ACC-01/2017-18

ORGANISING CHILDCARE SERVICES

SECTION A

Q1. a) Differentiate between:

i. Free playand Structured play

Ans. Some play activities are planned by the caregiver with goals and objectives in mind. In
such an activity the child follows some of the instruction of the caregiver on the basis of
whether the child is free to play as she likes, the activity is referred to as free play. On the
other hand when the caregiver intervenes and gives suggestions like, “Like us go out and
make cups and saucers with clay,” with a view to strengthen the child’s concept of shape,
the play becomes structured. This, however, does not imply that free play does not achieve
anything. All play leads to learning. The difference is that in structured play what is hoped to
be achieved by the activity is determined by the educator.

ii. Cooing and Babbling

Ans.
 Cooing: In addition to cries babies make may simple sounds during the early months
of life, such as grunts of pain or disgust, squeals of delight, yawns, sneezes, sighs,
belching, coughing, guttural barking sounds, growls, and cries that sound like the
whine of a young pig or the bleat of a goat. These are known as cooing.
 Babbling: Gradually, the number of sounds the baby can produce increases. There is
as well an increasing definiteness of utterance of various sounds. At first, vowels are
combined with consonants, for example “da , ” “ma,” “ugh,” or “na,” . Later with
practice vocal control makes it possible for the baby to repeat these sounds by
stringing them together, as in “ma-ma-ma-ma” or “ugh-ugh-ugh” . This is real
babbling or “lalling”. Some babies begin to babble as early as the second month of
life. After that, there is a rapid increase, with a peak between the sixth and eighth
months. Then babbling gradually gives way to the use of words. However, some
babies continue to babble into the second year.

iii. Firm & affectionate parenting and Permissive parenting

Ans. Firm and Affectionate Parenting: These parents are warm, loving and supportive of
the child’s efforts and accomplishments. They often praise the child. They show enthusiasm
in the child’s activities, respond sensitively to her feelings and show empathy and
compassion. They usually put the child’s needs over their own. They understand their child’s
personality characteristics and points of view.

Such parents are firm in disciplining. They lay down simple rules and make it clear to the
child that these have to be obeyed and what may be the consequences of disobeying. At the
same time, they explain the reasons for the rules. In other words, they limit the child’s
behaviour but within these limits they encourage independence. They allow encourage
flexibility for the child to act independently within the rules. Before formulating rules and
arriving at decisions, they often ask children about their views and encourage discussion.
They listen to children’s objections.

 Permissive Parenting: These parents are lax in disciplining. They give children all the
freedom to do as they want. There are almost no rules for children and the parents
do not expect much from them. In fact, children tend to make their own rules.
Parents rarely demand that the child behave in a mature manner. Children in these
families have the freedom to do as they want and have few responsibilities. Parents
express their warmth and love to the children liberally.

Children of such parents found to be the least mature or self-reliant. They are not likely to
take on responsibility and immature in their behaviour with peers. They are not
independent and they show high levels of aggression, since the parents do not make efforts
to control the child’s aggression.

iv. Egocentrism and Animism

Ans.
 Egocentrism: It is defined as the inability of the child to assume another persons
point of view. Because of this the child can only manage his own perspective and
assumes another’s view is simply beyond his mental capabilities.
 Animism: It is defined as projection of inanimate object with life i.e. everything seen
as being alive by a young child, and stories that invest with life are quite acceptable
to children of this age.

Animism is another characteristic of pre-operational thought that adds to the magic of the
young child’s symbolic representation. Animism is the child’s belief that things are alive or
have human characteristics because they move or grow. The child believes this because he
is alive and he can move and grow. The child may express this by drawing suns or flowers
with faces or say that the raindrops from clouds are tears because the sky is sad. If a child
were to trip over a chair, he may comment that the “chair” was mad at him and made him
fall. Preschoolers have their own views and explanations about takings as must be evident
from the above discussion. This makes interacting with preschoolers all the more
interesting. From the adults view the child’s logic in incorrect. It is just that the preschooler
thinks in a manner different from that of adults.
v. Babinski reflex and Moro reflex

Ans.
 Babinski reflex : If you stroke the baby on the sole of her foot, she first spreads her
toes and then curls them.
 Moro reflex: On hearing a loud sound or receiving a physical shock, the infant
throws out her arms and arches her back.

b) Giving examples, explain any two principles of development.

