Final Edit For Org

LESSON 1: BASIC CONCEPT
 management
 manager
 leader
 organizational structure
Learning Target
At the end of the lesson, the students should be able

to:
a. describe in own words the following terms:
● management,
●manager,
●leader,
●organizational structure
Introduction
Management the term ‘management’ has been used in

different senses. Sometimes it refers to the process of
planning, organizing, staffing, directing, coordinating and
controlling, at other times it is used to describe it as a
function of managing people. It is also referred to as a
body of knowledge, a practice and discipline. There are some
who describe management as a technique of leadership and
decision-making while some others have analyzed management
as an economic resource, a factor of production or a system
of authority.
Definitions of Management According to the Experts:
Koontz and O'Donnell
-is an attempt to achieve /reach certain gials through

activities efforts of others.
Hilman is a functiob to achive a goal through the

intermediary activities of others and oversee the efforts of
each inviduals in order to achieve the same goal.
George Terry
-is a framework/process thqt requires the direction and

guidance of a group of people to achieve organizational
goals tangible.
Manager is the person responsible for planning and

directing the work of a group of individuals, monitoring
PRED120: Organizational And Management In Early

Childhood Education
their work.A person responsible for controlling or
administering all or part of a company or similar
organization is called Manager
● Many poor manager believe busywork should be left to their

employees.
● Good managers make it a priority to meet with each

individual within their team to discover strengths and find
ways to work on weaknesses.
Leader
Leader is the art of motivating a group of people to act

towards achieving a common goal. This definition captures
the essentials of being able to inspire others and being
prepared to do so.
Leader should always communicate with their term and be open

to answering questioms or addressing concerns. By applying
leadership knowledge and skills, we have our personality
that can influence our actions to others.
Leaders help themselves and others to do the right things.

They set direction, build an inspiring vision, and create
something new. Leadership is about mapping out where you
need to go to "win" as a team or an organization; and it is
dynamic, exciting, and inspiring. Yet, while leaders set the
direction, they must also use management skills to guide
their people to the right destination, in a smooth and
efficient way.
Organizational structure
A system that is used to define hierarchy in the

organization. It describe the way arranges people and jobs
to complete its goals. It is the organizational leadership
direction in terms of job identofication amd functions and
who reports to wjom within the organization. This structure
therefore, helps the organization in identying and meeting
objectives for growth in most cases, it is illustrated in
the organizational chart.
Organizational structure determines how the roles, power and

responsiblities are assigned, controlled, and coordinated,
and how information flows between the different levels of
management. In centralized structure, the top layer of
management has most of the decision making power and has
tight control over departments and divisions. In
decentralized structure, the decisio making is distributed
and the departments and division may have different degress
of indepence. Organizations needs structure in order to
achieve success in business.

Childhood Education
Assessment
In one sheet of paper. Answer the following.
1. Describe in own words the following terms;
a. management
b. manager
c. leader
d. organizational structure
2. Make your own acrostic about LEADER.
L-
E-
A-
D-
E-
R-
Assignment
Create your own family tree and explain it briefly.

Determine who is in charge at your home.

Childhood Education
Lesson 2: MANAGEMENT FUNCTION:
 Planning
 Organizing
 Leading
 Controlling
Learning Target
At the end of the lesson pupils should be able to:
a. identify the four Management Function;
b. give the importance of each management

function; and
c. give their own definition of each management

using matrix.
Introduction
In managing our organization there are process that we

should follow. We need to undergo on this processes before
we attain our set goals. Every process is needed and
important in managing the organization because this will
lead you to attain your target or set goal. There are no
best organization because there are always a place for
improvement.
Management process is a process of setting goals,

planning and/or controlling the organizing and leading the
execution of any type of activity, such as:
There are four function of Management and these are the

following:
4 basic functions of management process are;
 Planning and decision making
 Organizing
 Leading
 Controlling
1. Planning and Decision Making – Determining Courses of

Action

Childhood Education
 Looking ahead into the future and predict possible
trends or occurrences which are likely to influence
the working situation is the most vital quality as
well as the job of a manager.
 Planning means setting an organization’s goal and
deciding how best to achieve them. Planning is
decision making, regarding the goals and setting the
future course of action from a set of alternatives to
reach them.
 The plan helps to maintain the managerial
effectiveness as it works as a guide for the personnel
for the future activities. Selecting goals as well as
the paths to achieve them is what planning involves.
 Planning involves selecting missions and objectives
and the actions to achieve them, it requires decision-
making or choosing future courses of action from among
alternatives.
 The Benefits of Planning in Management

1. Planning helps decision makers by providing guidelines
and goals for future decisions.
2. Planning helps a manager exercise more control in a

situation, establish goals "proactively" and consider
contingencies.
3. Planning can help quantify goals and establish a means of

measuring success.
4. Planning can help insure that a coherent set of actions

are implemented that are consistent with the values and
priorities of the decision maker.
5. Planning helps allocate limited resources like staff,

materials, and time in an orderly and systematic manner
2. Organizing – Coordinating Activities and Resources
 Organizing can be defined as the process by which the

established plans are moved closer to realization.

Childhood Education
 Once a manager set goals and develops plans, his next
managerial function is organizing human and other
resources that are identified as necessary by the plan
to reach the goal.
 Organizing involves determining how activities and
resources are to be assembled and coordinated.
 The organization can also be defined as an
intentionally formalized structure of positions or
roles for people to fill in an organization.
 Organizing produces a structure of relationships in an
organization and it is through these structured
relationships that future plans are pursued.
 Basically organizing is deciding where decisions will
be made, who will do what jobs and tasks, who will
work for whom, and how resources will assemble.
 Benefits of Organizing in Management

1. Efficiency
 The greatest advantage of organizing information

within a company is the efficiency of the resources.
An organized professional will spend less time
correcting mistakes, searching for information and
fixing any clutter. The time saved means more time for
doing productive things and more resources for other
projects, therefore more money. Apart from the
positive impact on time management, organising
information will make it more comfortable for
employees to share any information with each other,
thus working better as a team.
2. Tracking progress
 Of the company. Progressing is the aim of every

business, Having a clear overview of the company’s
projects, activities and resources helps management

Childhood Education
while decision-making. Compiling and recording the
data of your company’s incomes and expenditures will
help timely identify bottlenecks and support the
decision to redirect resources and energy to more
profitable elements.
3. Better management skills
 For any business, organizing information is all about

keeping things in proper order such that the path from
inquiry to result is clear and time efficient.
Information, in the business’ world, comes from
various sources and takes lots of forms: employee
records, news, internal meetings minutes or political
context.
4. Instilling trust
 Organizing information establish a sense of trust and

professionalism in the workplace. A well organised
company projects an image of reliability and control.
The strategies adopted by rational decision makes with
the help of thoroughly disseminated information help
winning the trust of employees, clients and associates
effortless.
5. Reduced stress
 A well organised information culture triggers a more

relaxed working environment, as opposed to a cluttered
or disorganised office where you are constantly
searching for items or through countless threads of
emails, attachments and files. It also allows
companies to adapt to modern working models, including
remote resources or work from home.
3. Leading – Managing, Motivating and Directing People
 The third basic managerial function is leading. The

skills of influencing people for a particular purpose
or reason is called leading. Leading is considered to

Childhood Education
be the most important and challenging of all
managerial activities.
 Creating a positive attitude towards the work and
goals in among the members of the organization is
called leading. It is required as it helps to serve
the objective of effectiveness and efficiency by
changing the behavior of the employees.
 Leading involves a number of deferment processes and
activates.
 The functions of direction, motivation, communication,
and coordination are considered a part of leading
process or system.
 Benefits of Leading in Management
1. Improved productivity of the workforce.
2. Improved ability to succeed under pressure.
3. Increased emotional intelligence.
4. Improved charisma and seriousness in business operations.
5. Growth in confidence in your team.
6. Improved listening and communication skills.
4. Controlling – Monitoring and Evaluating activities
 Monitoring the organizational progress toward goal

fulfillment is called controlling. Monitoring the
progress is essential to ensure the achievement of
organizational goal.
 Controlling is measuring, comparing, finding deviation
and correcting the organizational activities which are
performed for achieving the goals or objectives.
Controlling consist of activities, like; measuring the
performance, comparing with the existing standard and
finding the deviations, and correcting the deviations.
 Control activities generally relate to the measurement
of achievement or results of actions which were taken
to attain the goal.

Childhood Education
 All the management functions of its process are inter-
related and cannot be skipped.
 Benefits of Controlling in Management
1. Efficient Execution:
 Control is an important pre-requisite for an effective

and efficient implementation of the pre-determined
plans. It assists in determining variations,
pinpointing the factors responsible for them and
taking remedial measures.
2. Helps Delegation:
 Control can be meaningful only when it is preceded by

proper delegation of authority and duties. Thus, it
promotes delegation of authority to the employees at
lower levels. In this way they develop a sense of
involvement in the working of an organization.
3. Aid to Decentralization:
 The modern trend of business organizations is towards

decentralisation which calls for a systematic attempt
for controlling. Under decentralisation, the authority
of decision making is dispersed throughout the
organisation. Management must keep control in its
hands to know whether the authority is being used
properly. Without adequate controls, de centralization
cannot succeed.
4. Assists Co-ordination:
 The size of modern business enterprises is increasing.

A huge amount of capital and large number of people
are employed in them. This creates the problem of
adequate control as there are many divisions producing
and distributing different products. In order to co-
ordinate their activities, an efficient system of
control is required.

Childhood Education
5. Simplifies Supervision:
 Control simplifies supervision by pinpointing

significant deviations. It keeps the employees under
check and brings discipline among them. A good system
of control detects the weak points very quickly. This
helps the expansion of span of control at all levels.
6. Aids to Efficiency:
 Basically, control is concerned with ensuring that all

the important factors in the enterprise move along the
right lines and at the right pace. This assists in
promoting efficiency all rounds.
7. Boosts Morale:
 Control techniques help in finding the deviations and

identifying the factors responsible for the same. This
boosts the morale of the employees because they know
the work for which they are
Assessment (Enrichment Activity)
Give 5 Importance of each functions in the Management

and write it in a matrix form.
Assignment
Make an illustration of the process of Management and

explain the illustration briefly. Write it in a long coupon
bond.
Lesson 3: Management Process: Application in

the Early Childhood Education
Learning Target
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Childhood Education
At the end of the lesson the pupil should be able to:
a. classify the following application of the management
processes in the Early Childhood Education;
b. demonstrate self-control in the following
application of the management processes in the Early
Childhood Education; and
c. enumerate the following application of the
management processes in the Early Childhood
Education.
Introduction
A manager’s primary challenge is to solve problems

creatively. While drawing from a variety of academic
disciplines, and to help managers respond to the challenge
of creative problem solving, principles of management have
long been categorized into the four major functions of
planning, organizing, leading, and controlling (the P-O-L-C
framework). The four functions, summarized in the P-O-L-C
figure, are actually highly integrated when carried out in
the day-to-day realities of running an organization.
Therefore, you should not get caught up in trying to analyze
and understand a complete, clear rationale for categorizing
skills and practices that compose the whole of the P-O-L-C
framework.
It is important to note that this framework is not

without criticism. Specifically, these criticisms stem
from the observation that the P-O-L-C functions might be
ideal but that they do not accurately depict the day-to-
day actions of actual managers (Mintzberg, 1973; Lamond,
2004). The typical day in the life of a manager at any
level can be fragmented and hectic, with the constant
threat of having priorities dictated by the law of the
trivial many and important few (i.e., the 80/20 rule).
However, the general conclusion seems to be that the P-O-
L-C functions of management still provide a very useful
way of classifying the activities managers engage in as
they attempt to achieve organizational goals (Lamond,
2004).
*PLANNING OF EARLY CHILDHOOD EDUCATION PROGRAMMES
All programs in early childhood education are not

equally effective in promoting the learning and
development of young children. The overall effectiveness
of an early childhood program is dependent
upon several factors: quality staff, suitable
environment, appropriate grouping practices,
consistent schedules, and parent involvement. Decisions
about these factors often are made early in the planning
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Childhood Education
and organizing process or an early childhood program.
These
decisions have important ramifications beca
use they afect the child, the family, the
classroom, the school, and the community. Planning
is to be done in depth and in greater detail to
ensure maximum utilization of available human and
non- human resources towards achieving the stated
objectives. Planning has to follow an integrated approach
with a view to developing the child’s personality in
a harmonious manner. While planning, goals should
be o u t l i n e d f i r s t . K e e p i n g t h e s e g o a l s i n v i e w ,
curriculum ideas are to be suggested. This is
followed by specific methods and procedures to be
adopted or implementation. Both long term and short
term goals and plans are prepared with active
participation of the teacher. Planning is an integral
part of the teacher’s works schedule. A planning session
will discuss and decide:
1. Long and short term goal.

2. Time schedule ( daily, weekly, monthly, annually).
3. Duties and responsibilities of each individual.
4. Themes and projects, festivals and birthdays to be
celebrated.
5. Specific activities- age wise, grade-wise.
6. Resources, facilities and assistance required.
7. Early learning means expressing curiosity, handling
one’s feeling, developing empathy, following
directions, playing and working well with others, and
developing physical dexterity as well as having
language and number skills.
8. The main purpose of the proper organizations and
management is to ensure efficient functioning of the
school machinery. All components of school functioning
are harnessed in coordinated manner or harmony in
action. It includes sound planning, meticulous
implementation, giving direction and practicing
efficiency in the economy in the use of human and non-
human resources.
What educators plan for In addition to experiences

that help children progress toward the broad goal or
learning intent, educators plan for:
 indoor and outdoor environments

 materials are displayed in inviting and accessible
ways for children to choose and extend their
interests ƒ
 there are adequate resources and play spaces for
the number of children ƒ
 children’s and families’ cultures are acknowledged
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Childhood Education
 there is a balance between active and quiet
experiences
 specific resources to follow up individual
children’s interests are available. ƒ
 experiences that build on children’s interests
 individual children’s learning and development
 all aspects of the day (arrivals, settling,
eating, resting, toileting, transitions, groups).
*Organizing
Organizing is the function of management that involves
developing an organizational structure and allocating
human resources to ensure the accomplishment of
objectives. The structure of the organization is the
framework within which effort is coordinated. The
structure is usually represented by an organization
chart, which provides a graphic representation of the
chain of command within an organization. Decisions made
about the structure of an organization are generally
referred to as organizational design decisions.
Organizing also involves the design of individual jobs

within the organization. Decisions must be made about the
duties and responsibilities of individual jobs, as well
as the manner in which the duties should be carried out.
Decisions made about the nature of jobs within the
organization are generally called “job design” decisions.
Organizing at the level of the organization involves

deciding how best to departmentalize, or cluster, jobs
into departments to coordinate effort effectively. There
are many different ways to departmentalize, including
organizing by function, product, geography, or customer.
Many larger organizations use multiple methods of
departmentalization.
Organizing at the level of a particular job involves

how best to design individual jobs to most effectively use
human resources. Traditionally, job design was based on
principles of division of labor and specialization, which
assumed that the more narrow the job content, the more
proficient the individual performing the job could become.
However, experience has shown that it is possible for jobs
to become too narrow and specialized. For example, how
would you like to screw lids on jars one day after
another, as you might have done many decades ago if you
worked in company that made and sold jellies and jams?
When this happens, negative outcomes result, including
decreased job satisfaction and organizational commitment,
increased absenteeism, and turnover.
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Childhood Education
Recently, many organizations have attempted to strike a
balance between the need for worker specialization and the
need for workers to have jobs that entail variety and
autonomy. Many jobs are now designed based on such
principles as empowerment, job enrichment and teamwork. For
example, HUI Manufacturing, a custom sheet metal fabricator,
has done away with traditional “departments” to focus on
listening and responding to customer needs. From company-
wide meetings to team huddles, HUI employees know and
understand their customers and how HUI might service them
best (Huimfg, 2008).
*Leading Organizations in the Early Childhood Education
Association for Childhood Education International (ACEI)
ACEI is a global community of educators and advocates who

unite knowledge, experience, and perspectives in order to
exchange information, explore innovation, and advocate for
children. The Association promotes and supports the optimal
education and development of children, from birth through
early adolescence, and the professional growth of educators
and others committed to the needs of children in a changing
society. The ACEI provides the latest information about best
practices in early childhood education.
Council for Exceptional Children (CEC), Division for Early

Childhood (DEC)
CEC is an international and largest organization dedicated

to improving educational outcomes for individuals with
exceptionalities, students with disabilities, and/or those
who are gifted. DEC is the Division of CEC that focuses on
young children (birth through age 8) who have or are at risk
for developmental delays and disabilities. In addition, the
CEC offers leadership positions as well as extensive
networking opportunities.
National Association for the Education of Young Children

(NAEYC)
NAEYC is dedicated to improving the well-being of all young

children, with particular focus on the quality of
educational and developmental services for all children from
birth through age 8. The Association administers a
voluntary, national accreditation system for high-quality
early childhood programs, sponsors a variety of initiatives
to improve professional preparation of early childhood
educators, and produces a wide array of early childhood
resources. NAEYC membership provides participation in both
national and local services through the Association's
network of over 300 local, state, and regional Affiliates.
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Childhood Education
National Head Start Association (NHSA)
NHSA is dedicated to meeting the needs of Head Start

children and their families. The Association provides
support for the Head Start community by advocating for
policies to strengthen Head Start services; providing
training and professional development to Head Start staff;
and developing and disseminating research, information, and
resources that enrich Head Start program delivery.
National Association for Family Child Care (NAFCC)
NAFCC is dedicated to promoting quality child care by

strengthening the profession of family child care. NAFCC
provides technical assistance to family child care
associations by promoting leadership development and by
promoting family quality and professionalism through the
organizations accreditation processes for family child care
providers.
*Leading
Leading involves the social and informal sources of

influence that you use to inspire action taken by others. If
managers are effective leaders, their subordinates will be
enthusiastic about exerting effort to attain organizational
objectives.
The behavioral sciences have made many contributions to

understanding this function of management. Personality
research and studies of job attitudes provide important
information as to how managers can most effectively lead
subordinates. For example, this research tells us that to
become effective at leading, managers must first understand
their subordinates’ personalities, values, attitudes, and
emotions.
Studies of motivation and motivation theory provide

important information about the ways in which workers can be
energized to put forth productive effort. Studies of
communication provide direction as to how managers can
effectively and persuasively communicate. Studies of
leadership and leadership style provide information
regarding questions, such as, “What makes a manager a good
leader?” and “In what situations are certain leadership
styles most appropriate and effective?”
Every organization has leadership, in some form or another.

The quality of this leadership may leave a lot to be
desired, or perhaps it is ostensibly amazing. Most leaders
see the value in improving themselves, as well as the
organizations they pilot. The challenge many of them face is
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Childhood Education
seeking out the pain points and beginning their strategy
from there.
The problem with this approach, is it is an external one

that doesn’t take into consideration the natural tendency of
leadership – whether it is a single individual or a large
executive team. Organizational culture plays a big role in
this and it often goes unseen in most companies. At which
stage you find yourself, and your organization, will also
influence the kind of culture you will be able to develop
and maintain.
Each leader is different and they have a different threshold

for ambiguity, creative tension and uncertainty. Based on
their predilection, they will lead according to what seems
right. All the best intentions, but woefully unaware of what
really matters and the influence it has on the success of
the organization.
ECA has recognised this research, and that the sector

requires all who work within it to build on their
professional knowledge base and engage in ongoing learning
and development. Thus, over the past two years, ECA has
researched what leadership looks like in early childhood
settings and developed a set of capabilities on which early
childhood and school care leaders can frame their
professional leadership plans. These capabilities encourage
a leader to reflect personally and with others how they:
 make children’s learning, development and wellbeing the

core focus
 address children’s rights and honour diversity of all
kinds in positive, constructive and courageous ways
 build respectful, trusting, nurturing and equitable
relationships
 build respectful and genuine connections with families
and communities
 collaboratively develop a culture of ethical inquiry
 collaboratively create a community of learners.
The completion of extensive research and national

consultations has led to a number of understandings about
leadership in Early Childhood Education Classroom setting
that include:
1. Leadership is not about identity- it starts from within

2. Leadership is about influence (both directly and
indirectly) and responsibility, and is therefore
potentially open to everyone.
3. Leadership demonstrates respect as an enactment of
ethical commitments.
4. Leadership is all about purpose.
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Childhood Education
5. Leadership is about qualities and values rather than
positions.
*Controlling
Controlling involves ensuring that performance does not
deviate from standards. Controlling consists of three steps,
which include (1) establishing performance standards, (2)
comparing actual performance against standards, and (3)
taking corrective action when necessary. Performance
standards are often stated in monetary terms such as
revenue, costs, or profits but may also be stated in other
terms, such as units produced, number of defective products,
or levels of quality or customer service.
Effective controlling requires the existence of plans,

since planning provides the necessary performance standards
or objectives. Controlling also requires a clear
understanding of where responsibility for deviations from
standards lies. A budget audit provides information about
where the organization is with respect to what was planned
or budgeted for, whereas a performance audit might try to
determine whether the figures reported are a reflection of
actual performance. Although controlling is often thought of
in terms of financial criteria, managers must also control
production and operations processes, procedures for delivery
of services, compliance with company policies, and many
other activities within the organization.
Helping build your child’s focus and self-control
1. Being in control and calm- you can help young children

learn these skills by realizing what methods help them
calm and re-center and encourage them to employ those
methods when they need them.
2. Make it a game- lots of games or activities can help
children practice focus and control
3. Encourages your child’s interest- have you ever noticed
how easy it is to get lost in your hobbies , and yet it
can be so challenging to stay focused for even 10
minutes on a work task that you dread? We have a much
bigger capacity for focus and self-control when we are
interested in the task.
4. Read- reading stories to young children that encourage
them to listen and focus can help them develop these
important skills.
5. Support pretend play- when children pretend, hey have
to use working memory to remember their “character” or
other characteristics of their story.
Assessment
In your one whole sheet of paper. Answer the

following.
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Childhood Education
a. Enumerate at least 3 applications of management
processes in the Early Childhood Education.
Assignment:
Bring out your assignment notebook and copy this.
1. How significant are those processes in the Early
Childhood Education?
Lesson 4: The School Manager

 School or Center Manager Skills and
Characteristics Management Styles
 School or Center Approaches
 Responsibilities of School or
Center Manager
Learning Target

d. identify the school managers;
e. explain the importance of school manager; and
f. show how school managers is important.
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Introduction
Do you work well with others? Are you a leader? If you

have these qualities, you might make a good manager.
However, you need just more than these two qualities to be a
good manager. There are a number of factors that play into
whether or not you would make a good manager.
The good news is that you don’t have to rely solely on

natural, inborn traits. It is possible to develop the
qualities good managers possess. You can complete a
management program to learn some of the necessary
characteristics, and you can also develop many desirable
qualities on your own.
Qualities and Characteristics of a Good Manager
As you prepare for a job in management, keep in mind

these 25 qualities and characteristics of a good manager:
Personal Characteristics
There are items that can help you improve yourself, and
enhance your interactions with others. Desirable personal
characteristics make a manager someone that others can look
up to, and feel comfortable following:
 Self-Motivation: An effective manager can’t motivate

others if he or she can’t self-motivate. Self-
motivation, the ability to get yourself going, and take
charge of what’s next for you, is a vital personal
characteristic for a manager. You have to keep yourself
going — and motivate those who work with you.
 Integrity: People trust a good manager because they
know he or she has personal integrity. Workers need to
know that you will fight for them, do what you say, and
follow the rules.
 Dependability/Reliability: As a person, you should be
dependable and reliable. Your superiors, as well as
your subordinates, need to know that you can be counted
on. Others in the organization should be able to rely
on you.
 Optimism: Do you look to the future with hope? An
optimistic attitude can help build morale in your
employees. Your positive attitude can inspire others,
and help them feel good about getting things done.
 Confidence: Do you have confidence in yourself. You
need to be able to make decisions in confidence, and
show others that you are capable of making good
decisions. Your confidence will rub off on others, and
can be of benefit.
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 Calmness: As the manager, you can’t afford to break
down when the pressure is on. The ability to remain
calm and do what needs to be done is essential in a
good manager.
 Flexibility: A certain amount of flexibility is needed
by a manager, since he or she may need to adapt to
changing situations.
Business Characteristics
Some level of business acumen is important when you are

a manager. While you may not need to be on the level of a
professional dealmaker, familiarity with basic business
principles and practices can be helpful.
 Industry Knowledge: What do you know about the industry

you are in? It helps understand your industry so that
you can answer questions and perform your work more
effectively. Workers may not need industry knowledge,
but a manager should have some.
 Know When to Delegate: An effective manager knows that
some tasks need to be delegated. You should be able to
identify workers who will do well, and give them tasks
they can succeed at — while helping the project.
 Organization: You need to be organized in order to be a
good manager. Keep track of projects, employees and
assignments so that you are on top of what needs to
happen in the business.
 Basic Money Management: Understand basic financial
concepts so that you understand how to manage money as
part of a project you have been given.
 Business Hierarchy: You should know how the hierarchy
works at your business, and follow the chain of
command. Make sure that you understand your duties, and
to whom you report. You should also know how the
organization affects your subordinates.
 Legal Implications: While you don’t need to be a law
expert, you should have a grasp of the legal
implications of sexual harassment, proper hiring and
firing practices, confidentiality, and more.
Communication Qualities
A good manager needs to be able to communicate

effectively. You might be surprised at the different
qualities there are related to communication. Make sure that
you develop the ability to communicate as part of your
efforts. Here are some qualities to possess if you want to
be an affective communicator as you fulfill your management
duties.
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Written Communication: Learn how to communicate effectively
in writing. A good manager should be able to write
professionally and with correct grammar, expressing him or
herself in email, memos, and thank you notes.
 Public Speaking: As a good manager, you should know how

to speak publicly, annunciating your words, and
concisely communicating your ideas, whether in an
interview, or addressing workers.
 Constructive Feedback: Learn how to provide feedback in
a way that is helpful to workers and others.
 Active Listening: One of the most important
communication skills is listening. Make sure you are
listening to your workers, superiors and customers, and
that you acknowledge them.
 Specific: When giving instructions, be specific in what
you want, and in expected outcomes. Make sure your
employees understand what should happen.
 Organize Your Presentations: Organize and practice your
presentations before giving them so that you are clear
and concise, and so that your presentation flows well.
Relationship Qualities
Your characteristics as you build relationships matter

when you are a manager. You will need to know how to manage
relationships between yourself and your subordinates, as
well as manage the relationships among those who work under
you. You should also know how to develop relationships with
your superiors, and coordinate relationships between those
above you and below you in the hierarchy.
 Customer Service: You might be surprised to discover

the customer service is a relationship quality.
However, it is. You need to be able to build good
relationships with customers if you want to be a good
manager. Learn how to relate to customers, and see
things from their perspective.
 Mediator: Do you know how to make peace? Often, a good
manager needs to be able to act as a mediator between
workers, between a worker and a client, or between a
superior and a worker. Brush up on your mediation
qualities, and learn conflict resolution techniques to
be a good manager.
 Team Player: Are you part of a team? You need to be
able to function as part of a team if you want to
succeed as an effective manager. Make sure that you are
willing to work with others, and that you will hold up
your end.
 Respect: You need to be respectful of your workers if
you are to have respect as a manager in return. It’s up
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to you to set the example and build relationships of
respect.
 Collaboration: You’ll need to set up collaborations
with others, and with your team. You should also be
able to work well with others, and understand how to
integrate ideas and personalities.
 Value Others: A good manager helps employees feel
valued. Surveys show that employees want recognition
from their superiors, and you need to make sure to
recognize contributions from your workers.
10 Characteristics of an Effective Manager
Are you a manager looking to make a difference in your

workplace? Do you want to be a leader that will positively
influence your team? Whether you manage five or fifty
employees, being a manager comes with a lot of
responsibility.
Here’s your guide about how to be a successful and

effective manager at your job:
 Leadership - in order to be an effective manager, you

need to be able to lead your employees in an efficient
manner. A lot of responsibility comes with being a
manager, and being able to lead a team is required.
 Experience - if you don’t have experience working in a
professional environment and leading a team, it will be
hard to step up as a manager. A great way to gain
experience in a management role is to volunteer, either
within your field or with a nonprofit. Ask to help
manage and produce events, whether it’s raising money
for an organization or organizing an event.
 Communication - being able to communicate with your
team is required when being an effective manager. This
not only means communicating job responsibilities and
expectations, it means listening to your team and
working with them to produce results within their
position.
 Knowledge - experience as a manager is a must but so is
knowledge. There are many different degrees offered for
managers, including a bachelor’s degree in business or
a master’s degree in leadership or project management.
You can also get a certificate in project management,
entrepreneurship, ethics, or human resource management.
 Organization - if you aren’t organized in your
position, there’s a good chance that the employees you
manage won’t be either. There are many resources online
that can inspire you to get organized. You can also buy
a personal planner or download an app on your phone
that can remind you of meetings, tasks you need to
complete every day, etc.
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 Time Management - another key factor in being a
successful manager is time management. If you’re late
every day, your employees might think it’s acceptable
to also be late. Time management is also important when
it comes to prioritizing your day, making sure you have
time to communicate with your employees, and
accomplishing goals throughout the week.
 Reliability – a manager that is leading a team has to
be reliable. This means being available for your
employees, getting things done that you said you would,
and supporting your team however needed.
 Delegation -if you don’t know how to delegate projects
and tasks, your role as a manager will be a lot more
difficult. Don’t be afraid to ask your employees to
help complete a task. You might think it’s easier to do
everything yourself, but this will add more time to
your already busy schedule, and you won’t be allowing
your employees to do what they were hired to do.
 Confidence - to be an effective manager, you need to be
confident in your abilities, experience, and decisions.
This doesn’t mean you have to be arrogant or feel that
you’re better than your employees. But you’re in a
management role for a reason, so be proud and be an
inspiration to your team.
 Respect for Employees - if you don’t respect your
employees, there will definitely be tension in your
workplace. Be cognizant of their time and abilities, be
able to listen and communicate with them, and be a
resource of knowledge and guidance.
Management styles
Managers are often responsible for many roles within an

organization, and how they choose to handle different
situations will depend on their management style. A
management style is best described as a method of leadership
that is used by managers. There are two contrasting
management styles that each have their own distinct
characteristics; these are autocratic, and permissive.
Autocratic and permissive management styles can be further
broken down into subcategories.
Authoritarian Management Style
Also known as autocratic leadership is a management

style in which an individual has total decision-making power
and absolute control over his subordinates. An authoritarian
leader makes decisions on policies, procedures and group
objectives with little or no input from his or her team
members or followers.
Democratic Management Style
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Childhood Education
With a democratic management style, subordinates are
involved in making decisions. Democratic management involves
extensive communication from both managers and subordinates.
This management style can be particularly useful when
various specialized skills are needed to complete a project.
Democratic management can only be successful when decision
making processes are streamlined and managed properly. With
democratic management, subordinates tend to participate more
and have higher job satisfaction.
Paternalistic Management Style
Paternalistic leadership is a managerial approach that

involves a dominant authority figure who acts as a patriarch
or matriarch and treats employees and partners as though
they are members of a large, extended family. In exchange,
the leader expects loyalty and trust from employees, as well
as obedience
Laissez-faire Management Style
A laissez-faire manager tends to be looked at as more

of a mentor than a manager or leader. With laissez-faire
management, employees essentially take charge and managers
take a back seat role so that employees creativity can
flourish.
Managers have to be willing to adjust their management

styles depending on the situation they are dealing with.
Management styles may need to be adjusted based on the
amount of guidance and support required. A good manager is
one that is able to adjust their management style to suit
the needs of their employees in order to help an
organization succeed. Managers should be willing to delegate
tasks when needed, participate when support or help is
requested, and tell employees what needs to be done.
It is good for managers to be able to identify their

management style as it can help in determining how best to
handle subordinates. To continue reading about management
styles, consult the resources listed below.
Head of School - Role and Responsibilities
Heads of School are appointed by, and are formally

accountable to, the Board. The Head will exercise his/her
authority in consultation with the School Executive, in
consideration of a consensus of the School Committee, and
with due delegation of responsibilities as appropriate. The
Head of School will nominate members of the School for
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appointment to the following roles, taking account of the
range of disciplines in the School:
 The Director of Teaching and Learning (Undergraduate)

 The Director of Teaching and Learning (Postgraduate)
 The Director of Research
The effective discharge of the Head's responsibilities

and accountability necessitates that he/she retains the
confidence of the School Executive through leadership that
is exercised in a fair, open and responsive manner.
The Head of School is responsible for the effective

general management of the School, for ensuring the provision
of academic leadership and strategic vision, and for the
quality of the student experience. The Head of School will
be the budget holder, following devolved authority, and will
be financially accountable to the Faculty Dean (in the first
instance) for the School. Faculty Deans and College Officers
will not act as Heads of School during their term of office.
The responsibilities of the Head of School include:
Strategic and Budgetary Planning
Developing a strategic plan for the School, in

consultation with the School Executive, including the
preparation of a staffing and resource plan.
Engaging the staff of the School and the University's

senior officers in devising and agreeing the School's plan.
Reviewing the performance of the School in terms of its

objectives as stated in its strategic plan and in its
staffing and resource plan.
Having responsibility for all financial matters,

including financial planning and sustainability, resource
allocation, the identification of new sources of income, the
monitoring of expenditure to ensure that it is within
appropriate levels, ensuring the linking of resource
allocation to strategic and operational planning; compliance
with College approved financial policies; ensuring all staff
are aware of the existence and extent of the College’s
financial regulations.
Managing and monitoring of implementation of the

resource allocation process within the School.
Staffing
 Dealing with staff recruitment matters that fall

within the remit of the School.
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 Creating a supportive working environment for all
staff in the School and fostering their career
development.
 Ensuring that staff review and development is
completed in a timely manner (including PMDS).
 Allocating duties to staff within the School and
the management of staff in accordance with College
policies and procedures.
 Handling grievance procedures for staff except
where a grievance is against the Head of School,
in which case the Faculty Dean is responsible.
 Managing relevant disciplinary procedures for both
staff and students.
Teaching, Learning and Research
 Having overall responsibility for the management

of the School's programme of teaching and research
and the implementation of the College's academic
policy.
 Ensuring the effective delivery of high quality
teaching and the maintenance of academic
standards.
 Promoting a culture of learning that is directed
to student needs, and of teaching that is informed
by the research interests of the School's staff.
 Dealing with professional matters where relevant
to the activities of disciplines and in
particular, the educational requirements of
professional accreditation bodies.
 Fostering the development of academic policy and
initiatives within the context of the long-term
strategies of the College and the School.
 Developing and maintaining a vibrant research
culture of international standard, including the
promotion of research initiatives and networks.
 Fostering interdisciplinary both within the School
and between Schools.
 Promoting excellence and improvement in all
matters of teaching, learning, research and
administration.
 Ensuring the regular review, evaluation and
development of programmers’ offered by the School.
 Promoting collaboration within the School, with
other Schools, and with other institutions.
 Liaising appropriately with the Faculty Dean on
cross-School and Faculty-wide issues.
General
 Representing the School both internally and

externally, including representation on College
committees.
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 Managing and encouraging an information flow to
staff and students within the School regarding
School and University developments.
 Ensuring the effective operation of the School in
accordance with approved governance procedures.
 Having overall responsibility for ensuring that
the School's arrangements comply with legal
requirements and related College policies such as
health and safety, data protection and data
retention policy, freedom of information.
 Implementing decisions of Board and Council and
the supply of information in accordance with Board
and/or Council directions.
 Prepare an annual report in agreement with the
School’s Executive Committee and for consideration
by the School Committee.
Heads of School and Professorial Chair holders in the School
The relationship between Heads of School and

professorial chair holders will vary from area to area in
College. But generally it must be assumed that Heads of
School are charged with running the affairs of the School
and that chair holders will, in the same way as any other
members of the School, perform the teaching duties,
supervise the graduate students, and undertake the
administrative tasks assigned to them. In addition,
professorial chair holders may be expected to assume a
prominent role in the profession suitable to their seniority
and special distinction. This will involve them in the
active promoting and publishing of research, in contributing
significantly to curricular and pedagogical developments,
and, where appropriate, in the mentoring of younger staff
and helping them with the development of their careers. They
will normally be provided with such facilities and support
as is necessary to fulfill their special responsibilities.
Assessment
Answer the following questions:
1. What are the School Mangers?

2. What are the importances of School Managers?
Assignment:
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1. How to be an effective manager?
2. Based on your experience, how did you deal with
different school manager?
Lesson No. 5 Manager as Organizer

 Delegating Responsibility
 Organizing Time
 Planning
Learning Target
At the end of the lesson the student should be able to:
a. define delegation, time management and planning;
b. practice productivity in doing such activity; and
c. enumerate the sub-topics of delegation, time
management and planning.
with 75% mastery level.
Delegate Tasks
There is a lot of pressure when an individual is in a

leadership role. The first thought is usually 'I want to
take every task on because I know I can do it the best.'
Unfortunately, it is difficult to take on all the work that
needs to be completed and still successfully oversee a team.
To save time, it is essential for leaders to give work to
employees. To delegate is to assign a specific task to
someone else and give them the authority to complete that
task. Delegation helps save time for management, and it
allows more work to be completed faster.
Managers must delegate tasks to employees because they often

have to focus on higher-level work. A good manager does not
take on all the work themselves but instead is able to
assign work to employees so that he or she can oversee all
employees. When delegating tasks, the manager must provide a
clear picture of how the task should be completed, and what
the desired result is. Delegating tasks allows management to
concentrate on other things, such as overseeing employees or
coming up with new ideas that will improve sales.
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When delegating work, you want to choose employees that have
the best skills and traits for the job that is being
assigned. It is essential to learn employees' strengths and
weaknesses so that tasks can be delegated to the best
employees. When an employee is struggling, do not let them
hand the work back over but instead instruct them on how
they can achieve the end result.
Management
When you are a manager or an administrator, you want to be

able to get all your work done and meet deadlines. Do you
want to know how to efficiently complete all work that has
been assigned? Time management is taking control of time
spent on activities to help increase efficiency. Time
management skills are essential in business to make sure all
work gets completed on time.
The use of time management helps create less stress for

management and allows for more efficient productivity. As a
manager or administrator, it is essential to be a strong
leader - not by doing all the work, but by helping employees
and being able to be there when they need assistance. Time
is everything in business, which makes it essential to use
time to your advantage.
What is Delegation?
General: Grant of authority by one party (the delegator) to

another (the delgatee) for agreed purpose(s). Under the
legal concept of vicarious liability, the delegator remains
responsible for the delegatee's acts or omissions in
carrying out the purpose of the delegation.
Agency: Transfer of an agent's right to act for the

principal (such as from a contractor to a sub-contractor)
that can take place only (1) with the permission of the
principal, (2) where it is customary, or (3) where it is
necessary for the performance of the entrusted duty.
Management: Sharing or transfer of authority and the

associated responsibility, from an employer or superior (who
has the right to delegate) to an employee or subordinate.
The Who and How of Delegating
Having decided to delegate a task there are some other

factors to consider as well. As you think these through you
can use our free Delegation Log worksheet to keep record of
the tasks you choose to delegate and who you want to
delegate them to.
To Whom Should You Delegate?
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Childhood Education
The factors to consider here include:
1. The experience, knowledge and skills of the individual

as they apply to the delegated task.
 What knowledge, skills and attitude does the person
already have?
 Do you have time and resources to provide any training
needed?
2. The individual's preferred work style.
 How independent is the person?
 What does he or she want from his or her job?
 What are his or her long-term goals and interests, and
how do these align with the work proposed?
3. The current workload of this person.
 Does the person have time to take on more work?
 Will you delegating this task require reshuffling of
other responsibilities and workloads?
Tip:
When you first start to delegate to someone, you may notice

that he or she takes longer than you do to complete tasks.
This is because you are an expert in the field and the
person you have delegated to is still learning. Be patient:
if you have chosen the right person to delegate to, and you
are delegating correctly, you will find that he or she
quickly becomes competent and reliable.
When to Delegate?
Delegation is a win-win when done appropriately, however,

that does not mean that you can delegate just anything. To
determine when delegation is most appropriate there are five
key questions you need to ask yourself:
 Is there someone else who has (or can be given) the

necessary information or expertise to complete the
task? Essentially is this a task that someone else can
do, or is it critical that you do it yourself?
 Does the task provide an opportunity to grow and
develop another person's skills?
 Is this a task that will recur, in a similar form, in
the future?
 Do you have enough time to delegate the job
effectively? Time must be available for adequate
training, for questions and answers, for opportunities
to check progress, and for rework if that is necessary.
 Is this a task that I should delegate? Tasks critical
for long-term success (for example, recruiting the
right people for your team) genuinely do need your
attention.
If you can answer "yes" to at least some of the above
questions, then it could well be worth delegating this job.
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Tip:
Other factors that contribute to the eligibility of a task

include:
1. The project's timelines/deadlines.

