Unit Standard number 244481
Evaluate ECD programmes and services
1. What sources can you use to obtain information for the evaluation of an ECD Centre? (Page
42)
Children, adults and documents are used to obtain information. Teachers gather information
throughout the year (child’s progress, checklists, assessments, reports, activity assessments,
classroom atmosphere, physical layout of classroom, observing, asking questions, meeting with
parents, receiving and giving feedback, analyzing students work, and keeping a balance between
formal and informal work.)
Evaluation as Support for Learning:
Information gathering and interpretation, judgment, and decision. Constant assessments,
Monitoring & Observing. Recording observations and providing feedback and learning support.
Monitoring the below is valuable sources to obtain information.
- Child’s progress
- Teacher performance
- Curriculum development
- The financial structure
- Parents’ involvement
- The community at large
- The governing organization of the school
Planning:
Curriculum: Will this language game help develop the listening skills of three-year-olds?
Materials and equipment: If we order the blocks, will there be enough money for the math lab?
The environment: Should the children begin school with free play or a group time? Where can
we store the nap cots? Do the cubbies create a hazard out in the hallway?
Children’s behavior: Certain children interrupt each other too much. Should they be placed in
separate work groups?
Teacher effectiveness: A teacher still finds it difficult to lead a group time. How can she be
supportively challenged?
Suggestions, recommendations and setting goals is vital to ECD evaluation. As is managing
expectations, inclusivity and teachers keeping a logbook.
2. Explain how you will ensure that information that is gathered during the evaluation process is
reliable, verifiable and sufficient. (Page 44)
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Evaluate ECD programmes and services
1. What sources can you use to obtain information for the evaluation of an ECD Centre? (Page
42)
Children, adults and documents are used to obtain information. Teachers gather information
throughout the year (child’s progress, checklists, assessments, reports, activity assessments,
classroom atmosphere, physical layout of classroom, observing, asking questions, meeting with
parents, receiving and giving feedback, analyzing students work, and keeping a balance between
formal and informal work.)
Evaluation as Support for Learning:
Information gathering and interpretation, judgment, and decision. Constant assessments,
Monitoring & Observing. Recording observations and providing feedback and learning support.
Monitoring the below is valuable sources to obtain information.
- Child’s progress
- Teacher performance
- Curriculum development
- The financial structure
- Parents’ involvement
- The community at large
- The governing organization of the school
Planning:
Curriculum: Will this language game help develop the listening skills of three-year-olds?
Materials and equipment: If we order the blocks, will there be enough money for the math lab?
The environment: Should the children begin school with free play or a group time? Where can
we store the nap cots? Do the cubbies create a hazard out in the hallway?
Children’s behavior: Certain children interrupt each other too much. Should they be placed in
separate work groups?
Teacher effectiveness: A teacher still finds it difficult to lead a group time. How can she be
supportively challenged?
Suggestions, recommendations and setting goals is vital to ECD evaluation. As is managing
expectations, inclusivity and teachers keeping a logbook.
2. Explain how you will ensure that information that is gathered during the evaluation process is
reliable, verifiable and sufficient. (Page 44)
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