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Dear ECD student,

You are welcome to this module. This module is the first in a series of four modules that cover all the work and activities for certificate programmes in ECD. The main focus of this module is on child growth, learning and development. The module has been designed for you to use it as part of your study material. It introduces you to different concepts that are related to ECD, asks you some questions to help you reflect on what you are reading and later cautions you with some points to note. At the end of each unit, you will find an activity and a suggested reading list for your additional reading.

This module is arranged in six units. The units are obtained from the agreed syllabus course units for the certificate programme in ECD. Unit 1introduces you to basics of ECD and all the related concepts needed at the certificate level. Unit 2 introduces you to basics of child growth and development, stages and different aspects of child development. Unit 3 introduces you to child care and different child care practices needed for childrens proper growth and development. Unit 4 introduces you to educational psychology and how you can use it to promote childrens learning. 

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Dear ECD student,

You are welcome to this module. This module is the second in a series of four modules that cover all the work and activities for certificate programmes in ECD. The module has been designed for you to use it as part of your study material. It introduces you to different concepts that are related to ECD, asks you some questions to help you reflect on what you are reading and later cautions you with some points to note. At the end of each unit, you will find a summary of the unit, end of unit assignment, suggested reading list for your additional reading and competences you are supposed to have achieved as a result of exposure to the unit content.

This module is arranged in five units. The units focus on various methodologies that are commonly used in ECD to help promote their holistic development. Unit 1introduces you to general methodsused in ECD. Units 2 and 3 give you an overview of the learning framework for children of 1-3 years and 3-6years respectively. Unit 4 introduces you to basics of child study and how to use your child study information to enhance childrens development. Unit 5 brings you educational technology and advice you on ways of designing, development and production of childrens play and learning materials. 

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Gender issues in Pre-primary Institutions

Introduction

You are welcome to this unit. This unit is designed to sensitize you to the meaning and classroom practical implications of gender issues in pre-primary education. The unit looks at  how you should treat 3-6 year old girls and boys in order for them to become as gender responsive persons in their way of life. Gender inequalities in the classroom hurt both girls and boys. Messages that reinforce gender stereotypes discourage our children right from the early years from the ability to reach their potential. By balancing the content they teach, activities and teaching approaches to prevent gender bias you are giving preschool children greater opportunity to develop their talent and abilities.

You play a significant role in making this become a reality. Your ideas and beliefs  impact on the thought patterns of the young children to adopt a gender responsive way of life. Caregivers who receive training on gender issues are better able to address individual needs of preschoolers entrusted to them as well promote their learning achievement. You must be constantly aware of the fact that your 

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Introduction

You are welcome to Unit One of Management and Administration of Pre-schools. This Unit will provide you with the basic knowledge about the management and administration of pre-schools. The unit is meant to enable you to become aware of the roles for different stakeholders and their involvement in the administration of pre-schools. The unit will also equip you with skills of organising the classroom and school activities as well as record keeping.  

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