 How much time is there available to do the job?
 Is there time to redo the job if it's not done properly
the first time?
 What are the consequences of not completing the job on
time?
2. Your expectations or goals for the project or task(s),

including:
 How important is it that the results are of the highest
possible quality?
 Is an "adequate" result good enough?
 Would a failure be crucial?
 How much would failure impact other things?
That being said, having all these conditions present is no
guarantee that the delegated task will be completed
successfully either. You also need to consider to whom you
will delegate the task and how you will do it.
Why People Don't Delegate?
To figure out how to delegate properly, it's important to

understand why people avoid it. Quite simply, people don't
delegate because it takes a lot of up-front effort.
After all, which is easier: designing and writing content

for a brochure that promotes a new service you helped
spearhead, or having other members of your team do it? You
know the content inside and out. You can spew benefit
statements in your sleep. It would be relatively
straightforward for you to sit down and write it. It would
even be fun! The question is, "Would it be a good use of
your time?"
While on the surface it's easier to do it yourself than

explain the strategy behind the brochure to someone else,
there are two key reasons that mean that it's probably
better to delegate the task to someone else:
 First, if you have the ability to spearhead a new

campaign, the chances are that your skills are better
used further developing the strategy, and perhaps
coming up with other new ideas. By doing the work
yourself, you're failing to make the best use of your
time.
 Second, by meaningfully involving other people in the
project, you develop those people's skills and
abilities. This means that next time a similar project
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comes along, you can delegate the task with a high
degree of confidence that it will be done well, with
much less involvement from you.
How Should You Delegate?
Use the following principles to delegate successfully:
1. Clearly articulate the desired outcome. Begin with the

end in mind and specify the desired results.
2. Clearly identify constraints and boundaries. Where are
the lines of authority, responsibility and
accountability? Should the person:
 Wait to be told what to do?
 Ask what to do?
 Recommend what should be done, and then act?
 Act, and then report results immediately?
 Initiate action, and then report periodically?
3. Where possible, include people in the delegation
process. Empower them to decide what tasks are to be
delegated to them and when.
4. Match the amount of responsibility with the amount of
authority. Understand that you can delegate some
responsibility, however you can't delegate away
ultimate accountability. The buck stops with you!
5. Delegate to the lowest possible organizational level.
The people who are closest to the work are best suited
for the task, because they have the most intimate
knowledge of the detail of everyday work. This also
increases workplace efficiency, and helps to develop
people.
6. Provide adequate support, and be available to answer
questions. Ensure the project's success through ongoing
communication and monitoring as well as provision of
resources and credit.
7. Focus on results. Concern yourself with what is
accomplished, rather than detailing how the work should
be done: Your way is not necessarily the only or even
the best way! Allow the person to control his or her
own methods and processes. This facilitates success and
trust.
8. Avoid "upward delegation." If there is a problem, don't
allow the person to shift responsibility for the task
back to you: ask for recommended solutions; and don't
simply provide an answer.
9. Build motivation and commitment. Discuss how success
will impact financial rewards, future opportunities,
informal recognition, and other desirable consequences.
Provide recognition where deserved.
10. Establish and maintain control.
 Discuss timelines and deadlines.
 Agree on a schedule of checkpoints at which you'll
review project progress.
 Make adjustments as necessary.
 Take time to review all submitted work.
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In thoroughly considering these key points prior to and
during the delegation process you will find that you
delegate more successfully.
What Is Time Management?
“Time management” refers to the way that you organize and

plan how long you spend on specific activities.
It may seem counter-intuitive to dedicate precious time to

learning about time management, instead of using it to get
on with your work, but the benefits are enormous:
 Greater productivity and efficiency.

 A better professional reputation.
 Less stress.
 Increased opportunities for advancement.
 Greater opportunities to achieve important life and
career goals.
Failing to manage your time effectively can have some very
undesirable consequences:
 Missed deadlines.
 Inefficient work flow.
 Poor work quality.
 A poor professional reputation and a stalled career.
 Higher stress levels.
Spending a little time learning about time-management
techniques will have huge benefits now – and throughout your
career.
Key Points
Time management is the process of organizing and planning

how much time you spend on specific activities. Invest some
time in our comprehensive collection of time management
articles to learn about managing your own time more
efficiently, and save yourself time in the future.
Why is time management important?
Time management is all about bringing the joy back to your

life. And experiencing every bit of joy that you deserve.
The phrase “time and tide waits for none” explicitly

explains the importance of time to succeed in all aspects of
life. How you value your time management dictates the
quality of your life. Particularly, for project managers, it
is important to possess these skills to be successful. The
prime importance of time management is to have positive
aspects in your life, that includes:
 You feel more fulfilled
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Childhood Education
 You have more energy
 You achieve what you want faster
 You are more in control
 You enjoy your life more
Understanding the need and importance of time management, you need to become more
efficient with organizing your work so you not feel overwhelmed.
How managers organize their time?
Description
1. They have an ideal Starting a morning routine is not a

morning routine piece of cake. It involves several
trial and error which greatly affects
your life. Routine means a sequence
of actions that you do repeatedly.
Tony Robbins also uses a morning
routine, to prepare him for a
productive day. High performers find
good routines for themselves and
stick to them.
2. They categorize their All the projects you are working on

priorities along with your team need clear
priorities. Take time to sit down,
know how to set priorities and
categorize your priorities according
to the available time. One of the
biggest challenges for project
managers is to have the right kind of
project insight to manage the team’s
workload. It becomes a problem when
everything feels like important and
you have to make categories of the
tasks according to their priorities.
3. They use a to-do list To-do list: a list of all the tasks
in the right way you plan to accomplish for the day ㅡ
a simple concept to be much better
organized. Keeping a properly
structured to-do list the evening or
the night before will make it easy
for you to focus your time on
important activities. Everything that
you add to your to-do list should be
very important on what you need to
do. As you complete the tasks, tick-
off the items from your list and you
will more powerful.
4. They eliminate Sometimes the world around us makes

distractions it difficult to maintain the focus.
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Childhood Education
In this age of constant distraction,
managing your mind from wandering is
equally important when it comes to
managing your time. Apart from
scheduling your lives to every
second, the idea of keeping
distractions from coming in should
also be looked upon.
Make it a ritual to set boundaries

for the day to structure your time.
Have a plan for the day to eliminate
distractions to focus properly on the
quality of your work.
5. They work smarter, not The bitter reality is everyone has 24

harder hours in a day with each hour defined
conveniently for our job,
relationships, family, personal life
and hustle and bustle. But the
successful people are those who work
smarter in these hours that keep them
stay afloat.
Nobody can be efficient with their

time if they do not think before
taking any actions. Set a plan and
strategy for your workday on a work
tracking software, take a look at
your daily tasks, control your habits
to improve time management skills and
don’t let your day control you.
6. They create time Are you using an online time

estimates for more management tool? If you are using a
productivity dedicated time management software,
you can log your time estimates to
track how you spend your time working
on different tasks. With accurate
time estimation, you will know how
long your project will take and if it
will be delivered on time. With a
time tracking tool, you get to make
better time estimates for all tasks
to manage the time efficiently.
7. They break big projects Project managers often feel

into small tasks demoralized seeing large projects
before they even begin working on it.
They find it pretty difficult to
consume to work on large projects and
delegate it to the team. But the best
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Childhood Education
way out to conquer large projects is
to break down the large projects into
small components, to make it doable.
By this, you can possibly get
everything done on time as time
tracking online is much simpler for
smaller tasks.
8. They commit to work- How do you maintain a well-balanced

life balance life to master your life? You
definitely need to delegate your
personal and professional time. While
it is important to manage time, you
will have to restructure your life
around your strength and weakness.
Here’s what you should do:
 Balance your personal and

professional goals
 Become the master of estimating
time by making timesheet
 Set boundaries to be more
balanced
9. They beat Are you always procrastinating
procrastination yourself all the time? Addressing
time management and procrastination
is a simple act of self- care. If you
are struggling with managing time
well, a small change in avoiding
procrastination can be a lot benefit
for delivering your projects on
deadline.
Create a to-do list and track your
time spent on a free time tracker
software on each task to make it
easier for you to overcome
procrastination. This act of self-
management can lead to a more
productive life.
What is Planning?
Planning is the process of thinking about the activities

required to achieve a desired goal. It involves the creation
and maintenance of a plan, such as psychological aspects
that require conceptual skills. There are even a couple of
tests to measure someone’s capability of planning well. As
such, planning is a fundamental property of intelligent
behavior. An important further meaning, often just called
"planning" is the legal context of permitted building
developments.
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Childhood Education
Also, planning has a specific process and is necessary for
multiple occupations (particularly in fields such as
management, business, etc.). In each field there are
different types of plans that help companies achieve
efficiency and effectiveness. An important, albeit often
ignored aspect of planning, is the relationship it holds to
forecasting. Forecasting can be described as predicting what
the future will look like, whereas planning predicts what
the future should look like for multiple scenarios. Planning
combines forecasting with preparation of scenarios and how
to react to them. Planning is one of the most important
project management and time management techniques. Planning
is preparing a sequence of action steps to achieve some
specific goal. If a person does it effectively, they can
reduce much the necessary time and effort of achieving the
goal. A plan is like a map. When following a plan, a person
can see how much they have progressed towards their project
goal and how far they are from their destination.
The main advantages of planning are as follows:
1. Planning increases the efficiency of an organization.

2. It reduces the risks involved in modern business
activities.
3. It facilitates proper coordination within an
organization.
4. It aids in organizing all available resources.
5. It gives a right direction to the organization.
6. It is important to maintain good control.
7. It helps to achieve the objectives of the organization.
8. It motivates the personnel of an organization.
9. It encourages managers' creativity and innovation.
10. It also helps in decision-making.
Why Planning is Important?
Now let's understand why planning is important for

organization:
1. Increases efficiency: Planning makes optimum

utilization of all available resources. It helps to
reduce wastage of valuable resources and avoids their
duplication. It aims to give the highest returns at the
lowest possible cost. It thus increases the overall
efficiency.
2. Reduces business-related risks: There are many risks
involved in any modern business. Planning helps to
forecast these business-related risks. It also helps to
take the necessary precautions to avoid these risks and
prepare for future uncertainties in advance. Thus, it
reduces business risks.
3. Facilitates proper coordination: Often, the plans of
all departments of an organization are well coordinated
with each other. Similarly, the short-term, medium-term
and long-term plans of an organization are also
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Childhood Education
coordinated with each other. Such proper coordination
is possible only because of efficient planning.
4. Aids in Organizing: Organizing means to bring together
all available resources, i.e. 6 Ms. Organizing is not
possible without planning. It is so, since, planning
tells us the amount of resources required and when are
they needed. It means that planning aids in organizing
in an efficient way.
5. Gives right direction: Direction means to give proper
information, accurate instructions and useful guidance
to the subordinates. It is impossible without planning.
It is because planning tells us what to do, how to do
it and when to do it. Therefore, planning helps to give
a right direction.
6. Keeps good control: With control, the actual
performance of an employee is compared with the plans,
and deviations (if any) are found out and corrected. It
is impossible to achieve such a control without right
planning. Therefore, planning becomes necessary to keep
a good control.
7. Helps to achieve objectives: Every organization has
certain objectives or targets. It keeps working hard to
fulfill these goals. Planning helps an organization to
achieve these aims, but with some ease and promptness.
Planning also helps an organization to avoid doing some
random (done by chance) activities.
8. Motivates personnel: A good plan provides various
financial and non-financial incentives to both managers
and employees. These incentives motivate them to work
hard and achieve the objectives of the organization.
Thus, planning through various incentives helps to
motivate the personnel of an organization.
9. Encourages creativity and innovation: Planning helps
managers to express their creativity and innovation. It
brings satisfaction to the managers and eventually
success to the organization.
10. Helps in decision-making: A manager makes many
different plans. Then the manager selects or chooses
the best of all available strategies. Making a
selection or choosing something means to take a
decision. So, decision-making is facilitated by
planning.
Therefore, planning is necessary for effective and efficient
functioning of every organization irrespective of its size,
type and objectives.
Time is what we want most, but what we use worst. - William

Penn
The common man is not concerned about the passage of time;

the man of talent is driven by it. - Shoppenhauer
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Childhood Education
Don’t be fooled by the calendar. There are only as many days
in the year as you make use of. One man gets only a week’s
value out of a year while another man gets a full year’s
value out of a week. - Charles Richards
The key is in not spending time, but in investing it. -

Stephen R. Covey
Determine never to be idle. No person will have occasion to

complain of the want of time that never loses any. It is
wonderful how much can be done if we are always doing. -
Thomas Jefferson
“Time = life; therefore, waste your time and waste your

life, or master your time and master your life.” Schedule
how you want to spend your time for the perfect day every
day, because when it’s gone you will never get it back.
-Alan Lakein
Assessment:
Essay:
1. Explain and give 1 example of the following: (5
points each)
a. Delegating Responsibility
b. Organizing Time
c. Planning
Assignment:
Create a graphic organizer that consists of delegation,

time management and planning.
Lesson 6: MANAGER AS A COMMUNICATOR

 Verbal Communication
 Non Verbal Communication
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Childhood Education
 Overcoming the Barriers to Effective
Communication
Learning Target
At the end of the lesson, the students should be able to:
a. define manager as a communicator;
b. discuss properly manager as a communicator; and
c. demonstrate manager as a communicator:
with 80% level of mastery.
Introduction
Communication is an indispensable function in
organizational performance. Getting the message across
effectively and having it understood is a prerequisite to
progress. There is no point in moving forward if the
basic message is lost, or there are barriers in the
process. This quickly reminds us of the biblical story of
the construction of the Tower of Babel, the execution of
which was a total failure because the builders could not
communicate among themselves. Business organizations
exist for the purpose of achieving predetermined goals
and objectives.
Against this backdrop, communication and business

success are inseparable. To be able to attain
organizational objectives, the manager must be able to
transmit information, ideals, attitudes, and feelings
through the process of communication (Etuk, 1991). From
the various submissions, it could be observed that
communication involves a lot more than exchange of
information between people, it must be noted that for
communication to be meaningful and complete, the feedback
element is important. Feedback enables the sender to know
whether or not the message has been received in the
manner it was sent and correctly interpreted to suit the
aim it was intended.
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Childhood Education
Communication is derived from the Latin word “communis”,
which means “to share” (Ezezue, 2008:65). Sharing
denotatively implies “partaking” “co-operating” hence it is
a social activity, but unless a common understanding results
from the transmission of symbols (verbal or non-verbal),
there is no communication, (Donnelly, Gibson and Ivancerich,
1984:34). Communication touches every aspect of life
including the domestic, business, and social interactions.
Anugwom (2007) defines communication as the use of words,
signs and symbols to interchange ideas, emotions, facts and
information by two or more persons.
Nwokeneme (2008) also defines communication as a
process that involves the transmission of message or
information through a channel from a sender to a receiver.
From a wider perspective, communication is a process by
which information is passed between individual and
organization by means of previously agreed symbols. Inyang
and Esu, (2003) defines communication as the process of
transmitting meaning from sender to receiver. Other scholars
such as Dessler (2004:94-110), Adams (2006; 16-24) and Smith
(2008:42-51) agree that communication is an exchange and
transmission of meaning.
Types of Communication
There are two basic types of communication namely:
verbal/oral and non-verbal communication
(Ezezue, 2007:10).
 Verbal Communication
This takes place mostly in a face – to – face
situation/relationship. It can also be extended to the
use of instrument/electronic devices such as telephone
and public address system. The most important factor is
that human voice is heard.
 Non Verbal Communication
This is communication without the use of words and
letter symbols. Information and messages communicated
non-verbally are neither written nor spoken instead;
such messages are communicated through our physical
environment, body movement, drawing and pictures
including sign language. The general categories that
are especially important to communication in
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Childhood Education
international management are Kinesics and Proxemics
(Ezezue, 2008:68)
Kinesics This refers to the study of communication
through body movement and facial expression. Primary area of
concern is posture and gestures.
Examples
 Clothing expectations often accompany the notion of
professionalism
 Eye contact is an important sign of respect and
attention. Looking at someone in the eyes gently (as
opposed to staring) when they are talking generally
displays willingness to listen and interest in what
the person has to say.
 Eyebrows are expressive in conveying emotion: fully
raised eyebrows indicate disbelief; half-raised
eyebrows indicate surprise; half-lowered eyebrows
indicate puzzle or worry; fully-lowered eyebrows
indicate anger (Argyle 1983).
 Giving affirmative head nods when one is listening
tends to be a sign of empathy and understanding.
Gentle nods also confirm that one is attentive.
 When listening to someone while sitting, the most
effective position is sitting
 upright (not slumping on the chair) with a slightly
forward bend. Similarly, when listening to someone
standing up, a slight forward bend, and arms resting
on the side indicate openness and attention to what
the person is saying.
 Body movements and gestures that are commonly seen
as blocking the flow of communication include
keeping arms crossed (indicating a defensive
attitude), putting arms to hips (indicating
aggression), standing with a slight backward bend
(indicating surprise or aloofness), and putting
one’s hands on one’s chin while one’s eyes wander
around the room (which indicates boredom).
 A low, well-modulated and relaxed voice inspires
confidence. The opposite occurs if the voice is
shrill, loud, too soft or monotone.
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Childhood Education
 A technique for gaining more control over how one
appears to others is to become conscious of one’s
facial expressions (maybe by practicing different
expressions in front of a mirror).
Proxemics - this is the study of the way people use
physical space to convey message. For example in the United
States, there are four “distances” people use in
communication on a face-to-face basis. An intimate distance
is used for very confidential communications. Personal
distance is used for talking with family and close friends.
Social distance is used to handle most business
transactions. Public distance is used when calling the room
or giving a talk to group.
Managing the Problems and Barriers to Organizational

Effective Communication
Why does communication break down? On the surface, the
answer is relatively easy. Adirika, Ebue and Nnolim
(1996:91) have identified eight elements of communication as
the sender, encoding, message, media, decoding, receiver,
response and feedback. If noise exists in these elements in
anyway, clarity of meaning will be affected.
The desire of all managers is to minimize as much as
possible barriers to communication. The flow of
communication among the various levels is top to bottom
(downward communication) as well as from the bottom to top
(upward communication). At each level of management, there
is lateral or horizontal communication (Unamka and Ewurum,
1995:70). To overcome barriers to effective communication, a
number of opinions are suggested by Hambagda (2000), Hybels
and Weaver (1992). They include:
 Information overload should be discouraged. Message
should be transmitted in the quantity the recipient can
decode and interpret.
 Messages should be repeated to prevent

misunderstanding. Lawson, (2006:30) advised that
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Childhood Education
problems should always be communicated quickly; because
delays cost money.
 Appropriate channels of communication should be
selected for transmitting information. The choice of
channel is a function of the nature of the message to
be transmitted.
 Communication is considered complete when a feedback is
given to a message. This should be encouraged as a way
of confirming how successful the communication was.
The following widespread observations are taken from the

Western cultural context and relate especially to
professional interactions:
Effective communication enhances organizational
relationship and minimizes strikes and lockouts. However,
ineffective communication in an organization may result
in uncertainty, apprehension and dissatisfaction, these
results to, poor productivity. Organizational purposes
and goals are sometimes defeated when communication is
not effective. Wastes and costly mistakes have been made
due to gaps in communication. From the above scenario,
the need arises for a critical assessment of the role of
communication in strategic management of organizations.
It is therefore necessary that managers communicate
with employees effectively. The extent to which a manager
accomplishes corporate goals depends on his ability to
communicate effectively (Herich, 2008). The fact remains
that many executives still do not understand what
communication is and its role in the success of an
enterprise (Nnamseh, 2009).
Assessment
a. How communication does takes place in an organization
and management?
Assignment
a. Make an interview to the people that are professionals
already to give some suggestion for you to know the
challenges in becoming a communicator?
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Childhood Education
Lesson 7: Ethical Practices
 Ethical Responsibilities to
Children
Colleagues
Community and Society
Learning Target
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Childhood Education
At the end of the lesson, the students should be
able to:
a. discuss the ethical responsibilities to children,
colleagues, community and society;
b. give their own views about the ethical responsibilities
to children, colleagues, community and society; and
c. enumerate at least 3 ethical responsibilities to
children, colleagues, community and society.
Introduction
Social responsibility is an ethical theory, in which

individuals are accountable for fulfilling their civic duty;
the actions of an individual must benefit the whole of
society. In this way, there must be a balance between
economic growth and the welfare of society and the
environment. If this equilibrium is maintained, then social
responsibility is accomplished.
The theory of social responsibility is built on a

system of ethics, in which decisions and actions must be
ethically validated before proceeding. If the action or
decision causes harm to society or the environment then it
would be considered to be socially irresponsible.
Moral values that are inherent in society create a

distinction between right and wrong. In this way, social
fairness is believed (by most) to be in the “right”, but
more frequently than not this “fairness” is absent. Every
individual has a responsibility to act in manner that is
beneficial to society and not solely to the individual.
Ethical Responsibilities to Children
1. Regard the lifelong learning of students as the main

goal of teaching
 Provide students with opportunities to learn equally
 Recognize each student’s unique potential and
educational needs
 Assess students constructively
 Entrust professional responsibilities only to those
professionally qualified or endorsed
 Encourage students to strive for high standards and to
value learning
2. Base teaching on best theoretical and practical

knowledge and knowledge of each student’s development
 Participate in professional development
 Teach according to each student’s educational ability
and potential
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Childhood Education
 Accept personal responsibility for providing quality
teaching
 Seek available support and resources to improve
teaching practice
3. Recognize, respect and promote the understanding of

diversity
 Encourage students to respect all persons
 Encourage students to understand the diversity in human
values, beliefs, practices and actions
 Accept the expression of different opinions and
perspectives and help students to assess the worth of
these
 Provide students with access to different opinions and
views
 Consider fairly all viewpoints in debates of
contentious issues
 Ensure that any discriminatory treatment of specific
students is justifiable
4. Provide an environment which promotes the physical,

emotional, social and intellectual well-being of all
students
 Protect and support the physical development and well-
being of all students
 Provide a safe and supportive physical environment
 Recognize and develop each students’ strengths,
competencies and talents to the highest possible level
 Protect students from intimidation, embarrassment,
degradation or harm
 Enhance student autonomy and sense of self-worth
 Encourage students to develop and evaluate their own
values
 Support the relationship between student and family
 Provide an environment in which students can express
and understand a range of emotions
5. Create and maintain appropriate professional

relationships with students
 Develop and maintain a professional relationship with
students which serves their best interest
 Show consistent justice and consideration in relation
to students
 Be honest and open in communications
 Ensure students understand the rules, regulations, and
procedures that affect them in their interactions with
their peers and with the teaching profession
 Always consider the student’s best interest over
personal interest or benefit
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Childhood Education
 Foster within students a respect for the profession and
colleagues
6. Protect students’ rights to privacy and confidentiality

 Respect the student’s privacy
 Maintain the confidentiality of information unless
disclosure serves a compelling professional purpose or
is required by law, or unless the personal safety of
the student is at risk
 Handle the information with honesty and integrity
7. Value and respect each child or young person as an

individual in his/her own right, in his/her role as a
member of his/her family, and in his/her role as a member
of the community s/he lives in;
8. Respect the relationship of the child or young person

to his/her parents, his/her siblings, other members of
his/her family and other significant persons, taking
account of his/her natural ties and interdependent rights
and responsibilities;
9. Facilitate the optimal growth and development of each

individual child or young person to achieve his or her
potential in all aspects of functioning;
10. Help each child or young person for whom he or she

bears responsibility by preventing problems where
possible, by offering protection where necessary, and by
providing care and rehabilitation to counteract or
resolve the problems faced;
11. Use information appropriately, respecting the

privacy of children and young people, maintaining
confidentiality where necessary, respecting the right of
children and young people to be informed of matters
concerning themselves, and avoiding the misuse of
personal information;
12. Oppose at all times any form of discrimination,

oppression or exploitation of children and young people,
and preserve their rights;
13. Maintain personal and professional integrity, develop

skills and knowledge in order to work with competence,
work co-operatively with colleagues, monitor the quality
of services, and contribute to the development of the
service and of policy and thinking in the field of
childcare.
Ethical Responsibilities to Colleagues
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Childhood Education
1. Build and atmosphere of trust, mutual respect and
openness
 Recognize and respect the individual potential and
talents of colleagues irrespective of race, gender,
age, religion, etc.
 Encourage openness and tolerance among colleagues
 Use constructive methods of resolving any conflict
which may arise
 Observe the principles of justice in dealing with any
complaints against colleagues
 Protect the professional reputation and career
prospects of colleagues from malicious damage
2. Act within the educational and wider community in a way

which enhances the status of the profession
 Foster unity, harmony and cooperation in working
relationships
 Respect the ethical professional practice of colleagues
in other settings
 Foster wider community understanding of the profession
 Support educational ideals and achievements, in order
both to engender public respect and understanding and
attract high quality recruits
3. Commit myself to ongoing professional learning and

continually improve my teaching and learning strategies
 Participate in professional development
 Support and cooperate in research to strengthen and
expand the knowledge base of teaching
 Network professionally with colleagues
4. Assist. Support and encourage newcomers to the

profession
 Be committed to the preparation of the next generation
of teachers
 Be willing to work with pre-service teachers in order
to help them learn to become teachers
 Be prepared to develop supervisory or mentoring skills
in order to assist pre-service teachers and beginning
teachers
 Be responsive to initiating beginning teachers into the
profession
 Support beginning teachers in their professional
development
 Encourage a professional culture of service through
personal example
 Share expertise and knowledge with other members of the
profession
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Childhood Education
Ethical Responsibilities to Community and Society
1. We shall communicate openly and truthfully about the

nature and extent of services that we provide
2. We shall carefully check references and shall not hire
or recommend anyone who is not suited for the position
3. We shall apply for, accept and work in positions we’re
suited and qualified for. We shall not offer services
we do not know or can’t do.
4. We shall objective and accurate in reporting the
knowledge upon which we base our program practice.
5. We shall be knowledgeable about the appropriate use of
assessment strategies and instruments interpret results
accurately
6. When we become aware of a practice or situation that
endangers the health, safety, or well-being of
children.
7. We shall be familiar with laws and regulations that
serve to protect the children in our program
8. We shall not participate in practices that are in
violation of laws and regulations that protect the
children in our program.
9. When we have evidence that an early childhood program
is violating laws or regulations protecting children,
we shall report the violation to appropriate
authorities who can be expected to remedy the
situation.
10. When policies are enacted for purposes that do not
benefit children, we have a collective responsibility
to work to change these practices.
Conclusion
As a professional educator, you have an obligation to

protect students from conditions that are harmful or unsafe
and are prohibited from knowingly and intentionally
withholding evidence about violations of an educator's legal
obligations. In addition, you have an obligation to the
profession to uphold its values. The Professional Standards
and Practices Commission (PSPC) believes that individual
educators have a responsibility to intervene when they
suspect misconduct. Such intervention may involve
confronting your colleague, reporting to a supervisor or the
filing of a complaint with the state.
An Educator Misconduct Complaint may be filed by any

interested party within one year from the date of alleged
misconduct or the date of the discovery of alleged
misconduct. If the alleged misconduct is of a continuing
nature, the complaint must be filed within one year of the
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Childhood Education
last date on which the conduct occurred. Complaints
involving sexual abuse or exploitation of a child or a
student may be filed up until five years after the child or
student reaches 18 years of age.
Assessment
I. Enumeration 10
pts.
Direction: Enumerate the following ethical

responsibilities.
A. Children; 4 pts.
B. Colleagues; and 3
pts.
C. Community and Society. 3
pts.
Assignment
Short Essay: Discuss the adage briefly.
“You cannot escape the responsibility of tomorrow by

evading it today.”
Anonymous
LESSON 8: PROFESSIONAL DEVELOPMENT
LEARNING TARGETS

to:
a. identify the different stages if professional
development,
b. share their thoughts and ideas about the stages of

professional development, and
c. arrange the stages of proffesional development.
Introduction
When you decided to become an educator, you entered a

very special universe—one where your unique insights,
energy, skills, and knowledge can be used to change the
world. Change the world? Yes, that is what educators do.
Just think of what a career in education means to you and to
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Childhood Education
the millions of classroom teachers who are your colleagues
across the globe.
Our jobs are about far more important ideas than just
the content we teach. Countless studies indicate that
teachers are the most significant factor in any student’s
schooling. Although you may be tempted to think peer
pressure or a student’s home environment have more influence
than you do, keep in mind that it is teachers who inspire
students to become lifelong learners and to believe in their
ability to achieve their dreams.
It is a classroom teacher who teaches a child to read,
to do math, to cooperate with others, to write sentences, to
think analytically, to do neat work, and to solve problems.
It is a classroom teacher who protects a child from bullies
and who is the first line of defense in the battle against
racism, ignorance, and poverty. It is a classroom teacher
who helps young people learn how to navigate life. To be
kind. To be successful. To accomplish dreams. To be good
citizens of the world.
The Developmental Stages of Teachers

The concept of development and associated developmental
stages has a long history in the field of child development
and early childhood education. However, several postmodern
scholars have argued that the concept of development is of
doubtful validity (Burman, 1994; Grieshaber & Cannella,
2001). As it is used here, the term developmentis used to
indicate that both thought and behavior are learned in some
kind of sequence and become increasingly adaptive to the
tasks at hand and to the environment. In other words, no one
can begin a professional role-such as a teacher or
physician-as a veteran; in most cases, competence improves
with experience and the knowledge and practice that come
with it. It is unlikely that any experienced teacher
believes and feels that he or she was more competent during
the first month or year of teaching than during the fifth
month or year, all other things being equal. Therefore, it
seems to me meaningful as well as useful to think of
teachers as having developmental sequences or stages in
their professional growth patterns (Katz & Weir, 1969). The
purpose of the present discussion is to suggest the tasks
and training needs associated with each developmental stage
and to consider the implications for the timing and location
of training efforts that might be most responsive to the
nature of the stages (Katz, 1969).
Preservice
The preservice stage is the period of preparation for a
specific professional role. Typically, this would be the
period of initial preparation in a college or university. It
might also include retraining for a new role or assignment,
either by attending a higher education institution or as
part of staff development within the work setting.
Stage I: Survival (Induction)
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Childhood Education
The induction stage or survival stage is generally
defined as the first few years of employment, when the
teacher is socialized into the system. It is a period when a
new teacher strives for acceptance by students, peers, and
supervisors and attempts to achieve a comfort and security
level in dealing with everyday problems and issues. Teachers
may also experience induction when shifting to another grade
level, another building, or when changing districts
completely.
How to Handle Your New Responsibilities

If you are like most new teachers, you may already be
concerned about how well you will handle the
responsibilities that accompany managing a classroom filled
with a diverse population of students—each one with
individual needs and abilities. Just how do successful
teachers keep those responsibilities from morphing into
demoralizing anxiety?
Good teachers take it one day at a time. They work to
maintain a balance between their personal and professional
lives by paying careful attention to their own well-being.
Good teachers manage their professional challenges by
realizing that they are not alone in their struggles and
that it’s okay to not always know the best solution to a
problem. They reach out to a colleague next door or down the
hall or in an online professional community to seek help.
And even when they are dealing with the pressing details of
each school day, good teachers stay focused on the big
picture—the success of their students.
All teachers experience professional challenges. First-
year teachers, experienced teachers, and teachers at every
grade level cope with complex problems, no matter how ideal
their school situation. Anytime you feel overwhelmed,
remember that all teachers have had to deal with what you
are going through. In fact, here are some of the most common
challenges that all teachers experience:
 Finding a work-life balance
 Stacks of tedious paperwork
 Difficulty in connecting with parents and guardians
 Integrating technology appropriately
 A culture or generation gap with students
 Not enough equipment, materials, or time
 Short student attention spans
 Students with overwhelming family problems
 Uncertainty about the right course of action to take
If some of these problems seem all too familiar, remember
that the hallmark of a great teacher is not the absence of
problems but the ability to generate and implement
innovative and effective solutions to an array of classroom
challenges. With a positive attitude, a professional
approach, a bit of creativity, and plenty of practice, you
will soon be able to manage your new professional
responsibilities.
Develop the Mindset of a Professional Educator

Although many educators use the term professionalism
when referring to excellent teaching practices, it’s not
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always a term with a straightforward definition. Instead, we
tend to recognize it when we see it in action, but we may
not be able to articulate exactly what it means. For many
educators, though, professionalism means being the very best
teacher that you can be every day. When you choose to
develop the mindset of a professional educator, you send the
message that you are in control of your classroom, your
professional responsibilities, and yourself. It is not
always easy to be an educator, especially when you are just
starting out, but resolving to act in a professional manner
is a sound decision with far-reaching effects. You will earn
the respect of your students, their families, and your
colleagues. You will be able to enjoy your school days
instead of struggling with the unpleasant consequences
brought about by poor decisions.
Developmental Tasks
During this stage, which may last throughout the first
full year of teaching, the teacher's main concern is whether
or not she can survive the daily challenges of carrying
responsibility for a whole group of young children and their
growth, development, and learning. This preoccupation with
survival may be expressed to the self in terms such as "Can
I get through the day in one piece? Without losing a child?
Can I make it until the end of the week-to the next
vacation? Can I really do this kind of work day after day
after day? Will I be accepted by my colleagues?" Such
questions are well expressed in Ryan's (1970) enlightening
collection of accounts of first-year teaching experiences.
The first full impact of responsibility for a group of

immature but vigorous young children (to say nothing of
encounters with their parents) inevitably provokes some
teacher anxieties. The discrepancies between anticipated
successes and classroom realities may very well intensify
feelings of inadequacy and unpreparedness
Training Needs
During this survival period, the teacher is most likely to
need support, understanding, encouragement, reassurance,
comfort, and guidance. She needs direct help with specific
skills and insight into the complex causes of behavior-all
of which must be provided at the classroom site. On-site
trainers may be principals, senior staff members, advisors,
consultants, directors, or other specialized and experienced
program assistants. Training must be constantly and readily
available from someone who knows both the trainee and her
teaching context well. The trainer/mentor should have enough
time and flexibility to be on call as needed by the trainee.
Schedules of periodic visits that have been arranged in
advance cannot be counted on to coincide with trainees'
crises, although visits may frequently be helpful. Cook and
Mack (1971) describe the British pattern of on-site training
given to teachers by their headmasters (principals).
Armington (1969) also describes how advisors can meet these
teacher needs on site at times of stress or during moments
of crisis.
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Stage II: Consolidation (Competence Building)
During this stage, the teacher is striving to improve

teaching skills and abilities. The teacher seeks out new
materials, methods, and strategies. Teachers at this stage
are receptive to new ideas, attend workshops and conferences
willingly, and enroll in graduate programs through their own
initiative. Their job is seen as challenging and they are
eager to improve their repertoire of skills.
What’s Expected of Twenty-First-Century Teachers

As a twenty-first-century teacher, you will be expected
not only to maintain a well-managed classroom but also to
establish a classroom culture of high performance for your
students. All teachers, no matter what subject matter they
teach or the age and ability levels of their students, are
expected to create this culture in their classes. Although
this can seem difficult at first, this expectation can make
your life as a teacher much more rewarding as you watch your
students master the material they are expected to learn. How
will you know when you have created the productive culture
of high performance that you want for your students?
 The classroom is student centered, with students taking
ownership of their learning and responsibility for
their success.
 Students are fully engaged in meaningful, respectful,
and appropriate learning tasks.
 The overall focus of the work is goal oriented and
purposeful.
 The teacher has classroom management structures in
place so that students are confident about expectations
for mastery of material, social interactions, and self-
regulated behaviors.
 The teacher uses current research findings and best
practices to inform instructional decisions.
 The teacher makes instructional decisions based on a
thoughtful analysis of available data.
 Students move forward in their learning, mastering the
assigned material and then moving on to the next topic
under study. Students learn what they are supposed to
learn.
Creating a culture of high performance is not a task that

can be done in a day or two but rather requires consistent
and sustained effort. It begins with the expectations that
you have for your students. Set high goals and expectations;
make sure that these expectations and goals are ones that
students perceive as achievable. Knowledgeable teachers have
found that it is impossible to create a culture of high
performance without encouraging collaboration. Students who
work together learn to support one another. Successful
teachers also focus on helping students understand the
importance of practice and effort in achieving success.
Finally, in classrooms where there is a culture of high
performance, the students and their teachers take the time
to acknowledge their triumphs and to celebrate their
successes. The culture of this type of classroom is
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overwhelmingly positive and conducive to creating more
success. Even though the expectation that you will create a
culture of high performance in your classroom is daunting at
first, it is a worthy goal with far-reaching rewards. Start
small. Plan carefully and with the needs of your students in
mind. Others have achieved this. You can as well.
Here are 15 of the many 21st-century professional

development skills, or as we like to call it, “Modern
skills” that today’s teachers should possess.
1. Adaptability
In this modern, digital age, teachers need to be flexible
and be able to adapt to whatever is thrown their way. New
technologies are developed every day that can change the way
students learn, and the way teachers teach. Likewise,
administrators are changing and updating expectations and
learning standards. Being able to adapt is a skill that
every modern teacher must have. If it’s being able to adapt
to the way students learn, the behavior their classroom
exhibits, or their lesson plans, it is a definitely a trait
that is a must-have.
2. Confidence
Every teacher needs to have confidence, not only in
themselves but in their students and their colleagues. A
confident person inspires others to be confident, and a
teacher’s confidence can help influence others to be a
better person.
3. Communication
Being able to communicate with not only your students but
with parents and staff is an essential skill. Think about
it: Almost all of a teacher’s day is spent communicating
with students and colleagues so it is crucial to be able to
talk clear and concise in order to get your point across.
4. Team Player
Part of being a teacher is being able to work together as
part of a team or a group. When you work together as a team,
it provides students with a better chance to learn and have
fun. Networking with other teachers (even virtually) and
solving problems together will only lead to success. Doing
so fosters a sense of community not only in your own
classroom, but school-wide as well.
5. Continuous Learner
Teaching is a lifelong learning process. There is always
something to learn when you are teacher. The world is always
changing, along with the curriculum and educational
technology, so it’s up to you, the teacher, to keep up with
it. A teacher who is always willing to go that extra mile to
learn will always be an effective, successful teacher.
6. Imaginative
The most effective tool a teacher can use is their
imagination. Teachers need to be creative and think of
unique ways to keep their students engaged in learning,
especially now that many states have implemented the Common
Core Learning Standards into their curriculum. Many teachers
are saying that these standards are taking all of the
creativity and fun out of learning, so teachers are finding
imaginative ways to make learning fun again.
7. Leadership
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An effective teacher is a mentor and knows how to guide her
students in the right direction. She leads by example and is
a good role model. She encourages students and leads them to
a place of success.
8. Organization
Modern teachers have the ability to organize and prepare for
the unknown. They are always ready for anything that is
thrown their way. Need to go home sick? No problem, they
have a substitute folder all ready to go. Studies show that
organized teachers lead more effective learning
environments. So it is even more imperative to be organized
if you want higher-achieving students.
9. Innovative
A modern teacher is willing to try new things, from new
educational apps to teaching skills and electronic devices.
Being innovative means not only trying new things, but
questioning your students, making real-world connections and
cultivating a creative mindset. It’s getting your students
to take risks and having students learn to collaborate.
10. Commitment
While being committed to your job is a traditional teaching
skill, it is also a modern one. A modern teacher needs to
always be engaged in their profession. The students need to
see that their teacher is present and dedicated to being
there for them.
11. Ability to Manage Online Reputation
This 21st-century, modern teaching skill is definitely a new
one. In this digital age most, if not all, teachers are
online, which means they have an "Online reputation." Modern
teachers need to know how to manage their online reputation
and which social networks are OK for them to be on. LinkedIn
is a professional social network to connect with colleagues,
but Snapchat or any other social networking site where
students visit, is probably not a good idea.
12. Ability to Engage
Modern teachers know how to find engaging resources. In this
digital age, it is essential to find materials and resources
for students that will keep them interested. This means
keeping up to date on new learning technologies and apps,
and browsing the web and connecting to fellow teachers.
Anyway that you can engage students and keep things
interesting is a must.
13. Understanding of Technology
Technology is growing at a rapid pace. In the past five
years alone, we have seen huge advancements and we will
continue to see it grow. While it may be hard to keep up
with it, it is something that all modern teachers need to
do. Not only do you just need to understand the latest in
technology, but you must also know which digital tools is
right for your students. It’s a process that may take time
but will be greatly influential in the success of your
students.
14. Know When to Unplug
Modern teachers know when it's time to unplug from social
media and just relax. They also understand that the teacher
burnout rate is high, so it's even more critical for them to
take the time to slow down and take a moment for themselves.
They also know when it’s time to tell their students to
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unplug and slow down. They give their students time each day
for a brain break and let them kick their heels up and
unwind.
15. Ability to Empower
Teachers inspire, that’s just one of the qualities that come
along with the title. Modern educators have the ability to
empower students to think critically, be innovative,
creative, adaptable, passionate, and flexible. They empower
them to be able to solve problems, self-direct, self-
reflect, and lead. They give them the tools both digital and
knowledgeable to succeed, not only in school but in life.
Developmental Tasks
By the end of the first year-give or take a month or
two-the teacher has usually come to see herself as capable
of surviving immediate daily crises. She is now likely to be
ready to consolidate the overall gains made during the first
stage and to differentiate specific tasks and skills to be
mastered next. During Stage II, teachers usually begin to
focus on individual children and problem situations. This
focus may take the form of looking for answers to such
questions as "How can I help a clinging child? How can I
help a particular child who does not seem to be learning?
Are there some more effective ways to handle transition
times?" These questions are now differentiated from the
general survival issues of keeping the whole class running
smoothly.
During Stage I, the neophyte acquires a baseline of
information about what young children of a given age are
like and what to expect of them. By Stage II, the teacher is
beginning to identify individual children whose behavior
departs from the pattern of most of the children she knows.
Thus, she identifies the more unusual or exceptional
patterns of behavior that have to be addressed to ensure the
steady progress of the whole class.
Training Needs
During this stage, on-site training continues to be
valuable. A trainer can help the teacher by engaging in
joint exploration of an individual problem case. Take, for
example, the case of a young preschool teacher eager to get
help who expressed her problem in the question "How should I
deal with a clinging child?" An on-site trainer can, of
course, observe the teacher and child in situ and arrive at
suggestions and tentative solutions fairly quickly. However,
without firsthand knowledge of the child and the context, an
extended give-and-take conversation between teacher and
trainer or mentor may be the best way to help the teacher
interpret her experience and move toward a solution of the
problems in question. The trainer might ask the teacher such
questions as "What strategies have you tried so far? Can you
give an example of some experiences with this particular
child during this week? When you did such and such, how did
the child respond?"
In addition, during this stage, the need for
information about specific children or problems that young
children present suggests that learning to use a wider range
of resources would be timely. Psychologists, social and
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health workers, and other specialists can strengthen the
teacher's skills and knowledge at this time. Exchanges of
information and ideas with more experienced colleagues may
help a teacher master the developmental tasks of this stage.
Opportunities to share feelings with other teachers in the
same stage of development may help to reduce some of the
teacher's sense of personal inadequacy and frustration.
Stage III: Renewal (Enthusiastic Growing)
At this stage teachers have reached a high level of

competence in their job but continue to progress as
professionals. Teachers in this stage love their jobs, look
forward to going to schools and to the interaction with
their students, and are constantly seeking new ways to
enrich their teaching. Key ingredients here are enthusiasm
and high levels of job satisfaction. These teachers are
often supportive and helpful in identifying appropriate in-
service education activities for their schools.
Professional Growth: Develop Your Skills and Add to Your

