Montessori Teacher Training Course

(MTTC)

Guidelines
for
preparing Assignments

(Valid from 1st September, 2023 to 30th March, 2024)

Submitting assignments is mandatory to appear

for the Term-End Examination

Remember
Please remember that evaluated assignments will not be
returned. For your future reference, make sure to retain a
copy of your submitted assignment

CEED INTERNATIONAL
Chattanchal, Kasaragod, Kerala
www.ceedinternational.org
 Assignment Preparation
Instructions for Formatting Your Assignments
Before attempting the assignments, please carefully read the following
instructions:

 Kindly print the first page of the assignment from Annexure 1 and use it as
the cover page for all of your assignments
 Use only A4 size unrolled paper for writing.
 Write solely on one side of the paper.
 Maintain a 2 cm margin on the left, top, and bottom of your assignment
sheets, and a 1 cm margin on the right side.
 Your answers should be precise.
 When composing your answers, distinctly indicate the Question Number
and the respective part of the question you are addressing.
 Attach the question paper page to each assignment.
 Assignments should only be written in blue or black ink color ballpoint
pen.
 Ensure that assignments are handwritten and not printed; printed
assignments are strictly prohibited.
 Strive for clarity and neatness in your assignments to secure the highest
possible marks.
 Plagiarism, or copying assignments from fellow students, is not
permissible.
 Assignment should not be stapled but punched and tied with thread tags.
 Students should retain a soft copy of their assignments and need to submit
the soft copy when it is directed to do so.
Upon submitting an assignment, remember to collect the submission
receipt.

Important Notice Regarding Evaluated Assignments

Please be aware that once your assignment has undergone evaluation, it will not
be returned to you. To ensure you have a record for your own reference and
future needs, we strongly advise you to create a copy of the assignment.
 Assignment 01
(Subject Code: CMTC001)

Answer the following questions (25 marks for each)

 Answer to each question should not exceed 200 words / 2 pages

 See Annexure 02 for supporting materials

1. What do you mean by Preschool? What are the roles of a preschool teacher?
2. Explain the meaning and definition of Curriculum, Syllabus and Textbook?
3. What do you mean by Pedagogical Approaches? Explain any pedagogical
approach with an example?
4. Explain the dual dimensions of an Integrated Approach with appropriate
examples in preschool education?

Note: This page should be attached to the assignment.

 Assignment 02
(Subject Code: CMTC002)

Prepare the following (20 marks for each)

(See Annexure 03 for supporting materials)
1. Write five observation reports based on the five prescribed video classes.
2. Create reports for two demonstration classes conducted by expert pre-
school teachers.
3. Prepare reports for two critique sessions led by your classmates.
(Note: The reports mentioned above should be composed in the simple
past tense after observing the classes in detail. Try to include even the smallest
details, which might seem unimportant at first glance. As far as a trainee is
concerned, everything is important. If the teacher sings a song or tells a story, it
is not necessary to write down every line or detail from start to finish. Instead,
you can provide a brief overview, such as the opening lines for rhymes and a
concise summary for the story. The report should encompass all of the teacher's
actions from the initial moments to the final ones.)
4. Prepare a lesson plan for teaching the concepts of ‘few and many’.
5. Prepare a weekly plan by integrating approaches.
(Note: Creating a weekly plan that integrates various approaches might
seem challenging, especially for trainees. It requires experience and a solid
understanding of key concepts, their pedagogical processes, and approaches.
Trainees are advised to spend time thoroughly examining the provided weekly
plan model. By closely studying each day's schedule and activity details, they
can grasp the structure and essence of effective planning. This review not only
helps understand how to sequence activities but also how to blend different
approaches successfully. Trainees can then confidently adapt this framework to
develop their own plans, ensuring alignment between key concepts, teaching
methods, and approaches. This process gradually transforms what initially
seems difficult into an opportunity for pedagogical growth and innovation.)

Note: This page should be attached to the assignment.

 Assignment 03
(Subject Code: CMTC003)

Prepare the following (20 marks for each).

 3 Fine motor skills and 2 Gross motor skills and it's pedagogical processes
 5 English skills and it's pedagogical processes
 5 Mathematical concepts or skills and it's pedagogical processes
 5 EVS/ GA (General Awareness) concepts or skills and it's pedagogical
processes
 5 Malayalam/Hindi concepts or skills and it's pedagogical processes

Please follow the instructions provided below

While answering the above questions

 Write in separate columns as shown in Annexure 04.

 Annexure 05 contains both the list of key concepts and their
corresponding pedagogical process.
 Each pedagogical process must be expressed in a clear and concise
manner, using the simple present tense.
Eg: Key Concept or skill: Enhancing English Communication.
Pedagogical Process: The teacher encourages children to engage in a
group activity where they discuss their recent holidays. Through
guidance, the teacher helps them express their experiences using
positive adjectives like "wonderful" or "marvellous," with the aim of
nurturing the development of their English communication skills

Note: This page should be attached to the assignment.

 Assignment 04
(Subject Code: CMTC004)
Introduce the following Montessori Materials/Activities
Sensorial
 Thermic Tablets
 Knobless cylinders
 Red Rods
 Broad Stair
Practical Life
 Rolling and unrolling a mat
 How to use clothes pegs
 Button frame
Language
 Large Movable Alphabet
 Pink Object Word Box
 Phonogram Box
Maths
 Large Number rods
 Bead Chains
 The Stamp Game
Cultural
 Sandpaper Globe
 Tree nomenclatures: matching
 Seed dispersal

Each material should be introduced by providing the following details

 Name of the material
 Age group
 Photo of the material
 Direct and indirect aim of using the material
 Points of interest
 Control of error
 Vocabulary (If applicable)
 How to use the material (Instructions to use the material)
 And other details (If any)

Note: This page should be attached to the assignment.

Annexure 01
 Annexure 02
Foundational Stage
A. Primarily at home: Ages 0-3

Up to 3 years of age, the environment in which most children grow up is in the

home with families, while some children do go to crèches. After the age of 3, a
large proportion of children spend significant time in institutional settings such
as Anganwadis and preschools. Providing high quality preschool education in an
organised setting for children above 3 years of age is one of the key priorities of
NEP 2020.

B. In institutional settings: Ages 3-8

During the ages of 3 to 8, appropriate and high-quality ECCE provided in

institutional environments must be available to all children. In India, where
available, this is typically carried out as follows:

i. 3-6 years: Early childhood education programmes in Anganwadis, Balvatikas,

or preschools.

ii. 6-8 years: Early primary education programmes in school (Grades 1 and 2).

From 3 to 8 years of age, ECCE includes continued attention to health, safety,

care, and nutrition; but also, crucially, self-help skills, motor skills, hygiene, the
handling of separation anxiety, physical development through movement and
exercise, expressing and communicating thoughts and feelings to parents and
others, being comfortable around one’s peers, sitting for longer periods of time
in order to work on and complete a task, ethical development, and forming all-
round good habits.

3-6 years: Early childhood Education

Key Concepts/ Skills to be developed

There are many key concepts or the skills to be developed in preschool children.
Teachers need to focus on them while transacting the curriculum, aiming at
holistic development of the children. Teachers are expected to ensure that each
concept or skill is addressed repeatedly in a variety of ways during curriculum
transaction.

Pedagogical Processes (What a Teacher could do)

Pedagogical processes are the strategies to be used by the teachers to children

to transact the curriculum in such a way that children construct their learning by
exploration, investigation, problem solving and critical thinking thus, achieve the
specified learning outcomes.

Learning Outcomes

Learning Outcomes are the expectations for the learning and development of
young children. It defines what children should know and be able to do at the
end of a year. Teachers align instructions and opportunities for play,
exploration, discovery, and problem-solving in order to achieve the learning
outcomes.

Pedagogy

It refers to the set of instructional techniques and strategies , which enable

learning to take place and provide opportunities for acquisition of knowledge,
skills, attitudes, and dispositions within a particular social and material context.

Pedagogical Approaches for Curriculum Transaction

Pedagogy refers to the, ―set of instructional techniques and strategies,

which enable learning to take place and provide opportunities for acquisition of
knowledge, skills, attitudes, and dispositions within a particular social and
material context. It refers to the interactive process between teacher and
learner and to the learning environment.

