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 IGNOU ASSIGNMENT GURU (2017-2018)
A.C.C.-1
Organizing Child Care Services
Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the Questions given in the
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answers may be seen as the Guide/Help for the reference to prepare the answers of the Questions given in the assignment.
As these solutions and answers are prepared by the private teacher/tutor so the chances of error or mistake cannot be

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denied. Any Omission or Error is highly regretted though every care has been taken while preparing these Sample Answers/
Solutions. Please consult your own Teacher/Tutor before you prepare a Particular Answer and for up-to-date and exact

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information, data and solution. Student should must read and refer the official study material provided by the university.

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Answer all questions.

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Q. 1. (a) Differentiate between:

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(i) Free Play and Structured play
Ans. Free and structured play: A caregiver plans certain activities by keeping goals and objectives of the play

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in mind. In this game certain instructions are given by the caregiver. A play can be categorized as free or structured.

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Be it free or structured play, all leads to learning. The difference between the two is that in structured play the

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achievement by the activity is determined by the educator. Free play is accompanied with curiosity and initiative and
leads to discovery of new things. In case of structured play, the caregiver helps in drawing the attention of the child

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to different aspects. The activity planned should be enjoyable with a particular goal in mind.

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(ii) Cooing and Babbling.
Ans. Cooing: This is the stage which lasts till 4-5 months after birth.

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It is a vowel like sound when a child makes in addition to crying. They get pleasure by making such sounds and
then the dialogue interaction starts which promotes the development of an emotional bond both between the caregiver
and the infant.

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With growth a child starts producing more sounds and tries to explore the possibilities of combining sounds.

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This opportunity helps a child to perfect sounds.
Babbling: This stage is between 6-10 months in which a child begins to babble and produce sounds like ‘dadada’,
‘mamama’, etc. All these are infant’s utterances in different contexts and will become words only when a child will
begin to use them to refer to an object or person.
These babbling sounds are then converted into a sentence which may have a tone of emotion, anger, fear,
pleasure, surprise, etc. An adult through this tone is able to guess what the child is trying to communicate. Thus the
rhythm or tone of speech is learnt before learning specific words. The infant uses begins using gestures which
clarifies the intention of the child.
(iii) Firm & affectionate parenting and Permissive parenting.
Ans. Firm an Affectionate Parenting: Such parents are warm, loving, supportive and praise the child’s activities
and show empathy and compassion to their feeling. They understand the child’s personality and their points of view
and are firm indisciplining. Their rules are simple and explainable. They limit the child but are flexible in formatting
the rules. They listen and consider the child’s saying and consider it worthwhile. This type of atmosphere reflects
warmth and a good communication between the parent and the child.
The demands of the parents from the child should be reasonable and as per the abilities of the child. It is then
only the child is able to meet the standards of the parents, become more confident. Therefore, the expectations from

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the child must be realistic as unrealistic demands creates a low self-esteem in the child. Such style of parenting
fosters independence in child and the child has high self-esteem, is generous, sensitive and less aggressive towards
the feeling of others. They are friendly and ready to explore more with their creativity. They are playful and perform
better in schools compared to other children.
Permissive Parenting: Such parenting have parents who give freedom to their children have no rules and do not
demand much from their children. Parents show their warmth and love to their children. The children of such parents
grow up as least matured or self-reliant. They are not independent take less responsibility and show high level of
aggression.
(iv) Egocentrismand Animism.
Ans. Egocentrism is defined as the failure to distinguish others. In other words, children can’t put themselves
in someone else’s shoes and believe everyone else thinks exactly as they do. This means seeing things from another’s
viewpoint is actually a developed ability. In order to prove a child’s egocentrism, Piaget set up his three-mountains
problem, where he set up a small and medium sized mountain in front of a large mountain. Because it appeared as

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three mountains to a child looking at the mountains from the front, a child in the pre-operational stage would say

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looking at the mountains would look identical from the opposite side, although in reality it would only appear as one
large mountain. This egocentrism also leads young children to think non-living objects think, feel and act just like

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humans, or think in an animistic way.
Animism: It was observed that preschoolers have their own perception of looking at the world and believe that

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all things are living, be it stones, bridges, clouds, sun, moon, watch, etc. The preschoolers believe that everything
has life. This quality of their thought was called as ‘animism’ by Piaget.
The preschoolers believe that trees and bushes steep at right the moon and sun have life as they can move. Thus

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they feel that these things are alive, for this they have their own views and reasoning. The child’s logic is incorrect

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but they have their own perception of looking at things, but it does not mean that they have lower level of thinking.