Knowledge
As a classroom teacher, you will become a lifelong
learner just by the very nature of the profession. It is
simply impossible to be a good teacher and to not want to
know more about the content you are teaching or about the
best methods to instruct your students. One of the most
intriguing recent educational movements is the proactive
role that teachers now take in determining the kinds of
professional development activities that work best for them.
No longer do teachers rely only on their districts’
professional development programs; instead, proactive
educators determine for themselves the professional
development activities that serve them best. Becoming a
teacher who is actively involved in a program of self-
directed sustained professional development is one of the
wisest decisions you can make as a novice educator.
Fortunately, there are many different professional
development opportunities available for interested teachers.
As you begin to take ownership of this important aspect of
your new career, you may want to consider some of the
options on the following pages. Learning to use the
resources that are available to you is a productive step in
your quest to develop into the kind of teacher you dreamed
of becoming when you first considered a career in education.
Use Action Research to Inform Classroom Decisions

The term action research has been part of the glossary
of education terms for many years; it is a very personal and
very effective way to learn how to solve common classroom or
school-based problems. Action research is simply the
research that educators do as they go about testing new
strategies and ideas, analyzing the resulting data, and then
deciding how to implement their findings. It differs from
scholarly or theoretical research in that it is solution-
oriented and controlled by the members of a school community
themselves.
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In fact, at any given time in a school, there may be
many different types of action research projects under way:
individual teachers may be investigating ideas for their
classroom, collaborative groups of teachers may be testing
ideas that affect their grade levels or departments, and the
entire school community may be involved in a large-scale
exploration of a topic of interest to all. To begin the
procedures in the action research process in your own
classroom practice, follow these proven techniques for
successful action research:
Step One: Determine an issue or problem that you want to
investigate. It can be as simple as asking why your students
don’t always complete their homework assignments or as
elaborate as helping your students learn to use effective
reading practices.
Step Two: Formulate a potential solution and apply it to the
problem. The solution that you apply should be something
that you believe has the potential to resolve the issue or
problem. Once you have determined a possible solution,
systematically put it into practice.
Step Three: Collect data. Depending on the problem or issue
that you are investigating, the data can be examples of
student work, standardized test scores, formative assessment
results, or products of any other method that allow you to
test the effectiveness of your possible solution.
Step Four: Analyze the data you have collected. Your
analysis will indicate if you should continue the
implementation of your possible solution or if you should
formulate another one based on what you have learned from
your original data collection and analysis.
Action research will enable you to be methodical in the
way you assess the effectiveness of new ideas; assume
responsibility for your classroom decisions; contribute in a
meaningful way to the culture of your school; and increase
your own knowledge, skills, and confidence as an educator.
Attend Conferences
As a first-year teacher, you may not believe that
attending a professional conference is a good use of your
time when you have so much work to do that you struggle not
to be overwhelmed. However, if your school district offers
you an opportunity to attend a conference, accept it. You’ll
benefit from the opportunity to learn new strategies and
network with other professionals.
Participate in an Edcamp
An important part of the proactive professional
development movement, edcamps (often referred to as
unconferences) are participant-driven gatherings where K–12
educators can collaborate informally to share ideas and
concerns with other like-minded educators in an inclusive
and friendly environment. You can learn more about edcamps
that would benefi t you most from the Edcamp Foundation
(www.edcamp.org). Join Professional Organizations One of the
best ways to acclimate yourself to your new profession is to
join an organization for education professionals. Joining a
professional association is an excellent way to stay abreast
of the latest developments and trends in education. Through
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collaboration and networking, you learn from other teachers
with shared interests and concerns.
Read Professional Journals

Just as attending conferences can help you develop
professional expertise, so can reading
professional journals. Through such reading, you can learn a
great deal about the interests you share with others in your
field. Subscribing to one of these journals will enrich your
teaching experience in many ways:
 Educational Leadership (www.ascd.org). This journal is
the voice of the Association for Supervision and
Curriculum Development and a useful resource for
teachers at all grade levels. Here you can find
professional resources for your classroom as well as
for schoolwide issues.
 Education Week (www.edweek.com). This journal is a
weekly periodical devoted to up-to-the minute news and
commentary about education-related topics.
 Instructor (www.scholastic.com). This widely read
magazine devoted to K–8 educational concerns offers
practical support through a variety of timely articles.
 Kappan (www.pdkintl.org). This professional journal
produced by the international organization for
teachers, Phi Delta Kappa, addresses issues of policy
and serves as a forum for debates on controversial
subjects.
 Learning (www.learningmagazine.com). This is another
supportive resource for teachers of younger students,
offering practical advice on a wide range of topics.
Investigate the National Board for Professional Teaching

Standards
As a first-year teacher, you may not be eligible to
work toward national certification, but it is a positive
choice for teachers to make as early in their careers as
they can. As you work to improve your overall teaching
skills, you will also learn how to effectively teach the
material in your state and district standards. You can learn
more at the website of the National Board for Professional
Teaching Standards and in the National Competency-Based
Teacher Standards.
Explore Educational Websites

From elaborate and carefully curated sites to more
humble offerings, online resources are a valuable resource
for twenty-first-century educators. Once you have spent some
time exploring some of the more well-known websites,
additional research can help you find online resources
tailored to your needs.
Establish Your Own Plan

Many teachers use social media to create a PLN, or
personal learning network. A PLN is simply a way for
individuals to use social media to connect with other
educators to collaborate, share ideas, and explore common
professional interests. Many educators who want to establish
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a PLN start by following bloggers who post about topics they
want to explore further and investigating social media sites
such as Twitter, Facebook, Instagram, and Pinterest.
Developmental Tasks
Often during the third or fourth year of teaching, the
teacher begins to tire of doing the same things, offering
the same activities, and celebrating the same sequence of
holidays. She may begin to ask more questions about new
developments in the field: "What are some new approaches to
helping children's language development? Who is doing what?
Where? What are some of the new materials, techniques,
approaches, and ideas being developed these days?" It may be
that what the teacher has been doing for each annual cohort
of children has been quite adequate for them, but that she
herself finds the recurrent Valentine cards, Easter bunnies,
and pumpkin cut-outs insufficiently interesting! If it is
true that a teacher's own interest and commitment to the
projects and activities she provides for children contribute
to their educational value, then her need for renewal and
refreshment should be taken seriously.
Training Needs
During this stage, teachers are likely to find it especially
rewarding to meet colleagues from different programs on both
formal and informal occasions. Teachers in this
developmental stage are particularly receptive to
experiences in local, regional, and national conferences and
workshops, and they profit from membership in professional
associations and participation in their meetings. Teachers
are now widening the scope of their reading, scanning
numerous magazines and journals, viewing films and
videotapes, and using the Internet as a source of fresh
ideas. Perhaps during this period, they may be ready to take
a close look at their own classroom teaching through
videotaping themselves at work and reviewing the tapes alone
or with colleagues. This is also a time when teachers
welcome opportunities to visit other classes, programs, and
demonstration projects. Concerns about how best to assess
young children's learning, and how to report and document
it, are also likely to blossom during this period.
Perhaps it is at this stage that teacher centers had the
greatest potential value (Silberman, 1971; Bailey, 1971).
Teacher centers were once places where teachers gathered
together to help each other learn or re-learn skills,
techniques, and methods; to exchange ideas; and to organize
special workshops. From time to time, specialists in
curriculum, child growth, or any other area of concern
identified by the teachers were invited to the center to
meet with them and focus on their concerns.
Stage IV: Maturity (Reflective and Inspiring)
This period is characterized by frustration and

disillusionment with teaching. Job satisfaction is waning
and teachers begin to question why they are doing this work.
Take Learning Walks and Make Snapshot Observations
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Although it is not always easy to find the time to
observe other teachers as they deliver instruction, the
benefits of this practice far outweigh the hassles involved
in arranging such classroom visits. A learning walk usually
takes place when you and a colleague visit another teacher’s
classroom to observe a few minutes of class and then share
your observations. A snapshot observation usually involves
the same procedure but without a partner. Both techniques
are excellent ways to learn new strategies and techniques
from colleagues.
When you arrange either a learning walk or a snapshot
observation, first ask permission of the colleague you want
to observe to arrange a day and time and to discuss where
you should sit. Usually a brief ten-minute visit is
sufficient to gather information about a specific aspect of
the class that you are interested in. While you are in the
room, be respectful of that teacher’s work by sitting in an
unobtrusive spot and taking notes without interacting with
students. Enter and leave the classroom as quietly as
possible.
Both learning walks and snapshots are especially good
ways to learn more about how your colleagues manage the
opening and ending of class, transitions, direct
instruction, classroom routines, group work, and
assessments. You can also learn how to improve your own
classroom leadership by observing how other teachers
interact with their students.
Set and Achieve Professional Goals

Setting professional goals not only will give you
direction and purpose as you begin to focus on the larger
issues involved in developing into an effective educator but
also will provide valuable baseline data so that you can
chart a clear path for career success year after year. Goals
tend to energize and motivate those who set them because
they allow us to focus on what’s important and thus to
prioritize our efforts.
Experienced teachers also know that it’s important to
set SMART goals (goals that are specifi c, measurable,
attainable, relevant, and timely) because they are easier to
achieve than vague ones. Many teachers find that writing
down their professional goals makes it easier to assess
their achievements throughout the school year and to track
the professional skills they know they want to improve.
Other Strategies for a Successful First Year

In addition to the responsibility of taking ownership
of your professional growth, there are several other
strategies that can help you become a successful teacher in
your first year: developing a reflective practice, learning
from role models and mentors, seeking feedback on your
performance, using the evaluation process to improve your
performance, creating a professional portfolio, and
maintaining work-life balance.
Develop a Reflective Practice

It does not take long to realize that no one is a
natural teacher. As educators, we cannot just rush through
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the hurly-burly of a school day, paying cursory attention to
what we are expected to accomplish and then hope to be
successful. Reflecting on our teaching should be part of
every aspect of our professional lives. Such reflection
needs to be systematic, methodical, and purposeful.
There are different ways to reflect on your teaching
practice. Reflection can be as simple
as a sticky note on a lesson plan or an audio recording
stored digitally on your phone. Examining the information
that you gather in these ways will allow you to discern
trends and patterns in your teaching as you seek to improve
your skills.
One very common and useful method of maintaining a
reflective teaching practice can also involve recording
ideas and observations in a journal on a regular basis.
Whether you choose to maintain a journal online, in a
computer desktop folder, on paper, or even in an audio
format, it is important to be diligent about recording
regularly. The questions that follow can help you use the
time you dedicate to reflecting on your teaching practice as
efficiently as possible:
 Are my goals for lessons reasonable and appropriate?
 Are my students challenged to do their best?
 Do students learn what they are supposed to master? How
can I ensure that they always do this?
 At what points in a lesson did I have to change
strategies or activities? Why? How productive was this
flexibility on my part?
 How can I offer remediation or enrichment activities to
the students who need them?
 What data do I need to collect before moving on to the
next unit of study? How can I gather this information?
 What can I do to improve my skills when it comes to
collaborating with colleagues?
 What worked in today’s lesson? What did not work?
 How do I want my students to interact with one another
as part of a whole group?
 What can I do to help my students collaborate with one
another in small groups?
 How can I integrate technology into my lessons?
 What problems did I have to manage today? How well did
I manage those problems?
 How well do I listen to my students? What can I do to
make sure that I model good listening skills?
 Which students were off task? What caused them to be
off task?
 When were my students on task? What can I do to make
sure that continues?
 How did I show that I was enthusiastic about the
subject matter?
 How effective were the motivational techniques I used?
How can I modify them for future lessons?
 How can I foster an atmosphere of mutual respect and
courtesy among my students?
 How well do I manage my classroom? What can I improve?
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 How much progress am I making in improving my teaching
knowledge or skills? What can I do to improve?
 How can I use my strengths as a teacher to full
advantage in my classroom?
 What are my strengths as a classroom leader?
Developmental Tasks
Maturity may be reached by some teachers within three
years, by others in five or more. The teacher at this stage
is likely to have come to terms with herself as a teacher
and to have reached a comfortable level of confidence in her
own competence. She now has enough perspective to begin to
ask deeper and more abstract questions, such as "What are my
historical and philosophical roots? What is the nature of
growth and learning? How are educational decisions made? Can
schools change societies? Is early childhood teaching really
a profession?" Perhaps she has asked these questions before.
But with experience, the questions represent a more
meaningful search for insight, perspective, and realism.
Training Needs
Throughout maturity, teachers benefit from opportunities to
participate in conferences and seminars and perhaps to work
toward an advanced degree. Mature teachers welcome the
chance to read widely and to interact with educators working
on many problem areas on many different levels. Training
sessions and conference events that Stage-II teachers enjoy
may be very tiresome to the Stage-IV teacher. Similarly,
introspective, in-depth discussions enjoyed by Stage-IV
teachers may lead to restlessness and irritability among the
beginning teachers in Stage I.
Stage V: Career Wind-Down

This is the stage when a teacher is preparing to leave
the profession. For some, it may be a pleasant period in
which they reflect on the many positive experiences they
have had and look forward to a career change or retirement.
For others, it may be a bitter period, one in which a
teacher resents the forced job termination or, perhaps,
can’t wait to get out of an unrewarding job. A person may
spend several years in this stage, or it may occur only
during a matter of weeks or months.
The classic and comprehensive work by SIKES, MEASOR,

and WOODS (1985), which was based on case studies, described
five career stages that are age-based and are affected by
the teachers' stages of life both in and out of school
defined this stage as:
“Ages 50/55. The teachers are described as feeling
comfortable but experiencing a decrease in energy and
enthusiasm. They are interested in retirement, and teaching
is no longer enjoyable for them. What is important for them
is their pupils' learning. They permit themselves more
leeway in their work. They like their work with young people
and feel vital because of it. They prefer a holistic
educational outlook to a disciplinary specialization.”
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Childhood Education
HUBERMAN (1989) has also his own definition of this
stage in three of his seven career stages:
Serenity or bitterness. After about 20 years in their

profession, many teachers experience a loss of energy and
enthusiasm but also a sense of confidence and self-
acceptance. They disinvest in relational closeness with
their pupils. Others feel bitter towards their school and
profession.
Conservatism. Studies find teachers, being serene or bitter,

engage in conservative behavior in their last 10 years of
teaching. They resist innovations and feel nostalgia for the
past.
Disengagement. Towards the end of the career, teachers

gradually disengage from their roles and withdraw to
personal and reflective pursuits. They may leave the
profession feeling satisfied and serene or bitter and worn
out.
Summary
Developmental Training Needs

Stages
Stagnation;
Stage V Retirement
Seminars, institutes,
Stage IV courses, degree
programs, books,
journals, conferences
Conferences,
professional
Stage III associations,
journals, magazines,
films, visits to
demonstration
projects
On-site assistance,
Stage II access to specialists,
colleague advice,
consultants
Stage I On-site support and

technical assistance
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Childhood Education
| |
| | | |
| |5YR.
| 0 | 1YR. | 2YR. | 3YR.
4YR. onwards
Figure 1. Stages of Development and Training Needs of

Preschool Teachers.
In the above outline, four dimensions of training for

teaching have been suggested: (1) developmental stages of
the teacher, (2) training needs of each stage, (3) location
of the training, and (4) timing of training:
Developmental Stage of the Teacher. It is useful to think of

the growth of teachers as occurring in stages, linked very
generally to experience gained over time.
Training Needs of Each Stage. The training needs of teachers

change as experience accrues. For example, the issues dealt
with in the traditional social foundations courses do not
seem to address themselves to the early survival problems
that are critical to the inexperienced. However, for the
maturing teacher, attention to those same issues may help to
deepen her understanding of the larger context in which she
is trying to be effective.
Location of Training. The location of training can be moved

as the teacher develops. At the beginning of the new
teacher's career, training resources are most likely to be
helpful when they are taken to her. In that way, training
can be responsive to the particular (and possibly unique)
developmental tasks and working situation, as well as the
cultural context that the trainee faces in her classroom,
school, and neighborhood. Later, as the teacher moves beyond
the survival stage, training can move away from the school
to a training facility or a college campus.
Timing of Training. The timing of training should be shifted

so that more training is available to the teacher on the
job. Many teachers say that their preservice education has
had only a minor influence on what they do day-to-day in
their classrooms; this claim suggests that strategies
acquired before employment will often not be retrieved under
the pressures of the actual classroom and school situation.
It is interesting to note that the outstanding practices to
be observed in the small Italian city of Reggio Emilia that
are admired worldwide are implemented by teachers with only
a high school education, but with extensive and intensive
on-site in-service training and support (Filippini, 1993).
However, even though it is often said that experience is the

best teacher, we cannot assume that experience teaches what
the new trainee should learn. To guide this learning, two of
the major roles of the mentor and teacher trainer and
educator are to make sure that the beginning teacher
has informed and interpreted experience.
What a weighty responsibility we face each school day.
What a privilege it is to be an educator.
As a classroom teacher, you will never be rich, even if
your district should come to its senses and pay you what you
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Childhood Education
are worth. You will, however, be rewarded repeatedly because
when you help your students achieve their dreams, you will
achieve yours.
Few careers can claim to be as impactful as a career in
education. Classroom teachers do change the world—one
classroom at a time. Never doubt that, even on the toughest
days, you are making a difference in the lives of your
students. What you do matters.
Welcome to your new profession.
ASSESSMENT
IDENTIFICATION
Directions: Identify what stages of professional development

does the statement ask. Write your answer before the number.
________________1. Teachers have reached a high lebel of

competence in their job but continue to progress as
professionals.
________________ 2. Teachers have reached a comfortable

level og confidence in her own competence.
________________ 3. Teacher is striving to improve teaching

skills and abilities.
________________ 4. Teacher preparing to leave the

profession.
________________ 5. New teacher strives for acceptance by

students, peers and supervisors.
ENUMERATION:
Enumerate the stages of professional development in their

proper sequence and give its meaning.
ASSIGNMENT
For you, why is there a need for professional

development?
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Childhood Education
LESSON 9: The School/ Center Manager’s
Evaluation
 Competency
 Written Evaluation Tools
 Evaluation by Staff Members
 Evaluation by a Board of
Directors/Parents-Teachers Associations
Learning Target
At the end of the lesson pupils should be able to:

a. define what is competency;
b. contribute to the group discussion by
brainstorming; and
c. match the 8 core competencies according to their
definitions.
INTRODUCTION
Classroom assessment and evaluation are highly

concerned with qualitative judgments that are used to
improve students' knowledge and learning. Assessment and
evaluation also give teachers useful information about how
to improve their teaching methods. Through using appropriate
classroom assessment strategies and techniques, teachers can
increase their students' motivation and show them how well
they have learned the language. Evaluation goes beyond
students' achievements and language assessments to consider
all aspects of teaching and learning, and to look at how
educational decisions can be informed by the results of
alternative forms of assessment and evaluation.
a. COMPETENCIES
Competency
The combination of observable and measurable knowledge,
skills, abilities and personal attributes that contribute to
enhanced employee performance and ultimately result in
organizational success.
List of Core Competencies

1. Accountability
Accepts responsibility for own actions and decisions
and demonstrates commitment to accomplish work in an
ethical, efficient and cost-effective manner.
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2. Adaptability
Adjusts planned work by gathering relevant information
and applying critical thinking to address multiple demands
and competing priorities in a changing environment.
3. Communication
Effectively conveys information and expresses thoughts
and facts. Demonstrates effective use of listening skills
and displays openness to other people's ideas and thoughts.
4. Customer/Quality Focus
Anticipates, monitors and meets the needs of customers
and responds to them in an appropriate manner. Demonstrates
a personal commitment to identify customers' apparent and
underlying needs and continually seeks to provide the
highest quality service and product to all customers.
5. Inclusiveness
Fosters respect for all individuals and points of view.
Interacts appropriately with all members of the campus
community, campus visitors and business and community
partners without regard to individual characteristics.
Demonstrates a personal commitment to create a hospitable
and welcoming environment.
6. Leadership
Communicates the University's vision in ways that gain
the support of others. Mentors, motivates and guides others
toward goals.
7. Occupational Knowledge/Technology Orientation
Demonstrates the appropriate level of proficiency in
the principles and practices of one's field or profession.
Demonstrates a commitment to continuous improvement, to
include understanding and application of technology
(hardware, software, equipment and processes).
8. Team Focus
Works cooperatively and effectively with others to
achieve common goals. Participates in building a group
identity characterized by pride, trust and commitment.
b. WRITTEN EVALUATION TOOLS
1. Concept Maps - A diagramming technique for assessing how

well students see the "big picture".
2. Concept Tests - Conceptual multiple-choice questions that
are useful in large classes.
3. Knowledge Survey - Students answer whether they could answer
a survey of course content questions.
4. Exams - Find tips on how to make exams better assessment
instruments.
5. Oral Presentations - Tips for evaluating student
presentations.
6. Poster Presentations - Tips for evaluating poster
presentations.
7. Peer Review - Having students assess themselves and each
other.
8. Portfolios - A collection of evidence to demonstrate
mastery of a given set of concepts.
9. Rubrics - A set of evaluation criteria based on learning
goals and student performance.
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10. Written Reports - Tips for assessing written reports.
11. Other Assessment Types Includes concept sketches, case
studies, seminar-style courses, mathematical thinking and
performance assessments.
Topics of Particular Interest
Large Class Assessment

Learn more about assessment strategies that are
particularly useful for large classes and see examples of
how techniques were employed in geoscience classes.
Using Technology
Learn more about how technology can improve classroom
assessment and see how techniques were employed in
geoscience classes.
c. EVALUATION BY STAFF MEMBERS
10 Easy Ways to Evaluate an Employee’s Performance
1. Level of execution
2.
“ At the end of the day, nothing is more important than
execution.”
At the end of the day, nothing is more important than
execution. Once you’ve committed to doing something, do you
get it done on time and at a high level?
That’s what people on the “A Team” do, and a startup needs A
players! There is always a way to prioritize your tasks, be
creative, and execute like crazy until you get it done.
People who love what they do also tend to execute well.
2. Quality of work
“ Our most important data point is the quality of work

that our employees create.”
In the world of web and hosting, our most important
data point is the quality of work that our employees create.
This is measured through regular review of our client
deliverables, their role in client efforts, stability of the
production changes/platform, best practices, and feedback
from the client.
3. Level of creativity
“ Creativity is one of the most important points in

evaluating employee performance.”
Creativity is one of the most important points in
evaluating employee performance.
How often did the employee question basic assumptions about
a problem and come up with a new solution? Did they think
outside of the box and successfully take risks on their own?
By keeping track of the incidents of creative, well-informed
risk-taking, we can identify and reward high performers in a
meaningful way.
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Childhood Education
4. Amount of consistent improvement
“ The desire and effort to become better is the most

rewardable quality in my eyes.”
Consistent improvement across the board is the most
important factor in performance evaluation for me at
Marbaloo Marketing.
No employee has the capacity to be truly excellent at every
evaluation point on our quarterly review form; however,
every employee has the opportunity to improve each day,
month, quarter, and year. The desire and effort to become
better is the most rewardable quality in my eyes.
5. Customer and peer feedback
“ An employee with good customer feedback, even one who

is not making sales, can improve.”
An employee with good customer feedback, even one who
is not making sales, can improve. One who has negative
feedback will most likely go down in sales over time.
Remember that the customer can also be any internal peer who
works with, for, or alongside this employee.
6. Sales revenue generated
“ The revenue that each employee brings in on a monthly

basis reflects overall performance.”
The revenue that each employee brings in on a monthly
basis reflects on that individual’s overall performance. The
majority of our company is made up of sales representatives,
and they are measured by the total number of venues they
sign up to be listed on our site, which translates into how
much revenue is made from those venues.
7. Responsiveness to feedback
“ My ideal worker would take feedback and really think

critically.”
If an employee is doing something incorrectly, I don’t
want to hear excuses or justifications. However, I also
don’t want my staff member to blindly and soullessly adjust
to my comments. My ideal worker would take feedback and
really think critically, such that he understands why he is
being asked to change. Or he has a two-way conversation with
me about what is working and what is not.
8. Ability to take ownership
“ An employee who takes ownership of tasks and can

figure out how to get things done is an asset.”
An employee who takes ownership of assigned tasks and
can figure out how to get things done is a great asset. This
is very important for early stage companies, as people who
take ownership can help you move a lot faster as they can
overcome challenges and remove roadblocks.
9. Percentage of tasks completed on time
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Childhood Education
“ When evaluating the employee’s performance, check
their rate of completion.”
Each team member must maintain an up-to-date task list
that they can use to monitor their deliverables and measure
their progress.
When evaluating the employee’s performance, check their rate
of completion and evaluate the quality of their tasks to
ensure they are working on things that are in line with the
growth of the company.
10. Being on time and on budget
“ We track every project and deliverable and determine

whether it is on time and on budget.”
We go by delivering on time/on budget. So we track
every project and deliverable and determine whether it is on
time and on budget. We consider the person responsible’s
time as part of the budget. As long as it’s both, we are
good. When it’s not, we discuss.
d. EVALUATION BY A BOARD OF DIRECTORS/PARENTS-TEACHERS

ASSOCIATIONS
A board of directors should conduct a self-evaluation.

This is a new idea for many boards and a good board
practice. There is an old saying that “a board of directors
is like a fire department - it needs to run effectively in
an emergency.” A board often doesn’t realize how good (or
bad) it is until it has an emergency. So a board of
directors, especially a value-added business board, needs to
decide and understand how it functions as a group and what
it does, so that during an emergency it can run effectively
and efficiently.
A good practice that many boards follow is, at the end

of the meeting, to ask themselves how they could have made
the meeting better and more efficient. This provides an
immediate evaluation of each meeting. It is a way of showing
that the board is willing to adopt good management and
business practices. Many boards rotate the responsibility of
leading this activity to a different director for each
meeting.
Conducting a Board Evaluation
Board evaluations can be of two kinds. The first is a

self-evaluation of the board as a group. More than two third
of boards do group board evaluations. In addition to doing
a group evaluation, some boards do peer evaluations of each
of the individual board members. Only about a third of
boards do director evaluations of individual directors. We
will focus just on group board evaluations.
Conducting a group evaluation is difficult. It is
important to allow sufficient time for the evaluation. The
most important aspect of an evaluation is to decide what you
want evaluated. Each group will want to evaluate something
different.
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Childhood Education
A good practice for conducting an evaluation is to appoint a
committee and have the committee contact an outside
professional to work with them on developing the evaluation
instruments. The evaluation instrument should be a list of
questions on which the board wants to be evaluated. The
questions often focus on topics like the efficiency and
effectiveness of board meetings, the board’s relationship to
committees, or the board’s relationship with the CEO or
general manager.
The board then develops a survey instrument. We often
get requests for copies of board evaluation documents. But
it is up to each individual board to choose the questions on
which they want to be evaluated. The committee then makes a
recommendation to the board of the questions on which they
want to be evaluated. The board then passes a motion to
approve the survey instrument and how the survey process
will be conducted.
The evaluation may be conducted during a formal board

retreat. The board may employ an outside professional, a
trusted person, to administer the evaluation. After the
evaluation, the results are sent to someone outside of the
board to be tabulated. This person works with the board
chair person to determine the best way to provide the
information to the board. The board chair usually has the
outside person present the results to the board. The board
can then discuss the results in a constructive manner and
focus on ways to improve itself. After a year or two, boards
may want to expand their evaluation to also focus on
individual director evaluations.
Acting on the Evaluation Results
The first time the board does an evaluation, the

comments tend to focus on the relationship between the CEO
and the board. Also, the comments are often about the
meetings themselves and how they may be improved.
The board often wants to define its relationship with
the CEO or general manager. A long-term manager may have had
a very comfortable relationship with previous board members.
However, if there has been a lot of board turn-over, the new
board may be struggling to find its relationship with the
manager. Questions often emerge such as, “Is it okay to
invite the CEO out to the farm for supper” and “if I’m at
the office, can I knock on the manager’s door and say
hello?” These things may seem inconsequential but are
uncertainties for many new board members.
A new director may have difficulty finding his/her
voice in the board room (how they fit.) Conversely, you
often find that the other board members wish the new
director would speak-up because they want to hear his/her
opinion. A board evaluation will bring this situation to
light for discussion. The board evaluation will give
confidence to individual directors that their opinion is
important and that their voice needs to be heard in the
board room.
A good board practice is to minimize the time spent on
routine activities and maximize the discussion in the board
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room on important issues. They may ask the secretary to
record the amount of time it takes to discuss individual
routine items. After several meetings the secretary reports
to the board on the amount of time spend discussing various
routine items. The board can then determine if that number
is high or low relative to what they would like to
accomplish during the meeting. The amount of time is often
too high. So the board may look for ways to get content out
to directors before the meeting in order to minimize routine
activities and maximize time spent on the important issues.
In summary, when the evaluation results are tabulated
and presented to the board of directors, we usually find
that the results focus on positive and constructive comments
of ways the board can function better and more efficiently
as a group.
ASSESSMENT
 (Role Play)
ASSIGNMENT
 What is the importance of evaluation?
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Lesson 10: 7 Key Principles of Early
Childhood Development Programming
Learning Targets
a. identify the 7 Key Principles of Early Childhood

Development Programming;
b. share their thoughts about the 7 Key Principles of
Early Childhood Development Programming; and
c. arrange the 7 Key Principles of Early Childhood
Development Programming through pictures and words.
Definition and Importance of Early Childhood
The early childhood period is a critical foundational moment

in human development. Brain development is at its fastest
and most complex during this time, and the neural pathways
that support and facilitate later learning and growth are
largely defined in these early years (Shonkoff & Phillips,
2000; Shore,1997).
Indeed, research indicates that

early childhood experiences
notably influence life chances
for individuals, including
success in education, lifetime
employment and income, overall
health and welfare, and social
integration (Karoly, Kilburn, &
Cannon, 2005; Heckman, 2006).
Early childhood is defined

developmentally as ages 0–8
(Consultative Group on Early
Childhood Care and Development [Consultative Group], 2001):
It subdivided into:
0–3 y/old infants and toddlers
4–5 y/old pre-schoolers
6–8 y/old early elementary

schoolers
The needs and capacity of these groups and the

stakeholders who most directly affect them
(parents/caregivers, health care providers, teachers) are
notably different, and services provided to them must speak
to their unique challenges and opportunities. Development
also occurs simultaneously in multiple domains (physical,
cognitive/intellectual, psychosocial/emotional, creative),
and these domains interact with and affect one another.
Best early childhood programming is therefore
integrative to address as many domains of development as
possible. Health, nutrition, education, sanitation,
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Childhood Education
community mobilization, and livelihoods development programs
all have an impact on child development, and efforts that
cut across these sectors have the greatest impact.
For many people, references to “early childhood
programming” evoke images of preschool or kindergarten
classrooms designed to prepare young children for school
entry.
They encompass such activities as parent and caregiver

support and education programs for prenatal to school-age
children, direct services to children from birth through the
age of 8 (including in early elementary school), support for
administrators and teachers, advocacy and outreach work in
communities on children’s rights, and efforts to develop or
change policies to meet the needs of the early childhood age
group. Moving beyond early childhood education to early
childhood development necessitates even greater diversity as
programs incorporate health, economic development, or other
elements.
A core principle, then, of efforts to develop and
implement programs that benefit young children is to realize
that no single “best” approach or point of intervention
exists. However, research does indicate that the quality of
an early childhood intervention is highly correlated with
its impact on children’s development (Karoly et al., 2005;
Sylva, Melhuish, Sammons, Siraj-
Blatchford, & Taggart, 2004).
This is particularly true for

children who start from positions of
significant disadvantage: higher-quality
programs promote greater gains and a
significant closing of the opportunity
gap. With resources for ECD programming
limited in donor-sponsored contexts, the cost-effectiveness
and level of impact relative to investment become
particularly important. Therefore, quality must be central
to the development and implementation of ECD programs
operating in the education sector. Given these core
assumptions about diversity and quality, the following
principles apply.
7 Key Principles of Early Childhood Development Programming
Principle 1: Set standards for ECD quality, and train and

support stakeholders to meet them.
Standards for quality should be determined and appropriate

indicators for measuring achievement of goals developed to
align with those standards and serve both formative and
summative purposes. However, setting standards is not
sufficient to ensure that the standards are achieved:
 Stakeholders must understand and be committed to
indicators of performance.
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Childhood Education
 Appropriate training and support are provided to
caregivers, teachers, community outreach workers,
and other key stakeholders to help them move
toward and maintain quality.
 Training on high-quality practices should be
specific to the needs and capabilities of the
children targeted by ECD programming.
 Training on accountability and measurement should
also be provided. Stakeholders need to know both
what
Principle 2: Understand the true costs of ECD interventions,

and design programs to maximize cost-effectiveness and
encourage sustainability.
The costs of ECD programming vary dramatically with the

kind of service provided. ECD programs that incorporate out-
of-home care or education components (such as centre based
care and formal preschool) can be among the most expensive
because of their high recurring salary costs for teachers or
caregivers.
At scale, these costs can be prohibitive for
governments to assume once a donor-funded project has ended.
Nevertheless, even typically high-cost programs can be
developed and sustained relatively inexpensively with the
judicious use of technology.
Innovative approaches such as using radio, television,
and other information and communications technology (ICT)
can effectively deliver quality programming to marginalized
populations at low cost, and these methods provide a strong
support for the sustainability of efforts Men jivar, 2010;
Sanchez & Evans, 2005).
Principle 3: Start with services for the most marginalized
 ECD programs can contribute to levelling the playing

field for children who are socio-economically and
otherwise disadvantaged (including orphans and
vulnerable children). Indeed, research indicates that
the benefits from quality early childhood experiences
are greatest for those who are most marginalized
(Barnett et al., 2005; Campbell, Ramey, Pungello,
Sparling, & Miller-Johnson, 2002; Heckman, 2006).
 To maximize this effect, programs should focus first on

the neediest and build to scale by gradually expanding
to serve families and communities who have more
resources.
Principle 4: Involve community stakeholders in designing,

implementing, and assessing ECD programs to increase demand
and foster accountability.
 Beginning with participatory assessment and moving

through the design and implementation of programs,
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Childhood Education
stakeholder inclusion develops the livelihoods of
community members by providing work in areas that also
directly benefit children, improves the parenting and
care of those children not directly served by raising
awareness, maximizes resources by leveraging social and
material assets in support of programming, incentivizes
participation, and creates demand (Lucas, Jitta, Jones,
& Wilczynska-Ketende, 2008).
 It is particularly important to identify and work with

key local community members who will be able to
advocate for programming because interventions by
entities outside the family in the earliest years of a
child’s life can be politically and socially sensitive.
These local advocates may be educators, religious or
political leaders, prominent businesspeople, existing
nongovernmental organization actors, or members of
influential families who can use their positions and
leverage to engage and motivate their peers and others
in their home communities (Cabanero-Versoza &
Elaheebocus, 2008).
 Within the various government agencies responsible for

ECD, parallel efforts to raise awareness of the
importance of work with young children and to leverage
political support for local and national efforts are
also crucial to success and sustainability.
Principle 5: Assess the community’s strengths relative to

the needs of young children, and build to those strengths in
developing and implementing programming to meet those needs.
Programs that assume that some basis for strong child

development exists within communities are more sustainable
and effective than those that operate from a deficit
perspective. Even when significant challenges or threats to
child welfare and development are present, ECD approaches
that explore, expand on, and integrate local languages,
cultural resources, traditions, structures, and systems are
more likely to be
able to address those challenges successfully (Evans, 2000).
Adopting what the Consultative Group on Early

Childhood Care and Development (2001) refers to as a
“constructive, not compensatory” approach can significantly
increase the chances that programs will be adopted and
sustained.
Principle 6: Focus on critical early years’ transition

points, and ensure that programs contribute to smoothing
them.
Movements from the home to out-of-home care or

preschool, from preschool to early elementary school, and
from early elementary school to upper grades are key
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transitions in young children’s lives (Arnold, Bartlett,
Gowani, & Merali, 2006; Kagan, Karnati, Friedlander, &
Tarrant, 2010).
These points of change create new expectations for

skills and behaviors, demand new routines, and change
relationships with family and community members in
significant ways. They are also key moments influencing loss
(both drop out and push out) in the education system:
children’s success at managing these transitions affects
both their ability and their desire to continue in school.
ECD programs in the education sector should incorporate
an awareness of the transitional challenges that their
target populations face and address them specifically
wherever possible.
Principle 7: Seek out opportunities to link education-

sponsored ECD programs with efforts in other sectors.
 Research shows that integrated ECD programs provide the

best results. Child health supports encourage long-term
retention in school (Alderman, Behrman, Lavy, & Menon,
2001).
 Feeding combined with early stimulation dramatically

increases children’s outcomes (Alderman & Engle, 2008).
 Center-based programs that include an element of parent

outreach stimulate broader support for good child
development practices (Moran, Ghate, & Van der Merwe,
2004; Rich-Orloff, Khan, & Juma, 2007).
 Meals offered through child care centers address the

physical needs of children that may affect their
performance in cognitive and other domains (Attanasio &
Vera-Hernandez, 2004; Karoly et al., 2005; Watanabe,
Flores, Fujiawara, & Lien, 2005).
 Programs that train young people to provide high-
quality ECD as small businesses stimulate the local
economy and engage youth while supporting children’s
development. Education programming for ECD should
acknowledge and, wherever possible, link to efforts in
health, nutrition, and economic development to increase
impact (Evans, 2000; Vegas & Santibanez, 2010).
So it is very important the involvement of

stakeholders specially to the parent because ECD
programs should not be successful if no one can
participate. And also to he teacher needs to gives all
the effort to make the program possible for the sake of
young learners, in order for them to be ready in the
new chapter of their life which is when they go to
kindergarten and graders, so that they easily adjust to
the new environment. So those 7 principles are very
important in the development of the children.
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Assessment (Enrichment Task)
I. Identification
Direction: Identify the following principles.
Write your answer before the number. (5 points)
________________ 1. In this principle it begins with

participatory assessment and moving through the design and
implementation of programs.
________________ 2. ECD programs needs to interact with
other sectors for extra supports.
________________ 3. Movements from the home to out-of-home

care or preschool, from preschool to early elementary
school, and from early elementary school to upper grades.
________________ 4. programs should focus first on the
neediest families or children.
_________________5. Knowing their strengths first so that it
helps you to design and implement programs.
II. Essay
Direction: Discuss comprehensively, minimum of 3
sentences maximum of 5 sentences, 1 paragraph
only. (5 points)
1. Among the 7 Key Principles of Early Childhood

Development Programming what do you think is
the most important to you? And why?
Assignment
Reflect on the 7 Key Principles of Early Childhood
Development Programming.
Lesson 11: 7 Steps in Developing Quality

