Professional Documents
Culture Documents
EDT305S/1/2009±2011
PGC405D/1/2009-2011
3B2
98312049
CONTENTS
Page
FOREWORD (vii)
SECTION A THE FIELD OF EARLY CHILDHOOD DEVELOPMENT
AND ITS MANAGEMENT 1
STUDY UNIT 1 EDUCATION MANAGEMENT IN EARLY CHILDHOOD
DEVELOPMENT 2
1.1 Introduction 3
1.2 Learning outcomes 3
1.3 Management and education management in ECD 3
1.4 Management styles 4
1.5 The managerial functions of the manager/director/school principal 4
1.6 Responsibilities of an ECD manager/director/school principal 5
1.7 The manager as a communicator, problem solver and highly effective person 5
1.8 Risk and stress management 6
1.9 Conclusion 7
1.10 Self-evaluation questions 7
BIBLIOGRAPHY 81
(vi)
FOREWORD
Because there are huge differences between children in the 0±9 years
phase, we will subdivide this phase into the following age groups:
Babies: 0±18 months
Toddlers: 18±36 months
Preschoolers: 3±6 years
Foundation phase: Reception year (5/6 years)
Grades 1±3 (7±9/10 years)
Knowledge of education management is imperative. In addition to
educational duties, teachers have administrative duties, and must know
how to manage classes or groups, so that the learners can achieve the
planned outcomes. Teachers may also be promoted and, in that case,
knowledge of education management is essential. It is also possible that,
being in the field of early childhood teaching, people will decide to start
their own playgroup or private nursery school, for which they will require
knowledge of education management. Let us now consider specific
reasons why it is necessary to be informed about education management.
(1) It makes it possible to accomplish management tasks effectively.
Effective management calls for specialised knowledge and skills.
Therefore training in education management is necessary. Managerial
training is just as important for the ordinary practitioner as it is for the
principal of a school. You have to manage your classroom activities: in
other words, you must plan, organise, give guidance and exercise
EDT305S/1 (vii)
control to ensure that the educational programme runs smoothly.
Effective management creates a successful teaching and learning
environment.
(2) It prevents beginner teachers from experiencing practice shock. If, as
a beginner teacher, you have management training, you can, to a large
extent, prevent practice shock. This means that you will know how
to handle a particular situation and that you will not stand around
helplessly, not knowing what to do.
(3) It ensures that the children enjoy their work and that personnel
experience job satisfaction. If they have the necessary management
skills, managers are able to identify the talents of their personnel and
children and allocate tasks appropriately. This ensures job satisfac-
tion/work enjoyment for each staff member and child. Communica-
tion and problem-solving skills may also help bring about and maintain
improved relations.
(4) It helps with the management of change. Training in management
skills provides the necessary skills and self-confidence to manage
change. The teaching task is also changing, particularly now, while the
South African system of education is changing. The entire school
setup has to adjust to it. Specialised knowledge of management is
essential for this purpose.
(5) It helps with the identification and solution of problems. You are
taught how to gather, analyse, organise and critically evaluate
information and ultimately solve a problem.
(6) It promotes effective cooperation with others. Management training
teaches you to work with others in a group, team, organisation or in
the community.
(7) It promotes effective time management. You learn to plan the
allocation of time. It is important to know how to spend your time.
We hope that you will find this module enriching and that you will be able
to apply your knowledge with good results in practice. May your progress
through this study guide be stimulating, involved and active.
Your prescribed book for both modules EDT305S and PGC405D is:
Meier, C & Marais, P. 2007. Education management in Early Childhood
Development. Pretoria: Van Schaik.
Learning outcomes:
Prescribed book/Study:
Activity:
Self-evaluation questions:
EDT305S/1 (ix)
Early childhood development in the news:
(x)
Source: Burger, 19 December 2005:1
EDT305S/1 (xi)
SECTION A
1
STUDY UNIT 1
You will find the relevant information on this study unit in chapter 1 of the
prescribed book.
2
1.1 Introduction
In this study unit you will be introduced to the concept of ``management''
and, more specifically, ``education management'', management styles,
managerial functions, responsibilities and roles of a manager regarding
ECD as well as risk and stress management.
Return to the discussion in section 1.2 in the prescribed book and ensure
that you understand precisely what the concepts mean.
3
1.4 Management styles
The management styles are discussed in section 1.4 of the prescribed
book. The following four management styles can be distinguished:
. an autocratic management style
. a laissez faire management style
. a democratic management style (participatory management style)
. a management style determined by a specific situation
ACTIVITY Miss Sarah, the Grade R teacher, is a teacher with many years'
experience. She is enthusiastic, has a very good relationship with the
learners and is a truly creative person who plans excellent lesson
contents. However, it often happens that her good ideas are lost during
the presentation of her lessons.
4
ACTIVITY Plan an outing to the zoo for your group. Follow the steps of planning
and organisation closely.
ACTIVITY Visit a school and observe the forms of written communication that are
used there to send messages to parents, learners and the personnel.