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(v) Babinski reflex and Moro reflex.
Ans. Babinski reflex: When the sole of the foot is firmly stroked, the big toe bends back toward the top of the

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foot and the other toes fan out, it is called babinski reflex. This is a normal reflex up to about 2 years of age.

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Moro reflex: The Moro reflex is often called a startle reflex because it usually occurs when a baby is startled by

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a loud sound or movement. In response to the sound, the baby throws back his or her head, extends out the arms and

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legs, cries, then pulls the arms and legs back in. A baby’s own cry can startle him or her and trigger this reflex. This
reflex lasts about 5 to 6 months.

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(b) Giving examples, explain anytwo principles of development.

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Ans. Direction of Development: The two directions that our physical and motor development follows are

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head-to-toe direction and centre of the body to the ends direction. In head-to-toe direction the development is from
head to the feet i.e., first in head region, then in the trunk and finally in the leg region. The principle applies both in
the case of prenatal i.e., before birth and postnatal i.e., after birth development. The head grows the fastest and
simultaneously the rest of the body follows. The part which is the focus of growth and development grows rapidly as
compared to other parts of the body. Before birth, in prenatal life the head developed fastest and after birth the focus
of development shifts downwards to other areas of the body.
Similarly motor development also follows the head -to-toe direction. First, the muscles of head region are controlled
leading to the control of movements of eyes and mouth. Then the neck muscles, arms and torso and then legs are
controlled.
Second is the direction from the centre of the body to the end i.e., outwards development. In this, the body parts
near to axis grows faster and those farthest from axis are last to develop. The principle applies in motor coordination
also. Initially, a child uses muscles of the shoulders which are close to the centre and later uses the muscle of the
fingers which are at periphery of the body. Also the movements of legs are controlled much before than the movement
of the toes.
Rate of Development: Individual differences in rate of development: We all are now aware that there is a
particular sequence of development. A child goes through various stages during this process of development. The

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abilities that a child acquire is different in different cases. The sequence of development is same but the rates of
development vary from one child to another. Thus there is individual differences in the development of a child.
(c) Explain whyis there a need to have child care services in India.
Ans. In India, large number of families are living in conditions of extreme poverty. Because of which they do not
get enough food, health care, nurturance and stimulation. They are unable to fulfil the basic needs of their children
and other family members. It is important that a child particularly during the first 6 years of life gets proper care.
Thus for them providing child care services becomes imperative. These services not only help the individual child,
but are also beneficial for the nation considering that these children is our hope for the future. A child's basic needs
like food, physical care, safe drinking water and other basic amenities are fulfilled by these services.
Q. 2. (a) Why is it important to evaluate children’s progress?
Ans. Why Evaluate Children: First and foremost, the evaluation of children help in understanding their
behaviour, their level of information, their skills and abilities knowing about the abilities and capabilities of children
help in providing appropriate settings for their development. Evaluating them after some period help in analyzing

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the changes in them. Evaluate a child when they enter the centre and when they leave to understand their growth and
progress during this period.
Secondly, evaluation helps in planning the curriculum as per the needs of the children. It is important to

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understand their strengths and weaknesses, their abilities and interests to plan the activities accordingly.
Also, it is important to do periodic and regular evaluation to understand whether or not the children have

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understood the concepts imparted to them or not.
Thirdly, you will be able to give specific details about children to the parents when they ask what child is

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doing. It is better to maintain a written record.
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Last but not the least, evaluation helps in raising the morale of the teachers. It gives a tremendous satisfaction
to educator to see the progress of the child and gives then a boost to work more enthusiastically.

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Children need to be evaluated by the educator who is working with that group of children and has interacted
and closely observed them.

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l Some points that should be kept in mind while evaluating children are as follows:

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(b) Which according to you is the most appropriate way of disciplining children? Give reasons for your

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answer.

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Ans. The Affection oriented Technique of Disciplining is appropriate method to inculicate discipline in Children.

