Early Learning Development Standards for children age 0 to 6
REPUBLIC OF KOSOVO MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
Early Learning Development Standards for Children age 0 - 6
October, 2011 Early Learning Development Standards Children Age 0-6 Children Age
This publication was developed by the Ministry of Education, Science and Technology in Kosovo, with the support of UNICEF Office in Kosovo [email protected]; www.unicef.org/kosovo Photography: Samir Karahoda Design: www.xhad.net 2 October, 2011 Early Learning Development Standards
CONTENTS
PREFACE...... 4
INTRODUCTION...... 5
WHAT ARE THE DEVELOPMENT AND LEARNING STANDARDS IN EARLY CHILDHOOD 0-6 YEARS OF AGE (ELDS)...... 7
VALUES AND PRINCIPLES SUPPORTING ELDS...... 7
DEVELOPMENT AREAS, DETERMINATION OF AGE AND AGE GROUPS INCLUDED IN ELDS...... 9 0-6 Children Age
WHO CAN USE ELDS, WHAT IS ELDS USED AND NOT USED FOR...... 12
DRAFTING PROCESS OF DEVELOPMENT AND LEARNING STANDARDS IN EARLY CHILDHOOD, 0-6 YEARS OF AGE (ELDS)...... 13
EXPLANATION OF TERMS...... 15
PHYSICAL HEALTH AND MOTOR DEVELOPMENT...... 17
LANGUAGE AND COMMUNICATION DEVELOPMENT...... 33
SOCIAL AND EMOTIONAL DEVELOPMENT...... 45
COGNITIVE AND GENERAL KNOWLEDGE DEVELOPMENT...... 55
ACCESS TO LEARNING...... 71
LITERATURE...... 80
3 Early Learning Development Standards
Preface
Dear all,
In the frame of its development priorities, the Ministry of Education, Science and Technology has paid particular attention to early childhood education. Being convinced that the care of and investment in this age group and in this area of education system is a guaranteed investment and success for the entire education system, the drafting of the document on early learning and development standards is an indicator of the ongoing efforts to increase the quality of preschool education. The early learning and development standards have been designed for all children of the Republic of Children Age 0-6 Children Age Kosovo, regardless of their gender, ethnicity, socio-economic status, cultural diversities or their skills and specific needs. These standards aim to encourage support and create opportunities and a stimulating environment for the optimal development of children and their learning. Given its comprehensive character, we consider that through this document, the early childhood education, in terms of its content, became part of Kosovo’s education system. The content of this document helps to better understand the children’s potential and readiness to develop and learn. By implementing these standards, by creating a suitable socio-emotional environment, by creating physical and content vise conditions to carry out various activities, by stimulating learning through play and interaction among children, we strive to further increase the quality of education activities no matter where these activities are carried out, in a family, in a preschool institution, community based centers, daily care centers or school institutions. These standards can be used by anyone who is interested in early childhood, i.e. by parents, guardians, educators, pediatricians, experts of various development fields, policy makers and implementers of education policies, as well as, by other actors involved in early childhood education. The multiple use of these standards, not only as guidance for the optimal development and learning of children, but, at the same time, as a solid basis for curriculum design, for improvement and assessment of programs which are offered for early childhood education, for improving and increasing educators’ performance and capacities, designing various programs for parents, for national monitoring or for raising public awareness and knowledge about importance of early childhood development, makes it as one of the most important and useful document. Convinced that with this document we have filled in a gap concerning relevant documentation for early childhood education, at the same time expressing that the implementation of this document will have a direct impact in increasing the quality of work with children by getting them prepared and ready for school and their life.
Prof. Dr. Ramë Buja Minister of Education, Science and Technology 4 Early Learning Development Standards
Introduction
Kosovo has developed an integrated approach to early childhood education, combining the processes of upbringing, health-care, education, play and professional care in children’s development. In this context, important steps have been made on preschool education such as drafting of the Law on Preschool Education (2006), development of general standards of preschool education in Kosovo – children 3-6years old (2006), and preschool curriculum in Kosovo – children 3-6 years old (2006).
This comprehensive approach to early education, has also taken quite an important place in the five-year strategic
plan 2011-2016, in which the Ministry of Education has set clear goals and expectations to enhance and further develop 0-6 Children Age the integral components of this education. Ensuring that all children are provided with equal access to services, encouragement and promotion of alternative forms of preschool education, a focus on growth and controlling the quality of educational work with children, and awareness raising of parents as well as the national awareness of the significance of greater investment in early childhood, occupies an important place in this strategic plan.
This document on early learning development standards is expected to have a very positive effect on all its users. Child- centered and designed for children, this document presents the expected achievements of children at certain ages in various areas of development, and also provides models and incentives on how to support and encourage children to achieve these standards. Considering that this is a document that refers to all children of Kosovo, each of us may use it to support the main goal which is the best development for our children.
5 Early Learning Development Standards Children Age 0-6 Children Age
6 Early Learning Development Standards
WHAT ARE THE EARLY LEARNING DEVELOPMENT STANDARDS IN EARLY CHILDHOOD 0-6 YEARS OF AGE (ELDS)
Early learning development standards in early childhood mean statements describing the expectations for children’s behavior and their performance in various areas of development and learning, reflecting on“what children should know and be able to do.” These standards constitute the main objectives to stimulate optimal development of children regardless of gender, individual characteristics, social, economic level of their families, affinity or skill level. Development and learning standards in early childhood are child-centered and designed for children, thus their accomplishment should be considered only as support for children’s development. 0-6 Children Age
VALUES AND PRINCIPLES SUPPORTING ELDS
The values and principles supporting early learning development standards in early childhood (0-6 years of age) include
Individualism. Every child is unique. Differences among children should be recognized, understood and respected. Autonomy. Childs autonomy and accountability should be promoted, respected and acknowledged. Self-confidence, positive concept about themselves, and inner motivation of the child helps him/her to successfully cope with life’s challenges. Holistic child development. Maximum development quality for all existing potential. Communication. This is a basic value that other values may build upon. Creativity. Every child has potential in itself, thus it is the duty of adults to inquire, promote and develop the child’s potential. Respect and love for his/her country/identity. Each individual is a citizen of a country and respective culture, which s/ he must recognize and be proud of. Social competence (responsibility). As a social being, every child should be familiar with the right social norms and his/ her responsibilities. The basic principles supporting implementation of the content of development and learning standards include -
7 Early Learning Development Standards Children Age 0-6 Children Age
Equity: Early learning development standards in early childhood are designed for all the children of Kosovo, so based on this principle, children are treated equally, regardless of gender, socio-economic differences, religion, ethnicity, and their different needs. Gender equality means equal treatment and inclusion of children in the realization of these standards without gender-based distinctions or discrimination (male/female). Gender equality should be reflected in relationships between children, relations of the others with children, while performing activities, involvement in play, involvement in learning by encouraging children (girls and boys) in freedom of choice, equal opportunities and equal inclusion. All children are entitled to access to the document content and services provided through this document. 8 Early Learning Development Standards
Overall development of child’s personality: The standards’ main objective is the holistic development of the child’s personality, which is built best when the child is offered endless development opportunities. The comprehensive approach of the standards is harmonized with overall child development. Cooperation between educational factors: Implementation of the document’s content is successful only if the family, preschool institution, school, and all other local or central stakeholders are considered a part of the puzzle. Cooperation between them is a must because it has a positive effect on child development and education. Interactive playing and learning: Play is considered one of the main instruments for promoting child development. The game for the child is his/her life, growth and enjoyment thus playing should be encouraged, directed, urged and supported, because only then does it achieve its full meaning and significance. Children Age 0-6 Children Age Every child is willing to learn from birth: Early incentives and interventions are very important and irreplaceable, and their effect is reflected strongly in later developmental periods. All children have the potential to reach most of the standards for a certain age, through stimulation, encouragement, support and relevant guidance. Child as active participant: The child develops and learns best when facing challenges with an adult guide, who does not hinder the child’s initiatives and creativity, but rather encourages them consistently in this regard and creates a more motivating environment. It is suggested that challenges are spontaneous and natural since learning stems from the child’s own life experiences.
DEVELOPMENT AREAS, DETERMINATION OF AGE AND AGE GROUPS INCLUDED IN ELDS
The child develops as a whole, in all developmental areas. Overestimation or underestimation of any area is wrong because the child does not develop separately, i.e. first physically, then emotionally, intellectually, etc. Therefore, break- up into different areas is mainly formal. As the child’s development is holistic, specific development areas should be also viewed as part of a whole, the effectiveness of which largely depends on the level of integration between them. Early learning development standards in this basic document treat the following development areas: Physical health and motor development The development of language and communication Emotional and social development Cognitive and general knowledge development Development of access to learning Any expectation and achievement of children must keep pace with his/her age, thus determining the age and age groups, according to standards introduced for implementation, is a crucial element of this document. 9 Early Learning Development Standards
Determination of age: A child who is 11 months and 29 days is considered as 1 year old A child who is 23 months and 29 days is considered as 2 years old A child who is 35 months and 29 days is considered as 3 years old A child who is 47 months and 29 days is considered as 4 years old A child who is 59 months and 29 days is considered as 5 years old A child who is 71 months and 29 days is considered as 6 years old
Determination of age groups:
Children Age 0-6 Children Age Age groups presented in the document have the following designation, based on legislation in our country - 0-2 years [0-6 months; 6-18 months; 18-24 months] 2-3 years 3-4 years 4-5 years 5-6 years Clarity on the achievement or realization of standards by children is very important for all users of the document. Children can and should demonstrate the implementation of standards in the last quarter of the target age, i.e. the realization of standards for the age of 4 starts at the age of 4 years minus 3 months up to 4 years. If the child has not reached the appropriate age indicator, the parent or guardian or educator should stimulate the child to develop the activities of a younger age.
10 Early Learning Development Standards Children Age 0-6 Children Age
11 Early Learning Development Standards
WHO CAN USE ELDS, WHAT IS ELDS USED AND NOT USED FOR
Standards are established to enhance the overall quality of educational activities with children. Development of standards is of multi-national significance because they -
help us clarify what we want to achieve establish the basis for measuring and assessing programmes may produce more direct and impartial outcomes provide the possibility for reaching agreements help us set realistic expected outcomes for children Children Age 0-6 Children Age help us improve professional training programmes for educators help us promote cooperation programmes with families
For these reasons, these standards may be used by all individuals who have a stake in early childhood education, i.e. parents and other relatives caring for children, guardians or primary caregivers, educators, students, professors and experts from various development areas, central or local government policy-makers, organizations implementing various programmes derived from this document, or others.
Development and learning standards in early childhood may be used for: 1. Curriculum development or review 2. Programme advancement or review 3. Inclusion of family in the programme 4. Training improvement for nursery teachers and preschool educators 5. National monitoring 6. Enhancing instructions 7. Raising awareness and public knowledge for early childhood development and learning
Early learning development standards in early childhood may NOT be used for: assessing or diagnosing children’s development stages appraising the educator’s performance amending the curriculum removing or rejecting the admission of any child in an institution establishing, punishing or rewarding systems for children or educators
12 Early Learning Development Standards
DRAFTING PROCESS OF EARLY LEARNING DEVELOPMENT STANDARDS IN EARLY CHILDHOOD, 0-6 YEARS OF AGE (ELDS)
The process of drafting the early learning development standards in early childhood began in 2008 at the initiative of the UNICEF office in Prishtina, in close cooperation with the Ministry of Education, Science and Technology (MEST). The main aim was the development of comprehensive standards stimulating the overall development of children, which would serve all stakeholders in early childhood, and which are child-centred.
The process was implemented in several stages -
1. Deciding on drafting early childhood development and learning standards: 0-6 Children Age At this stage two early childhood experts participated in five-day orientation and validation workshops organized by the Regional UNICEF Office for CEE/CIS. Later MEST established the expert group on early childhood comprised of representatives of key sectors, as well as parents who held two workshops on drafting ELDS. Workshops were facilitated by international experts. At these workshops, participants identified key values and principles of the document, as well as development areas and age groups to be covered by this document.
2. Developing the first draft of the early learning development standards in early childhood: The first draft of the early learning development standards in early childhood was developed by experts from the working group who worked in smaller groups, with the participation of parents. The recommendations of international experts were observed throughout the drafting process, and a range of international literature was consulted. The first draft of the document was developed within a four month period.