Find out how different cultures may interpret something like eye
contact. Also try to find out how people of different cultures greet each
other and how a certain physical attitude/position may be interpreted
by different cultures.
5
ACTIVITY Every South African has heard of the ubuntu approach. The South
African Governmental White Paper on Welfare officially recognises
ubuntu as:
`'The principle of caring for each other's wellbeing ... and a spirit of
mutual support ... Each individual's humanity is ideally expressed
through his or her relationship with others and theirs in turn through a
recognition of the individual's humanity. Ubuntu means that people are
people through other people. It also acknowledges both the rights and
the responsibilities of every citizen in promoting individual and societal
wellbeing'' (Government Gazette, 02/02/1996, No 16943, p 18,
paragraph 18).
This unifying vision or world view is best expressed in the Zulu maxim:
umuntu ngumuntu ngabantu. The phrase can be translated as ``a person
is a person through other persons'', or ``I am what I am because of
you''.
6
1.9 Conclusion
Over the past decade the nature of school management in South Africa
has changed because of changes in education in South Africa and the
world. The transformation of the education of young children in South
Africa has created a new environment in which ECD directors, school
principals, heads and teachers must manage their workplace because all
of them are managers. Without the skills to manage effectively, any other
expertise ECD managers may have, could well be neutralised. They need
specific skills to be successful and to enable them to coordinate all the
aspects of an institution to meet not only individual but also group goals.
ECD directors, school principals, heads of department and classroom
teachers must all have knowledge of good educational practices such as
managing all the resources and the people involved according to a sound
management style. Although there is no perfect, fixed framework for
managing all the very different ECD centres/schools in South Africa, this
study unit has attempted to describe fundamental styles, functions and
management issues.
SELF-EVALUATION (1) Compare the three management styles. How does each affect the
QUESTIONS staff?
(2) Apply Covey's ``seven habits of highly effective people'' to the
school principal in the Foundation Phase by giving a practical
example for every habit.
(3) Explain risk management and substantiate with practical examples.
(4) Using the stress reducers suggested by Makin and Lindley (1991)
and Badenhorst (1986) in the prescribed book section 1.12,
prioritise the ones that would be most effective in reducing your
stress. Then make your own personal list of stress reducers.
7
STUDY UNIT 2
You will find the relevant information on this study unit in chapter 2 of the
prescribed book.
8
2.1 Introduction
In South Africa, as in many other countries, ECD is a field of specialisation
within education and a recognised profession. The intention with ECD
programmes is to effect developmental changes in children from birth to
the end of Grade 3. This encompasses both formal and informal group
settings. These programmes build bridges between home and school and
are the foundation for future learning and development.
Infant
Toddler
Preschool
Reception
Year
Foundation
Phase
Special needs
10
2.6 Characteristics of ECD programmes
In section 2.10 in the prescribed book you are introduced to only 6
characteristics of ECD programmes. Experienced educators may identify
even more. Apply these characteristics to 3 or 4 of the different
programmes by using relevant examples of daily practices.
2.8 Conclusion
Managing programmes and institutions for ECD and Foundation Phase is
the task of every manager in this profession. There is a wide variety of
programmes, offering a range of ECD services for children from birth to
the age of nine years. Education managers in ECD need to be able to
plan, organise, lead and control programmes in order to accommodate
diversity. They must also direct the resources available for programme
development according to the needs of society as a whole.
SELF-EVALUATION (1) Prepare a speech on the different ECD programmes, which you
QUESTIONS will deliver to the staff at your school.
(2) Draw up your own daily schedule for a half-day programme for a
group of three-year-olds.
(3) Draw up your own daily schedule for a full-day programme in the
Foundation Phase.
(4) List six characteristics of ECD programmes.
(5) The White Paper 5 on ECD identifies several benefits of ECD
programmes. Discuss.
11
STUDY UNIT 3
You will find the relevant information on this study unit in chapter 3 of the
prescribed book.
12
3.1 Introduction
In this study unit we consider the landscape of education and law as it
pertains to ECD. This includes a discussion of both direct and indirect
regulation. The issues covered reflect two aspects: first, the main issues
regarding law and education, education management structures and
institutions and, second, the legal relations between institutions and their
role players, namely employers, employees (i.e. educators and care-
givers), learners, children and parents. While the nature of this chapter
requires us to touch upon aspects of law that would normally be
considered as being in the domain of other autonomous fields of law, we
are conscious here of the need to be faithful to the subject of this chapter,
which is education and law with the emphasis on education, and ECD in
particular. Thus, while potentially all aspects of labour law could be
relevant to the running of an ECD centre or a primary school, we try to
focus here only on those aspects that are of specific interest to such
centres and schools. Aspects such as closed shop agreements and
bargaining forums, which are discussed in general labour law texts, are
therefore not covered here.
The topics covered in this study unit are ECD policy and its challenges;
the legal structure of the South African education system; ECD
institutions; educators and caregivers in ECD institutions; learners and
children; and parents.
ACTIVITY You are the school principal of Zonderwater Primary school. Explain
the difference between the concepts ``governance'' and ``management''
to a newly appointed teacher in the Foundation Phase in your school.