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Ans. In affection-oriented technique, the parents teach a child with affection and this method is more effective in

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socializing the child. This method has a long lasting positive effect on the child. In this method, the parent focuses on
the other’s feelings and appeal to the emotion of the child. The parents explain the rules to the child affectionately

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which gives the child the information to judge her own actions and then use it to guide her future behaviour.
Q. 3. As a preschool teacher, you have decided to take a group of 6 year old children to the localvegetable
market for a visit. How will this visit contribute to children’s development indifferent areas?
Ans. Taking children on trips to places of their interest leads to a permanent learning in them. A child learns
concepts practically by getting first-hand experience. The experience helps in building a strong base for later learning
of the child. When a child talks about his experience on the trip, his vocabulary and memory and skill of learning and
evaluating events get strengthened.
After the Trip
The most important aspect of learning is after the trip which can serve as a base for continued learning and
children are encouraged to talk about the trip. The children can talk about their experience, their feelings, what they
liked or disliked or if they found anything unpleasant during the trip. All these discussion help them to strengthen
their understanding, skill evaluation, exercising their memory and increasing their vocabulary skills.
The children can also dramatize or imitate the events that they saw during the trip. The children can make use of
their experience in their playing activity. Even during the trip, if asked about what the child has observed, their
reasoning ability will be strengthened.

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 There are many episodes and incidences from our daily life which creates an awareness in the child and increases
his conversational skills.
Vegetable markets not only encourage a healthier lifestyle through their selection of food and the absence of
major packaging, but they also are more environmentally friendly. It is a wonderful way to help children appreciate
the food they eat.
Q. 4. Describe one activityeach that you willplan to foster;
(i) Pre-reading skills of 3 year olds.
Ans. A child can be made to read letters written in the flash cards or in the picture book. This will improve the
pre-reading skills of a 4 year old child.
(ii) Empathy in 4 year olds.
Ans. Encouraging Altruism and Empathy: The altruistic behaviour in toddlers are seen only occasionally and
is more or less dependent upon the behaviour of the family members. Children learn the values from the behaviour
of the family members only and learn what they observe. The toddlers can be made to understand empathy and

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helpfulness by explaining them patiently and in brief what can be the consequences of their actions. The child should
be explained how she must behave and what she must do.
The altruistic behaviour of the child is directly affected by parent-child relationship. A child shows more empathy

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and altruism if his parents are more nurturing and loving and supportive towards them. A child is able to read the
emotions of the people in a better manner and then accordingly able to help them by the age of 4 years.
(iii) Reasoning skills in5 year olds.
Ans. If some questions are asked to the pre-schoolers they answer them by understanding the events that happen

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around them and then organize that information before coming to the conclusion. This means they are acquiring and

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developing the skills of solving the problems. In this process they are also learning about hypothesis testing. Which

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means making suggestions as an outcome of something and then analysing the tasks i.e., whether right or wrong.

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Hypothesis testing can be called as the scientific method of inquiry and is based upon observations and thinking of
reasons of why things happen, testing out these reasons, observing the results and finally coming to conclusions. The

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preschoolers use this method and try out their ideas.

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(iv) Fine motor skills in 2 year olds.

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For each activity, mention its content and material(s) required, if any.

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Ans. A toddler can do scribbling or colouring or drawing lines. All these will enhance fine motor skills of a

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toddler.

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Q. 5. Discuss the following:
(i) Ways to involve parents in the child care centre.

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Ans. Some factors that will help the caregiver in involving the family in the activities of the centre are as
follows:
l Want the Support of the Family
The caregiver need the support of the parents and other family members. So she need to interact with them
otherwise will not be able with them. This in turn leads to dissatisfaction and frustration.
l Develop Skills of Interaction
Skills are required in interacting with parents. They should feel comfortable and have a friendly tone. Give them
an opportunity to talk about their child. A caregiver should be sensitive and cheerful to do good work and make the
children happy. In that case the parents too are able to develop trust and confidence in the caregiver and feel comfortable
in leaving the child in her care.
l Make Parents Comfortable
The parents should be welcomed at the centre. They will feel comfortable in a warm and an inviting atmosphere.
It is the skills of interaction that will help in making them feel comfortable. Some unplanned meetings also help in
building the relationship with them. Start with an informal talk gradually proceeding for a formal one. The parents
should feel free in observing the activities of the children.

