: Articles: 5, 8, 12, 13, 14, 18, 24, 25, 28, 29, 30
and 31.
N A T I O N A L

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2.7 ORGANIZATION OF THIS DOCUMENT

The National Curriculum Framework is organized into six areas of learning.

.

KNOWLEDGE

Health & Physical

Development

P R E - P R I M A R Y
Expressive, Personal,
Creative and Cognitive & Social &
Aesthetic Language Development Emotional
Development Development
VALUES

SKILLS
The Educated Child

Physical Personal & Social

Body & Development Development Mathematical
Environmental

F R A M E W O R K
& Logical
Awareness Thinking

Communication,
Language & Literacy

ATTITUDES

C U R R I C U L U M

1. Personal, Social & Emotional Development (PSED)

In this area of learning, children start building a sense of self through self awareness. They
become aware of themselves, their feelings and develop independence and self-regulation.
They learn to relate effectively to others, they also learn to respect and care for others
N A T I O N A L

in a multicultural context.

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2. Communication, Language and Literacy(CLL)

Children learn to use language to communicate their experiences and feelings and to
interact in different settings. They develop their oral (listening/speaking) and written skills
(reading/writing) through involvement in a range of activities.

3. Expressive, Creative and Aesthetic Development (ECAD )

Children develop their creativity, explore and observe their environment. They use their
P R E - P R I M A R Y

imagination to express their opinions, feelings and ideas, using a variety of art, media, music,
story telling and movement. They appreciate artistic experiences and human values.

4. Health and Physical Development (HPD)

Children learn to develop an active and healthy lifestyle by cultivating good habits, and to
protect themselves by understanding basic health and safety issues. Children learn about
their senses and their sensory ability to explore the environment. They also develop their
gross and fine motor skills and their perceptual-motor skills.
F R A M E W O R K

5. Body and Environmental Awareness (BEA)

Children learn about their bodies and develop an awareness of their five senses. They also
learn about plants, animals, living things and simple events occurring in the environment
through observation and simple activities. This area also provides children with
opportunities to learn about the importance of technology in their everyday life. They
equally learn to develop the right attitudes towards the environment.
C U R R I C U L U M

6. Mathematical and Logical Thinking (MLT)

Children learn mathematical concepts through a variety of activities in everyday life

experiences. Through daily activities, children explore mathematical ideas and processes.
They actively build new knowledge from previous experiences through the investigation of
their physical and social environment.
N A T I O N A L

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2.8 LINKS BETWEEN THE OVERARCHING LEARNING OUTCOMES

(OLOs) AND THE LEARNING OUTCOMES (LOs) IN THE DIFFERENT
LEARNING AREAS

No OLOs Pre-Primary Personal, Social and Communication, Expressive, Creative

Education Emotional Language and and Aesthetic
development (PSED) Literacy (CLL) Development
(LOs) (LOs) (ECAD)
(LOs)
1 Socialize with family, friends, Children interact with all Children learn to communicate Children interact and develop
peers, teachers and other children, family, teachers and and interact with peers and healthy relationships with friends

P R E - P R I M A R Y
adults (NCG 1, 6) other adults. adults, to express their needs and adults through creative
and share their thoughts and activities.
feelings.
2 Accept each other and live Children develop positive By interacting with their peers By sharing and interacting with
together, irrespective of attitudes towards others. during language games and peers from diverse backgrounds
gender, ethnicity, age and activities, children develop a during creative tasks, children
ability (NCG 1, 6, 7) bond with others. develop tolerance, love and a
sense of respect for others.

3 Adapt to and enjoy Children learn to respond Through different language During creative and interactive
experiences of change, creatively to unexpected or games and activities, children activities, children adapt to and
surprise and uncertainty surprising events. develop the ability to respond to enjoy improvisation and free
(NCG 2, 8) new and changing situations. expression.

4 Develop confidence by Children show confidence while Children become more confident Children understand and interact

F R A M E W O R K
exploring the world using engaging in new activities, about the world in which they confidently with their
his/her body and senses initiating ideas or speaking in a live through involvement in a environment by using their
(NCG 1, 2, 8) familiar group. number of language activities. bodies and senses in creative
activities.

5 Understand fairness in Children learn to be considerate By being exposed to a variety of Children learn what is right or
relation to themselves and to others. creative language exercises, wrong both for themselves and
others (NCG 1, 3, 5, 6) children are able to differentiate for others through drama and
between right and wrong. role play activities.