I. Theme Based Approach

Theme-based approach is commonly used by the educators across the

world. It attempts to tie in various skills and knowledge to be acquired by
children, into a coherent whole, organized around a specific theme, such as
myself, plants, animals, fruits, vegetables, etc. A deliberate focus on a given
topic enables even very young children to be more efficient in acquiring skills
and processes required to gather and process information in later life.

For example, if the chosen theme is plants, it could be spread over a duration of
1 month with various sub-themes such as parts of plants, types of plants, uses
of plants, taking care of plants, etc., each covered in detail over a one-week
period.

II. Story-based Approach

A story-based approach is generally developed on the basis of three phases -

pre-story activities, activities while reading a story and post-story activities.

a. The first step is to select stories based on teaching objectives and children’s
needs. This must be followed by considering as well as brainstorming ideas for
activities based on the stories, leading to preparation of a lesson plan.

b. Pre-story reading activities could include the following: Show the cover of the
book and the title and talk about it, ask children questions on the name of the
story and the picture being used, ask questions about the story to be read, play
small games around the story to be read.

c. Activities while reading could include the following: Repeat and mime
vocabulary, hold up cards, predict what is going to happen next, sequence parts
of the story, ask yes/no questions, guess the ending.

d. Post-reading activities could include the following: Choose another title,

order pictures or sequence events, make a mini-book or poster, read or act out
the story, play games around the story, sing a song about the story, make
puppets/masks, retell the story.

III. Play Based Approach

Children learn best through play - through activity and doing. They like to run,
jump, crawl, and balance, they enjoy repetition, they respond spontaneously to
rhythm, they talk, they ask, and they reason, and answer questions posed to
them. They learn by first hand experiences involving manipulation, exploration,
and experimentation.
The term `play’ in the context of ECCE includes all activities that are fun and
engaging to the child. This can take the form of physical play, interaction,
conversation, question and answer sessions, storytelling, read-alouds and
shared reading, riddles, rhymes, or other enjoyable activities involving games,
toys, visual art, and music.

Play provides active and stimulating learning opportunities to children, and

can be organized in different ways:

a. Free Play
b. Guided Play
c. Structured Play (also known as Directed Play)

IV. Activity Based

a. Planned activities

These activities are planned by the educators well in advance keeping in

mind various educational goals. For example, a teacher may plan the various
themes and the activities related to each theme for an entire year. The teacher
may also plan activities keeping in mind the skills and concepts children need to
acquire to be ready for school

b. Child initiated activities

These activities occur spontaneously when an object or event catches a

child's attention and the teacher uses this opportunity to teach certain concepts
to the child.

c. Routine activities

Routine activities are events that occur in day-to-day life of the children In
preschools centres children participate in various indoor and outdoor activities
such as circle time, storytelling, eating lunch, toileting, outdoor play, gardening
etc. Even routine activities such as toileting or lunchtime offer many learning
opportunities.
V. Projects /Inquiry based Approach

A Project is an investigation or in-depth study of a topic or theme, usually

done by small groups within a class, an entire class or sometimes by individual
children. The teachers offer the open-ended activities (often with a subtle
suggestion of how the children could proceed) and then observe the children,
listen to their stories, their questions, see how they navigate the activity, take
note of their interest levels and talk with the children.

Integrating Approaches /Eclectic Approaches

All the above approaches have different strengths. We do not recommend a

single, specific approach for the early years. It is left to schools and Teachers to
choose the right kind of approach to design content for learning depending on
their context and needs.

The above mentioned approaches are not mutually exclusive. The preschools
are free to choose one or a combination of suggested approaches in their own
context. The resulting approach would lead to a balanced preschool
programme. In such an approach ideological methodologies of different
approaches are integrated to respond to the needs of the children. The days
schedule is divided between teacher initiated planned activities and child-
initiated free play leading to self paced learning.

Learning through Play - Conversation,

Toys, Music, Art and Craft
Classrooms for young children are vibrant and full of life. Children enjoy learning
through several ways - talking, listening, using toys, working with material,
painting and drawing, singing, dancing, running and jumping. Teachers need to
use all these ways to work with their children.

Integrated & Interactive Learning

Children's learning is most effective when approached holistically and

interactively, transcending the traditional divisions of subjects such as
mathematics, language, or environmental studies. This approach emphasizes
forging connections between diverse experiences and contexts, leading to richer
and more enduring learning outcomes.

Holistic Learning

Rather than being confined within the boundaries of distinct subjects, children's
learning should be seen as a cohesive and all-encompassing process. This means
that their learning experiences should encompass a wide range of skills and
knowledge, fostering a comprehensive and interconnected understanding of the
world.

Interlinking Experiences and Grasping Concepts:

To enhance effective learning, it is essential to help children establish

meaningful links between the various experiences they encounter. When
children can relate new concepts to their existing knowledge and experiences,
their learning becomes more relatable, significant, and deeply ingrained.

Adapting Concepts across Varied Scenarios:

Effective learning goes beyond specific settings; children should be able to apply
what they learn across diverse situations. This requires teaching methods that
encourage critical thinking and adaptive problem-solving, enabling children to
flexibly apply their knowledge to a range of contexts.

Reinforced Learning through Recurring Experiences:

The reinforcement of concepts across different experiences and contexts leads

to a more profound and lasting grasp of knowledge. When children encounter a
concept repeatedly in various situations, it becomes woven into their
understanding, making it more likely to be retained.

Dimensions of the Integrated Approach:

1. Blending Pedagogical Approaches:

In early childhood education, teachers should combine a variety of teaching

methodologies. This eclectic mix caters to different learning styles and engages
children through methods such as experiential learning, play-based learning,
and project-based learning. The diverse array of approaches ensures a well-
rounded and engaging educational journey.

2. Natural Integration of Subjects:

Instead of compartmentalizing subjects, the focus should transition to teaching

fundamental concepts in an interconnected manner. For instance, when
teaching the sound "a" in a preschool setting, the teacher can seize the
opportunity to discuss the apple. While exploring the sound "a," children can
simultaneously learn about the apple's colour, size, and count. They can
describe the apple's colour, compare its size using words like big or small, and
even engage in counting activities related to apples. This approach showcases
how different aspects of learning naturally converge, fostering a deeper
understanding through interactive experiences.

Conclusion:

The holistic approach to early childhood education acknowledges that children's

learning is all-encompassing and interconnected. By enabling children to forge
connections between concepts across varied experiences and contexts and by
avoiding rigid subject divisions, educators can cultivate a deeper, more
meaningful, and enduring understanding. This approach equips children not
only with knowledge but also with the ability to flexibly apply that knowledge
across diverse scenarios, fostering a well-rounded education.

Annexure 03
Annexure 04
 Fine and Gross Motor Skills

SL
Key Concepts / Skills Pedagogical Processes
No
The teacher distributes beads to the children and
1 Holding instructs them to insert the beads into various
boxes.
2

4
5

English

SL
Key Concepts / Skills Pedagogical Processes
No

Teacher introduces herself first and asks children

1 Self introduction
who are ready to introduce as she did.
2

Maths

SL
Key Concepts / Skills Pedagogical Processes
No

Annexure 05
 PRESCHOOL I
Age: 3-4 Years
Note:
(1) There is one to one correspondence between key concepts, suggested pedagogical processes and early
learning outcomes. The entire has to be seen as a whole.
(2) These learning outcomes have been developed with an assumption that the first language/ language
of instruction in preschool would be the home language or the regional language. English should be
introduced as the second language.