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 Accept and Invite any Help Parents are able to Offer
Parents can be involved in the activities of the centre. They can help in some of the tasks of the centre. If parents
are unable to come to the centre and help in the activities then they can offer their help and support in many other
ways. They can help by adding to the resources. Some articles which are not required at home and are of use for the
centre, can be given to the centre. Hence depending upon the skills, resource availability, availability of the time and
financial ability, the parents can help the centre in different ways. If there is a difference in opinion of the parents and
the caregiver, a mutual solution must be worked out that is suitable for both the groups. Both have to work cooperatively
to achieve the goal.
(ii) Criteria for selecting play material for a 1 year old child
Ans. A baby keep lying the whole day on the bed and is only able to see things which are above him. Therefore
it is important to hold the baby in a vertical position for some part of the day, somewhere next to your shoulder. So
that she is able to see more things around in this position. This will enable the child to view the surroundings from an
upright position.

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(ii) An infant of around five months of age should be placed on floor level rather than on a bed when
alone.
Ans. An infant of around 5 months of age can turn from her back to the stomach. Because the baby can now turn

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over easily, it should be taken care that she does not fall from the cot or the bed. In that case, if the baby is to be left
alone, leave her in the cradle or on the floor so that there is no chance of her falling down.
(iii) Development ofautonomyduring toddlerhood.
Ans. Developing Autonomy: A toddler learns the word ‘no’ and uses it repeatedly. They refuse to go by the

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instruction of the parents and do the contrary instead. The toddler want to try out their abilities and develops a will

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of their own. Slowly the infant develops more trust on her abilities and understands that she can have effect on

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things. The toddlers try out various things on their own like climbing on their own, wearing the clothes etc. This

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shows their trust in the abilities and this trust makes the world an enchanting place for them. They discover something
new and try out different activities. This helps in building self-confidence in the child. A child develops autonomy

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which can be defined as being able to make one's own choices i.e., to do something or to refrain from doing it. Also,

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it means choosing a particular activity and to go where one wants to go. A child learns that some situations and

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events that happen in life are under one’s influence or control. Believing in your capabilities helps a person from the

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beginning to understand that it is not difficult to handle any situation. Developing a sense of autonomy influences

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one’s attitude towards oneself and towards others and towards situations in life. At the same time if the freedom to

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explore is restricted on a toddler, or is not allowed autonomy, then the child starts doubting on her capabilities.
It is necessary to provide safe and healthy environment to the child to explore the world and for this the harm

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causing objects and things should be kept out of the reach of the child.
When a child performs simple tasks on her own, it helps in providing a degree of independence in them. For this
the family should understand the needs of the child and should not be stopped from doing everything. The toddler at
this stage is only trying to understand what she can do and try to perfect her skills.
Example: A child would not eat porridge prepared by her aunt. She tried all the methods to persuade him, but the
child repeatedly refused and then the aunt had an idea. The aunt said “I am going to the kitchen and now you do not
eat the porridge. Then the child’s attention diverted and when he saw that the aunt is halfway to the kitchen, he left
his play and stated eating porridge.
(iv) Common speech problems during childhood and their causes.
Ans. Speech Problems in Child Hood: A slight delay in the development is not a cause of worry, but it should
not be ignore if the development does not follow a defined pattern. Any speech problem should be paid attention as
it can be a cause of worry and delay in language development will affect the development in other areas as well.
The reasons for the cause of disorder can be:
l Not able to hear, so cannot produce sounds.
l Problem in vocal apparatus.

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 l Some kind of emotional problem.
Another problem could be stuttering or stammering which should also be looked upon and get treated by a
specialist.
Articulation Problems: This problem is common in children and they face problems in making a sound or
combination of sounds and substitute one sound for another. This sound substitution in words is known as lisping.
The problem could be not proper coordination in tongue movements and in producing certain sounds. This could
be because of hearing problem and the inability to differentiate between the two sounds. This problem can be cured
by consulting a doctor. Another problem is stuttering in which a child repeats a consonant or a vowel and get stuck
to a sound thereby repeating it again and again and when their is long pause in between a word, it is called as
stammering. The reasons for these problems could be stress, fear and anxitety. Another reason could be not hearing
the words properly. The inability of the child to speak properly causes anxiety which makes speech even worse.
Developmental Delay: When children show unusual delay in learning language, the reason could be hearing
loss, stress, mild brain damage or fear and anxiety. Another reason could be lack of stimulation at home or isolation

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at home. Therefore some special efforts are required to teach the language to the child for proper communication.
Some special care is required for such children which can be:
l Talk to other adult’s at home and if need be take the help of a professional.