3. International review of the first draft of the early learning development standards in early childhood: Në këtë fazë, drafti i dokumentit u redaktua nga ana e ekspertëve ndërkombëtarë, si rrjedhim i së cilës u ofruan disa sugjerime për plotësim dhe përmirësim të dokumentit. Rishikimi i draftit u fokusua në: a. qartësimin e vendosjes së standardeve të ngjashme në disa fusha zhvillimore b. ndarje në nënfusha të fushës emocionale dhe sociale me qëllim qartësimin e saj c. riformulim të disa treguesve me qëllim të vlerësimit të arritshmërisë së tyre d. qartësimet në aspektin gjuhësor e. konkretizimin sa më të madh të treguesve përmes aktiviteteve të ofruara Grupi punues mori në konsideratë sugjerimet e dhëna të cilat në shumicën e tyre u përfshinë në dokument.
13 Early Learning Development Standards
4. Validation of the early learning development standards in early childhood: The validation process was considered essential for practical implementation of the scientific concept of children’s development. Throughout the process the methodology recommended from international experts was adapted to our context. Various individuals were engaged in this core working group. Validation process ensured clarity and fine tuning of the document. The validation process methodology was carried out in two stages:
a- Validation of standards’ content - scientific methodology was used to assess whether the contents reflect our standards for what our children should be able to know and do?
Children Age 0-6 Children Age This process was conducted with experts in various developmental areas, such as paediatricians, psychologists, psychiatrists, pedagogues, principals of preschool institutions, as well as economists, physicians, etc. The second group that participated in the validation of content comprised educators who work with children from 9 months to 6 years of age. Focus groups were held with parents from different municipalities of Kosovo to obtain their opinions about the content of the document.
b- Validation of age - evidence was obtained through a scientific methodology to match quantitative indicators with a given age, i.e. indicators that demonstrate what children should and can do at a certain age.
Parents and preschool educators engaged directly in the process provided very valuable input through observation of about 700 children and interviewing the parents. The validation process took place over 14 months.
5. Developing the final draft of the early learning development standards in early childhood: Following the results obtained from the two validation processes, the working group organized two workshops to include the results and comments made on the first draft on standards. After that, with the support of UNICEF, the document was reviewed in terms of gender equality. Only then was the document finalized.
14 Early Learning Development Standards
EXPLANATION OF TERMS
In all its contents, the document conveys the meaning of specific terms as the development area, sub-area development, standard, indicator and learning activities.
Development area: Development areas are different aspects of the holistic child’s development. These areas should be seen in close mutual connection, namely they condition, and are conditioned by, the holistic child’s development. In our document, development areas include: the area of physical health and motor development; language and communication development; emotional and social development; cognitive and general knowledge development; and developing 0-6 Children Age access to learning.
Development sub-area: Development sub-areas are considered particular development areas of a given development area. The content of sub- areas is focused only on the peculiarities of the development area, eg. physical health and motor development area developmental sub-areas include: development of basic motor skills (large muscles); development of fine motor skills (small muscles); sensory-motor skills; and development of physical health and care for themselves.
Standard: ‘Standards’ means statements about the expected results for the behaviour of children and their achievement in various development and learning areas by reflecting what children should know and be able to do. These standards are set for various development sub-areas which are the same for the whole age-group of 0-6 years of age.
15 Early Learning Development Standards Children Age 0-6 Children Age
16 Early Learning Development Standards
Indicators: Indicators are tightly connected with the standards and present manifestations of visible and measurable actions for children. Indicators are concrete examples of knowledge or skills of children set for specific age-groups (24 months, three years, four years old, etc.) and ensure implementation of the relevant standard for the entire age-group 0-6 years.
Learning activity: Means examples of simple activities that can be performed by all individuals who are close to the child.Their development and implementation promotes and ensures the achievement of indicators. The examples given in the learning activities
can serve as guidelines or templates for other examples of activities that serve the same purpose. 0-6 Children Age
PHYSICAL HEALTH AND MOTOR DEVELOPMENT
Physical and motor development is a very important factor in the early period of a child’s development. Child growth and development is particularly rapid in the first period of early childhood, while it suffers a drop during the preschool age. Although often used interchangeably, growth and development do not have the same meaning. Child growth refers to specific changes in body structure, changes that have to do mainly with the growth in child’s weight or height, growth of arms or legs, etc. Development refers to changes in functional level and the level of complexity of these changes. Complexity follows the rule from simple to more complicated. Physical development refers to changes in functional level of physical structure over time, while maturity is scheduled in genetically and occurs naturally overtime, where the environment has a very small impact. Maturity is closely linked with growth. Physical and motor development is quite rapid in the first three years of the child’s life, during which the child’s bones and muscles develop rapidly. Also, their coordination and balance skills and force are developed rapidly, enabling them to perform their daily activities with more energy. Between 3-6 years, due to the strengthening and maturation of the skeletal system, the bodies of preschool children get a regular shape, with an athletic appearance, which is characteristic of children. Their motor skills become more refined, the movements are more coordinated and balance skills are developed significantly. All children enter preschool age with a variety of motor skills acquired and fine-tuned during their early childhood, which include proper sitting and walking straight. During the first years of life, children refine their motor skills and their manipulative skills thus becoming able to find their way in their environment. The general structure of the movements starts to develop over time, which includes already learned dancing, jumping, holding, running.
17 Early Learning Development Standards
The regularity of the physical and motor development follows two basic models: cephalo-caudal model (from head to toe) and proximo-distal model (from the centre of the body toward the edges). In the cephalo-caudal model, the head is developed more quickly than the lower parts of the body; while in the proximo-distal model, growth occurs earlier and faster in the centre of the body than at the limbs. Another characteristic of development is that the
Children Age 0-6 Children Age child is developed from generally less specific reactions to more specific and controlled reactions, through a process called differentiation. Physical and motor development supports the development of other areas such as the social area when the child plays, and interacts, with other children; the cognitive area when the child explores buildings, requisites, environment; as well as the new motor structure. The process of child development in the physical and motor area is described below according to the following sub-areas – Development of sense-movement skills: where children acquire the skills to control their body movements, balance skills, coordination of their movements (walking, running, dancing, jumping, walking up or down stairs, etc). Development of fine motor skills: where children acquire skills to control hands and fingers, skills to coordinate hands with eyes, skills to handle various objects of daily use (catching, gripping or unbuttoning, tying shoe, zipping up clothes, drawing, writing, creating different shapes with plasticine or dough, etc.) 18 Early Learning Development Standards
The development of sensory-motor skills: where children acquire skills to adjust and fine-tune their movements through the development and use of senses. Physical health care for themselves: where children show skills in meeting a daily routine in the dressing and feeding, ability to meet the personal hygiene and selection/elimination of dangerous activities and situations that may cause injury to them.
Sub-area 1. Development of basic motor skills (large muscles) Standard 1: Children show skills in controlling body movements Standard 2: Children show skills in developing balance Children Age 0-6 Children Age Standard 3: Children show skills in coordinating their movements
Sub-area 2. Development of fine motor skills (small muscles) Standard 1: Children show skills in using hands and fingers Standard 2: Children show eye-hand coordination skills Standard 3: Children show skills in handling toys or other items in daily use
Sub-area 3. Development of sense-movement skills Standard 1: Children use their senses to regulate movements
Sub-area 4. Physical health and self-care Standard 1: Children show skills in accomplishing daily routine of dressing and feeding Standard 2: Children show skills in maintaining personal hygiene Standard 3: Children show skills in avoiding dangerous activities and situations that may injure them.
19 Early Learning Development Standards Children Age 0-6 Children Age
20 Early Learning Development Standards
Sub-area 1. Development of basic motor skills. Standard 1: Children show skills in controlling body movements
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child moves his/ Child rolls the body Child walks towards Child jumps on Child walks up and Child holds a big Easily moves her head from one while sitting to find the item or the two feet down the stairs ball with both around obstacles side to the other items behind person that calls him without support hands while bypassing or while laying on the jumping over them stomach Organize Place items behind Organize various toys various toys Let the child walk Develop different the child and let him and the child should that simulate up or down the games that Play with the 0-6 Children Age Shake a buzz toy know that items are exercise walking jumping on two stairs alone, to go involve holding child outdoors from different parts there towards them, feet and ask the out in the yard and big balls or indoors, while of the room indoors or outdoors child to imitate come back encouraging him the animals that to develop his Child bends to find a jump on two feet Follows the movements Child folds and toy under the table Child walks up and such as bunny, instruction of an extends his legs down the stairs kangaroo adult to bend while laying on back holding the rails his body; rolls or Responds to tickling Place items under extends without with different the table and ask the Child runs falling movements child to find them Let the child changing accompany you while directions or walking up or down speeds Develop bending, Fondle and tickle the stairs but always rolling, extending your child starting keep an eye on him the hands, etc. from the back or hold his hand Incite the child to with the child run in the yard towards different targets
21 Early Learning Development Standards
Sub-area 1. Development of basic motor skills Standard 2: Children show skills in developing balance 0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child keeps his head Child sits without Child walks forward Child follows a line Child moves the Stands on one Child easily goes up straight while support, when and backward drawn on the floor ball around him foot for 10 or over low items being held placed on a chair or while sitting and more seconds (up to 20 cm) a seat without falling A ask the child to Draw on the floor Hold the child in move forward and various lines and Accompanied by Distribute upright position, Establish safe backwards walk on those with Provide the child music, conduct items indoors Children Age 0-6 Children Age helping him to hold positions where child accompanied by the the child with different body movements or outdoors his head upright can practise sitting rhythm of music sized balls and with the child measuring up to incite them to with small 20 cm and incite Child sits and move them breaks including the child to go Child rolls in both Walks around Stands on top of the stands up easily around without standing on one over them directions without the room with no toes to reach up to from a chair falling foot support, from back support a toy to stomach and Child hops on other way around Organize toys Child stands on Child walks on one foot without Encourage the child Imitate fruit indoors or one foot for up to a straight thin losing balance to run after you collection, or outdoors to incite 5 seconds line (2-3 cm) Place the child in around the room movement of hands the child to sit and maintaining his different positions, while you’re working in the air, with the stand up from a balance Play with the child on back, side ,etc child chair. Organize toys and hop on one and incite him to roll for the child to foot exercise standing Incite the child on one foot to walk on lines, (count to five) such as the line between floor tiles
22 Early Learning Development Standards
Sub-area 1. Development of basic motor skills. Standard 3: Children show skills in coordinating their movements
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months
Child moves his Stands up from Child walks up Child throws the Child throws the Child runs Child easily jumps head in all directions, sitting position and down the ball with both ball in the right according to given on drawn areas responding to and vice versa stairs standing hands direction rhythm – faster, irritation (sound, on one stair with slower….