6 Participate in the making, Children learn to follow Children abide by, and are Through creative activities
following and reworking of classroom and playground rules. encouraged to take decisions children develop an awareness
rules in the day-to-day and create appropriate rules for of rules, abide by them and

C U R R I C U L U M
activities (NCG 1, 3, 5, 6) their language games and develop the ability to set new
activities. ones.

7 Communicate thoughts and Children show understanding of Through creative language Children communicate and
experiences creatively using culture, beliefs and traditions activities, children are represent objects, ideas and
many forms of expressions. through creative and artistic encouraged to put forward and experiences creatively through
(NCG 1, 2, 4) expressions. share their feelings and music, physical movement and
thoughts. by using a variety of art media.

8 Develop physical Children can dress and undress Gross and fine motor skills are Children discover how their
coordination and healthy independently and manage their developed through language bodies can be used for individual
habits. (NCG 1, 3) personal hygiene. activities, and children are made / group creative expressions and
aware of good health practices. develop healthy practices.
N A T I O N A L

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No OLOs Pre-Primary Health and Physical Body & Mathematical and

Education Development (HPD) Environmental Logical Thinking
Awareness (BEA) (MLT)
(LOs) (LOs) (LOs)

1 Socialize with family, friends, Children learn to co-operate, Children work cooperatively with Children develop friendship with
peers, teachers and other share and relate with others peers during practical activities others while playing and
adults (NCG 1, 6) through co-operative / opposition in the learning area. participating in hands-on
games and during meal time. mathematical activities.

2 Accept each other and live Children learn to accept and Children work cooperatively
together, irrespective of respect each other irrespective during field trips, indoor and
gender, ethnicity, age and of their physical abilities. outdoor science activities.
ability (NCG 1, 6, 7) Children happily engage in
P R E - P R I M A R Y

discovery activities.

Adapt to and enjoy Children engage in all Children use their senses to Children enjoy experimenting
3 participate fully in indoor and
experiences of change, spontaneous movement activities outdoor activities while learning with number, shapes and size by
surprise and uncertainty happily. about the different components exploring various objects in their
of the environment, like soil,
(NCG 2, 8) water, sun, animals and plants. environment.

4 Develop confidence by Children develop gross and fine Children develop an awareness Children show confidence when
exploring the world using motor skills and begin to show of their five senses and use engaged in counting, sorting and
his/her body and senses independence in personal them to appreciate, and discover classifying objects in everyday
(NCG 1, 2, 8) hygiene. the environment. life.

5 Understand fairness in Children learn to abide by Children show care, respect and Children learn about fairness in
relation to themselves and simple rules set during games. love for friends, animals and everyday life through the using,
others (NCG 1, 3, 5, 6) sharing, lending and borrowing
plants.
F R A M E W O R K

of resources in all mathematical

activities.

Children learn to create new

6 Participate in the making, steps in dance and pattern of Children develop safety habits Children follow rules while
following and reworking of movements during structured and avoid dangers such as playing different mathematical
rules in the day-to-day and unstructured play. playing with sharp objects and games.
activities (NCG 1, 3, 5, 6) They also start to observe some plants which are poisonous.
table manners at meal time.
7 Communicate thoughts and Children use language and bodily Children use their senses to Pupils use simple mathematical
experiences creatively using movements to express their learn about objects and living terms, drawings, patterns and
many forms of expressions feelings. things and communicate their gestures to express themselves.
(NCG 1, 2, 4) findings through different simple
words ,drawings and play.
C U R R I C U L U M

8 Develop physical Children learn to participate Children are actively involved in Pupils use games in
coordination and healthy regularly in physical activities. handling and manipulating mathematics to develop
habits (NCG 1, 3) They also demonstrate an objects during indoor and manipulative skills and
awareness of good eating habits. outdoor activities. coordination for a healthy life
Children demonstrate an style. .
awareness of plants and animals
as sources of food.
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2.9 A COMPREHENSIVE, HOLSTIC AND INCLUSIVE APPROACH

At pre-primary level, the curriculum needs to adopt a comprehensive, whole child and
inclusive approach.

The comprehensive approach aims at constructing children’s learning on their

previous experiences and to make schooling a joyful experience in the life of all our
children.

P R E - P R I M A R Y
The holistic/whole child approach aims at developing the whole child. All aspects
of development are catered for in the curriculum through the six areas of learning. The
National Children’s Policy (March 2004) introduced “The Whole Child Approach” which
is a “new way of looking at, of thinking and acting in favor of the child, based on a right approach
founded on the principles of indivisibility and universality. It promotes a culture of “Child First”
where, in all decisions and actions related to the child, the best interests of the child shall be a
primary consideration and priority is given to children”.

