1. Proposal for the National Curriculum Framework (NCF) for Children from Birth to Four And the Support Programme for Practitioners and Parents Hasina Ebrahim and Margaret Irvine

2. What is curriculum for birth to four? It is NOT Rigid subjects like we have in schooling – CAPS Languages, Mathematics, Lifeskills It IS The totality of experiences. What does it include? Experiences that are planned for young children wherever they are being cared for and educated. (adult- initiated) Experiences which are not consciously planned by the adults. (incidental learning/ teachable moments) Experiences generated by the children themselves while they are present in the ECD programme. (child- initiated) What is the aim? To help every child to develop knowledge, skills, attitudes and behaviours for learning, life, schooling and work. CURRICULUM FOR BIRTH TO FOUR IS THE BEGINNING OF LIFE-LONG LEARNING

3. What is a curriculum framework? An organised plan which sets out the knowledge and understandings of the world we need the practical skills we require the values we need to develop as and for citizens that live and learning to live in a diverse society.

4. How did we develop the NCF? 1.NELDS 2.South African constitution and policies for children and ECD practitioner training 3.South African birth to four curriculum (Gauteng and Free State) 4.Ideas from abroad – African writings on childhood and ECD – New Zealand – Australia

5. Key messages from our literature review Promotes the belief that the child is an important player in his/her own education and development South African Legislations and Policies Has priorities, resources and opportunities for young children's holistic development South African Context Transforming South African society through ECD means pay attention to equity, diversity and the indigenous African experiences that are closer to the lives of children in South Africa Equity, Diversity and Indigenous Resources from Africa

6. Strong foundations in early childhood to be laid for lifelong learning Lifelong learning Complexities in children's development and learning requires practitioners to reflect in and on their practice with, for and about children. Reflective Practitioners Families in their many forms are the primary educators of their children and must be included in ECD programmes Family inclusion Transitions All levels of transitions (activity to activity, home to programme, one programme to another, ECD centre to school) needs to be considered in children's learning and development

7. Vision for the NCF 'Working with and for children in a respectful way to provide them with quality experiences and equality of opportunities to achieve their full potential.'

8. Appropriateness: contextual, developmental and educational Young children's connection with adults Young children as people in the South African context ECD Curriculum birth to four in South Africa (contextually, developmentally and educationally appropriate) Young children's learning and development

9. Proposed title for the NCF ‘Working with and for children’ Tshwaragano ka Bana (extended to include ‘with’) Distinctly South African in an African language

10. Three themes (the child’s voice is the first voice) Theme 1 I am a competent person Theme 2 My learning and development is important Theme 3 I need strong connections with adults

11. Twelve Principles Theme 1I am a competent person 1.I am a powerful competent person who actively creates my own identity and my own understanding of the world. 2.I am unique and have a unique life-story. My experiences rooted in my culture and traditions makes me special. 3.I flourish when I can participate in equal opportunities to develop my own potential. 4.I am sensitive to individual and group differences and I want to celebrate differences.

12. Theme 2 My learning and development is important 5.I am curious and I learn by actively and seriously engaging with the world around me, by using my senses, by working with objects and materials available to me and by interactions with adults. 6.Local and indigenous knowledge and skills are resources that can be used to promote socially, culturally and linguistically sensitive learning environments for me. 7.Play and hands-on (active) experiences enhance my learning and development. 8.A comprehensive ECD learning programme for quality and equality of opportunities pays attention to my developmental domains (including a focus on health and nutrition), the content areas (languages and mathematics) and the links to schooling.

13. Theme 3 I need strong connections with adults 9.Parents and families in my neighbourhood and community play a central role in my overall development. 10.I need a close and loving stable relationship with an adult and family to become confident in my role in the wider community. 11.Adults must deliberately, purposefully and thoughtfully protect me and promote my rights and positive development regardless of my age, background, ethnicity, ability and gender. 12. We, the children need adults to promote – The well-being of each child – a positive self-identity as South African citizens – Inclusivity, equity and diversity amongst all – an integrated child-centred approach which supports the child's learning and development within her family and community – competence for living and coping with life.

14. Development of the Curriculum Six Curriculum Areas Well-being Identity and belonging Communicating Exploring mathematics Creativity Knowledge and understanding of the world Three themes I am a competent person My learning and development is important I need strong connections with adults The Vision Twelve Principles NELDS 2,3, 6NELDS 2, 3NELDS 4, 5NELDS 1, 5NELDS 1. 4, 5NELDS 1, 5

15. In INCLUSIVE categories for babies. toddlers and young children (not boxed into age groups) 1. Beginning2. Moving on3. Advancing further4. Into Grade R Details of curriculum 1. Aims 2. Developmental guidelines 3. Examples of activities 4. Adult roles and responsibilities with children and their families and colleagues

16. Questions What are your comments on the NCF so far? What do you think should be in the Guidelines for Programme Development (GPD)? (To be aimed at the practitioners and parents and ECD workers)

17. Please contact us with ideas! Prof. Hasina Ebrahim 084 783 2071 ebrahimhb@ufs.ac.za Margaret Irvine 076 421 5859 Margaret.irvine0@gmail.com Margaret.irvine0@gmail.com