light, touching, etc.) both feet Draw different 0-6 Children Age Encourage the Organize games Place some shapes on the floor child to practice which require the baskets of With music sounds, and ask the child Sing and talk to the standing up from Let, and help, the child to throw quadrate or child follows the to jump on them child while moving sitting position child walk up the the ball with both circular shape and instructions of in given order by around the room while pulling stairs hands ask the child to the educator to shapes. closer the toy he throw the ball in run according to Incite the child to wants, or calling the target rhythm jump with a rope May sit with no his name Climb up and (individually or support for some down from the with other children seconds bed with no help Squat and stand, Child moves bike turning) Walks towards the holding body pedals in opposite Try to place the child table or his/her toy straight direction in sitting position corner Let the child climb Child can easily with continuous up and down imitate supervision from bed, under With music or Give the child the Provide the supervision as shown by the opportunity to ride possibility to freely educator, parent a bike, forward and Ask the child to move indoors or involves the child backward, or play imitate jumping or outdoors in motor activities in couple while walking or an animal concentrated on moving legs in the or human up and down bike rhythm movements
23 Early Learning Development Standards
Sub-area 2. Development of fine motor skills. Standard 1: Children show skills in using hands and fingers
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child grabs, holds Child daubs various Child divides big Opens and closes Makes shapes in Button and Use glue to join and lets the toy forms on paper simple toys and puts drawers dough, plasticine, unbutton clothes, parts of the same go them back together clay (round, zip and unzip figure square, heart, etc.) jacket Let the child write, Allow the child to
Children Age 0-6 Children Age Provide the child daub on paper using Provide composite take his clothes Choose figures with soft and safe suitable pencils for toys for the child to or items from a Encourage the Encourage the that assemble and toys enabling him his age, divide them, and drawer child to place child to dress/ instruct the child to grab them show how to put various shapes undress, button/ how to join them them back together during cooking, or unbutton, zip/ as he prefers Child drinks alone Opens or closes from mud unzip himself from a plastic cup the bottle lid, box with occasional spills Turns the pages of a lid, etc. Child holds plastic book or magazine Use clips to Gently place box scissors in one hang drawings lids (kinder eggs, hand and cuts the Give the child plastic Offer the child a on the rope and jewellery lids or paper in the drawn cups and show him While reading, ask the bottle and ask him imitate the action other toy boxes) line (square, circle, how to use them child to turn the pages to open and close of hanging the etc.) the lid (bottle, box) clothes Ask the child to lid Squeezes a wet up small boxes Ask the child to cut sponge and enjoys Provide plastic the paper in the playing with water clips and shape as drawn encourage the child to use them Allow the child to wash himself with his sponge and squeeze it
24 Early Learning Development Standards
Sub-area 2. Development of fine motor skills. Standard 2: Children show eye-hand coordination skills
0 – 2 years Up to 6 2-3 years 3-4 years 4-5 years 5-6 years 6 to 18 months 18 to 24 months months Child grabs Claps his/her hands Child fills and Build a tower with Make necklace with big Child cuts Use various the finger of empties a cup of 8-10 blocks beads, macaroni, rings, etc. figures using materials eg his parents or water, bucket with scissors textile, paper nannies Incite the child to sand, toys from one according to glue, to create
clap his hands on basket to another Ask the child (boy Provide the child with safe given shapes figures such as 0-6 Children Age various toys. or girl) to build a items to make necklace airplane, house, Stay close to tower with blocks chair, dolls, etc. the child and Allow and or other items that After drawing play with his/her Place 3-4 blocks (or encourage the he most likes Create various composite (house, animal) hands suitable items) on child to play with figures (in given shapes) ask the child to Provide safe top of each other harmless items cut the drawing material, and knock them indoors and Remove and and then stick opportunity and Child extends his down outdoors replace parts of Give the child composite the drawing space for the hands towards a puzzle until figures, disassemble and on the place child to work out the approaching he finds exact reshape them in front of preferred by the his idea item Provide blocks or Child turns the position the child, then ask the child child other safe items for pages of the book or to do it. the child to play and magazine with one Together with Move soft place them on top of hand Provide puzzles to the child, create coloured toys, each other the child that show Distribute parts of a large such figures and buzz toys or any figure (house, plastic/ paper toy outside make sure that different shaped While reading a tree, flower, etc.) and ask the child to find/ the work is done toys towards the story to the child, remake it. by the child child to incite ask him to turn the him grabbing pages them
25 Early Learning Development Standards
Sub-area 2. Development of fine motor skills. Standard 3: Children show skills in handling toys or other items in daily use
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months
Slam toys Passes the toy from Helps in collecting toys Child holds the Fills in the bottle Combs his/her Child may tie shoe one hand to the other and placing them in the box with one with water with own hair laces basket hand and fills it no help Provide the child with small items
Children Age 0-6 Children Age with soft, safe and Provide the child with using other hand Encourage the Allow the child to noisy toys that toys and ask him to After ending the game, Allow and incite child to take care tie his shoes are easy to handle pass from hand to together collect his/her the child to try of his/her hair and incite him to hand toys or ask him to do it Give a child a and fill the bottle slam them small basket or a with water, milk, box and ask him juice, etc. Child collects suitable Places items in right to fill it with small items (spoon, cup, place (fruits in the fruit items toys) using big and bowl plate, bread, etc.) index finger Attach parts of Encourage the child to paper to make an Supervise the child place fruit in the fruit ornamental ridge while grabbing items bowl with small and index finger. Encourage the Cleans dirty toys child to make their own ornamental ridges Incite the child to clean his toys (with water, small towel, napkins)
26 Early Learning Development Standards
Sub-area 3: Development of sense-movement skills. Standard 1: Children use their senses to regulate their movements
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Follows with eyes Walks towards an Responds positively Adapt movements Imitate Colours within Accurately draw objects moving up item with certain during routine, and to music rhythm movements the lines various figures and down, left and colour or shape. signals agreement/ or motions of right. disagreement other individuals
With music sound, or animals Provide drawing After a story, ask the 0-6 Children Age Showing an item instruct the child to paper with child to draw their Shake a buzz toy (doll, ball, cube, During brushing move by rhythm various blank vision of a character in front of the child etc.), ask the child to teeth, pay attention Read or tell a shapes and from the story and move it in pick it up to response of the story about ask the child to different directions child to toothpaste or animals while colour the blank brush hardness imitating their area Easily develops voice and moving games, Call him with movements, and adapting to climate sweet voice while Provide children with asking the child conditions and given moving in the food they like to imitate them game instructions room
Allow the child to play outdoors, in the snow, rain, and other climate conditions, and provide respective instructions
27 Early Learning Development Standards Children Age 0-6 Children Age
28 Early Learning Development Standards
Sub-area 4 – Physical health and self-care. Standard 1 – Children show skills in accomplishing daily routine of dressing and feeding
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months
Child responds Tries to put on a hat Dresses with a little Helps in preparing the Applies Pour milk or other Child dresses to food when when going outside help from adults table for food marmalade or juice from bottle with no help he is hungry chocolate to to glass (breastfeeding, bread using a bottle with milk, Allow the child to Allow the child to Allow the child to help spoon Allow children 0-6 Children Age food plate) put on a hat when dress with little or no prepare the table for While eating, to dress and going outside help food by carrying safe allow the child to undress items (napkins, spoons Allow the child to pour yoghurt, milk themselves Breastfeed or etc). Incite the child to apply marmalade or other juice from feed your child Use a spoon get involved in same or chocolate to bottle to glass whenever he although he may activities bread Child participates shows signs of spill some food in cooking food hunger (desserts) Child uses a fork and Incite the child to spoon to eat use a spoon while Invite the child eating when cooking, When eating, give or preparing the child a spoon or the dough for fork. Let them feed dessert, pie etc. themselves. Place the spoon and fork close to child’s plate
29 Early Learning Development Standards
Sub-area 4 – Physical health and self-care. Standard 2 – Children show skills in maintaining personal hygiene
0 – 2 years Up to 6 2-3 years 3-4 years 4-5 years 5-6 years 6 to 18 months 18 to 24 months months He likes relaxing Shows Child covers his Child uses a Child washes Child takes care of Child takes care of his while bathing dissatisfaction mouth while toothbrush his hands alone daily hygiene (opens hygiene himself when diaper is coughing (suitable to his before and after tap, washes hands, wet or dirty age) eating wipes his hands)
Children Age 0-6 Children Age While bathing, Remind the child of basic allow children to When coughing or hygiene rules, to wash play with water, Incite children sneezing, remind Help the child to Remind the Allow children take hands, face, teeth and while holding to tell you when the child to cover his take care of his child to wash care of themselves ears every morning and them carefully diaper is dirty mouth with hand or heath while using his hands (pay attention as necessary napkin the tooth brush before and when the child has and paste after eating, diarrhoea, fever, etc.) and discuss Allow child to take a Washes his hands with him the shower and explain the with some help Goes to toilet, relevance of importance of washing meets his needs washing the especially some parts of with some help hands the body Allow children to wash their hands before eating; teach Allow children to Wipes his nose Child washes his mouth children to always go to toilet alone alone, when and lips after eating, wash their hands and provide help needed with no help before eating and when needed Encourage the child to after going to toilet wash his mouth and lips Remind and after every meal incite children to wipe their nose themselves, when needed
30 Early Learning Development Standards Children Age 0-6 Children Age
31 Early Learning Development Standards
Sub-area 4 – Physical health and self-care. Standard 3: Children show skills in avoiding dangerous activities and situations that may injure them
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child cries, Child stops Child recognizes Child holds Child shows the Child avoids risk Child recognizes dangerous shows as requested the risk of heat the hand of an adult if he suffers on the street behaviour discomfort in by an adult, (does not touch hot adult to avoid from pain or case of sudden in dangerous items) dangerous discomfort
Children Age 0-6 Children Age increase of noise situation situations Help the child to Use photos and picture books volume (stairs, crossing avoid eventual to show dangerous behaviour Talk to the child on street) Talk to the child risks on the street (riding a bike without a helmet, Explain accurately possible risk in case on main signs smoking.) and talk to the child Hold the child and clearly of playing with heat of disease (pain, about these bad habits and try to calm about prohibited sources (lighter, hot While walking cough) and Child him down materials and iron, stove) with the child explain why understands situations (e.g. on the street, it is important the meaning of Seeks help in case of danger explain to the hold his hands to inform you traffic lights (phone parent, or dial 112 etc.) child that s/he and explain immediately in may burn his the road safety such a case hand because it is rules. Also Explain the Practise with your child and very hot) explain safety meaning and encourage him to dial your rules at home, importance of number or 112 in case of stairs, balcony, traffic lights and emergency etc.) practise with the child every time you cross the Child crosses the road carefully, street together watching in both directions (with the parent)
While crossing the road, teach your child to carefully watch both sides of the road for safety
32 Early Learning Development Standards Children Age 0-6 Children Age
LANGUAGE AND COMMUNICATION DEVELOPMENT
PLearning a language and other forms of communication always presents a complex yet very important process for a human being. There is a range of factors that affect, but also condition in different ways, the development, acquisition and proper understanding of language and communication.
The acquisition of language and its correct use is tremendously important for successful communication for everyone but especially for newborn children, and respectively for children aged 0-6 years. This process begins with the birth of the child, who is immediately willing to communicate in various forms such as sound, gestures and later with oral speech as prerequisites for acquisition of other more advanced forms such as reading and writing.
Developing communication and language is affected by the communication patterns at home and in society, and in most cases these are not equal by gender (male/female). Children imitate and carry these patterns of communication in different environments and therefore the implementation of this standard should pay particular attention to equal treatment and involvement of both genders (boys and girls). 33 Early Learning Development Standards
The importance and weight of the scope, language and communication is unique and specific because in this case, besides being a separate area of development, it is also a language of the other areas. Successful performance of an individual aged 0-6 in this area depends on their practical implementation of the following activities, namely communication sub- areas - listening, verbal speech, mimicing, reading and writing.
These standards affect the overall development of the complex personality of the child, especially: • the development of active listening skills and understanding of what s/he hears, • developing individual and group speaking skills
Children Age 0-6 Children Age • developing speaking skills through facial expressions/ mimics, • developing speaking skills within the group and among adults • freedom of communications and expression regardless of gender • difference between local spoken language and standard language, • mastering the proper structure of standard language, • developing a sense for literary and non-literary texts, • mastering basic “reading” forms, • mastering stance and movements (body, fingers, hand, pencil, etc) within a given space • mastering basic “writing” forms, These and other things related to the area of language and communication provide indicators that ensure the formation of an active, interactive, responsive and nimble individual with sufficient language skills for the realization of other areas of pre-school education.
Sub-area 1: Listening and speaking Standard 1: Child shows skills in attracting adults for communication through eye contact and body language Standard 2: Child shows skills to listen and understand when others speak Standard 3: Child shows skills to speak and communicate Standard 4: Child indicates creative language skills (expressional, by words) Sub-area 2. Reading basics Standard 1: Child develops skills in recognizing the forms of alphabet letters Standard 2: Child understands the importance of reading Sub-area 3. Writing basics Standard 1: Child shows skills to write different symbols Standard 2: Child shows skills to understand the purpose of writing.