Ans. Two principles of development:-

1) Directions of development: “Head to toe direction of development”: One direction is the
head-to-toe direction. Development proceeds from the head to the feet. In other words,
improvements in structure and functions come first in the head region, then in the trunk,
and finally in the leg region. This principle is applicable in the case of prenatal (before birth)
as well as postnatal (after birth) development. It has been observed that in the embryo the
head region is the first to develop, followed by the trunk and then the limbs. In fact, at eight
weeks after conception, the head comprises half the entire length of the embryo. In the
entire prenatal life, head continues to be the fastest growing part of the body.

Motor development also follows the head-to-toe direction of development. The muscles of
the head region come under control first leading to the control of movements of the eyes
and mouth. Then the neck muscles come under control, later the arms and torso and finally
the legs. As a result of this you would have seen that babies learn to hold their head up
before they acquire the ability to sit, and they are able to sit before they are able to walk.

2) Critical period in development: Development is the pattern of change that begins at

conception and continues through the life cycle. For the purposes of organisation and
understanding, development is commonly described in terms of periods. The most widely
used classification of developmental periods involves the following sequence:

The prenatal period : infancy, early childhood, middle and late childhood, and
adolescence.

Approximate age ranges are placed on the periods to provide a general idea of when a
period first appears and when it ends.

The prenatal period is the time from conception to birth. It is a time of tremendous growth-
from a single cell to an organism, complete with a brain and behavioural capabilities,
produced in approximately a nine-month period.

c) Explain why is there a need to have child care services in India.

Ans. The Government has started progranmes for early childhood care and education.
Some of these programms provide services of day me centres and preschools. Providing
these services is important because a number of families lack the resources'to fulfil all the
needs of children. However, these services are able to help only a limited number of
children. There is a need for increasing the number of such senices.

Creche services are needed because the number of women wllo work outside the family
setting is increasing. In such a situation the mother, who is outside the home for a major
part of the day, has four options regarding the child:

i) She can leave the child with a hired help at home.

ii) She can take the child to her place of work.

iii) She can leave the child with another adult member of the family.

iv) She can leave the child with an older child at home.

However, each of these options has its limitations. The first alternative is open only to those
who are able to afford hired help. When the mother takes ttie child with her to her place of
work the child is left on her own while the mother works. She may piay with other children
there, if py. but her opportunity for interaction with caring adults is limited. The third
alternative is possible only if there are other adult members in the family. However, among
families of lower socio-economic groups, where these services are most required, there is
rarely an adult who can stay at home to look after the children since all adults go out to
earn. The fourth possibility of leaving the infant with an older child deprives the older child
of education and is one of the reasons for the low literacy levels in our country. Besides this,
the older child may rrol be able. to look after the younger one adequately. If child care
facilities are providt:d in the primary· schools, the older claildren will be able to leave tl1eir
younger brothers and sisters in the child care centre for tlie duration for which they are in
school. This would also benefit the younger children since they would avail of the various
services at the child care centre.

Q2. a) Why is it important to evaluate children’s progress?

Ans. It is important to evaluate children’s process because:

Firstly, by evaluating children we can come to know about their behaviour their present
level of information and their skills and abilities your knowledge and awareness of every
child in the group increases. Knowing their specific abilities helps you to provide appropriate
settings for their development.

If you evaluate the children again after 3 to 4 months, it will show you how they have
changed and what new skills and concepts they have acquired during that period.

Secondly, evaluation can help you to plan the curriculum and make it specific to the needs
of the children. When we evaluate the children as they join the centre, we are able to
identify their strengths and weaknesses, their abilities and interests. Then we can plan the
play activities accordingly. In this way, the programmed becomes more focused and child
centered.

Besides this initial evaluation, regular and periodic evaluation after every three or four
months will help you to know whether or not the children have understood what you have
been imparting. Based on these evaluations we can plan activities appropriate to the needs
of children/each child.

Thirdly, when the parents ask you about how their child is doing, you will be able to tell
them specific things. It often happens that when parents ask the educators about their child,
the latter are both able to mention the child’s specific accomplishments becomes difficult to
recall details about each child. A written record is always useful.