Early Childhood Development Programs
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Childhood Education
Learning Target
At the end of lesson, the students should be able to:
a. Identify the 7 steps in developing quality early

childhood development program;
b. Appraise each step in developing quality early
childhood development program and work
cooperatively;
c. Create a unique ladder of the 7 steps in developing
quality early childhood development program.
Introduction
The principles and the overarching framework of

diversity and quality within which they are articulated,
build a strong conceptual and practical basis for ECD
programming. A summary of concrete steps needed to ensure
that programs are good quality, achieve their goals, and
have a lasting impact.
Step 1: Conduct a participatory assessment of children’s
needs, community assets, and stakeholder priorities.
This engagement should begin with participatory

assessment processes that allow both communities and other
representative stakeholder groups to have their say in
analyzing needs and prioritizing responses. An assessment
should also begin a dialogue around the value of ECD
programming and the existing cultural, structural, material,
and other assets on which programs can draw. An appreciation
for the resources already available to support a better
quality of life for children, along with a transparent
discussion of the barriers to that quality of life, lays a
foundation for practical, relevant solutions in a given
context. As with any data collection activities, attention
should be paid to ensuring that traditionally marginalized
voices are included, risk is minimized, and cost-effective,
transparent processes are used. Particular attention should
be paid to identifying opportunities to enhance education
programs with links to other sectors to provide more-
integrated child development services.
Step 2: Define the problem and set concrete objectives.
Assessment data should support prioritizing the

problems to be addressed and setting program goals. The
selection of target groups (e.g., children ages 0–3, 4–5, or
6–8; parents and/ or caregivers; teachers or other
educators; communities at large; decision makers) and target
issues should flow from the findings of the assessment and
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match community priorities, bearing in mind the availability
of resources and the potential for sustainability.
Step 3: Select strategies and modes of intervention.
The selection of strategies and modes of intervention

should respond directly to the goals set in step 2, bearing
in mind the multiplier effect on the impact of integrated,
crosscutting programming.
Evans (2000) suggests a framework of complementary

programming strategies:
• Delivering services to children
• Supporting/educating caregivers
• Promoting child-centered community development
• Strengthening national resources and capability
• Strengthening demand and awareness
• Developing national child and family policies
• Developing supportive legal and regulatory frameworks
• Strengthening international collaboration
The first three strategies are those most typically

included in education programming and are the most directly
child focused. Their modes of service include developing
home day care, center-based ECD programming, formal and non-
formal preprimary and early elementary schooling, distance
education (such as interactive radio instruction), parent
education, home visiting, family life education, literacy
programming for adults, child-to-child programming, and
supportive networks for caregivers. The remaining strategies
offer important technical and organizational support for
services to young children, increasing the likelihood that
they will be sustained. They also promote a culture of
awareness and commitment to meeting the needs of young
children.
Step 4: Develop an appropriate, inclusive accountability

framework linked to a staged and manageable implementation
plan.
Managing expectations and ensuring that program

implementation includes and learns from data collection and
analysis are essential. Accountability frameworks should be
transparent and responsive to stakeholder concerns, allow
stakeholders to participate in the learning process, and
include capacity development that will enable the sustained
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use of data for decision making once external support has
ended. Monitoring indicators should be clear and concise,
fully aligned with meaningful standards, tied to the
implementation plan, and indicative both of progress (or
lack thereof) by specific subgroups and of overall outcomes.
Step 5: Measure progress and share results.
Once standards are in place and expectations are clear,

regular monitoring of and reporting on program progress are
essential for building confidence in the intervention and
for increasing demand for successful programming. Sharing
results can also encourage the development of related
supportive programming, ensure the best use of resources
across the many players typically involved in ECD
programming, and allow mid-course corrections and
adjustments to programming to improve outcomes.
Step 6: Devolve responsibility to sustain programming.
Counterpart capacity development and community

investment in ECD are essential to program sustainability.
Where a program’s strategy and service mode do not focus on
stakeholders’ capacity from the start, work plans should
build in explicit strategies for sustainability that include
the transition of responsibility and direction to local
counterparts and participants over time. Assessments of the
possible channels for continuing programming past the end of
external funding need to focus on positions, rather than
people. Individual will and commitment can carry a program
only so far; structural change that gives programming a
valued place in the education system is more effective.
Something as simple as moving the counterpart relationship
for a program from a minor to a major division within a
Ministry of Education (e.g., ensuring that ICT-based
programs are in well-resourced curriculum departments rather
than impoverished distance education or educational media
departments) can make a significant difference in the
perceived value and sustainability of an intervention.
Building a base of demand at the beneficiary level is also
essential to leveraging sustainability—programs that have a
deep community anchor are better able to withstand the winds
of political change at the government level.
Step 7: Scale where scalable and appropriate.
Although a desire to serve as many beneficiaries as

possible is admirable, not all high-quality ECD programs are
necessarily scalable. Cost and quality remain significant
challenges, particularly for programs serving older children
in more traditional center-based or classroom-based formats,
which require large numbers of well-trained
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teachers/caregivers yet command nearly negligible
percentages of government budgets. Alternative delivery
methods, such as radio or other ICTs, when used to support
such interventions offer one means of taking programs to
scale at a reasonable cost. Any decision about moving to
scale should consider the evidence of a program’s success
and the relative costs and benefits of ramping up and
consider the start-up as well as sustainability costs of
operating large-scale programs. Coordination among
implementers (local, national, and international) working
within the field should be managed to maximize resources and
support start-up, with appropriate disengagement by external
funders under a manageable and affordable sustainability
plan. Priority should be on serving the neediest first
because they benefit most from ECD interventions.
Assessment
 Create a unique ladder and locate each step on the

ladder that you made.
Assignment
To serve as a follow-up of the lesson, you are required to

do the following:
1. Make a spider gram that contains each steps and write a

brief description about each steps.
Lesson 12: Types of Programs

According to Source of Fund
According to Setting
According to Schedule
Learning Target
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g. know the different Types of Early Childhood
Programs
h. enumerate the following Types Of Early Childhood
Programs
i. share their ideas about the topic
Introduction:
The length of the school day is only one dimension of

the kindergarten experience. Other important issues include
the nature of the kindergarten curriculum and the quality of
teaching. In general, research suggests that, as long as the
curriculum is developmentally appropriate and intellectually
stimulating, either full- or half-day scheduling can provide
an adequate introduction to school.
*TYPES OF EARLY CHILDHOOD PROGRAMS*
Montessori Approach
This comprehensive program developed by physician

and educator Maria Montessori takes a developmental
approach to learning. All teachers must have an early
childhood undergraduate or graduate degree and
Montessori certification. The Montessori approach
emphasizes nature, creativity, and hands-on learning
with gentle guidance provided by the teachers. The goal
of the Montessori method is to develop a child's senses,
character, practical life skills, and academic ability.
"If your child is accustomed to a more rigorous schedule
or guided learning, this may not be the right fit for
him," says Hilary Levey Friedman, Ph.D., parenting
expert and author of Playing to Win: Raising Children in
a Competitive Culture.
Waldorf Approach
This approach is based on the teachings of

Austrian writer Rudolf Steiner. Waldorf preschools
strive to nurture a child's spirit, soul, and body and
to focus on the child's interests. It involves creative,
hands-on group learning with a focus on rhythmic
repetition in a supportive environment. This approach
strives to generate a strong inner enthusiasm for
learning and develop children's innate abilities and
talents. Instruction is teacher-directed, and every
teacher must be Waldorf certified.
Reggio Emilia Approach
Reggio Emilia schools formed in Italy in the

1940s, and today many school in the United States
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embrace this philosophy. The Reggio Emilia approach
encourages exploration and focuses on the importance of
community and self-expression. Open-ended and child-led,
students learn through art, projects, and activities
that reflect their ideas and interests. There is no
formal Reggio Emilia curriculum, teacher training, or
credentialing because Reggio Emilia is not a set method,
but an educational theory and practice.
High Scope Approach
The High Scope Curriculum uses a carefully

designed approach called active participatory learning.
Children learn actively by having hands-on experiences
with their surroundings, and learning is supported
through consistent daily routines and well-organized
classrooms. High Scope takes an academic slant with
planned experiences in the basic subjects of math,
reading, and science. It is based on past and current
child development research.
Bank Street Approach
This developmental approach is based on the

educational philosophy of John Dewy. The focus of Bank
Street preschools is on a child's mental, social,
emotional, and physical growth. In these programs, the
child is an active learner and gains knowledge about the
world through experience. Students set the learning
pace, and the teacher serves as a guide. Comparable to
play-based learning, the Bank Street approach teaches
lessons through hands-on activities, such as building
blocks, puzzles, clay, and dramatic play.
Parent Co-Ops Approach
If you want to be directly involved with your

child's school experience, consider a
cooperative preschool . Parents are actively involved
with their little one's education on a daily basis and
work closely with the classroom teachers. This hands-on
approach allows parents and children to learn together
in a nurturing environment with a focus on
teaching preschoolers how to cooperate and resolve
conflicts. Parents share in the business operation of
the school by serving on the school's board of
directors. Co-ops aren't for everyone because of the
responsibilities and time commitments.
When choosing a preschool, keep these three key factors

in mind.
Make it personal. It's important to find a program that

is a good fit for your child. Carefully consider your
child's personality and learning style when
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investigating the options. Remember: You know your child
best. Research the various types of programs available,
and make the selection that best fits your child's
needs.
Remember the big picture. There are a number of early

childhood philosophies, but they tend to fall into two
broad categories in [the United States]," says Linda
Whitehead, vice president of education and development
for Bright Horizons. "The first philosophy is learning
through discovery, which includes programs with a focus
on child-directed activities. Teachers serve as guides
and plan activities based on children's developmental
levels. The second philosophy centers on programs that
are more academically based, and typically include drill
and practice components."
Consider full versus half-day. When deciding if a full

or half-day of preschool is the best option for your
little one, consider her individual needs, such as her
age, energy level, and maturity. If you opt for a half-
day program, you can always provide extra stimulation at
home with reading, physical activity, and craft
projects. Ask the school if it's possible for your child
to begin with a half-day, and then move to a full day
once you feel your tot is ready.
*ACCORDING TO:
A. Profit- A profit-making organization is a company in

business to make money for its owners or shareholders.
B. Non-profit organization- is a company that does not
intent to earn a profit but typically needs funds to
provide services or support to the public to meet
various needs.
Each business type has advantage and disadvantage.
Profit Making Advantages
 A main advantage that a profit-making business

enjoys is that if it is successful it earns money
for its owners.
 Profit-making businesses also have the ability to
generate income from wide array of business
activities, including the sale of many types of
products or services.
 Leaders of profit-making business also typically
have more control over the business and investment
decisions they make for their companies while trying
to make money.
Profit Making Disadvantages
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Childhood Education
 One of the major disadvantages of a profit-making
business is that it must pay taxes on its profits.
 Profit-making business must make tough decisions
such as whether to reinvest earnings in further
growth or to distribute it to shareholders through
dividend payments.
 Profitable businesses also have to deal with
heightened 21st century expectations that they
balance profits with social and environmental
responsibility.
Non profit Organization
Advantages
 Tax exemption/deduction: Organizations that qualify

as public charities under Internal Revenue Code
501(c)(3) are eligible for federal exemption from
payment of corporate income tax. Once exempt from
this tax, the nonprofit will usually be exempt from
similar state and local taxes. If an organization
has obtained 501(c)(3) tax exempt status, an
individual's or company's charitable contributions
to this entity are tax-deductible.
 Eligibility for public and private grants: Many
foundations and government agencies limit their
grants to public charities. Non profit organizations
also can offer tax deductions to individuals or
businesses that give charitable contributions.
 Formal structure: A nonprofits organization exists
as a legal entity in its own right and separately
from its founder(s). Incorporation puts the non
profit mission and structure above the personal
interests of individuals associated with it.
 Limited liability: Under the law, creditors and
courts are limited to the assets of the non profit
organization. The founders, directors, members, and
employees are not personally liable for the non
profit's debts. However, there are exceptions. A
person cannot use the corporation to shield illegal
or irresponsible acts on his/her part. Also,
directors have a fiduciary responsibility; if they
do not perform their jobs in the nonprofits best
interests, and the non profit is harmed, they can be
held liable.
Disadvantages
 Cost: Creating a non profit organization takes

time, effort, and money. Fees are required to
apply for incorporation and tax exemption. The use
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of an attorney, accountant, or other consultant
may also be necessary.
 Paperwork: As an exempt corporation, a non profit
must keep detailed records and submit annual
filings to the state and IRS by stated deadlines
in order to keep its active and exempt status.
 Shared control: Although the people who create
nonprofits like to shape and control their
creations, personal control is limited. A non
profit organization is subject to laws and
regulations, including its own articles of
incorporation and bylaws. In some states, a non
profit is required to have several directors, who
in turn the only people are allowed to elect or
appoint the officers who determine policy.
 Scrutiny by the public: A non profit is dedicated
to the public interest; therefore, its finances
are open to public inspection. The public may
obtain copies of a non profit organization's state
and Federal filings to learn about salaries and
other expenditures.
ACCORDING TO SCHEDULE:
A. Half Day-On the other hand, half-day kindergarten has

its benefits. Some of those advantages include:
 More time for parents to spend with their children
 Helps ease children into school and academic
routine
 A focus on core academic subjects, leaving free
play for home
 Doesn’t require as many teachers, saving the
district money
 Potentially less stressful for children
B. Full Day-From a teaching perspective, having full-day
kindergarten can mean stronger relationships with your
students, more time to dig into your lessons, and
better pay. You’ll also see bigger leaps in children’s
academic and social achievement, according to numerous
research studies. Some of the key advantages to the
full-day option include:
 more time for free play, which helps children’s
social and creative development, as well as giving
their brains a break
 Time for experiential learning
 Teachers are better able to assess children’s
understanding and capabilities
 Students have varied environments throughout the
day: individual work, group work, whole class
sharing, etc
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 Higher achievement for at-risk children, in
particular time.
Assessment
In your one whole sheet of paper. Answer the

following.
b. Enumerate at least 3 Types of Early Childhood

Programs. Explain
c. If you are the Teacher what is the best Schedule for
Kindergarten, Half day or Full programs? Explain.
Assignment
Bring out your assignment notebook and copy this.
2. If you are the teacher in one classroom, what is the

approach did you use according to the Types of Early
Childhood Programs?
Lesson 13: Elements of Quality Childcare
Learning Targets:
At the end of a 45 minute lesson, students should be able to:
a. identify the seven elements of quality child care;
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b. state the importance of choosing quality child care; and
c. create a poster making about quality child care.
INTRODUCTION
Families Need Child Care
The demand for child care in the United States has soared in
recent years. This sharp rise has been linked to several factors:
a rapid increase in the number of women working outside the home,
parents’ longer work hours, the growing population of children
under the age of six, and large numbers of families moving from
welfare dependency.
Access to affordable, high-quality child care is critical to

working parents. In 1996, 27% of families were headed by single
parents. More than half of mothers with children under age one
work outside the home, and one-third of all infants experience at
least three different child care arrangements in the first year
of life.
Quality Child Care
“How we function as adults hinges to a significant extent on how

our brain develops when we are young” (Shore, 1997, p. 4).
High quality care supports children’s physical, emotional, social

and mental development that can boost their school success in
later years. “Early care and nurture have a decisive and long
lasting impact on how people develop, their ability to learn, and
their capacity to regulate their emotions” (Shore, 1997, p.
xvii).
High quality child care is a comprehensive service to children

and families. It provides educational activities and services to
support children’s health, cognitive, physical, social, and
emotional needs. The quality of care children receive greatly
impacts their futures. Parents want their children to receive
experiences that meet their needs. High-quality child care can
provide those experiences. Recent brain research shows that high-
quality child care and early education can enhance children’s
later school success. Good nutrition, pleasant surroundings,
positive stimulation, and educational experiences are all
elements of quality care.
Children Need:
1) To feel safe
2) To develop good self concepts
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3) To participate in meaningful activities throughout the day
4) To develop social skills
5) To develop good health habits
6) To develop academic skills that will allow them to succeed in

school and life
Quality Care Includes:
Experiences which:
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• Are appropriate for the • Support language learning
child's age and culture. through talking, books, and
songs.
• Allow children to be
successful and challenged. • Allow self-expression through
art and music.
• Include play as a child's way
of learning. • Extend learning through field
trips and visits by adults from
• Encourage independence while the community.
meeting the child's need to feel
safe. • Provide opportunities to
develop literacy through
• Provide opportunities to make engagement with books and
choices and solve problems. writing materials.
• Include opportunities for • Promote wellness and healthy
“real work”, such as cleaning up living.
after play.
• Help children learn to be
• Provide materials to handle, civil, respectful, and
such as puzzles and construction responsible.
toys.
Caregivers who:
• Model appropriate manners and • Consider that children learn

behavior for children. through activities with people
and objects.
• Enjoy children, understand
development, and respond • Help children learn to deal
attentively to their needs. with feelings and develop and
practice conflict resolution
• Demonstrate respect for skills.
individuality.
• Respect parents and recognize
• Have reasonable expectations that parents are the most
of the child. significant influence in a
child's life.
• Demonstrate positive ways of
guiding behavior. • Provide for communication
between parents and caregivers
• Set clear, consistent, and
through:
fair limits for behavior.
 Talking at arrival and
• Encourage curiosity by
departure times.
responding to children’s  Holding conferences.
questions.  Contacts by telephone and
notes.
An environment that:
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• Is beautiful and aesthetically • Provides for a smooth
pleasing. transition from home to the
child care program.
• Is safe and developmentally
appropriate for the age of the • Lessens separation anxiety for
child. the child as parents leave for
the day.
• Has a low child to adult ratio
and small groups of children • Provides consistency in daily
with a teacher. activities and caregivers
• Has caregivers who are trained

in early childhood development
and education.
• Has a relaxed and flexible

order to the day.
• Is clean and free of hazards.
• Guards against the spread of

illness.
• Provides nutritious meals and

snacks.
• Encourages physical activity.
• Allows time for active and

quiet play, rest, and other
routines.
• Supports exploration,
investigation, and discovery.
• Exceeds minimum licensing

standards of city and/or state.
• Has many of the elements of a

high-quality home atmosphere.
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Seven Elements of Quality Child Care
ELEMENT DESCRIPTION
1. Teacher-child
Providers that interact positively with the kids in
Interactions
their care. Relationships between caregivers and
children are crucial in quality child care. It is
through close relationships with caring adults
(including caregivers) that children flourish, discover
their world, and learn who they are. Each child
enrolled in group care should be assigned a primary
caregiver. A primary caregiver has the principle
responsibility for that child and helps build a
positive, constant, intimate relationship with the
child. The primary caregiver also offers family members
a consistent contact who knows the child well. Having
one primary caregiver for more than a year (optimally,
from entry into child care until the child is three
years of age or older) is important to a child’s
emotional development. Each change from one caregiver
to another takes a toll on the child. When young
children are repeatedly changed from one caregiver to
another, the process of grieving the loss of the
previous caregiver and learning the new caregiver’s
ways may slow their overall development and leave them
reluctant to form new relationships.
2. Ratio and Group Size Small group sizes and a small number of kids to
every adult. Group size and ratios determine the
amount of time and attention that each caregiver can
devote to each child. Small groups create a sense of
intimacy and safety. A rich dialogue between caregivers
and infants is possible in small groups because there
are fewer individuals, less noise, and less activity to
interfere with a child’s ability to learn. Small groups
and more staff enable caregivers to build strong
relationships with each child and to adapt activities
to meet the changing interests and needs of the group.
3. Learning Activities A mix of creative, fun and educational activities that

are right for a child’s age and help them learn new
skills.
4. Staff Warm and knowledgeable staff who have a lot of training
and rarely quit. Providers have taken classes or earned
degrees in Early Childhood Education. The strongest
indicators for long term success tied to early
education and care are related to the caregivers’
education and level of participation in ongoing
training in the field of early childhood development
and care. Having competent staff is considered the most
critical factor contributing to the social environment
in which children learn best. Caregivers should apply
their knowledge of early childhood and use curricula
and materials to plan appropriate activities and
provide responsive caregiving. Caregivers should also
use routines to promote learning and look for
opportunities to have meaningful conversations and
interactions with children.
5. Environment
A rich learning environment with varied materials,
activities and routines. Areas are healthy, clean and
safe. Learning is an interactive process that involves
continuous opportunities for exploration and
interactions. Infants and toddlers should have
developmentally appropriate equipment and both indoor
and outdoor spaces that are separate from older
children. Room arrangements should allow for both quiet
and active play; dramatic and messy play; large group
activities and individual care. Multiple sets of the
same toys prevent conflicts. Toys and books should be
available for access at the child’s level to promote
independent choosing and use. High quality programs
base the arrangement of classrooms on the facilitation
of learning by young children rather than on the
preferences of caregivers.
6. Program or Curriculum
Providers use a curriculum to meet learning needs and
may hold parent-teacher conferences. Learning is an
interactive process with activities, materials, and
opportunities for exploration and interaction. Quality
programs utilize curricular resources to plan and
prepare an environment where children can choose from a
variety of activities. Caregivers also understand the
temperaments, moods, and preferences of each child and
adapt their care to meet individual needs. This means
that young children sleep, eat, and play in regular
routines rather than forcing rigid conformity. Special
abilities, as well as disabilities, are continuously
discovered as caregivers routinely observe and assess
each child. Based on curriculum and observations,
caregivers develop an overall plan for each day,
individualizing activities, materials, and schedules
according to the developmental stage of each child.
7. Child Health &

Providers make sure children receive health screenings
Development
and that children are developing on track. High quality
child care serves as a protective environment for the
child and a source of support for the child’s family.
Because child care cannot meet all the varied needs of
young children and their families, linkages with
community agencies are essential to provide a medical
home, mental health and social services, and
therapeutic interventions. Ongoing communication and
team meetings can ensure continuity of care across
multiple disciplines and promote holistic support
services and treatment.
Licensing ensures that basic health and safety

requirements have been met. In addition,
quality child care settings for young children have
separate areas for food preparation and
diapering / toileting; detailed procedures for
emergencies; policies for addressing illnesses;
nutritious meals and snacks; collaboration with community
health and safety resources;
and frequent hand-washing by caregivers and children to
minimize the transfer of
infections. To reduce the risk of SIDS, all healthy
infants should be placed on their backs to sleep.
ASSESSMENT
Direction: Identify what is asked for each question. Write your

answer before the number.
_________1. It determine the amount of time and attention that

each caregiver can devote to each child.
__________2. A mix of creative, fun and educational activities.
__________3. They are warm and knowledgeable who have a lot of

trainings and rarely quit.
__________4. Providers use this element to meet learning learning

needs and may hold parent-teacher conference.
__________5. It is consider the most important element in quality

child care in building a good communication and relationship.
__________6. It is an area where the students feel safe and clean
that have varied materials, activities and routines.
__________7. The goal of this element is to make sure that the

children will receive health screening.
ASSIGNMENT
Explain: What is the importance of knowing the seven elements of

quality child care.
Lesson 14: Setting Goals

 Three Steps to effective goal
setting
Learning Target
a. explain the three steps to effective goal setting;

b. use the three steps to effective goal setting in
making their goals; and
c. list their goals following the steps to effective
goal setting.
Introduction
Setting goals is a great way to give yourself

direction, focus and motivation. Whether your goals are big
or small, the first step in achieving them is deciding what
they are! Learn how to define your goals and to put together
a plan for how you'll achieve them.
This can help if:
 you feel overwhelmed by how much is going on in your

life
 you feel like you’re lacking direction
 you have a big project or dream that you want to get
started on.
Why goal setting is useful
Making something you want in life an actual goal is a really

great way to make it happen. That’s because you’re making a
decision to act in order to get what you want. Goals give
you direction, keep you focused and motivated, and increase
your chances of achieving things.
The goals you set need to be meaningful to you; they

shouldn’t be things that you think you 'should' be doing.
You’ll get the most benefit out of achieving goals that are
important to you.
How to define your goals
To set a goal, you need to know what it is you want in the

first place. Failing to identify what you’re hoping to
achieve can be a huge stumbling block. Here are some tips
for helping you to work out what you want:
1. Start with the things you enjoy. We are happiest when

we’re using our strengths. Write down the five things you
enjoy most in life. Can you identify any goals associated
with using these strengths?
2. Don’t get too caught up in ‘big’ things. A lot of the

time when we think about goals, we think they need to be
really big – and this can be overwhelming. Change how you
think about goals. A goal can be anything you want to do or
achieve – big, small or completely random, such as learning
how to tell a great story at a party, or taking part in a
fun-run dressed as a stormtrooper.
3. Think about what you don’t want. Write a list of five or

ten things that you don’t want. Then turn them around to
become positive goals. For example, turn the negative goal
‘I don’t want to be stuck at home’ into a positive one: ‘I
want to travel.’
Three steps to effective goal setting
When you have an idea about what you want, there are three
simple steps you can take for setting a goal for yourself.
1. Define your goal. Remember, you need to make your goal

specific and realistic. This means that your goal should be
achievable, measurable and have an end point. If you’re not
sure whether your goal is realistic, talk to someone you
trust about it.
2. Set sub-goals. Breaking up your goal into sub-goals will

help you stay motivated, particularly in the case of a
larger goal that will take time to achieve. Write down your
sub-goals and make them milestones, so you can recognise and
celebrate the progress you’ve made in achieving them.
3. Set a time frame. Deadlines keep you on the go and help

you to stay motivated. For each written sub-goal, add a
deadline to prevent you from putting things off or losing
sight of your main goal.
1. Assessment
I. TRUE OR FALSE. Write TRUE if the statement is

correct and FALSE if it is not.
1. Setting goals is a great way to give yourself

direction, focus and motivation.
2. To set a goal, you don’t need to know what it is you
want in the first place.
3. In defining your goal you need to make it specific
and realistic.
4. Sub-goals will help you stay motivated, particularly
in the case of a larger goal that will take time to
achieve.
5. Deadlines keep you on the go and help you to stay
motivated.
2. Assignment:
In a short bond paper I want you to write your

goal following the three steps to effective goal setting.
Lesson 15: Infant-Toddler Development
 A Review
 Characteristics Of A
Developmentally Appropriate Infant-Toddler Program
Learning Target
At the end of lesson, the student will be able to:
a) classify the different child development according to

age which it occurs
b) describe typical child developmental milestones; and
c) Identify characteristics of an appropriate program for
infants and toddlers
With 85% mastery level.
Introduction
Understanding child development is a protective factor

because it helps us recognize when a child needs extra help.
If we do not understand child development, we might become
frustrated instead of recognizing an opportunity to scaffold
or strengthen a child’s experiences. When we get frustrated,
we do not use our best thinking. We are less able to
problem-solve, use new practices, think creatively, and be
patient. We may be less able to support the children who
need our help the most.
Infants & Toddlers Development
2 Months
Social/Emotional
 Begins to smile at people
 Can briefly calm himself (may bring hands to
mouth and suck on hand)
 Tries to look at parent
Language/Communication
 Coos, makes gurgling sounds
 Turns head toward sounds
Cognitive (learning, thinking, problem-solving)
 Pays attention to faces
 Begins to follow things with eyes and
recognizes people at a distance
 Begins to act bored (cries, fussy) if
activity doesn't change
Movement/Physical Development
 Can hold head up and begins to push up when
lying on tummy
 Makes smoother movements with arms and legs
4 Months
Social/Emotional
 Smiles spontaneously, especially at people
 Likes to play with people and might cry when
playing stops
 Copies some movements and facial expressions,
such as smiling or frowning
 Begins to babble
 Babbles with expression and copies sounds he
or she hears
 Cries in different ways to show hunger, pain,
or being tired
 Let you know if she or he is happy or sad
 Responds to affection
 Reaches for toy with one hand
 Uses hands and eyes together, such as seeing
a toy and reaching for it
 Follows moving things with eyes from side to
side
 Watches faces closely
 Recognizes familiar people and things at a
distance
 Holds head steady, unsupported
 Pushes down on legs when feet are on a hard
surface
 May be able to roll over from tummy to back
 Can hold a toy and shake it and swing at
dangling toys
 Brings hand to mouth
 When lying on stomach, pushes up to elbows
6 months
Social/Emotional
 Knows familiar faces and begins to know if
someone is a stranger
 Likes to play with others, especially parents
 Responds to other people's emotions and often
seems happy
 Likes to look at self in mirror
 Responds to sounds by making sounds
 Strings vowels together when babbling and
likes taking turns with parents while making
sounds
 Responds to own name
 Makes sounds to show joy and displeasure
 Begins to say consonant sounds (jabbering
with "m," "b")
 Looks around at things nearby
 Brings things to mouth
 Shows curiosity about things and tries to get
things that are out of reach
 Begins to pass things from one hand to
another
 Rolls over in both directions (front to back,
back to front)
 Begins to sit with support
 When standing, supports weight on legs and
might bounce
 Rocks back and forth, sometimes crawling
backward before moving forward
9 months
Social/Emotional
 May be afraid of strangers
 May be clingy with familiar adults
 Has favorite toys
 Understands "no"
 Makes a lot of different sounds like
"mamamama" and "bababababa"
 Copies sounds and gestures of others
 Uses fingers to point at things
 Watches the path of something as it falls
 Looks for things he or she sees you hide
 Plays peek-a-boo
 Puts things in her or his mouth
 Moves things smoothly from one hand to the
other
 Picks up things like cereal o's between thumb
and index finger
 Stands, holding on
 Can get into sitting position
 Sits without support
 Pulls to stand
 Crawls
1 Year
Social/Emotional
 Is shy or nervous with strangers
 Cries when mom or dad leaves
 Has favorite things and people
 Shows fear in some situations
 Hands you a book when he or she wants to hear
a story
 Repeats sounds or actions to get attention
 Puts out arm or leg to help with dressing
 Plays games such as "peek-a-boo" and "pat-a-
cake"
 Responds to simple spoken requests
 Uses simple gestures, like shaking head "no"
or waving "bye-bye"
 Makes sounds with changes in tone (sounds
more like speech)
 Says "mama" and "dada" and exclaims "uh-oh!"
 Tries to say words you say
 Explores things in different ways, like
shaking, banging, throwing
 Finds hidden things easily
 Looks at the right picture or thing when it's
named
 Copies gestures
 Starts to use things correctly; for example,
drinks from a cup, brushes hair
 Bangs two things together
 Puts things in a container, takes things out
of a container
 Let things go without help
 Pokes with index finger
 Follows simple directions like "pick up the
toy"
 Gets to a sitting position without help
 Pulls up to stand, walks holding onto
furniture
 Make take a few steps without holding on
 May stand alone
18 months
Social/Emotional
 Likes to hand things to others as play
 May have temper tantrums
 May be afraid of strangers
 Shows affection to familiar people
 Plays simple pretend, such as feeding a doll
 May cling to caregivers in new situations
 Points to show others something interesting
 Explores alone but with parent close by
 Says several single words
 Says and shakes head "no"
 Points to show someone what she or he wants
 Knows what ordinary things are for; for
example, telephone, brush, spoon
 Points to get the attention of others
 Shows interest in a doll or stuffed animal by
pretending to feed
 Points to one body part
 Scribbles on own
 Can follow one-step verbal commands without
any gestures; for example, sits when you say
"sit down"
 Walks alone
 May walk up steps and run
 Pulls toys while walking
 Can help undress
 Drinks from a cup
 Eats with a spoon
2 years
Social/Emotional
 Copies others, especially adults and older
children
 Gets excited when with other children
 Shows more and more independence
 Shows defiant behavior (doing what he or she
has been told not to do)
 Plays mainly beside other children, but is
beginning to include other children, such as
in chase games
 Points to things or pictures when they are
named
 Knows names of familiar people and body parts
 Says sentences with two to four words
 Follows simple instructions
 Repeats words overheard in conversation
 Points to things in a book
 Finds things even when hidden under two or
three covers
 Begins to sort shapes and colors
 Completes sentences and rhymes in familiar
books
 Plays simple make-believe games
 Builds towers of four or more blocks
 Might use one hand more than the other
 Follows two-step instructions such as "Pick
up your shoes and put them in the closet"
 Names items in a picture book such as a cat,
bird, or dog
 Stands on tiptoe
 Kicks a ball
 Begins to run
 Climbs onto and down from furniture without
help
 Walks up and down stairs holding on
 Throws ball overhand
 Makes or copies straight lines and circles
3 years
Social/Emotional
 Copies adults and friends
 Shows affection for friends without prompting
 Takes turns in games
 Shows concern for a crying friend
 Understands the idea of "mine" and "his" or
"hers"
 Shows a wide range of emotions
 Separates easily from mom and dad
 May get upset with major changes in routines
 Dresses and undresses self
 Follows instructions with two or three steps
 Can name most familiar things
 Understands words like "in," "on," and
"under"
 Says first name, age, and sex
 Names a friend
 Says words like "I," "me," "we," and "you"
and some plurals ("cars," "dogs," "cats")
 Talks well enough for strangers to understand
most of the time
 Carries on a conversation using two to three
sentences
 Can work toys with buttons, levers, and
moving parts
 Plays make-believe with dolls, animals, and
people
 Does puzzles with three or four pieces
 Understands what "two" means
 Copies a circle with pencil or crayon
 Turns book pages one at a time
 Builds towers of more than six blocks
 Screws and unscrews jar lids or turns door
handle
 Climbs well
 Runs easily
 Pedals a tricycle
 Walks up and down stairs, one foot on each
step
Remember, these milestones tell us what children

typically do at certain ages. They are not hard and fast
rules. Individual children will vary a great deal in when
and how they reach different milestones.
Characteristics of a Developmentally Appropriate Infant-

Toddler Program
The National Association for the Education of Young

Children was the front runner in the development of
developmentally appropriate practices. They now have these
practices developed for infants and toddlers, preschoolers,
and kindergartners. These are
 Age appropriateness is based on human development

research which indicates that there are universal,
predictable sequences of growth and change that occur
in children during the first nine years of life. These
predictable changes occur in all domains of development
- physical, emotional, social, and cognitive. Knowledge
of typical development of children within the age span
provides a framework from which teachers prepare the
learning environment and plan appropriate experiences.
 Individual appropriateness recognizes that each child
is a unique person with an individual pattern and
timing of growth, as will as an individual personality,
learning style, and family background.
 Cultural appropriateness recognizes the importance of
the knowledge of the social and cultural contexts in
which children live to ensure that learning experiences
are meaningful, relevant, and respectful for the
children and their families.
Assessment:
Direction: Classify the following child developments

according to what age this developments occur. Just right
the letters to which it belong.
A. Gets to a sitting position without help

B. Climbs well
C. Stands on tiptoe
D. Finds things even when hidden under two or three covers
E. Can work toys with buttons, levers, and moving parts
F. Explores things in different ways, like shaking,
banging, throwing
G. Cries when mom or dad leaves
H. Gets excited when with other children
I. Takes turns in games
J. Says first name, age, and sex
1 year old 2 years old 3 years old
Assignment
1. Choose one of the activities and bring one example

material of the activities you choose
2. Cut and paste a baby picture of you on your

assignment notebook. Interview your parents about
the things that you can already did or the
developments that already occurred when that
pictures of you was taken.
Lesson 16: Planning Infants and Toddlers

 Program: Infant and Toddler Activities
 Space: Infant and Toddler Environment
Learning Task:
At the end of 40 minutes lesson, the pupils should be

able to:
a. identify activities and features of environments that
help infants and toddlers feel secure, comfortable,
welcome and ready to explore and learn;
b. describe how to design and maintain a safe and
developmentally appropriate environment for infants and
toddlers; and
c. list potential activities and learning areas found in
infant or toddler classrooms.
Introduction:
Every child grows and learns new things at his or her
own pace. Children may vary as much as 6 months in some of
the things they are able to do. Children developing new
skills need lots of practice, therefore, the activities in
each age range can be used over and over again. You might
notice that some activities are intentionally repeated in
various age levels.
ACTIVITY GOALS
The most common ones for infants and toddlers are

social and emotional development; language and
communication development; cognitive development and
general knowledge; and physical development and motor
skills.
(Petersen, Jones, & McGinley, 2008).
Social and Emotional Development

- means how children start to understand who they are,
what they are feeling and what to expect when
interacting with others. It is the development of being
able to:
 Form and sustain positive relationships.
 Experience, manage and express emotions.
 Explore and engage with the environment.
Language and Communication Development

- is about more than talking. It means all the different
ways a child understands and communicates, only part of
which are spoken words.
 Language and communication development is important,

because speaking is an indicator of fine motor skill
development and a reflection of cognitive development.
 Reading is one of the best ways to encourage

communication and language development.
As an infant, hearing words and seeing pictures helps a
child understand the two are connected. This lays a
foundation for speech, which begins around nine months
and typically increases as a child grows.
Cognitive Development
- means how children think, explore and figure things
out. It is the development of knowledge, skills,
problem solving and dispositions, which help children
to think about and understand the world around them.
Brain development is part of cognitive development.
As a parent, it is important to foster your child's
cognitive development as soon as he/she is born because
doing so provides the foundation for your child's success in
school and later in life. For example, research shows that
children who can distinguish sounds at six months of age are
better at acquiring the skills for learning to read at four
and five years of age.
To promote your child's cognitive development, it is

important that you actively engage in quality interactions
on a daily basis. Examples include:
 Talking with your baby and naming commonly used
objects.
 Letting your baby explore toys and move about.
 Singing and reading to your baby.
 Exposing your toddler to books and puzzles.
General knowledge has two components: details about the

world around us and social concepts. These include facts
like “snow is cold” and social information about jobs,
community, stores, etc., as well as the understanding of how
things work.
Physical Development and Motor Skills

Physical Development is divided into two areas:
 Growth is the physical changes of, the increase in
size, height and weight.
 Development is how children gain control over their
physical actions to do complicated and difficult
activities more skilfully and easily.
Growth and development are linked because the

development and improvement of physical skills depends on
the size of the child and their muscular strength. Physical
development will usually follow a sequence even though the
age may vary. There are factors that can affect this
sequence, such as a disability.
Physical development is divided into fine motor skills and

gross motor skills:
The term "gross motor" development refers to physical

skills that use large body movements, normally involving the
entire body. In the sense used here, gross means "large"
Fine motor skills are necessary to engage in smaller,

more precise movements, normally using the hands and
fingers. Fine motor skills are different than gross motor
skills which require less precision to perform.
These early learning designations were used to group
activities by goal. The targeted age group for each activity
is designated: young infants (birth to 9 months), mobile
infants (8 to 18 months), and toddlers (16 to 36 months).
These overlapping age guidelines emphasize the fluidity of
early development. If infants or toddlers are in the younger
range or their disability affects a particular area, use
activities from a lower age range. All activity areas begin
with activities for young infants, then activities for
mobile infants, and finally activities for toddlers.
Infant Activities
“Anticipation”
(Social Awareness: Individual, birth to 9 months)
Procedure: Before beginning an event such as giving an

infant a bottle, picking him up, or changing him, tell the
infant what is going to happen. Show the infant the bottle
and say, “Are you hungry? I have your bottle ready. Do you
want it?” Then pause to give the infant time to respond.
(Don’t expect him to say “yes,” you are giving him the time
and respect to process information rather than just putting
the bottle in his mouth.) Before picking up an infant hold
out your arms and say, “I’m going to pick you up.” Then
pause so the infant can anticipate what will happen. Keep
the gestures and words you use consistent so the infant
knows what to expect. Follow through with the action
quickly; if you show him the bottle and he responds, then
feed him right away; do not wait several minutes. Respond to
the infant’s cues. If he quiets when approaching him say,
“You know I’m going to pick you up.” Then do it.
Goals Materials Assessment Integration
The infant As infants

To increase None increases the learn that
social amount of time their world is
awareness; to he can wait predictable
increase for an they are
cognitive anticipated willing to
development activity wait longer
without for events to
fussing. happen because
they are
developing
trust.
“Tummy Time”
(Social Awareness: Individual, birth to 9 months)
Procedure: Tummy time is whenever infants are not on their

backs or sitting in seats or other containers. Carrying
infants in different ways changes their view of the world
and also helps them strengthen needed muscles. As you carry
young infants point out items they can see, talk, or sing to
them.
• Stomach down: To carry an infant stomach down place one
arm underneath his chest with the hand supporting his chin
and neck. The other arm goes around his entire body.
• Back to front vertical: Pick up the infant so his back is

toward your front. Carry him in a vertical position so his
head is up and he is looking out. For young babies keep
their head centered as you hold them. As infants get older
have them put their arms out and pretend to fly. As a
variation put one arm under the infant to make a seat and
the other arm around his middle for support.
• Back to front horizontal: Pick up the infant so his back

is toward your front. Carry him in a horizontal position
with his head in the elbow of your right arm as he is
looking out. Your right arm goes under his head and your
left arm goes between his legs to hold the infant’s side.
Your hands will meet in front.

To increase None The infant Tummy time is adaptable and
social will look infants need to spend more
awareness, to around time actively moving. By
increase when held carrying them in different
sensory motor in various positions you give them the
skills positions opportunity to increase
and muscular strength. Lack of
carried. tummy time may lead to flat
areas
on the back of the head,
muscles that are tight or
weak on one side of the
neck, and delayed motor
skills.
“My Book about Me”

(Social Awareness: Individual, 8 to 18 months)
Procedure: With the infant on your lap, look through the

book with him and talk about each picture, what he is doing,
and how wonderful he is. For younger infants, keep the book
short and if possible have the pictures of the child alone
doing everyday things (eating, sleeping, playing, and so
on).
To increase Plastic sleeve The infant will Infants enjoy

social covers, three- look at the looking at
awareness; to ring binders, book. these books.
increase markers, Take pictures
language and digital or of infants at
communication regular camera, school or ask
skills photographs of parents to send
the infant, in pictures,
construction whichever is
paper, paste most
appropriate. A
digital camera
makes it easy
to add to books
as infants
change and
grow.
Photographs can
also be used
for assessment
and to document
developmental
milestones.
“Cups and Spoons”
(Social Awareness: Individual, 8 to 18 months)
Procedure: Place the infant in a highchair and place a cup

and spoon on the tray. Encourage the infant to explore each
item. Demonstrate how you can use the spoon to hit the cup
or to stir, and then give the item back to the infant.
Encourage her to pick up the cup with the handle and pretend
to drink from it or eat with the spoon. Repeat this using a
slightly different cup. For younger infants introduce the
cup and spoon separately before pairing them. As infants
gain experience, give them several different cups and spoons
to play with at the same time.
To increase A variety of The infant will It is useful

social plastic cups explore the for infants to
awareness; to with handles, materials and have experience
increase plastic spoons occasionally playing with
sensory motor use the cups and exploring
skills and spoons the properties
appropriately. of cups and
spoons before
they use them
to eat and
drink.
Toddler Activities
“Washing dishes”
(Social Awareness: Small Group, 16 to 36 months)
Procedure: Put the dishes in the basin and have toddlers

explore the dishes. Encourage them to put the dishes in the
basin, swish the water, and take them out. Talk about their
actions. Ask them questions. Have at least two basins so
that children can interact. Say “out” as you take a dish out
and “in” as you put the dishes in. Physically guide the
child’s hand, if needed. Say, “Good, you took it out!” Fill
the basin with a small amount of water and add a small
amount of soap. Let children “wash” dishes. Add a sponge or
handled scrubber for them to wash dishes. Have several
towels available to dry dishes. Encourage appropriate
actions; that is, placing cups on saucers, pouring, and
stirring the cup with a spoon. Have children sort utensils
in a storage unit. Encourage them to match items by color.
Have children set the table and use dishes to serve snack.