The inclusive approach: The curriculum adopts an inclusive approach in the sense

F R A M E W O R K
that all children will be taken on board, enabling each and every child to develop according
to their needs and capabilities. It will ensure that there is no form of discrimination based
on ethnicity, culture or religion, home background, gender, special educational needs,
disability, or differential ability.

Special Educational Needs

In the Policy and Strategy document for Special Educational Needs and Inclusive Education

C U R R I C U L U M
in Mauritius, Special Education Needs refer to children with:

- disabilities: physical, sensorial, intellectual…

- specific learning needs (specialized learning needs for gifted children or children
who have major learning difficulties)
- learning difficulties arising from social problems (vulnerable groups).
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In our context, the educators must work in close collaboration with parents and other
bodies such as specialized schools and health specialists so as to provide the best learning
opportunities for individual children. The collaboration between the school and other
specialists, psychologists as well as social workers will be organized to provide the best
support for children. The SEN children will have to participate in all activities; however,
these can be adapted by educators to encourage and support inclusion of all children.

In line with government policy for 2008-2020, it is proposed that the MIE works in close
collaboration with the Special Education Unit of the Ministry of Education, Culture and
P R E - P R I M A R Y

Human Resources to develop tools to detect children with learning difficulties for remedial
[Link] would ensure that each child is given optimal opportunity to develop and access
primary schooling on the right footing.
F R A M E W O R K
C U R R I C U L U M
N A T I O N A L

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CHAPTER 3 - PRE-SCHOOL EDUCATIONAL NEEDS &

I M P L I C A T I O N S
PEDAGOGICAL IMPLICATIONS
3.1 THE NEEDS OF PRE-SCHOOL CHILDREN

The three-to-five year old child is a fast developing young human being. Eager to grow,
the child is, however, still very vulnerable and fragile. Pre-school education must,
therefore, be child-centered, ensure security, and take into account young children’s
multiple needs which are:

• The need to feel safe and comfortable

P E D A G O G I C A L
The young child has a strong need for cleanliness, food, sleep, safety and comfort.

• The need for love

The young child needs to feel cared for and loved. This climate of emotional security
depends on the class setting, the educator’s attitude, the range and management of
activities. Relationships with the adult educators and peers constitute the ground base
of classroom life. Favourite toys, with which children relate strongly, help the child feel

&
secure.

N E E D S
• The need to move and be active

The child strongly feels the need to move and act with his body. This need can be taken
care of through physical and movement education, rhymes and songs involving body

E D U C A T I O N A L
movements, games involving dance movements, free movement, and dance on music,
rhythms, recess games, playground activities, and sports activities.

• The need to play and to experience enjoyment

Playing with sand and water is a source of great pleasure and intellectual excitement for
young children.

• The need to imitate adults

P R E - S C H O O L

Making faces and disguises are other favourite activities of the young child. They sustain
him/her in his/her desire to become an adult.

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I M P L I C A T I O N S

• The need to socialize

While children below three are very much self-centered, pre-school children are of an
age where they open up to the world and enjoy sharing activities and playing with
others. Teamwork and play and, in general, activities which involve the participation of
peers, help children to satisfy this need. Even playing which generates confrontations
and conflicts is to be valued as it helps the child to develop conflict-solving skills and to
forge his/her personality.
P E D A G O G I C A L

• The need to enjoy quietness

While the young child increasingly enjoys playing with others, he/she still frequently
needs to be free to be on his/her own or alongside others, either playing quietly or
daydreaming. Books or rest corners are ideal for this. Providing materials for solitary
play is also useful.

• The need to grow in autonomy

The pre-school child is eager to grow and become independent. He/she strives to
&

become less and less dependent on adults. He/she wants to take initiatives and have his
N E E D S

personal interests or preferences taken into account. He/she thus tries to dress or to
feed himself/herself alone; he/she also chooses his/her activities and the equipment
he/she will need to that effect.

• The need to express and to communicate

E D U C A T I O N A L

Becoming more and more social and fascinated by the outside world, the young child
strives to express his/her perception and interpretation of the world. Language allows
him/her to do that and much more. He/she exchanges views with and acts upon others.
He/she also uses language as a self-prompting or a monitoring tool when engaged in
activities. He/she creates worlds and derives emotional and aesthetic pleasure by
inventing or listening to tales and stories, playing with words and idioms. He/she loves
interpreting rhymes and songs.