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l Treatment should be given in early years as these years are important for language development.
l They should be given an environment where they are encouraged to speak and also get to hear songs, stories,
rhymes and conversation. That means provide them with enough opportunities for learning language.
l While playing also, encourage the use of speech so that they talk to each other and learn the art of conversation.

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l Professional guidance should be provided in case of slow progress. Simultaneously parents should provide

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supportive environment to the child.

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l A child is conscious in case of problems like lisping, stuttering and stammering and therefore the caregiver

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should ensure that people do not mock or tease the child. He should be given same treatment as others.
Q. 6. (a) Giving examples, discuss 5 principles that a preschooleducator should keep inmind in order to

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nurture children’s creativity.

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Ans. CREATIVITY AND THE CHILD

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The focus should be on self-expression when we talk about creativity in a child. Their aim should not be the

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finished product rather emphasis should be on expressing of ideas. The evaluation of the end product should be done

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with older children and with the adults. The preschoolers express their creativity through dramatic play, through

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music, art and by solving problems. Let us focus now on the immediate environment that enhances a childs creativity.
1. Make children feel creative

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A child should be made to feel creative by being open to his suggestions and venturing with them as they explore
their play materials. But first and foremost the child should be willing to try out new ideas and should have an
attitude for creative ideas. Let the child experiment with various things and encourage them so that they are not
hesitant in making any new discovery.
l Keep the level of anxiety low
In a comfortable and secured environment a child has low level of anxiety and have the energy to do something
innovative and original. In a tensed atmosphere, the creativity takes a back seat. Thus a person is full of creative
ideas when he is relaxed, contented and happy.
l A creative climate is accompanied with little bit of disorder
While performing activities like drawing painting, playing with blocks, clay, etc. Some disorder is bound to take
place. Things might get scattered here and there, but disturbing the activity in between to maintain neatness can
interfere with self-expression. Cleaning up can be done along with children after the activity is over.
l Give children time to complete what they are doing.
Do not be rigid about the duration of the activity. The scheduled of the activities can be done as per the interest
of the children.

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 l Set a tone of approval at home to let the child free flow with his ideas and be creative.
Thus, to enhance a childs creativity bat at home and at preschool centre, it is necessary to provide healthy
environment to nurture their imagination, fantasy and creativity as in such an environment a child feels happy,
enthusiastic and is eager to explore as the adults are warm, relaxed and friendly.
2. The creative process is more important than the product
When children start with their creativity, they do not aim at producing a particular object. Also, they do not have
any theme in their mind and are interested only in experimenting, exploring and discovering. This forms the beginning
of creative self-expression and need to be nurtured children also get involved in pretend play or fantasy games and
get pleasure from enacting and imagining in different roles.
It is therefore important not to be critical or judgemental about what they do or say. Be encouraging and appreciate
their ideas. The child’s creativity might not go with the real life objects as their intention is not to capture the real
world but to come out freely with their imaginations. Children find no fun in copying a drawing and should not be
forced to do that. These copies are neither spontaneous nor original and these two are essential aspects of creativity.

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A child tends to draw what they find significant in their life. But if a child is criticized repeatedly and is made fun of,
then they create a negative opinion about themselves and conclude that they cannot do that activity.
3. Do not reward children for an activity which they like to do in the first place, in the absence of the
reward

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Be it adult or child, the person is motivated towards creativity if they participate in the activities in which they
are interested and finds enjoyment, satisfaction and challenge in performing that activity. They perform best when
they are motivated from outside, means they are performing the activity to achieve a goal i.e., do the activity for

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some objective or rewards which can be in the form of money, praise, promise of future gains, etc. one thing that

task.

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should be considered is to maintain a balance between praising the children and not diminishing their desire to the

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4. Encourage children to make choices
Children should have the desire to perform the task, rather than forcing them to perform it. Let them choose the task on

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their own and also the paly materials that they would like to use for that activity. Give them enough choice so that they can

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make the choice that is of interest to them. There are many activities like drawing, painting, collage or model making, etc.

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that allows for self-expression.

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Different children have different choices and providing them with variety of activities help in making the choice

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of the activity that appeals to them.