To increase Plastic The toddler Toddlers enjoy
social dishes, will parallel pretending with
awareness; to basin, water play with familiar
increase (lukewarm) others while objects. The
sensory motor washing and lukewarm water
skills drying dishes. is soothing.
“Puppets”
(Language Development: Individual, 16 to 36 months)
Procedure: With the puppet on your hand, talk to the toddler

and encourage the toddler to talk with the duck or bunny:
“I’m a duck. I say ‘quack, quack.’ ” Encourage the toddler
to imitate sounds, words, or actions. Then let the toddler
experiment with putting the puppet on his hand. Use the
puppet to have a “conversation” with the toddler. Give the
toddler time to respond.
To increase Duck or The toddler Talking with

language and bunny will respond puppets
communication puppets (or to overtures encourages peer
skills; to other animal by the puppet interaction as
increase puppets) and will well as fostering
creative socially language
development interact with development.
the puppet. Simple puppets
that use whole-
hand movements
are best at this
age.
“Dressing Book”
(Language Development: Individual, 16 to 36 months)
Procedure: Begin by using children’s clothing and ask toddlers to point to the part of
themselves that the clothing would cover. If necessary, give them a choice. Then point to the
picture and back to the clothing as you name each. Name and point to the articles of clothing.
Ask the toddler to point to the correct picture as you name each article. Then ask him to name
the article of clothing shown in the picture and find the piece of clothing if he is wearing that
article. Encourage toddlers to “read” the book to you. Then ask them to show you where each
article goes, for instance: “Where do the shoes go? Yes, that’s right! Shoes go on your feet!”
To increase Shape The toddler will Help toddlers

cognitive Sorter put the shapes learn about the
development; in the correct shapes in their
to increase holes. environment. Play
sensory games looking for
motor skills round, square, or
triangular shapes
in the room. Use
form boards.

To increase A book The toddler This activity
language and about will point fosters adaptive
communications dressing to the behavior as well as
skills; to articles of language
increase clothing development. There
sensory motor named and is no expectation
skills show where that toddlers will
they go on dress themselves,
his body. rather, that their
awareness is
increased and that
they frame these
experiences as
positive.
“Shape Sorter”
(Cognitive Development: Individual, 16 to 36 months)
Procedure: Present the toy to the child and encourage the

toddler to lift the top off, remove the shapes, and then
replace the top. Encourage them to place the shapes in
appropriate holes. If needed, demonstrate how the shapes fit
into the holes. If this is difficult, have toddlers put in
and take out the shapes without the lid. Then cover one or
two spaces with your hand or a piece of cardboard or tape so
children have fewer choices. As toddlers become more
skillful, use a shape sorter with more shapes, name the
shapes, and ask toddlers to put in the shapes you name.
“Moving like the Animals”

Sensory Motor Development: Small Group, 16 to 36 months
Procedure: See if toddlers can identify the animals in the

picture. Help them decide if the animals are large or small
and how they move. Have the children move as they think the
animal would move. As toddlers become more proficient,
choose less familiar animals with obvious movement patterns.
Talk about animals and where they live.
To increase Pictures of The child will This activity

sensory motor familiar move like the helps children
skills; to animals designated learn more
increase animal. about the world
language and in which they
communication live and even
skills think about it
differently.
Since surroundings have such a powerful influence on

infants and toddlers, there are eight points to consider
when setting up group care environments. These can be
divided into two groups. Four relate to the needs of infants
and their caregivers: Safety, Health, Comfort, and
Convenience. The others support infant development: Child
Size Space, Flexibility, Movement, and Choice.
1. Safety
Safety is one of the most important concerns in a group care

setting. In a well-designed environment, children move about
freely and explore without the caregiver worrying about
children getting hurt. She can spend her time in positive
interaction with the children, rather than patrolling a “no”
environment.
Safe environments have:
 developmentally appropriate equipment made of non-

toxic materials such as wood;
 non-slip floors;
 stable shelves, objects, and fixtures with rounded
corners; and
 steps toddlers can use to reach the changing table
so that caregivers will not have to lift them.
2. Health
Health is a fundamental issue when caring for infants and

toddlers. A well-kept environment can protect both children
and adults from infection and illness.
 Separate the diapering and toileting areas from food

preparation and feeding areas.
 Keep these and all areas clean.
 Have sufficient plumbing to allow children and
caregivers to wash hands regularly.
 Make sure surfaces are easy to clean and suitable
for the activities in the area—walls, floors,
furniture, and toys.
Heat, light, ventilation, and acoustics all have an impact
on the development of children’s health. Since smell is one
of the most important indicators of a healthy environment,
clean floors and furnishings are of utmost importance. A
child care center needs an efficient air exchange system, as
well as screened, openable windows, if at all possible.
3. Comfort
A comfortable environment creates a calming atmosphere and

allows both infants and caregivers to function without
stress, which is injurious to brain development. Reducing
clutter, giving attention to attractive display, and
introducing nature into the room are some ways to bring
about a harmonious and relaxing mood.
 Try soft and natural colors on walls and furnishings.

 Use natural light, lamps, and full-spectrum lights
rather than fluorescent lights.
 Each room needs a steady flow of fresh air.
 Acoustical tiles and rugs with pads help to absorb
noise.
 Soft cushions, pillows, and back supports for adults
sitting on the floor help make the environment
comfortable.
4. Convenience
A convenient environment is one in which both the infants

and adults can easily see, find, and access materials. Make
sure the arrangement of equipment is clear and visible to
all who use the space. Materials should be grouped together
logically.
Since infants and toddlers cannot read labels, they take

cues from the way each area is organized, as well as its
mood, to stimulate their interaction with the environment.
5. Child Size Space
It’s such a big world. Your classroom may be the one place
where a child can reach, sit, play, and work without
constantly asking an adult for assistance. When an
environment is designed to fit infants and toddlers, they
can reach what they need, and explore what interests them
without the caregiver worrying about children getting hurt.
Teachers spend less time lifting children, putting them in
chairs, getting toys for them, and managing difficult
behavior. Child size space also takes into account the role
of the caregiver. Intentional and responsive interaction
with each child will encourage them to new levels of play.
Since the quality of your interactions has a direct bearing
on children’s confidence and ability to learn, swings and
walkers are not recommended. They inhibit the infant’s
natural need to move and explore, and prevent adults from
interacting in the ways that benefit children most.
6. Flexibility
Even if you have limited space, choosing the right equipment

can help you create a flexible room. Equipment that is light
weight and mobile can be used for more than one purpose. For
example, tables can be used for feeding, art, and messy
activities.
Use adjustable equipment that can be adapted as children

grow. Mobile storage units can double as boundaries, making
optimal use of your space. No matter what type of setting
you have, plan to keep part of it open. Placing all the
large equipment around the edge of the room keeps the center
open allowing the children to see what activities are
available throughout the room. The children can also see the
caregiver across the room, and the caregiver can see and
respond to any child who needs attention. An open center
creates maximum flexibility and lets children navigate
easily between areas and explore their independence.
7. Movement
Infants and toddlers need an environment that encourages

movement. The first three years are what Piaget calls the
sensorimotor period, where infants and toddlers use their
whole body to discover and process the world around them.
They develop physical and cognitive skills, and learn about
people and objects by becoming fully involved with their
surroundings.
In the classroom some equipment must be provided to

stimulate large muscle play and exploration. Use slopes, low
steps, play pits, or platforms to create a multiple level
environment. Different levels provide variety, diverse
viewpoints, and numerous chances for movement. Surfaces with
a variety of textures enhance sensory exploration. Fixed
structures, such as climbers and slides, encourage
cooperative peer play.
8. Choice
An environment that allows infants and toddlers to make

choices supports their development and provides children
opportunities to discover what they find interesting or
challenging. Set up different areas of the room with a
variety of activities, textures, and equipment. There should
be spaces for large group activities as well as small,
private spaces, active and quiet play areas, and room for
messy activities. Your space can support your program,
providing stimulation and a balance between challenge and
comfort, so children can “push their limits” and expand
them. Caregivers need to be able to observe and respond to
cues in the children’s behavior in order to arrange and
rearrange the environment.
“One of the most important lessons I’ve learned in twenty

years of designing buildings for young children is that the
choices we make in creating the physical environment; space,
materials, color, and furnishings, are essential to child
development. Not only does the environment teach directly,
but it sets the tone for a warm, engaging, and welcoming
place that allows children to flourish and learn.”
Mike Lindstrom CEO, MLA Architects Brookline, MA
Conclusion:
Infants change and grow rapidly and educators adapt the

curriculum and activities to their needs. Their repertoire
is small so variations on experiences predominate for young
infants (birth to 9 months). Mobile infants (8 to 18 months)
reach major developmental milestones. Their curriculum is
driven by their interest in moving and the development of
language.
Toddlers (16 to 36 months) are predictably mobile and are

experiencing bursts of cognitive and language growth. They
are curious and want to learn about themselves and their
world. Experiences and activities are designed to meet these
needs.
Assessment (Enrichment Task):
On your own opinion, write down at least 3 spaces or

points to consider when setting up group care environments
and give some examples. Write it in a ½ paper.
Assignment:
Have an advance reading in Specific Areas in Infants

and Toddlers Classroom.
Lesson 17: Planning Infants and Toddlers

 Specific Areas Planning Infants and Toddlers:
 Adaptations of Infants and Toddlers with Special Needs
Learning Targets:
a. identify the specific areas in the classroom;
b. differentiate the specific areas in the classroom;
c. draw their dream classroom with specific area;
d. identify the adaptation of young children with special
needs;
e. state the different adaptations for young children with
special needs; and
f. share the importance of adaptation for young children
with special needs
Introduction:
Sure, we want our rooms to look cute and inviting, but
the main purpose for the layout and decoration of our room
is to help students learn! There are certain areas of a
classroom that are absolutely essential to teaching students
and helping them learn to the best of their ability. In
almost any elementary classroom, you will see.
1. Word Wall
Whether you teach Pre-K or 6th
grade, word walls are so
incredibly important! One of the
most essential times to refer to
work walls is when teaching
students to read and read. Start
out in Kindergarten by placing
sight words (common words that may
or not be decodable) near the area
where most reading instruction
takes place. As they move up in
grades, word walls may contain
more difficult words, irregularly spelled words, or content-
specific words. You would be surprised how often these word
walls are referenced! They are an amazing tool to boost
student learning.
2. Classroom Library
A classroom library is where a
teacher can really go crazy with
decorating and organizing...
because it's so worth it!
Students LOVE this area in any
classroom, in any grade. And you
don't have to teach K-2 or
Literacy to take advantage of a
classroom. Fill the learning
environment with books and resources about age-appropriate
science experiments, or research books and magazine about
historic events.
3. Area Rugs
In Kindergarten, rug spots
are a huge deal because
students are beginning to
learn about personal space
and how to respect their
peers. As students grow,
they view rug areas as more
relaxed, enjoyable places to
be. Students may prefer
sitting on the rug to learn
in front of the board, or
they may enjoy stretching out with a good book in the
classroom library.
Whenever you use them in your classroom, you are designating
a specific area where certain things should be
accomplished... this is a great area to hang expectations
and proper procedures on how to behave on the rug.
4. Student Work
There's nothing teachers enjoy
doing more than bragging on our
students! No matter what grade you
teach, you should have spaces
available to display student work.
This area can be inside the
classroom, outside in the hallway,
or both! You can make these
displays as simple or creative as
you want, just as long as the focus
in on student achievement. This
area highlights their accomplishments, and provides evidence
of their learning to fellow students, teachers,
administrators and parents.
5. Hands-On Activities
This area is where students
really solidify their
knowledge. Using manipulatives
and other tools helps concepts
in students' brains and takes
their learning to higher level.
Don't you get tired of hearing
the same information in the
same old way? With hands-on
activities, instructional
content is presented in a fun
and engaging way which really gets the students involved and
ensures they are ACTIVE learners. Typically, math tools come
to mind when we talk about manipulatives, but this area can
be full of tools for a variety of content areas! Maps,
magnifying glasses, reading aids, vocabulary games, and
puppets can all have a home in this area.
6. Guided Groups
This area is where most of the magic
happens! Using small-groups is one
of the best learning strategies used
in a classroom. No matter what grade
or subject you teach, incorporating
daily guided group work is
imperative for student success! This
area is where you will provide the
most support for students who need
the most progression. Grouping
students together in ability groups
is so important to ensure your
groups run smoothly and that each
student gets the support they need.
When you become a teacher and begin thinking about your
classroom, there are a few things that instantly come to
mind. Everyone tends to assume that all elementary teachers
love bright colors, organization, flexible seating, etc. But
what most people don't usually consider is that almost
everything in a teacher's classroom serves a learning
purpose.
Adaptations of Infants and Toddlers with Special Needs

As children with disabilities are included in traditional
child care programs, teachers are finding creative ways to
adapt toys, activities and learning centers to meet the
needs of all of their children. Early childhood
professionals have been making adaptations in their
classrooms for years. They tape papers on tables for
children who have difficulty holding and coloring. They
rearrange their housekeeping areas to meet the needs and
interests of their children.
Environmental Adaptations
The ways in which a building or room are set up makes a
big difference with how children participate in activities
and routines. For example, if furniture is spaced too
close together, a child with a physical disability may
have difficulty moving in a wheelchair or walking using
crutches or a walker. If the arrangement of a room is
changed frequently, a child with impaired vision may have
difficulty moving around the room. General architectural
guidelines for people with physical disabilities have been
established to help when remodeling or building new
structures.
Significant architectural changes are not needed in order
to accommodate most children with disabilities. Paying
careful attention to the ways in which classrooms or other
rooms in a center-based day care are organized can assist
all children, including those with disabilities, to
participate in activities safely and with less adult
direction and supervision. Simple organizational
strategies such as putting toys at eye level, storing
small pieces in boxes or other containers with lids that
children can see through, and making sure that furniture
is not easily tipped over can assist all children,
especially those with disabilities. Having toys in
containers with lids will prevent major spills when a
child does not have good coordination or making sure that
furniture is stable will prevent falls when children are
trying to climb into chairs or when a child with a
physical disability is trying to pull up to a standing
position. Adapting the set-up of a room is a first step
in accommodating the needs of children with disabilities.
Adapting Activities and Materials
Adaptation Plans enable teachers and other staff to plan
adaptations necessary for specific children or for
particular routines and activities. By planning ahead and
answering a few questions, teachers can focus on what
changes will enable and promote children's optimal
performance and participation. A first step is to choose
the activity or to modify an activity so that it better
meets all children's abilities. For example, a child who
needs sensory experiences can receive these experiences if
a teacher sets up an art activity that requires using glue
and a variety of materials (like yarn, sandpaper, etc.).
This activity will provide a child with experiences with
materials of different textures. Making sure that the
playground equipment includes a rocking horse or a see-saw
or merrygo-round allows a child who needs movement
stimulation to receive that stimulation within regular
gross motor activities or outdoor/indoor play time.
Environmental Accommodations
Sidewalks
• Curb cuts that permit access
• Sidewalks at least 48" wide
• Sidewalks level, without irregular surfaces, bumps,
or ridges
Ramps
• Ramps with handrails 32" high
• Grade of the ramp no more than 1" rise every 12" in
length
• Non-slip surface present for all types of weather
Door
• Door opening at least 32" wide when the door is open
• Floors level at least 5' in both directions from the
doors
• Thresholds low enough (½' not to present obstacles)
Toilets
• Stall available 3' wide by 4'8" deep with 33"-high
handrails
• Toilet seats 20" high and urinals 19" from floor
• Sinks, towel dispensers, and mirrors 36-40" from the
floor
Water Fountains
• Controls hand operated
• Spout in front of the unit
• Controls and spout 26-30" from the floor
Room Set-Up
1. The room is arranged so that there are interesting
things at eye level for all children to see and touch.
2. Space is arranged so that children/adults using
wheelchairs or crutches can navigate in and
out of the space as well as being able to turn around in
the space.
3. Shelves, tables, and chairs need to be at comfortable
levels. Children’s feet are touching the floor or foot
rests and tables are adjusted for chair heights.
4. Equipment and fixtures are sturdy and can hold the
weight of one child.
5. Toys and materials are accessible to the children.
6. The sound level is adequate for children with hearing
impairments and there are quiet areas in the room.
7. Center areas are labeled with pictures and/or large
print words. Centers are 3 dimensional spaces with
furniture arranged to designate boundaries (rather than
most furniture against walls).
8. Toys and materials are in easy to manipulate
containers and there are labels or pictures on the shelves
to designate where toys are to be located.
9. Classroom rules are stated positively and are posted
in pictorial form or other form that is understandable to
the children.
Equipment Environmental Accommodations
Hearing/Communication
 Hearing Aids
 Classroom Amplification Systems (such as FM or
table top systems)
 Telecommunication Devices (TTY or relay)
Communication/Reading
 Computers
 Communication Boards and Electronic Communication
Aids
 Synthetic Speech
 Pictures/Symbols
 Braille
Environmental Controls
 Computers
 Switches
 Animals
Mobility
 Canes
 Crutches/Walkers
 Wheelchairs
 Prosthesis
Adapting Classroom Environments For Young Children With
Special Needs
1. Offering alternative stating arrangements is a great way
to support children with disabilities.
2. Rearranging the layout of the classroom especially in
regards to classroom furniture, can also help children with
special needs move more easily around the classroom.
3. Limiting visual clutter on walls can help reduce
distractions for children with autism or ADHD.
4. Play soft music or provide white noise throughout the day
to help with sensory stimulation.
5. Reducing the noise level in the classroom can help
children with a visual or hearing impairment.
6. Changing the amount of lighting or brightening or dimming
lights can help children with autism or a visual impairment.
7. Adapting furniture by lowering chairs or securing of
desks and creating slant boards throughout the classroom for
writing support can help children with a physical disability
or orthopedic impairment.
8. For children with a cognitive and/or developmental delay
or an orthopedic impairment , consider using pigs to adopt
handles or doors and shelving coat.
Adapting Activity Requirements or Instructions

Changing the requirements of an activity can help a child
participate. For example, if a child chooses the same
learning center day after day, changing the requirements
for that child so that the child is guided to choose one
of two learning centers can broaden a child's experiences.
If all the children in the class are making their own
individual picture books, a child who works at a slower
pace may be required to make a picture page (instead of a
whole book). Children who have difficulty remembering all
the steps required for a particular activity may be helped
by giving the instructions one at a time or by having a
picture cue card that shows them the steps required. When
children have difficulty with listening and concentrating,
talking to them in simplified language -matching your
language to their understanding level -- can help them
follow directions more effectively.
MORE STRATEGIES FOR TOY ADAPTATIONS
Adopted from the National Lekotek Center

A. Non-skid rug material can be used for keeping toys
steady on a flat surface. Relatively inexpensive, it is
available at yard goods stores and can easily be cut to
correct size.
B. Velcro can be used to make sticky blocks which are
easier to handle than conventional blocks.
Also attach Velcro to the palm of a glove or mitten for
easier grasping.
C. Attach cloth or heavy elastic bands on puzzle pieces or
other small toys to make them accessible with hand movement
only.
D. Adapt shape boxes by changing lids or use plastic
containers or coffee cans, changing the lids to make it
easier to fit shapes into the holes.
E. Use a plastic slide viewer with a light underneath to
help highlight shapes, figures etc. for a visually impaired
child.
F. Provide small easels for children with poor upper body
strength. Attach drawing paper or games with sticky
material or two-sided tape.
G. Place silly putty or finger paint in a plastic zip-lock
bag for the child who is tactically sensitive or who places
toys in his mouth.
H. Enlarge lotto pieces on the copy machine, glue to a
firm backing and laminate.
I. Glue small spools or blocks to puzzles and toys that
are hard to pick up.
J. Glue felt on the bottom of toys to keep them from
slipping.
K. Use a felt board or tray to help child with visual
boundaries.
L. Laminate cardboard game pieces for easier handling and
cleaning.
M. Small toys can be nailed to blocks of wood to give them
a larger base.
N. Change small knobs and levers to larger blocks of wood.
O. Make simple tactile books from felt and scraps of
fabrics.
P. Wind masking tape around the handles of spoons,
pencils, crayons, wands, etc. to make handling easier.
Q. Punch a pencil or paint brush through a Styrofoam ball
to make it easier to hold.
Adapting Activity Requirements or Instructions

Changing the requirements of an activity can help a
child participate. For example, if a child chooses the
same learning center day after day, changing the
requirements for that child so that the child is guided to
choose one of two learning centers can broaden a child's
experiences. If all the children in the class are making
their own individual picture books, a child who works at a
slower pace may be required to make a picture page
(instead of a whole book). Children who have difficulty
remembering all the steps required for a particular
activity may be helped by giving the instructions one at a
time or by having a picture cue card that shows them the
steps required. When children have difficulty with
listening and concentrating, talking to them in simplified
language -matching your language to their understanding
level -- can help them follow directions more effectively.
Make sure that

the children
are busy and
persist
C Ensure the child has
predictable routines
C Pretend the child is engaging in a purposeful way (e.g.,
give the child things he/she say they want even if you
don’t believe that is what he/she really wants)
C Encourage the child to prolong interactions with peers
and/or toys
C Provide models and reward models for complex play and
exploration
C Play often, be playful, and provide the child with
affection
C Take turns with the child instead of initiating
everything
Follow the child's lead
Imitate the child
Wait for the child to initiate
Repeat the child’s phrases (word for word; sometimes
add a word or a phrase)
Including All Children Everywhere
Blocks Math and Dramatic Play

Manipulatives
Children Give the child a Describe objects Let the child
With Visual small number of to reinforce examine play
Challenges blocks. Trace sensory props with
each shape on information: varied textures
cardboard, cut it "These are all and try to guess
out, and tape it round buttons. their
to the shelf where Here is the identities.
it is stored to biggest one. Discuss each
encourage Can you find one object's
independence. that feels a features.
little smaller?"
Children With Make sure that the Describe what Find nonverbal
Hearing/Speech child understands the child is roles the child
Challenges the rules. Act doing, using can assume, such
them out and post words that as sleeping
pictures as identify math baby, animal in
reminders. relationships the zoo, or mail
(bigger, sorter in the
smaller, half, post office.
greater, less). Reinforce
lipreading.
Children With Be sure that the Work with the Use furniture
Physical child is well child's therapist that is heavy
Challenges positioned so his to choose and stable to
hands are free to appropriate give the child
manipulate and materials, such something to
play with blocks. as a magnetic lean on. Leave
board with open space, and
letters and avoid area rugs.
numbers. Adapt Encourage the
objects so they child to
are easily interact with
grasped. nondisabled
children.
Children With Give the child a Give the child When the group
Cognitive/ small number of plenty of time is involved in a
Intellectual blocks to start to experiment situation above
Challenges with - and lots with the shape, the child's
of modeling and size, and basic level, act as a
encouragement. characteristics play partner to
Show the child of materials. the child. Draw
what to do, and the child's
acknowledge all attention to
efforts. peers by using
props in
imaginative
ways.
Children With Begin as the

Social/Emotional child's play
Challenges
Invite the child partner,
Encourage to join in a gradually
cooperative play group activity, inviting one or
through group but don't force two other
projects. Help participation.
children to
stem aggressiveness Describe the
by reviewing rules activity and join.
for appropriate give the child a Suggest plot
behavior often. role to play. ideas if needed.
Literacy and Drawing Messy Play
Children Explain how tools are

With Visual Share books with used as the child
Challenges embossed or textured handles them. As you
surfaces. After model, actions such
listening to a story, as pouring sand into
offer the child a funnel, let the
precut shapes of the child feel your
characters and the hands, the tools, and
chance to trace them. the sand.
Children With Use signs, gestures, Make sand and water
Hearing/ and facial play available: these
Speech expressions to activities can be
Challenges clarify your words. very satisfying for
Set up an area where children with hearing
the child can listen difficulties.
to a cassette player
set at a higher
volume.
Children With Remove the paper from Encourage the child
Physical crayons. (The warmth to exercise the small
Challenges muscles in her hands.
of a child's hand will
Consult with the
help her maintain a child's physical
firmer grip.) therapist for
Stabilize paper by guidance.
taping it down.
Encourage the child
to finger paint.
Children With Before you share a
Teach vocabulary and
Cognitive/ story with the group,
concepts as children
Intellectual read it to the child
play. Model new ways
Challenges alone. Stories with
of using materials
rhymes, rhythm,
and provide tools
and/or repetition
that relate to
work best. Read
concepts the child
favorite stories
already knows.
often.
Keep stories short.
Encourage the use of
storytelling and Offer a limited
Children With drawing to number of materials.
Social/Emotional communicate Encourage cooperative
Challenges feelings. play and sharing.
Music and Movement Science
Offer rhythm
instruments and Encourage the child
Children encourage singing. to use senses other
With Visual Use finger plays to than sight: to hold
Challenges help the child learn objects, to smell and
to associate pictures taste substances, and
with words. to listen for sounds.
Children With Encourage the child
Use visual aids and
Hearing/ to respond to beats
demonstrations to
Speech and rhythms by
explain and discuss
Challenges feeling the
projects. During
vibrations from
exploratory
recorded music
activities, ask the
through wooden
child to check
floors and
understanding.
furniture.
Children With Intersperse lively Adapt tools and
Physical music with quiet, materials so the
Challenges calming music to child can explore and
help a child who learn independently.
might lose muscle
control if
overstimulated.
Encourage the child
to move her body in
safe ways.
Build extra time into
activities. Offer Let the child work at
Children With direct assistance if her comfort level
Cognitive/ needed, and give while encouraging her
Intellectual precise instructions to experiment and
Challenges for using each discover new
instrument or possibilities.
material.
Provide plenty of
Divide music materials and space
activities into short to work. Keep
Children With segments. Encourage activities short.
Social/Emotional the child to express Encourage exploring
Challenges emotions. in group project.
Additional Ideas for Adaptations

Adaptations for Sand and Water Play
 Make sure children are able to access the sand and
water tables. It is important for children to be able
to reach a wide area of the table. Raise the table
so that a child's wheelchair can fit under the
table. Make sure all adaptations to the table are
stable.
 Adapt the position of the table in order to meet the
needs of a variety of children. Experiment with the
height of the table so that it is on the floor, at
chair height or for standing. Make sure adapted
equipment for standing or sitting at the table is
available for children who need the assistance.
 If no table is available or it can not be adapted
easily, make individual containers of water or sand
using small bins or buckets. Pair children together
to play in containers that may be placed on a
wheelchair tray.
 Make sure the toys in the sand/water table fit a
range of developmental needs. Have a range of simple
to complex pouring, sifting and squeezing toys.)
Attach a switch to a small fan that can be operated
by a child who has difficulty manipulating toys. His
friends can use the fan to help blow soap bubbles,
streamers or pin wheels.) Use a variety of textures
in the table. Some examples might include dried
beans, rice, shaving cream, gelatin or mud.
 Tape drawing paper to the artwork table/area if more
stability is needed. On an easel, use tape or
paperclips to hold on to the surface.
 Markers make thick lines and need less pressure than
crayons. They may be a good adaptation for a child
who may not see thin crayon lines or who can not
press hard enough with crayons.
 Use large sized or finger tip crayons for children
who have difficulty holding on to small crayons.Tie
markers or brushes to table or easel. This will
allow children who have difficulty getting down to
the floor to be more independent in picking up
dropped materials.
Adaptations for Dramatic Play
¨ Have clothing available that uses a variety of
fasteners, some easy, others more difficult.
¨ Make sure that all areas (table & chairs, counters,
shelves, etc.) can be reached by a child in a wheelchair
or a child who may have difficulty reaching long
distances.
¨ Include dolls with disabilities as part of your
family doll collection.
¨ Include equipment related to disabilities in the
dress-up area. Some equipment might include glasses,
canes, braces, hearing aides or wheelchair. The equipment
can be pretend or made from old or outgrown equipment.
Make sure equipment is safe.
Adaptations for Table Top Toys
 Most electric battery operated toys can be modified
to be activated by a switch. Buy or make simple
switches that allow for a variety of ways to access
these toys.
 Make sure that toys won't move across the table if
the child can not stabilize it. Use Velcro, double-
backed tape, or a C-clamp to hold the toy in place.
 Place the toy in shallow tray on the table to help
keep all pieces together and define that play area.
 Use adaptive scissors that can be used hand over
hand, or those that can be operated by squeezing.
 If children have difficulty holding small toys, help
them to grasp the toys better by building up handles
with sponges, hair curlers or pipe insulation, or by
attaching the handle to the hand with the use of a
Velcro strap.
 Look for puzzles with knobs or handles. Adapt your
favorite puzzle with knobs from the hardware store.
Adaptations for Library Area
Identify a variety of ways that children can respond
during story time. Some can respond by speaking, pointing
to pictures, holding items discussed in the story, turning
pages, etc.
Use story cassette tapes. Use a tape player with large
easy to push buttons or adapt it to a large switch. Color
code or use textures to identify "play" and "stop"
buttons.
Include a variety of books about children with
disabilities in the library area.
Include books that use sign language, for all children, to
communicate stories.
Make a class talk book. This is a photo album that

includes pictures, objects or photos of daily activities.
This will allow children with little speech to talk about
their day by pointing to the object or picture of an
activity. It also provides children who may have
difficulty remembering with cues about what happened
during the day. Words can be added so that it is expanded
to an early literacy activity.
Adapt a switch to a slide projector. Take slides of each
page of the story book. A child who is unable to turn
pages can use the switch to advance the story during story
time.
For children who have difficulty turning pages, place tabs
on each page. Attach a small piece of foam to each page so
there is more room to slip in a finger and turn pages.
Assessment (Enrichment Task):

1. Draw the adaptation of environment for the young
children with special needs.
2. Make your own creation/drawing of a learning area for
young learners.
Assignment:
1. Research more about the adaptations for young children
with special needs.
2. Have an advance reading in Adaptations for Infants and
Toddlers with Special Needs.
Lesson 18: Planning Preschools Age Children

 Preschool Development: A Review
 Characteristics of Developmentally Appropriate Early
Childhood Program
Learning Target

to:
 distinguish the characteristics of developmentally
appropriate early childhood program;
 share their story in relation to the stages of
development in a preschool aged child; and
 draw a classroom setting which shows the
characteristics of developmentally appropriate
early childhood program.
with 80% mastery level.
Introduction
A preschool child is between the age of three and five

years old. At this time, the preschool child may acquire
certain skills referred to as developmental milestones.
These skills involve physical, emotional, social and
cognitive abilities.
Stages of Development in a Preschool Aged Child
1. Fine Motor Skills
 involve the use of a child’s smaller muscles such as

his fingers or hands.
 should be able to hold a crayon and draw circles,
squares and triangles.
 have the ability to button and zip or unzip his
clothes.
2. Gross Motor Skills
 a child uses his large muscles.

 should be able to go up a staircase with alternate
steps-- that is putting one foot on each step as he
climbs up, instead of both feet on one step, throw and
catch a ball, hop, climb and skip, pedal a bicycle and
jump over low obstacles.
3. Speech and Language Development
 refers to child’s ability to not only understand

language when spoken to but also to use language for
communication.
 uses a minimum of 250 words, can say three-word
sentences and understands plurals.
 being inquisitive and asks lots of questions, knows the
names of different colors and can recite familiar
songs, poems or stories from memory.
4. Cognitive Development (or intellectual development)
 child’s ability solve problems, learn, reason and

think.
 can participate in conversations and begins to develop
his reasoning skills.
 knows his age and address, can identify the heavier of
two objects and can name the days of the week.
 At this age, a child can tell a story with a beginning,
middle and end. He also knows the names of different
shapes.
 Preschoolers may not be able to differentiate reality
from fantasy.
5. Social and Emotional Development
 A child’s ability to control her emotions, interact

with others and help herself is an indicator of his
social and emotional development.
 can follow simple rules during games, she may approach
other children and begin to play with them and enjoys
playing make-believe games.
 show increased self-confidence and independence and
may visit a next-door neighbor alone.
Characteristics of Developmentally Appropriate Early Childhood Program

Program Signs of Quality
Characteristic
Physical Indoor environment is clean, in good

setting repair, and well ventilated. Classroom
space is divided into richly equipped
activity areas, including make-believe
play, blocks, science, math, games and
puzzles, books, art, and music. Fenced
outdoor play space is equipped with swings,
climbing equipment, tricycles, and sandbox.
Group size In preschools and child-care centers, group

size is no greater than 18 to 20 children
with 2 teachers.
Caregiver–child In child-care centers, teacher is

ratio responsible for no more than 8 to 10
children. In child-care homes, caregiver is
responsible for no more than 6 children.
Daily Most of the time, children work

activities individually or in small groups. Children
select many of their own activities and
learn through experiences relevant to their
own lives. Teachers facilitate children’s
involvement, accept individual differences,
and adjust expectations to children’s
developing capacities.
Interactions Teachers move among groups and individuals,

between adults asking questions, offering suggestions, and
and children adding more complex ideas. Teachers use
positive guidance techniques, such as
modelling and encouraging expected behavior
and redirecting children to more acceptable
activities.
Teacher Teachers have college-level specialized

qualifications preparation in early childhood development,
early childhood education, or a related
field.
Relationships Parents are encouraged to observe and

with parents participate. Teachers talk frequently with
parents about children’s behavior and
development.
Licensing and Program is licensed by the state. If a

accreitation preschool or child-center, accreditation by
the National Academy of Early Childhood
Programs is evidence of an especially high-
quality program. If a child-care home,
accreditation by the National Association
for Family Child Care is evidence of high-
quality experiences for children.
Sources: Bredekamp & Copple, 1997; National Association for
the Education of Young Children, 1998
 Draw a classroom setting which shows the

characteristics of developmentally appropriate early
childhood program.
Assignment
 Search and download a video that shows the stages of

development in a preschool aged child. Put it in a CD.
Lesson 19: Planning School-Age Children
 School Age Development a Review
 CHARACTERISTICS OF A
DEVELOPMENTALLY APPROPRIATE PROGRAM
LEARNING TARGET
a. Identify general considerations when planning a program

for preschool aged children; and
b. Share your own ideas in planning a program for
preschool aged children.
INTRODUCTION
In partnership with families and communities, quality

center-based early childhood education programs provide a
foundation for learning and development in the areas of
language and literacy, mathematical thinking, scientific
inquiry, approaches to learning, social-emotional
development, physical-motor development, and creative arts.
A comprehensive approach is the key to positive outcomes for
young children in being prepared for a successful experience
in school and on the path for acquiring the skills needed to
be productive citizens of the future. It is essential for
center-based early childhood education programs to 1)
provide inclusive learning environments that maximize the
participation of all children, and 2) ensure that
participating children and families have access to
comprehensive, high-quality service.
Program Design
 LENGTH OF PROGRAM DAY AND YEAR
Districts may choose to operate a half day program that

operates for less than six (6) hours each day or a full day
program that operates for six (6) or more hours each day.
Regardless of the length of the program day, each early
childhood program must meet the minimum weekly and/or yearly
instructional hour requirement. An instructional hour in the
early childhood classroom means a period of time, at least
sixty (60) minutes that is used for teaching, facilitation
and provision of experiences in the following areas of
children’s growth and learning:
 social-emotional development
 cognitive learning in the areas of language and
literacy
 mathematics, science and problem solving
 creative arts
 health and nutrition
 physical and motor development
 CHILDREN SERVED
Participation of children in any district early childhood

education program is voluntary. Programs must be inclusive,
must identify and offer services to children who represent a
range of abilities and disabilities and must reflect the
peer groups children will be with in kindergarten and
beyond.
 INCLUSIVE PROGRAMMING
Inclusion is defined as the regular practice of meeting

the unique needs of each child and family, and represents
the right of all children to participate in the everyday
routines and activities within the program and community.
Children with diverse learning needs do not require separate
curriculum.
 CLASS SIZE AND TEACHER–CHILD RATIO
The anticipated number and ages of children to be served

will determine the number of staff needed for the program.
Early childhood programs must maintain appropriate teacher
child ratios at all times. One of the adults in the
classroom must be a certificated teacher with an endorsement
in early childhood education.
 MEALS AND SNACKS
Early childhood education programs have an opportunity to

help children develop healthful food habits that will
benefit them throughout their lifetime. Nutritious foods
help to ensure that children are getting the food they need
for healthy growth and development.
 HEALTH AND SAFETY
The food service equipment, food preparation and eating

surfaces, and the foods themselves must be kept clean to
avoid the spread of disease. Tables should be washed with
soap and water to remove soil and then sanitized, which may
be a bleach-water solution, before and after being used for
meals and snacks.
Indoor and outdoor spaces should be kept free of hazards
that might cause serious injury to children. Many dangers
are not clear to infants, toddlers and preschoolers because
they are too young to understand how things work in the
world. For example, most public school playgrounds are
built for use by children who are kindergarten age and
older, and the equipment is generally not appropriate for
use by children from birth to age 5.
 REST/QUIET TIME
Much of a child’s day is spent being active with other

children. In a full-day classroom, a regularly scheduled
time for children to rest or slow down with a quiet activity
is beneficial. Children will not necessarily fall asleep,
but a time to be still and rest quietly will allow time for
reflection and relaxation. A cot or mat that is covered
with a sheet should be available for each child, along with
a blanket and/or pillow that children may choose to bring
from home. During this time staff may play soft music, read
a relaxing story, rub children’s backs or talk quietly with
children. The length of rest time will depend on the
individual needs of the children.
 CLASSROOM STAFF
In classrooms serving infants, toddlers or preschoolers

the role of the adult is to provide a responsive and
supportive environment, support the child’s growth and
learning through discovery, and promote and stimulate
children’s development and facilitate their learning. The
adult guides learning experiences through strategies that
encourage children to think creatively, problem-solve, make
decisions, and expand their thinking skills.
CHARACTERISTICS OF A DEVELOPMENTALLY APPROPRIATE PROGRAM
*Knowing about child development and learning
-knowing what is typical at each age and stage of early

development is crucial
*Knowing what is individually appropriate
-what we learn specific children helps us teach and care

as an individual
*Knowing what is culturally important
-we must make an effort to get to know the children's

families and learn about the values
SPECIFIC AREAS
Centers are activities located in specific areas around
the classroom. Children work in small groups at this time,
as well as independently.
Example of Centers
*Reading Centers
*Writing Centers
*Home Centers
*Building Centers
*Arts and Crafts Centers
*Discovery Centers
*ABC Centers
*Math Centers
*Free Art Centers
*Puzzles and Games Centers
*Literacy Centers
ADAPTING CLASSROOM ENVIRONMENTS FOR YOUNG CHILDREN WITH

SPECIAL NEEDS
1. Offering alternative seating arrangements is a great

way to support children with disabilities.
2. Rearranging the layout of the classroom, especially in

regards to classroom furniture, can also help children with
special needs move more easily around the classroom.
3. Limiting visual clutter on walls can help reduce

distractions for children with autism or ADHD.
4. Play soft music or provide white noise through out the

day to help with sensory stimulation.
5. Reducing the noise level in the classroom can help

children with a visual or hearing impairement
6. Changing the amount of lightning or brightening or

dimming lights can help children with autism or a visual
impairment.
7. Adapting furniture by lowering chairs or securing

desks and creating slant boards through out the classroom
for writing support can help children with a physical
disability or orthopedic impairment.
8. For children with a cognitive and/or developmental

delay or an orthopedic impairment consider using pegs you
adopt handles on doors, shelving coat, rocks, backpack areas
and puzzles.
Children deserve a safe, healthy, inviting environment.

Knowing about child development and learning at different
ages is a crucial starting point. Knowing what is
individually appropriate about specific children helps
refine decisions about how to teach and care for each child
as an individual. By continually observing children’s play
and interaction with the physical environment and others, we
learn about each child’s interests, abilities, and
developmental progress. We must make an effort to get to
know the children’s families and learn about the values,
expectations, and factors that shape their lives at home and
in their communities. This background information helps us
provide meaningful, relevant, and respectful learning
experiences for each child and family.
ASSESSMENT
Direction: Group the class into 4 groups.
Create a program for preschool aged children and share it to

the class.
ASSIGNMENT
Give five examples of a program that is appropriate for

preschool.
 PROGRAM ACTIVITIES
Learning Task
At the end of the lesson, students should be able to:
a. identify the characteristics of a school-age

program activity;
b. explain the importance of school-age program
activities; and
c. create a school-age program activity.
Introduction
PROGRAM ACTIVITIES
School Age Program Activities for Kids
The time has come for your child to go to school! You

have been preparing for this day, and there may be a
question lingering as a parent or caretaker: “what next?”
There are many school age programs and activities that can
supplement your child’s education in the classroom.
Indoor Activities
Arts and crafts are a great way to improve a child’s

fine motor skills and self-expression. Strengthening these
skills in a school age child will help him learn and grow in
the classroom. One fun and creative arts and crafts activity
for school age children is to make a rain stick. By filling
a tube with rice and seeds, your child can replicate the
sound of rain — how cool!
Outdoor Activities
School age programs are a chance for kids to explore!