34 Early Learning Development Standards
Sub-area 1: Listening and speaking. Standard 1: Child shows skills in attracting adult for communication through eye contact and body language
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child releases Points with the Child uses gestures Child plays a role Child associates Child talks Child uses words sounds to attract hand as a sign to to show something, during game e.g. speaking with through eye and gestures the attention of tell adults what e.g. cat fell down he/she plays the gestures and contact and body harmonically adults they want ‘bang’ airplane, train mimics e.g. when language eg e.g. when angry, hits with flatters, joins reciting poetry feet, sings or hands, pleads, and mentions a
Respond to child’s Respond to the child Show interest and Ask the child (boy dances when raises voice butterfly, he/she 0-6 Children Age voice by showing as many times as attention when or girl) to play happy spread arms attention they point, express child tells you of an different roles, your readiness to event, by expressing praise the way he/ Talk to the child collaborate with it through body she imitates things Make it clear to and explain that Urge the child to them movements Urge the a child that you demands are not tell tales, other child to describe by Try yourself to understand them always met events or recite by gestures some event imitate things associating words or situation together with Express this in Be patient and with gestures your child, this words, as well as listen to the encourage child’s by using gestures child all the way Urge the child creativity and and mimics through the end to tell you affects closeness things that he/ between one she experienced another during the day
35 Early Learning Development Standards
Sub-area 1: Listening and speaking. Standard 2: Child shows skills to listen and understand the spoken language
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child turns his/her Child claps hands Child links words with Child responds to Child makes Child uses Child can retell head towards the and makes sounds certain objects a request to make questions on the greeting words, in his/her words voice or sound when others call certain action e.g. things he/she is good day, good a story or some him/her by name put a book on the interested in bye etc. event Urge the child to show shelf Children Age 0-6 Children Age Talk to the child even you the location of when you are far Talk to the child different things e.g. Talk to the child Use greeting Allow child to from him/her, so that by calling his/her where is the moon, Encourage child and tell them words with the communicate to by listening he/she name where are the toys to place books, different things, child e.g. good his/her friends and learns to determine clothes etc at and urge him/her morning, good adults to show your location their place and to make questions night what he/she knows Child understands thank them after Also talk to your child simple expressions they have done a during the time you eg that’s no good, proper action During the are feeding him/her, there you go conversation, changing clothes, child waits for dressing up or Child listens his/her turn to holding him/her on Communicate to when a short say what they your lap child by using the story or history is want spoken language told to him/her Allow others to properly communicate with Play games where the child Encourage child’s Read short tales child needs to activities by illustrated by an wait for his turn praising him/her on interpretation e.g. play an event the skills they show through different where child needs objects suitable to take part as per for the tale and their role child’s age
36 Early Learning Development Standards Children Age 0-6 Children Age
37 Early Learning Development Standards
Sub-area 1: Listening and speaking. Standard 3: Child shows skills to speak and communicate
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child makes sounds Child pronounces Child uses simple Child can use Child imitates Child shows rules Child tells exactly (voices) during daily pa-pa ma-ma sentences and always negation sentences adult speaking of the game to about an event activity; several times pronounces properly e.g. no sleep run with other where he/she children participated Be cautious what (birthday, at
Children Age 0-6 Children Age Answer with a smile Listen carefully Converse with the Urge your child to you say in front grandmother to the child, when s/ to the child when child and use words express him/herself of a child Organize etc.) he makes sounds making sounds. properly freely activities where Encourage him/ Avoid “baby child actively her to pronounce language” (e.g. hand Child can participates Organize Child babbles and by saying to them: and not hald), Child starts to use describe house through activities uses sounds “there you go“. Always read to the plurals, but not activities communication whereby child before they go to properly e.g. says description of sleep dogses not dogs recalled situation Speak and smile Child can use Encourage Child uses comes in to the child when simple words the child to different voice question. he/she babble and (mother, father, Urge your child to accompany you volume, when stutters grandmother) use plurals properly during house telling about work without something Child’s speaking differing between is much more Speak to the child Child speaks to him/ boy’s and girl’s accurate e.g. all the time and herself, as if he/she duties. Ask both Ask your child mom, when help him/her to is talking to another of them to help to tell you about can we go to express words child. you in easy tasks some story. Pay grandmother? properly and thus they attention when start to learn listening Do not disturb a names of items Urge the child to child when talking talk to you to himself. Such conversations are essential for growth and development
38 Early Learning Development Standards
Sub-area 1. Listening and speaking. Standard 4: Child expressive creative linguistic skills (expressed by words)
2-3 years 3-4 years 4-5 years 5-6 years Child asks about Child makes Child can create Child makes up the meaning of conversation with from his/her different tales certain words or his/her peers during imagination 3-4 that have a good what is an item the game short recitations structured content called and a good ending.
Enable the child to Encourage the Help your child meet with his/her child in such Encourage your child 0-6 Children Age to learn new peers activities e.g. to tell you about an words and their when wanting event and help with meaning through to recite poetry questions about his/ your answers Child answers even when it is her narration questions made by senseless the adults or peers Child finds answers Child sings a song to puzzles that he Question your child with the text that hears from others. continuously on he/she makes up what he/she does Tell puzzles to a child Use open questions Provide the and urge them to with the child ie the child with the answer them. answer is not Yes opportunity to or No. This will help listen to music the child to think of and sing the Child is in a position what he/she says in lyrics from his/her to make a story a critical way imagination based on music and illustrations
Urge the child to tell about what he/ she has experienced during the day
39 Early Learning Development Standards
Sub-area 2: Reading basics. Standard 1: Child shows interest in printed materials
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child focuses Child looks at Child looks at the Child shows on Child pretends to Child tends to Child knows that observation on a books or magazine figures, drawings in the book where “read” the book read the book a book has a title, picture or figure illustrations the books and other the text is and himself/herself. while facing the author, text and hanging on the printed materials where the photo book illustrations wall, picture etc. is. Children Age 0-6 Children Age Provide different Read together books to a child with Provide different with a child a Provide the child Talk to the child to Provide different figures and printed material Ask the child book/magazine or with pictorial tell them the author opportunities for colours to the child and to try and give any other text in books that they makes the book, the child to look at go through them meaning to the the movies they want and read books can be with coloured materials together with him/ word, describe like him/her chosen illustrations, photos (photos pictures Child points to her what he sees in story but there are books illustrations etc) different photos that illustrations with text only as well he/she likes
Go through books with children, asking them to pronounce names and actions of book’s figures
40 Early Learning Development Standards
Sub-area 2: Reading basics. Standard 2: Child understands the importance of reading
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child expresses Child wishes to listen Child expresses Child can explain Child may notice Child shows the wish to listen to a reading of some interest to listen content of stories different numbers affinity to read and to an adult, when short story by an to the same story himself/herself and letters follow carefully reading different adult by an adult many from the tales read an adult when names of animals in times to him/her by an reading illustrations adult Place different 0-6 Children Age Make a habit, of numbers and reading at least once Show yourself letters in front of Urge the child Read properly and a day some small and always ready to Read different and the child and make to chose a book slowly short names interesting thing to read the child’s appropriate stories a game with it, and ask them to that you can find in the child, especially preferred story, for their age, where the child talk to you about illustrated books before sleep even if you have whenever you can has to read out the illustrations to read it several or when the child loud the number presented there times asks you to symbols and Child tells in words letters. Don’t obstruct several figures Read the same the child when illustrated in the story to a child, Encourage the pretending to read book with as much child to distinguish interest as you letters and have read the first numbers Encourage your time child to repeat the names that you read to them
41 Early Learning Development Standards
Sub-area 3: Writing basics. Standard 1: Child shows skills for writing symbols and different
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months
Child daubs Child daubs on the Child draws Copies anything Child writes or Children can write everywhere paper and tends to crooked lines and they like in a given draws different symbols of number show it to others circles shape (e.g. a figure shapes or letters of their some other sign name Children Age 0-6 Children Age Provide the child with a corner where Provide them with Make shapes Provide they can daub papers or small and provide Draw a simple opportunities and Urge the child to tables to draw on opportunities for shape and urge the different materials count and write the child to draw child to copy the for the child to number symbols them shape write or draw that they know different shapes of the surrounding environment
42 Early Learning Development Standards
Sub-area 3: Writing basics. Standard 2: Child understands the purpose of writing
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child daubs with Child daubs with Child can Child writes a Child understands different paints and pencil on the paper understand that given symbol by the importance of pencils pretending that the written part copying it his/her name being they are writing shows something written on her drawings Give children thicker Provide different 0-6 Children Age pencils, child at this Appreciate the Every time you materials and age daubs by holding work the child read to a child, symbols that the Show interest and the pencil with the does with the try to tell them child can write on praise every time whole hand pencil on the the importance of the paper the child writes paper, and praise the meaning, by his/her name. what they did commenting on Encourage the child it together with Child can draw to distinguish his/ them things s/he likes her drawings from Child wishes to others by writing have notebook or the name or a papers that can be Child asks an Encourage the distinguishing sign considered his/her adult to tell child to draw a toy, them what is animal or other written near an surrounding items Child claims Give child the illustration or to write a opportunity to photo letter to Santa, have a notebook or grandmother, etc. paper. Do this by gathering several Answer child’s clean papers and request positively Encourage the child clipping them to write a letter to someone far away, or make a wish list for the New Year, etc.
43 Early Learning Development Standards Children Age 0-6 Children Age
44 Early Learning Development Standards
SOCIAL AND EMOTIONAL DEVELOPMENT
Social and emotional development is a particular area of development and learning in early childhood, which along with other areas of development plays an important role in the process of forming the child’s personality and preparing him/ her for the education process. Social and emotional development of the child develops awareness of personal identity and increases responsibility for themselves and others. Social development has to do with how the child interacts with other people (parents, primary caregivers, educators, family members, peers and other adults) and how interactions with other people influence his/her development. Social development helps the child to recognize the surrounding social environment, cultural environment and tradition, and 0-6 Children Age to develop a sense of community. Early social behaviour is influenced significantly by parents’ child-rearing practices, including how parents enforce rules, how they provide support and encouragement to their child. Emotional development is concerned with aspects such as how the child feels about himself and the surrounding world, how s/he expresses feelings and emotions to himself and to others. The growth and education of the feeling of trust, friendship and cooperation is achieved through the child’s emotional development. Emotional development is influenced by social environment and the way people respond to them. Proper interaction of these two aspects of development results in a social and emotional competence in the child that is manifested through the ability to establish close and safe relationships with peers and adults by experiencing, knowing, understanding, expressing and controlling his/her own emotions and those of others around him. Since these two aspects or sub-areas, i.e. social development and emotional development are closely linked and interdependent, they are presented in this document as an integrated area, divided into two sub-areas: social sub-area and emotional sub-area. Substantive and practical integration of this area is also achieved through more general standards, through indicators and activities that specify their interdependency. Gender stereotypes1 greatly affect the emotional and social development of the child (boy and girl); so in order to fully realize the substantive content of this area, it is required to pay special comprehensive attention to children. The following activities should be conducted with a greater sensitivity towards gender differences taking into account the child’s age. It should be noted that the child’s social competence is influenced primarily by the individual temperament of the child, but also from his/her experience and the child’s interactions with peers, parents and other relatives. Why does the social and emotional development of the child need to be supported? When children feel good about themselves and develop positive relationships with others around them, they are better able to experience, understand,
1 Gender stereotypes: Simple generalizations on attitudes, roles, beliefs and differences between individuals and/or groups (boy, girl, male, female, sister, brother) which are determined by the social aspect. Stereotypes, although portray these differences as social differences, they rarely provide accurate information for women, because the gathered information are always presented as a general stereotypes as part of traditional and cultural differentiation. 45 Early Learning Development Standards
recognize and express emotions and to control them. Through proper social and emotional development, children are likely to: • Be more successful in group situations, in the school and community • Be more focused on learning • Communicate their feelings more effectively • Feel good and free, disregarding gender • Have confidence and appreciate themselves • Be able to create strong emotional connections with others Children Age 0-6 Children Age It is important to note especially attachment2 as a specific form of strong emotional connection between the child and the principle significant person in his/her life, usually a parent (mother) or primary caregiver. This special connection allows the child to feel safe, to develop a sense of confidence, but the child gradually develops the ability to feel and act independently. Maximum effort by the parent/guardian to manage this relation by encouraging the child to interact with other relatives, especially with peers, forms the basis of the social and emotional development of healthy children. Self-regulation (control) of emotions means the child’s ability to control his emotions and impulses, especially when interacting with others. This ability is affected by the quality of attachment and the general level of his/her development. Children in the infancy stage have more need for adults to help them cope with powerful emotions, while in older age- groups they learn to control themselves. In preschool age they become aware of their emotions and understand the emotions of others around them.