Goal 1: Children Maintain Good Health and Well-being

Key Concepts/ Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
● Awareness of self Providing Opportunities and ● Begins to state
● Development of Experiences for: some physical
positive self- concept ● Knowing about themselves, their characteristics,
● Self regulation body parts and family members about self
● Decision making and ● Knowing the names and ● Identifies close family
problem solving understanding the relationships members
● Development of pro- through different games and activities ● Participates in the
social behaviour for example clapping name and activities and takes
like caring, sharing, friendship walk etc. initiative
collaboration, ● Recognizing their role in different ● Waits for their turn
compassion and settings and their value for example while playing or
respect for other’s through celebration of birthdays during activities and
feeling and rights and appreciate and display their follows simple rules
● Development of contribution/ work ● Expresses emotions
healthy habits, ● Free conversation and free play through verbal and
hygiene, sanitation where children can express non-verbal modes
and awareness for themselves such as playing on (gestures, drawing
self-protection playground (climbing, swinging, etc.)
● Development of gross running), Drawing, coloring, painting ● Makes choices
motor skills (walking, etc. and expresses
running, jumping, ● Engaging children in interesting preferences
hopping, crawling, activities and talking to them to make ● Resolves minor
climbing, rhythmic them feel comfortable and adjusted conflicts with the
movement, throwing, ● Games and activities having simple help of adults
catching, kicking) rules and instructions such as freeze ● Expresses joy while
● Fine motor skills dance, follow my clap, loud or quite working and playing
and eye hand etc. with other children
coordination ● Turn taking games and activities ● Helps other children,
(threading, tearing, such as listen and move, finger game cares and shares
pasting scribbling, etc. belongings with
drawing, coloring ● Drawing, painting, coloring etc. them.
printing, moulding, ● Solving problems and resolving ● Begins to understand
paper folding etc.) conflict (during role play, small group differences among
activities and solving puzzles) people (on the
● Free play where children get basis of ethnicity,
opportunity to play independently culture, and abilities
and in groups such as puzzle solving, and disabilities)
pegs and outdoor games etc. and demonstrates
● Stimulating social interactions among sensitivity to
children. diversity.

24 Curriculum for Preschool Education

 ● Building relationship with other ● Communicates
children and facilitating peer learning immediate needs and
and interaction such as role play and follows hygiene and
pretend play healthy eating habits
● Expressing and recognizing feelings ● Maintains distance
(happy, sad, angry) using feeling from strangers and
cards and stories. is aware about good
● Familiarization with simple gestures touch and bad touch
like namaste and hello etc. ● Recognizes common
● Sharing of discomfort and anxiety dangers and
experienced by children hazardous objects
● Promoting whole group activities and places and keeps
such as having lunch together. distance
● Small group activities such as ● Exhibits gross motor
storytelling, dramatic play, free play, coordination in play/
puppet play to stimulate children’s routine activities like
imagination. walking, running,
● Periodic health checkup (height, jumping, climbing,
weight and general health), and dancing etc.
ensuring immunization and safety of ● Explores and
children participates in
● Ensuring the provision of meal in music, dance and
preschools creative movements
● Demonstration and practicing healthy ● Exhibits fine motor
habits and sanitation like washing skills and simple eye-
hands with adult assistance etc. hand coordination in
● Discussing health, nutrition and various activities like
sanitation related issues with scribbling, printing,
children in classroom and with threading, colouring,
parents during PTM or planned/ clay moulding,
occasional meetings. tearing and pasting
● Discussing good and bad touch etc.
and telling them if they face such
situation they must inform teachers/
parents and anybody close to them
● Developing gross motor skills through
a variety of gross motor such as
walking, running, jumping, hopping,
crawling, climbing, rhythmic
movement, throwing, catching,
kicking. In case of kicking and
throwing the ball should not be too
heavy and small and the target must
be of appropriate distance.
● Doing dance, rhythmic and other
movement activities such as bending,
twisting, stretching, balancing etc.
● Messy play like sand play and water
play, clay moulding, printing etc.

The Curriculum 25
 ● Hands-on activities that encourages
sorting, matching, imagining,
pushing, pulling, etc.
● Tactile discrimination
● Tearing and pasting small pieces of
papers, peeling/ sticking stickers,
picking up small objects with fingers
etc.

Goal -2 : Children are Effective Communicators

Key Concepts/ Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
Talking and Listening Providing Opportunities and ● Begins to use active
● Attention span and Experiences for: listening skills and
Listening ● Shared play activities in smaller communicates
● Creative Self groups, that help children learn to immediate needs
Expression and work together and enhance their clearly.
Conversation listening skills. ● Makes eye contact,
● Language and ● Variety of communication strategies and shows gestures
creative thinking including gestures. and facial expression
● Vocabulary ● Listening to simple instructions appropriately when
during classroom activities and communicating with
Emergent Reading transitional time(e.g., "Find the block others.
● Print Awareness and and bring it to me.", "keep the toys on ● Follows one or
Meaning Making the shelves.",). two simple oral
● Bonding with Books ● Listening to others and talking instructions.
● Directionality in turns that help in extension of ● Participates in
● Pretend Reading the attention span.(e.g., gradually conversations,
● Phonological extending story time; using close stories and
Awareness ended materials such as simple two shares immediate
● Letter Perception/ piece story related puzzle; Picture experiences
Recognition reading Poster--- keep looking to find ● Recites and repeats
out and speaking) small poems,
Emergent Writing ● Listening to different sounds such action songs and
● Eye Hand as recording on tape or CD/DVD participates in
Coordination of different sounds heard in the music and rhythmic
● Use of appropriate environment. For example: home, activities.
tools school, outdoors, and community. ● Asks many “what”
● Mark making/ ● Encouraging children to listen to and “why” questions.
Scribbling recorded sounds and listen carefully ● Uses appropriate
● Creative self- to identify the sounds. Making sound vocabulary for some
expression through boxes by filling the cans / match common and familiar
scribbling/ drawing boxes with items that make different objects and pictures.
sounds. For example: rice, beans, (e.g., tells his/her
Exposure to Second paper clips, and buttons. name, names of
Language friends, common
objects and pictures )

26 Curriculum for Preschool Education

 ● Small group activities and child ● Shows awareness
initiated activities where the of print in the
children get opportunities to generate classroom, and
questions (e.g., activities like “ what home settings (e.g.,
would happen if….”;creating wonder recognizes favourite
wall where teacher would paste some biscuit/toffee,
new pictures/object to encourage chocolate wrapper,
curiosity to question and brainstorm) pictures, etc.)
● Stimulate by asking questions during ● Identifies own name
talking time and storytelling (e.g., when printed in
circle time, free conversations and familiar script (with
small group activities). hint)
● Group singing, music / rhythm ● Enjoy age
activities and small action songs appropriate short
● Creating a print rich classroom stories and responds
(labelling the shelves, and storage by answering simple
boxes, poems posters, etc.) questions
● Looking at pictures, Big Books, ● Tells a familiar story
alphabet books, and language related using the pictures of
charts, posters, and flash cards in a story book.
the reading / mini library area. ● Handle books
● Making name card for each child and appropriately( eg.
use for activities such as roll call or ,identifies front and
taking turn activity. back cover of the
● Display of daily routine with pictures book) and shows
and printed words and talking about an interest and
it. explores a range
● Writing children’s names on their of age appropriate
drawing/ scribbling work. texts such as picture
● Identifying and giving special books, alphabet
attention to ‘at risk’ children. books, story books,
● Playing games that involve children in rhyme books and
visual discrimination activities. Such posters.
as :- matching pictures, object colors, ● Demonstrate
and shapes; matching with dominoes introductory
with either matching pictures / phonological
colors/dots and so on. awareness skills
● Visual perceptual activities: Matching such as rhyming
directions ( on worksheets);Picture ● Identifies familiar
lotto games/ activities sounds in the
● Creating a “reading area” or “mini environment.
library area” in the classroom and ● Explores,
equipped it with Big books, picture manipulates
books, information books and graded concrete ( cut
story books. outs)letters of the
alphabet (plastic,
sponges, foam, &
magnetic letters).

The Curriculum 27
 ● Storytelling and read aloud from big ● Explores and
books, picture books and story books manipulates larger
( teacher using the index finger /thicker coloring,
beneath the print and moving it from stamping and
left to right and drawing children’s scribbling tools( for
attention to the print) easy to hold)
● Read Aloud or Shared Reading:- ● Displays the use
Reading to children several times of prewriting /
daily. Read in small or large groups emergent skills
and to individual children; Children (scribbling,
to look at how to turn the pages of stamping, finger
the book –painting, using
● Showing children how to move a thicker crayons,
finger across the page and have the markers/brushes
eyes follow the finger ( during the etc.) for variety of
story telling time/ reading the poem purposes.
chart or looking at the sight words) ● Scribbles from left
● Using variety of puppets, props, to right in lines
pictures, flash cards while telling a across the page with
story or during conversation repeated patterns
● Playing same rhyming family game and increased
for e.g.,- This furry animal says “ muscle control.
meow”( children say ‘cat’);This we ● Listens to English
keep by the door before we step words, greetings,
in(‘bat’);This animal sits upside down( polite forms of
‘ bat’) expression
● Listening to sound based rhymes;
Listening to short poems having
rhyming words.
● Read aloud books that have rhyme or
repeat the same sound.(Fox, socks.
box! )
● Playing “ I spy” games such as “ I spy
something green in the classroom
that starts with the sound /s/”.
● Call out 3 short words like log, cat,
fog. Ask children to pick out the word
that doesn’t rhyme.
● Play with Shape templates/ sensory
or textured letters; Exploring familiar
letters in the print rich classroom
● Drawing children’s attention towards
print /letters (In their names/
favorite cookies/ toffees etc.)
● Matching uppercase letters; Playing
with cutouts/ magnetic letters;
Collage making in small group with
cutouts of letters; Coloring inside the
drawn letters and related picture.
● Matching of letters to the letters in
one’s own name.