Expression and communication skills will first and foremost be developed, as far as
possible, in the home language of the child. The latter will, however, gradually be
P R E - S C H O O L

introduced to and be made familiar with the languages commonly used during primary
schooling through communicative and/or playful activities.

• The need to discover, explore and experiment

Opening up to the world, the young child is impatient to discover his/her environment

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I M P L I C A T I O N S
and make out how things work. Gardening or weather observation activities, water
games, manipulating familiar or new objects, observing pictures and photographs are
activities that help to address this need.

• The need to know oneself and to situate oneself in time and space

Discovering the world is not enough. The young child also wants to come to a better
awareness of his/her physical self. He/she also wants to be able to make out where
he/she is and how he/she evolves in time and in space. Mathematical activities, puzzles,

P E D A G O G I C A L
motor activities, tales and stories help serve that purpose.

• The need to handle and manipulate

Young children acquire knowledge, experiment and “harness” their environment

through their senses. While at an earlier age, taste was the empowering sense par
excellence, pre-school children experiment and learn through ‘body feel’ and ‘hands on’
activities. Playing with water, sand or earth, handling paper, hardboard, fabric, plastic or
wood allows awareness of the properties of elements and materials. Manipulating
shapes, volumes, colours, sizes, sets of elements introduces children to mathematical
concepts. Manipulating pictures and sentences prepares reading readiness.

&
N E E D S
• The need to create

Young children have a powerful urge to use and develop their imaginative and creative
powers. This helps them to develop a harmonious personality and enhances their
intelligence. “Make as if” games, free expression, drawing and painting, inventing
situations, stories and poems, creating characters or objects are all activities which

E D U C A T I O N A L
converge to that effect.

P R E - S C H O O L

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I M P L I C A T I O N S

3.2 HOW DO CHILDREN LEARN IN THE EARLY YEARS?

3.2.1 Introduction

Sometimes it is difficult to define what learning is and when and how it takes place.
Children are constantly learning and, most of the time, without the guidance of an adult.
When a baby begins to crawl, then supports himself/herself on a chair or the wall and finally
walks, we say he/she has learned. When a child comes across something which is
P E D A G O G I C A L

unpleasant and avoids it in future, we say he/she has learned. When he/she repeats an
action or dance he/she has heard or seen others doing, we say he/she has learned. When
he/she struggles with symbols and comes to read or write his/her name or a word, we say
he/she has learned. Before discussing how children learn, it is important to understand why
and when they learn.

3.2.2 Why do children learn?

• A child is born with a desire to find out things. His own interest and curiosity will lead
&

him/her to discover things and gain first hand experience of the environment around
him/her. He/she should, therefore, be encouraged and opportunities should be provided
N E E D S

both at home and at school for him/her to satisfy this curiosity and learn.

• The need to achieve and succeed will drive the child to learn and try to master certain
tasks and activities he/she encounters. He/She should, therefore, be exposed to
E D U C A T I O N A L

challenging experiences that will make him/her want to achieve better and faster.

• A child will often want to please either the parent or the teachers and, at times, wants
to be like them. If a child admires a person, he/she will wish to be like that person.
Those who have the responsibility to care for children must set good examples as some
children will copy them. If bad examples are set, children will learn bad things as well,
but if good examples are set, children will follow and copy them.

• A desire for praise and fear of failure or punishment will make some children strive for
higher and better learning. Praise for trying will encourage the child to try harder. Even
P R E - S C H O O L

in small things which do not seem important to adults such as praise for a task like
feeding oneself or tying a shoe lace, will make the child stand out and he/she will want
to live up to that praise and keep his/her good name.

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I M P L I C A T I O N S
3.2.3 When do children learn?

Children are born with the innate desire to learn. Children’s experiences and learning
environments during the early years greatly influence their learning abilities.

• A child will learn or benefit from activities and experiences if he/she is happy. He/she is
not likely to gain much if he/she is upset, sad or afraid as he/she will be more concerned
with his/her inner feelings. When a child is happy, he/she is free of emotions which might

P E D A G O G I C A L
interfere with his/her participation in a particular activity. A warm, caring and happy
atmosphere at home and in school is essential for successful learning.

• A child must be interested or the interest must be created in the child if he/she is to
learn what is expected of him/her. Children will always find things of interest to them
and they will learn as much as possible. Organized activities planned by adults should
be made as interesting and as varied as possible. Where there is a challenge, there will
be interest.