Sub-area 1 social development around the child’s interactions with his/her peers and adults, is put in concrete terms through the following standards: Standard 1: Child can differentiate between known and unknown people Standard 2: Child can interact with the persons around (adults and other children).
NSub-area 2 emotional development around how the child develops a positive concept of him/herself and their emotions are put in concrete terms through the following standards: Standard 1. Child demonstrates that he/she knows the concept of him/herself. Standard 2. Child experiences, recognizes and expresses emotions properly Standard 3. Child may manifest the ability to self-regulate emotions
2 Attachment is the process in which the individual displays behaviours that help set the proximity or contact with a specific person. 46 Pettijon,Terry F. Psychology. Concise introduction. (2nd Edition). Lilo. (1996) p. 82. Quoted by Ainsworth M.D.S., 1979. Early Learning Development Standards
Sub-area 1 – Social development. Standard 1: Child can differentiate between known and unknown people
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years 18 to 24 Up to 6 months 6 to 18 months months Child starts to When child hears Child observes Child starts to Child starts to Child identifies Child speaks freely recognize and the voice of a and imitates interact with the seek and provide known persons in with relatives about seek for close known person actions of relative through play help to relatives photographs, films etc himself/herself, house persons, such as responds with a relatives and daily activities. during play and and community.
father, mother or smile, stretching (pretending to his/her activities. Encourage child to look 0-6 Children Age carer by clapping hands and by read or write Establish opportunity at photos or films of Urge the child to speak hands, making walking towards like an adult for the child to get Help the child different celebrations and listen to him/her sounds etc. a known person. etc) to know you better. in his/her daily Urge the child to name carefully when they Stay beside the actions (to get people they know and talk about themselves, Respond to Respond to child’s Allow the child child while he/she dressed, to get specify closeness with house and community. child’s requests responses by to accompany plays with toys, play fed, wash hands them Encourage the child to by staying beside talking to them, you when you together with them, etc). talk about the family them, speaking to smiling at them, read, draw, and provide things Ask the child to Child speaks of the and community and them, smiling and walking towards write or when they need bring you the family members and challenge him/her to tapping them etc. them and playing doing some newspaper, book the activities each of talk free of gender together with daily activity in Child stays with or any other light them do. stereotypes (dad’s Child stops crying them the house family members and item duties, mom’s duties. when known prefers playing with Encourage the child to girls and boys play persons approach Child stays Child is close them (e.g. calls his/ Support positive talk to you about the together with cars, them (mother, beside a known to the family her mother, aunt, behaviours of the family members, their mom and dad together father, guardian) person in an members. grandfather to come child activities and his/her clean the table, etc.) unknown and play) ties with each family Respond in an environment Urge the child Child wishes member Child asks a question appropriate way (holds by the to make friends Respond to child’s to get to know Encourage the child about some person to the child’s need, hand, wishes with close call for play and persons coming to (boy or a girl) to that they see for embrace him/her to be taken on persons and joint activities the family. talk free of gender the first time and when they cry, shoulders etc.). talk to the child appropriately. stereotypes e.g. mom don’t know them, create suitable how to behave Provide child Respond to child’s and dad drive the car, with regards to their environment so Speak to the with family with frequent interest to get to boy and girl both help connection with him/ that the child can child first about relatives opportunities know persons to clean the living her. feel secure the environment to meet family coming into the room you are going to. members family circle. Present to the child a In an unknown (grandparents, Help the child person that they ask environment, aunts, uncles etc.) in to understand about and answer hold your child order to get to know relations with the child’s question with by their hand them and establish persons coming to regards to the person and stand beside close relations with the family 47 them them STANDARDET E ZHVILLIMIT DHE TË MËSUARIT NË FËMIJËRINË E HERSHME 0-6 VJET
48 Early Learning Development Standards
Sub-area 1 – Social development. Standard 2. Child can interact with the persons around (adults and other children).
0 – 2 years 18 to 24 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months months Child exchanges Child offers his/her Child shows Child wants Child wishes to Child cooperates with Child greets known eye contact with toy for adults to interest to inclusion of adults help adults. adults in problem person when they people around, play with as well. participate in in their game. solving. meets in different especially joint activities environments by mother. with adults. Allow the child to extending their Respond actively Respond make a game of Talk to the child hand or by saying 0-6 Children Age to interaction positively to fulfilling his desire about the problem. good morning, good Respond to with the child and Allow the child, child’s initiative. to help in daily Urge them to tell afternoon etc. child’s eye communicate in with your help, to Participate activities (tidying you the details, seek contact with eye different ways to participate in joint actively in the the room, cleaning ideas to solve it and contact, smile make the child feel activity during game; try to the toys, water provide support in this Every time you meet and mimic good dressing, feeding, change roles flowers etc). process a child, greet them. cleaning etc. during the game Ask the child to do the with children same thing to you and Child tries to Child interacts with Child starts to Child interacts with other persons whom touch the hair or other children and Child prefers to interact with other children through he/she meets. face of a nearby gives toy to them, stay with peers Child stays with others during play team games and child. but cries if other and play with children, but – gives and takes group activities. child takes it from them for some prefers to play toys. Child spends time with him/her. time. alone. peers – neighbour- Allow other Provide activities hood friends, in children to get Establish children’s in which children kindergarten, school close to your Make opportunities Establish Organize activities play corners, cooperate closely with child, but always for child to stay with conditions where to urge the child where they can each other. Talk about under your other children. Urge child can play to join the group play their preferred the importance of Establish opportunities supervision the child to share with peers of children games and share participating in team for the child to hangs toys Urge the child toys with each games and group out with his/her peers. to talk about the other activities regardless of Urge activities where game with friends gender the child (boy and girl) can participate in joint activities
49 Early Learning Development Standards Children Age 0-6 Children Age
50 Early Learning Development Standards
Sub-area 2 – Emotional development. Standard 1. Child demonstrates that he/she knows the concept of himself/herself.3
0 – 2 years Up to 6 6 to 18 18 to 24 2-3 years 3-4 years 4-5 years 5-6 years months months months Children play Child Child tells his Child uses most the Child recognizes some Child tells others about him/ Child tells about his with their recognizes name and age. word “it is mine” for physical features and herself and his/her family. position in the family, in the hands. (can tell) toys, clothes etc. personal items e.g. hair kindergarten, school, he/ some parts of Urge a child to colour, eye colour, bag, Encourage child to exchange she tells about the language Place a child his/her body present him/ Talk to the children and jacket. information with others about spoken and themselves. in a suitable when asked herself by his/ about their belongings themselves and their families. Children Age 0-6 Children Age environment by the others her name and and things belonging Talk to the child about Listen carefully and actively when Urge the child to speak where he/she e.g. head, tell the age to the others; e.g. physical characteristics child expresses his/her opinion about his/her position in can explore mouth, nose, mother’s blouse, and his/her personal about himself/herself. the family, kindergarten himself/herself hand, leg. Children sister’s toy, father’s items, organize different Urge the child to think and talk free etc. Listen carefully responds phone etc. Urge the games and activities of gender stereotypes and actively when child During when called by child to use the word whereby children are e.g. dad and mom cook lunch expresses his/her opinion the game name. “it is mine” for his/her given the opportunity together and express your interest and other things to tell specific physical when they do so. Urge activities Address the features and his/her Child knows who is boy and who the child to talk without with the child child always by Child imposes his personal items is girl. gender distinction and free name parts of his/her name. choice by using words of gender stereotypes (e.g. his/her body Praise the child “I want that”, “I can/ Child presents him/herself Talk to the child about people’s boy/girl both help in house and ask them every time have to”, etc. in different situations gender. Help him /her to recognize work). to touch them they turn when through role play in games main differentiating characteristics. called by their Talk to the child about e.g. I am the teacher, Encourage the child to make Child becomes aware of Child name the things they like; doctor, parent. physical and social distinction personal identity, speaks responds to talk to them about (e.g. boys have beard, girls don’t; about him/her and his/her his/her image their values. Respect Organize different games mom and dad take care of the ideas. in the mirror. their choices for as and activities whereby baby, mom and dad go to work) long as they do not children are given the Urge them to talk free of gender Provide opportunity for the Place the child represent threat to opportunity to present stereotypes child through conversation in front of a their security themselves (e.g. doctor, and/or play to express mirror chef, driver game) Child starts to act independently personal values and his/her Child knows personal e.g. establishes toy corner ideas. items and toys. Child expresses interest Encourage child’s independence in Listen carefully and in looking after things daily activities encourage the child (boy or Help child to tell about, e.g. clothing, books and girl) when expressing his/ name personal items personal toys. her opinion free of gender and toys e.g. parts of stereotypes e.g. boy is clothes, preferred toys Establish personal stronger, girl is weaker environment whereby a child can store his items. Try to set an example of this yourself
3 This standard can be accomplished by giving children basic knowledge of biological differences, but also by stimulating discussion challenging status, 51 roles, behaviours by gender (social) (e.g., roles of family members, the role and the position of the child in family). Early Learning Development Standards
Sub-area 2 – Emotional development. Standard 2. Child feels, knows and expresses emotions
0 – 2 years Up to 6 6 to 18 18 to 24 2-3 years 3-4 years 4-5 years 5-6 years months months months Child is Child Child is happy Child feels other emotions Child uses mimicry and Child recognizes and Child expresses happy on expresses when relatives and can express them with gestures to convey various names several emotions, emotions through seeing a several come to visit facial movement: smiles emotions. giving reasons for play and triesto familiar face. emotions when it’s happy, cries when specific feelings eg I am help a friend e.g. with facial Try to enable angry or agitated. Show the child photos of happy because we will find a lost toy). ). Children Age 0-6 Children Age Follow the expressions the child to people with various facial play, I am sad because smiles of the (joy, disgust, maintain contact Encourage the child to use expressions. Encourage my toy is broken, I am Enable the child child and anger, spite) with relatives words to express emotions the child to name the afraid because I’m alone. to freely feel and respond with that make it expressions and react to express emotions smiles Reply in the happy Child does not want to them Talk to the child (boy and free of gender most adequate share play and activities girl) about emotions; differences way to the Child interrupts with peers. Child still cannot tell name its emotions and emotions games and reality from imagination, the emotions of others, Child speaks of the child other activities Organize activities to urge can express fear of the e.g. whether they look about daily and the when another the child to join the group unknown and darkness, happy or sad! events showing expressions on child starts of peers. Praise the child thunder etc. emotions, eg. I its face crying. whenever it plays with Child feels and expresses am happy to go peers and does not show Help the child to accept the sympathy. visit somewhere, Child enjoys Try to calm the signs of jealousy towards negative emotions such I am crying when you sing child crying and peers as: fear or anxiety, discuss Allow the child to feel as because I hurt my and play with encourage it and show the best way to it does leg, I was afraid it. to resume the Child is sensitive towards overcome these of the dog. game or other its peers e.g. when a child Child shows pity towards Repeat activity cries it tries to help it or Child is joyous when it can grown-ups eg when Encourage the activities that make it smile make another child stop someone is hurt. child to tell about bring joy to the crying. the feelings child (i.e. sing Encourage by simulating Talk to him and help associated with and play) different situations/ games, Support the child when it it overcome such emotions where the weakest ones tries to comfort another situations. (children, animals) always child. Show joy for its receive support from adults success. Child recognises danger and is afraid.
Encourage the child to talk about his/her fear.