28 Curriculum for Preschool Education

 ● Stamping, scribbling on variety of
papers
● Coloring – free and within enclosed
space(using thick crayons and
markers)
● Playing with manipulating concrete
toys/objects/ materials to develop
eye hand coordination e.g., stringing
beads with big holes, handling objects
/puzzles with knobs
● Playing and handling with lego
blocks, inset puzzle boards with
knobs, sorting objects etc.
● Listening to small poems/ rhymes
and repeating them
● Using Name Cards with child’s photo
● Greeting in the morning and
departing time
● Using small words in daily routine
activities( e.g. good morning, thank
you , welcome etc)

Goal 3: Children become Involved Learners and Connect with their Immediate
Environment
Concepts / Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
Sensory Development Providing opportunities and ● Uses all senses to
● Sight experiences for observe and explore
● Sound ● Sensory development activities for the environment
● Touch taste, smell, , sight, sound ,and ● Identifies and names
● Smell touch such as using materials like common objects,
● Taste real and concrete objects, visual sounds, people,
coordination and discrimination pictures, animals,
Cognitive Skills activities, auditory discrimination birds, events etc.
● Observation activities and so on ● Remembers and
● Identification ● Observing and exploring nearby recalls 2-3 objects
● Memory places e.g., park, garden seen at a time
● Matching ● Visual discrimination/classification ● Identifies the missing
● Classification activities using games, activities, part of a picture of a
● Patterns objects, picture cards, sorting trays, familiar object
● Sequential Thinking memory cards/games, etc. ● Compares and
● Creative Thinking ● Using Picture reading posters and classifies on the
● Critical Thinking encouraging children to observe and basis of any one
● Problem Solving talk about the picture category
● Reasoning ● Matching and sorting Picture cards ● Follows/reproduces
● Curiosity on the basis of one category such as a simple pattern
● Experimentation keeping all animal pictures in one ● Arranges 2-3 picture
● Exploration box and birds in another; all red cards/ objects in a
buttons/blocks in one bowl/box and sequence
yellow buttons/blocks in another
bowl/box

The Curriculum 29
Concept Formation ● Repeating a given pattern, recalling ● Solves simple day
● Colors, Shapes, events and stories in correct to day problems by
Distance, sequence, Arranging in order, etc. themselves or with
Measurement Size using objects, picture cards etc. adult support
Length, Weight, ● Solving simple mazes (both on the ● Shows ability
Height, Time paper and floor), 2-3 piece puzzles. to understand
● Spatial Sense ● Solving of problems like relationship relationship such as
● One to one cards (matching and finding relations part and whole, odd
Correspondence in pictures e.g., cup-saucer/comb- one out, association
hair etc. ● Expresses curiosity
Number Sense ● Solving simple problem situations about the immediate
● Count and tell how e.g., matching the appropriate bottle surroundings
many cap to the bottle and try to close / and asks related
● Numeral recognition open the same (if unable to open questions
● Sense of order (can bottle cap, seeks help from peer or ● Identifies, names of
count ahead of a adult) basic colours, shapes
number up to 10) ● Finding the 1-2 missing parts in a ● Compares two
familiar picture objects on the
Concepts related to ● Going for nature walk to observe and basis of observable
environment explore in nearby places properties ,for
● Biological (animals, ● Play in ‘sand area’ ‘water play area’, example – heavy/
fruits, vegetables, ‘discovery area’ using appropriate light, Tall/short
food) play toys/tools such as sand tray, , more/less, big/
● Physical – water, air, water tub, scoops , sifters, sieves, small, hot/cold
season, sun, moon, water can, shovels, floating toys, etc. ● Places 3-4 objects
day and night) ● Exploring colours during creative in one-to-one
● Social – myself, activities correspondence
family, transport, ● Playing games, activities using ● Count and give up to
festival, community objects, flash cards, dominos, etc for three objects when
helpers, etc. learning about different concepts asked to
● Singing songs and action rhymes on ● Expresses curiosity
Use of Technology different concepts about the immediate
● Talking and showing pictures/ surroundings
posters on different concepts during and asks related
circle time questions
● Creative art activities using large ● Demonstrates
and thick paint brushes/ crayons awareness and
● Measuring objects using cups, bowls, sensitivity towards
etc. environmental
● Playing Shadow games etc. concerns
● Singing number rhymes, listening to ● Enjoys watching
number stories songs, rhymes on
● Using number matching dominos, television/smart
flash cards board
● Matching concrete objects/pictures /
numerals

30 Curriculum for Preschool Education

 ● Observing numbers and symbols in
the immediate surroundings/day
to day life like numbers on mobile
phone, calendar, etc.
● Using spatial relationship in games,
movement activities, etc.
● Exploring immediate surroundings to
know about their world e.g., visiting
parks, gardens, drawing images of
the places visited and speaking about
it etc.
● Asking and answering questions
● Talking about environmental
concerns during circle time activities
e.g., not wasting water, closing
the faucet when not in use while
brushing teeth, throwing the litter in
dustbins, keeping back the toys to
the storage after the play, etc.
● Interaction with age appropriate
technology under teacher’s
supervision
● Exposure of interactive and age
appropriate websites, educational
videos and software
● Read aloud followed by digital stories
etc.

The Curriculum 31
 PRESCHOOL II
Age: 4-5 Years
Note:
(1) There is one to one correspondence between key concepts, suggested pedagogical processes and early
learning outcomes. The entire has to be seen as a whole.
(2) These learning outcomes have been developed with an assumption that the first language/ language
of instruction in preschool would be the home language or the regional language. English should be
introduced as the second language.
Goal 1: Children Maintain Good Health and Well-being
Key Concepts/ Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
● Awareness of self Providing Opportunities and ● Describes self in
and others Experiences for: terms of physical
● Development of ● Children to know about themselves, characteristics
positive self- concept their body parts, family members, ● Identifies close family
● Self regulation and distinguish people and members, friends
● Decision making and relationships and neighbours
problem solving ● Supporting children for their ● Expresses own
● Development of pro- sense of self-worth and pride in preferences and
social behaviour accomplishments through celebration interests.
like caring, sharing, of birthdays and festivals, giving them ● Follows instructions
collaboration, small responsibilities, appreciate and ● Makes adjustment
compassion and display their contribution/ work in the classroom and
respect for other’s ● Recognising and understanding the with other children
feeling and rights rules for being together with others ● Completes an activity
● Development of such as group activities, playing in started
healthy habits, various activity areas and storytelling ● Expresses emotions
hygiene, sanitation etc appropriate to the
and awareness for ● Read aloud stories or puppet plays in situation.
self-protection which characters shares, take turns, ● Expresses own
● Development of gross helps and cooperate preferences, interests
motor skills (walking, ● Nurturing and responsive and makes choices
running, jumping, relationships to help children learn ● Suggests solutions
hopping, crawling, how to control their emotions, to conflicts (with
climbing, rhythmic become secure, confident, curious guidance)
movement, throwing, and communicative ● Plays cooperatively
catching, kicking) ● Making choices and attempts at with other children
● Fine motor skills solving problems and resolving ● Makes plan for what
and eye hand conflict (during role play, small group and how they will
coordination activities and solving puzzles) play
(threading, tearing, ● Free play where children get ● Shows caring
pasting scribbling, opportunity to play independently behaviour (hug, pat,
drawing, colouring and in groups such as puzzle solving, comfort toy) and
printing, moulding, pegs and outdoor games etc. shares belongings
paper folding etc.) ● Asking questions, understanding with other children
other’s situation/ empathizing and ● Demonstrates
trying to solve the problem through sensitivity and
telling stories having different acceptability towards
problem situations. In between/ after children from
the story ask children how will they diverse backgrounds
solve this problem. including children
with special needs.