Finally, evaluation helps to raise the morale of the teachers. Keeping evaluation records
helps you to know how each child has grown in every area of development and this can give
you a feeling of tremendous satisfaction. You may find that children have progressed very
well. This gives you an incentive, a boast to work enthusiastically with children the next
year.

b) Which according to you is the most appropriate way of disciplining

children? Give reasons for your answer.

Ans. More appropriate ways of disciplining: More appropriate way of disciplining is love
oriented technique because in this way parents give their child reasons behind their
objections. For example if their child hurts her younger brother they says. “Don’t hit him. It
hurts him!” so in this way she will understand not she should not hurt him. In contrast when
parents are using power-oriented technique they say “Don’t hurt or I will punish you!” In
this way a child will not know the reason behind the objections. So in Love-oriented
technique of discipline parents draw child’s attention to the motives and feeling of other
people around them. In this technique child learns more rapidly.

Q3. As a preschool teacher, you have decided to take a group of 6 year old
children to the local vegetable market for a visit.How will this visit contribute
to children’s development in different areas?

Ans. As a preschool teacher, you have decided to take a group of 6 year old children to the
local vegetable market for a visit. This visit contribute to children’s development in different
areas are following :

(i) Physical development: It refers to the physical changes in the size, structure and
proportion of the parts of the body that take place from the moment of conception.

(ii) Motor development: Motor development means the development of control over bodily
movements through the coordinated activity of the nerve centers, the nerves, and the
muscles. This control comes from the development of the reflexes and mass activity present
at birth. Until this development occurs, the child will remain helpless.
During the first 4 or 5 years of postnatal life, the child gains control over gross movements.
These movements involve the large areas of the body used in walking, running, jumping,
swimming, and so on.

(iii) Language development: It refers to those changes that make it possible for an infant,
who in the early months uses crying for communication, to learn words and then sentences
to converse fluently. At first the child indicates her need for water through crying. Then she
learns to say “water.” A little later she says, “Mummy water” and finally she speaks a
complete sentence, “Mummy, I want to drink water.” She will be about three years by this
time.

(iv) Cognitive development: cognitive is the process of mental development from infancy to
adulthood. Cognition refers to the process of ‘coming to know’ which is accomplished
through the gathering and processing of information. It includes perceiving, learning,
remembering, problem solving, and thinking about the world.

(v) Emotional development: It refers to the emergences of emotions like anger, joy, delight,
happiness, fear, anxiety and sorrow and the socially acceptable ways of expressing them. As
the child grows up and becomes aware of acceptable ways of behaviour, a variety of
emotions also emerge, as an infant she expresses only discomfort and delight. As she grows
older, expressions of joy, happiness, fear, anger and disappointment appear, she learns to
express these emotions in a healthy manner. For example, initially the child hits out. When
angry, gradually she learns to control this and expresses anger in other ways.

(vi) Social development: Social development means acquisition of the ability to behave in
accordance with social expectations. Becoming socialised involves three processes which,
although they are separate and distinct, are so closely interrelated that failure in any one of
them will lower the individual’s level of socialisation.

Q4. Describe one activity each that you will plan to foster;

i. Pre-reading skills of 3 year olds

Ans. Letter Memory: Memory, where your child flips over cards trying to find a
match, can be a great way to remember capital and lowercase letter matches. Write the
alphabet on two sets of cards, once in capital letters and the second in lowercase. Your
preschooler will then have to match each letter in both it’s capital and lowercase forms. Do
only a few letters at a time when you play, 6 to 10 cards is usually enough for each game.
For children who already know their letters and are working on words you can play this to
help them with sight words. Write a simple word on one card, such as cat or dog, and on the
matching card have a picture of the sight word to be matched.

ii. Empathy in 4 year olds

Ans:- Empathy is the ability to put yourself in another person’s place; being empathetic
means that you can sense and identify with what another person is feeling. A toddler cannot
feel empathy for a friend who gets hurt at the playground. She may match the friend’s
mood and begin to cry, but she won’t feel true empathy, which demands a more highly
developed cognitive facility as well as emotional identification.

But since toddlers have learned a thing or two about their own emotional states and the
emotional states of others, they are less likely than they were as infants to be overwhelmed
by others’ feelings. This means they are in much better control of their emotional responses
— and that is quite an important accomplishment.

iii. Reasoning skills in 5 year olds

Ans. Activities and Games for the Classroom identifies essential reasoning skills from the
Australian Curriculum and offers F–12 teachers 12 fun, engaging activities and games to
teach those skills to students. Using these activities and games, students will develop the
ability to critically analyse evidence and draw valid conclusions, thus becoming informed
citizens destined for academic and lifetime success.