See if you are able to add to the prescribed book's explanation.
3.5 Conclusion
This unit, in conjunction with the prescribed book, examined the legal
framework within which ECD functions. It dealt with basic principles of
law and their application in the South African education system. Special
attention was given to the place and functioning of ECD within education
and law. The legal nature of institutions involved in ECD was discussed as
were other important role players, such as educators/caregivers,
learners/children and parents. In examining the role of educators and
caregivers, aspects of their legal status, professional and employee status,
and relationship with learners and children were emphasised. From the
perspective of the learner and child, the focus was on the legal status of
the child and matters relating to discipline, supervision, health and safety.
14
3.6 Self-evaluation questions
15
16
SECTION B
17
STUDY UNIT 4
You will find the relevant information on this study unit in chapter 4 of the
prescribed book.
18
4.1 Introduction
A pretty school with excellent equipment is not necessarily a good
school; it is well-trained staff who give life to the school environment. A
school consists of many people, and personnel must be managed in a
structured and responsible manner. It is important for staff to be able to
work together well and to fit in with the character of the school. A
manager should have an open-door policy when it comes to staff matters.
Since staff matters are discussed in more detail in your prescribed book,
you will only be referred to the relevant parts in that book. Please note
that there are parts that you have to read to acquire background
knowledge (and to which you can refer if necessary) and then there are
parts that you have to study in detail.
All newly appointed staff should receive written copies of policies and
procedures in duplicate (read more about this on p 75 of the prescribed
book).
ACTIVITY Read the following newspaper article and see what can be done if a
person is motivated.
22
Source: Daily News, 22 July 2005:1
23
4.6 Personnel relations
Educators spend long hours together every day of the week and during
this time nerves can become frayed because of the constant demand that
the learners make on their energy and patience. It is the responsibility of
the manager to be proactive in dealing with staff relations. Good
communication skills should be the starting point. Also consider the
influence of nonverbal communication skills. A democratic atmosphere in
a school will include all staff in important decisions that affect them.
CASE STUDY
Miss Mulberry was appointed at an ECD centre as from January 2008.
She was selected during an interview the previous year and with her
acceptance of the post, promised that the classroom in which she has to
educate a 3-to-4-year-old group would be ready despite the fact that this
particular space had been a storeroom before. On her arrival at the
beginning of the year however the classroom was not ready ...
Miss Mulberry wrote the following letter to the manager of the ECD
centre.
Dear Principal
(1) The following issues require addressing at The Nursery School to ensure fair
treatment and efficient education for all children enrolled at the school.
(2) Classroom Condition. During the interview and informal discussions held in
December, I was shown around the premises of The Nursery School. This included
a preview of my proposed classroom. It was made clear that the proposed
classroom had been utilised as a media center and basically a storage facility in the
past, but that it would be readied and completely altered to act as a fully
functioning classroom by the time I began with my class.
(3) During the information session, held on 5 January, it became clear that no work
had been done to improve the classroom, barring the removal of extra furniture,
books and items previously stored in the facility. On my arrival for my first day of
teaching on 7 January, I was faced with the problem of accommodating 12 children
in a completely empty room, with no aids, toys, tables, chairs or any other basic
amenities. I had to borrow tables and a few chairs from fellow teachers as well as a
few blocks with which my children could be kept busy.
(4) This is totally unacceptable. A new employee should be provided with all the basic
tools, a well-equipped working space and furniture to enable him or her to
accomplish what he or she has been appointed to do. This is standard practice in
any business, and should have been no different in this case. The old storeroom
24
should have been equipped with tables, chairs, carpets (if required), toys, art
equipment and all necessary tools required to enable me to do my job, as originally
promised.
(5) To worsen matters, a parent of one of the children in my class wrote an email to the
school the very first afternoon, complaining about the emptiness of the classroom
and the lack of toys and equipment. In your absence, the secretary telephoned me
in the afternoon, conveying the message, and questioned the reason for the
complaint. I informed the secretary that the school mentor had, in your absence,
decided that no toys would be made available from the Wendy house until it had
been cleaned. This was scheduled to take place only a week after the onset of the
school term, but was eventually made available at the end of the first two weeks.
(6) As a result of the poor condition of the classroom, the lack of toys and equipment,
and the prospect of not having access to toys for at least the rest of the week, I used
my own money to buy used toys from the Centurion Hospice, so that the children
could at least play and be kept busy. When I informed the secretary of this
situation, the secretary asked whether I couldn't return the toys, since the principal
had no problem in buying toys. I said I couldn't go on for two weeks with no toys,
as the rain worsened matters, requiring the children to remain inside the classroom.
(7) Although the costs involved were minimal, it is the principle of the matter that is of
concern. It needs to be understood that it is the responsibility of the school to
provide all basic tools, toys, equipment, furniture and other aids to teachers to
enable them to perform their tasks, unless otherwise contracted. It should not have
been necessary for me to use my money and time to buy toys for the class. I cannot
and should therefore not be held liable for the lack of any such equipment, as well
as potential negative results.