32 Curriculum for Preschool Education

 ● Interacting and building relationship ● Demonstrates
with other children and facilitating hygiene and
peer learning and interaction sanitation practices,
● Expressing and recognizing feelings and healthy eating
● Sharing of discomfort and anxiety habits with increased
experienced by children independence
● Engaging children in a variety of play ● Recognizes common
activities with other children (e.g., dangers/hazards
dramatic play, art projects, free play and takes safety
etc). precautions
● Familiarization with simple signs ● Demonstrates
and/or gestures awareness about
● Participation of children with special good touch and bad
needs through adaptation of activities touch and maintains
as per their needs distance from
● Watching rhymes, stories, puppet strangers people.
shows, play games, and doing ● Demonstrates gross
e-content activities on TV motor coordination
● Using toilet, washing hands with and control in play
adult assistance etc. activities involving
● Periodic health checkup (height, walking, running,
weight and general health), ensuring jumping, climbing
immunization and safety of children etc.
● Having supplementary nutrition in ● Explores and
preschool participates in
● Health and nutrition education to the music, dance and
children, parents and community creative movements.
● Educating children through stories, ● Exhibits fine motor
animated films, video clips, role skills and performs
play etc. that their private parts tasks that require
should not be exposed, touched or more complex eye-
photographed by others and they hand coordination
should not be touching the private such as cutting out
parts of anyone shapes, free hand
● Sensitizing children that any physical drawing, colouring,
and mental abuse being subjected threading beads,
to them should be reported to the stringing, copying,
teacher or anybody close to them. tearing, pasting,
● Using safe equipment and lacing etc. with
environments that vary in skill levels moderate levels of
(e.g., tricycles, tires, hoops, balls, precision and control
balance beam etc.)
● Practising skills e.g., hopping,
catching, throwing overhand,
jumping
● Dance, rhythmic and other movement
activities that use both sides of
the body (e.g., bending, twisting,
stretching, balancing)

The Curriculum 33
 ● Messy play like sand play and water
play, clay moulding, printing etc.
● Hands-on activities using objects
that encourage sorting, matching,
imagining, pushing, pulling etc.
● Tactile discrimination
● Strengthening hand grasp (e.g.,
moulding play dough, clay)
● Using pincer grasp of thumb/
forefinger (e.g., tearing and pasting
small pieces of papers, peeling/
sticking stickers, picking up small
objects with fingers)

Goal -2 : Children are Effective Communicators

Key Concepts/ Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
Talking and Listening Providing Opportunities and ● Listens to others
● Attention Span and Experiences for: for short period of
Listening ● Free and guided conversation and time and responds,
● Conventions of supporting them in using a variety of demonstrating some
speech communication strategies including social conventions
● Creative Self gestures and no-verbal expressions like eye-contact
Expression and ● Listening to others and talking in ● Communicates needs
Conversation turns and thoughts verbally
● Language and ● Participating in rhymes and songs and non-verbally.
Creative thinking involving a lot of rhyming words and ● Follows one or two
● Vocabulary repetitions with actions steps of simple oral
instructions
● Picture reading/ conversation- select
Emergent Reading ● Participates actively
pictures that have many talking
● Print Awareness and in conversation and
points e.g. a railway station, a
Meaning making shares personal
market, etc.
● Visual experiences, likes
● Vocabulary development games
Discrimination and dislikes
● Asking open ended questions to
● Bonding with Books ● Recites short poems,
stimulate thinking and speaking
● Directionality sings action rhymes,
during conversations, picture talk
● Pretend Reading with comprehension
and story telling
● Phonological and participates in
● Observing and exploring print in the rhythmic activities
Awareness immediate environment (familiar
● Letter Perception/ ● Ask questions
signs, logos on toffee/ biscuit and gives answers
Recognition wrappers). appropriately
● Creating a print rich environment in during activities and
Emergent Writing the class (by labeling things, shelves, conversations
● Eye Hand posters, etc.) ● Demonstrates
Coordination ● Shared Reading (leveled text to do increase in
● Use of appropriate finger-print-voice matching) vocabulary and
tools ● Looking at display of signs, poems on interest in learning
● Mark making/ charts, and labeled pictures in the new words (e.g.,
Scribbling classroom at children’s eye level. names a larger
Exposure to Second
number of objects in
Language
their environment).

34 Curriculum for Preschool Education

 ● Looking and reading display of daily ● Recognises familiar
routine with pictures and printed signs, logos and
words and talking about it(with adult labels in the
support as a daily morning activity) environment. (e.g.,
● Looking at print on the word recognizes favourite
wall, whiteboard, chalkboard or biscuit/toffee,
blackboard and exploring letters / chocolate wrapper,
words in a fun way logos, signs and
● Playing with words during symbols for stop,
conversations and read aloud exit).
● Visual discrimination games (“which ● Retells a short story
is different? Play activity/game “what in a sequence and
is missing”) act out important
● Creating a “reading area” or “mini events in a story.
library area” in the classroom ● Invents his/her own
and equip it with picture books, story in her/his own
information books and graded story words
books ● Knows print
● Age appropriate stories (10-15 conventions –top to
minutes) in various forms (orally, bottom and left to
with props, pictures, puppets etc.) right or right to left
● Read Aloud from books to expose as per script ; Knows
children to the written language(e.g., that it is print that is
short, simple, meaningful texts with read in stories
which they can relate) ● Turns pages of a
● Showing children how to move a story book (one at a
finger across the page and have their time) and pretends
eyes follow the finger ( during the to read on his/her
story telling time/ reading the poem ● Enjoys and recalls
chart or looking at the sight words) words that rhyme.
● Allowing the children to handle the ● Identifies beginning
books in the “reading area” or “the sounds of common
Mini library” created in the classroom words .
(turning the pages, looking at the ● Taps out syllables in
books, encouraging pretend reading). words (with support)
● Activities for awareness of sound ● Recognizes few
segments (phonemes, rhyming words) letters and their
e.g. phonic games with beginning corresponding
and end sounds sounds
● Playing rhyming games such as while ● Enjoys in sharing
singing a rhyme, or read aloud, leave emergent writing and
out the rhyming word and pause. drawing with others.
● --Then ask children what comes next, ● Shows interest
for-e.g. The teacher may say, “That’s appropriate writing
right! ‘Fish’ rhymes with ‘dish’ and so and colouring tools(
on. still prefer thicker
tools).

The Curriculum 35
 ● ---Ask children about a particular ● Make marks
word that rhymes with the word the or drawings to
teacher give (Initially children may represent an idea
use non- sense words for e.g.) “What and describes the
a sweet that rhymes with porogulla?” same
“What a colour that rhymes with ● Listens to English
preen?” words, greetings,
● ---Guessing rhyming word: I am polite forms of
wearing warm clothing that rhymes expression and
with “boat” responds in English
● ----Call out 3-4 short words like log, or the home
cat, fog, dog. Ask children to pick out language
the word that doesn’t rhyme.
● Play with letter –picture /object
dominos.
● Matching uppercase and lowercase
letters
● Letter recognition and letter sound
correspondence
● Making their own picture/ alphabet/
number books with assistance
● Letter formation activities using
thick crayons/ markers
● Creating letters with clay/plasticine/
dough
● Hunting the letters in sand tray/
newspaper
● Playing with manipulative materials
to refine eye hand coordination e.g.
threading beads
● Letting children see teacher write
their names, write attendance, and
notes to parents, for example(modeled
writing)
● Scribbling on variety of papers
● Colouring- free and within large
closed spaces
● Tracing and joining dots
● Tracing the letter (Using the letter
stencil)
● Making basic strokes/patterns that
gradually results in the form of letters
● Listening to simple English words,
action rhymes through audio-video
● Using Name Cards with child’s photo
and Logo ( each child be given one
picture to go with her name)

36 Curriculum for Preschool Education

 ● Listening to small poems/ rhymes,
repeating and singing them
independently
● Greeting in the morning and
departing time and Using small words
of polite expressions in daily routine
activities
● Listening to short story in English
● Display of sight words or words that
occur too frequently in stories.

