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Schemes of Work

SECTION III ACTIVITY AREAS

INTRODUCTION

Learning for pre-school children is Dasically acquired through play activities, it is through these play activities that children enhance various aspects of development which include: .Physical, cognitive, language, social, moral, spiritual, emotional, cultural and easthetic.

When organizing activities for pre-school children caregivers should ensure that all the three domains of learning are well catered for. These are the cognitive, the affective and psychomotor. It is imperative for caregivers to realize that individual differences should De put into consideration when organizing activities for pre-school children. This is in relation to the age level of children, their aDilities, capaDilities and potentialities.

This section presents the content of the nine activity areas to De covered at three different age Ievels (l,ll and 111) in early childhood development. It should De noted that the theme Deing covered should cut across several activity areas. Pre-school teachers are therefore advised to apply thematic integrated teaching and lear ling approach when organizing activities for children.

This section also provides hints for the teacher in relation to the activities children can perform in order to cover specific content. Teachers ai 3 advised not to consider the hints suggested to De exhaustive. They are instead expected to De creative and come up with more activities which can make learning more interesting for children.

It is important for teachers to note that the activities suggested for a specifit content area vary in the level of complexity as we move from one level to another. This aspect is meant to cater for the developmental age levels of children in terms of their aDilities and capaDilities.