(8) Procedures during sick leave. Two weeks after I have commenced teaching at The
Nursery School, I fell ill with flu. Although electing to continue teaching on the
Monday, I was too weak and ill the following morning and phoned in to report
sick. I was treated with a certain disdain by the secretary, who was at first reluctant
to help, because I was still at home at the time. She asked me to phone the other
teachers to arrange classroom proceedings and a replacement. As a result I had to
make seven phone calls on my own account, while feeling ill. As this day was my
full day, the secretary repeatedly asked whether I couldn't report to work for the
afternoon shift.
(9) With reference to my service contract that was drawn up between The Nursery
School and me, on page 6, paragraph 8.2.2, it is clear that an employee is granted 1
day paid sick leave for every 26 days worked. Furthermore, in paragraph 8.2.1 it is
said that a medical certificate is only required should an employee be absent (or ill,
as in this case), for more than one day. I handed in a valid medical certificate upon
returning to work.
(10) Having studied these paragraphs, one could reach the conclusion that the secretary
had absolutely no right to request me to report for work during my state of illness.
It is furthermore not my, nor any other teacher's responsibility to arrange stand-by
25
personnel in the event of an illness. The school should have a standard, prior-
arranged and agreed-on means whereby stand-in personnel may be called upon.
This is the sole responsibility of the school leadership and, in their absence (as was
the case here), the secretary.
(11) Payment of salary. The payment of salaries is scheduled for the last day of each
month, as stated in the contract. My fianceÂe checked the account each day to make
sure the payment had been made successfully; this was necessary since it was a
new account, created for me a few weeks earlier. On 31 January, there was still no
evidence of a salary paid into my account. Upon querying the issue, it was
discovered that the school had forgotten to pay me, and that I was still not listed as
a new employee on their books.
(12) This, too, is completely unprofessional. If I had not queried the issue, I might not
have been paid at all. Besides this point, new employees do not feel welcomed
when forgotten in this manner, and it should be the first priority of the School
Leadership to ensure that remuneration is adequately and timeously taken care of.
(13) Availability of School Leadership. During the information session of 5 January, it
was conveyed that the school leadership would be on vacation for two weeks,
starting on the first day of school on 7 January; it was later learnt that this had been
extended to three weeks. Leadership and control of matters were placed in the
hands of the school mentor and the secretary. This is not necessarily a matter of any
concern as long as leadership has ensured that all that is necessary has been done,
particularly at the start of a new year, and when new personnel have been
appointed. Many of the problems experienced could have been avoided or
addressed properly and promptly, had the full leadership team been present at the
beginning of the school term.
(14) It is unfortunate that these events have had to transpire within such a short period
of time following my appointment. It does not speak of professionalism and does
not create a pleasant working environment, particularly for a new teacher eager to
spend his or her time, energy and creativity to brighten the lives of those entrusted
to him or her. However, it is hoped that these issues will be addressed, providing a
better working environment and further improving the level of education being
provided at The Nursery School.
(15) Please contact me should there be any uncertainty regarding this matter.
__________________
MISS MULBERRY
26
The unhappiness described above resulted in the resignation of the new
teacher after just two weeks. The damage that this situation did cannot
be measured:
. Firstly, it was Miss Mulberry's first teaching experience after she had
graduated and it ended up in a huge disappointment. A great deal
would need to be done to secure Miss Mulberry's confidence in
teaching again.
. Secondly, the learners (3-to-4-year-olds) were left floundering after
they had become attached to their teacher after just two weeks.
ACTIVITY . Write two to three paragraphs on how the situation should have
been handled by the ECD manager.
. Make a list of all the things that should have been in place before
Miss Mulberry's arrival.
4.9 Conclusion
Teachers often determine the reputation of a school. It is therefore
worthwhile to invest in this important resource (the personnel) of the
school. Although more recent skills development processes have focused
on the professional development of people working with young children,
sustained development is required. It is important to develop and follow
clear policies and procedures in managing the staff of ECD programmes.
27
4.10 Self-evaluation questions
28
STUDY UNIT 5
You will find the relevant information on this study unit in chapter 5 of the
prescribed book.
29
5.1 Introduction
The teacher's role is primarily to be a resource for the children in his or
her group, organising the classroom and learning opportunities, clarifying
roles, and teaching responsibilities while modelling good behaviour.
According to Gordon and Browne (2004:609), ECD teachers should
encourage young children to conduct themselves in socially acceptable
ways. They should be allowed to make choices and decisions (within
limits set by the teacher) which teach responsibility and encourage
independence. The teacher is also a role model for parents, showing
them how they should interact with their children. Teachers should be
available to listen to parents' concerns and to confer about their children's
behaviour. Parents and teachers should regard themselves as partners in
children's education.
. put into practice your insight into the different ways of grouping
children/learners
. discuss discipline within a democratic classroom climate
. determine strategies for effective ECD classroom management
30
5.4 Discipline
In section 5.8 of the prescribed book you will come across a discussion of
discipline. Beaty (2000:254) encourages teachers of young children to
model appropriate behaviour and to employ positive reinforcement
methods, such as the following:
. Shift attention from inappropriate to appropriate child/learner
behaviour.