Goal 3: Children become Involved Learners and Connect with their Immediate
Environment
Concepts / Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
Sensory Development Providing opportunities and ● Uses five senses to
● Sight experiences for observe and explore
● Sound ● Sensory development activities and the environment
● Touch games for taste, smell, sight, sound, ● Describes common
● Smell and touch such as games using objects, sounds,
● Taste textures, play with sound boxes and people, pictures,
seriating the sound boxes up to three animals, birds,
Cognitive Skills level events etc.
● Observation ● Play with embossed material such as ● Remembers and
● Identification puzzles with knobs recalls 3-4 objects
● Memory ● Visit to nearby park, Children Park, seen at a time
● Matching zoo, etc. ● Identifies 3-5 missing
● Classification ● Observing different objects in their parts of a picture of
immediate surroundings during field familiar object
Concept Information trip/nature walk ●
● Pattern Making ● Activities using sensory tray e.g., ● Classifies a group of
● Sequential Thinking taste , smell, tray etc. objects on the basis
● Critical Thinking, ● Visual discrimination cards, picture of two categories
● Problem solving reading posters, memory cards, ● Identifies the unit of
● Creative thinking ● Finding out the missing parts in a repeat in a simple
● Reasoning picture/ drawing pattern and extends
● Curiosity, ● Playing what is missing games the pattern
● Experimentation ● Matching, sorting, classification, ● Arranges3-4 picture
● Exploration using concrete objects cards/ objects in a
● Sorting on the basis of two categories sequence
Concept formation e.g., shape and colour (blue squares, ● Narrates events or
such as yellow triangles etc.) stories in a sequence.
● Colours, shapes, ● Copying simple patterns using ● Provides solutions
distance, different material e.g., cut outs to simple problem
measurement size of shapes, colors, environmental situations
length, weight, materials ● Shows ability
height, time ● Arranging story cards up to 3-4 to understand
● Spatial levels using appropriate vocabulary relationship such as
● Count and tell how ● Picture reading part and whole, odd
many ● Visual perceptual activities one out, association
● Numeral recognition ● Completing 4-5 piece puzzles, mazes

The Curriculum 37
● Sense of order (can ● Solving simple problem solving ● Analyses situations,
count ahead of a questions e.g., “if it is raining, how thinks and acts
number up to 10) you will go to school”. accordingly;
● Answering to open ended questions ● Enjoys
Number Sense e.g., if it is all right to pluck a flower experimentation and
or not seeks explanation
Concepts related to ● Creative thinking and simple problem about their
environment solving ‘what will you do if you want immediate physical,
● Biological (animals, a toy that is kept on the top of the social and biological
fruits, vegetables, almirah?’ environment
food) ● Asking divergent (open ended) ● Compares and
● Physical – water, air, questions that probe and elicit classifies objects by
season, sun, moon, expanded thinking and processing more than two factors
day and night) of information. like shape and colour
● Social – myself, ● Visiting garden, park , nature-walk, , size and shape
family, transport, market, railway station, zoo, etc. ● Correctly uses
festival, community ● Measuring objects using simple position words
helpers, etc. measuring tool such as cups, ● Seriates up to 5
glasses and jars and non- standard objects on the basis
Use of Technology measurement (e.g., handful of seeds/ of a particular
toffees, a cup of water/ milk, pinch of property
salt etc.) ● Places 4-5 objects
● Uses mathematical vocabulary such in one-to-one
as in-out, on-under to describe correspondence
objects. ● Counts and give up
● Observing numbers and symbols in to five objects when
the immediate surroundings asked to
● Singing Number rhymes, games, ● Identifies numerals
completing self –corrective number with corresponding
puzzles numbers up to 5
● Learning in real world contexts, ● Expresses curiosity
carrying out projects involving about the immediate
exploration and investigations, surrounds and
talking, problem solving, asking asks questions and
questions, sharing information, develops related
exchanging ideas, reflecting and concepts
integrating information with existing ● Enjoys
knowledge and skills experimentation
● Awareness towards such as not and seeks
wasting water, watering plants, explanation about
switching off lights etc. their immediate
● Interaction with digital technologies environment
under teacher’s supervision like ● Demonstrates
drag and drop activities, digital awareness and
drawing/ painting, use of interactive sensitivity towards
websites, educational videos, digital environmental
storytelling and e- books etc. concerns.
● Using age appropriate tools ex. Drag ● Demonstrates
and Drop activities. Using Digital awareness about
paint and brush. technology

38 Curriculum for Preschool Education

 PRESCHOOL III
Age: 5-6 Years
Note:
(1) There is one to one correspondence between key concepts, suggested pedagogical processes and early
learning outcomes. The entire has to be seen as a whole.
(2) These learning outcomes have been developed with an assumption that the first language/ language
of instruction in preschool would be the home language or the regional language. English should be
introduced as the second language.
Goal 1: Children Maintain Good Health and Well-being
Key Concepts/ Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
● Awareness of self Providing Opportunities and ● Describes self
and others Experiences for: and others in
● Development of ● Children to know about themselves, terms of physical
positive self- concept their body parts, family members, characteristics,
● Self regulation neighbours, preschool staff and gender, interests,
● Decision making and distinguish people and relationships likes, dislikes
problem solving (during daily activities such as circle ● Exhibits
● Development of pro- time, pick-up and dispersal etc.) understanding of
social behaviour ● Supporting children for their relationships with
like caring, sharing, sense of self-worth and pride in extended family
collaboration, accomplishments members
compassion and ● Celebration of birthdays and festivals ● Demonstrates
respect for other’s for example display of children’s independence in
feeling and rights work, appreciating their work/ activities
● Development of creation ● Follows rules in a
healthy habits, ● Recognizing and understanding the game
hygiene, sanitation rules for being together with others ● Shows adaptability
and awareness for such as group activities, playing in to any changes in
self-protection various activity areas, storytelling, routine
● Development of gross playing outdoor games and follow the ● Shows increased
motor skills (walking, rules of the games/ activities etc. attention span and
running, jumping, ● Children to learn how to control their persistence in daily
hopping, crawling, emotions, become secure, confident, activities
climbing, rhythmic curious and communicative. ● Manages emotions
movement, throwing, ● Children to make choices such as appropriately
catching, kicking) choosing their favorite play material/ in challenging
● Fine motor skills area situations
and eye hand ● Showing empathy and understanding ● Takes responsibility
coordination for both children at times of conflict and makes choices
(threading, tearing, such as sharing of play material based on own
pasting scribbling, ● Interacting and building relationship preferences and
drawing, colouring with other children (e.g. dramatic interests
printing, moulding, play, puppet play, rule-based games, ● Suggests solutions to
paper folding etc.) etc.) conflicts and makes
● Familiarizing with simple signs and/ adjustments when
or gestures working or playing in
● Adapting activities to ensure group.
participation of children with special ● Demonstrates
needs. willingness to include
other’s ideas during
interaction and play

The Curriculum 39
 ● Working with computer (watch ● Helps peers who are
rhymes, stories, puppet shows, in need and help in
e-content activities for cognitive an activity in large
development etc.) and small groups
● Involving parents and community. ● Demonstrates
● Using toilet, washing hands sensitivity and
independently acceptability towards
● Periodic health checkup (height, children from
weight and general health),ensuring diverse backgrounds
immunization and safety of children including children
● Healthy eating habits through with special needs
conversation and stories etc. ● Maintains and
● Discussion and demonstration on displays basic
safety rules that children can follow health, hygiene and
● Creating awareness about good touch sanitation practices
and bad touch independently
● Imitation games such as follow the ● Follows basic rules
leader, animal movements etc. of safety at home,
● Engaging children in dance, action preschool and play
song involving simple turn, twist ground
and stretch of body, creative and ● Demonstrates
rhythmic movements awareness about
● Games where children enjoy free good touch and
formation such as musical game, bad touch and
number-up (grouping according to maintains distance
number), fire in the mountain run- from strangers/
run …, etc. that involves sense of unfamiliar people.
space, distance and direction ● Demonstrates gross
● Individual, pair activities, small group motors skills with
and large group activities involving greater coordination,
basic gross motor skills on different control and strength
surfaces. Eg. running,
● Using pincer grasp of a thumb/ jumping, throwing,
forefinger (e.g., tearing, cutting kicking, and catching
& pasting small pieces of papers, skills etc.
peeling/ sticking stickers, picking up ● Explores space and
small objects with fingers) participates actively
● Hands-on experiences using and creatively in
manipulative objects that encourage music and movement
sorting, matching, imagining, etc. activities
● Exhibits fine motor
skills with precision
and control
● Uses coordinated
movements to
complete complex
tasks like cutting
along a line, pouring,
buttoning etc.