52 Early Learning Development Standards
Sub-area 2 – Emotional development. Standard 3. Child may manifest ability to self-regulate emotions
0 – 2 years Up to 6 6 to 18 2-3 years 3-4 years 4-5 years 5-6 years 18 to 24 months months months Child calms Child shows Child shows joy when Child shows love Child stops activity Child shares emotions Child shows down when joy for its it is given love and for smaller children, when told “NO”. with others (when considerable control it sees adult success in an attention (smiles, is smiles at them, someone is hurt, happy over its emotions, joy, faces or hears activity by active and joyous). caresses them etc. etc.) love, anger, sadness, their voices. smiling, raising Encourage the fear, etc its hands or child to speak of its 0-6 Children Age shouting for Include the child in Allow the child ties to the family Encourage the child to Talk to the joy activities that need to play with little members, friends, describe the emotions Allow the child to child while their participation and children under your etc. of others in such express its emotions keeping it attention from you supervision and situations and support it when it close to you Follow the encourage it to shows self-control i.e. emotions of show love and care Child has praise it... the child with Child is no longer to them difficulties in Child waits in line similar ones of angry as soon as he/ controlling to perform a certain your own she receives back the its crying and activity that it likes eg Child understands right toy, taken by another Child overcomes shouting in public swing, or receive food and wrong attitude child when anger in various places. or drink and shows emotions situations when accordingly. drawn attention. Organize various Intervene with Encourage the child games and activities special care if patiently to wait for an Praise the child and which give the child Talk to the child this happens. Tell activity encourage it when it an opportunity to and ask it about the the child that you understands properly give the toy to the reasons for anger. understand the the wrong attitude and other child and offer Encourage the reasons, but that it seeks forgiveness. alternative solutions, child to describe its this is not the way Talk to the child (boy i.e. offer the child anger to act and girl) about the another toy - Lego, effect of its attitude on dolls, etc. others
53 Early Learning Development Standards Children Age 0-6 Children Age
54 Early Learning Development Standards
COGNITIVE AND GENERAL KNOWLEDGE DEVELOPMENT
All children regardless of gender, culture, ethnicity and race are born to learn and are ready at birth to experience the world around them. Since early childhood, children should be encouraged to participate equally in the process of recognition and general knowledge. When they are provided with incentive, food and a safe environment, they use all their senses to explore the surrounding. Children in the first year of birth touch and taste everything they come across and thus begin to learn about shapes, size, composition and operation of things. They see and hear around them and in particular they are attracted by the faces and voices. Cognitive development is defined as thinking, problem solving, understanding concepts, information processing and general intelligence. Through the game and exploring the world, children begin the process of discovery. With any object 0-6 Children Age they face with, they obtain information and while growing they learn to relate the information. With increasing cognitive skills, children acquire the ability to manage their actions. Main points expected from a child 0-6 years of age in terms of cognitive development include: child’s ability to think, collect and use information, the ability to solve problems in relation to the child’s development level, the ability to think critically, develop creativity and initiative.
Cognitive processes elaborated in this development area include
Sub-area 1: Thinking and logic Standard 1: Child demonstrates ability to search and discover the environment around it
Sub-area 2: Science (nature and society) Standard 1: Child gathers info on the environment through observation and manipulation. Standard 2: Child observes and describes the living world (plants and animals) Standard 3: Child observes and describes the characteristics of the non-living world. Standard 4: Child learns of humans as social beings
Sub-area 3: Expressing creativity. Standard 1: Child demonstrates skills to distinguish different sounds Standard 2: Child shows interest in taking active part in music activities. Standard 3: Child shows interest in taking part in various visual activities.
Sub-area 4: Mathematical development Standard 1: Children develop the understanding of numbers and counting Standard 2: Child develops the understanding of space, basic geometrical shapes, basic geometrical figures and measurement Standard 3: Child classifies, groups and compares objects 55 Early Learning Development Standards
Sub-area 1: Thinking and logic. Standard 1: Child is capable of discovering new things.
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child reacts to Child repeats activity Child places two Uses toys Child uses various Child dismantles and Child observes strong stimulation until it realizes objects, toys, close according to their materials in play reassembles various and discusses with a special that action causes to one another function e.g. e.g. wood, sticks, toys the differences
Children Age 0-6 Children Age facial expression reaction e.g. presses uses the truck to plastic glass, pots it sees e.g. a e.g. bad tastes the TV or radio transport dirt new building button Enable the child to Encourage the child where there Child often lets play with two objects Child poses (boy and girl) in such used to be a toy slip to see that need to be put Allow the child questions on what activities and help it none what happens. Allow your child together, and talk to have access to it hears and sees. in difficulties. Ask the to explore its own about reasons to objects that can child what it wants to environment. Allow bring them together be used during do when it is putting Go out in Give it the toy and it to use things play Encourage the child together various nature as much repeat the action such as TV remote to ask and respond objects as possible often control, under your Child imitates with whatever info and discuss supervision actions of others eg Child tries to you have the changes feeds the doll with a open, close or Child replaces one you see in the spoon even break toys object with another environment Child looks inside in order to know in play e.g. uses objects. Opens and them better. the remote as a closes drawers. Offer the child toys microphone that it can take care of e.g. dolls for boys Allow the child Allow the child to and girls access to safe Join the child in do so, and ask it for objects and small parts of play the reasons why it is encourage them and you also use doing it to explore and objects for other see how and why purposes they’re used
56 Early Learning Development Standards
Sub-area 2: Science (Nature and science). Standard 1: Child gathers data on the environment through observation and manipulates it.
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 6 to 18 18 to 24 months months months Child sees Child touches, Child Child names the traits of objects Child begins to give Child begins to Child identifies and objects and smells and manipulates and phenomena eg big house, explanations on the give explanations describes things, reaches listens to various objects wooden house, rain, cold, snow relations between on things and phenomena and towards them various trying to find etc) two objects phenomena their meanings,
objects what they have surrounding it especially from own 0-6 Children Age in common and experience. Always allow where they differ When reading stories stress facts, Encourage the child the child to Give the child like “This house is big”. Allow the (boy and girl) to Help the child touch things things they child to make comments use objects linked through activities Talk to the child so as to create can smell, During daily to one another that include the about their personal an idea about taste, etc. activities e.g. small objects use of many experiences. them encourage the Child shows interest in various that are a part of a objects that are child to name the activities e.g. when the mother is larger one, like tires linked to one Ensure that the Child includes composition of washing dishes, father is working on cars another Child gathers info things offered objects and objects (plastic around the house on the environment to the child are people in play. cup, wooden toy, using senses through not harmful if etc.). Child understands Child uses observation and they stick them Encourage the child to take part in that there are standard tools conversation in their mouth Play with activities under your supervision. objects to observe to observe the the child and Child uses senses Describe what you do for the child the environment, environment include as (seeing, hearing, to understand your actions. Urge i.e. magnet, glasses e.g. magnet, Encourage the child many objects touch etc.) to the boy and the girl to take part etc magnifying glass and listen carefully as you can in explore the world in the same activity and switch to its opinions in play around it places relation to how they Encourage the Allow the child understand the child to describe to take different relation between Child observes how certain what it observes measurements various objects. Help objects are linked to natural and allow it to use together with you the child to describe phenomena. non-standard tools the findings from in the experiment various phenomena (proof) or actions: drawings, Encourage the child to observe planes etc. and demonstrate the link between objects and phenomena, e.g. using an umbrella when it rains
57 Early Learning Development Standards Children Age 0-6 Children Age
58 Early Learning Development Standards
Sub-area 2: Science (nature and society). Standard 2: Child observes and describes the living world (plants and animals)
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 6 to 18 18 to 24 months months months Child observes Child begins to If asked, the child Child describes Child describes the Child may observe Child is interested in living objects imitate animals can name some the simple traits of traits of animals and differences in the how children are born, for a short time, plants or animals plants and animals plants eg trees grow growth of plants and why humans die etc. if in line of their high, cows give milk animals.
vision. Allow the child 0-6 Children Age to touch and Encourage the Give the child Stimulate the child’s smell plants and child to name books and pictures Expand the child’s Allow the child to curiosity by answering animals. plants or animals of animals and knowledge of the take part in activities their questions. Never allow the and imitate them plants that show living world by involving plants and Use books or other child near unsafe Allow the child to how they look, act enabling direct animals e.g. visit the materials ) to tell them plants or animals observe plants in and so on experiences with zoo, farms about human life. various seasons plants and animals Incite the discussion and allow them without making to take care of Child can briefly Child names and gender distinction e.g. animals under describe how the Child knows that identifies weaknesses both parents should your supervision living world grows plants and animals of plants and take care of the baby. and lives need water and food. animals.
Child shows interest Visit places where Allow the child to Enable the child in caring for e of you can observe care for plants and to know trees that plants and animals plants and see animals under your bear fruit, domestic various animals. supervision animals etc. Involve the children in care (feeding, Child understands watering plants etc) the simple relations in various places s, between plants, home, school etc animals and the environment (e.g. cows eats grass).
59 Early Learning Development Standards
Sub-area 3: Science (nature and society) Standard 3: Child observes and describes the traits of the non-living world around them
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 6 to 18 18 to 24 months months months Child reacts to Child interacts Child is Child begins to Child can describe Child can name Child can distinguish natural sun rays and with non living surprised to distinguish that the traits of various and distinguish and artificial sources of heat and the noise of materials around see materials various natural materials; stone is parts of nature knows their benefits. rain, thunder, mud water, dirt change during materials are hard, water is wet eg a wood, a river
Children Age 0-6 Children Age wind etc etc use eg water made of wood, etc. and dirt makes stone, water, In winter when the stove is on mud sand and so on. Go out in nature allow the child to go near it and Enable the Allow the child Perform activities as much as ask what s/he feels, and explain child to touch the earth, with the child using possible together why heat is useful. observe the play with mud, Encourage the Encourage various materials. with the child, for sun, moon, and observe the child to use the child to Support the child in the child to walk Take the child for a visit to fire rain. Take the rain. various natural name the traits learning by using all in nature and department and talk about means child out into materials when of various senses e.g. touch, observe it. they use for fire protection. the open playing so that materials smell, taste, Child imitates it learns of their (wood, water, sounds and traits. sand, air etc). Child can name Child knows main features of noises coming Child can describe and distinguish seasons. from e.g. river, traits of seasons by various times rain, wind Child enjoys Child can linking them to their of the day (day, playing with distinguish day clothes night, morning, Encourage the child to draw water, mud and from night. evening etc) seasons. Imitate with the so on. child. Encourage the child Ask the child to to describe personal Encourage the Child has basic knowledge to name activities events linked child to link comment on weather changes performed to seasons and activities to time e.g. there are clouds, means it during the clothing. eg lunch time is can rain. day and those mid day performed during the Together with the child, comment night. on the processes that happen in nature as regards weather. Prepare together a calendar on weather with the child.