. Be aware of and reinforce the positive actions of children/learners
who are sometimes disruptive in the classroom.
. Focus on the victim, not the aggressor.
. Make eye or verbal contact with disruptive children/learners only
after their inappropriate behaviour has ceased.
. Provide a concrete example of appropriate/expected behaviour by
modelling it.
ACTIVITY In the Early Childhood Development Phase the class rules may be
displayed in picture form. See page 114 of the prescribed book with
regard to ground rules.
List three (3) more examples of how you can instil rules in the mind of a
child/learner.
31
ACTIVITY Consider the following scenario:
5.6 Conclusion
This study unit in conjunction with chapter 5 of the prescribed book have
examined how ECD teachers can manage learners in different contexts,
namely as individuals, in groups and in the classroom. Important
components include discipline, establishing rules and procedures as well
as meeting individual learners' needs and interests. The different
classroom management styles and procedures were discussed in relation
to ECD settings. Practical techniques for improving classroom manage-
ment were suggested, which teachers are encouraged to bear in mind
when reflecting on their classroom organisation practice and what they
do to establish a positive classroom climate.
32
STUDY UNIT 6
You will find the relevant information on this study unit in chapter 6 of the
prescribed book.
33
6.1 Introduction
Segregation has been a constant feature of South African society, and thus
of its education, throughout the country's history. The policy of
segregation or apartheid contributed to the formation of certain
perceptions that militate against the establishment of a tolerant society
and have caused widespread cultural misunderstanding and conflict.
National research and reports dealing with intolerance and racism in
South Africa indicates the prevalence of racism in many schools. The
opening of schools to all races does not, however, automatically ensure
mutual understanding and acceptance between educators and learners
and amongst learners. Therefore desegregation per se does not lead to
predictable and meaningful changes in the attitudes of groups to each
other and can, in actual fact, lead to the heightening of tension and
prejudices.
. define diversity
. demonstrate how to accommodate learner differences
. explain the importance of positive teacher expectations
. explain how to develop cross-cultural competence
. develop unbiased learning material
. describe how learners experience diversity
. organise parental participation in classroom diversity
35
Note: Read the appendices to chapter 6 for additional interesting
information.
6.6 Conclusion
ECD institutions and schools are communities defined by their learners.
This definition is formed by learners coming from diverse groups, bringing
with them cultures that may differ to some degree from the school's
culture. Differences across the spectrum are therefore realities. To teach
effectively in classrooms where diverse cultures are represented,
educators need to recognise the validity of the differences. This requires,
firstly, a reappraisal of the educator's personal and institutional attitudes
and perceptions, and secondly a great belief in and dedication to
facilitating and managing learner diversity. All schools should be places
where diversity is celebrated with the focus on the development of every
learner's fullest potential.
36
STUDY UNIT 7
You will find the relevant information on this study unit in chapter 7 of the
prescribed book.
37
7.1 Introduction
The ECD manager has the obligation to provide the young learner with a
sense of continuity between home and school, which can only happen if
there is a partnership between school and home. Creating and
maintaining the home school partnership is, however, not always easy.
We need to remember that parents are individuals just as teachers are
individuals all usually trying to do their best for the child in a busy world.
. explain the importance of parental involvement for all the role players
(school/teacher, parent and child)
. list and describe examples of the various factors that can hamper
parental involvement
. describe how to address the unique needs of families and the
community as part of your role as teacher
. demonstrate how to enhance parental involvement in the school
through nonverbal and verbal communication between school and
home
. explain how to enhance parental participation in the school
programme
. demonstrate how to handle disharmony between parent and teacher
STUDY Study these factors on pages 144 to 147 of the prescribed book.
39
ACTIVITY Interview teachers at your school to determine the usual concerns
expressed by parents of children of different age groups or school
grades. Plan various ways in which you could address these parental
concerns.
ACTIVITY Mr Molefe has made a set of blocks for the children/learners in your
class. Write a letter of thanks to him.
STUDY
40
7.9 Handling disharmony between parents and teachers
Section 7.8 of the prescribed book covers managing disharmony. Essa
(1999:66±67) discusses several reasons why parents and teachers may
disagree. Factors such as the following need to be examined and
acknowledged:
. unacknowledged negative feelings such as jealousy or competition
. criticism of each other's child-rearing approach
. work stress experienced by both parents and teachers
. the teacher's underlying and sometimes unrealistic expectations of
parental input which are not met
. hidden resentments or prejudices
. unrealistic expectations that parents may have about the role of the
teacher in the lives of their children
Note: Read the appendices to chapter 7 for additional interesting
information.
