The document discusses the scope of teacher education at the pre-primary level. It outlines three main skills for teacher education: teaching skills, pedagogical skills, and professional skills. For teaching skills, it discusses programs for infants/toddlers and preschoolers, emphasizing the importance of forming close relationships and meeting physical/emotional needs. For pedagogical skills, it discusses center-based programs for toddlers and kindergartens, noting challenges of more academic focus. For professional skills, it discusses child care programs and programs for children with special needs.

1. CENTRAL UNIVERSITY OF JAMMU
TEACHER EDUCATION
PGEDU2C002T
SCOPE OF TEACHER EDUCATION AT PRE-PRIMARY LEVEL
Semester-2nd (2017-2019)
Submitted by:- Submitted to:-
Mudasir Amin Dr. Pramod Kumar
Roll No.: 2400417
Department Of Educational Studies
Central University Of Jammu
Baghla

2. SCOPE OF TEACHER EDUCATION AT PRE-PRIMARY LEVEL

3. TEACHER EDUCATION AT DIFFERENT LEVELS
➢ Pre-primary stage is not the stage for formal education.
➢ Literacy should not be the concern at this level though it
prepares children for elementary schools •
➢ Learning at this stage may be characterized by group
activities, play way techniques, language and, number games
and activities directed to promote socialization and
environmental awareness among children and help them in
the process of attaining physical, mental and emotional
maturity.
➢ Pre-Primary
➢ secondary
➢ Higher secondary
➢ Higher Education
➢ Primary

4. ➢ Approaches in developing life skills and the formation of
good habits and living togetherness need to be addressed
with great care. •
➢ To ensure happy and healthy childhood by means of varied
activities have to be the main focus.

5. Conti...
The scope of teacher education at pre-primary level is
enlightened in three main skills viz,
➢ Teaching Skills.
➢ Pedagogical Skills.
➢ Professional Skills.
Teaching Skills
1. Infant/Toddler Programs:-
➢ The need for quality infant/toddler care is especially important
for this group of children and their families (Paulsell, Nogales,
& Cohen, 2003).
➢ Although most current infant/toddler programs operate in a
home environment with small groups of children the number
of center-based options where larger groups of very young
children receive care is increasing.

6. Conti...
➢ In either homes or centers, the major challenge for a teacher is
to form a close relationship with each child in his or her care.
➢ Consistently and lovingly meeting the physical and emotional
needs of very young children is an extremely important and
challenging task (Edwards & Raikes, 2002).
2.Preschool Programs:-
➢ A common model is to enroll children for three to five half-day
sessions per week.
➢ With the increasing numbers of single parents and dual-career
families, however, these partial-day sessions are often
combined with the chance for children to participate in full-day
child care as well.
➢ Preschool students may be in the same classrooms and
working with the same adults as students in child-care options,
thus making it difficult to separate the two programs.

7. Conti...
Pedagogical skills
1.Center-Based program for Toddlers:-
➢ The schedule of events for toddlers should be in a predictable
sequence, provide for active and quiet times, and encourage quality
adult–child and child–child interactions.
2. Kindergartens:-
➢ Federal legislation, such as the No Child Left Behind Act of 2001,
provide financial incentives to schools that make good academic
progress as measured on standardized tests and penalize those that
demonstrate poor performance.
➢ Consequently, kindergarten teachers spend more of their classroom
time engaged in these more academic subjects and have fewer
opportunities for other very valuable experiences.
➢ In part to accommodate this more academic focus, many
kindergarten classrooms are now full-day programs that meet three
to five days a week.

8. Conti...
➢ Research on this option suggests that the longer school day is
beneficial when teachers provide a curriculum that allows children
time to learn playfully about their world (Kauerz, 2005).
Professional Skills
1. Child Care Programs:-
➢ Child-care programs are designed to provide children with quality
care and education for full days.
➢ A variety of child-care options are available. The most common
type is called the family home child care.
➢ These programs operate out of the caretaker’s home and enroll
only a small number of children.
2. Programs for children with special needs:-
➢ Many educational efforts for children with special needs are
integrated with other early childhood programs, early intervention
programs for children with special needs are also available (U.S.
Department of Education, 2005).

9. -Reference:-
www.education.com/article/scope-early-
childhood-education-
ECE/#.WniVQTtrpo.whatsapp
M. Friend, W.D. Bursuck, Excerpt from Including Students
With Special Needs: A Practical Guide for Classroom
Teachers, 2009 edition, p. 9-15.