It is the duty of an Early Childhood Development (ECD) teacher to meet the needs of

pupils in different areas. The lesson can be affective if taught with relevant age
appropriate media. However the designed learning kit is intended to benefit the pupils
under the theme colours. The teaching media are intergrating all subjects areas which
are maths science, expressive arts, social sciences and language arts.

In the learning kit they are learning aids such as a booklet with shapes and pictures
showing different colours, toy car a hut, an urban house, four coloured tins, bean bags,
colourful wardrope, coloured sticks, a sorting tray, robot, a flag chart showing patterns,
black cloth, hosho, jiggles, blocks and pupils. Terms like maths science, learning kit and
intergration are going to be defined.

According to Jalango (1992), Maths Science is the systematic study of humans and their
environment based on the deductions and interferences which can be formulated
reproductable within the universe. UNESCO (1999) defines Maths Science as the study of
quantity structure space and change. Therefore it can be viewed as a crucial subject that
helps pupil`s develop their basic scientific skills.

Farrant (1980) suggests that integration is an attempt to avoid the fragmentation of

knowledge which result in schools. Hendrick (1988:58) says “It is a teaching method that
cut across subject matter lines bringing together various aspects of learning into a
meaningful association”. Therefore integration can be defined as regrouping of
knowledge and ideas of different subjects across curriculum.

A learning kit is a collection of learning aids which are materials used when teaching to
make teaching and learning easy (Kasambira 1993). It enables pupils to grasp the concept
being taught and active involvement as they manipulate these learning aids. However
learning materials can be defined as materials designed for teaching children from
concrete to abstract.
In teaching Maths Science a teacher can use different colours to acquire classifying skills.
Farrant (1980) concurs that classifying is the grouping of things by properties or
functions. Pupils will be asked to classify the blocks according to colour, size and shape.
There is also a flag and a shape house since everything in the environment has a colour.
Pupils will classify objects around the home according to its colour. The model of an urban
house and a hut has been added for pupils to identify the different colours that can be
seen on the house for example, the roof is red, the walls are yellow and bottom is blue.

The windows are green. Thus their cognitive skills will be developed. Brunner (1977)
supports this by saying that children learn from concrete to abstract. There is also a
sorting tray to match and sort object according to their colours. Pupils will also use the
sticks of different colours and sort them in the sorting tray each stick can be sorted
according to its colour. Therefore scientific skills such as observing, classifying, comparing
will be developed.

There is also some coloured tins in the kit. Pupils will be given items like counting sticks
of different colours. They are supposed to put a red stick in a red tin, a blue stick in a
blue tin, a yellow stick in a yellow tin. Pupils will develop the skill of observing and
according to Bandura (1977) learning takes place through observing and experimenting.
In the kit there is a coloured toy car, pupils can identify the colours used and the number
of wheels on the car, the number of windows and its colours. Knight (2003) affirms that
the activity develop intellectual as they acquire mathematical skills relevance such as
counting.

Bags of different colours and shape with materials with different textures are also learning
aids in the kit. Pupils will be asked to feel the different textures and materials and compare
them. Hence the bean bags are of different colours, pupils will also be asked to identify
the colours. A booklet with pupil`s activities is also available. Pupils will name the shapes
and their colours, recite colour rhymes and name all the colours of the rainbow. Moreover
they will recite all the four primary colours that is red, yellow, blue and green. A chart
showing different patterns drawn in different colours has been availed. Colours can be
seen on many things in the environment, things like a coloured wardrope, flag, robot
model also are included to help pupils develop observing skills. Pupils will observe
different colours on all these materials.

Piaget (1957) suggest that when pupils are presented with sets of objects such as
colourful artificial fruits varying in size and shape the pupils should be able to put the like
colours together, as children learn through first – hand experience, by so doing they will
think creatively to solve problems. The kit also help the pupils to solve their problems
which is a powerful motivating factor in learning.

Moreover the teaching kit can be used to teach Language Arts. Pupils will develop their
visual discrimination skills as they name and identify different colours on the flag as well
as speaking skills. Pupils may draw and colour shape with different colours thereby
developing their fine motor skills. Listening and speaking skills can be developed when
pupils engage in discussion about colours in the class or they have seen in their multi –
media.

Wiley (2010) says language arts helps children to develop book skills, therefore the
picture book in the kit will help pupils a lot in showing pictures of colourful things.
Language is also developed as they sing the rhyme so a piece of rhyme in the kit will help
pupils as music is a language and children are oriented towards learning a language.
Sprosty (1993) also views that language art is developed through repetition.