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5. Offer support when needed, but interfere as little as possible
We have already studied that it is very important to encourage and appreciate children when they are done with

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their activity. Do not criticize their efforts as it will dampen his enthusiasm. It is important to channelize the thinking
of the child in the right direction without curbing his enthusiasm. Give suggestions but do not impose your ideas on
them. Children may need help with the play materials which should be provided to them by the teacher.
6. Schedule some activities each day that allow self-expression and make these activities as creative as
possible
Activities should be scheduled properly and careful planning should be done so as to provide enough activities
that will foster the creativity of the child. A child should be given enough freedom to let him express his creativity.
Let the child choose the right activity that let him explore and allow him to take out the potential for creative self-
expression. Let the child understand the variations in his activity and come out with new ideas.
Table below shows activities according to the potential of the child for creative self-expression.
(b) How canyou make storynarration interesting for children?
Ans. Narrating The Story: The most important part of telling a story is its narration. How much a child find a
particular story interesting is dependent upon the way it is narrated to him. Some factors which are important when
narrating the story to the child includes maintaining eye contact, voice modulation, choosing the right words and
facial expressions.

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 l Firstly, making the right choice of words means the words that a child is able to understand and can picturise
the scene in his imagination. Make use of simple, cute and cuddly words that will help the child understand
the story easily.
l Secondly, modulation of voice is important to bring feeling into the story. The tone of the story teller should
be appropriate so that the contents of the story are rightly expressed. The pitch can be lowered when talking
about small animals and can be increased when talking about brave heroes.
l Facial expressions and body movements play a vital role to convey different feelings like horror, delight, fear,
anxiety, bravery, etc., in the story. A person can enact various characters of the story.
One must be confident and not be conscious while telling the stories to children as children like it when you act
and think like a child.

(I) Good (II) Moderate (III) Limited

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Painting and Drawing Insisting that the child paint Painting or colouring a model

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The child uses the materials as she or draw a Diwali scene after drawn by the teacher; copying
wishes, so long as she does not come the festival or draw the teacher’s drawing;painting in
in'the way of others. Make available colouring books; drawing around

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animals in the zoo after a trip

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different types of brushes, paints, to the zoo. Here the child’s stencils of animals etc.; colouring
crayons, pencils, papers so that the choice is restricted. keeping carefully within lines.

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child can select as she pleases.

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Children may use string or straw to
do string painting or blow painting.
Clay work

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Manipulating clay as the child Preparing objects to decorate Making an elephant according to
wishes; creating the object the child the dolls’ house on the the model provided by the teacher.

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wants. suggestion of the teacher, i.e.,

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preparing items around a
particular theme.
Dancing

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Dancing freely as the feelings or the Making as the teacher says. Copying the movements of the
music suggests. For example: Dance like a teacher.

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bird or move like a monkey,

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i.e., performing movements
Puppet play

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with a focus.
Children handle puppets as they like. Making up a story with other Presenting a puppet play, or

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children and presenting it narrating a story according to the

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through puppet play. script decided by the teacher, after
Block play repeated practices with her.
Playing with blocks that are Making a model of a ship at Copying a model made by the

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available-blocks of different shapes teacher’s suggestion with no teacher. E.g. after a visit to the
and sizes available on shelves for model provided and materials construction site, the teacher
self-selection by the child. Also chosen by the child. Playing makes the model house and uses
available are other toys which the with toy animals that are of a trucks etc., to represent
child. child might like to use during deliberately set out after the construction work in progress and
block play trip to the zoo, to provide asks children to make the same.
focus for play.
Collage making
Child chooses from the variety Making a collage around a Cutting out pictures from a
of materials available what she theme–after a visit to the magazine as suggested by the
wants to make–teacher guides beach, pasting the sea shells, teacher and pasting them; making
and encourages the child by asking pebbles and sand collected a collage out of the materials
her to think what would look good during the visit on the collage. provided by the teacher; pasting
together. leaves and fruits on a cordboard
tree cut out by the teacher.

SECTION-B
20 Marks
In this Section you are expected to do any one of the practical exercises related to observing children.
Choose any exercise out of exercises 4, 6 and 7 described in the Practical Manual of this course i.e., ACC-1

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and submit it to the counsellor for evaluation.
It would be useful for you if you were to do all the three exercises. This would give you practice in observing
children, recording your observations and interpreting them. You can then choose the exercise which you feel
you have done the best and submit it for evaluation.
The marking instructions for the exercises are as follows:
Exercise 4 Total marks: 20
Break-up of marks : Observing the child and the parents and recording 10
the observations
Analysis ofobservations and conclusions 10
Exercise 6 Total marks: 20
Break-up of marks : Observing the child and recording the observations 10
Analysis ofobservations and conclusions 10
Exercise 7 Total marks: 20
Break-up of marks : Carrying out activities related to matching and

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conservation and recording observations 5+5

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Ans. Exercise 7:

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Analysis of observations and conclusions related to
matching and conservation

Introducton: Matching means seeing a relationship, or noticing that things have something in common. For
5+5

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example, a child puts 2 toy cars together as they are the same and puts 2 red flowers in the vase as they have the same

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colour. A child can also match objects based on shape, size, texture and function (e.g. fork and spoon). Understanding
the concept of sameness will help children to match a picture card of 5 rabbits to a picture card of 5 carrots as both

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have the same quantity of 5.