&
• A child will learn when he/she is ready. Children do not all learn everything at the same
time. This means that the level of growth and development of the child will determine

N E E D S
when he/she is ready for certain activities. Knowing this is very important for, at times,
adults expect a child to know or learn certain things which he/she is not ready for. In
this case, the child will either be frustrated and, therefore, unable to learn or he/she will
build resistance to those activities he cannot do and develop a sense of failure. This can

E D U C A T I O N A L
be a big problem to further learning. It must be remembered that, although a child may
be ready for a certain activity, it might take him/her longer than another child to learn
and master it.

• A child will learn when there is a need to – just like all of us.
P R E - S C H O O L

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I M P L I C A T I O N S

3.2.4 How do children learn?

There are many ways in which children learn. Here are some means which should be used
in the pre-school centre because they are the same ones by which children learn naturally.

• Doing

A child will learn more by doing something than by being told how to do it. By doing
P E D A G O G I C A L

something, a child’s mind becomes active. In this way his/her attention is fully engaged and
he/she will gather more information than just by being told. In doing so, the child will also
acquire competence in that activity.

• Discovering and exploring

This simply means that, left on his own, a child will explore his/her environment. He/she
will touch, shake, taste, bite, open, or throw anything that comes his/her way just to find out
what happens. If the experience is pleasant he/she will repeat it, if not he/she will avoid it.
&

Through exploration and discovery, a child will find out a number of things – how things
work, how they behave, what happens to them etc. This way, he/she will learn more and is
N E E D S

likely to remember what he/she has found out. In a pre-school centre, therefore, there
should be a variety of materials for children to play with and work on and opportunities
should also be given so that children can find out what there is within their environment.
E D U C A T I O N A L

• Asking questions, talking and listening

This is another natural method of learning which should be encouraged. A child’s curiosity
and desire to know about the world around him/her leads him/her to ask many questions.
A child will talk to himself/herself as he/she plays. His/her actions are accompanied by
words and he/she talks freely as he/she works. Asking questions is a common experience
which a child goes through. Even if he/she knows the answers he/she still asks. Parents and
teachers should try, as much as possible, to talk with the children, listen to what they say
and answer their questions.
P R E - S C H O O L

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I M P L I C A T I O N S
Through this method, a child learns to express himself/herself, widen his/her knowledge and
acquire vocabulary, and share what he/she knows with others. It also encourages working,
promotes his/her relations with others and increases his/her understanding of the words
he/she uses. It is important that a child acquires the sense of freedom to talk and be
listened to. This will enhance his/her language development.

• Imitation, Role Playing

P E D A G O G I C A L
A child will copy an adult or an older child in a number of activities. He/she will try to act
or to talk like an adult. He/she will not only copy but also play the role of an adult. A boy
will pretend to drive a lorry, whereas a girl will pretend to cook or nurse a baby. To
encourage this way of learning, the adults and older children should set good examples to
the child. If we do not want a child to use foul language, we should not use it ourselves.
The way adults behave is what the children will copy, and the impressions created can have
a lasting effect on the child.

• Trial and error and practice

&
A child will also learn by trial and error. Once he/she finds out the best way of doing

N E E D S
something successfully, then opportunities should be provided so that the child can practice
several times and become expert at that activity.

• Learning from other children

E D U C A T I O N A L
A child will not only learn from adults but also from his/her brothers, sisters and playmates.
This should be encouraged because children are closer to each other in the way they look
at things. They should be encouraged to be a resource to each other – learn from each
other, seek and give help to each other, and share many of their experiences.

From the above, it is clear that parents and educators must, while treating all children in
the same way, also make room for the differences in an individual and try to treat them
accordingly. The best way is to get to know each child as much as possible by observing
him/her and talking to his/her parents.
P R E - S C H O O L

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Pedagogical approaches at pre-primary level

I M P L I C A T I O N S

• Play-Based Approach
• Child Centered Approach
• Integrated Approach
• Project-Based Approach
• Multicultural Approach
• Partnership with Parents and the Community at Large

All these approaches would be supported by the use of multimedia and ICT tools to make
P E D A G O G I C A L

children’s learning experiences enjoyable.