7.10 Conclusion
A partnership with parents is important for the ECD director, the school
principal, the teachers and the school, as well as for the child and the
parents. The task of the ECD centre or school is to assist the young
learner to develop optimally as a total human being. This can only be
achieved if both the parents and the teachers work together in the best
interests of the child. There are often difficulties developing this
partnership and obtaining parental involvement in the centre or school,
but the benefits for all cannot be overemphasised. It remains the
responsibility of every teacher and school or ECD centre to use all
possible ways to enhance communication between home and school and
to promote parental involvement.
41
STUDY UNIT 8
You will find the relevant information on this study unit in chapter 8 of the
prescribed book.
42
8.1 Introduction
Organisations are established to achieve goals and objectives that
individuals cannot achieve by themselves.
. Write up the notice of the meeting indicating the date, time and
venue.
. Develop an agenda.
. Appoint a chairperson, treasurer and secretary.
. Based on the agenda, conduct a meeting covering all the topics and
following the guidelines suggested in this chapter.
. The secretary is to write up the minutes and distribute them to the
members.
44
8.7 Conclusion
The management committees of an ECD centre and the SGB in public
schools play an important role in the effective functioning of these
institutions. For this reason it is essential that every management
committee member is informed, skilled and motivated to serve the
institution. The success of these institutions is enhanced when the
management committee functions as a unit and in the best interests of the
institution, the children and parents.
SELF-EVALUATION (1) Discuss the members and their responsibilities of the management
QUESTIONS committee in an ECD centre.
(2) Discuss the concept ``School Governing Body'' in terms of its:
. members
. election of members
. constitution
. committees
45
46
SECTION C
47
STUDY UNIT 9
You will find the relevant information on this study unit in chapter 9 of the
prescribed book.
48
9.1 Introduction
To be able to facilitate successful learning, the teacher has to plan the
whole teaching process with care, insight and deliberation. In this study
unit we investigate the most important issues that need to be addressed
when planning successful teaching in a baby and toddler unit, ECD centre
or the more formal learning and teaching in the Foundation Phase of the
primary school. The starting point when planning to teach young children
is always the learners themselves. If you do not know and understand the
young child, you will not be able to teach meaningfully and the child will
consequently not learn successfully. We will therefore start by examining
the requirements for developmentally appropriate practices geared to
the young child.
9.9 Conclusion
Planning for learning in an ECD institution and in the Foundation Phase is
a comprehensive task that needs in-depth knowledge of a vast field of
related topics. This study unit gives only a brief overview of the different
planning tasks of the principal and teacher in an ECD institution and in the
Foundation Phase. What remains important is that careful and well-
thought-out planning of every aspect of the teaching effort is a
prerequisite for successful teaching and learning. The planning of the daily
programme, the learning content, time and space needs to be done
diligently and with insight and care to result in successful learning.
SELF-EVALUATION (1) How would you vary the baby and toddler area during the year as
QUESTIONS the development of a particular child progresses.
(2) Briefly summarise what you understand by a ``developmentally
appropriate environment'' for babies and toddlers.
(3) List five play materials which you consider appropriate for babies
and toddlers to stimulate their sensory development.
(4) Develop a list of criteria you can use to assess the success of a daily
programme in an ECD centre.
(5) Give a short description of the characteristics of a learner in the
Foundation Phase.
(6) It is important to manage proper learning to ensure success.
Discuss the characteristics of a developmentally appropriate
programme in the Foundation Phase, using the following headings:
(a) The Learning Programme
(b) The Work Schedule
(c) The Lesson Plan
(7) Give a description of how you would plan activities for learners in a
class in the Foundation Phase.
(8) Give a short description of how you would manage space in the
classroom to reinforce learning in a Foundation Phase classroom.
(9) Describe the management of time for Grades R to 3 as stated in
the National Curriculum Statement Policy (2002).
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STUDY UNIT 10
You will find the relevant information on this study unit in chapter 10 of
the prescribed book.
52
10.1 Introduction
The principal of an ECD institution has the responsibility to ensure that
the institution which he or she is managing provides a safe environment
for the children and staff. This requires the principal to have a thorough
understanding of the varying developmental characteristics of children
attending the centre, which could make them susceptible to particular
safety problems in both the indoor and outdoor environment at particular
stages of development. An additional responsibility of the principal is to
ensure that the environment is hygienic and promotes healthy behaviour
in both children and staff. A health policy for the ECD centre is one way
of ensuring that no component of health or safety maintenance is
neglected. If it is adhered to in a competent manner, it should reassure
the principal that the ECD centre is a safe and healthy place to be.
ACTIVITY Look at the following photographs. These are examples of aspects that
involve the safety of children in an ECD centre.
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Jungle gyms may pose a threat to younger learners due to big open spaces
between bars that are very high. A safety net should be put in place to
minimise the danger of learners falling through the spaces.
The above pictures show a dangerous screw protruding from the seat of
a car on the playground. In the opposite picture the seat has been
repaired.
The pictures above show a dangerous rusty area on the back seat of the
car on the playground. In the opposite picture the seat has been repaired.