Activate the kids’ brains and hearts with an
interactive scavenger hunt! Create clues that are based on
what the children have been learning in school to reinforce
their education. With proper supervision, you can get the
little ones running around for aerobic exercise and
practicing logic or other educational skills!
School may be out for the day, but your kids probably
still have a lot of energy left to burn. The hours between
school and dinnertime can be challenging — unless you have a
few fun ideas in your back pocket. After school, some kids
are raring to go and looking for high-energy activities,
while others need something more calming that will help them
unwind after a busy day.
Your kids might be happy to zone out on a screen, but
that doesn't allow for physical or mental exercise. Public
school teacher and blogger Chelly Wood believes that "it's
important for kids to get at least one hour of play time
after school, regardless of age. That's 'real' play time,
not computer play, video game time or TV time."
Whether your child is looking to explore her creative
side or expend some energy with a more physical game, after-
school activities can be the perfect way to end the
afternoon. And, yes, you just might want to join in on the
fun, too!
Here are 25 fun and unique ideas that all kids will love.
Art-based activities
If you have a budding Picasso on your hands, these
activities will keep him entertained and stimulate his
creative side at the same time.
1. Paint using objects from nature

Have your kids go outside and gather different objects to
use in place of paintbrushes. The more often they do this,
the more creative they will get with their choices as they
learn how different objects create different effects.
Visit Kids Craft Room for more details.
Who is it good for? Preschool- to middle school-aged kids
will have fun with this one.
2. Use shaving cream to create a marbled masterpiece
Your kids can create beautiful works of art just by mixing
some food coloring into shaving cream. Using a toothpick and
paintbrushes, have them swirl the shaving cream until they
create a pattern they love.
Who is it good for? This DIY art project will be a winner
with little ones, who will love the tactile fun of it, and
older kids, who will will take pride in their beautiful
creations.
3. Make and get your hands in some rainbow foam
All you need is a little soap, water, a mixer and some food
coloring to create this tactile activity. Change it up by
picking up some unusual food coloring hues at a local craft
store.
Who is it good for? This activity is tons of fun for the
preschool to elementary school set, but you should keep an
eye on younger children who might accidentally get soap in
their eyes.
4. Make relaxation jars
Also known as “calm down jars,” these creations are as
useful as they are lovely. Using warm water, glitter glue
and a hot glue gun, your child can create a jar using their
favorite colors. Relaxation jars are an unique way to teach
your child how to self-regulate her emotions by looking at
her jar when she feels overwhelmed and they are ideal for
the anxious child.
Who is it good for? Since you do need warm water and a hot
glue gun, this activity is best for elementary school
children to create with adult supervision. You may even want
one for yourself!
5. Try the “Three Marker Challenge”
Your child might be familiar with the many art challenges
found on YouTube, and this one has taken off with kids of
all ages. You’ll just need some markers and a few coloring
sheets. Have your child close his eyes and then choose three
markers at random from a pile. No matter which ones he
picked, he now has to color one of the sheets in completely.
Your child will have fun doing it on his own, but it’s more
fun as a competition with a sibling, friend or parent.
Who is it good for? The 3 Marker Challenge is great for
elementary- to high school-aged kids.
Writing and theater activities

These activities will thrill any kid who loves to entertain
others and express herself through the arts.
6. Dress up and put on a short play
Give your kids a theme, such as a summertime picnic or a
winter kingdom, and ask them to put together a short play to
present to you later. It should have a beginning, a middle
and an ending, but the rest is up to them. Encourage them to
get into it by using whatever they can find to dress up as
characters.
Who is it good for? This is best for elementary school-aged
kids who are already able to dress themselves and work
together to come up with a basic story structure.
7. Create your own movie
Yes, your older kids can create their own movie! Our kids
are more adept at using phones and tablets than most of us
are and can use free editing software to put together short
movies. Depending on the software, they can create a movie
using pictures, their own footage or cartoons. Try
the Magisto Magical video making app or iMovie.
Who is it good for? This is best for older children, ages
10 and up, who are proficient with tablets, computers or
phones.
8. Tell me a story
Put together a collection of storytelling prompts in a jar
and have your child choose one to work with in creating her
story. Encourage her to use as much detail as possible and
maybe even create a picture to go along with it as her
story’s cover.
Who is it good for? This activity works for younger and
school-aged children. While the older children may enjoy
writing out their tales and eventually creating a book of
their own short stories, younger children can simply tell
you the story aloud.
9. Make a rainbow poem
This activity uses the colors of a rainbow to help teach
your child how to create a poem. Have your child choose the
colors of his rainbow, and then come up with descriptions of
each color. After all the descriptions are completed, he can
line them up in a rainbow and will see that has created his
own poem!
Who is it good for? This colorful activity is ideal for
elementary-aged children, but it can work for younger
children with a parent’s help.
10. Make your own puppets and put on a show
Help your children put together simple puppets using paper
bags, and then encourage them to come up with their own
puppet show for you to watch.
Who is it good for? Best for elementary school-aged
children, this activity would also work with some older
siblings who can help them out.
Cooking and food activities

These are sure to be a hit with the kid who loves to bake,
cook or just get messy with food.
11. Make ice cream in a bag

Have your kids make their own ice cream in a bag in only
five minutes. Using ice cubes, half and half, sugar and the
flavorings of their choice, this one is as delicious as it
is fun. The best part? Eating their ice cream straight out
of the bag!
Who is it good for? This activity requires some supervision
in the beginning for younger children, but it’s a winner
with any kid of any age who likes ice cream. (That includes
you!)
12. Make bread in a bag
Continuing with the bag theme, this activity is a good one
for the colder months, when you’re stuck inside. Your child
can make her own mini-loaf of bread by tossing the
ingredients into a plastic bag and kneading it before
baking. It’s yummy fun that is also a great tactile activity
for your kids.
Who is it good for? This activity is a good one for
toddlers up through high school-aged kids, but all younger
children should be working with a parent on this one.
13. Bake something together
Children love baking with grownups, and they certainly love
eating the final product. If you have the time to spend,
come up with a treat your child can help you bake for the
whole family. Cookies can be an easy and interactive baking
project.
Who is it good for? Children of all ages love baking with
an adult, and older kids may be able to take on the bulk of
the work themselves.
14. Create snack art
When it’s snack time, put out some ingredients that your
child can use to make her own art creation. Using tortillas
as a base, kids can use bananas, raisins, tomatoes and more
to create funny faces.
Who is it good for? This activity is best for younger
children, toddlers through elementary school.
15. Make rainbow toast
Let your kids play with their food to express their artistic
sides by painting their own toast. All you need for this
activity is bread, sweetened condensed milk and food
coloring.
Who is it good for? Rainbow toast is a sweet activity for
kids of all ages, though younger children should be
supervised by an adult.
Science and STEM activities

Let your kiddo explore her analytical side with these unique
and brain-building activities.
16. Try the cabbage color experiment
Perfect for the little scientist, this activity is a fun way
for kids to learn about how plants absorb water. All you
will need is some cabbage leaves, water, food coloring and a
few jars.
Who is it good for? The cabbage color experiment is ideal
for elementary-aged children who are likely also beginning
to learn about plants in school.
17. Make cloud dough
Using only three ingredients, creating cloud dough is a
sensory activity that your kids will absolutely love. Change
up the colors or use glitter to make this activity one you
can return to over and over.
Who is it good for? Kids up through middle school will love
to create cloud dough, but it’s especially fun for toddlers,
preschool and elementary school kids.
18. Create toothpick towers
This two-ingredient activity encourages problem-solving as
children try to keep their structures from collapsing. When
the structures fail to hold, the real learning begins.
Who is it good for? This activity would likely be too
frustrating for very young children so it is best suited for
kids in elementary or middle school.
19. Make slime
Is there a child alive who does not love making slime? There
are a million slime recipes to be found on the internet,
ranging from the super simple to the somewhat complicated,
but creating slime is fun and educational for kids as they
learn the basics of chemistry while combining ingredients to
create a new substance.
Who is it good for? Depending upon the recipe, making
slime can be a fun activity for kids of all ages.
20. Create lemon volcanoes
This activity is full of frothy fun, and it smells good,
too! Children will learn how the chemical reaction created
by mixing citric acid and baking soda results in a bubbly
volcano that they create on their own.
Who is it good for? This activity is a ton of fun for
elementary aged-kids, but early middle school-aged kids
would love it, too.
Physical games and activities

When your child needs to burn off some steam after school,
these high-energy activities will do the trick.
21. Play the Movement Chain game
You’ll need at least two players for this game. The first
person begins by performing a movement (jumping in place,
doing the floss or anything else they come up with). The
next person has to perform that movement and add on one of
their own, forming the movement chain. The next person must
do the two original movements and add on one of their own.
You continue this until the movement chain is broken
(someone forgets a move) and that person is out. The last
person standing wins!
Who is it good for? This activity is best for elementary-
through middle school-aged children.
22. Go on a Lego hunt
You’ll need four pieces of paper and an assortment of Lego
blocks that match in color for this activity. Start by
laying out the four pieces of paper and hiding the Lego
blocks somewhere in your home. Your kids must then go find
the Lego pieces and place them on the matching colored paper
until all of the pieces have been found. Keep track of how
long it takes them and then challenge them to beat their
score.
Who is it good for? Going on a Lego hunt is a great energy-
burning activity for preschool- to elementary school-aged
children.
23. Have a dance party
What better way to get rid of excess energy than by having a
dance party? Simply turn on some music for your kids and let
them dance it out. Have your kids show off their new moves
or switch it up by playing a game where everyone must freeze
when the music stops. Bonus points if you join in, as well!
Who is it good for? This is a solid activity for kids of
all ages.
24. Go on a scavenger hunt
Kids have been going on scavenger hunts forever, and with
good reason — they’re fun! Give your kids a list of objects
that they must find to complete the hunt, and let them know
which areas are OK to search in. To kick it up a notch, use
this pirate map to create an outdoor scavenger hunt where
your kids search for their own treasure.
Who is it good for? Scavenger hunts are a ton of fun for
kids of all ages. Simply adjust the objects and hunting
areas based on what your kids can handle. High school-aged
kids can also create their own hunts for younger siblings.
25. Create an obstacle course
Another oldie but goody, obstacle courses are challenges
that kids love conquering. You can make this as simple or as
complicated as you like, and some kids even enjoy creating
their own. Use pillows, baskets and furniture for an indoor
course, or go all-out and put together an American Ninja
Warrior-style course for the kids outside.
Who is it good for? Kids of all ages love running through
an obstacle course, and you should adjust the course to be
age-appropriate for your children.
Conclusion
To promote quality approaches to the planning for

children’s wellbeing, development and learning in school age
care, Teachers need to focus on children’s strength, include
groups of children as well as individuals and reflect on the
collaborative ways that children learn, focus on children’s
interest as a way of extending their learning, but also as a
way to support their areas of need.
Assessment
Direction: Within your stratum, I would like you to

create your own school-age program activity. Present it
in front of the class.
Assignment
Direction: Cite 5 examples of child-age program

activities and give its unique characteristics of each
of it.

 Characteristics of
Teacher/Caregiver
 Space General Considerations
 Specific Areas
Learning Target
At the end of 45 minute lesson, the student will be

able to:
a) describe a teacher/caregiver of a primary school-
aged children;
b) identified the different learning centers in the
classroom for primary school age children and the
appropriate materials and equipment found in each
center;
c) demonstrates a good characteristics of teachers; and
d) draw a lay-out classroom.
Introduction
d. Characteristics of Teacher/Caregiver
Teaching is hard work and some teachers never grow
to be anything better than mediocre. They do the bare
minimum required and very little more. The great
teachers, however, work tirelessly to create a
challenging, nurturing environment for their students.
Great teaching seems to have less to do with our
knowledge and skills than with our attitude toward our
students, our subject, and our work. Although this list
is certainly not all-inclusive, narrowed down the many
characteristics of a great teacher to those to be the
most essential, regardless of the age of the learner:
1. A teacher respects students. In a great teacher’s

classroom, each person’s ideas and opinions are valued.
Students feel safe to express their feelings and learn
to respect and listen to others. This teacher creates a
welcoming learning environment for all students.
2. A teacher creates a sense of community and belonging

in the classroom. The mutual respect in this teacher’s
classroom provides a supportive, collaborative
environment. In this small community, there are rules
to follow and jobs to be done and each student is aware
that he or she is an important, integral part of the
group. A great teacher lets students know that they can
depend not only on her, but also on the entire class.
3. A teacher is warm, accessible, enthusiastic and

caring. This person is approachable, not only to
students, but to everyone on campus. This is the
teacher to whom students know they can go with any
problems or concerns or even to share a funny story.
Great teachers possess good listening skills and take
time out of their way-too-busy schedules for anyone who
needs them. If this teacher is having a bad day, no one
ever knows—the teacher leaves personal baggage outside
the school doors.
4. A teacher sets high expectations for all students.

This teacher realizes that the expectations she has for
her students greatly affect their achievement; she
knows that students generally give to teachers as much
or as little as is expected of them.
5. A teacher has his own love of learning and inspires

students with his passion for education and for the
course material. He constantly renews himself as a
professional on his quest to provide students with the
highest quality of education possible. This teacher has
no fear of learning new teaching strategies or
incorporating new technologies into lessons, and always
seems to be the one who is willing to share what he’s
learned with colleagues.
6. A teacher is a skilled leader. Different from

administrative leaders, effective teachers focus on
shared decision-making and teamwork, as well as on
community building. This great teacher conveys this
sense of leadership to students by providing
opportunities for each of them to assume leadership
roles.
7. A teacher can “shift-gears” and is flexible when a

lesson isn’t working. This teacher assesses his
teaching throughout the lessons and finds new ways to
present material to make sure that every student
understands the key concepts.
8. A teacher collaborates with colleagues on an ongoing

basis. Rather than thinking of herself as weak because
she asks for suggestions or help, this teacher views
collaboration as a way to learn from a fellow
professional. A great teacher uses constructive
criticism and advice as an opportunity to grow as an
educator.
9. A teacher maintains professionalism in all areas—

from personal appearance to organizational skills and
preparedness for each day. Her communication skills are
exemplary, whether she is speaking with an
administrator, one of her students or a colleague. The
respect that the great teacher receives because of her
professional manner is obvious to those around her.
e. Space General Considerations

Different schools have their own rules and ways of
carrying things, and as a teacher, it’s always
advisable to follow them just to avoid issues with the
management. The more the school environment is
conducive, the easier it will be to a teacher and also
students/pupils. Be a leader to your student/pupil
because they will always be looking on you. A good
teacher will always ensure rules and regulations are
followed.
Students in an environment that suits their needs and

supports learning outcomes, will be more productive,
engaged, and excited about learning new things. Here
are some important considerations to keep in mind when
creating a layout for your early childhood classroom
space:
Student Safety: When considering the safety of your

classroom layout, there are more factors involved than
simply putting away dangerous objects. A teacher’s
priority is keeping students safe, but a properly
organized classroom environment should do half the
work. Each area of the room should outline the number
of students permitted, and all furniture should be
well-constructed and stable to avoid any accidental
injuries. When considering children’s safety, think
beyond the physical aspects of the classroom to
‘emotional safety’. A child that feels welcomed, secure
and has their emotional needs met is better equipped to
learn and develop.
Emotional Security: The culture of a group of young

learners comes into play when considering the types of
furnishings and materials that will welcome and support
young children. Look and see what objects and furniture
pieces are the most functional and easy to use. The
classroom environment should aim to be both comfortable
and functional, with thought to creating a sense of
familiarity that reflects the family and culture of the
home.
Varied Learning Spaces: Some activities are best

suited to large groups; other are better explored in
smaller groups or one-to-one. Children differ in their
own needs and learning styles. Remember to allow spaces
for large group, small group and individual learning
opportunities as you lay out your classroom. Organize
each space in a way that encourages the appropriate use
of an area’s supplies and materials.
Provide Materials to Renew Interest and Engagement: The

space should be set up to stimulate and challenge
students’ thinking, but a careful line should be drawn
between not having enough and having too many
materials. Students who are overwhelmed are less
capable of learning and are more likely to contribute
to chaos in the classroom. With the right number of
materials available, teachers can spend more time
engaging students, and less time maintaining order in
the classroom. Be sure to rotate in new materials to
expand children’s learning and rotate out those items
that are no longer engaging to maintain interest.
f. Specific Areas
Center time allows children to grow in their
social skills. They navigate interactions with their
peers during this time, and it is happening almost
constantly. children are learning a lot about
themselves at this time. They’re practicing and
exploring many important concepts in a safe
environment. Of course early childhood centers also
help children when it comes to early learning skills.
As with the social and self development concepts.
These are just the general centers to have around the

classroom. The specific activities would change based
on your theme or project, the time of year, your
students’ needs, etc.
Reading Center
A cozy spot set up in the classroom, with a variety of
books available for the children to read. Books
related to the theme, class-made books, big books,
interactive writing charts, and pocket chart poems are
just some of the things that can be included in the
reading center.
Writing Center
A place where students can practice the various stages
of writing. Sometimes this center is “free writing”,
with the kiddos deciding what to do. Other times, the
activity is teacher-directed.
Some ideas include making words with letter tiles,

writing in journals, writing in sand, and book-making.
Dramatic Play Center

A center just for pretend play, some of my kids
referred to it as the home center.
“Kitchen appliances”, a table, and chairs set the

backdrop for this center. Some ideas for the home
center are acting out favorite stories, running a
flower shop, selling produce in a roadside stand, and
caring for patients in the ER.
Building Center
Having a large spot set-aside for building and creating
is an important part of early childhood classrooms.
Building can include blocks, racetracks and cars, Lego
(although sometimes people keep these in the math or
fine motor area), and so many other creative building
supplies.
The children can have free reign to build whatever they

wish, or they can build within certain guidelines.
Sometimes I like to give a suggestion to the kids, then
let them go.
Art and Crafts Center

The purpose of this center in preschool is to let the
kids explore their creativity. For this center, you
might put out art materials the kiddos can use with
minimal supervision. Or some days you might introduce
a new art technique or material that requires and adult
to hang out for most of center time.
Students might paint self-portraits, make play dough,

or paint with corn cobs. Children might see what
happens when they mix different paint colors, or maybe
they want to experiment with mixed-media art or
sculpture.
Sensory Center
The sensory center in preschool helps kids focus in on
(you guessed it!) their senses. This center might hold
water, rice, shaving cream, beads, straws, dyed corn in
a rainbow of colors, and so much more.
Ideally, the materials would be rotated so that

different senses are explored throughout the year.
Science Center
The science center in preschool helps the children
learn to investigate the world around them. I love
stocking this center with magnifying glasses, tweezers,
and kid-sized safety goggles.
Depending on what your class is learning, you might

have pumpkins to dissect, rocks, shells, insects to
observe, or snake skins in the center.
ABC Center
This center allows children to explore letters — how
letters look, how they compare to each other, how they
combine to form words.
If you have a teacher easel with a magnetic white

board, that’s perfect for this little center. Sometimes
I have the children sort magnetic letters, match
uppercase to lowercase letters, make words, write
words, work with word families, etc.
Math Center
Kiddos use this center in preschool to learn more about
shapes, colors, numbers, quantities, and such.
Some ideas for this center include playing dice games,

sorting jelly beans, matching numeral cards to
quantities of items, sorting items, etc.
Puzzles & Games Center

It’s always fun for the kiddos to work on puzzles or
play games together. Fun, cooperative play!

Essay.
1. For you, what is/are characteristics of a teacher
should possess? And why?
Assignment
In a short coupon draw a layout of your future
classroom.
Lesson 22: The Staff Qualification

 The Staff Recruitment
Learning Task
At the end of 45 minutes of the lesson, the student

should be able to:
a. define staff recruitment and staff qualification;and

b. practice the effective hiring procedure of staff
recruitment.
Introduction
In Start Your Own Child-Care Service, the Staff of

Entrepreneur Media Inc. and writer Jacquelyn Lynn explain
how you can start a child-care service, whether you want to
start a small homebased operation or a large commercial
center. In this edited excerpt, the authors offer tips on
hiring and training the right staff for your child-care
facility.
According to Gingerbread House owner Janet Hale, one of

the most challenging parts of owning a child-care center is
managing the staff. “Each teacher does [things] differently,
but I have a philosophy and a way of treating children that
I want them to use,” she says. “I want them to do it my
way.” And you’ll likely want the same thing, which means you
must hire smart and train right.
The child-to-staff ratio is one of the factors that

will strongly affect the type of center you run. Listed
below are the American Public Health Association/American
Academy of Pediatrics recommendations by age for group size
and child-to-staff ratios. Your state’s regulations may be
different from these recommendations.
Staff recruitment
What is staff recruitment?
According to Healthfield, recruitment is the process of

finding candidates, reviewing credentials, screening
potentials employees, and selecting employees for an
organization.
Effective hiring procedure
 Form a job description

When a vacancy occurs the leader will need to have
review and update positon information to form a new job
description.
 Where to advertise?
Frequently the advertisement provider can include
local newspaper, websites, school magazines and
educational institutions career events etc.
 Managing inquiries and applicants

After advertising, the services will receive
inquiries about more details of the position since
advertisement can only offer a limited amount of
information.
 Selection Process
When selecting process begins, the most important
principle underlying the process of equity.
 Arranging selection Panel
A panel is consists of a number of interviewers of
a single personnel to ensure fairer.
 Interviews
It involve question asking and evaluation of
applicants.
 Decision making
The selection panel should make a recommendation
after the interview according to selecting criteria
interviewing assessments and referee check and the
final decision should be decided base on the centers
administrative structure.
 Selection report
Selection panel should finish the selection
report, which is a comparative assessment of each
applicant.
 Completion process
Letters of offers
Complete and file paperwork
 Communicating with applicants
Applicants should receive timely communication to
inform them of their status of candidates.
Staff Qualification
The staff capacity, knowledge, or skill that matches or

suits to a job or makes someone eligible for a duty, office
position, privilege or status.
Smart business owners/the manager make hiring top talent a

priority. After all, a company’s productivity and
profitability depend on the quality of its worker. When
reviewing staff qualification, consider a mix of factors.
1. Education and credentials
The educational background of your potential employee

is important. Check for a degree completion of classes that
complement your business. Some of the positions for which
you advertise might not require any advanced education but
the possession of a high school diploma or GED demonstrate
the ability and work contributed by the individual to
complete an educational program.
2. Work experience
Experience is an important factors to consider as a

staff qualification. If the applicant have shown success in
similar jobs, they’ll probably able to replicate that
success at your company.
3. Possessing self-confidence
An applicant who approaches you with a confident

attitude makes a good first impression. This is also
probably the way this person will you clients. An applicant
who exudes self-confidence believes in herself. She/he will
believe that she/he can handle the job and exceed
expectations. Self-belief is important for facing and
succeeding in challenges.
4. Soft skills
Soft skills are harder to measure, and they’re often

thought of as personality trails. Soft skills are harder to
measure, and they’re often thought of as personality traits.
For example, communication skills, work ethic and being a
team are soft skills.
Applicants could have impressive hard skills, but if

they don’t have the right soft skills, they won’t succeed on
your team.
5. Hard skills
Hard skills are measurable, easy to define, skills that

applicants have learned at school or in past job. You can’t
ignore hard skills. If applicants don’t have the right
skills, it won’t be possible for them to do the job without
training. Applicants without hard skills wouldn’t be able to
do the work successfully.
Staff Relationship
1. Create a clear and concise mission statement and

distribute a copy of the statement to each employee.
2. Encourage teamwork through formal and informal

teambuilding activities.
3. Communicate group expectations immediately and regular.
4. Set clear and measurable goals for your individual staff

members.
5. Reward great work as quickly as possible and address

problems immediately
Supervision of Staff
Supervision
The action or process of watching and directing what
someone does or how something is done the action or process
of supervision someone or something.
Supervising is overseeing the process and productivity

of direct reports, often by.
a. Mutually setting goals with direct reports.
b. Supporting conditions of their motivation.
c. Observing performance and giving feedback and other

forms of guidance.
d. Conducting regular performance appraisals/reviews.
e. Addressing performance problems.
f. Ensuring sufficient rewards.
Evaluation of Staff Performance
 Create standards and goals

-Before you can accurately evaluate employee
performance, you need to establish a system to measure
the performance on the individual workers strength and
weaknesses.
 Keep track of employee performance
-Track the performance of each employee.
-Keep a log of each worker, ethics on your computer or
on a paper.
 Performance standards
-Describe what you want working in a particular job to
accomplish and how you want the job done.
 Goals
-It should be tailored to each employee, they will
depend.
 Giving the evaluation
-At least once a year, formally evaluate each employee
by writing a performance appraisal and holding a
meeting with the employee.
 Evaluation tips
-Be specific
-Give deadlines
-Be realistic
-Be honest
-Be complete
ASSESSMENT
a. Role Play
ASSIGNMENT
What are the characteristic should be a person

possesses to be a qualified staff?
LESSON 23: NOTIFICATION OF EMPLOYMENT and
PERSONNEL PRACTICES
Learning Target
At the end of the lesson the students should be able

to:
a. identify the different types of notification procedures

of employment and the 12 Prohibited Personell
Practices;
b. define Notice of termination and Personell Practices;
and
c. relate the importance of knowing the different
notification procedures of employment.
Introduction:
In an article published by the Society of Human
Resources Management, Eric Meyer, a partner in Philadelphia-
based Dilworth Paxson LLP’s labor and employment group, said
one of the biggest mistakes employers make is failing to
properly document the reason for a disciplinary termination.
HR managers and the employee’s supervisor should carefully
measure the individual’s poor performance or noncompliance
against company policies long before the termination
discussion.
“Employers should review the employee’s file, make sure the

reason for the termination holds water and make sure the
termination decision is consistent with the company’s
practices and policies,” Meyer.
NOTIFICTION OF EMPLOYMENT
A number of issues must be considered when notification

of employee termination is concerned. In most instances of
termination, the onus is on the employer to construct a
statement that indicates the termination reason. However,
employees also may share responsibility for the notification
process.
What is a 'Notice of Termination'
 A notice of termination refers to how an employer

notifies an employee as to the end of their employment
contract. More broadly, it may also refer to the formal
notification of the end of a contract between two or
more parties. While a notice of termination usually is
provided to an employee for reasons unrelated to his or
her job performance — for example, because business
conditions necessitate layoffs or downsizing — it may
also be given to an employee for poor job performance
or misconduct. Another term for notice of termination
document is "pink slip" or "termination letter."
 A notice of termination is an official, written

notification from your employer that you’re being laid
off or fired from your current position. Reasons for
termination can vary from gross misconduct, tardiness,
and insubordination to layoffs, corporate closures, or
downsizing.
Types of Notification Procedures of Employment
Employment At-Will Notification
Under the employment at-will doctrine, the employer or the

employee has the right to terminate the employment
relationship at any time, with or without notice, for any
reason or for no reason, provided the employer doesn’t base
its termination on discriminatory factors. Exceptions to the
employment at-will doctrine affect notification of an
employee’s termination; namely, termination of employees who
work under a contract of employment and employees who work
under a collective bargaining agreement. Strict
interpretation of the employment at-will doctrine does not
require notification, however. That being said, employers
who terminate employees generally provide some sort of
notification, depending on the circumstances or reason for
discharge. Employees who choose to terminate their
employment relationship customarily provide notice although
the doctrine does not require it.
Collective Bargaining Agreement
Employers must have just cause for terminating the

employment relationship where a collective bargaining
agreement is in place. This means there must be a form of
notification upon termination. Examples of just cause could
be violation of workplace policies, misconduct, poor
performance, excessive absenteeism or employee actions or
behavior that pose a threat to the safety and well-being of
the employee herself and others in the workplace.
Notification of termination must, therefore, state the
specific reason for discharge and should be provided to the
employee upon termination. In cases of a union employee
being terminated, notification is required. Should the
employee or the labor union disagree with the employee’s
termination, official notification becomes an essential
piece of documentation during the employee grievance
process.
Continuation of Benefits
Employees who lose their jobs may require official

notification to prove eligibility for unemployment benefits
and services. Employers are familiar with the types of
notification required for continuation of benefits and
should provide that as soon as possible to prevent delays
pertaining to employee options to elect benefits, such as
insurance coverage available pursuant to COBRA regulations.
Service Letter
A service letter is sometimes referred to as a notification

of termination. The contents of a service letter vary. They
are not required by federal law; however, a number of
states’ statutes address employers’ obligations to provide
written notice of the employee’s dates of employment,
position and reason for discharge. Texas is one state that
provides brief guidance for employers who write service
letters that contain information about the employment
relationship and termination.
Employees Under Contract
Most employment contracts contain a termination clause. The

termination clause sets forth the terms and condition for
ending the relationship. Under normal circumstances, a
written employment agreement requires written notification
of termination within a prescribed number of days before the
termination effective date. There are cases where
termination of an employment agreement is effective
immediately; however, this usually occurs only in extreme
circumstances or when egregious conduct of the employee or
the employer warrants it. Notification of immediate
termination also may be appropriate if the agreement is
found to be invalid or unenforceable.
Employee Layoffs
Employers handle notification of employee layoffs or

reductions in force given their potential liability for
improperly processing terminations of this type. Employers
anticipating layoffs due to business closure or shutdown
must provide 60 days’ advance notice of job terminations to
the employees and any labor unions that represent the
employees. The notification must follow federal rules and
regulations under the Worker Adjustment and Retraining
Notification Act, and the U.S. Department of Labor must be
involved in the process to ensure employees receive proper
notification and accurate information concerning post-layoff
matters such as unemployment benefits and job skills
training resources. Considerations such as pay and severance
for employees affected by WARN-related layoffs vary
according to reasons for the layoff, such as business
closure or sale of the business.
Personnel Practices
Personnel practices are a set of conditions and

measures followed by employees (especially front line
production personnel). Employee must be aware to the
different personnel practices to be able to make their part
successfully.
When Congress enacted the Civil Service Reform Act of

1987 (CSRA), the new law included the two important lists.
One was a list of merit system principles that were to be
encouraged, and the other was a list of personnel practices
that were to be prohibited.
12 PROBIHITED PERSONNEL PRACTICES
Twelve prohibited personnel practices, including

reprisal for whistleblowing, are defined by Law at AS
2302(b) of title 5 of the United States Code (U.S.C). A
personnel action (such as an appointment, promotion,
reassignment, or suspension) may need to be involved for a
prohibited personnel practice to occur. Generally stated, AS
2303(b) provides that a federal employee authorized to take,
direct others to take, recommend or approve any personnel
action may not:
1. Discriminate against an employee or applicant based on
race, color, religion, sex, national origin, age,
handicapping condition, marital status, or political
affiliation;
2. Solicit or consider employment recommendations based on

factors other than personal knowledge or records of job-
related abilities or characteristics;
3. coerce the political activity of any person;
4. Deceive or wilfully obstruct anyone from competing for

employment;
5. Influence anyone to withdraw from competition for any

position so as to improve or injure the employment prospects
of any other person;
6. Give an unauthorized preference or advantage to anyone so

as to improve or injure the employment prospects of any
particular employee or applicant;
7. Engage in nepotism (i.e., hire, promote, or advocate the

hiring or promotion of relatives);
8. Engage in reprisal for whistleblowing – i.e., take, fail

to take, or threaten to take or fail to take a personnel
action against an employee or applicant for disclosing to
the Special Counsel, or to an Inspector General or
comparable agency official (or others, except when
disclosure is barred by law, or by Executive Order to avoid
harm to the national defense or foreign affairs),
information which the employee or applicant reasonably
believes evidences a violation of any law, rule or
regulation; gross mismanagement; a gross waste of funds; an
abuse of authority; or a substantial and specific danger to
public health or safety;
9. Take fail to take, or threaten to take or fail to take a

personnel action against an employee or applicant for
exercising an appeal, complaint, or grievance right;
testifying for or assisting another in exercising such a
right; cooperating with or disclosing information to the
Special Counsel or to an Inspector General; or refusing to
obey an order that would require the individual to violate a
law;
10. Discriminate based on personal conduct which is not

adverse to the on-the-job performance of an employee,
applicant, or others; or
11. Take or fail to take, recommend, or approve a personnel

action if taking or failing to take such an action would
violate a veterans preference requirement; and
12. Take or fail to take a personnel action, if taking or

failing to take action would violate any law, rule or
regulation implementing or directly concerning merit system
principles at 5 U.S.C. AS 2301.
Who is Protected from Prohibited Personnel Practice?
In general, OSC has jurisdiction over prohibited personnel

practices committed against most employees or applicants for
employment in Executive Branch agencies and the Government
Printing Office.
In some instances, jurisdiction is more limited. OSC has

jurisdiction over allegations of whistleblowing retaliation
for employees of:
• the government corporations listed at 31 U.S.C. AS

9101;
• the Federal Aviation Administration;
• the Transportation Security Administration (TSA).
In addition, OSC has limited jurisdiction over allegations

of nepotism at the U.S. Postal Service (USPS). Under a
Memorandum of Understanding (MOU) between OSC and USPS, OSC
refers alleged violations of the anti-nepotism statute (5
U.S.C. Â§ 3110) to USPS for investigation. Once USPS
completes its investigation, it reports its findings and any
proposed action to OSC.
Indicated above, TSA non-screener employees may file

complaints alleging retaliation for protected whistleblowing
under 5 U.S.C. ÂS 2302(b)(8).Â OSC will process these
complaints under its regular procedures, including filing
petitions with the Merit Systems Protection Board, if
warranted.
Who is Not Protected from Prohibited Personnel Practice?
OSC has no jurisdiction over prohibited personnel practices

committed against employees of:
• the Central Intelligence Agency, Defense Intelligence

Agency, National Security Agency, and certain other
intelligence agencies excluded by the President;
• the General Accounting Office;
• the Federal Bureau of Investigation;
• the U.S. Postal Service and;
• the Postal Rate Commission.
PERSONNEL PRACTICES PROGRAM
Personal Hygiene Practices
A high standard of personal cleanliness is required for

all personnel in this facility. Proper hygiene can prevent
contamination of ingredients, products or packaging. All
employees must follow the rules for working in food handling
areas.
• Employees at [company name] must follow these
practices:
• Come to work clean.
• Keep fingernails trimmed and clean.
• Do not wear fingernail polish, false eyelashes or
fingernails, badges, pins, etc.
• Avoid touching body parts, including hair, nose, arms,
eyes, etc. If hands become contaminated, wash them.
• Turn away from food, ingredients, packaging materials
and food contact surfaces, when coughing or sneezing.
Use the crook of your elbow or shoulder.
• Do not eat, drink, smoke, chew gum or tobacco, spit or
use medication in any food handling, processing,
storage or packaging areas.
Hand Washing Practices
Proper hand washing is critical in preventing the

spread of bacteria. It greatly reduces the chances of
contaminating food and food contact surfaces. All employees
must wash their hands thoroughly and frequently.
Hand Washing Procedure
Wash your hands at the designated hand washing station. For

proper hand washing, follow these steps:
• Pre-rinse hands with warm clean water.

• Apply soap.
• Rub hands, fingers, nails and wrists to form a lather
for a minimum of 20 seconds.
• Rinse hands with warm clean water.
• Dry hands hygienically (ex: disposable paper towel).
• [If there is not an automatic tap, use the paper towel
to turn the tap off.]
• [Use the paper towel to open the bathroom or station
door.]
• [Throw paper towel in a designated waste bin.]
• [Same steps apply when wearing rubber or plastic
gloves.]
Note: A poster with hand washing instructions is located by

the hand washing sink.
Hand Washing Frequency
• All employees must wash their hands:

• when starting or returning to work
• after using the washroom
• after handling ingredients, utensils, packaging
materials and touching food contact surfaces
• after handling raw foods [Specify examples for your
facility, ex: eggs, meat]
• before putting on gloves
• [change disposable gloves regularly, in the same way
you would wash your hands regularly if not wearing
gloves]
• after handling food allergens [Specify examples for
your facility, ex: peanuts]
• after touching hair, ears, nose, mouth, etc.
• after handling garbage or waste bins
• after lunch and breaks
• every time hands become contaminated
Clothing, Footwear, Headwear
Employees must wear clean clothing that is designed for the

operation to prevent contamination of food ingredients,
packaging and food contact surfaces (ex: aprons, smocks,
overalls, uniforms). All employees must follow these rules:
• Come to work in clean clothing.

• Put on [Specify ex: apron, gloves, uniform] before
starting your shift.
• Keep designated work clothing clean and in good repair
(ex: no holes, loose threads, loose buttons, etc.)
• Wear clean shoes/boots inside the facility.
• Wear suitable hair covering or restraint to prevent
hair from directly or indirectly touching food,
equipment, utensils, etc.
• Wear designated clothing for each different operation
in the plant to minimize cross-contamination.
• Keep clothing designated for specific areas (ex: raw
ingredients area) in those areas and don’t wear or take
them into another area.
• Do not wear designated work clothing in washrooms,
lunchrooms or outside the production facility.
Injuries and Wounds
All employees must follow these rules:
• Report all work related injuries to management

immediately.
• When someone is injured or wounded, immediately apply
first aid. [Specify procedures to be used in your
facility]
• Ensure anyone with an open cut or wound has it securely
and hygienically covered if working with food,
packaging or food contact surfaces (ex: waterproof
bandage covered with a glove).
• Determine which food, ingredients, packaging materials
and food contact surfaces were contaminated as a result
of the injury or wound.
• Ensure contaminated items are disposed of and food
contact surfaces are cleaned and sanitized, using
company sanitation procedures.
• Record the incident on the company’s incident report
form. [Tailor the Incident Report Form in this
guidebook to fit your facility]
• Ensure any visitor with an exposed open cut or wound
securely and hygienically covers it before entering the
facility.
Evidence of Illness
• Any employee who shows or suffers from symptoms of a

disease or illness that can be transmitted through food
is not allowed in food handling areas.
• To prevent the transfer of disease or illness, all
employees who have symptoms of an illness or disease
that can be transmitted through food must report it to
their supervisor or manager immediately.
• Symptoms include, but are not limited to:
– jaundice
– diarrhea
– vomiting
– fever
– sore throat with fever
– visibly infected skin lesions (ex: boils, cuts)
– discharge from ear, eye, nose
Access and Traffic Patterns
Access and traffic patterns can control the movement of

employees, visitors, products, and packaging materials to
reduce cross contamination. The following are the rules
covering procedures for visitors’ and employees’ movements
throughout the facility.
• Visitors, suppliers, contractors, etc. must read the

facility’s visitors’ policy and sign the visitors’ log
book [Specify where] before they are allowed in the
facility.
• Employees must follow the facility traffic pattern
rules and follow the rules for moving products (ex:
cooked, raw, non-allergenic, waste, chemicals, etc.)
• Employees and visitors must use specific entrance and
exit doors at specific times of day.
• [Create a map of the whole facility and show required
traffic patterns for each area. Specify points of
possible cross-contamination and find solutions. (ex:
one-way traffic from clean to less clean; schedule
activities at different times to avoid cross
contamination).
Monitoring Personnel Practices
Personnel Practices are monitored and must document the

process on the personnel practices check list.
Assessment
Explain the following: (5-10 sentences)
“Be sure to explain clearly, yet courteously, as to the

grounds for termination, avoiding debate on the issue, and
handle the termination with a human element, treating them
as a person and not a number, and be sure to keep the
termination confidential, to maintain the former employee’s
privacy.” by Wilson Peter
As a future teacher of young learners someday how can

you imply the PERSONNEL PRACTICES of a caliber teacher
inside your classroom?
Assignment
Look an article about The Right Way to Terminate an

Employee and make a reflection about it.
Lesson 24: Personnel Records and Staff
Supervision and Training
 Supervision of Staff
 Evaluation of Staff Performance
Learning Target
At the end of a 45-minute lesson, the student should be

able to:
a) identify the types an purposes of Personnel Records;
b) determine staffing and supervising; and
c) evaluate staff performances.
Introduction
Personnel Records
Personnel Records are records pertaining to employees
of an organization. These records are accumulated,
factual and comprehensive information related to
concern records and detained. All information with
effect to human resources in the organization are kept
in a systematic order. Such records are helpful to a
manager in various decision -making areas.
Personnel records are maintained for formulating and

reviewing personnel policies and procedures. Complete
details about all employees are maintained in personnel
records, such as, name, date of birth, marital status,
academic qualifications, professional qualifications,
previous employment details, etc.
Types of Personnel Records

1. Records of employment contain applicants past
records, list sources, employees progress, medical
reports, etc.
2. Wages and salaries records contains pay roll
records, methods of wages and salaries, leave
records, turnover records and other benefit records.
3. Training and development contains appraisal reports,
transfer cases, training schedule, training methods.
4. Health and safety records include sickness reports,
safety provisions, medical history, insurance
reports, etc.
5. Service Records are the essential records containing
bio-data, residential and family information,
academic qualifications, marital status, past
address and employment records.
Purposes of Personnel Records
According to the critics of personnel records, this

system is called as a wastage of time and money.
According to personnel records, followers of this :
Dale Yoder, an economist of Michigan University, USA
has justified the significance of personnel records
after making an in-depth study.
1. It helps to supply crucial information to managers

regarding the employees.
2. To keep an update record of leaves, lockouts,
transfers, turnover, etc. of the employees.
3. It helps the managers in framing various training
and development programmes on the basis of present
scenario.
4. It helps the government organizations to gather data
in respect to rate of turnover, rate of absenteeism
and other personnel matters.
5. It helps the managers to make salary revisions,
allowances and other benefits related to salaries.
6. It also helps the researchers to carry in- depth
study with respect to industrial relations and
goodwill of the firm in the market.
Staff Supervision and Training
a. Supervision of Staff
b. Staffing and supervision are two of the most

critical functions of a manager. Each of the
functions include various other activities, as well.
c. Very simply, staffing is:

a) Deciding what human resources are needed, ideally
in terms of knowledge, skills and abilities
regarding specified roles, jobs and tasks (ideally
these roles are determined on the basis of strategic
planning and are defined in terms of competencies
and/or on job descriptions)
b) Recruiting the necessary human resources
(sourcing, placing ads, etc.)
c) Considering outsourcing to hire outside expertise
d) Screening job candidates (interviewing, testing,
etc.)
e) Selecting candidates (via job offers)
f) Equipping new hires (via orienting, training,
facilities, assignments, etc.)
d. Very simply, supervising is overseeing the progress

and productivity of direct reports, often by:
a) Mutually setting goals with direct reports
b) Supporting conditions for their motivation
c) Observing performance and giving feedback and
other forms of guidance
d) Conducting regular performance appraisals/reviews
e) Addressing performance problems
f) Ensuring sufficient rewards
e. Staffing and supervising should be carried out

according to carefully designed and approved
personnel policies in the workplace.
b. Evaluation of Staff Performance

Performance evaluations, which provide employers with
an opportunity to assess their employees’ contributions
to the organization, are essential to developing a
powerful work team.
The primary goals of a performance evaluation system

are to provide an equitable measurement of an
employee’s contribution to the workforce, produce
accurate appraisal documentation to protect both the
employee and employer, and obtain a high level of
quality and quantity in the work produced. To create a
performance evaluation system in your practice, follow
these five steps:
1. Develop an evaluation form.