3.3.1 PLAY-BASED APPROACH

Play is vital to children’s healthy development and learning. Play touches all aspects of life
and helps in the emotional, cognitive, physical and social dimensions of the child’s life. Play
is the “work” of children and it is used as an educational tool in a direct way through the
use of games, puzzles and simple problem solving tasks.
&

“Parents should play much more with their children,

because people who can’t play can’t be good at their work either”
N E E D S

child of eleven

The importance of play in the education of young children is universally acknowledged and
valued. Play is the natural way in which children learn. It is a great motivating force. Play
E D U C A T I O N A L

is thus the most effective learning instrument for them. Play is important as a means of
contributing to a happy and creative childhood, and it paves the way towards positive
collective attitudes.

VALUE OF PLAY

INTELLECTUAL

Play helps children to concentrate, to reason and to organize their thinking.

P R E - S C H O O L

In so doing, they learn to solve problems.

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I M P L I C A T I O N S
SOCIAL

Children learn to give and take, to take turns, to share and co-operate.
During social play they reveal their personality, strengths and limitations.

EMOTIONAL

P E D A G O G I C A L
Play helps children to develop a positive self-image. It provides a way for them to express
their emotions.
Play should be a pleasurable experience, which helps to relieve tension and prevent
boredom.

PHYSICAL

Play helps to get rid of excess energy. It enables children to relieve tension and express
themselves through movement. It helps them to exercise their muscles and develop a
strong and healthy body. Play can also help divert aggressive instincts.

&
N E E D S
LANGUAGE

Through play, the children learn to share their ideas and communicate with others.

EXPLORING

E D U C A T I O N A L
Children learn by exploring and discovering new things. Early in life, children learn
through their senses – by touching, tasting, seeing, feeling, smelling and hearing. Later they
learn by taking things apart and looking at the component parts.

LEARNING SKILLS

Play enables children to practice skills and learn to master them.

P R E - S C H O O L

BUILDING AND CONSTRUCTION

Stacking blocks leads to the development of many skills as well as spatial, perceptual and
mathematical concepts.

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I M P L I C A T I O N S

PLAY AND CULTURE

Any consideration of play must also include the importance of culture while discussing play
opportunities for children. Gonzala Mena (1993) writes that culture helps to determine
whether play is seen as something that children do under no adult involvement or whether
adult involvement is valued. The cultural context in Mauritius is very varied and pre-school
educators need to investigate the cultural expectations of parents in relation to play. This
is important for some parents see little value in play and do not want their children to be
P E D A G O G I C A L

involved in messy play. In these situations, educators need to discuss with parents the value
of direct, often messy play! It is through such concrete experiences that children develop
important concepts.

TYPES OF PLAY

“Play is children’s way of perceiving the world they have been called upon to change.”
Maxim Gorki
&

SOLITARY PLAY (PLAY ALONE)

N E E D S

Very young children play on their own. They do not relate to other children when playing.
It takes time and a certain amount of maturity to learn to share toys and to understand
that there may be rules which must be followed while playing.
E D U C A T I O N A L

PARALELL PLAY

In paralell play, two or more children play together, but without any social interaction. They
are usually doing the same thing, but watch those who play on their own.

SOCIAL PLAY

During social play, children interact with one another in a game. In playing together, children
P R E - S C H O O L

learn such social skills as cooperation, taking turns, waiting for turns, following rules,
winning and losing.

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I M P L I C A T I O N S
3.3.2 CHILD CENTERED APPROACH

An approach based on in-depth understanding of child development and learning is referred

to as developmentally appropriate practice. In this approach, the educator starts from the
developmental ability of the child and then takes decisions about what should be taught.
The educator designs his/her curriculum based on the developmental level of the child.
Developmentally appropriate practice has two dimensions:

P E D A G O G I C A L
1. Age appropriateness, that is, what is appropriate for the age of the child based on
developmental averages for that age.

2. Individual appropriateness is what is appropriate for each child based on his/her

unique personality and experiences.

In a developmentally appropriate approach, learning is an active process. Children learn by

experiencing their indoor and outdoor environments as well as by interacting with other
children and adults.

&
In this approach, all aspects of child development are considered when planning activities,
i.e, a holistic approach is adopted where personal, social, physical, emotional and cognitive

N E E D S
developments are catered for.

Brede Kamp & Copple, (1996), identified 12 key principles of child development that help
educators make decisions about developmentally appropriate practice:

E D U C A T I O N A L
1) All areas of development (physical, social, emotional and cognitive) are closely related
and influence one another.

2) Child development is a relatively orderly process, with new skills and abilities building
on those previously learned.

3) Development proceeds at different rates for individual children and varies for
different aspects of development within the child.
P R E - S C H O O L

4) Early experiences can either positively or negatively influence the child’s later
development. Key periods lead to optimal growth in many aspects of the child’s
development.