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10.4 Maintenance of the ECD centre
The buildings and equipment of an ECD centre are its most expensive
assets and should last a long time. This can easily be achieved if everything
is maintained and serviced regularly. Neglecting to have a maintenance
schedule may result in expensive repair costs and possible injuries to the
children. Regular maintenance, especially painting, will also help to retain
the ``new'' look of the centre, and will be inviting to prospective parents.
If the buildings, outdoor equipment and garden look well cared for,
parents will get the impression that their children will also be well
treated.
ACTIVITY Look at the following photographs. These are examples of aspects that
need to be maintained in the outdoor environment of an ECD centre.
The structure for the swing is in place but there are no swings because
the ropes have broken. Strong ropes are needed and they must be
regularly checked.
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The seats of the bicycles needed repairing.
The bicycle track was unusable because a tree root had lifted the cement.
10.5 Conclusion
The above-mentioned components of a health policy are some areas of a
coordinated approach to ensuring the ongoing health and safety of
children and adults in an ECD centre. It is only by approaching these
issues in a systematic way that one can achieve quality care for children in
a healthy and safe environment. Keeping a strict maintenance schedule is
both efficient and cost-effective. A well-maintained ECD centre will
reflect the attitude of the principal/manager, and parents will be
encouraged to enrol their children in such a clean, well-kept, safe school.
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10.6 Self-evaluation questions
SELF-EVALUATION (1) Discuss the component ``sanitation and hygiene'' of a health policy.
QUESTIONS (2) Draw up a schedule for maintaining the outdoor environment of an
ECD centre. What would you do if you lived near the coast and
rust was a problem?
(3) Draw up a schedule for checking and maintaining the indoor
environment of an ECD centre.
(4) Find out from an electrician, plumber, painter, gardener and pest
control agency what their tariffs are for major and minor tasks
(specify the tasks). Make a list of all the quotations. Then discuss
why you think ``A stitch in time saves nine'' became a well-known
phrase.
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STUDY UNIT 11
You will find more relevant information on this study unit in chapter 11 of
the prescribed book.
59
11.1 Introduction
A separate study unit has been set aside for finances, because these
constitute such a large part of a school's management. Remember that
you will have to plan and organise certain financial tasks, but that you will
also have to provide guidance. Control is very important, especially in the
case of finances. You will therefore have to use all the principles of
management in your financial management.
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ACTIVITY The following documentation was not discussed under 7.2.1:
. an order book
. a cheque book
11.7 Reporting
Effective communication of financial information is essential for the
financial management of a school. Reporting to interest groups on
finances may be done verbally or in a written format (financial statements,
diagrams).
Where?
. in the school hall/play room
. school kitchen
What is required?
. microphone, minutes book, chairs, ballot papers, pencils/pens,
flowers, tea and refreshments, cups, teaspoons, plates, et cetera
The example above should give you an idea of how to analyse a task and
how subtasks are part of any single task. The head of an organisation
cannot manage all the subtasks and therefore has to delegate. Yet the
head must always synchronise or coordinate the tasks. If this is not done,
conflicts may arise with regard to place (where), time (when), those
involved (who) and the resources (what). For example: it may be that the
hall has been booked for another task on Tuesday 11 February. Or those
involved may have to do an equally important task elsewhere. Action lists
and daily, weekly, monthly and yearly planners are absolutely essential for
planning.
Everyone who has to perform a task now has the financial plan, the task
analysis and the subdivision of tasks into units in front of them. Each
knows exactly what has to be done and when it has to be done. Now
delegate the tasks.
ACTIVITY When a teacher receives money in the class, he or she must record
who paid, what the payment was for and the date. A receipt must also
be issued. Design a form on which all this information can appear.
11.11 Conclusion
Early childhood education (0±5/6 years) is not compulsory and is not
supported financially by the government. Parents are therefore largely
responsible for the income of the school. They are shareholders in the
school and therefore have a say in how the school's money is spent and
managed. It is not in the interest of the school or the learners if the school
is intent on profit seeking. A school ECD Centre should not be a money-
making institution or the school fees would be extraordinarily and
unnecessarily high. The school fees should cover the items on the budget
and make provision for unforeseen expenditure and long-term develop-
ment.
In the case of primary schools, the management of the finances does not
occur in isolation, but requires an understanding of the school context,
basic bookkeeping procedures, the policies and laws governing schools,
management principles and the mutual relationships of all of these.
SELF-EVALUATION (1) Reflect on the content of this unit and chapter 11 in the prescribed
QUESTIONS book and answer the following review questions:
(a) Define a budget.
(b) What is the difference between income and expenses when
budgeting, and how do they relate to each other?
(c) List at least six items of expenditure in a budget.
(d) What should one of your first actions be in drawing up a
budget?
(e) What single item constitutes the largest budget expenditure?
(f) What are the major steps to follow in the budget cycle?
(g) How would you handle petty cash if you were the secretary of
a school?
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(2) Funds can be supplemented by fundraising projects.
69
STUDY UNIT 12
You will find the relevant information on this study unit in chapter 12 of
the prescribed book.
70
12.1 Introduction
Which records must be kept, how and for how long they must be kept,
depends on the policy and regulations of each individual institution.