2. Identify performance measures.
3. Set guidelines for feedback.
4. Create disciplinary and termination
procedures.
5. Set an evaluation schedule.
1. Develop an evaluation form.

Performance evaluations should be conducted fairly,
consistently and objectively to protect your employees’
interests and to protect your practice from legal
liability. One way to ensure consistency is to use a
standard evaluation form for each evaluation. The form
you use should focus only on the essential job
performance areas. Limiting these areas of focus makes
the assessment more meaningful and relevant and allows
you and the employee to address the issues that matter
most. You don’t need to cover every detail of an
employee’s performance in an evaluation.
2. Identify performance measures.
Standard performance measures, which allow you to

evaluate an employee’s job performance objectively, can
cut down on the amount of time and stress involved in
filling out the evaluation form. Although developing
these measures can be one of the more time-consuming
parts of creating a performance evaluation system, it’s
also one of the most powerful.
3. Set guidelines for feedback.
Feedback is what performance evaluations are all about.

So before you implement your performance evaluation
system, make sure that everyone who will be conducting
evaluations knows what kind of feedback to give, how to
give it and how to get it from the employee in return.
Give balanced feedback. Don’t make the common error of

glossing over an employee’s deficiencies and focusing
only on his or her strengths. It is by understanding
their weaknesses that employees can take ownership of
their performance and role in the practice. And when
given the support they need to make improvements in
these areas, employees learn to take pride in their
work and are willing to take on new challenges with
confidence.
Outline expectations for improvement. When you address

areas where improvement is needed, outline your
expectations for improvement and how you intend to help
the employee meet them.
Encourage feedback from the employee. After you’ve

discussed the results of the evaluation with the
employee, encourage him or her to give you some
nondefensive feedback. Ask the employee whether he or
she agrees with your assessment, and/or invite
suggestions for improvement.
4. Create disciplinary and termination procedures.
In some cases, even after a thorough performance

evaluation and a discussion of expected improvements,
an employee will continue to perform poorly. You need
to be prepared to handle such a situation by having
well-defined, written disciplinary and termination
procedures in place. These procedures should outline
the actions that will be taken when performance
deteriorates – a verbal warning, a written warning if
there is no improvement or a recurrence, and
termination if the situation is not ultimately
resolved.
Verbal warning. This should be given in private, with
the behavior or reason for the discipline clearly
stated.
Written warning. How you handle the written warning

plays a critical role in the success of your
disciplinary and termination procedures. This is the
time to make it clear to the employee just how serious
his or her performance problem is. Unfortunately, many
practices fail to do this and/or to follow through with
termination if necessary. Once the written warning is
mishandled in this way, it no longer has any merit. A
standard, written, warning form should include the
following:
 A description of the behavior or problem that
includes objective findings,
 The measurable actions and changes expected of
the employee,
 The support the employer will provide for
improvement,
 A description of what will occur (e.g., unpaid
time off or termination) and when (e.g., after
one more occurrence or two) if the warning is not
heeded,
 The signature of the employee and appraiser and
the date of the warning.
Termination. Explain the reason for the termination but

do so briefly and objectively to avoid getting into an
elaborate discussion that puts you in a defensive
position. Validate the employee as a person, perhaps by
giving a positive slant to the employee’s potential in
the job market.
5. Set an evaluation schedule.

Once you’ve built your performance evaluation system –
the evaluation form, the performance measures, the
feedback guidelines and the disciplinary procedures –
you just need to decide when to conduct the performance
evaluations. Some practices do all employee evaluations
at the same time of year, while others conduct them
within 30 days of each employee’s anniversary of
employment (the latter may work better since it spreads
the work of the evaluations out for employer and
employee). However you decide to schedule the
evaluations, ensure that each appraiser consistently
meets the deadline. Ignoring employees’ overdue
evaluations will make them feel devalued and may hurt
morale and performance.
Essay. Explain briefly what is being asked on the item

given. Use a one-whole pad paper for your answers. (15
points)
1. For you, what do you think is the importance of:
a. Personnel records
b. Staffing
c. supervising.
Assignment
In a short coupon bond, create a symbolism that of:

a. personnel records
b. staffing
c. supervising
Lesson 25: STAFF DEVELOPMENT AND STAFF

RELATIONSHIP
 DEFINITION OF STAFF RELATIONSHIP AND STAFF DEVELOPMENT
 STAFF DEVELOPMENT NEEDS
 STAFF DEVELOPMENT PROCESSES
 STAFF DEVELOPMENT ACTIVITES
Learning Task:

to:
a. define staff development and staff relationship;
b. share their insights about the importance of staff
development and staff relationship; and
c. enumerate the staff development activities
Introduction:
Staff development refers to all the policies,
practices, and procedures used to develop the
knowledge, skills, and competencies of staff to improve
the effectiveness and efficiency both of the individual
and the University.
STAFF DEVELOPMENT PROCESSES
1. Identify needs
2. Identify means of meeting these needs
3. Develop a programme to accommodate the needs
4. Appraise the developments against the school
improve.
Staff development embraces all forms of development
activity including personal study, e-learning, internal or
external courses, workshops, work shadowing and planned
experiences. We will aim to support individuals through a
variety of means within the prevailing budgetary provision
and identified business need.
Development activities which have no direct relevance
to the individual’s role or objectives of the University are
not within the remit of this policy.
AIMS AND OBJECTIVES
The main aim of the policy is to provide managers and

staff with a framework that supports and encourages the
development of all staff in line with the delivery of the
University of York’s corporate plan and departmental
objectives as agreed during the annual planning and
budgetary cycle. Clear guidance notes are provided to
support the achievement of the following objectives:-
Staff development provided by the University is

informed by its strategic aims and operational requirements,
taking into account the needs of the individuals and where
possible the career aspirations of staff as well as the
success of their departments.
Departments work alongside the Learning and Development

team to develop a coordinated approach to planning staff
development, maximizing the use of available resources.
Leaders and Managers are provided with the skills,

knowledge and competencies they need to work in partnership
with their staff to support their continuous development.
All staff are supported and encouraged to acquire and

develop the relevant knowledge, skills and competencies to
enhance their performance in their current role and, where
they are involved in succession planning, for their next
role within the University.
To provide the appropriate support to our contract

research staff to enable them to develop their careers.
An appropriate balance is created between the desire

for individual staff members to maximize their potential and
for the University to obtain a return on its investment in
staff development.
All staff receive an appropriately organized University

and local induction in timely fashion. See the induction
policy for further information.
Staff develop the skills to respond effectively to

internal and external demands.
There are appropriate controls in place to enable all

staff to be trained at the levels appropriate to their role,
in order to ensure the University is compliant with respect
to its statutory and legal obligations.
STAFF DEVELOPMENT ACTIVITIES
1. Working Shadowing
2. Coaching and Monitoring
3. Peer Working
4. E – networking and E - learning
STAFF DEVELOPMENT NEEDS ARE IDENTIFIED IN A NUMBER OF WAYS:
 Managers are expected to discuss staff development

needs with each of their staff at least annually as
part of the Performance Review Process.
 The needs of staff new to the University should be
identified in accordance with the probation policy
within one week of taking up their appointment.
 The needs of staff transferring to a new role within
the University should be discussed within four weeks of
taking up position.
STAFF RELATIONSHIP
Staff Relations' primary objective is to encourage,

develop and foster constructive working relationships with
the University’s various employee groups in an effort to
support a positive and productive work environment.
1. Create a clear and concise mission statement and

distribute a copy of the statement to each employee.
2. Encourage teamwork through formal and informal
teambuilding activities.
3. Communicate group expectations immediately and
regular.
4. Set clear and measurable goals for you individual
staff numbers.
5. Reward great work as quickly as possible and address
problems immediately.
ASSESSMENT
In a one whole sheet of paper, enumerate the staff
development processes and explain them in your own
understanding.
ASSIGNMENT
Draw your own concept or symbol that represents
staff development and staff relationship. (Put it
on a short coupon bond)
Lesson 26: BUDGET
 Development of a budget
Learning Task
At the end of of the lesson, the student should be able

to:
a. Define the budget; and

b. Enumerate the development of a budget.
Introduction
Every organization needs a budget. Developing and

managing a budget is how successful businesses
allocate, track and plan fiscal spending. A formal
budgeting process is the foundation for good business
management, growth and development. Very similar to our
personal finances, discipline and planning should be
the cornerstone of a business budgeting process. So
where do we begin? As with most things that come with
managing an organization, budgeting needs to be driven
by the vision (what we are trying to accomplish) and
the strategic plan (the steps to get there).
Organizations that stay focused on their strategy and
plan know exactly where they want to spend their
resources and have a plan to help keep them from
spending money in areas that do not line up with the
vision (what we are trying to do) and mission (why we
are doing it).
What is Budget?
It is an amount of money available for spending
that is based on a plan for how it will be spend.
Development of a Budget
10 Steps to Developing and Managing a Budget
1. Strategic Plan Every organization, no matter the size

should know why it exists and what it hopes to accomplish.
This is articulated through a written Vision and Mission
Statement. A Strategic Plan is the HOW the organization
plans to achieve its mission. The first step in the
budgeting process is having a written strategic plan. This
ensures that organizational resources are used to support
the strategy and development of the organization. It means
budgeting toward the vision.
2. Business Goals Annual business goals are the steps an

organization takes to implement its strategic plan and it is
these goals that need to be funded by the budget. Goals need
to be developed and there needs to be accountability for
achieving goals. This is typically the responsibility of the
management team, board or business owner. The budget
provides the financial resources to achieve goals. For
example, if your organization has outgrown its facility and
there is an objective to increase space, there needs to be
dollars budgeted to expand or move the business operations.
3. Revenue Projections Revenue projections should be based

on historical financial performance, as well as projected
growth income. The projected growth may be tied to
organizational goals and planned initiatives that will
initiate business growth. For example, if there is a goal to
increase sales by 10%, those sales projections should be
part of the revenue projections for the year.
4. Fixed Cost Projections Projecting fixed costs is simply a

matter of looking at the monthly predictable costs that do
not change. Employee compensation costs, facility expenses,
utility costs, mortgage or rent payments, insurance costs,
etc. Fixed costs do not change and are a minimum expense
that need to be funded in the budget. For example, if there
are open staff positions, the cost to fill those positions
should be part of fixed cost projections.
5. Variable Cost Projections Having a formal and structured

budgeting process is the foundation for good business
management, growth and development. Variable costs are costs
that fluctuate from month to month, supply costs, overtime
costs, etc. These are expenses that can and should be
budgeted and controlled. For example, if higher Christmas
sales drive overtime costs temporarily, those costs should
be budgeted.
6. Annual Goal Expenses Goal related projects should also be

given budgets. Each initiative should have projected costs
associated with the goals. This is where the cost of
implementing goals are incorporated into the annual budget.
Projections of costs should be identified, laid out and
incorporated into the departmental budget that is
responsible for completing the goal. For example, if the
sales department has a goal of increasing sales by 10%,
costs associated with the increased sales (additional
marketing materials, travel, entertainment) should be
incorporated into that budget.
7. Target Profit Margin Every organization, whether they are

for-profit or not-for-profit, should have a targeted profit
margin. Profit margins allow for returns for the business
owner or investors. Not-for-profit organizations use their
profit margins to reinvest into the facilities and
development of the organization. Profits are important for
all organizations and healthy profit margins are a strong
indicator of the strength of an organization.
8. Board Approval The governing board, president, owner or

head of the organization should approve the budget and keep
current with budget performance. Again, similar to your
personal finances, the owner should be reviewing monthly
financial statements for the following reasons. To monitor
budget performance. To be familiar with all expenditures. To
safeguard the organization against misappropriation of funds
or employee fraud.
9. Budget Review A budget review committee should meet on a

monthly basis to monitor performance against goals. This
committee should review budget variances and assess issues
associated with budget overages. It is important to do this
on a monthly basis so there can be a correction to
overspending or modification to the budget if needed.
Waiting until the end of the year to make corrections could
have a negative affect on the final budget outcome.
10. Dealing With Budget Variances Budget variances should be

reviewed with the responsible department manager and
questions should be raised as to what caused the variance.
Sometimes unforeseen situations arise that cannot be avoided
so it is also important (just like your personal budget) to
have an emergency fund to help with those unplanned
expenditures. For example, if the HVAC system suddenly goes
down, and needs to be replaced, this would be a budget
variance that needs to be funded. Good budgeting processes
can help develop and advance an organization, while sloppy
budgeting and monitoring of budgets can blindside an
organization and affect its long-term financial health and
viability.
C. Categories of Expenses
To manage your monthly expenses, prepare for life's

unpredictable events and be able to afford big-ticket items
without going into debt, budgeting is important. Keeping
track of how much you earn and spend doesn't have to be
drudgery, doesn't require you to be good at math and doesn't
mean you can't buy the things you want. It just means that
you'll know where your money goes, you'll have greater
control over your finances.
-A budget isn't a prison cell to keep you away from your

money. Rather, it's a tool you use to make sure your future
is better – and, yes, richer – than your present.
ASSESSMENT
I. Make a role play on how you will budget your money.

II. Make and share their own definition of budget
ASSIGNMENT
1. What are the importance of budget?

2. What are the types of budget?
Lesson 27: Managing the Center

 The budget cycle
Implementing the Budget
Keeping budget records
Learning Target
At the end of 45 minute lesson, the student will be able to:
d) identified the budget cycle;

e) enumerate the step in implementing the budget; and
f) draw a comprehensive budgetary plan.
Introduction
Budgeting is a process whereby future income and

expenditure are decided in order to streamline the
expenditure process. Budgeting is done in order to keep
track of the expenditures and income. It serves as a
monitoring and controlling method in order to manage
the finances of a business. It begins by deciding upon
the financial goals according to which the budget will
be made. Other important activities in the budgeting
process include things such as forecasting, monitoring,
controlling and evaluating the financial goals.
Budgeting process is very crucial for any business

entity. Without a proper budget, a business can never
keep track of how much it has earned and how much it
has spent. Budget serves a great guide by which a
business can oversee its income stream and can identify
potential dangers to it beforehand. Furthermore, budget
acts as a valuable tool in order to take control of how
a business spends. A budget makes sure that all the
money is being spent in the right direction and
financial goals are attained. Some of the important
aspects of the budgeting process are discussed as
follows.
The budget cycle
The budget cycle refers to the life of a budget from

creation to evaluation. Although small businesses might
not use the term “budget cycle,” they use the process
when they painstakingly work through the steps required
to build and implement a budget. The budgeting process
progresses in stages as plans are made, funds are
allocated and new information leads to revisions. The
four segments of the budget cycle — preparation and
submission, approval, execution and audit and
evaluation — provide the framework for creating one of
the most important tools a business needs to succeed.
The budget cycle consists of three main stages:
1. Budget Preparation or Formulation where government

objectives are translated into budgets and
appropriations. The budget preparation process
includes comparisons with previous year budgets,
actuals and outcomes. Multiple year budgets are
typically prepared because many initiatives and
programs require many years before results can be
effectively measured. There is often multiple budget
proposals prior to legislative approval and the
creation of the Budget Law.
2. Budget Execution represents public financial
management functions that are budget-centric and are
not accounted in traditional accounting. This
includes up to two levels of commitments or
encumbrances that sets aside funds from the budget.
It also includes adjusting budgets to reflect
macroeconomic changes, cash availability, forecasted
budget variance and unexpected needs. Budget funds
are transferred based on government legal
requirements.
3. Financial Management and Reporting represents the
public financial management functions that are
typically supported by traditional private sector
accounting. Revenue and expenditures are accounted
for in the appropriate ledgers. Revenue and
Expenditures are accrued if the government is using
a form of accrual accounting. Government cheques and
electronic funds transfers are supported.
Implementing the Budget
Steps for Successful Implementing the Budget
1. Budgetary objectives:
Budgets are a means to certain ends. Therefore, the
objectives to be attained during a particular period of
time should be described clearly and precisely before
making budgets.
Those who prepare and execute budgets must understand
fully the objectives and policies of the enterprise.
2. Budgetary organization:
The proper organisation is essential for the successful
preparation, maintenance and administration of budgets.
A budgetary committee is formed which comprises the
departmental heads of different departments.
Departmental managers are given the authority to
prepare functional budgets. The chief executive is
responsible for the co-ordination of different budgets.
3. Budget centres:
A budget centre is that part of the organisation for
which the budget is prepared. A budget centre may be
department, section of a department, or any other part
of the department. The establishment of budget centre
is necessary covering all parts of the organisation.
The budget centres are also necessary for cost control
purposes.
4. Budget manual:
A budget manual is a document which spells out the
duties and also the responsibilities of the various
executives concerned with the budgets. It specifies the
relation among the various functionaries. It lays down
the budgetary procedures, organizational structure,
fixation of responsibilities and budget time table.
5. Budget controller:
A special officer is appointed for the administration
of budgets. He gives useful advice and helps in the
construction, implementation, coordination and revision
of business budgets. He also provides timely warning of
variations from the budgeted performance.
6. Budget committee:
A budget committee consisting of different executives
is formed to assist the budget controller. The chief
executive acts as the chairman of the budget committee.
The budget committee approves the functional budgets or
sends them for revision to the department heads. The
budget committee facilitates in securing participation
of personnel in the preparation and administration of
budgets.
7. Budget period:
A budget period is the length of time for which the
budget is prepared and employed. The period or duration
should be determined according to the circumstances of
the organisation. The budget period should correspond
with the natural cycle of business. The nature of
business and the control factor influence the budget
period.
Keeping budget records
Budgeting and record keeping go hand in hand. In

order to keep a budget current and accurate, you must
be able to keep accurate and detailed records. The
process itself can become so complex that some people
even go to college to become accountants and auditors
who get paid for providing expert record keeping and
budgeting advice. There are basic guidelines that you
can follow to become more proficient in budgeting and
record keeping.
Record keeping is important not only for financial

matters but for operational matters as well. Record
keeping involves the accurate documentation of employee
time cards, sick days, and pay raises. It also involves
documentation required for the regulation of the
particular type of business. For example, the
fertilizer dealership mentioned earlier is required to
keep accurate records of the application of herbicides
and fertilizers. These records include the person doing
the work, the time of day, the weather conditions, and
the field conditions. A grain farmer may keep detailed
records on tillage, fertilization, planting, herbicide
use, and harvest for use in making future decisions.
Operational record keeping is helpful in the

development of an operations budget. This type of
budget helps make sure the company will have the
necessary cash flow to operate effectively.
Again, computerized record systems are very valuable
and are becoming standard in many operations because of
their efficient ability to instantly generate the
information that a manager may need to know

I. Essay
Direction: Answer the question (10 points)
1. Draw a comprehensive organizer that shows The Budget
Cycle and Implementing the Budget.
Assignment
Make own budget plan and how to implement it.
LESSON 28: RECORD KEEPING

 IMPORTANCE OF RECORD
 RECORD OF CHILDREN
 RECORD OF PERSONNEL
LEARNING TARGET:
At the end of the lesson, the students should
be able to:
a. Define what is Record Keeping
b. Share the importance of Record Keeping
c. Enumerate the types of Personnel Record
One of the main parts of accounting is record

keeping or book keeping. Recordkeeping is the process of
recording transactions and events in an accounting system.
Since the principles of accounting rely on accurate and
through records, record keeping is the foundation
accounting. Keeping good records helps companies protect
institutional memory as well as maintain evidence of
activities, transactions, and decisions. An effective
records management system can save money on storage and
improve an organization's efficiency.
Importance of Records Management
Record keeping generally concerns the administrative

activities that are concerned with achieving cost-
effectiveness and efficiency in the creation, maintenance,
use and disposal of the records of educational
institutions throughout their entire life cycle and in
making the information they contain accessible in support
of the school business administration (UNESCO, 2005).
Thus, it is essential that records are kept in school for
effective administration, because proper record keeping
facilitates retrieval of valuable information that might
be helpful in day-to-day operations and decision making in
school systems globally (Durosaro, 2002). According to
Ololube (2013, p. 103), “the importance of good record
keeping transcends into short and long term benefits and
affects the overall achievement of educational
objectives”. Ololube (2013, pp. 103-104) identified some
additional and important reasons for records keeping in
schools:
 Accountability: Record keeping is vital to an
education system’s information cycle as a whole,
because of its fundamental role in the process of
efficient information production and collection.
School records are an important means of
accountability because they provide proof. Records
such as cash books and stock books help to ensure
accountability as they show income, expenditures and
stock levels in a school. These cash and the stock
books can then be made available to auditors on
demand for the auditing of school funds and
facilities.
 Decision Making: School records help school
administrators to make decisions. Records provide raw
data that enable coherent, balanced and objective
decisions on issues such as promotion, student and
staff discipline, and teaching and learning
performances.
 Employment: Properly kept records on the human
resources serve useful employment and planning
related purposes. The number of staff, their areas of
specialization, qualifications, age, gender, and so
on will help the principle to determine the human
resource needs and assets of his or her school.
Consistent information kept about employees can also
be used in employee performance appraisals.
 Guidance Counsellors: School records are of great
importance to school guidance counsellors as these
records can provide counsellors with a holistic
picture of the students they counsel (academic grades
and achievements, disciplinary measures taken and/or
extracurricular activities) and can help counsellors
to track student progress.
 Information Bank: Records kept in schools serve as an
information bank from which school administrators can
recall information as needed.
 Information for Parents: Parents often want to know
how their children or wards perform academically.
Records of school report cards and/or end of term
results should be kept by schools should parents wish
to review or discuss past student performance.
 Planning: Accurate data assists educational planners
to identify areas of need that should be addressed or
accorded priority attention.
 Student Academic Achievement and
Behaviour: Certificates and testimonials are issued
to graduating students to show how they performed
during their studies. Properly kept records can help
considerably in the accurate production of thorough
certificates/testimonials.
 Subject Time Table: School time tables help in the
coordination of staff and student activities and
work. Keeping track of time tables from year to year
can help a school and school administrators determine
which combination of classes and teaching assignments
work best to optimize teaching and learning.
 TYPES OF RECORDS
Educational management involves planning, controlling,

implementing and monitoring of policies, as well as
teachers and students activities. It embraces daily
management as well as the formulation of short, medium and
long-term objectives, policies and strategies in support
of the educational goals (Bock, 2011). Good record keeping
is critical to the success of any school system, no matter
the size and whether or not it is in the public or private
(UNESCO, 2005). In the public sector, the rendering of
accounts for public scrutiny is key to accountability in
governance (Ololube, 2009). As such, records keeping play
a significant role in effective school management, and if
records are not well managed, the school management
function suffers (Gama, 2010).
To this end, school records can be classified into two
types: statutory and non-statutory records. Statutory
records are records prescribed by education edicts and
laws of a state which must be maintained by school
administrators. Non-statutory records, while not
prescribed by law, are equally as important to the smooth
functioning of a school. Ololube (2013, pp. 104-107) has
identified a number of examples of the records found in
schools and school systems:
1. Admission and withdrawals register: The admission and
withdrawals register shows the names of students that are
enrolled each year in various classes in a school and the
names of those who withdrew from various classes in the
school.
2. Attendance register: Attendance register shows the
daily record of student attendance in each class in the
school. At the end of every term, the class teacher closes
the register and submits it to the school head to
crosscheck and sign.
3. Class timetable: Class timetables are a record of how,
when and where classes are held. These keep students
organized and informed about upcoming classes and help
students to manage their time and schedule.
4. Education edicts and laws: Education edicts are
announcements of a law governing an educational system.
They are decrees or proclamations issued by an authority
that have the force of law.
5. Health records: Are records of the names of students
who were ill and sent to local health centers, school sick
bays or the hospital for treatment. These records indicate
the nature of the sickness and the treatment administered.
6. Individual cumulative record card: This is a continuous
record or a combination of records that contain
comprehensive information about a student. It provides a
summary of a student’s academic progress in school and
also includes the student’s name, age, date of birth, date
of admission, family background, social or extracurricular
activities, etc.
7. Lesson plan: Lesson plans are records kept to guide
teachers during their teaching activities. These are
written on a weekly basis to determine what and how the
teacher will teach. A lesson plan is developed based on
the school’s scheme of work, unit plan or curriculum. It
is presented to the head teacher for assessment,
signature, date and name before it can be used for
teaching.
8. Log book: A log book is an important official record
kept to track significant happenings that take place in
the school such as the death of students and staff, dates
of resumption and closing of the school term, staff and
student misbehaviour, etc. The head teacher keeps this
book safely secured and must be presented to the Ministry
of Education or School Board upon request.
9. National Policy on Education: The National Policy on
Education (NPE) is a policy formulated by a government to
promote education across the country. The policy covers
early childhood, primary (elementary), secondary, and
higher education. It also includes adult and non-formal
education, technical and vocational education, distance
education, educational services, planning, administration
and supervision, and financing education.
10. Disciplinary records: Disciplinary records are kept to
protect students from arbitrary punishment from teachers
and to exonerate teachers from unwarranted criticisms by
parents or students. In most cases, the head teacher
approve of any disciplinary action before it is
administered to a student or students. Records concerning
the disciplinary action and its approval are documented
for future reference.
11. School cash book: A school cash book is a system that
helps organise school finances. It is a simple record that
details all payments made and income received. It shows
receipt of items and all expenditures. This book is kept
with the accountant or clerk in the absence of a school
treasurer.
12. School stock book: The school stock book shows the
current supply of equipment and other materials in the
school. It is usually divided into two parts. The first
part showing the consumables items (chalk, dusters, diary,
registers, etc.) and the other are showing non-consumable
items (furniture, television, tape recorders, sporting and
athletic equipment, etc.). It contains name, date of
supply, and expiring dates of goods supplied, if
applicable.
13. School timetable: A school timetable is a table used
for coordinating four basic elements (students, teachers,
subjects, and time slots, otherwise called periods) in a
school system.
14. School diary: The school diary, also known as a
teacher’s record of work, shows the things that are to be
done and have been done each term for each class/subject
in a school. This record helps to keep teachers motivated
and on task (to complete the syllabus by the end of the
term) and ensures continuity.
15. Staff and student movement book: The staff and student
movement book details the entry and exit of staff and
students in a school.
16. Transfer and leaving certificates: Transfer and
leaving certificates are the forms approved by the Zonal
Inspector of Education and signed by the haed teacher at
the request of parents to permit their children to leave
one school to attend another as a result of a parent’s
work transfer, etc.
17. Visitor’s book: The purpose of a visitor’s book is to
keep records of the names and addresses of visitors, date
and time of visits, purpose of visits and who the visitor
requested to visit. This book is kept by the head teacher
or his or her assistant.
18. Syllabus: A syllabus is an outline and a summary of
topics to be covered in a school. A syllabus for a
certain subject is often set out by an examination body
such as the West African Examination Council (WEAC) who
conducts, supervises and controls the quality of
examinations for uniformity.
Children records
What is a child's cumulative record or file? In

short, it is a file of general school information that
typically contains grades, attendance, discipline,
standardized assessment reports and other information from a
student's educational career.
Parents have the right to inspect the file and

have copies of any information contained in a cumulative
file. When parents request an educational records review to
pinpoint why their child is struggling in school, the
student's cumulative file is one of the documents they
examine.
Why Educational Records Reviews Are Needed
A thorough review of a student's records involves

analysis of his entire educational history, so evaluators
attempt to get records from any previous schools the child
may have attended. Information from the student's files may
provide important details that help examiners understand why
the child is having learning problems in school.
Such reviews are especially helpful if the child is

too young to articulate what the problem is, and parents and
teachers seemed baffled about the child's learning
difficulties as well.
The Contents of a Child's Cumulative Record
An educational records review includes the cumulative

files that schools maintain for students. In addition to the
aforementioned information, cumulative files typically
contain a history of the programs children have attended,
previous support services provided to children or their
family members, and an educational performance history.
Cumulative files also tend to feature the names of

past teachers who may be available for further research on
the student's educational history. Lastly, such files
usually contain records about the number of times a student
may have moved or changed schools and the student's health
records, such as immunization records. Collectively, this
information can shed light on why students struggle, but it
may not necessarily reveal whether a student has a learning
disability that requires special education services.
Why Educational Records Reviews Are Needed
A thorough review of a student's records involves

analysis of his entire educational history, so evaluators
attempt to get records from any previous schools the child
may have attended. Information from the student's files may
provide important details that help examiners understand why
the child is having learning problems in school.
Such reviews are especially helpful if the child is too

young to articulate what the problem is, and parents and
teachers seemed baffled about the child's learning
difficulties as well.
The Contents of a Child's Cumulative Record
An educational records review includes the cumulative

files that schools maintain for students. In addition to the
aforementioned information, cumulative files typically
contain a history of the programs children have attended,
previous support services provided to children or their
family members, and an educational performance history.
Cumulative files also tend to feature the names of past

teachers who may be available for further research on the
student's educational history. Lastly, such files usually
contain records about the number of times a student may have
moved or changed schools and the student's health records,
such as immunization records. Collectively, this information
can shed light on why students struggle, but it may not
necessarily reveal whether a student has a learning
disability that requires special education services.
Personnel Records
Personnel Records are records pertaining to

employees of an organization. These records are accumulated,
factual and comprehensive information related to concern
records and detained. All information with effect to human
resources in the organization are kept in a systematic
order. Such records are helpful to a manager in various
decision -making areas.
Personnel records are maintained for formulating and

reviewing personnel policies and procedures. Complete
details about all employees are maintained in personnel
records, such as, name, date of birth, marital status,
academic qualifications, professional qualifications,
previous employment details, etc.
Types of Personnel Records
1. Records of employment contain applicants past records,

list sources, employees progress, medical reports, etc.
2. Wages and salaries records contains pay roll records,
methods of wages and salaries, leave records, turnover
records and other benefit records.
3. Training and development contains appraisal reports,

transfer cases, training schedule, training methods.
4. Health and safety records include sickness reports,

safety provisions, medical history, insurance reports, etc.
5. Service Records are the essential records containing bio-

data, residential and family information, academic
qualifications, marital status, past address and employment
records.
Purposes of Personnel Records
According to the critics of personnel records, this

system is called as a wastage of time and money. According
to personnel records, followers of this : Dale Yoder, an
economist of Michigan University, USA has justified the
significance of personnel records after making an in-depth
study.
1. It helps to supply crucial information to managers

regarding the employees.
2. To keep an update record of leaves, lockouts, transfers,

turnover, etc. of the employees.
3. It helps the managers in framing various training and

development programmers on the basis of present scenario.
4. It helps the government organizations to gather data in

respect to rate of turnover, rate of absenteeism and other
personnel matters.
5. It helps the managers to make salary revisions,

allowances and other benefits related to salaries.
6.It also helps the researchers to carry in- depth study

with respect to industrial relations and goodwill of the
firm in the market.
 CHARACTERISTICS OF GOOD RECORD MANAGEMENT
Managing school records according to Fasasi in Osakwe

(2011) is meant to enhance the performance of school
administrators. An adequate records management programme
co-ordinates and protects an institutions records,
sharpens the effectiveness of records as management
memory, and helps to simplify intra-organisational and
communication problems. The management of records in
schools, like in any other organization, is a cyclic
process involving principals, teachers, students,
messengers and cleaners. Most records are handled by
school heads and are kept manually, hence the processing,
retrieval and ultilisation of records is not always easy.
According to Ibara (2010) the following are
characteristics or attributes of good record management
(although modifications can be made):
 Completeness: Complete and comprehensive records
should be kept to give users all the information
needed to plan and make effective decisions.
 Cost: Records should not be too expensive to keep.
This means that the financial cost of collecting,
analyzing, synthesizing, storing and retrieving
records should be low.
 Flexibility: Data is flexible if it can be used by
more than one user at different times for different
purposes.
 Quality: The quality of any information contained in
any record must be accurate and reliable. The greater
the accuracy and reliability, the higher the quality
of information, and the more likely the information
system is to work well.
 Relevance: A relevant record is one that is useful to
the needs of the system. A good deal of irrelevant
information is kept, particularly in schools. Data
that is no longer relevant and not required by law
should be securely disposed of.
 Retention and Disposition of Records: The disposition
of records does not entirely mean destruction.
Disposition can also include transfer of records to a
historical achieve, to a museum, etc. In the case of
schools, however, most records are disposed of when
no longer needed. The public officials concerned may
destroy these records upon expiration of the
retention period.
 Timeliness: Information contained in a record should
be retrievable as it is needed rather than after
important decisions have been made.
 Variability: This refers to the degree of consensus
arrived at among various users examining the record.
The greater the consensus among users, the more
accepted the record.
 Maintenance: The maintenance of records involves all
activities that ensure that they are in good
condition, and kept in an orderly state. This is a
central function of records management.
 SAFELY MANAGING AND PRESERVING SCHOOL RECORDS
School records management involves the storage, retrieval

and use of information. It is the application of
systematic and scientific control to all the recorded
information that schools need for school administration.
Poor records management results in difficulties in
administering, planning and monitoring of educational
systems globally (Ololube, 2013). In fact, poor records
management and the lack of staff development with regards
to the entire information cycle are responsible for a
number of management and policy implementation problems in
schools and Ministries of Education (Chifwepa, [n.d]).
While different methods or systems can be used to bring
about efficient records management, there are some basic
rules that must be respected. The management of school
records involves all activities that ensure that they are
in good condition, and kept in an orderly state (Ololube,
2013). Some of the ways records can be safely managed and
preserved according to are:
 Classification: This is the methods of arranging
records and files perfectly into groups according to
subject. It ensures that school records are arranged
in a logical order. The logical arrangement of files
is central because it guarantees that files have
their specific places and can be retrieved without
snag and significant loss.
 File Storage: After a classification system has been
determined and files have been labeled, files should
then be arranged accordingly and kept in a filing
cabinet drawer. A filing cabinet or cabinets should
be used for this purpose. The cabinet drawers in
which the files are housed must also be labeled
clearly and the files appropriately organized so as
to maintain the relationship of the files to one
another.
 File maintenance: It is important to check the files
periodically to ensure that they are in good
condition, since they are prone to wear and tear.
Some records in files may be loose and could fall out
easily. These should be securely attached and
reattached.
 Check Out: When records or files are lent to users, a
system must be worked out that tracks where and when
certain files or records were lent to a user. Small
cards may be designed to enable efficient control
over the flow of files.
Natural factors: School records should be properly arranged
and secured from natural hazards such as flooding, insects,
rain, sun, termites and wind.
ASSESSMENT:
I. Enumerate
a. Enumerate the at least 15 types of record keeping.
b. Enumerate at least 5 importance of record keeping.
II. Essay
a. Justify the importance of record keeping for: (15
pts.)
 Pupils
 Teachers
 Parents
Assignment
For you, why we need to safely manage and preserve the
records of a school as a teacher, parents and an
administrator? ( 50 maximum words 3 paragraphs)
Lesson 29: INVENTORIES, OTHER RECORDS, COMPUTER

ASSISTED RECORD KEEPING
Learning Target
At the end of 45 minute lesson, the student will be

able to:
a. describe Inventories, Other Records, Computer Assisted
and Record Keeping;
b. identified the difference between Inventories,
OtherRecords and Computer Assisted and Record Keeping;
and
c. demonstrates a good characteristics of teachers; and
d. draw a lay-out classroom.
Introduction
4. INVENTORIES
Inventory is the collection of unsold products waiting to be

sold. Inventory is listed as a current asset on a
company's balance sheet.
HOW IT WORKS (EXAMPLE):
Inventory is commonly thought of as the finished goods a

company accumulates before selling them to end users. But
inventory can also describe the raw materials used to
produce the finished goods, goods as they go through the
production process (referred to as "work-in-progress" or
WIP), or goods that are "in transit."
There are generally five reasons companies maintain

inventories:
 To meet an anticipated increase in demand;

 To protect against unanticipated increases in demand;
 To take advantage of price breaks for ordering raw

materials in bulk;
 To prevent the idling of a whole factory if one part of

the process breaks down; and,
 To keep a steady stream of material flowing to

retailers rather than making a single shipment of goods
to retailers.
Inventory can also be used as collateral to obtain financing

in some cases.
The basic requirement for counting an item in inventory is

economic control rather than physical possession. Therefore,
when a company purchases inventory, the item is included in
the purchaser's inventory even if the purchaser does not
have physical possession of those items.
Inventory is usually classified in its own category as

an asset on the balance sheet, following receivables. It is
important to note that the balance sheet's inventory account
should also reflect costs directly or indirectly incurred in
making an item ready for sale, including the purchase price
of the item as well as the freight, receiving, unpacking,
inspecting, storage, maintenance, insurance, taxes, and
other costs associated with it.
WHY IT MATTERS:
Inventory is a key component of calculating cost of goods

sold (COGS) and is a key driver of profit, total assets,
and tax liability. Many financial ratios, such as inventory
turnover, incorporate inventory values to measure certain
aspects of the health of a business.
For these reasons, and because changes in commodity and
other materials prices affect the value of a company's
inventory, it is important to understand how a company
accounts for its inventory. Common
inventory accounting methods include first in, first out
(FIFO), last in, first out (LIFO), and lower of cost
or market (LCM). Some industries, such as the retail
industry, tailor these methods to fit their specific
circumstances. Public companies must disclose their
inventory accounting methods in the notes accompanying
their financial statements.
Given the significant costs and benefits associated with

inventory, companies spend considerable amounts of time
calculating what the optimal level of inventory should be at
any given time, and changes in inventory levels can send
mixed messages to investors. Increases in inventory may
signal that a company is not selling effectively, is
anticipating increased sales in the near future (such as
during the holidays), or has an inefficient purchasing
department.
Declining inventories may signal that the company is selling

more than it expected, has a backlog, is experiencing a
blockage in its supply chain, is expecting lower sales, or
is becoming more efficient in its purchasing activity.
Because there are several ways to account for inventory and

because some industries require more inventory than others,
comparison of inventories is generally most meaningful among
companies within the same industry using the same inventory
accounting methods, and the definition of a "high" or "low"
inventory level should be made within this context.
5. OTHER RECORDS
Types of records to be kept
There are a number of records that an association should

keep as a matter of good policy and sound administration.
Some records are required to be kept by law such as members'

registers and employment and tax records.
Records required by the Act
The Act requires an association to keep the following

records:
 an up-to-date register of all members, including their
nominated contact information;
 an up-to-date version of the rules;
 an up-to-date list of the names and addresses of people

who are office holders under the rules of the
association, including committee members, any trustees
and those authorized to use the common seal;
 accounting records that correctly record and explain

the financial transactions and position of the
association in such a manner that allows true and fair
accounts to be prepared; and
 every disclosure of interest made by a committee member

to be recorded in the minutes of the meeting at which
the disclosure was made.
The Commissioner for Consumer Protection can request an

association to produce any or all of the records listed
above. Under the Act members have the right to inspect and
copy each of the first three records listed above (see
also Members' access to the records below).
Minutes
Minutes of all meetings especially of the Annual General

Meeting (AGM) and management committee should be recorded,
approved and filed for easy retrieval (see also Meetings).
Approved minutes provide an official record of:
 attendance;
 business discussed;
 correspondence received;
 reports tabled;
 decisions made; and
 resolutions adopted.
Recorded decisions should clearly state:
 what decision has been made;

 who will be responsible for its implementation;
 when the decision is to be implemented by;
 if the decision is to be reviewed, and if so, when and

by whom; and
 who should be notified of the decision and how.