5) Development is predictable and proceeds toward increasing complexity.

6) Development occurs in, and is influenced by, social and cultural contexts.

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I M P L I C A T I O N S

7) Children are active learners who construct their own knowledge of the world
around them.

8) Both heredity and environment influence child development.

9) Play is essential for healthy social, emotional, physical and cognitive development.

10) Development is enhanced when children can practice newly acquired skills, and
P E D A G O G I C A L

when they are challenged just beyond their current ability level.

11) Children have different learning modes and also vary in the ways in which they
represent what they know.

12) Children who feel safe, secure, and valued will develop and learn at their highest
level.
&

3.3.3 THE INTEGRATED APPROACH

N E E D S

At pre-primary level, an integrated approach is adopted as it reflects real-world

educational experiences and matches what children and adults do outside the classroom.
The integrated curriculum consists of organizing the teaching and learning process through
chosen themes and related to the six areas of learning. Integrated learning makes the
E D U C A T I O N A L

curriculum more relevant as it allows an in-depth study of a chosen theme, project or story.
The educator chooses the appropriate theme related to the needs and interest of the
children. One theme can be studied for 3-4 weeks. The steps in the thematic planning as
identified by Dodge, Colker and Heroman (2002) are as follows:

• Learn about the topic selected.

• Find and organize materials related to the theme.
• Reflect on what you want the children to learn.
• Identify open- ended questions to encourage inquiry.
• Plan activities and lessons related to them.
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• Invite parent participation.

• Determine a closing event or activity.
• Evaluate the theme and what children have learnt.

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• The planning through the integrated approach starts with a process called
webbing. The web is then translated into the planning of activities for all the areas
of learning.
• The activities are planned for the whole class, small groups and adapted for
children with special needs.
• There are many ways to integrate the learning experiences of children. These
include using themes/ topics, stories or projects.

P E D A G O G I C A L
3.3.4 THE PROJECT APPROACH

The project approach is closely linked to the Reggio Emilia program where approaches
are based on an in-depth investigation of topics of interest to children and educators.
There are four key steps involved in implementing a project work.

Selecting a topic: Children choose a topic under the guidance of educators.

The topics are limited to children’s first-hand experiences as well as
to topics that can be investigated in the school setting.

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Beginning the project: Children are encouraged to share understanding of the topic

N E E D S
through drawing, writing or dramatic play.

Doing the project: Children and educators engage in gathering new information on the
topic. Taking field-trips, observing, manipulating objects, and talking to

E D U C A T I O N A L
people are some ways that children can use to collect information.

Ending the project: The information gathered is summarized through

art work, photographs, displays.
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3.3.5 THE MULTICULTURAL APPROACH

The pluri-cultural tissue of the Mauritian society calls for a cultural approach in our
curriculum. It is based on respect and mutual understanding of the cultures of others to
promote unity.

It is generally acknowledged that a child’s education begins in the home and that the task
of the school is to build on what children have already learnt. Educators recognize that
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new experiences and information must be linked to existing knowledge and understanding
if learning is to take place. For all these reasons, it is simply good practice to reflect the
home experience of children in the activity room. It stands clear that a developmental and
a multicultural pre-school programme can happily co-exist, provided the educator
considers more fully how this should be achieved and why.

Young children attending pre-school for the first time essentially need to feel secure and
settled in the activity room. They will not indulge in play activities unless they feel secure.
In various activities the children imitate adults. When children play in the home corner, they
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can celebrate a wedding, a religious ceremony, and get involved in a group conversation.
N E E D S

They also speak about what they see on television, in and outside the home. Mutual
respect is thus fostered by what is celebrated in the children’s environment.

It is, therefore, important for all children to develop an awareness of their own beliefs,
E D U C A T I O N A L

cultures, traditions and festivals, and those of their friends.

3.3.6 PARTNERSHIP WITH PARENTS AND THE COMMUNITY AT

LARGE

THE ROLE OF PARENTS

Children’s first educators are the parents who play an important role in their children’s
lives. ‘Home sweet home’ is the place where children feel more secure and loved, and it
is at home that they learn many things necessary in life, for example,
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• Trust and love

• Objects around them
• How people get along with others

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Parents have a fundamental role to play in the child’s education; they need to support their
children continuously and encourage them in whatever they do. The support should not
only be economic but also be affective.

THE ROLE OF EDUCATORS

Pre-school educators also have an important part to play as they should be able to work
closely with parents and provide the best possible ways for children’s development. It is

P E D A G O G I C A L
essential that they share with parents the pre-school programme.