Record keeping may be tiresome, time-consuming and frustrating. It may
also be valuable or worthless. According to Taylor (1997:337), record
keeping does not always have a positive effect. Sometimes so much time
is spent on record keeping that planning and work with the children are
neglected, resulting in a lower quality of education. Records which can be
kept up to date easily, which require a minimum of time and money,
which can be delegated, and which have specific value for the learners,
parents and the programme, are the most valuable ones for centres. The
manner in which records are stored also have an effect on their value:
records which are difficult to use have little value for staff, while records
which help employees with their work are used more often. How long
records are kept depends on the reasons why they have been kept and
the policy or procedures of the institution.
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records make it possible for the ECD director/principal to check and
monitor the administration of a centre/school. Records used in the Pre-
reception Year (preprimary) Phase are:
. application forms
. enrolment forms
. forms regarding the history of the child's development and health
. forms with contact details of the parents/guardians
. permission forms
. registers for the Pre-reception Year Phase
. the admissions register
. the attendance register
. the casualty register
. the notebook/diary or individual childcare register
. the medicine register
. register for dropping and fetching children
. the supplies register or book
. the pay or salaries register
. the journal
. children's files
In section 12.2 of the prescribed book you will come across a discussion
regarding records used in the preprimary schools. Study this section
thoroughly.
ACTIVITY Visit a preschool or childcare centre and ask for copies of required
forms. Ask questions about the ways information is used and the
treatment of old records.
12.5 Conclusion
Effective administration and the storage of important information in the
form of complete and accurate records are essential for the smooth
running of any school. It is therefore worthwhile to invest time and
money in an effective system.
SELF-EVALUATION (1) What is your opinion about the importance of record keeping.
QUESTIONS Discuss.
(2) Explain computerised record keeping.
(3) You are a school principal and have to present a workshop for
newly appointed teachers. How would you plan, organise, lead and
control this workshop and what information would you empha-
sise, under what rubrics?
(4) Compiling a portfolio consists of four actions. List them and
explain each in one sentence.
(5) Identify assessment records in the Foundation Phase and discuss
the management of these records.
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74
SECTION E
ESTABLISHING AN EARLY
CHILDHOOD DEVELOPMENT
CENTRE
75
STUDY UNIT 13
You will find the relevant information on this study unit in chapter 13 of
the prescribed book.
76
13.1 Introduction
ECD institutions have come a long way from caring for a few children at
home to the modern-day specialised nodes of care and support. The
need for daily care in South Africa is huge: there are some 6.5 million
children in the 0±6 age group, of which more than half are under five and
growing up in poverty-stricken non-urban areas. Since many of them are
stunted and underweight, only the best care and support must be given to
these preschool children. Many communities realise the importance of
proper care for their children, especially as most mothers work outside
the home today and because proper preschool education will give them a
good start in life.
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13.5 Circumstances that can lead to the closure of an ECD centre
The highest standards should be maintained in an ECD centre at all times
and governmental/municipal/health officials will inspect the centre from
time to time. There are certain circumstances and/or conditions which
may cause the closure of a centre, which include the following:
. unsafe buildings or structures
. failure to meet requirements as stipulated by the local authorities
. jeopardising the health of children
. physical abuse of children
. insufficient and/or incapable personnel
. chronic lack of or inappropriate stimulation programme
. discrimination that leads to violation of the rights of the children
. a management committee that is not functioning, has poor
cooperation and/or is involved with corruption and maladministration
. lack of community interest in the centre
. the need for the facility no longer exists
13.9 Enrolment
Take note of the information that is needed to complete the enrolment
form. Study section 13.10 of the prescribed book.
13.11 Conclusion
Opening an ECD centre takes a lot of courage and in the planning stage
the prospective director must consider several issues pertaining to
managing the centre. First of all a needs assessment should be done in the
community. Several options for choosing the site and for housing the
79
institution can be investigated if a need exists. Licensing, start-up costs,
ongoing funds, expected income, staff selection, planning the opening day,
enrolment and dealing with parents are all issues that must be planned
carefully. It should always be borne in mind that to make a success of the
centre, every carefully planned detail must be executed immaculately.
SELF-EVALUATION (1) Do you have what it takes to manage your own ECD centre?
QUESTIONS Embark on a thorough self-examination and measure yourself
against the criteria of characteristics that the manager of a daycare
centre should have. Be honest. If there are any characteristics that
you do not possess, how do you plan to address this difficulty?
(2) Draw up your own questionnaire to establish the viability of the
ECD centre on your chosen site.
(3) Find out what municipal regulations, laws and bylaws pertain to an
ECD centre. Try to obtain the actual documents or copies of them
and file them in a safe place for future reference. After scrutinising
these documents, write down exactly how you will have to go
about getting your ECD centre licensed and running.
(4) Draw up a master profile for the following staff members at an
ECD centre: teacher, class helper, kitchen staff, cook, gardener.
(5) Draft an enrolment form for your ECD centre.
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Click, P. 2004. Administration of programs for young children. 6th Edition. Clifton Park,
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