These short, flexible lessons each focus on a small set of foundational thinking and
reasoning skills, and are paired with engaging activities and games students use to improve
their proficiency with those skills. Teaching Reasoning offers clear, acceptable guidance on
how to directly teach the components of specific thinking and reasoning skills, alongside
games and activities that allow students to practise and deepen their understanding of the
component skills in fun, engaging and memorable ways.

Using Teaching Reasoning, F–12 teachers will:

 refine students’ reasoning skills (using a combination of analytical and intuitive

reasoning) in order to prosper in 21st-century universities and workplaces
 gain engaging classroom games and activities to support reasoning instruction
 provide students with the tools to reinforce their reasoning and relay complex
information.

iv. Fine motor skills in 2 year olds

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

Ans. Fine motor skills are the coordination of small muscle movements which occur e.g., in
the fingers, usually in coordination with the eyes. In application to motor skills of hands (and
fingers) the term dexterity is commonly used. The development of these skills allows one to
be able to complete tasks such as writing, drawing, and buttoning.

A child’s efforts to learn about the world involve the manipulation of materials. As the
movements of their hands and fingers become coordinated, they become adept in
manipulating and handling objects. The development of fine motor control can be seen in
the way a child writes with a chalk or a pencil. If you give a crayon to a preschooler, you will
notice that she holds the crayon like an adult, using the forefinger and thumb to grasp it
close to its writing end. Control over scribbling emerges at the same time as the child
masters other manipulative skills.

Crosses squares, triangles and diamonds follow in sequential order. While toddler delight in
the sheer physical activity of moving a crayon around and producing marks on paper, a
child entering the preschool age attempts to control her scribbling and discovers a
connection between these marks and the world around her. Lines are longer simply marks
on paper but begin to have a meaning for the child.

Q5. Discuss the following:

i. Ways to involve parents in the child care centre

Ans. Need and ways of involving the parents in the activities of the child care centre:
(i) Want the support of the family: First and foremost the caregiver has to believe in the
fact that she needs the support of parents. In other words, she must be interested in
interacting with them and the other family members. If she is not convinced about this
aspect, she will not be able to work with them. This may lead to the parents being
dissatisfied and not offering willing support to the caregiver’s plans.

(ii) Develop skills of Interaction: The caregiver needs to develop the ability to interact with
the parents in such a way that they feel comfortable. Many of you would have the
experience of talking with parents. The exercises in the Practical Manual also provide
opportunities to interact with them.

When conversing with parents, one should use friendly tone. Parents usually like to talk
about their children and would welcome an opportunity to talk to another adult who is also
concerned about their child.

(iii) Make parents comfortable: The caregiver’s chief responsibility towards the parents is to
make them feel welcome at the centre. If they find a warm and an inviting atmosphere, they
will feel comfortable. Some parents may feel anxious in a setting which is like a school, while
others may be uncomfortable with strangers. In such a situation, the skills of interacting
with others will help.

The work that children do in a preschool can be sent home with them from time to time so
that the parent knows what the children make. The work can also by display in the centre so
that the parents can see it when they come to drop or pick up the children. Caregivers in the
crèche can send reports on the child’s activities.

ii. Criteria for selecting play material for a 1 year old child

Ans. The following criteria must be given special attention while selecting the play material
for a one year old child:-

 The toys should be big enough so that the child does not swallow them or put them
 in her nose or ears.
 The play objects should have rounde4d and smooth edges instead of being sharp.
 Since infants tend to mouth objects, the material used for making the toys should
not be poisonous. The paints used for colouring the toys should be non-toxic. In case
of cloth toys, the colour of the cloth should be fast. Toys made of metal should not
be given to younger children.
 The toys should not break easily. They should be sturdy to stand banging, chewing
and squeezing.

iii. Development of autonomy during toddlerhood

Ans. Parents and other family members can encourage the development of autonomy in
the toddler:

Toddlers develop a will of their own. They are becoming increasingly aware that they can do
many things and want to test their new found abilities. The infant begins to realise in the
first year that she can have an effect on things. During toddler hood she develops more trust
in her abilities. She will take the spoon from your hand as you feed her, insisting on eating
by her.

