C A R I B B E A N E A R LY C H I L D H O O D G O O D P R A C T I C E G U I D E
7.3. HOW THE INTERVENTION WAS DESIGNED INTRODUCTION
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Structure a training programme to cover all the skills and understandings needed to implement active participatory learning with children.
Grenada is one of four Eastern Caribbean countries to have undertaken reform of curricula in early childhood settings utilizing support and guidance from the HighScope Foundation. The Foundation is known internationally for a model of active participatory learning that has demonstrated significant outcomes for children’s cognitive, linguistic, physical, emotional, spiritual, creative and social development. The outcomes are linked to a structured curriculum in which children are enabled to work in small groups, and to make choices in their learning for at least 50% of the time that they are in early childhood centres. Critical to the outcomes is the role of teachers and practitioners in implementing daily routines which include: (1) Small and large group activities; (2) Plan-Do- Review; and (3) Outside time 12. The Ministry of Education’s Early Childhood Development Unit has been providing in-service training for teachers and practitioners to implement the HighScope approach to active participatory learning. The process commenced in 2008 with the training of trainers (two persons) by the HighScope Foundation, a training that included orientation to the use of HighScope’s training modules. (See Annex A for the training of trainers outline). The training of officers, teachers and practitioners commenced in September 2008 with five early childhood education officers and a ‘focus’ group of teachers from three pilot schools in the public sector. Support was provided to teachers in the focus group during the period 2008 to 2009 by officers visiting the centres. In 2009 and subsequent years up to 2015, all teachers in the public sector were clustered in groups by district for summer in-service training for three days within a two week time span. (See Annex B for the phased introduction of the approach). By 2015, the programme of training for public sector teachers had covered all current staff; it was extended in August 2015 to centres operating in the private sector. The training programme uses reflective practice approaches including video sequences, made in Grenada, of teachers and practitioners in interaction with children. The learning from training is consolidated by teachers and practitioners through “lesson study” (observing other teachers and practitioners at work, followed by reflection and discussion), team visits to centres implementing good practice, and monthly supervision on site by early childhood officers to support implementation. The training methodologies used were interactive to ensure that teachers ‘learned through example’ about the importance of interaction to the children’s learning. (See the sample of activities used in Annex D). Also introduced in the training is a methodology for assessment in which the 12 UNICEF Office or the Eastern Caribbean. 2014. Final Report For The Formative Evaluation Of The HighScope® Curriculum Reform Programme. See Page 7 and also: http://HighScope.org
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