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Conservation of quantity is the understanding that spreading out or putting closely a group of objects does not

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affect its quantity. When children are able to conserve quantity, they know that 2 sets of 5 objects have the same
quantity even if the objects of one set are arranged further apart from each other. Number sense includes 'more' and
‘less’, conservation of quantity.

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Play Activities to strengthen the ability to Match

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Many activities can be planned to enhance a child’s matching skills which involves identifying and putting

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together the identical objects. But there are some principles which need to be kept in mind when devising matching

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activities for children.
l The different objects from which some have to be matched should vary only in one respect. For e.g. when

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letting children match the pencils of same colour, their shape and size should be same, only colours should

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vary. Similarly different objects can be drawn.
l Different objects like leaves, stick, blocks, toys, flowers can be used for the purpose of matching.

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l During the activity of matching, one can talk about various attributes of the objects being matched.
l The complexity of the task can be increased by asking the child to match the objects on the basis of two or
more attributes.
Some activities that can be planned to foster children’s ability to match are as follows:
l Keep number of stationary materials like pencils, erasers, sharpeners on the table. A child can then be asked
to collect all the objects of a particular colour, say ‘red’.
l Similar game can be played with blocks of different shapes and tell the child to collect blocks of a particular
shape, say ‘square or round’.
l Some cards can be made with different face expressions. A child can then collect cards, of one expression,
say ‘sad’ or ‘happy’.
l A child can be made to separate two pulses of different colours mixed together.
l Children can be made to match a person with his profession.
l Matching flowers with their leaves is another game.
l A child can match identical trees or flowers or shapes or shadows of objects, etc.
Some complex activities can be planned for 5-6 years old children in which they can learn the concept of weight,
heavy, light, small, big, etc.

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 They can be made to balance a twig with some flowers or pebbles or stones, etc.
Play Activities to Develop the Concept of Number
Now that we have studied about the activities that teaches children about the ability to match, classify, seriate
and set objects, more activities can be planned to set objects in one-to-one correspondence which are basic to
developing a concept of number.
Understanding one-to-one correspondence: Children make errors when counting objects provided to them.
This means they have not understood the concept of one to one correspondence. To learn this concept, a child should
be able to set up objects in one-to-one correspondence. A child of 3 years of age understands the concepts of many
or few or larger or smaller and can compare between the two sets of objects. Many activities can be planned to
strengthen these concepts in children.
l A number of blocks can be laid on a row and then the child can make another row with the same number of
blocks.
l Children can make two necklaces with the same number of beads or leaves.
l Count the number of girls or boys in the class and separate those many sweets for them.
With all these activities, a child develops an idea of ‘as many as’ or ‘more than’ or ‘fewer than’, etc. More play
activities can be planned through pictorial representation. They can connect a pair of carrot and rabbit with a line and

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can understand the concept about one-to-one correspondence visually.
Introducing Counting: The activities described above and in the previous unit forms the base to the concept of
counting. All these are pre-number concepts which are a must for a child before introducing the numbering concept

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in him.

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To make children understand the concept of numbers, make use of various objects. A child should understand
that each successive number is one more in quantity than the previous one. Initially a child gets confused and

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understands that one, two, three is the names of the objects that we are touching. There is a need to remove this
confusion from the mind of a child which can be done as follows.
We can start by counting first object and saying that ‘This is one block’ and then moving on to the second one

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and saying. ‘This is one more’. So now there are two and so on. A child then understands that it is not referring to the

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name of the objects and understands the sequencing of number names. A child can be made to introduce these
numbers by giving them opportunity to encounter one or two in different situations. Another aspect to be considered

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when teaching children counting concepts is to arrange the pattern of objects in a different way each time we
introduce them with the concept of counting.
For this introduce only a few numbers at a time so that they can understand and manipulate objects easily and

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continently. Secondly, the script in numbers should be introduced after the children have had considerable exposure
in counting using concrete objects. But we all are in a hurry of introducing scripts to a child rather than making him

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experience with the concrete objects. Therefore, it is necessary to make the child understand the concept first and

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then introduce the script to them.
Observation: Initially, for younger pre-schoolers, it is difficult to match and understand the concept of numbers.