40 Curriculum for Preschool Education

 ● Uses a pincer grip
(coordination of the
index finger and
thumb to hold an
item) to hold and
manipulate tools for
drawing, painting
and writing.

Goal -2 : Children are Effective Communicators

Key Concepts/ Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
Talking and Listening Providing Opportunities and ● Listens attentively
● Attention and Experiences for: to others and
Listening ● Free and guided conversation and demonstrates social
● Convention of speech supporting them in using a variety of conventions of
● Creative Self communication strategies including conversation such as
Expression and gestures, non-verbal expressions, eye contact, waiting
Conversation talking in turns and listening to for one’s turn to
● Language and others speak
Creative thinking ● Playing games with children that ● Talks in full
● Vocabulary require talking about recent events by sentences and
asking simple questions communicates needs
Emergent Reading ● Picture reading with creative and thoughts
● Print Awareness and thinking (using problem solving and ● Follows complex
Meaning Making anticipatory questions such as “what instructions that
● Visual do you think why the boy in the involve two or three-
Discrimination picture is looking at the sky?”, what steps.
● Bonding with Books the little girl is saying to the balloon ● Participates and
● Directionality man?”)) take turns in
● Pretend Reading ● Rhythmic songs and movements conversation and
● Phonological involving a lot of body coordination shares likes and
Awareness ● Retelling stories by children in their dislikes, personal
● Auditory Visual own words (e.g., talking about the experiences in
Association (Phonics) events, characters, etc.) a sequence with
● Letter perception/ ● Learning new words and vocabulary reasonable detail
Recognition for e.g., “by creating a word wall”, “my and with reasons
first word book” ● Recites longer and
Emergent Writing ● Taking advantage of everyday a larger number
● Relationships activities and talking about words of poems, rhymes,
between thoughts and sounds stories and songs
and drawing ● Asking open ended questions to with comprehension
● Creating self- stimulate thinkinglike “what will you and participates in
expression through do if your favorite toy has been kept rhythmic activities.
drawing on the top of the almirah and you ● Asks questions to
● Eye Hand want to play with that?”; “if you could find information and
Coordination use of get wings and fly , where would you answers questions,
appropriate writings go? “ what do you think this story to give information
tools book is about?” and so on

The Curriculum 41
● Mark making and ● Listening to and creating stories, ● Demonstrates
drawing rhymes, riddles, poems and songs in further increase
● Differentiates small groups. in vocabulary and
between drawing and ● Interacting in a print rich interest in learning
writing environment in the class (by labeling new words.
● Understands things, word walls, posters, etc.). ● Recognises and
relationship of ● Environment rich in prints which points to a frequently
thought and encourage children to read and occurring word/
speech with written initiate reading for others picture in a story
language. ● Exploring print in the immediate being read.
environment ( signs in the ● Demonstrates
Exposure to Second environment, logos, sign boards understanding
Language labels on food containers, posters on that print carries
the bus, hoardings etc); meaning.
● Describing daily events to the ● Retells a story
children and providing print rich in sequence and
classrooms(teachers points to answers complex
narrative print or embedded in questions
drawings and illustrations) Observing ● Participates in
the teacher using her finger beneath shared reading by
the words across the page from left to reading out the
right and top to bottom familiar phrase in
● Children to become familiar with the the text.
forms and formats of the books and ● Uses pictures
other print resources and text to make
● Children to read and point to the predictions about
printed words and symbols at home the story or in an
and other places such as market, information book
hospitals, preschools, work places, ● Plays with words
etc. and creates rhyming
● Using the books showing the parts strings such as hat,
of the book such as title cover fat, bat....or dilli,
page, front and back cover and billi, tilli...
helping them to identify with print ● Identifies beginning
and illustrations (teachers and end sound of
tracking the print while reading the sound of words.
narrated text/print) Observing the ● Taps out syllables in
teacher using her finger beneath the words
words across the page from left to ● Recognizes many
right and top to bottom letters and their
● Actively engaging children in corresponding
different aspects of shared Reading sounds and tries to
(leveled text to do finger-print-voice decode words
matching)and read aloud sessions ● Recognizes some
and helping them to explore different sight words
dimensions of language and literacy( ● Creates own words
interactive story reading sessions) combining vowels
and consonants.

42 Curriculum for Preschool Education

 ● Display of daily routine with pictures ● Independently
and printed words and talking about form many
it. letters correctly
● Looking and reading the display of sound- symbol
classroom rules and daily schedule correspondence to
● Helping children making connections write invented
between words and concepts ( adding spellings.
pictures to the words) ● Use and hold writing
● Visual discrimination games (eg. and drawing tools
which letter/picture/ shape/ word is with increased /
different?) better grip (start
● Visual perceptual activities (spot the using thinner
difference activities, mazes, finding crayons and pencils.
the hidden word/ letter/ pictures, ● Writes own name
familiar word searches etc.). correctly.
● Creating a “reading area” or “mini ● Listens to English
library area” in the classroom and words, greetings,
equipped it with information books polite forms of
and graded story books; encouraging expression, simple
children to create their own mini sentences, and
books in small groups—it could be responds in English
story or information book or the home
● Reading aloud and providing graded language.
story books to expose children to ● Demonstrates
the written language, conversation understanding of
on different themes focusing on simple instructions
many talking points for e.g. animals, or a short story in
transportation, plants etc. the second language.
● Age appropriate stories in various
forms (orally, with props, pictures,
dramatization, puppets etc.)
● Using REBUS books
● (Combination of text and small
pictures or icons) where a picture of
a familiar noun is placed instead of
word. For e.g., The bus( instead of
word bus place a picture of a bus) is
big
● Creating a quiet, special place for a
child to read, write and draw such
as ‘literacy area’ (making books
and other reading materials easily
accessible)
● Solving and creating simple riddles in
context (4-5 lines)
● Awareness of sound segments
(phonemes, syllables, rhyming words)
e.g. phonic games with beginning and
ending sounds

The Curriculum 43
 ● Asking children to point out rhyming
words in books by themselves.
● Follow the beat – Helping children to
learn about syllables by clapping the
“beats” s/he hears in words e.g. the
teacher selects the word elephant.
Pause as you say each syllable – e-le-
phant and clap out for each syllable
together.
● Making a rhyming word chain for e.g.,
rain-chain-drain-train-grain-pain-
gain-…
● Letter recognition and letter sound
correspondence
● Making their own alphabet / my
favorite words books
● Play with letter –picture /object
dominos.
● Matching and naming uppercase and
lowercase letters (using cut outs/
magnetic letters/ textured letters)
● Using inset alphabet puzzles with
knobs for children with motor
challenges.
● Expressing their experiences, feelings
and ideas through their own way of
early attempts of writing and drawing.
● Model writing- encouraging and
letting children see teacher write their
names in front of them( like during
attendance, worksheets)
● Observing and copying the
environmental prints they see
(classroom, roads, home)
● Interaction with lots of print
materials that enable them to copy as
they wish
● Practicing drawing lines or early
attempts of writing on a variety of
papers (lined and plain)
● Letter formation activities using thick
pencils, creating letters with clay/
play dough/plasticine
● Daily sign-in such as self-attendance
signing
● Adaptations and inclusions for
children with special needs as per
need.

44 Curriculum for Preschool Education

 ● All the suggestive pedagogies given
under Goal -1 for fine motor skills
and creative art are meant for
emergent writing as well.
● Listening to simple English words
through conversations (
during circle time, small group
activities, adults talking )
● Using Name Cards
● Listening to rhymes, poems in
English
● Using audio-video aids, stories
( age appropriate graded stories)
● Using Labeling and print on the
storage and activity areas
● Using Name Cards( it could be in self-
corrective puzzle form)
● Looking at, responding and using the
signs/logos at appropriate places in
the preschool/ classrooms and in the
immediate environment
● Using Action Command Cards during
story telling/ Circle time/good Bye
circle time/Outdoor play time.