Moreso the kit can be also used to teach social sciences which is a subject consists of two
subjects social studies and religious and moral education. Pupils will learn social skills
such as sharing as they interact with objects like balls which is also included in the kit.
When playing soccer the skill of accepting failure is also developed as pupils will accept
that others play the game better than them. The pupils can appreciate the different
colours in the environment also like their houses and colours of rainbow. There is a picture
of Joseph with a jacket with many colours. The teacher can retell the story and according
to Chikuni (2003) pupils learn more during the period of intense concentration. Their
listening skills are developed as they listen to the story. A black cloth in the kit is for the
teacher to teach that different colours of clothes can be worn on different occasions. The
pupils can also dramatise the story of Joseph and this promote the communication skills.
Moral values are learnt from the story like being obedient to parents like Joseph.

When teaching the subject Expressive Arts the same kit will be used. Children will express
their own feeling through manipulation of materials to draw their homes and colour them
with favourite colours. The prepared kit can be used by pupils to develop fine and gross
motor skills. Pupils can paint shapes using paint, brushes, draw and colour themselves
thereby developing fine motor skills. Moreover there is a drum, hosho, shakers and jiggles
used as they sing different songs like “uyu mutsvuku, uyu mutem, uyu muchena or flag
tell me your colours red, blue…” during this time they will be dancing to the rhythm of
the songs thereby gross motor skills are developed.

Farrant (1999) assets that eye – hand co-ordination is developed also by playing nhodo
game. Moreso pupils may develop self – esteem and confidence as they also paint. Piaget
(1957) says pupils learn through their senses.

In conclusion the idea of Maths Science helped pupils to develop scientific skills. They
also help pupils with skills which are necessary in future life. Moreover the theme colours
can be used in all subject areas that is maths science, social sciences and expressive arts.
Therefore it is the duty of the teacher to provide teaching and learning materials that can
be integrated to promote effective learning on part of the child.
Reference
Bandura, A (1977) Social Learning Theory of Aggression, Prentice Hall, Eaglewood
Cliff, New Jersey.
Brunner, J.S (1983) Play Through and Language University Press. Harvard Cambridge.
Chikuni, B (2003) The teacher`s Handbook. A practical Approach to teaching Flame
Publishing Company, Gweru.
Farrant, J.S (1980) Principles of Practise of Education, Essex Longman.
Jalango MR, (1992) Early Childhood Education, Language Arts, Allyn and Bacon
Massachussetts.
Piaget, J (1967) The Origins of Intelligence in Children International University Press
New York.
UNSECO (1999) Early Childhood Education and Care Teacher Training Manuel.
This presentation seeks to highlight how the learning aids are going to be used when
teaching an ECD B class under the topic shapes using subject intergration. Key terms like
Maths Science, learning aids and intergration shall be defined.

Das (2005) assess that learning aids are those additional materials which can be used
when teaching to make learning easy. Chikuni (2003) define learning aids as materials
that accompany any teaching or learning programme so that teaching and learning
becomes more enjoyable and better understood.

Maths Science is an intergration of three subjects namely Mathematics, Home Economics

and Science. Sprosty (1995) defines Maths Science as the study of quantity structure
space and change. Jalango (1992) affirms that Maths Science is the systematic study of
humans and their environment based on the deductions and interferences which can be
formulated reproductable within the universe.

Das (2005) postulates that integration approach is a method that cuts across subject
matter lines bringing together various aspects of learning meaningful association
Hendrick (1986:57) says “Intergration is a teaching method that cuts across subject
matter lines bringing together various aspects of learning into meaningful association”.
Therefore intergration is a process whereby various subjects can be combined to come
up with one subject area.

The kit consist of different types of shapes such as triangle, square, circle and rectangle,
shape house, round hut, cart, robot, sorting try, abacus, scale, four boxes, church , table
and chairs. Additional teaching materials are bean bags, ball, drum, jingle, blocks and
rural home. There is also charts with shapes, picture book, crayons, numberline , activity
book are also in the kit to assist in the teaching of the theme shapes. The blocks with
different shapes will help pupils acquire classifying skills. According to Das (2005)
classifying is the grouping of things by properties or functions. Pupils will classify the
blocks according to size and shape. There is also a chart showing a shape house. Since
everything in the environment has a shape. Pupils can classify objects around according
to shape. Teacher may also use the blocks for playing the odd one out game.