The toddler’s curiosity couple with her ability to do things makes the worked an enchanting
place for her. There is always something new to discover and something new to try out.
When the toddler is allowed to explore freely, she develops self confidence. Such
explorations give her a sense of self worth and of being in control. She develops autonomy.
Autonomy means being able to make one’s own choices to do something or to refrain from
doing it, to choose a particular activity, to go where one wants.

Developing autonomy is important as it determines the extent to which one feels that the
situations in life and the events that happen to one are under one’s influence or control. If
one doubts one’s ability to handle situations, one will go through life in a way very different
form another person who has belief in her capabilities. Just as developing a sense of trust in
the first year is crucial for relationships in later life, in the same way it is necessary to
develop a sense of autonomy in the years of toddler hood as this influences one’s attitudes
towards oneself and situations throughout life.

iv. Common speech problems during childhood and their causes

Ans. There are basically three reasons, any one of which could be the cause of a disorder.
These are as follows:

(i) if the child cannot hear, she will not be able to produce the various sounds.

(ii) There could be a problem with the child’s vocal apparatus, i.e. the nasal passage, tongue,
vocal cords, larynx etc. or brain damage and this could hamper sound production.

(iii) An emotional problem may interfere with the child’s ability to understand language or
to speak it.

 Articulation problem: These disorders are the most common of all. Some children
have problems in making a sound or consideration of sounds. They make substitute
one sound for another. For example, a child may substitute the sound ‘r’ with ‘l’ and
‘q’ with ‘t’ as in the sentences. “Give me your slippel (Slipper)” and Twickly (quickly)
give it to me”, respectively. This sound substitution in words in known as lisping.
 Delayed in speech: When the level of speech development falls below the level of
hildren of the same age in quality as shown by word use and accuracy, children are
handicapped in their social relationship just as they are when their play skills fall
below those of their age-mates. This fact the social adjustments children make. And
because members of the social group regard their speech as “babyish,” it has a
damaging effect on their self-concepts.

Should children continue to use baby talk and gestures when their age-mates are speaking
in words, it will reinforce their belief that the children are too young to play with them. This
will deprive children of opportunities to learn the play skills their age-mates are learning and
further jeopardise their social acceptance.

Delayed speech not only affects children’s personal and social adjustments but it also affects
their academic. The most serious effect is on the ability to read-the basic subject of
children’s early school careers. Later, it may affect their ability to spell. Falling behind
academically, combined with problems in social acceptance, will lead to a dislike for school.
This will further impede their academic achievements.

Q6. a) Giving examples, discuss 5 principles that a preschool educator should

keep in mind in order to nurture children’s creativity.

Ans. (i) Make children feel creative: The social environment of children will determine, to
a large extent, whether they will be creative or not. One of the first conditions for creativity
to flourish is a willingness to try out new things, an attitude which can be summed up by the
following words-“Let’s try it out!”,” Why not?” Be open to children’s suggestions about
doing something different and venture with them as they explore their play material.

We should keep our level of anxiety low.

If we wish to generate a creative climate for children, we must be prepared to live with a
little bit of disorder.

We should give children time to complete what they are doing.

And finally, a general air of approval concerning children in the home or in the preschool
sets a tome in which children can be creative.

(ii) The creative process is more important than the product: Children do not often draw or
paint or sing with the sole aim of producing something. When they begin to paint, for
example, they rarely have a particular theme or an object in mind. They are interested in
experimenting with colours and as they do so, some design is formed.

When preschoolers enact roles in a pretend game, they do not have a planned content in
mind. This evolves as they play.

They derive pleasure out of the process of enacting and imagining rather than from playing
their parts to perfection.

Therefore, we should not be critical or judgmental about what children say or do.

Respect criticism of children’s work can take away the fun of making anything and leave
them with a negative opinion about themselves. They may be forced to conclude “I can’t
sing” or “I can’t paint”, much like the adult.

(iii) Encourage children to make choices: Asking children to choose what they want to do
helps them to understand that they are not being forced to do something. Encourage
children to make choices about their play activities and the play material they would like to
use. For example, instead of telling children that they must draw, you can give them a
choice between drawing, painting, making a collage or making models with clay. They are all
activities that allow self-expression. Similarly, rather than pitting out three colours for
paintings, ask children to choose the colours they want.