60 Early Learning Development Standards
Sub-area 3: Science (nature and society). Standard 4: Child learns about humans as social beings
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 6 to 18 18 to 24 months months months Child Child interacts Child knows Child begins to Child can name some Child understands the various Child shows distinguishes with family some family describe similarities traits of humans eg we relations in the family (sister, names and the voices members members by between children live with our parents . brother, mother, father, respects of family name and adults granddad). various rules of
members politeness. 0-6 Children Age Allow the Encourage the child to child to play Encourage your Talk to the child name human traits. Give Read or show to the child Allow the with family child to tell you about differences him/her books, pictures histories that tell how family Discuss unruly child to create members and about the family between it and you or films regarding what members are related to each behaviour with relationships respond to members. Give humans can do and other the child and ask with all family their requests the child family encourage discussion their opinion members photo albums Child shows body on gender aspect parts. Child can perform several self care activities e.g. clean up, Child creates If asked, the Child can name several eat with a fork and knife preferences for child is able to Give the child human organs. healthy foods name and show materials showing and takes part in several body body parts. Allow Enable the child to perform physical activity. parts the child to teach Encourage the child to himself the activities on self- what various body describe the organs and care parts can do the senses Encourage Talk to the Draw and the child to distinguish child on the encourage the between men and Child helps with house work. importance of child to name Child is able to tell women healthy food, body parts risk and damage exercise and rest Include the child in various Child describes other home activities, allow it to be The child Allow the child to family members and his independent. Child takes care imitates the see various films or close environment e.g. Encourage the child to of personal behavior events of possible Ben is my brother) choose a house activity and hygiene of family risks and discuss encourage the child (boy members. them with the child and girl) to take part in all Encourage the child to activities, regardless of Allow the child to be an active participant gender. e.g. sister and brother comb its hair, get Encourage the in traditional activities make a cake, boy and girl fix dressed, chose its child to imitate e.g. spring day the garden own clothes and them so on 61 Early Learning Development Standards
Sub-area 4: Expressing creativity. Standard 1: Child demonstrates skills to distinguish different sounds
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months
Child moves Imitates animal Child responds Child makes a Child recognizes Child recognizes May sing the lyrics towards toys and noises or noisy to music with distinction when and imitates cat the type of music by he/she memorized. sounds. toys different moves someone else is and dog noises rhythm (fast or slow). Child turns back singing or reciting
Children Age 0-6 Children Age when hearing a Encourage the child voice of some Encourage the Organize activities Allow the child (boy Allow the child to (boy and girl) to family member child to move that involve Allow the child to or girl) to imitate listen to the music sing (mother, nanny, different items in rhythmic music join singing with different sounds he/she likes and etc.) order to discover any adult, but encourage him/ different sounds explain that he/she her to operate with should start after music (TV, radio, tape Allow the child the adult recorder) to touch and observe noisy Allow the child to toys. take part in different Call your child games that require and see the singing in different reaction rhythms
62 Early Learning Development Standards Children Age 0-6 Children Age
63 Early Learning Development Standards
Sub-area 4: Expressing creativity. Standard 2: Child shows interest in music and individual talent for various musical activities/events
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child responds Child makes Child uses objects Child sings his/ Child chooses the Child makes Child shows interest with movement “music” with to generate different her own way. music he/she likes meaningful in common song and facial different toys. sounds and selects the movements (a type (ensemble, small expression to most favorable of dancing the bands) and interprets musical sounds. Create songs. music’s rhythm). his/her parts while Children Age 0-6 Children Age Encourage the Organize activities opportunities trying to coordinate child to play with where child listens to for the child to with the melody. Allow the child to different items in music and encourage listen mainly to Allow the child Allow the child touch and observe order to find out him/her to move to children’s music, to use different to listen his/her noisy toys, hold different sounds the rhythm or music but also folk etc sources of music preferred music Encourage the child to music toys or (fast, slow, etc.) suitable for his/ such as TV, Radio, and determine sing and participate in tools and help Urge the child to her age CD Player, etc. him/herself the musical activities, at him/her produce move freely way he/she wants his/her discretion. sounds to express him/ Organize activities herself with the where children sing music (may move, together, help them draw, move by the coordinate from start rhythm, etc.) to end, but let them perform freely. This Encourage the gives them confidence child to sing to try their creative and the song while interpretative talents accompanying it with body movements regardless of gender
64 Early Learning Development Standards
Sub-area 4: Expressing creativity. Standard 3: Child shows interest in taking part in various visual activities
0 – 2 years Up to 6 2-3 years 3-4 years 4-5 years 5-6 years 6 to 18 months 18 to 24 months months Focuses his/her Child experiments Child easily draws Child draws Child uses water Child draws items Child is ready to sight on photo, with different lines. connecting lines, colors and mixes without help. produce different works drawing or drawing e.g. a fence, them. on different material. mirror. materials. Provide the child Provide the child with Children Age 0-6 Children Age with drawing paper Encourage the Provide child with different drawing Child decorates Allow the child Allow child and pencils, etc. child to draw on different colours material as per his/ different things during to see him/ access to different sand, dirt, etc. and let him/her mix her choice on the drawing. herself in the drawing material them mirror. (pens, chalk, etc.). Encourage the Show child child to draw different photos specific shapes you ask for
65 Early Learning Development Standards
SUB-AREA: MATHEMATICAL DEVELOPMENT
In early childhood, children start exploring the world around them, a world which is related to mathematical concepts. Child development is closely linked to daily activities and games help them to understand space, and orientation in the space. They start comparing sizes, find
Children Age 0-6 Children Age different patterns in objects, move around the living environment and start thinking about solving problems. In early childhood, numbers comprise the basis of all activities related to counting. Children, regardless of gender (male or female) like practicing games with numbers and counting as soon as they start talking. They learn the meaning of numbers through daily experience and from adults. Early geographical concepts include figures, sizes, position, space, movement and orientation. At the same time, geometry helps children to describe and classify the physical world they live in. While building a knowledge based on figures and right use of their names, children discover the size, forms, position and displacement of objects in their physical environment.
Mathematical competences start when the child starts noticing surrounding objects. Mathematical thinking occurs when the child asks “one more”, or creates patterns according to rules s/he makes up. Comparing sizes and encouragement by adults to use mathematical expressions such as sum, deduct, smaller than, different from – all helps 66 children to describe objects’ sizes and forms and Early Learning Development Standards relationship among objects. Problem solving is focused on children’s curiosity and their skill to obtain, organize and use the information. Learning to model, review and utilize the concept of summing and deduction in problematic situations, starts with the skill of children to count, group, compare objects, and describe their thinking in daily situations. To build the basis for calculation, children need to observe an adult and directly implement mathematical concepts during play and activities supported by adults.
The mathematics sub-area is presented through the following standards:
Standard 1: Child develops an understanding of numbers and counting Children Age 0-6 Children Age Standard 2: Child develops an understanding of basic geometrical figures, space and measurement Standard 3: Child classifies, groups and compares things and objects
67 Early Learning Development Standards
Sub-area: Mathematical development. Standard 1: Child develops an understanding of numbers and counting
0 – 2 years Up to 6 6 to 18 2-3 years 3-4 years 4-5 years 5-6 years 18 to 24 months months months Child can show Child mentions Child uses Child starts Child links the number to the Child tells which number age by raising numbers during play. figures such as relating the corresponding symbol. comes before or after fingers. circle, square, number with number 6 triangle and different items. Give the child their features Encourage the child to name Children Age 0-6 Children Age Ask the child to attractive objects to numbers that it sees in Encourage the child to tell tell you it’s age count (soft balls, cars, Encourage books, papers, etc. you which number comes by raising its cubes etc) Encourage the the child to before or after a certain fingers child to use accompany number during play or numbers and objects with Child may make a mistake activity count during numbers eg in using numbers in play or daily activities fingers; windows; other activities e.g. child wants flowers, Child counts meaningfully one or “more” colouring pencils up to 10 candies, cake Encourage the child to slices, etc.; regulate the calendar and to counts items use special symbols for each Encourage the child to increasing by day use numbers 0-10 in daily one activities e.g. how many books are there on the Child seeks to be the first, shelf, how many glasses the second, the third and are needed so on in play and daily activities. Child begins to develop various ways for simple Encourage the child to list mathematical calculations things according to their traits. Make sure that the child lists things from the Give the child the smallest to the biggest possibility to find answers number and vice versa to questions e.g. in during play or activity. problems with adding and subtracting ask the child: How much do you think we need to add …. In order to get ...? 68 Early Learning Development Standards
Sub-area: Mathematical development. Standard 2: Child develops an understanding of basic geometrical figures, space and measurement
0 – 2 years Up to 6 2-3 years 3-4 years 4-5 years 5-6 years 6 to 18 months 18 to 24 months months Child observes Child observes basic With adult help the Child begins to identify Child classifies things Child uses figures Child describes basic objects of figures (triangle, child places simple objects according to according to a specific such as circle, square, geometric figures. various forms square, circle) figures in their places form shape triangle and their (puzzles or shaped toys) features. Incite the child Give the Give the child toys in Encourage the child Allow the child to Encourage the to draw different Children Age 0-6 Children Age child soft non the form of a triangle, Give the child toys to play with various classify and name things child to create figures, such as harmful objects, square or circle so that in simple forms and geometrical shapes according to various representations houses, gardens, which it can it can observe them encourage it to place and ask it to name shapes and to name of figures while schools, using basic touch and with and play with them them in relevant them and group them them building models with geometric figures which it can places for the triangle, according to shape drawings, building play quadrant or circle blocks, plasticine etc. Child tries to enter a Child shows whether Ask him to group Child recognizes the box or a ‘tunnel’, make Child begins to an object is in front of/ figures by shape positions: in front, holes in sand with its Child spontaneously understand words like behind/ close/ far from behind, left and right fingers, fill up a bucket uses words like behind, over, under, close, far, him/her. Child shows objects of toys etc in front, over, under, behind etc. in the room e.g. close etc watch cabinet, chair Incite the child to Encourage the child when displaced from play according Allow the child to Encourage the child to observe the objects original position to rules (in front, discover for itself the Encourage the child to hide toy behind above, under and around behind, left, right) relationship between to place toys above or it, show you where them (toys, furniture, Incite the child to spaces during play under the table, put the the ball is (under the house, tree etc) and show where the car in the garage etc. table, on table or in the encourage it to say what flowerpot was Child performs Encourage the child basket) is in front of him, behind standing before, or measurements to move around the him, close to him and far the watch, chair, etc. using non-standard space, inside and out With the help of the from him or standard means (walk, crawl, jump) adult the child groups Child begins to identify Child performs objects according to objects according to inaccurate their size. form Child shows interest in measurements Incite the child Child uses the words measuring. using non-standard to perform ‘big and ‘small’ means (palms, blocks measurements Give the child toys of Encourage the child footsteps etc.) using palm-length, various sizes and help to play with toys of Encourage the child footstep, or using Give the child balls, it distinguish big ones various sizes and to play with plastic Encourage the child the ruler, meter, toys of different sizes from small ones. group them according containers, scales etc. to measure and balance and encourage them to to size (big, small) Talk to the child during compare results e.g. take the smallest or the daily activities e.g. today how many footsteps biggest is warmer than yesterday, is the corridor, how is the box big enough to many palm lengths is fit all the toys? the book 69 Early Learning Development Standards
Sub-area: Mathematical development. Standard 3: Child classifies, groups and compares things and objects
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 6 to 18 18 to 24 months months months Child observes Child helps in Child covers Child classifies Child classifies items by Child classifies items by Child classifies items and items in his/her ordering items the small object items and objects by length – shorter to longer number of signs or holes objects by features (colour, size, surrounding starting from the with a bigger colour and vice versa shape, etc.) biggest one Provide the child with Children Age 0-6 Children Age Place the child Provide the child Provide the child with button with different holes Provide the child with various in an attractive Provide the child Give the child with items and sticks or pencils of and incite him to group objects that differ by colour, environment with items of different sized objects that differ by different length and ask buttons by number of size, shape, etc. Incite the child where he may different sizes cubes, and color (e.g. red, green him to group long ones holes. Repeat this activity to classify them and name the see items of (e.g. balloons, incite the child and yellow boxes on one side and short for dividing buttons with classification (e.g. coloured various colors balls) and incite to cover the and balls). Incite ones on the other side two holes, then buttons pencils, no colour pencils, and sizes him to order small cube with the child to place with four holes square erasers, big balls, small them by size a bigger one red balls in the red balls.) box, yellow balls in Child groups objects the yellow box and in pairs – by rules and Child describes differences Child with Child green balls in the characteristics and common features Child groups items and objects support, groups independently green box of grouped items and by common features e.g. items by size collates items objects flowers, leaves, children by size Give the child the Child groups objects opportunity to group Help the child to by colour (red, items that respond to Provide the child with Incite the child to independently place big cubes Provide the yellow, blue, green) characteristics and rules objects with common group items by common in one side and child with and places them in (e.g. plate and spoon, features and differences features small cubes in objects of the right colour box stew-pot and lid, shoe e.g. sticks, cubes, blocks. the other side different sizes and laces, flower and Incite the child to describe (balls, cubes, flowerpot) distinguishing and Child uses creative rules to dolls, etc.) and Place balls, cubes, common features compare and present objects. incite him to dolls, balloons etc. classify them by of different colours Child compares objects by size in the area where certain shape Child compares sizes Incite the child to compare the child is playing features of two or more objects in order to incite eg two cars, two dolls. Ask the the child to classify Enable the child to Incite the child to compare child how he compared? What them by colour compare and name and present results in were the noted differences? objects by shapes e.g. a table (I have 4 cubes, What are the common features? table with corners, square while you have one more; paper) . I am taller than you)
70 Early Learning Development Standards
ACCESS TO LEARNING
Early childhood is the time when children learn how to learn, regardless of gender, ethnicity, culture or race. Access to learning is a special area of children’s development because it embraces specific skills already learned in different development areas. Every other development area reflects the content of specific knowledge or skills, thus it has to do with the way this knowledge or skill is acquired in those areas. The child’s access to learning refers to the child’s nature, readiness and learning style, it refers to how children are oriented and how they direct themselves in the learning process, but also refers to motivation, behavior and the cognitive model expressed by children when they learn something new in different or new situations. 0-6 Children Age Regardless of what they learn, children should use their skills and ability to access learning as a positive strategy to drive their learning. Curiosity and interest for the surrounding environment and everything new that occurs in the environment are the first components of access to learning. The child’s initiative, and incentives by adults to develop, comprise another component of access to learning in which children develop not just their readiness to learn, but also how to drive themselves in learning. Persistence, another component, shows how children continuously deal with the same activity, even after many obstacles and difficulties. Creativity and imagination is regarded as the ultimate component of access to learning while adapting materials and activities in new situations or with other objectives. During the first years of life, children’s skills are mainly related to the time spent with other children and the quality of interaction with parents, guardians, educators, their surroundings and peers. The area of access to learning includes all behavior models shown by children when included in tasks, work, learning activities in all development areas and reflect how children learn. Children learn best when curiosity and interest, initiative and persistence, creativity and imagination are encouraged, supported and related with all development areas. The access to learning sub-area is presented according to the following standards:
Standard 1: Child shows interest and curiosity to learn new things Standard 2: Child is able to take initiative in his actions Standard 3: Child shows skills to take part in some activities, actions and insists on them when facing obstacles and difficulties Standard 4: In daily activities, child uses his imagination and creativity Standard 5: Children demonstrate the ability to learn in various ways through their experience.