Another important dimension of pre-school educators’ role is socialization. Pre-school

educators have to promote and develop a trusting relationship with parents so that they
know how their children are cared for. They must show respect to parents, greet and
welcome them when they bring their children in the morning and fetch them back in the
afternoon. Parents must have the possibility at times to enter the class and talk to them.
It is not a good practice to leave the child at the door; the pre-school educator should
encourage the parents to exchange ideas. In any learning situation, the child can perhaps
have some difficulties and the relationship with parents may help to find ways of helping the

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child.

N E E D S
THE COMMUNITY AT LARGE

Schools can no longer operate independently. Successful schools need strong school-
community relationships. To enable schools to respond to the exigencies of a fast changing

E D U C A T I O N A L
societal set up, right from the pre-primary level, schools should open up for partnership
with the community. If schools have the responsibility to equip the children with such
desirable qualities that make them functional in society, then the onus is on the community
to support the pre-primary schools in the development and implementation of school
programmes.
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3.4 ASSESSMENT AS AN INTEGRATED PROCESS

Assessment forms part of the teaching and learning process. Through assessment the
educator monitors the achievement of an individual child in each area of learning. This
serves as a tool to construct a comprehensive picture of the short-term and long-term
needs of the child and to plan future work accordingly.
However, young children do not understand assessment in the same way as older children
do. Assessment tools must be used carefully as the use of wrong assessment tools may
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cause harm to the child. There are numerous methods to gather and report information;
however, the methods selected at this level must be sensitive to cultural, racial, class, gender,
linguistic and ability differences among children and families.

3.4.1 Educators

At pre-school level, assessment is integrated in the learning process. It continuously

encourages, motivates and engages the learners who perceive it as an opportunity and a
challenge. Assessment records the progress the child is making as a pre-school learner.
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Parents, educators, administrators and community members at large, all want to know and
should be informed about the skills the children are learning through their own effort and
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about the contributions of the educators.

Assessment of young children is an ongoing process that documents evidence of early

learning in order to make informed instructional decisions. This evidence may include
E D U C A T I O N A L

observations, anecdotal records of children’s conversations and behaviors in individual,

small and large group situations, samples of artwork, drawings and photographs, and
recordings or other records of children engaged in activities and play.

• Observation

Observations of children have proven effective in both assessment and curriculum

development. It is an important tool in determining children’s needs and interests for
curriculum planning and assessment purposes. This is a skill that must be developed and
perfected by the educator over time.
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Assessment of children through observation enables educators to look at the development

of the whole child. Observation is the best technique in assessing children’s physical skills
development, use of language during play and social interaction. When children engage in
hands-on learning, observation is again one of the best choices for assessing this progress.

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(i) Anecdotal records

Anecdotal records are brief written notes taken while observing the child. These notes
include when the observation was carried out (day and time), who was observed, what the
children were doing and what was said. The anecdotal records enable spontaneous
recording of situational outcomes relating to the personalized qualities of the child.

(ii) Checklist

P E D A G O G I C A L
The checklist is another observational technique that gives information on a child.
Performance indicators are used to develop a checklist to evaluate children. A checklist
includes a few indicators related to only one area of learning or one aspect of development.

• Portfolio

The portfolio is an important assessment tool used by educators to compile and organize
information on the individual child.

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The portfolio comprises:

N E E D S
• The profile of the child.
• A sample of the child’s work.
• Photographs of the child’s activities in the classroom and outside the classroom.

E D U C A T I O N A L
• A learning log written by educators which consists of plans and accomplishments of
the child.
• Interviews of children about what they have learnt.
• Anecdotal records - Brief, clear written records of classroom activities.
• Narrative reports - A report card which summarizes the child’s progress over a
period of time (weekly, monthly, term wise or yearly).

This portfolio is a document that can be used during transitions from home to school, from
one classroom to the next or from pre-primary to primary school.
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3.4.2 Parents

Parents should be partners in the accurate and sensitive assessment of the child. Educators
must discuss child observation with parents and encourage them to participate in the
assessment of the child’s qualities, behaviour and potential.

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3.4.3 Children

The children must be given the opportunities for self-assessment, such that they take pride
in their achievement. Educators must observe and document things the children say and do,
and establish their likes and dislikes, all of which will serve to construct learning activities
to satisfy the children’s curiosity.
P E D A G O G I C A L
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N E E D S
E D U C A T I O N A L
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