(iv) Offer support when needed, but interfere as little as possible: Children will often come
to you to show you what they have made: “How is it?” “It is good, isn’t it?”, they may say.
What they are asking for is your approval. At such times encourage and appreciate them.
Never criticize their effort. A child took his clay model to show to the educator, who asked
him: “What have you made?” the child responded proudly: “A man.” The ‘man’ was a
longish roll of clay. The teacher frowned and said: “This does not look like a man. Where are
the arms and legs?” saying this she took the model from the child and reshaped it. “Here,
take this. Now make one like it,” she said.

Children may need help with the play materials. A child who took to working with clay with
great interest, was about to give it up, since the clay was too hard to be made into anything.
The educator, seeing the child struggle, softened the clay by adding some water.

b) How can you make story narration interesting for children?

Ans. Narration is a crucial part of story telling. The way a story is presented will also
determine how much the children enjoy it and participate in it. Eye contact with the
child/children when narrating the story is important. The choice of the words, the
modulation of voice and facial expressions contribute to the liveliness of the story. Let us
consider each of these aspects.

Use words that enable children to picture the scene and stimulate their imagination. A
narration which says “The mice tiptoed to the cupboard and slowly and noiselessly munched
the sweet”, is more interesting than saying “the mice cautiously went to the cupboard and
quietly ate the sweet.” Similarly, the statement that “The crow’s eyes opened wide in
amazement” is more eloquent than the simple statement “The crow was surprised.”

Voice modulation is a must to bring feeling into the story. Imagine hearing a story which is
told in a monotone—with the same tone to express delight, fear, anxiety or caution. The
tone communicates a great deal to the listener and must be appropriate to the content
being expressed. While speaking the above-mentioned sentence about the mice, for
example, one can linger upon the words—“The mice slow-ly tip-to-ed”—which will convey
the mood. The pitch of the voice must be lowered too. For the brave hero the voice can be
strong and gruff; for the scared kangaroo it can be weak, thin, squeaky or stammering in
fear, and for the sleepy giant, it can be fuzzy, with a few yawns and snores.

Along with voice modulation, there must be facial expressions and body movements to
convey the horror, amazement, delight, fear, anxiety, bravery, timidity or humour in the
story. Besides, one can “become” the various characters in the story. You can become an
elephant by bending over, extending one arm to the floor like a trunk and keeping the other
one hidden from view at your back. A rabbit’s long ears can be depicted by placing your
hands on your head.

You must not feel self-conscious or inhibited while doing this. Children like it when you act
and think like a child.

You must have told numerous stories to children in your family. It would be useful for you to
evaluate how you narrate the stories, keeping in mind the three aspects we have
mentioned. You may write down the points which will help you to make story telling more
interesting.

SECTION – B

Exercise 6.

Observing the child and recording the observations. Analysis of observations

and conclusions.

Ans.
Objects: To analyse the child of upto the age of 3-5 years and find the cognitive
development in the

Subject: Ritu Chaudhary

1
Age of subject: 3 years
2

Place of observation : Subject’s (Ritu’s) homes. Park/garden

Date of observation: 10. Feb. 2011

Time of observation: 6 p.m

Firstly, I met subject’s (Ritu’s) mother a day before and told her about my work. She asked
me, ‘How much time, you will take for your observation?’ I replies, ‘I will take only 10 to 15
minutes only.’ She wholeheartedly agreed. She told me, ‘Ritu goes for playing outside,( the
park near/outside the home) about at 6 pm because her friends sunita comes there daily.’ I
said to her,’ Thanks madam, I will be there tomorrow.’

I reached on time the next day. Ritu was not there at that moment . It was already six o’
clock. She come at about 6.10 p.m. She saw me and come to me directly.

Observations Analysis
Ritu came to me directly and said, “Hello
didi, how are you?” I was surprised to see Good memory.
that she remembered me. I said, “ Hello Ritu.
I am fine.
Vocabulary development.
How are you?” Ritu replies, “ Fine”. Then she
went away for the play soon her friends
Sunita came to play. Ritu asked her, “ Come
play with the doll. Let’s just make her a
bride.” She brought clothes, jewellary etc.
from inside and began to make doll beautiful
in their own way. Ritu used innovative ways
to make doll beautiful.
Imagination.
Soon Ritu got bored and began to move here
and there. She went inside and brought a
boot of English alphabets and a dupatta .