71 ESTANDARDETarly Learning E ZHVILLIMIT Development DHE TË S tandardsMËSUARIT NË FËMIJËRINË E HERSHME Children Age 0-6 Children Age 0-6 VJET
72 Early Learning Development Standards
Sub-area: Access to learning. Standard 1: Child shows interest and curiosity to learn new things
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child releases Child shows interest Child starts asking Child shows Child asks for Child asks about Child engages different sounds in new items close about surrounding curiosity to learn clearer information new events for him in discussions and responds when to him/her and in persons new things on concrete about events/ someone talks to his/her environment through questions actions. experiences
him Why? Who? Etc. Listen to the child and seeks more 0-6 Children Age Introduce the child to and incite his/her information on Put different toys other individuals and Encourage the interest in new them Talk to the child or around him, with incite his curiosity; Incite questions child to ask about events. shake a buzz toy various colors, explain what they do, from children ambiguities, and from different part shapes and sounds etc. and provide clear always answer Provide the of the room answers suitable their questions possibility for for their age (even if it may be ‘ the child to get a Child shows interest in I don’t know’) response to his/ new activities her inquiry from different sources e.g. books, maps, Allow the child to be museums. involved in any activity Encourage and he likes or asks for include the child (boy or a girl) in your discussions, events or experiences, in a way that focuses on the child
73 Early Learning Development Standards
Sub-area: Access to Learning. Standard 2: Child is able to take initiative in his actions
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child smiles or Child chooses his Child independently Child selects the Independently Child asks his Child plans and moves when a close own toy among starts a game or new activity he wants to selects desired toys friend to play spends his/her person approaches the provided toys, activity participate in (cubes to build a with him own time materials or other tower, dolls, etc.)
Children Age 0-6 Children Age special books Play with the child, Allow the child to Allow the child to Encourage Provide the child smile to him and play alone in his initiate a game, and Provide the child (incite) and with various follow his activity, Provide the child environment tell him how adults with a space full of organize games possibilities to encourage and with a variety of take initiatives toys or other items where child perform activities incite his initiative toys, safe items, and allow him to interacts with he has planned materials and books Child gives ideas express interest and other children in his surrounding on activities he take initiatives on regardless of and encourage his wants to perform his activity gender. initiative to select some of the toys Incite child to give Allow the child ideas on how he to choose the wants to spend game and friends time
Respect the child’s ideas on selected activities
74 Early Learning Development Standards
Sub-area Access to Learning. Standard 3: Child shows skills to take part in some activities, actions and insists on them when facing obstacles and difficulties
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child shakes a Child starts asking Child plays his Child tries several Child uses one or Child continues Child continues buzz toy to listen for the toy he cannot preferred game. times to reach a more ways, to yesterday’s his/her activity to its sound find Child tries to solve a toy in a difficult solve a problem activity until even after some situation place to reach situation, its successful obstacles
by him/herself persisting, despite completion e.g. 0-6 Children Age Provide the child Enrich the child’s failures drawings for with safe toys to environment with Incite the effort of kindergarten, Allow child play with toys, and simple Support the child the child to hold planting flowers sufficient time and composite safe to find solutions to and take the toy he Instruct the child or to complete items various situations, e.g. wants ask him to provide his periodic Extends his hands how to assemble a suggestions on Organize activities engagement and cries until he toy, build a tower how to solve the that demand the is picked up by an Child seeks help problem child’s involvement Support and adult after trying for for more than congratulate him/ some time to a day, e.g. a her for his efforts assemble a puzzle Child is included in drawing of spring to successfully various activities on a large paper, perform his work for around 10 planting of flowers Encourage the minutes in the garden, child, give clear continue reading instructions and a story from ask him/her to Incite the child yesterday, cleaning assemble it alone to complete the leaves from the game and praise garden his/her persistence
75 Early Learning Development Standards Children Age 0-6 Children Age
76 Early Learning Development Standards
Sub-area Access to learning. Standard 4: In their daily activities children use their imagination and creativity
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child uses toys in Child uses objects Child imagines Child creates new Child practices Child changes known different ways by of daily use in a different things games and different imagination stories by introducing combining them in creative way, to play during the game. activities. in game and characters created a (creative) way. eg spoon, glass, combines, mixes by him/her or by
clothes etc. activities and toys changing the story 0-6 Children Age Give incentive Support child in in many ways flow. Provide as many to child’s game creation of his/her objects, toys etc as Provide child when using his/ games and activities possible to the child with safe objects her imagination Encourage child Present events and play with the from daily life to develop such or stories to the child in a creative (glass, spoon, Child creates songs games child whereby you way plate, plastics etc) or events in the present your own appropriate to them activities he/she experiences and allow them to does. use them Read to the child already known Establish premises stories and ask him/ where the child can her to give another express him/herself ending of the event and experiment with his/her ideas
77 Early Learning Development Standards Children Age 0-6 Children Age
78 Early Learning Development Standards
Sub-area Access to learning. Standard 5: Children demonstrate the ability to learn in various ways through their experience.
0 – 2 years 2-3 years 3-4 years 4-5 years 5-6 years Up to 6 months 6 to 18 months 18 to 24 months Child presses Child plays the game Child starts to note Child speaks and Child thinks out Child uses all Child plans his buttons of a toy of yesterday, but that a certain action tells to the others loud and speaks ways to tell or activities and with music to changes it a bit. causes an outcome what happened during the express his/her sets rules based listen to different e.g. when mother to him/her in the engagement in experience. on previous
sounds. places a plate on the past. the game. (tells about an experiences. 0-6 Children Age Encourage the child table it is time to eat event, draws, to make changes imitates etc) Provide toys to his/her game, Ask the child to Make clear Establish suitable with music after to supplement it Allow child to tell you about their questions to the premises and allow pressing the in another way accompany you own experiences children in order Create the child to create, button or change some during daily activities in the past, without for them to be opportunities for plan and develop specifics e.g. during food stopping them able to describe the child to use his/her own game preparation, watering and by expressing what they think, various ways based on previous the garden. interest in what what they do. to show his/her experience with they say (visits to (What if…? How experience friends. During the relatives, to the would be you game, change the doctor etc). able? game materials
Talk to the child on what he/she has learnt from past experiences
79 Early Learning Development Standards
LITERATURE
Group of authors Art of raising children (everything you need to know from pregnancy to six years of age) Pegi, (2005) Tirana Karaj T Child development psychology Progres (2005) Tirana Pettijon TF Psychology/Concise introduction (second edition). SOROS Foundation (1996) “High education support program in Albania”, “Lilo”, Landers C Milestones in early child development Developmental Pediatrics (2002).
Children Age 0-6 Children Age MEST (2006) Preschool education curriculum in Kosovo (3-6 years). School book. Prishtina MEST Development and learning standards in early childhood 0-6 years of age DRAFT (2010) MPPS Learning and development standards in early childhood from 0 to 6 years of age. KOMA (2008) FYROM Vasta, Haith & Miller Child psychology – contemporary science Uegen (2007) Tirana Spodek B & Saracho O Right from the start:Teaching children age’s three to eight. Allyn and Bacon (1994). Boston: Kagan SL et al Going global with Early Learning and Development Standards Columbia University (2005). Shonkoff, & Phillips (Eds.) From neurons to neighborhoods:The science of early childhood development National Academy Press (2000) Washington, DC Unicef LIFESTART, Early Childhood Resource Pack, Young Child Survival,Growth & Development UNICEF (2001)., World Bank, From Early Child Development to Human Development (2002) Washington DC Washington State Early Learning and Development Benchmarks A guide to Young Children’s Learning and Development: From birth to kindergarten entry (2005). The State of Washington.
80 Early Learning Development Standards Children Age 0-6 Children Age
81 Early Learning Development Standards
Authors of the document.
Merita Shala Professional Advisor on the document. Assistant Professor. Expert on the field of physical and movement development. Labëri Luzha Preschool Education Official - MEST Ardita Kajtazi Pedagogue. Former Preschool Education Official - MEST Mimoza Shahini Psychiatrist. Expert on the field of cognitive development and general knowledge.
Children Age 0-6 Children Age Arlinda Beka Pedagogue, Expert on the field of language development and communication. Assistant at the Faculty of Education, P.U. Teuta Danuza Psychologist. Expert on the field of socio-emotional development. Assistant at the Faculty of Education, P.U Eda Vula Assistant Professor. Expert on the field of mathematics. Faculty of Education, P.U. Besa Luzha Expert on music education. Faculty of Arts, P.U. Remzije Krasniqi Pedagogue. Expert on comprehensive education. Director of S.O.S. Kindergarten, Pristina. Haki Xhakli Expert on the field of art development. Faculty of Education. P.U. Fetah Bylykbashi Former Head of preschool education in MEST Afërdita Spahiu Education Specialist – UNICEF Office for Kosovo Kozeta Imami Official for Early childhood education - UNICEF Office for Kosovo
Members of the working group during the process of content validation: Alush Istogu Director of Administration - MEST Ramush Lekaj Head of the Office for curricula - MEST Muharrem Asllani Child Psychiatrist Selim Mehmeti Pedagogue Vlora Ismaili-Jaha Pediatrician. Driton Bajraktari Parent Drita Curri Director at a primary school. 82 Elife Maxhuni Preschool educator. Early Learning Development Standards
Members of the working group during the process of age validation: Nezir Çoçaj Pedagogue. Advisor for pre-university education - MEST. Miranda Kasneci Linguist Mimoza Shahini Child psychiatrist Drita Qosaj Pediatrician Selim Mehmeti Pedagogue Luljeta Kurhasani Parent
Fitnete Berisha Educator with preschool groups 0-6 Children Age Kadire Preniqi Educator with pre-primary school group (5-6 years of age)
Local and international advisors to the document: Merita Shala, Dr.sc. Center for Quality Education - Pristina, Kosovo Sharon Lynn Kagan Ed.D Teachers College, Columbia University. USA Child Study Center, Yale University. USA Pia Rebello Britto, Ph.D Child Study Center, Yale University. USA Nadica Janeva, Dr. Mother and Child Health Institute. Skopje. Macedonia Lena Damovska, Ph.D. Faculty of Philosophy. Pedagogical Institute. State University. Skopje. Macedonia
Financial and professional support to the document UNICEF
In addition to the members of the working groups, child psychiatrists, psychologists, pediatricians of preschool institutions, neonatal pediatricians, nurses for mental health, physiatrists, curricula experts, experts of Step-by-Step program, pedagogues, sociologists, parents of 0-6 years old children, educator nurses, preschool educators and directors of preschool institutions have contributed to the document. A great contribution was also provided by Fekrije Hasani dhe Niman Bardhi from the Center for the Development of Family Medicine.
83 Early Learning Development Standards Children Age 0-6 Children Age
Catalog in Printing – (CIP) The National and University Library of Kosovo
159.922.73 372.3
Early Learning Development Standards for Children age 0-6 years/ Prepared by Merita Shala... [et al.] - Prishtinë: Ministry of Education, Science and Technology, 2011. - 84 pg.: Colored Illustration; 29 cm.
Introduction / Ramë Buja : p. 4. – Literature: pg. 80
1. Shala, Merita
ISBN 978-9951-16-042-1 84 Supported by UNICEF, Kosovo Office