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They get confused and distracted, if the objects vary on two or more attributes. But once they found interest they

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acquired learning, though the process need repetition.
Conclusion: Children enjoy learning to match the objects than the conservation of quantity, but the repeated and

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interesting activities helped them a lot inculcating the concept of number and quantity.
SECTION-C

for children and conducting them. These are Practical Exercise numbers 5, 8 and 9, described in the Practical
20 Marks
In this Section you are expected to do any one of the practical exercises related to planning play activities

Manual of this course i.e, ACC-1. Choose any one of the exercises and submit it to the counselor for evaluation.
It would beusefulfor you ifyou were to do allthe three exercises. This would give you practice in planning
and organizing playactivities. You can thenchoose the exercise which you feelyou have done the best and
submit it for evaluation.
The marking instructions for the exercises are as follows:
Exercise 5 Total marks: 20
Break-up of marks:
Playing with the infant with the toythat has been made, and recording the observations 10
Evaluating the playactivityand writing the conclusions 10
Exercise 8 Total marks: 20

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 Break-up of marks : Planning thetwo activities: 5+5
Carrying out the two activities and analysing and evaluating them: 5+5
Exercise 9 Total marks: 20
Break-up of marks : Describing the festival 2
Suggesting re-organizationof the room 6
Scheduling activities over a week 6
Brief descriptionof scheduled activities 6
Ans. Exercise 9:
Introducton (Describing the festival): Diwali, the Hindu festival of lights, is the most popular of all the
festivals in India. The word Diwali comes from the Sanskrit word deepavali, meaning “rows of lighted lamps”.
Houses, shops and public places are decorated with small oil lamps called diyas. People also enjoy fireworks and
sweets too, so it's really popular with children. Hindus celebrate the return of deities Rama and Sita to Ayodhya after
their 14-year exile. They also celebrate the day Mother Goddess Durga destroyed a demon called Mahisha.
Suggesting re-organization of the room: The room can be decorated with beautiful paper Diyas and different

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flower arrangement.

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Scheduling and brief description of the activities over the week:
Monday: To give introduction of Diwali:

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“D” is for "Diya" (how Diwali/Deepavali means "row of lights" and how people place rows of diyas in their
homes and courtyards to dispell darkness;

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“I” is for "Inner Light" (how Diwali is in essence a celebration of the inner light - the goodness - in all of us;

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“W” is for “Worship” (how Hindus worship Ganesha and Lakshmi for good fortune and prosperity, and also
how different groups in India observe the holiday - Sikhs (Bandhi Chorh Diwas), Jains and Bengalis);

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“A” is for “Art” (how rangoli, paper lanterns and children's crafts are popular activities);

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“L” is for “Legends” (how there are different legends associated with Diwali - Rama’s homecoming, Krishna/

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Narakasura, etc.); and
“I” is for “International” (how Diwali is actually celebrated all over the world - the UK, Australia, Thailand,
Malayasia, Africa, etc. - which helps kids understand the true globalism of this holiday).

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Tuesday: Celebrating sweet day in class:

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Sweets are an important part of Diwali celebrations. Participants can prepare easy no-bake doodh-peda using

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just a few simple ingredients. The kidscan research and exchange recipes they can make at home, and report back to

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the class with their results (in the form of treats!).
Wednesday: Arranging Diya decoration

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Children learn to decorate diyas with different craft materials. It helps in enhancing many creative ideas in
children.

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Thursday:To make children wear the Traditional Dress

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Dress in traditional clothes and start by telling the children that you'll be learning a little about India and one of
the biggest holidays celebrated there. Ask the kids if they know where India is on the map - and then have a
volunteer point to it on a classroom map.
Friday: Host a small mela in class
During Diwali, Indian villages host melas, or street fairs, where vendors sell produce and handmade goods.
Similarly, classes could have an arts-and-crafts day, where students swap their own drawings and decorated diyas
and interpretations of the illustrated scrolls, manuscripts, and other artifacts that can be viewed.
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