Tason and Hucker (2005) state that matching allows pupils to compare objects, decide
what link them and this develops them cognitively. The pupils will make use of the four
boxes they in match shapes. Stebbing (1999) also suggests that from a collection of
objects children should match real objects to shapes in the sand. Pupils will look at the
properties of the shapes for example corners and sides.

Pupils will acquire ordering skills using the abacus. Shapes of different sizes are placed
randomly for example three or four different rectangles that is big, bigger and biggest.
Pupils will be asked to order or arrange them on the abacus according to size, and shape.
Comparing skills will also be developed in the process.

Blocks can be used as counters hence counting introduces children to the idea of
numbers. Stebbing (1999) suggests that counting begins with grouping of objects and
comparing quantity. Children will count different shape, the number of sides and corners
on different shapes. The exercise will be added by the number line provided in the kit.
Counting objects by touching concrete materials allows children to understand the
numbers better.

Pupils will sort shapes using the sorting tray. A scale is also included in the kit. So as to
enhance the skill of comparing. When pupils put different sizes of blocks on the scale to
see which set of blocks is heavier or lighter than the other. The model of a rural home
has been added for pupils to identify the different shapes that can be seen on the house
for example the roof is the shape of a triangle, the windows , resemble a square, the
door looks like a rectangle. Thus their cognitive skills will be developed.

A booklet with pupil`s activities is also available. Pupils will draw and colour shapes, finish
the sequencing of shapes, recite shape rhymes and identify the four basic shapes on a
drawing of a hut. A ball has been provided to help the teacher demonstrate the properties
of a circle. How it is round with no corners the reason it can roll. A robot has been added.
Shapes can be seen on many things in the home environment, things like a scotch cart,
winnowing basket and drum are also included to help pupils develop observing skills.
Bags of different shapes with materials with different textures are also learning aids in
the kit. Pupils will be asked to feel the different textures and compare them.

The same learning kit can be used during an Expressive art lesson. Pupils will be asked
to recite rhymes for example the four shapes that I know. This promotes auditory
memory, fine motor skills are developed through drawing, colouring and moulding
different shapes. Pupils will develop creativity as well as finger dexterity. Hand eye
coordination is also promoted through drawing and colouring. The gross motor skills are
also exercised through the shape race. Das (2005) concurs that they may play ball games
like “dunhu” using the ball. Pupils can use the drum, marimba, jingles, clappers when
singing shape rhymes.

This kit may also be used in social sciences. Barker (1977) asserts that learning takes
place through interaction, communication and sharing. Communication skills are
developed when the pupils identify and name different types of shapes. At the dramatic
pupils can role play taking care of things around them for example cleaning their balls.
Turn taking is observed when children take turns to role play using different shapes.
Pupils appreciate the shelter and shapes on building such as the church and rural home.
Sharing skills can be taught since there is just one ball. The teacher will explain to pupils
how they can all share the ball.

The teacher may tell stories about how people lived long ago, pupils will role play the
story thereby developing their social skills. The pupils may draw round huts and
appreciate the patterns in form of shapes.
Moreover the learning kit can be used to teach language arts. Pupils will develop all the
four skills that is listening, speaking, reading and writing. Pupils will develop listening
skills as they listen to each other naming shapes. Speaking skills as they describe shapes
and counting their sides. They will develop writing skills as they draw and colour shapes.
Their reading skills as they read pictures with different shapes from the charts provided.
Jalongo (1992) says that pupils will develop oral and aural skills.

In a nutshell the theme shapes can be taught using the integrated approach in Maths
Science. Essential scientific skills such as classifying, matching, sorting, comparing and
ordering skills will be enhanced. The intergrated kit can be conclusively described as
important and effective media that assist teaching and learning.
Reference
Bandura, A (1977) Social Learning Theory of Aggression, Prentice Hall, Eaglewood
Cliff, New Jersey.
Chikuni, B (2003) The teacher`s Handbook. A practical Approach to teaching Flame
Publishing Company, Gweru.
Das, R.C (2005) Science Teaching in Schools. New Dehli, Sterling Publishers Pvt Ltd.
Hendrick, J (1986) Total learning curriculum for the Young children. Merill Publishing
Company, Columbus.
Jalango MR, (1992) Early Childhood Education, Language Arts, Allyn and Bacon
Massachussetts.
Sprosty, L (1992) Early Childhood Language Arts in the Primary School, Mambo Press,
Gweru.
Stebbing, B (1999) Learning through play UNICEF, Harare.
Tason P and Hukcer K, (2005) Planning Play, The Early Pearson Education Limited Essex.