She began to move here and there like a

teacher. She asked me to become a student Intimation
and said, “ Didi, you and sunita are
students.” I said , “Ok” I wanted to know
that what type of cognitive abilities. She has
grown in herself. She went inside and
brought ball and several other toys with her.
Soon her mother come and said, “Ritu now
come inside first put toys in your basket.”
And smiles at me. Ritu first put dolls, balls Generalisations and Specilisations.
and other toys in the basket.

She came to me and said, “ Buy , now I am

going mummy is not allowing me to play I
said.

Conclusion:
1
After observations and analysis of the subject (Ritu) who is 3 years old has developed very
2
good cognitive activities and skills in her. She has imitate the things well as teacher of her
school. Ritu has great imaginative skills. She dresses up the doll in the different ways she
had a capacity to learn the things accordingly. She can recall the things. Vocabulary has
grown tremendously and can also communicate well. At the end, I can say that at the young
age Ritu has shown tremendous abilities related cognitive abilities.

SECTION- C

Exercise-09:

Describing the festival. Suggesting re-organization of the room .Scheduling

activities over a week .

Ans.
Brief description of scheduled activities
 Describing the festival: I selected Diwali festival for the purpose of doing this
exercise. I describe that Diwali is an Important festival of India. On this day Lord Ram
chandra and Goddess Sita along with Laxman returned to Ayodhya after 14 years of
exile and killing Ravana. After there return, the people of Ayodhya celebrated this
day with lights.
 Re-organization of the room: The arrangement of the room will be done in the
different ways according to Diwali festival. The desk and chairs will be removed from
the class to facilitate the easy movement of the children. They can also perform
activities in the proper way.

All almirahs will be cleaned and will be organized as a temple for the purpose of playing. The
room will also be decorated in proper ways.

All the activities will be organized around only Dewali festival.

Scheduling activities over a week: Following activities will be include on the week where
this schedule include the activities on Diwali and too activities based on this:-

Days Activities
10 a.m 11.30 a.m
Monday Story telling (about lord Puzzles making
Rama, Sita and their exile).
Tuesday Painting activity (any type) Beading activity
Wednesday Clay activity Picture pasting activity
Thursday Cleaning room Decoration
Friday Celebrating class Festival in the class
Description of scheduled activities
1) Monday:
 Story Telling: First, it is necessary to tell children why the festival of Diwali is
celebrated. Firstly, I will ask them how they celebrate Diwali, what do they do on this
day and so on. Then I shall tell about the lord Ram, sita and Laxmana. I will show
them the pictures etc. and elaborate the entire story. After story telling the
discussion will be done. I shall ask children about what I have told them in story. This
will help them to develop their cognitive skills.
 Puzzle making: In this activity, I shall cut the puzzle bearing candles, Ram Chandra,
lights etc. Children will orgnise them in proper shapes. This will help children in the
development of sensori- motor skills of children as there will be eye and hand
coordination.
2) Tuesday:

First activity is painting activity to develop creativity and imagination skills in children. I will
show them some pictures then, I will ask them to paint what they remember about those
pictures or Diwali festival. This will help growth and development of sensori-motor skills.

 Beading activity: Children will use thread and small beads or moti to bead them.
Children will be put in the thread. This will help in their development in sensori-
motor skills with the help of eye-hand coordination.
3) Wednesday:

This day a clay activity shall be conducted. This will be helpful in cognitive activity and skills.
Children will be asked to make whatever there is in their minds. This will help them in
increasing their imaginative skills and creativity.

 Picture pasting activity: This is a simple activity. I shall collect the pictures in class,
group of children will be made. Every grow-up will be given about ten pictures. I shall
ask them to paste those pictures on a chart paper on whatever way they want. This
will enhance their creativity skills.
4) Thursday:

This day, the room will be cleaned for the purpose of celebrating Diwali. Children will help to
me in doing this which will be an important physical activity for the development of the
gross-motor skills. Then they will help me in decorating the entire room for celebrating
Dewali.

5) Friday:

On this day, Dewali will be celebrated. Children will great other as “Happy Diwali”. The
sweet will be distributed. I will tell them about the goddess Laxmi and her prayer. I will
discuss how gifts are distributed on this day. I shall teach them how to great people and so
on.