In addition to minutes, it is also common practice for
associations to maintain a register of all significant
resolutions passed by the association.
Notices
The Act requires adequate notice of association meetings and

special resolutions be given to all members and that notice
periods be specified in the rules of association.
Meeting notices must be given in accordance with the

association's rules and should include the time, date, place
and purpose. Copies of notices showing the date of issue
should be kept in case of later dispute. Notices are often
filed with the related minutes.
Certificate of Incorporation
This certificate is issued when the association is first

incorporated or if an association changes its name.
It is important the certificate is stored safely as it is

evidence of the association's corporate status. The
certificate can be required for example, when applying for
funding grants or opening a bank account.
If the certificate cannot be located an association can

apply through Associations Online to have a duplicate
certificate issued for a small fee.
Financial records
The Act requires records to be kept of the association's

finances. Taxation and industrial legislation also require
financial records to be kept.
Effective management committees need clear and accurate up-

to-date financial information to keep well-informed and to
ensure that the association and its services remain viable.
The requirements of the Act are quite specific:
 associations must keep sufficient accounting (or

financial) records so that the financial transactions
and financial position of the association are correctly
recorded;
 these records need to be kept in a way that will allow
true and fair accounts (or financial statements) to be
prepared from time to time, and so that these accounts
can be conveniently audited if required; and
 the financial records are required to be kept for at
least seven years.
Depending on the association's annual revenue there may be

additional accounting requirements to be met. These
requirements are discussed in detail in Accounts and
Auditing.
Annual report
Many medium to large associations compile an annual report

which is tabled at the AGM. An annual report summarizes the
main achievements and highlights of the past 12 months.
There is no set format for an annual report, but it can

include the following items:
 Chairperson's report.
 Staff report.
 Activity report.
 Annual statistics.
 Annual financial report.
 Interest stories, highlights and low points.
 List of staff, management and volunteers.
Where an annual report is produced, it is usual to include

the annual financial report. As an annual financial report
is required under the Act, it is a convenient way of
ensuring that the association meets its obligation to submit
its annual accounts to its members at the AGM.
Many associations distribute an annual report as a public

relations exercise. Some funding agreements require annual
reports.
Employment records
In addition to the records required by the Australian

Taxation Office (ATO) and State and Commonwealth industrial
laws (see Employment), associations may wish to set up
employment-related record systems. These could include:
 records of all job descriptions, selection criteria,

related industrial agreements, past advertisements and
job position evaluations;
 records of selection processes and outcomes;
 formal records of any meeting or discussion related to

issues of employee performance and position review;
 formal documentation of all proceedings related to any
employer/employee, employee/employee, or employee/third
party grievance;
 records on staff training and professional development;

and
 copies of all correspondence and memoranda relating to

individual conditions of employment, changes or
requests.
Safety records
Occupational health and safety assessments and data should

be kept to record the association's management of its legal
responsibilities to provide a safe workplace (see
also Occupational Safety and Health and Workers'
Compensation).
The following health and safety records should be kept in a

separate file for easy access and reference:
 complaints;
 incidents;
 risk management analysis;
 training details;
 safety committee minutes; and
 copies of specific management committee resolutions.
Insurance records
Copies of all insurance policies should be kept in a secure

place. Changes to policies should be updated on the files
immediately they are received.
Insurance policies may require an association to keep

specific records in addition to those already kept, for the
purposes of validating a policy. Such records may include
health declarations, assets register, numbers of volunteers
and number of hours undertaking certain activities.
Associations must notify their insurer as soon as possible

after the occurrence of certain events such as an accident,
theft or fire. It is important associations keep copies of
all notifications and correspondence to prevent the
possibility of any dispute regarding an association's
obligations.
Service delivery records
Some associations need to keep records of its service

delivery and activities in order to:
 acknowledge achievements;
 minimize risk of professional negligence;
 facilitate communications and change overs;
 ensure industry or professionally-based requirements

are met; and
 assist in evaluation and planning.
This may take the form of statistic sheets, case files or

employee reports.
Funding arrangements may also require certain records to be

kept and reported on. Failure to properly keep records or
report as required (quarterly, annually etc.) may result in
a breach of the funding agreement and subsequent loss of
funding.
6. COMPUTER ASSISTED RECORD KEEPING
Electronic and manual record keeping
While some business owners prefer manual record keeping

systems, most businesses use an electronic record keeping
system - making it easier to capture information, generate
reports and meet tax and legal reporting requirements.
There are a number of issues you should consider when

setting up an electronic or manual record keeping system, as
each has certain advantages and limitations.
Electronic record keeping
Most businesses use accounting software programs to simplify

electronic record keeping, and produce meaningful reports.
There are many other advantages to using electronic record
keeping, as listed below.
Advantages
 Helps you record business transactions, including
income and expenses, payments to workers, and stock and
asset details.
 Efficient way to keep financial records and requires
less storage space.
 Provides the option of recording a sale when you raise
an invoice, not when you receive a cash payment from a
client.
 Easy to generate orders, invoices, debtor reports,
financial statements, employee pay records, inventory
reports.
 Automatically tallies amounts and provides reporting
functions.
 Keeps up with the latest tax rates, tax laws and
rulings.
 Many accounting programs have facilities to email
invoices to clients, orders to suppliers, or BAS
returns to the Australian Taxation Office.
 Allows you to back up records and keep them in a safe
place in case of fire or theft.
Choosing accounting software
Your business may require more than one software program to

meet all of your tax and legal needs, so it's important to:
 Seek advice from your accountant or financial

adviser before purchasing software for record keeping
 Check which accounting software is tax compliant on
the australian taxation office website.
Electronic backup
Set up a secure electronic backup system to ensure records

are safely stored and regularly backed up. Daily backups are
recommended, particularly for important records. Make sure
the backup copies are stored in a separate location to your
business in case of fire, theft or a natural disaster.
For small businesses, the cheapest backup options are CDs

and memory sticks. If your business has large amounts of
data, external hard drives are a popular backup option.
Cloud backup
Cloud computing provides a way for your business to manage

your computing resources and records online. The term has
evolved over recent years, and can be used to describe the
use of a third party for your storage and computing needs.
Cloud backup services are becoming more popular and can be

automated for your convenience, but you should make sure the
method you choose protects the privacy and security of your
business and customers.
Learn more about cloud computing.
Manual record keeping
Some business owners may want to use a simple, paper-based

record keeping system. There are certain advantages to using
manual record keeping, as listed below.
Advantages
 Less expensive to set up.
 Correcting entries may be easier with manual systems,
as opposed to computerized ones that can leave
complicated audit trails.
 The risk of corrupted data is much less.
 Data loss is less of a risk, particularly if records
are stored in a fire-proof environment.
 Problems with duplicate copies of the same records are
generally avoided.
 The process is simplified as you don't need to be
familiar with how accounting software calculates and
treats your information.
Streamline your manual record keeping

 Sort and store all paperwork, receipts and payments in
12 separate months.
 Keep all original documents and date all
correspondence.
 Record all transaction dates and payment amounts.
 Save all online financial transactions by month and
financial year in your inbox and in a separate folder
on your hard drive.
 Backup all electronic records on an external hard drive
or other storage device other than your computer's
internal hard drive.
 Capture nearly all of your income and expenses in
statements from both your bank and credit card
accounts.
 Request that all statements and bills be sent on a
monthly basis - allowing you to reconcile all financial
records each month.
Assessment Task
Essay
1. Describe the importance of the Inventories, Other
Records, and Computer Assisted and Record Keeping.
Assignment
In a short coupon bond give the importance of the

three.
Lesson 30: Food and Nutrition Services,

Caregiver’s Role, Menu Planning and
Guidelines for Planning
Learning Task:
At the end of 40 minutes lesson, the pupils should be able

to:
a. identify the food and nutrition services;
b. describe how important to make a menu planning; and
c. construct your own guidelines for menu planning.
Introduction:
The Food and Nutrition Service (FNS) is an agency of the
United States Department of Agriculture (USDA). The FNS is
the federal agency responsible for administering the
nation’s domestic nutrition assistance programs. The service
helps to address the issue of hunger in the United States.
Food and Nutrition Service (FNS) was established on

August 8, 1969 as an agency of the United States Department
of Agriculture (USDA). Several FNS programs, however, pre-
date the creation of the agency and trace their roots back
to Depression era programs.
Services
FNS products and services are provided to one in five

Americans; its main products and services include:
● commodities supplied as: prepared meals that are served at

congregate feeding sites; food packages that may be used for
home consumption; and disaster relief assistance
● food assistance through electronic benefit transfer (EBT)

cards; nutritionally balanced, low-cost or free meals and
snacks; vouchers; and, fresh, locally grown produce
● nutrition education and promotion materials and

presentations delivered by expert staff and senior managers;
and
●food safety and security efforts, technical assistance and

informational materials
CAREGIVER’S ROLE
Food provides valuable nutrients for cancer patients.

Eating well during cancer treatment can help speed recovery,
ease side effects, and keep the treatment plan running
smoothly. However, your loved one may not be able to plan
grocery lists, grocery shop, eat, digest foods, or prepare
meals like before cancer. This is where you as the caregiver
can help. Depending on the health of the patient, you may
need to assist with grocery shopping, meal prep and cooking,
and encouraging the patient to make healthy food choices.
As a caregiver, there are many ways you can assist with

food and meals. To get started, ask the healthcare team
about specific foods or meal recommendations and
restrictions, if any. A printed meal plan or food list is
best. Ask to speak to a registered dietitian for help.
During cancer treatment, there may be times when your
loved one needs to follow a special diet. Some examples of
special diets include: clear liquid, full liquid, low-fiber,
or low-iodine. The first three diets listed are common after
surgeries that affect the digestive system. If the patient
has thyroid cancer, he or she may need to be on a low-iodine
diet while receiving radioactive iodine treatment. The
healthcare team will let you know when a special diet is
needed and provide you with specific guidelines to follow.
Ask to speak to a registered dietitian for extra help. Visit
the Meal Planning & Sample Menus to see examples of menus
for specific needs. Use the Meal Planning Worksheet to plan
a week’s worth of meals.
Foods that you or a healthy person can eat may not be

what a person with cancer can eat. Even what one cancer
patient can eat may be different from what another cancer
patient can eat. You and the patient may be bombarded with
stories of miracle foods and diet tips by well-meaning
family and friends. Remember—if something is too good to be
true, it probably is. Always consult the healthcare team to
know what’s best for your loved one.
Food choices are one of the few things over which a

cancer patient has control. In some cases, food and food
choices may be a touchy subject for your loved one. The
patient may be resistant to eat at times. Try to encourage
the patient without being too forceful. Cancer treatment is
an emotionally challenging time. Before disagreements over
food turn into full-blown fights or arguments, use
counselors, pastors, or other resources to help sort out any
differences that may arise as you attempt to care for your
loved one.
MENU PLANNING
Menu planning doesn't have be complicated! Planning meals

ahead requires a small investment of time, but can reap
great rewards:
 A menu plan saves money. Reducing trips to the
supermarket, a menu plan reduces impulse spending.
Using leftovers efficiently cuts food waste, while
planned buying in bulk makes it easy to stockpile
freezer meals at reduced prices.
 A menu plan saves time. No dash to the neighbors for a
missing ingredient, no frantic searches through the
freezer for something, anything to thaw for dinner.
 A menu plan improves nutrition. Without the daily dash

to the supermarket, there's time to prepare side dishes
and salads to complement the main dish, increasing the
family's consumption of fruits and vegetables. Knowing
what to serve each day--and having the ingredients
already on hand--cuts back on the drive-through habit.
Menu Planning Checklist
Once you have finished your menu planning, double check

its adequacy using this checklist.
Guidelines for Menu Planning
15 Tips for Meal Planning
1. Spend time each week looking for recipes.
2. Create a place to save recipes, and keep it SIMPLE.
3. Ask your partner, family, and roommates what they like

to eat.
4. Check the weather.
5. Keep a meal journal.
6. Start a calendar.
7. Go with theme nights (soup night, pasta night, beans).
8. Choose a shopping day and make a shopping list.
9. Check what's on sale.
10. Plan for leftovers.
11. Prep food as soon as you get back from the store.
12. Cook components of your meals.
13. Be strategic about freezing.
14. Don't overstuff the refrigerator.
15. Keep a well-stocked pantry.
Asssessment:
Write an essay on what is the importance of menu planning?
Assignment:
Make your own Menu Planning meals and make a list of

it.
Lesson 31: FOOD AND NUTRITION SERVICES
 Food Services for Children
 Cooking Experiences for Children
 Mechanics of Food Services
Learning Targets
At the end of this lesson, students should be able to:
a. list down 5 food services for children;
b. give examples of their cooking experiences; and
c. follow the mechanics of food services.
Introduction
Food is the material consisting essentially of protein,

carbohydrate, and fat used in the body of an organism to
sustain growth, repair, and vital processes and to furnish
energy. Nutrition is an art and also a science. Nutrition is
defined as “the science of foods, the nutrients and other
substances, they are in action, interaction and balancing in
relation to health and disease.” “Food service” means
providing safe, satisfying, and nutritionally adequate food
for patients through the provision of appropriate staff,
space, equipment, and supplies. “Nutrition service” means
providing assessment and education to ensure that the
nutritional needs of the patients are met.
FOOD AND NUTRITION SERVICES

 Food Services for Children
All food shall be handled, prepared, and stored in
compliance with the requirements of the 2005 Food and Drug
Administration Food Code with Supplement adopted under
provisions of Iowa Code section 137F.2.
The food service shall provide food of the quality and
quantity to meet the patient’s needs in accordance with the
qualified health practitioner’s orders
The Food and Nutrition Service administers several
programs that provide healthy food to children including the
National School Lunch Program, School Breakfast Program,
Child and Adult Care Food Program, Summer Food Service
Program, Fresh Fruit and Vegetable Program, and Special Milk
Program. Administered by state agencies, each of these
programs helps fight hunger and obesity by reimbursing
organizations such as schools, child care centers, and
after-school programs for providing healthy meals to
children.
 Cooking Experiences for Children

Spending time in the kitchen and cooking new recipes
helps children to develop a positive connection to all
different types of foods including fruits and vegetables.
Forming a positive experience with fresh foods is so
important because healthy foods are the foundation for good
nutrition. Children will also learn basic cooking skills
that they can use for the rest of their lives. Children
learn by touching, tasting, feeling, smelling, and
listening. They love activities in the kitchen because they
can use all their senses. There are many ways to get kids
involved in cooking. They can help prepare food and cook.
Cooking with kids provides practical experience with
many essential skills such as reading, following directions,
and measuring. Getting involved in cooking helps your child
to develop fine motor skills, eye hand coordination, and
even early concepts of math and science. There are just so
many great benefits to cooking with kids.
Finally, cooking with kids is great family time. It is
an opportunity to meal plan, look for recipes and share
ideas on why and how to make meals healthier for the whole
family.
So bring the kids into the kitchen!
Ideal Jobs for Preschoolers in the Kitchen

A few tasks in the kitchen are particularly well-suited to
kids ages 3 to 5. The key is to give them "jobs" that meet
their skill level and are something they enjoy. So if your
child loves to pound, bring out the bread dough and let your
preschooler pound away.
Here are some other ways kids can help:
 stirring pancake batter
 tearing lettuce for salad
 adding ingredients
 assembling a pizza
 helping you "read" a cookbook by turning the pages
 Mechanics of Food Services

Food Service Mechanics maintain and repair all types of
commercial kitchen equipment and systems including but not
limited to refrigeration, 120-480 volt electrical, and low-
pressure steam equipment and auxiliary equipment such as
water filtration, water softeners and compressed air
systems. Incumbents perform skilled and semi-skilled tasks,
on a regular and continuous basis, related to refrigeration
equipment (including ice machines, refrigerators and walk-in
coolers and freezers), heating equipment (including fryers,
grills, warmers, steamers, and ovens), food prep equipment
(including drink dispensers and slicers), and other
equipment (including dishwashers, and pots machines);
maintain the plumbing, electrical and mechanical components
of the kitchen building systems; and may perform major
overhaul and repair work that involves disassembly and
inspection of parts, replacement of defective or worn parts,
reassembly of equipment, instruments and/or controls, and
testing of equipment to insure that it is functioning
properly. Incumbents use a variety of test equipment and
instruments to locate and diagnose malfunctions in all
equipment and systems and must be thoroughly familiar with
legal requirements and safety codes related to the
installation and operation of kitchen equipment and systems
and to insure that such systems on the campus are in
compliance with the legal requirements and safety
codes. Incumbents may perform other related duties as
assigned.
As a child care provider, you have an important role in

children’s lives by helping them learn and grow. As a Child
Care Food Program provider, you help children get the
nourishment and energy they need to learn and grow by
providing healthy meals. In addition, preschoolers who eat a
variety of healthy foods and play actively several times
every day are less likely to be overweight or obese. The
Institute of Medicine (IOM) report, Early Childhood Obesity
Prevention Policies, recommends that for children ages 2-5
child care centers:
1) provide healthy meals and snacks that meet the
Dietary Guidelines,
2) serve meals family-style to be responsive to
children’s hunger and fullness cues, and
3) teach children about healthy eating and physical
activity.
Assessment
1. What are the food services for children? Give at
least 5.
2. When you are in childhood days, what is your cooking
experience?
3. Give at least 3 mechanics of food service that you
should follow.
Assignment
Cite healthy foods that can be serve for children.
Lesson 32: MAINTAINING THE QUALITYOF CHILD CARE
 UPGRADING THE QUALITY PROGRAMS
 CHILD ABUSE
 LAWS PERTAINING TO CHILD CARE
SETTING
Learning Target

d. identify what is child abuse; and
e. enumerate the five ways to improve the quality.
Introduction
For children, a high-quality program may mean feeling

accepted for who they are no matter what their ability or
culture. It means having friends and responsive adults,
being emotionally and physically comfortable and the
possibility of having a variety of fun, interesting and
engaging activities.
For most parents, quality child care safeguards a
child’s health and safety; the child is happy, and the
program is conveniently located and affordable. Quality
child care is key to balancing work and family, so that
parents have peace of mind while they are at work.
Other parents may define a high quality program as
incorporating tangible school readiness activities, such as
pre- or early reading or learning to count, or highlighting
learning social skills such as cooperation. Or they may
define a quality environment as one in which their families’
culture and their child’s abilities are respected. Or
parents may define high quality child care as an environment
in which their child is happy, makes friends, has
interesting and positive experiences, and learns about a
wide variety of things.
 UPGRADING THE QUALITY OF CHILD CARE

As the country considers a historic expansion of early
care and education opportunities for young children, Child
Trends offers a list of five ways to improve their quality:
 Focus first on children's safety, health, and

happiness.
Regardless of setting, children’s safety, health, and

happiness are the non-negotiable elements of quality care
and education. Minimizing risk and maximizing children’s
opportunities to engage with teachers, caregivers, other
children, and the world around them are essential strategies
for promoting physical health and social-emotional,
language, and cognitive development. Rigorous licensing
regulations and regular monitoring of programs are
essential.
 Support the early care and education workforce.
The administrators, teachers, and caregivers working

with young children each day are at the center of creating
high-quality early care and education. The current workforce
has a low education level, and average annual incomes for
some workers are under the federal poverty level for a
family of four, despite efforts to promote higher
qualifications and access to professional development.
Further efforts should target improvements in the quality
and content of early childhood education preparation
programs; opportunities for supervised internships and
student teaching; on-going professional development that is
rigorous and relevant; compensation parity; and coaching,
consultation, and mentoring that facilitates the application
of new knowledge to everyday practice.
 Use observations and assessments to support every

child's needs across all developmental domains.
High-quality programs regularly collect information

about children’s physical, cognitive, social, and emotional
development. The National Research Council has published
guidance on choosing and using child assessments that are
appropriate for children’s developmental, cultural and
linguistic characteristics. The results of assessments
should guide communications with parents, teaching
strategies, curricula, and activities to help each child
learn and develop in the way that works best for him/her.
Ideally, such assessments would also align with states’
guidelines on what children should know and be able to do
upon kindergarten entry.
 Create a culture of continuous quality improvement.
High-quality early care and education programs never

stop improving. Continuous improvement starts with program
leaders who engage themselves and staff in reflecting on
strengths and growth areas through self-assessments,
feedback from colleagues and parents, and data collected
about the quality of their program, classroom, or child care
home. Professional development and technical assistance can
be linked to growth areas, and programs as a whole can
annually update goals, objectives and strategies for
improving services. State Quality Rating and Improvement
Systems offer quality standards, professional development
supports and incentives to guide the quality improvement
process.
 Build partnerships to support quality.
Quality early care and education programs are supported

by a larger early childhood service system that includes
access to health care and medical homes for young children,
social-emotional development and mental health services that
focus on prevention and intervention, comprehensive parent
engagement that is responsive to parents’ needs, and family
support services to help families access resources and build
their capacity to support their children’s development. An
effective early childhood system is dependent on strong
partnerships among early childhood settings and across
service-delivery systems; coordination of resources; and
alignment of standards, which are critical for promoting
quality early care and education programs that can meet the
full range of children’s and families’ needs.
 CHILD ABUSE
Child abuse or child maltreatment is physical, sexual, or

psychological maltreatment or neglect of a child or
children, especially by a parent or other caregiver. Child
abuse may include any act or failure to act by a parent or
other caregiver that results in actual or potential harm to
a child, and can occur in a child's home, or in the
organizations, schools or communities the child interacts
with.
A “child” under this definition generally means a person

who is under the age of 18 or who is not an emancipated
minor. In cases of child sexual abuse, a “child” is one who
has not attained the age of 18 or the age specified by the
child protection law of the State in which the child
resides, whichever is younger.
TYPES OF ABUSE
Physical abuse of a child is defined as those acts of
commission by a caregiver that cause actual physical harm or
have the potential for harm. is non-accidental physical
injury inflicted on a child. The maltreater may or may not
intend to harm the child. The injury must be severe enough
to meet the definition of “physical injury”.
Sexual abuse is defined as those acts where a caregiver uses

a child for sexual gratification. It is the inappropriate
sexual behavior with a child, including fondling genitals
(maltreater’s or child’s), intercourse, incest, rape,
sodomy, exhibitionism, sexual exploitation, exposure to
pornography, causing a child to view or listen to sexual
activity for the purpose of sexual arousal or gratification
of the actor or humiliating the child; and allowing or
encouraging a child to engage in prostitution. It does not
include sexual curiosity and behaviors that are
developmentally normal for pre-adolescent children
Emotional abuse includes the failure of a caregiver to

provide an appropriate and supportive environment, and
includes acts that have an adverse effect on the emotional
health and development of a child. Such acts include
restricting a child’s movements, denigration, ridicule,
threats and intimidation, discrimination, rejection and
other nonphysical forms of hostile treatment. Harm to a
child's psychological or intellectual functioning for which
the child's parent, guardian, or legal custodian has
neglected, refused, or been unable for reasons other than
poverty to obtain necessary treatment or take steps to
ameliorate the symptoms.
6 Types of Emotional Abuse

 Rejecting
Parents or caregivers who display rejecting behavior
toward a child will often [purposefully or unconsciously]
let a child know, in a variety of ways, that he or she is
unwanted. Putting down a child's worth or belittling
their needs are some ways this type of emotional abuse
may manifest. Other examples can include telling a child
to leave, or worse, to get out of your face, calling him
names or telling the child that he is worthless, making a
child the family scapegoat or blaming him for
family/sibling problems. Refusing to talk to or hold a
young child as he grows can also be considered abusive
behavior.
 harsh criticism, belittling, labeling

 name-calling
 yelling, screaming or swearing at children
 humiliation or demeaning jokes
 teasing about child's mental capabilities or physical
appearance
 refusing love, attention and touch
 physical or emotional abandonment
 shunning the child from the family altogether
 kicking teens out of the home
 locking kids out of the home to discipline or punish
 Ignoring
Adults who have had few of their emotional needs met

are often unable to respond to the needs of their children.
They may not show attachment to the child or provide
positive nurturing. They may show no interest in the child,
or withhold affection or even fail to recognize the child's
presence. Many times the parent is physically there but
emotionally unavailable. Failing to respond to or
consistently interact with your child constitutes emotional
and psychological abuse.
 inconsistent or no response to a child's invitations to

connect
 failure to attend to an infant’s physical, social or
emotional needs
 refusing to acknowledge a child's interests,
activities, schooling, peers, etc.
 abandonment or refusing to acknowledge child as your
own
 denying medical or health care, and safe, clean
environments
 inability or failure to engage a child emotionally or
protect a child from harm
 Terrorizing
Parents who use threats, yelling and cursing are doing
serious psychological damage to their children. Singling out
one child to criticize and punish or ridiculing her for
displaying normal emotions is abusive. Threatening a child
with harsh words, physical harm, and abandonment or in
extreme cases death is unacceptable. Even in jest, causing a
child to be terrified by the use of threats and/or
intimidating behavior is some of the worst emotional abuse.
This includes witnessing, hearing or knowing that violence
is taking place in the home.
 excessive teasing, screaming, cursing, raging at a
child
 threatening or intimidating behaviors - scaring a child
or others in front of a child
 unpredictable, unreasonable or extreme reactions
 verbal threats to harm the child, self or others
 hostility among family members
 inconsistent or unreasonable demands placed on a child
 ridiculing or humiliating a child in front of others
 threatening to reveal personal or embarrassing
information
 Isolating
A parent who abuses a child through isolation may not
allow the child to engage in appropriate activities with his
or her peers; may keep a baby in his or her room, unexposed
to stimulation or may prevent teenagers from participating
in extracurricular activities. Requiring a child to stay in
his or her room from the time school lets out until the next
morning, restricting eating, or forcing a child to isolation
or seclusion by keeping her away from family and friends can
be destructive and considered emotional abuse depending on
the circumstances and severity.
 leaving a child alone or unattended for long periods of
time
 not permitting a child to interact with other children
or maintain friendships
 keeping a child from appropriate social and emotional
stimulation
 keeping a child from playing with friends and
activities s/he enjoys
 excessive or extreme punishment for typical childhood
behaviors
 encouraging a child to reject friends or social
contact/invitations
 Corrupting
Parents who corrupt may permit children to use drugs or

alcohol, watch cruel behavior toward animals, watch or look
at inappropriate sexual content or to witness or participate
in criminal activities such as stealing, assault,
prostitution, gambling, etc. Encouraging an underage child
to do things that are illegal or harmful is abusive and
should be reported.
 encouraging or rewarding unethical or illegal behavior

(drugs, stealing, cheating, lying, bullying)
 promoting or rewarding promiscuity
 giving a child or using in the presence of a child:
drugs, alcohol and other illegal substances
 allowing or encouraging children to engage in behavior
that is harmful to the self or others.
 Exploiting
Exploitation can be considered manipulation or forced
activity without regard for a child's need for development.
For instance, repeatedly asking an eight-year-old to be
responsible for the family's dinner is inappropriate. Giving
a child responsibilities that are greater than a child of
that age can handle or using a child for profit is abusive.
 having expectations beyond the developmental stage of
the child
 forcing a child to participate in unwanted activities
without just cause
 requiring a child to care for a parent or siblings
without regard for the child's age or ability
 using blame, shame, judgment or guilt to condemn child
for behavior of others (parents/peers/siblings)
 unreasonable expectations to perform chores or
household duties
 exposing a child to sexually abusive or inappropriate
content
Emotional damage is evidenced by one or more of the

following exhibited to a severe degree: anxiety; depression;
withdrawal; outward aggressive behavior; or substantial or
observable change in the child’s behavior, emotional
response or cognition that is not within the normal range
for the child's age and stage of development.
Neglect refers to the failure of a parent to provide for the

development of the child where the parent is in a position
to do so – in one or more of the following areas: health,
education, emotional development, nutrition, shelter and
safe living conditions. Neglect is thus distinguished from
circumstances of poverty in that neglect can occur only in
cases where reasonable resources are available to the family
or caregiver.
Why children are abused?

Many children in our community experience abuse and harm for
a variety of reasons:
Poverty
Many parents are unable to provide adequately for their
children and therefore expose them to abuse and exploitation
in order to earn some family income. An example is when
parents give their children away to strangers in the belief
that the children can work to earn money, thereby exposing
the children to danger, exploitation and abuse.
Vulnerability
Many children become victims of different forms of
abuse because they are vulnerable. The abuser knows they can
easily harm a child because there is no one who can protect
him or her. Some of the most vulnerable children around us
are those with some form of disability or another, children
living with other people who are not their real parents as
well as children living on the streets.
Wickedness
In most cases, the child abuser is purely evil and
wicked and his or her actions cannot be justified in any
other way. Many child abusers harm children for their own
sick and perverse gratification. They derive a sense of joy
and happiness from harming others, in this case children.
Sometimes these are very mentally unstable people although
their actions cannot be excused.
“I don’t care” attitude
Lastly, many acts of abuse go unnoticed and unreported
in our community because those who know what is going on,
who are witnesses to the abuse are not interested in doing
anything about it. This is what we call the: “I don’t care”
attitude. Either because of their immigration status or due
to other personal problems, many people do not want to get
involved with the authorities. When they see abuse going on,
they close their eyes to it and fail to act.
Why children don’t tell?
There are many reasons why children keep the fact that they
are victims of abuse to themselves. The most common of these
reasons are:
• They might not understand that they have been abused. For
many children the abuse they suffer is perceived by them as
normal, especially if it is the only treatment they have
ever known. • If they are aware that the abuse they are
suffering is not normal, then they may fear the consequences
of disclosure, or exposing the abuse. Many abusers make the
children they are abusing believe that they are the ones who
will be punished if the abuse is discovered. Sometimes,
children are threatened that someone close to them will be
hurt if they disclose abuse.
• A child may feel that they are to blame for the abuse, or
feel ashamed.
• They may not have the language or the ability to describe
what is happening to them. This is even more serious in the
case of children with disability who might not be capable of
communicating what has happened to others who are in a
position to help them
• They may feel that they will not be believed, or that
they cannot trust any adults to keep them safe.
Who are required to report suspected child abuse or neglect?
All employees of public school districts are required
to report suspected child abuse or neglect. Specifically,
state law requires individuals in the following occupations
to report suspected child abuse or neglect of a child seen
in the course of professional duties.
e.g.
school teacher;
school administrator;
school counselor;
school employee (not otherwise specified in statute);
speech-language pathologist;
nurse;
physical therapist;
physical therapy assistant;
occupational therapist;
medical or mental health professional (not otherwise
specified in statute);
social worker;
professional counselor;
physician;
School districts, through their local policies, may choose

to extend the expectation to report suspected abuse to
contracted school staff (e.g., bus drivers).
Child Abuse and Neglect Multidisciplinary Teams

Multidisciplinary teams are a concept that refers to
teams inside and outside the school. Within the school,
Child Protection Teams or crisis teams are good examples of
this approach. These teams are composed of various
professionals within the school and are dedicated to
reviewing and responding to child abuse reports or a variety
of school-based crises, such as substance abuse, death, and
other emergencies. By bringing together professionals from
different perspectives, children can be served more
effectively because team members have specific roles and
expertise.
A community approach to child maltreatment makes
optimal use of the special skills and knowledge of various
professionals so that family and community needs are met.
Many communities are turning to multidisciplinary, child
maltreatment-case consultation teams as a means of ensuring
integrated investigation, planning, and service delivery.
These community teams usually include representatives from
health or mental health, CPS and social services, law
enforcement, and education agencies. Members bring with them
a wide range of backgrounds and a diversity of diagnostic,
assessment, and treatment skills. They meet together
regularly to assess cases of child maltreatment and to
recommend treatment programs. Team members are able to
commit services from the agencies they represent and can
call upon a broad range of services, resources, skills, and
programs to help families.
Child maltreatment-case consultation teams also frequently
serve as a forum for resolving the issues and conflicts that
inevitably arise whenever difficult social problems must be
addressed by multiple public and private agencies. As they
work together, team members come to know, understand, and
appreciate each other’s functions. Within the team
framework, problems can be addressed quickly when they
arise. If a particular recommendation has not been proven
effective, another can be considered. As team members,
educators can make additional contributions to the team.
They can lend their expertise in the areas of child
development.
 LAWS PERTAINING TO CHILD CARE SETTING
The policy guidelines have listed down the specific acts

that constitute child abuse and violence which public and
private schools cases used as a guide in addressing this
social problem.
Section 3 (2) Article XV of the 1987 Constitution

 The states shall defend the right of children to
assistance, including proper care ad nutrition, and
special protection from all forms of neglect, abuse,
crue3lty, exploitation and other conditions prejudicial
to their development.
Convention on the Rights of the Child (CRC)
 Aims to protect children from all forms of physical or
mental violence, injury and abuse, neglect or negligent
treatment, maltreatment and exploitation, including
sexual abuse.
DepEd Child Protection Policy

Child
 Refers to any person below eighteen(18) years of age or
those over but are unable to fully take care of
themselves from abuse, neglect, cruelty, exploitation
or discrimination of physical or mental disability or
condition (RA 7610).
 Includes pupils or students who may be eighteen (18)
years of age or older but are in school.
Children in School
 Refers to bonafide pupils, students or learners who are
enrolled in the basic education system, whether
regular, irregular, transferee or repeater, including
those who have been temporarily out of school, who are
in the school or learning centers premises or
participating in school sanctioned activities.
Pupil, Student or Learner
 Means a child who regularly attends classes in any
level of the basic education system, under the
supervision of a teacher or a facilitator.
Childhood Education | 229
Prohibited Acts:
 Abuse
 Violence
 Exploitation
 Discrimination
 Corporal punishment
 Bullying
 Other forms of abuse
DEPED’s RESPONSE
 DepEd launched its Child Protection Policy on May 3,
2012, through DepEd Order No. 40, s. 2012, to promote a
zero-tolerance policy for any act of child abuse,
exploitation, violence, discrimination, bullying and
other related offenses
 DepEd conducted a nationwide information dissemination
campaign and is currently conducting a series of
training of trainers (ToT)
Assessment
II. TRUE OR FALSE. Write TRUE if the statement is

correct and FALSE if it is not.
6. DepED Child Protection Policy aim to protect the

child from all forms of violence.
7. Child abuse or child maltreatment is physical,
sexual, or psychological maltreatment.
8. There are 4 types of abuse.
9. Neglect refers to the failure of a parent to provide
for the development of the child.
10. There are 6 ways to improve
quality child care.
III. Enumeration
1. 6 Types of Emotional Abuse
2. 3 Types of ABuse
Assignment:
I want you to search or cut and paste an article

about child abuse and make a reflection on it.
References
https://.chron.com/notification-employment-termination-
10535.html
https://www.investopedia.com/terms/n/notice-of-
termination.asp
http://www.answers.com/Q/Personnelpracticeshtml.
http://employee.weber.job/jabird/chf1500/Conducting
%20Obs.pdf
https//www.notes.com
https//www.tyracity.com
https//wwwyourbusiness.azcentral.com
https://www.uoguelph.ca/hr/hr-services-staff-
relations/about-staff-relations
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Glossary
Anticipate
- to think of something that will or might happen in the
future.
Devolve
- to gradually go from an advanced state to a less

advanced state.
- to pass (responsibility, power, etc.) from one person
or group at a lower level of authority.
- To be given to someone after the owner has died.
Execution
- the act of killing someone especially as punishment for

a crime.
Revenue
- money that is made by or paid to a business or an

organization
Stimulate
- to make something more active or to make a person

excited or interested in something
Themes
- a particular subject or idea on which the style of

something is base

Prepared by:
__________________________ __________________________
ANA LIEZEL M. ABAN JOEL JOHN S.AGNE
__________________________ __________________________
JOEL A. ANDALIS JR. JESSABEL B. ANGELES
__________________________ __________________________
ERICA C. ANTINEW KAYE KRIEST G. APOSTOL
__________________________ __________________________
WINDYL PEARL P. ARELLANO EDERLYN B. AQUINDE
__________________________ __________________________
MIKKO A. BAUTISTA WENDY ROSE N. BRAGADO
__________________________ __________________________
PARTRICIA JOY S. BERMUDEZ VIRGIE P. BERMUDEZ
__________________________ __________________________
CHRISTINE P. CABRERA JASMINE S. CACHO
__________________________ __________________________
REA R. CADELIÑA ALDRIN P. CALIP
__________________________ __________________________
DYLAN T. CARSOLA JONAH MAE D. CASTILLO
__________________________ __________________________

ROSE MARIE V. CESARIO JINELL N. DAMASCO JR.
__________________________ __________________________
JESSAVEL M. DE VENECIA DIANA MARIE Z. DE VERA
__________________________ __________________________
GRETHEL JOY H. DORIA JOSHUA MHAR P. DULAY
__________________________ __________________________
KYELLIE MAE J. FRONDA JESSA MAE M. GAMBOA
__________________________ __________________________
RANDOLF C. GONZALES CLAUDINE KAYE T. GUADIZ
__________________________ __________________________
JEMIMA MHAY B. GUICO JENNIFER L. LAMBINO
__________________________ __________________________
JASPER F. MABASA JESELYN N. MANALO
_________________________ ___________________________
JULIE ANN M.MANANGAN JENINA A. MARIANO
__________________________ __________________________
RENALYN T. MEJIA NICOLE P. MENDOZA
__________________________ __________________________
CHRISTINE C. MONTERO CLARENZ ROSE C. NATOC
__________________________ __________________________
RHODA MAE G. NICOMEDEZ JHERALYN T. OJOS
__________________________ __________________________
CHRISTIAN JAY N. ORIBADO JUDITH C. PAGADOR

__________________________ __________________________
BRYAN EMIL G. PADERES LADY SHANE S. PALAD
__________________________ __________________________
HINEZY L. PARAYNO ROSALIE B. PAULO
__________________________ __________________________
MARIKRIS A. PEREZ MARK LAWRENCE B. PEREZ
__________________________ __________________________
CHRISTIAN QUEZON LOVELYN N. QUEZON
__________________________ __________________________
JOHN BRIX C. QUILAS EMMAUREEN C. RABARA
__________________________ __________________________
RONALYN P. RAYMUNDO CHRISTA JANE M. REBEBES
__________________________ __________________________
VANESSA MAE D. ROSANA ALLEN GAIL S. ROSARIO
__________________________ __________________________
RHENZY CZARLYN S. ROSARIO GLADYS F. RUPISAN
__________________________ __________________________
MELANIE M.RULLAN MARY LYNN R. SALIAO
__________________________ __________________________
ANNALYN B. SEGUI SAMMY D. SERNADILLA

__________________________ __________________________
PYCHE V. SESOR ABIGAIL MAY V. SORIANO
__________________________ __________________________
VIA A SUMAJIT MARY ROSE D. TABORA
__________________________ __________________________
LEA MARIE M. TRAJE ALMA JOY B. TING
__________________________ __________________________
SANTANINA F. VELASCO MARIA GENINA L. VILLOSER
__________________________
CHRISAN NIÑA R. VINLUAN


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LESSON 1: BASIC CONCEPT

At the end of the lesson, the students should be able

a. describe in own words the following terms:

Management the term ‘management’ has been used in

Definitions of Management According to the Experts:

Koontz and O'Donnell

-is an attempt to achieve /reach certain gials through

Hilman is a functiob to achive a goal through the

-is a framework/process thqt requires the direction and

Manager is the person responsible for planning and

PRED120: Organizational And Management In Early

● Many poor manager believe busywork should be left to their

● Good managers make it a priority to meet with each

Leader is the art of motivating a group of people to act

Leader should always communicate with their term and be open

Leaders help themselves and others to do the right things.

A system that is used to define hierarchy in the

Organizational structure determines how the roles, power and

PRED120: Organizational And Management In Early

In one sheet of paper. Answer the following.

1. Describe in own words the following terms;

2. Make your own acrostic about LEADER.

Create your own family tree and explain it briefly.

PRED120: Organizational And Management In Early

At the end of the lesson pupils should be able to:

a. identify the four Management Function;

b. give the importance of each management

c. give their own definition of each management

In managing our organization there are process that we

Management process is a process of setting goals,

There are four function of Management and these are the

4 basic functions of management process are;

 Planning and decision making

1. Planning and Decision Making – Determining Courses of

PRED120: Organizational And Management In Early

 The Benefits of Planning in Management

2. Planning helps a manager exercise more control in a

3. Planning can help quantify goals and establish a means of

4. Planning can help insure that a coherent set of actions

5. Planning helps allocate limited resources like staff,

2. Organizing – Coordinating Activities and Resources

 Organizing can be defined as the process by which the

PRED120: Organizational And Management In Early

 Benefits of Organizing in Management

 The greatest advantage of organizing information

 Of the company. Progressing is the aim of every

PRED120: Organizational And Management In Early

 For any business, organizing information is all about

 Organizing information establish a sense of trust and

 A well organised information culture triggers a more

3. Leading – Managing, Motivating and Directing People

 The third basic managerial function is leading. The

PRED120: Organizational And Management In Early

2. Improved ability to succeed under pressure.

3. Increased emotional intelligence.

4. Improved charisma and seriousness in business operations.

5. Growth in confidence in your team.

6. Improved listening and communication skills.

4. Controlling – Monitoring and Evaluating activities

 Monitoring the organizational progress toward goal

PRED120: Organizational And Management In Early

 Control is an important pre-requisite for an effective

 Control can be meaningful only when it is preceded by