MFP2601 - Management of Early Childhood Development Institutions
Institution
University Of South Africa (Unisa)
Dear Students,
According to our lecturer, Professor C MEIER we need to study past Memos and past Exams for the OCT/NOV 2019 EXAM.
️Based on MEMOS and EXAMS
️It is convenient to have all questions and answers in one document (nothing is repeated!)
️We can see exactly how much we need to lea...
MFP2601 - Management of Early Childhood Development Institutions
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2019/2020 EDT305S/201
By Erika Viljoen
EDT305S
Management in Early Childhood Development
Institutions
STUDY SMART NOT HARD…
ALL YOU NEED!
Summaries of past memos and
exams (2017-2019)
NO REPEATED
Questions and Answers!
PLEASE SEE INDEX PAGE
, EDT305S/201
<BY ERIKA VILJOEN> EDT305S Management in Early Childhood Development Institutions – Memos 2017-2019 &
EXAM QUESTIONS AND ANSWERS 2017 - 2019
Dear Students,
According to our lecturer, Professor C MEIER we need to study past Memos and past Exams for the OCT/NOV
2019 EXAM.
I designed this document:
Based on 2017-2019 MEMOS and EXAMS
For the convenience to have all questions and answers in one document (nothing is repeated!)
So that we can see exactly how much we need to learn
In order to plan our time effectively
To emphasize the most repeated questions in exams and memos
Marks assigned for each Question was kept, in order for you to know how much is expected from your
answer.
SO, Repeated Questions were only answered once.
The Question with a red star was asked 8 times in a row!
Questions with yellow stars were asked 4-5 times in a row!
Questions with green stars were asked 2-3 times in a row!
*please rate this document if you have purchased it… I would love to know if you are satisfied.
Thank you
Erika
, EDT305S/201
QUESTION 1:
Chapter 2, sections 2.4.2–2.4.4 (p. 33–35)
Parents have enquired about the quality of tuition in the Early Childhood
Development Centre. In a presentation at the first parents meeting of the year,
explain the characteristics, quality and guidelines of the Early Childhood
Development Centre to them.
(25)
Characteristics of ECD programmes (6)
ECD programmes differ greatly. It is, however, possible to identify common
characteristics, such as the following:
• Programmes serve children from infancy up to Grade 3.
• They aim to develop children holistically by catering for their physical,
emotional, social, intellectual, moral and creative development.
• They strive to meet the individual child's needs, interests and abilities.
• They organise learning and teaching according to the universal stages of
development, and strive to be developmentally appropriate.
• They continually improve their daily practices and ensure that learning and
teaching are meaningful and relevant.
Quality ECD programmes (11)
Taylor (2002:85) argues that quality programmes are measured by regulative
variables such as the ratio of teachers to children, group sizes and teacher
training, as well as in process-orientated dimensions, for example adult-child
interactions and developmentally appropriate practices and activities. According to
the National Association for the Education of Young Children (NAEYC) (Gordon &
Brown 2004:43) quality is related to
• improving professional practice and working conditions in ECD
• advocating for high-quality ECD programmes
• building and maintaining networks of strong, diverse and inclusive ECD
programmes.
Click (2000:33) notes that developmentally appropriate principles are reflected
when
• well-trained staff are able to provide interactions with children to meet their
developmental needs
• there is a low staff turnover so that children can maintain consistent
relationships with their caregivers
, EDT305S/201
• the health and nutrition practices of the ECD programme promote good
health
• the physical environment is safe, well maintained and adequately
supervised
• activities are developmentally appropriate for the age level of the children
• parents are included in the programme through open access and sharing of
decisions affecting their children
• staff are sensitive to cultural differences and are committed to preserving
each child’s cultural uniqueness.
Principles to guide the implementation of quality ECD programmes (7)
Gordon & Brown (2004:42) and Taylor (2002:76–77) note that although the goals
and practices of ECD programmes vary greatly, they share several common
principles, such as the following:
• The programme should be compatible with the family’s philosophy and
goals. It should be of a high quality and convenient for parents.
• The staff should possess good personal and communication skills. The
teacher-child ratio should be appropriate for the age group. The teachers
should be well trained and have rapport with the children.
• The children should be relaxed and they should be happy to be involved
with their peers and the materials. The children’s ages will determine how
many children are in a group. Children benefit most from a developmentally
appropriate curriculum.
• The curriculum should be appropriate and balanced, allowing children
optimum opportunities to develop to their full potential.
• The physical environment should be well maintained and accessible.
Healthy and developmentally appropriate environments must ensure the
children’s safety.
• The cost should be determined by the school management committee and
should be affordable for the surrounding community.
QUESTION 2:
Chapter 4, section 4.4.2.1 (a) (p.92)
Write a letter to the principal of an ECD Centre and ask his/her permission to
do the practical part of your teaching studies at his/her school. Explain why
it is necessary for a student teacher to have practical experience under the
guidance of an experienced teacher. (25)
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