Goal 3: Children become Involved Learners and Connect with their Immediate
Environment
Concepts / Skills Pedagogical Processes Early Learning
(What a teacher could do) Outcomes
Sensory Development Providing opportunities and ● Uses all senses to
● Sight experiences for observe and explore
● Sound ● Sensory development activities for the environment
● Touch taste, smell, , sight, sound ,and touch ● Notices and
● Smell such as games –tasting and guessing, describes finer
● Taste exploring taste with edible fruits/ details of common
● Observation vegetables and telling name, fun objects, sounds,
● Identification with smelling bottles, creating with people, pictures,
● Memory scented play dough, experimenting animals, birds in
● Matching with objects that smell, name /letter the immediate
● Classification/ scavenger hunt, I spy games, playing environment.
Sorting hide and seek, blindfold games, ● Remembers and
● Pattern Making seriating sound boxes from loudest recalls 4-5 objects
● Sequential Thinking to softest and vise-a versa, outdoor seen at a time,
● Critical Thinking, sound hunt, sorting textured letters ● Identifies 3-5 missing
● Problem solving and so on parts of a picture of a
● Reasoning ● Making observations through the familiar object
● Inquiry, Curiosity senses such as encouraging children ● Classifies a group
● Experimentation –“Listening to sounds of nature— of objects by two
while walking on dry leaves, wind or more categories
Cognitive Skills blowing, etc., smelling the dinner simultaneously for
● Observation cooking, tasting the bitter example colour,
shape and size
The Curriculum 45
● Identification and sweet chocolate, listening and ● Creates new patterns
● Memory playing musical instruments and ● Arranges 4-5 picture
● Matching experimenting with sense of hearing cards/ objects in a
● Classification going for a smell walk, listening to sequence.
sense based stories, visual tracking ● Narrates events or
Concept Information different colored bottle caps/fabric stories in a sequence
● Pattern Making pieces, play with feely bag, etc. ● Provides solutions
● Sequential Thinking ● Solving riddles on senses such as I to simple problem-
● Critical Thinking, am soft and furry and says meow, solving situations
● Problem solving who I am? ( Cat) with reasons
● Creative thinking ● Discussion questions during circle ● Shows ability
● Reasoning time such as—when you wake up in to understand
● Curiosity, the morning, what is the first thing relationship such as
● Experimentation you see/hear/touch/smell/taste?; part and whole, odd
● Exploration which part of the body help you see/ one out, association
listen/smell/taste/touch?. ● Gives reasons,
Concept formation ● Picture reading posters on different analyzes, predicts,
such as topics and encouraging children to makes inferences,
● Colours, shapes, observe the picture and notice small and interprets.
distance, details (how many animals and birds ● Engages in
measurement size are in the picture?’ what colour were investigating and
length, weight, the two vehicle?”) manipulating objects
height, time ● odd man out activitiesfor e.g.,3 in the environment,
● Spatial similar shapes and 1 different asks questions,
● Count and tell how shape/3-4 pictures begins with inquires, discovers,
many the same initial sound and 1 with and constructs own
● Numeral recognition different sound, and so on followed ideas and predicts
by fun worksheets for practicing ● Compares and
visual discrimination classifies objects
● Encouraging children to, explore by more than three
and notice things in the environment factors like shape,
such as “where was the object/toy? colour and, size
How it was placed in relation to other ● Seriates up to 5
objects?” objects on the basis
● Manipulating objects/ materials of a particular
such as interlocking blocks, Lego property.
toys, nuts and bolts, construction ● Counts and give up
toys to 10 objects when
● Hunting games/activities such as asked to
hunting letters in the sand tray/ ● Can count forward
hunting number symbols in the from a particular
immediate environment. number upto 10
● Using concrete objects for matching
and sorting---

46 Curriculum for Preschool Education

 (matching number of dots to number ● Identifies numerals
symbols, matching of patterns, with numbers and
matching of toffee/biscuit wrappers, writes numerals up
followed by matching of familiar to 10 (with help)
words that they frequently see in ● Expresses curiosity
story /text and environment) about the immediate
● Offering thinking challenges physical, social
throughout the day e.g., Sorting/ and biological
grouping activities (two- three environment, asks
attributes at a time) such as sorting questions and
colorful buttons on the basis of color, develops related
size and shapes in different bowls concepts
followed by touching and counting); ● Demonstrates
sorting different fabric pieces on the awareness and
basis of patterns/ designs, sorting sensitivity towards
different fruit pictures – fruits that environmental
are eaten directly or peeled and so concerns such as
on. not wasting water,
● Extending the patterns and create watering plants,
patterns /design on their own using switching off lights
environmental materials such as etc.
twigs, flowers, leaves /objects/blocks ● Demonstrate
,etc., awareness
● Creating and extending patterns in and interest in
music such as – clap-clap-snap-snap technology.
● Children to draw big mango, big
mango, small mango; repeat
● Putting letters or words in the pocket
chart and reading them. AA BB,
AA BB or similarly with words and
Numbers cat, cat, dog; cat, cat, dog;
44, 88, 11, 44, 88---?
● Listening ,retelling the stories in
sequence and arranging the 5-6 story
cards in sequence( from left to right);
giving words to wordless picture
books ; talking about daily activities
what they do first, next, then next
and last.
● Posing problems and askingfor
solutions- e.g., what will you do if
you are locked in the room?”, “if it is
raining, how will you go to school and
why?”
● Completing 6-7 piece puzzles, solving
maze, completes a picture, find outs
the missing parts in a picture etc.
● Pairing pictures having relations e.g.,
cup and saucer

The Curriculum 47
 ● Stimulating thinking skills e.g.,
pointing out cause and effect
relationships, using open ended
questions to support estimation
and prediction. Asking open ended
questions e.g., “what will happen
next” what would have happened if
the tortoise has slept while he was
racing with the rabbit?” and so on.
● Children to ask “why” questions
and find answers through exploration
(e.g. Conducting simple experiments
with teacher’s support such as
making and floating paper boats,
making and flying paper rocket,
feeling air while blowing balloons
etc.); asking questions arising from
play activities
● Actively participating in early
science experiences with teacher’s
support(e.g., floating of toys,
observing plants as they grow and
name their basic parts, observing
how water change from one form
to other --from ice to water etc.);
using the senses to explore the world
around and acquire information;
exploring different materials and
knowing the purposes; Activities
where children need to measure and
make estimations using cups and
glasses and carry out non- standard
measurement such as handful of
sugar, pinch of salt.
● Experimenting with colors , shapes
e.g., mixing colors and exploring new
colors , seriating colors from darkest
to lightest and so on
● Talking about their drawings using
simple prepositions (e.g., up- down,
left- right, top- bottom, in-out, on-
under)
● Narrating what happened the day
before, or what they did after their
favourite field trip etc.?
● Hands on experiences for comparing
using charts, concrete objects, and
books

48 Curriculum for Preschool Education

 ● Activities for spatial relationships
such as stand in front of chair,
behind a chair, next to the chair, on
top and under the chair, Music and
movement activities and exploring
how much space my body will
take, followed by fun worksheets;
using spatial language in everyday
language (stand straight, bend body,
squeeze and become a tiny seed etc.)
● Activities for ordering/ seriation
e.g., arranging objects/pictures
from biggest to smallest/heaviest to
lightest and so on.
● Counting objects in the immediate
surroundings in a meaningful way
to find out how many objects are
there , using abacus,
● Observing numbers/ symbols in the
immediate surroundings, hunting
numerals, counting dice
● Using numbers and counting in
day to day life and recognizes that
numbers represent quantity (e.g.,
give me three toffees from the box)
● Matching/ Pairing one object or name
with a number, keeping one pebble
under each leaf, putting one straw in
each glass and so on
● Counting down days to an event such
as birthday celebration/ festival
celebration using concrete materials
(e.g., using twigs/ sticks/ picture
calendar)
● Completing maze of numbers,
making number tower, creating
numeracy rich classroom.
● Taking care of garden/ plants in
their surroundings and appreciate
their beauty, play activities related to
different concepts
● Visiting nearby parks, gardens,
markets, neighborhood where
children can observe and discuss
about their environment (e.g.,
animals, birds, plants, community
helpers etc.)

The Curriculum 49
 ● Developing sensitivity towards
animals e.g. feeding animals, birds,
not hurting them, playing with them,
etc.
● Talking about their past events and
next day plans during the day (e.g.,
during circle time, etc.)
● Interacting with family members
about family and community history
(e.g., family album family tree,
Grandparents visiting to preschool
and sharing their childhood
experience, etc.)
● Using technology for watching digital
Rhymes/ Songs/ Stories.
● Using drag and drop or Colouring
activities.
● Using age appropriate apps and
other digital tools to support further
learning.
● Using technology for virtual tour
(for learning further about different
concepts).

50 Curriculum for Preschool Education